<p>TITLE: PreK-8 Special Populations Coordinator</p> <p>DEPARTMENT: Instructional, 12-month position</p> <p>REPORTS TO: Principal</p> <p>DATE PREPARED/REVISED: January 10, 2025</p> <p>PRIMARY FUNCTIONS AND POSITION OVERVIEW</p> <p>As part of GCCS' school academic and leadership team, the Special Populations Coordinator is</p> <p>responsible for the coordination and oversight of services for all special populations, including students</p> <p>with Individualized Education Programs (IEPs), students who are designated English as a New Language</p> <p>Learners (ENLs), and students who are deemed academically at-risk.</p> <p>The SPC will establish a strong behavior and academic achievement centered culture; ensure the</p> <p>functionality of school-wide systems that support student achievement, safety, efficiency and the</p> <p>International Baccalaureate Learner Profile. Additionally, the SPC will be responsible for strategically</p> <p>scheduling all services and classes for students receiving services to maximize learning time while</p> <p>ensuring that the school is in compliance. The SPC will supervise teachers providing services to students</p> <p>directly. Your responsibilities would include but are not limited to:</p> <p>ESSENTIAL FUNCTIONS</p> <p>? Managing and overseeing the provision of all services for students with IEPs, students at-risk of</p> <p>academic failure, and students designated as ENLs.</p> <p>? Responsible for scheduling IEP meetings and ensuring communication to all stakeholders (Annual</p> <p>Reviews, Re-evaluations, Triennials); maintain all records up-to-date.</p> <p>? Ensures that school remains in compliance with all IEP's and facilitates the completion of</p> <p>required documentation before and after IEP meetings.</p> <p>? Maintain record of all initial referrals, identified students with IEPs and subsequent programs</p> <p>and related services.</p> <p>? Creating, implementing and monitoring a school wide plan for Response to Intervention (RTI)</p> <p>and training personnel as necessary.</p> <p>? Serve as the primary liaison with the Committee on Special Education and hold the CSE</p> <p>accountable for their responsibilities as they relate to students and families.</p> <p>? Ensure that IEPs are developmentally appropriate, curriculum/standards based, strength-based</p> <p>and relevant to individual students.</p> <p>? Regularly gather and analyze student data and goals; progress monitoring of goal acquisition and</p> <p>identify barriers to meeting goals.</p> <p>? Conduct classroom observations in order to determine classroom environment needs for</p> <p>students in the special population subgroups.</p> <p>? Engaging teachers in coaching cycles and implementing research-based strategies that</p> <p>maximizes the performance of the teachers and that of their students.</p> <p>? Serve as the first point of contact for teachers, students, and parents who present</p> <p>issues/situations related to IEP needs.</p> <p>? Support the implementation of accommodations and modifications for students with IEPs and</p> <p>ENL needs in the ICT and general education classrooms.</p> <p>? Provide modeling and coaching of research based strategies to promote student growth and</p> <p>acquisition of goals.</p> <p>? Coordinating and overseeing all required family communication and creating best practices</p> <p>around family engagement for the families of the school's special populations.</p> <p>? Designing and facilitating Professional Development on topics related to special populations.</p> <p>? Supervision of Special Education and ENL Teachers and external service providers.</p> <p>? Oversee the preparation and administration of all standardized tests such as Grades 3 - 8 NYS</p> <p>Science, ELA and Math assessments, NYSESLAT, NYSITELL and Regents exams.</p> <p>? Generate reports on a weekly basis to highlight gathered data, gain approval for proposed</p> <p>solutions/resolutions to data, and evaluate the effectiveness of system and protocols put in</p> <p>place.</p> <p>? Coordinate and provide pull-out, small group intervention, SETSS, ENL or other services</p> <p>? Teach classes in absence of teacher or service provider, when needed, on a short or long term</p> <p>basis</p> <p>? Model, promote and embody the International Baccalaureate learner profile to create a cohesive</p> <p>school culture of academic and personal success.</p> <p>? Other duties as assigned by the principal.</p> <p>QUALIFICATIONS</p> <p>? Master's Degree in Education, Education Administration, or related field of study</p> <p>? Completed or enrolled in a Educational Leadership Program (SBL), strongly preferred</p> <p>? Strong commitment to an inclusion model of education; experience with and/or understanding</p> <p>of the urban learning environment.</p> <p>? New York State Special Education certification</p> <p>? At least 3 years of experience as a full time middle or high school special education teacher,</p> <p>preferred</p> <p>? A track record of strong quantitative student achievement results</p> <p>? Exceptional leadership abilities - engaging, effective, and progressive</p> <p>? At least 2 years of demonstrated success as a school leader, preferred</p> <p>? Ability to build strong school culture and positive relationships</p> <p>? Be a team player - a desire to work in a team-oriented environment and collaborate effectively</p> <p>with colleagues</p> <p>? Incredibly high expectations for all aspects of school and ownership over results</p> <p>? Strong work ethic, is reflective and continually seeks to learn and improve</p> <p>? Covid Vaccination Required</p> <p>? Dedication to GCCS' mission</p>