Director – Inclusion and Specialized Instructional Programs

Director � Inclusion and Specialized Instructional Programs

Reports to: Executive Director, Specialized Learning and Inclusion
Pay Grade: 309
Duty Days:  239
PCN: 24314
Salary Range: $118,479 - $167,016
FLSA Status: Exempt


 
Position Purpose 

Leads the districtwide execution and performance management of Special Education inclusion and specialized instructional programs within Specialized Learning to ensure a coherent, high-quality, and efficient system of service delivery across all campuses. Provides direct leadership over inclusion support, special education instructional programs, and the full continuum of academic program models across Specialized Learning, including early childhood special education, social/emotional academic programs, structured learning environments, transition services, adapted physical education, Regional Day School Program for the Deaf (RDSPD), Deaf and Hard of Hearing (DHH) services, Visual Impairment (VI) services, and Hospital/Homebound services.  Ensures all systems result in timely access to services, consistent implementation across campuses, and improved outcomes for students with disabilities. 

ESSENTIAL JOB FUNCTIONS 

• Leads the design and implementation of a coherent districtwide system for inclusive instruction and specialized programming, ensuring students with disabilities have consistent access to grade-level curriculum, high-quality instructional materials (HQIM), and specially designed instruction (SDI). 

• Aligns inclusive practices, co-teaching, specialized programs, and instructional supports into a unified, performance-driven model across the district. 

• Ensures high-quality implementation of inclusive instructional practices across campuses, eliminating variability in access, supports, and student outcomes. 

• Oversees co-teaching and inclusion supports, establishing clear expectations for co-planning, lesson internalization, instructional delivery, and real-time coaching. 

• Ensures alignment with Curriculum & Instruction so that HQIM, lesson design, and planning systems reflect the needs of students with disabilities from the point of design. 

• Oversees the full continuum of specialized instructional programs, including ECSE, SEAS, RISE, ESY, Hospital/Homebound, Transition Services, Adapted Physical Education, and RDSPD/DHH/VI/Audiological services. 

• Establishes and monitors systems for student placement and service delivery, ensuring decisions are data-driven, equitable, and aligned to Least Restrictive Environment (LRE) requirements. 

• Leads More Restrictive Environment (MRE) decision-making processes, ensuring placement changes are appropriate, compliant, and student-centered. 

• Monitors LRE data, inclusive placement trends, program quality, and student outcomes to evaluate effectiveness and drive continuous improvement. 

• Supervises and develops Coordinators across inclusion and specialized programs, building a high-performance culture with clear expectations and accountability for results. 

• Directs the development and continuous improvement of specialized program models, ensuring high-quality, evidence-based instruction aligned to IEPs and student needs. 

• Oversees Transition Services and Adapted Physical Education, ensuring compliance with IDEA indicators and alignment to postsecondary readiness outcomes. 

• Leads the district's Transition Employment Designee (TED) functions, coordinating work-based learning, agency partnerships, and postsecondary planning. 

• Ensures alignment and coordination with Compliance, Evaluation, and Related Services to maintain full compliance with IDEA, TEA, and all regulatory requirements. 

• Designs and implements a data strategy to monitor program quality, inclusive practices, compliance indicators, and student outcomes across all assigned areas. 

• Analyzes data to identify gaps, monitor progress, and develop action plans to improve instructional quality and student outcomes. 

• Leads professional learning aligned to inclusive practices, co-teaching, SDI, specialized programs, and student-centered placement decisions. 

• Partners with campus leadership to resolve complex instructional challenges, ensuring alignment between IEPs, instruction, and service delivery. 

• Develops and manages budgets and staffing models to ensure equitable resource allocation and access to services across all campuses. 

• Builds and maintains partnerships with families, community organizations, and agencies to strengthen programming and expand student opportunities. 

• Serves as the division lead for inclusion and specialized programs, communicating performance, progress, and priorities to executive leadership. 

• Monitors district and campus performance on key Special Education indicators, communicates progress, and leads the development of action plans to improve outcomes. 

• Demonstrates flexibility in scheduling and availability, including extended or adjusted work hours during critical reporting periods, accountability cycles, and high-stakes deadlines, to ensure timely, accurate, and high-quality execution of all deliverables.
   

Other Duties as Assigned 

• Performs all job-related duties as assigned and in accordance with Board rules, policies and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required. 

Knowledge, Skills & Abilities 

• Knowledge of PK�12 special education service delivery models, including inclusive practices, co-teaching, and specialized instructional programs 

• Knowledge of high-quality instructional materials, including criteria for alignment to grade-level standards, accessibility for diverse learners, and effective implementation within inclusive and specialized instructional settings. 

• Knowledge of inclusive instructional practices, including co-teaching models, differentiated instruction, and strategies to ensure meaningful access to grade-level content for students with disabilities. 

• Knowledge of specially designed instruction (SDI), lesson internalization, the Science of Learning, and the effective integration of high-quality instructional materials (HQIM) within Tier 1 instruction. 

• Knowledge of federal and state requirements (IDEA, LRE, transition indicators, TEA monitoring systems, ARD processes) 

• Knowledge of specialized programs, including early childhood, transition services, and low-incidence populations (DHH, VI, RDSPD) 

• Knowledge of program evaluation, staff supervision, and system design in large, complex organizations 

• Knowledge of budgeting, staffing models, and IDEA-B funding 

• Knowledge of data systems, progress monitoring, and continuous improvement practices 

• Skill in leading large-scale inclusive instructional systems and specialized program delivery 

• Skill in aligning multiple program areas into a coherent, high-functioning system 

• Skill in building and managing high-performing teams with strong accountability 

• Skill in using data to monitor performance, identify gaps, and drive continuous improvement 

• Skill in resolving complex instructional and placement challenges across campuses 

• Skill in communicating and collaborating with district leadership, campuses, families, and external partners 

• Ability to translate strategic priorities into effective inclusive instructional systems and program models 

• Ability to manage complexity across multiple programs, compliance requirements, and service delivery structures 

• Ability to make sound decisions related to student placement, program quality, and resource allocation 

• Ability to lead organizational change and sustain improvements across campuses and programs 

• Ability to align resources, staffing, and systems to improve student outcomes 

• Ability to build strong partnerships and ensure coordinated execution across departments 

• Ability to manage competing priorities, meet deadlines, and resolve complex issues effectively 

Travel Requirements 

• Travels to District buildings and professional meetings as required. 

• Travels as District Administrator on-duty to student competitions in and out of state.   

Physical & Mental Demands, Work Hazards 

• Tools/Equipment Used: Standard office equipment, including computer and peripherals. 

• Posture: Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting. 

• Motion: Frequent repetitive hand motions, including keyboarding and use of mouse; occasional reaching. 

• Lifting: Occasional light lifting and carrying (less than 15 pounds). 

• Environment: Works in an office setting; may require occasional irregular and/or prolonged hours. 

• Attendance: Regular and punctual attendance at the worksite is required for this position. 

• Mental Demands: Maintains emotional control under stress; works with frequent interruptions. 

Minimum Required Qualifications 

• Education:   

  • Bachelor's degree required. 

  • Master's degree in a related field preferred. 

• Certification/License:  

  • Valid Texas Teaching Certificate preferred. 

  • Valid Texas Teaching Certificate in the area of Special Education preferred. 

  • Licensure in an evaluation and related service field preferred. 

  • Valid Texas Mid-Management or Principal Certification preferred. 

• Experience 

  • Minimum of 5 years of professional experience in Special Education or a related field, including a combination of classroom, campus, central office, or related services experience required. 

  • Demonstrated leadership experience at the campus, district, regional service center and/or organizational level (e.g., Instructional Coach, Assistant Principal, Principal, Coordinator, Director, ESC Consultant, or similar role), with responsibility for leading implementation of instructional or programmatic initiatives required. 

  • Demonstrated and verifiable track record of improving inclusive instructional practices, program quality, and outcomes for students with disabilities at scale required. 

  • Experience leading or supporting inclusive service delivery models into Tier 1 instruction required. 

  • Experience with the implementation and oversight of specialized instructional programs (e.g., ECSE, structured learning environments, transition services, RDSPD/DHH, VI, and other specialized program models) preferred. 

  • Experience establishing or monitoring student placement and service delivery systems, ensuring alignment to student needs and compliance requirements preferred. 

  • Experience supervising staff, managing performance, and ensuring consistent implementation across campuses or program areas preferred. 

  • Experience working with diverse student populations, particularly in large, urban school districts preferred. 

This document is intended to describe the general nature and level of work being performed by people assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.