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CHATHAM COUNTY SCHOOLS

Exceptional Children's Services

Job Description: Coordinator of Inclusive and Advanced Learning 

POSITION PURPOSE / NATURE OF WORK

Position provides district-wide leadership for the implementation of the district systems of improvement for academics and behavior across all schools, while also providing leadership, coordination, and technical assistance for Exceptional Children (EC) and Academic and Intellectually Gifted (AIG) programming. This role supports the development of district systems of improvement and problem-solving structures as well as processes and programming within EC and AIG services for implementation. The coordinator serves as a liaison between district administration, NC DPI, school administration, faculty and staff, families, and other partners; provides technical assistance, coaching, and instructional/compliance monitoring; and supports administrators in decision-making. The coordinator collaborates with administrators, educators, families, and community partners to strengthen instructional practices, monitor student progress, address systemic barriers, and support decisions that result in appropriate services for all students, ensuring EC and AIG programming is provided through data-informed practices and continuous improvement. Reports to the Director of Exceptional Children's Services.

EDUCATION, TRAINING, AND EXPERIENCE

Master's degree from an accredited college or university in Curriculum & Instruction, Special Education, Administration, or a directly related field preferred.

Required to hold state teaching  and be designated "highly qualified."

Multiple years of successful classroom teaching experience or related school-based professional experience required.

Demonstrated leadership experience in assessing student needs, supporting instructional improvement, and adhering to special education regulations.

Experience planning, developing, and implementing programs; evaluating program effectiveness; and designing and delivering professional development for staff.

CERTIFICATION AND LICENSE REQUIREMENTS

Hold or be qualified to hold a North Carolina Professional Educator's License in Exceptional Children, Curriculum & Instruction, or a directly related field.

Must hold and maintain a valid motor vehicle operator's license in accordance with State of North Carolina requirements.

PREFERRED QUALIFICATIONS

Administrative and/or supervisory experience at the school or central services level.

Prior experience supporting or supervising instructional/behavior Program Facilitators or instructional coaching staff.

PERFORMANCE RESPONSIBILITIES / ESSENTIAL FUNCTIONS

Improvement Framework Implementation & EC/ AIG Program Leadership

• Leads district-wide implementation of systemic improvement and problem-solving for academics and behavior, including oversight of supplemental and intensive interventions
• Provides on-site assistance to schools on planning, problem-solving, and teacher collaboration, including guidance on distinguishing intervention needs from disability or gifted indicators
• Assesses the effectiveness of the district's tiered instructional program and its impact on EC and AIG referral/identification indicators
• Directs improvements to instructional programming, ensuring documentation appropriately supports EC and AIG processes and programming
• Provides leadership in EC/special education programming in accordance with state and federal law, including Policies Governing Services for Children with Disabilities
• Manages the district's local AIG program in alignment with NC AIG Program Standards, including development and monitoring of the three-year LEA AIG Plan
• Coordinates equitable processes using multiple criteria within district systems of improvement and EC/AIG programming
• Coordinates programming reviews across the full continuum of services within district systems of improvement and EC/AIG programming to include Early Childhood through school age
• Serves as a consultant to staff, PreK through postsecondary, on instructional strategies, differentiated curriculum, and talent development models
• Trains and supports staff on academics and behavior, including supplemental and intensive interventions with best practices, including reaching underrepresented populations within district systems of improvement  and EC/AIG programming
• Conducts peer review observations utilizing the North Carolina Teacher Evaluation Instrument
• Serves as point of contact for AIG families, manages the local AIG advisory committee, and oversees AIG family engagement
• Leads EC and AIG reporting requirements to NC DPI and district leadership

Instructional Support, Coaching, and Professional Learning

• Serves as a consultant and coach to staff regarding instructional strategies, specially designed instruction, differentiated curriculum, and evidence-based interventions for EC and AIG programming
• Facilitates the design, delivery, evaluation, and monitoring of professional development related to within-district systems of improvement and EC/AIG programming and strategic goals
• Deploys coaching, modeling, and fidelity checks for within-district systems of improvement and EC/AIG programming and procedures
• Develops and/or deploys district resources for instruction, assessment, and professional learning across platforms
• Supports school-based staff and administrators, PreK through postsecondary, in implementing inclusive practices, differentiation, and instructional priorities aligned with EC and AIG regulations
• Demonstrates thorough knowledge of NC curriculum standards across all grade levels

Systems Alignment, Communication & Collaboration

• Coaches and models the collection and analysis of district, school-level, and goal-progress data to measure district systems of improvement, EC, and AIG program effectiveness and student progress
• Creates reports, graphs, and correspondence (memos, letters, emails, fliers) to convey program data and updates clearly to district leadership, school staff, and families
• Maintains open communication between district systems of improvement teams, EC/AIG staff, school administration, and district leadership
• Works collaboratively with district and school administrators to implement system goals and evaluate effectiveness
• Builds partnerships with families, community agencies, and district/school colleagues, including through advisory committees, parent groups, and family engagement events
• Participates in meetings, conferences, and professional learning to support continuous improvement and system initiatives
• Manages inventory and instructional materials, supplies, and screening instruments supporting EC and AIG programming
• Writes and/or supports grant development to enhance district systems of improvement,  EC, and AIG programming
• Performs additional responsibilities assigned 

MINIMUM STANDARDS REQUIRED TO PERFORM RESPONSIBILITIES

Physical Requirements

Ability to operate office equipment including computers, copiers, and other technology resources.

Ability to operate a motor vehicle.

Light physical activity, including walking or standing for extended periods; may require lifting, carrying, pushing, or pulling objects.

Cognitive, Communication, and Interpersonal Requirements

Data Conception: Ability to compare, evaluate, and analyze data.

Interpersonal Communication: Ability to effectively convey information, provide guidance, and collaborate with staff and families.

Language Ability: Ability to read, write, and present professional correspondence, reports, and documentation using appropriate conventions; ability to speak before groups with poise and confidence.

Intelligence & Reasoning: Ability to apply logical and analytical thinking to problem-solving and decision-making.

Interpersonal Temperament: Ability to work effectively under stress, manage multiple priorities, and respond to emergent situations.

KNOWLEDGE, SKILLS, AND ABILITIES

Extensive knowledge of state and federal special education regulations, school law, and district policy.

Masterful knowledge of curriculum, teaching and learning, and best instructional practices.

Knowledge of content standards, specially designed instruction, and graduation pathways for students with disabilities.

Working knowledge of Child Find, IDEA Part B/Part C requirements, and EC compliance procedures.

Knowledge of effective staff development models and adult learning facilitation that lead to the successful development of effective teachers.

Knowledge of district and state assessment tools and data systems used for program planning and monitoring student progress.

Strong instructional coaching, presentation, and facilitative leadership skills.

Proficiency in Microsoft Office (Word, Excel, PowerPoint) and Google applications.

Excellent oral and written communication skills, with the ability to convey complex information clearly and concisely using multiple communication tools.

Ability to design, deliver, evaluate, and monitor professional development and ensure fidelity of implementation.

Effective time management and organizational skills.

Ability to work collaboratively in team settings and independently with minimal supervision.

Ability to maintain complete and accurate records and statistics and develop meaningful reports from that information.

Ability to exercise considerable tact and courtesy in frequent contact with the public.

Ability to establish and maintain effective working relationships with staff, families, external agencies, and community partners.

Demonstrated leadership ability.

TERMS OF EMPLOYMENT

Full-time, 12-month position.

Salary based on state and local salary schedules.

DISCLAIMER

This job description is intended to describe the general nature and level of work performed. It is not intended to be an exhaustive list of all duties, responsibilities, or qualifications required for the position.