Administrative Coordinator of Exceptional Learners

Are you passionate about making a real difference in the world? Do you believe in the power of education to transform lives? If so, we invite you to become part of our school corporation!

Why Choose EVSC?
1. Impact Lives Daily: Every day, you'll have the opportunity to inspire, guide, and empower the next generation. Your work will ripple through time, shaping not just individual lives but entire communities.
2. Innovate and Grow: We're not just teaching � we're reinventing education for the 21st century. Bring your fresh ideas and watch them come to life in our progressive learning environments.
3. Stability Meets Flexibility: Enjoy the security of working in an essential field, coupled with a schedule that respects your work-life balance. Summers off, holidays, and predictable hours allow you to pursue your passions both in and out of the classroom.
4. Comprehensive Benefits: Enjoy competitive salaries, excellent health coverage, robust retirement plans, and generous paid time off
5. Supportive Community: Join a team that feels like family. Our collaborative environment fosters lifelong friendships and professional networks.
6.Cutting-Edge Resources: Work with state-of-the-art technology and innovative teaching tools that make learning exciting for both educators and students.

Join us in our mission to educate, inspire, and empower. Together, we can build a brighter future � one student at a time. We are Better Together! 

Apply now and take the first step toward a rewarding career that truly matters!

SUMMARY:  

To use leadership skills to facilitate the implementation of procedures for evaluations, conferences, placements and provide sound educational practices for students who require special education services. Provide training and support to assist and ensure special education students benefit from their educational experiences.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

• Strong knowledge base and understanding of Article 7.
• Provide oversight to separate day classrooms (on-site partial week).
• May facilitate IEP conferences/process.
• Ensure appropriate eligibility and placements.
• Facilitate transitional placements to ensure our students are being educated in their least restrictive environment.
• Respond to questions (building administrators, teachers, parents, related service providers, students, advocates).
• May conduct teacher oberservations and evaluations.
• Assist with the completion of district and state reports.
• Help analyze data prior to conferences.
• Review psychological evaluations.
• Conduct student observations and assist with collecting/analyzing data to help improve student behavior and achievement.
• Review formal and informal testing information (ISTEP, IMAST, ISTAR, Acuity, Brigance, etc.).
• Review behavioral issues and referrals.
• Prepare student profile.
• Provide support regarding case conference protocol.
• Support teachers in the development of compliant IEPs, measurable goals and objectives, transition plans, general education considerations, testing accommodations and services.
• Assist with conducting functional behavioral assessments and developing effective behavior intervention plans.
• Facilitate training of Safe Crisis Management (SCM) after attending weeklong certification training session.
• Collaborate with parents regarding home strategies to help increase student outcomes and success.
• Collaborate and include students to help increase school success, self-advocacy skills and independence.
• Collaborate with related services (Occupational Therapist, Physical Therapists, para-professionals, bus transportation).

LEADERSHIP RESPONSIBILITIES:

• Provide professional development and coaching/modeling for teachers implementing best practice in self-contained classrooms and supports for transitioning to the general school environment.
• Provide professional development as needed (De-escalation training (SCM), FBA/BIP, model classroom, social skills curriculum, etc.).
• Facilitate formal and informal parent meetings.
• Model appropriate protocol.
• Prepare schools for local, state or federal audits as necessary.
• Engage staff by encouraging collaboration, CR-PBIS, cultural competency, use of differentiated instruction and evidence-based interventions.

JOB SPECIFIC SKILLS AND ABILITIES:

• Ability to apply knowledge of current research and theory to instructional program
• Ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned.
• Ability to establish and maintain effective working relationships with students, peers, parents and community
• Ability to speak clear and concisely in written or oral communication.
• Displays attention to detail and is highly organized.

SUPERVISORY RESPONSIBILITIES:

None

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND/OR EXPERIENCE:

• Master's degree in Special Education or Speech Language Pathology preferred.
• 3-5 years teaching experience in self-contained classrooms for students with emotional disabilities or relatable experiences preferred.
• Strong knowledge base in local state and federal regulations and guidelines and best educational practices for services for students with disabilities.

CERTIFICATES, LICENSES, REGISTRATIONS:

Valid Indiana educator or school services personnel certificate preferred. 

LANGUAGE SKILLS:

• Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.
• Ability to write reports, business correspondence, and procedure manuals.
• Ability to effectively present information and respond to questions from administrators, teachers, school board members, and the general public.

MATHEMATICAL SKILLS:

• Ability to work with mathematical concepts such as probability, and statistical inference.
• Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
• Ability to prepare, project, monitor and document funds from multiple sources.

REASONING ABILITY:

• Ability to define problems, collect data, establish facts, and draw valid conclusions.
• Ability to interpret an extensive variety of instructions in mathematical or diagram form and deal with several abstract and concrete variables.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• While performing the duties of this job, the employee is regularly required to sit, talk, and hear.
• Occasionally required to stand and walk.
• Specific vision abilities required by this job include close vision, distance vision and peripheral vision, depth perception, and the ability to adjust focus.
• May occasionally life or move up to 50 pounds.
• Must be able to push items of 50 pounds or more, such as pushing materials on a cart.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• The noise level may vary depending upon the daily activities within the work environment, such as the number of people in the office.
• The work environment is frequently interrupted as the employee must meet multiple demands from many people.
• The employee must constantly work to meet deadlines.
• Frequently, the employee must work irregular or extended hours.

Americans with Disabilities Act (ADA)-

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA). The job description is not an exhaustive list of the duties performed for this position and it does not serve to proscribe or restrict the tasks that may be assigned or changed by management.

NONDISCRIMINATION AND EQUAL EMPLOYMENT OPPORTUNITY

It is the policy of the Evansville Vanderburgh School Corporation not to discriminate on the basis of race, color, religion, gender, sexual orientation, veteran status, genetic information, national origin, age, limited English proficiency, or disability in its programs or employment policies as required by the Indiana Civil Rights Law (I.C.22-9- 1), Title IV, and Title VII (Civil Rights Act of 1964), the Equal Pay Act of 1973, TitleIX (Educational Amendments), the Genetic Information Non-Discrimination Act and Section 504 (Rehabilitation Act of 1973).

Revised: 2/21/18

It is the policy of the Evansville Vanderburgh School Corporation not to discriminate on the basis of race, color, religion, gender, sexual orientation, veteran status, genetic information, national origin, age, limited English proficiency, or disability in its programs or employment policies as required by the Indiana Civil Rights Law (I.C.22-9-1), Title IV, and Title VII (Civil Rights Act of 1964), the Equal Pay Act of 1973, Title IX (Educational Amendments), the Genetic Information Non-Discrimination Act and Section 504 (Rehabilitation Act of 1973). Questions concerning compliance with these laws should be directed to the Assistant Superintendent of Human Resources and Business Affairs, Evansville Vanderburgh School Corporation, 951 Walnut Street, Evansville, IN 47713, phone number 435-8508.