Homebound Instruction Jobs in Michigan (NOW HIRING)

Job Description
Job Title
Position Title: Executive Director, ESE Academics
Location: Fisher Building, 9th Floor
Salary: $134,598 - $167,108
Reports To: Senior Executive Director of ESE Academics
Bargaining Unit: N/A
Benefits Eligible: Yes
Telecommuting Eligibility: Eligible for telecommuting up to 20% (one day per week)
Position Summary:
The Executive Director (ED) of ESE Academics is responsible for ensuring high-quality instruction and strong outcomes for DPSCD students served in self-contained and specialized ESE programs, including Mild Cognitive Impairment (MICI), Emotional Impairment (EI), Early Childhood Special Education (ECSE), and Essential Skills (ages 18-26). In partnership with senior leaders, hub site administrators, and instructional staff, the ED establishes a common vision for excellent instruction and leads a coherent strategy for school support, professional learning, and program quality across these areas. While the ESE Operations team owns compliance monitoring and formal evaluation, the ED brings strong working knowledge of IEP development and special education compliance requirements to ensure these programs are implemented with fidelity and drive strong student outcomes. As a senior leader in the organization, the ED is accountable for building and leading an inclusive team that produces results for students.
Minimum Qualifications:

• Master's degree from an accredited college or university in Special Education or a closely related field
• Possession of, or eligibility for, a valid State of Michigan Special Education Director or Supervisor approval
• Valid State of Michigan Administrative Certificate highly preferred
• At least 5 years of successful experience in special education administration/leadership (e.g., as an ESE Supervisor or Director)
• At least 3 years of experience directly related to IEP development, special education service delivery, and/or programming for students with disabilities in self-contained, low-incidence, or transition settings

Core Competencies:

• Strong working knowledge of IEP development, present levels of performance, goals/objectives, and progress monitoring, used to drive program quality rather than to perform formal compliance review or evaluation
• Working knowledge of IDEA and the Michigan Administrative Rules for Special Education (MARSE), including secondary transition requirements
• Expertise in effective instructional practices for students in self-contained and low-incidence programs (e.g., MICI, EI, ECSE, Essential Skills)
• Skill in coaching, training, and building the capacity of hub site administrators and program staff

Essential Functions:

Vision: Partner with the Senior Executive Director of ESE Academics and other senior leaders to establish and advance a common, asset-based vision for excellent instruction and strong outcomes across self-contained and specialized ESE programs (e.g., MICI, EI, ECSE, and Essential Skills for students ages 18-26), high school transition services, homebound instruction, adaptive physical education, and Special Olympics; invest hub site administrators, program staff, and families in the importance of this vision to achieving the District's mission.

Strategy: Develop and lead a coherent, focused strategy for each area of responsibility, including clear and ambitious targets for student participation, program quality, and transition/post-secondary outcomes; establish plans to achieve targets, holding programs and partners accountable and adjusting approach based on results.

Program Quality & IEP Alignment: Apply strong working knowledge of IEP development, present levels of performance, goal writing, and progress monitoring to ensure IEPs translate into high-quality, well-implemented instruction within self-contained and specialized programs; partner closely with the ESE Operations team, which owns formal compliance monitoring and evaluation, to ensure programmatic practice remains aligned with IDEA, the Michigan Administrative Rules for Special Education (MARSE), and district expectations.

School Support: Lead a school support team that provides direct coaching, modeling, and instructional support to hub site administrators and program staff across self-contained programs (e.g. MICI, EI, ECSE) as well as homebound instruction and adaptive physical education; advise building leaders on master scheduling, staffing ratios, and program implementation aligned to student needs.

High School Transition: Oversee the quality and continuity of high school transition services for ESE students, including planning for Essential Skills and other post-secondary pathways; ensure transition goals documented in student IEPs are reflected in program design and school-based practice.

Professional Development: Design, deliver, and support ongoing professional learning and on-the-job coaching for hub site administrators, teachers, and paraeducators across areas of responsibility; communicate clear expectations for high-quality professional learning and build internal capacity for training and support.

Assessment: Oversee the selection and implementation of appropriate internal and alternative assessments for students in self-contained and specialized programs; use participation and outcomes data to monitor progress, inform school support priorities, and guide professional learning.

Stakeholder Engagement: Serve as a trusted point of contact for hub site administrators, families, and community partners, including Special Olympics and adaptive PE partners, to understand needs, problem-solve challenges, and strengthen program offerings.

Budget, Contracts and Partnerships: Propose and monitor line-item budgets and contracts aligned to strategy for areas of responsibility; forge and sustain partnerships (e.g., Special Olympics, adaptive PE, and transition/community partners) that advance program quality and student outcomes; hold vendors and partners accountable for results.

Team Management: Lead, coach, and develop a diverse, inclusive team to strong results; build strong relationships across lines of identity and power; use performance management and strong managerial competencies to ensure staff contribute meaningful work, motivate others to achieve results, and operate as constant learners.

Student Centered Learning Commitment: Demonstrate a commitment to student centered learning, inclusive teaching practices and bring practical solutions to delivering high quality learning environments to students with IEPs, schools supporting ESE students and on the ESE academics team.

Fulfill other duties and responsibilities as assigned by the Senior Executive Director of ESE Academics.

Security Clearance:
Internal Applicants
If you are a current Detroit Public Schools Community District employee, you do not have to submit to a new security clearance, unless your new role requires a different type of criminal background check.
External Applicants
In alignment with Michigan law, if you are hired to fill a position, you will be required to submit to a Detroit Public Schools Community District criminal background check. Information regarding required background checks will be shared at point of hire.
Method of Application:
Applicants must apply through the online application system. Only applications submitted through the online application system will be considered for any posted position and all applications require a resume to be considered.
Successful candidates are required to submit official transcript(s) at point of offer to hire. It is the applicant's responsibility to provide all documentation (including copies) as requested.
Applicants requesting assistance during the application process should contact the Office of Human Resources via email at [email protected] or phone at (313) 873-6897.
DPSCD does not discriminate based on race, color, national origin, sex, disability and/or religion. Contact the Civil Rights Coordinator for more information at (313) 240-4377 or detroitk12.org/compliance.