Special Education Supervisor - Therapeutic Education Centers

At Heartland Family Service, we are committed to building a culture that is trauma informed that values and celebrates diversity and inclusion. We believe this allows for better service delivery and innovation, as it encourages our employees to bring various experiences and uniqueness to the workplace.

Trauma Informed Care is an approach to engaging people with histories of trauma that recognizes the presence of trauma symptoms and acknowledges the role that trauma has played in their lives. Trauma Informed Care also acknowledges the effects ofworking with trauma survivors on our workforce and seeks to build collaborative and supportive working environments and relationships.

If you believe in our mission of creating healthy families and communities, and like a fast pace, collaborative and team-oriented environment, then Heartland Family Service is the agency for you.

SUMMARY DESCRIPTION OF WORK

The Heartland Family Service Therapeutic Education Centers are a special education program serving children from kindergarten through high school who present with a combination of special education and mental health service needs; in addition, many of our students face complex social needs.

As the Special Education Supervisor, you will be responsible for overseeing all aspects of special education services within our therapeutic education centers. The Special Education Supervisor will understand and implement a trauma informed model of care in which behavioral interventions are balanced with understanding of the complex causes of the behavior. The Special Education Supervisor will work closely to create a collaboration between educational and mental health staff to deliver integrated services to students and families.

Compensation: between $52,500 and $66,419 per year (salary is based on number of years of experience)
Work Schedule: 40 hours per week, 10-month position (2024-2025 school year)

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MINIMUM QUALIFICATIONS

• Master's Degree in educational administration from an accredited college or university required.
• Iowa evaluator approval required.
• Valid Iowa and Nebraska teaching licenses or eligibility for both licenses required.
• Minimum of 5 years of experience in providing special education services required. Experience in providing both elementary and secondary level is preferred.
• Thorough understanding of special education laws, regulations, and best practices.
• Excellent organizational and problem-solving abilities.
• Commitment to equity, diversity, and inclusion in education.
• Valid driver's license, acceptable driving record

Essential Duties and Responsibilities

• Ensure compliance with federal, state, and local laws and regulations governing special education, including IDEA (Individuals with Disabilities Education Act) and Section 504 of the Rehabilitation Act.
• Provide special education leadership services tailored to the needs of special education students in the least restrictive environment.
• Provide supervision and guidance to special education teachers, support staff, and related service providers.
• Foster a culture of professional growth and development. Lead or coordinate the delivery of timely and effective professional development to assigned staff members.
• Oversee the development of Individualized Education Plans (IEPs) and the implementation of appropriate accommodations and modifications.
• Collaborate with parents, guardians, and community organizations to ensure that students with special needs receive comprehensive support both inside and outside the classroom.
• Oversee and monitor the effectiveness of instruction by assigned staff members to guarantee appropriate and effective teaching.
• Assist assigned staff members in implementing effective use of instructional methods that incorporate the use of technology in their classrooms.
• Collect, analyze, and report student achievement data on student outcomes, program effectiveness, and compliance with regulatory requirements. Use data to drive decision-making and continuous quality improvement efforts.
• Work collaboratively with community school district special education administrators, teachers, and staff to promote inclusive practices and create supportive learning environments for all students.
• Stay current on research, trends, and best practices in special education.
• Provide training and professional development opportunities for staff to enhance their knowledge and skills in supporting students with disabilities.
• Serves as community liaison, promotes agency therapeutic education program; develops and nurtures referral sources; attends meetings and other appropriate functions with key community contacts and committees.
• Ensures compliance with contract requirements.
• Ensures appropriate training is provided to program staff.
• Is dependable and punctual regarding scheduling and attendance.
• Always displays a courteous and caring attitude to the clientele, volunteers, and visitors of the agency.
• Cooperates and collaborates with program area staff, volunteers, and other agency staff.
• Abides by all specific program and Agency procedures, policies, and requirements.
• Performs other program related duties as assigned.

Equal Opportunity Employer/Protected Veterans/Individuals with Disabilities

The contractor will not discharge or in any other manner discriminate against employees or applicants because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant. However, employees who have access to the compensation information of other employees or applicants as a part of their essential job functions cannot disclose the pay of other employees or applicants to individuals who do not otherwise have access to compensation information, unless the disclosure is (a) in response to a formal complaint or charge, (b) in furtherance of an investigation, proceeding, hearing, or action, including an investigation conducted by the employer, or (c) consistent with the contractor's legal duty to furnish information. 41 CFR 60-1.35(c)