Senior Administrator - Special Education Programming

Overview

POSITION TITLE (Oracle title) SENIOR ADMINISTRATOR WORKING TITLE Senior Administrator-Special Education Programming SCHOOL/DEPARTMENT Special Education Services LOCATION Crossroads II, Cary, NC PAY GRADE Senior Administrator-Band 3 FLSA STATUS Exempt ELIGIBILITY FOR EMPLOYMENT CONTRACT Yes WORK WEEK SCHEDULE Monday-Friday (occasional evenings and weekends) Position is available for hybrid telework workweek POSITION PURPOSE: Provides leadership at district and school level in the development, coordination, and implementation of special education and related services to identified exceptional children. Serves as the liaison between the central office and schools and promotes the development and improvement of programs for all exceptional children. MINIMUM QUALIFICATIONS: KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

• Extensive knowledge of state and federal regulations and school laws and policies related to special education;
• Extensive knowledge of curriculum and curriculum design including practices for differentiation;
• Considerable knowledge in facilitative leadership skills;
• Considerable knowledge of Microsoft Office specifically, Word, Excel, and PowerPoint; Google Apps;
• Knowledge of transition education and transition services;
• Knowledge of community agencies;
• Effective time management skills;
• Ability to design and deliver professional development to adult learners;
• Ability to evaluate trainings and professional development to ensure topics and information are being implemented;
• Ability to work in a team environment;
• Ability to work independently and without close supervision;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
• Ability to establish and maintain effective working relationships with school system staff, students, external agencies, and the community.

EDUCATION, TRAINING, AND EXPERIENCE

• Master's degree from a regionally accredited college or university in Educational Administration, or directly related field;
• Five years of successful teaching experience or related school–based professional experience;
• Leadership experience in assessing student needs;
• Experience planning, developing and implementing programs; evaluating program effectiveness; designing and conducting staff professional development.

CERTIFICATION AND LICENSE REQUIREMENTS

• Hold or be qualified to hold a North Carolina Professional Educator’s License in one of the license areas for

Exceptional Children;

• Hold or be qualified to hold a North Carolina Professional Educator’s License for School Administrator-Principal or

Exceptional Children’s Program Administrator;

• Leadership experience in assessing student needs;
• Experience planning, developing and implementing programs; evaluating program effectiveness; designing and conducting staff professional development.

PREFERRED QUALIFICATIONS:

• Leadership or supervisory experience.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Leads the district work group in the development and implementation of special education programming.
• Works collaboratively with administrators of district teams in the development and implementation of special education programming.
• Collaborates with administrators to develop a process for collection of data to measure the effectiveness of student progress.
• Leads Special Education Services in the deployment of professional learning, coaching, modeling, and check of fidelity of implementation for special education processes and procedures.
• Develops and deploys resources for implementation of programming (i.e., Wiki, Canvas, Live Binder, etc.).
• Designs, delivers, evaluates, and monitors the effectiveness of professional development on the instructional process, student achievement, and system goals.
• Provides assistance to school–based contacts and administrators in the development of professional activities as it relates to implementation of programming and transitions.
• Works collaboratively with central services administrators to implement developed goals and measure the effectiveness of programming and process for graduation.
• Works collaboratively with central service administrators in the identification and deployment of evidence based intervention strategies focusing on early intervention for students identified at–risk of academic failure through the district’s Early Warning System.
• Attends meetings, conferences, and activities to continue professional growth, including activities that support and promote system initiatives.
• Performs other related duties, as assigned.WORK ENVIRONMENT/PHYSICAL REQUIREMENTS

This position operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, students, parents, staff members of external funding agencies, vendors, and the community. Work is considered light physical work, requiring the exertion of up to ten pounds of force. EFFECTIVE DATE:2/2026 DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time. Apply tot his job Apply To this Job