POSITION: Special Education Coordinator - Autism
ORGANIZATION / LOCATION: Assigned School(s)
REPORTS TO: Instructional Supervisor/Principal
REVISION / REVIEW DATE:
JOB CODE:511
UNION: ASASP_II
CLASSIFICATION: ASASP Unit II
GRADE: 2
POSITION SUMMARY:Under the direction of the Instructional Supervisor and/or Principal, the Special Education Coordinator - Autism will be responsible for providing school-based oversight and coordination of the instructional program for students with an autism spectrum disorder. The incumbent will assist local school administrators with supervision, training, and oversight of the delivery of specially designed instruction. The incumbent will support schools’ teams in effective instructional and behavioral planning for students with autism and serves as a resource to school administrators, school-based autism program staff, and parents of students with autism.
DUTIES AND RESPONSIBILITIES Provides
instructional leadership for the alignment of curriculum, instruction, and
assessment for students with autism spectrum disorders; Coordinates
the instructional programs and services for students with autism spectrum
disorders; Assists
educators and related services personnel in developing and implementing an
appropriate Individualized Education Program (IEP) for each student; Conducts
formal and informal teacher and support staff observations; Collaborates
with the Department of Special Education, school administration, specialists,
and teachers to design and support all facets of planning and programming for
students with autism and behavioral challenges; Facilitates
IEP teams that involve special education and related service decisions for
students with autism; Provides
instructional support, coaching, and technical assistance to educators, as well
as monitoring to ensure compliance with federal and state mandates; Provides
ongoing training for educators and support personnel regarding evidence-based
strategies used in teaching students with autism and behavioral challenges; Assists
school administration with the evaluation process for observing and supervising
autism classroom staff, including special educators, autism crisis intervention
resource teachers, paraprofessionals, instructional special education
assistants (ISEA), and dedicated assistants (DA); Consults
with educators and related services personnel regarding the development and
implementation of behavior intervention plans; Implements
positive behavior strategies for students in accordance with the Code of
Maryland Regulations (COMAR) related to appropriate discipline procedures in
schools, including de-escalation techniques and safe physical intervention
methods; Serves as
the Individualized Education Program (IEP) Chair and provides support to the
IEP team in the identification of strategies that support instructional
planning, effective behavior management and appropriate social skill
development when working with students on the autism spectrum; and Performs
other duties as assigned.
QUALIFICATIONS Knowledge
of special education instructional and diagnostic techniques, management
skills, and strategies for differentiating the general education curriculum
including adapting and modifying curriculum aligned to Maryland College and
Career Ready Standards; Broad
knowledge of curriculum, current educational principles, best practices, staff
training, instruction, and assessing program needs for students with autism; Thorough
knowledge of federal and state legislation and regulation, including local
policies and procedures in special education; Experience
in providing professional development and assessing needs for autism
programming, specially designed instruction, and support services; Experience
in developing and reviewing Individualized Education Plans, including program
modifications, support, and transition planning for students with autism
spectrum disorders; Effective
organization and human relations skills; Excellent
verbal and written communication skills; Ability
to create a team that works collaboratively and promotes high expectations for
all students; and Ability
to communicate effectively with students and parents.
EDUCATION and/or EXPERIENCE REQUIREMENTS: Master’s degree from an accredited college or university in special education, speech and language therapy, occupational therapy, behavioral psychology or school psychology required. A minimum of five (5) years of experience working with children with autism spectrum disorder required; and Elementary or Secondary Special Education experience required.
CERTIFICATION REQUIREMENTS: Advanced Professional Certificate with Administrator I and Special Education endorsements required.
SUPERVISORY RESPONSIBILITIES: No direct supervisory responsibilities.
PHYSICAL DEMANDS: The physical demands 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 frequently required to stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.
WORKING ENVIRONMENT: Normal
ADDITIONAL INFORMATION: None.
Prince George’s County Public Schools • www.pgcps.org • 14201 School Lane, Upper Marlboro, MD 20772