Job Description

Job Number:2017-2894

Specialist-Special Education Program
ERAC-Special Services

FTE: 1.000
Hours Per Day: 7.00
Position Type: Continuing

Start Time:
End Time:

Salary: $49,888.00 - $97,030.00

Closing Date: Open Until Filled - To be considered for this position, please submit a
completed online application and upload required documents on or before
this date.

Additional Information: Salary for this position will be prorated based on the start date.



: Exempt
Plus additional days as provided by the HEA bargaining agreement

SUMMARY: The Special Education Program Specialist is an accomplished special education teacher who provides
leadership in the development, implementation and support of the district’s special education programs in three key

- Professional development for special education staff around procedures and compliance, IEP development,
implementation and monitoring, curriculum, and instructional best practices for students with IEPs.

- Partnership with school based IEP teams to ensure the highest quality programming in service of individual
student needs in the Least Restrictive Environment.

- Partnership with the broader Inclusive Education and Teaching and Learning teams to ensure ongoing
alignment of practice across various settings.

CONTEXT AND MISSION: Highline Public Schools serves approximately 19,000 students in the communities of
Burien, Des Moines, Normandy Park, SeaTac, Boulevard Park and White Center in Washington State. Starting in
the fall of 2012, the Highline community came together to develop a four-year strategic plan outlining the
community’s bold goals and big dreams for its children. The plan’s promise is that every student in Highline Public
Schools is known by name, strength, and need, and graduates prepared for college, career, and citizenship.

The collective commitment embodied in the plan is grounded in the community’s deep belief that Highline
students are capable of reaching the plan’s ambitious goals and is driven by students’ aspirations for their future.

The instructional vision articulated in the plan is organized around Four Pillars that guide professional and
organizational practices:

* Equitable access to rigorous, standards-based instruction. High-quality instruction for all students.
* Results-focused professional learning and collaboration. Investing in our people so they continuously fine-tune

their craft and grow in their profession.
* Strong partnerships with families and community. Schools can’t do it alone. We are better when students,

families, community and educators work hand-in-hand.
* A culturally responsive organization. Our diversity is a strength and an asset. We are committed to equity,

excellent service for all, and continuous improvement.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not
exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also
be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions.

* Support school teams to ensure knowledge and implementation of special education process and procedures.
* Support school teams in problem solving and programming for individual student needs.
* Provide coaching, support and consultation to special education teachers.
* Coordinate with Inclusive Education team members and other Teaching and Learning staff for alignment of

curricula and instructional best practices.
* Coordinate and provide professional development opportunities for instructional best practices in the field of

special education and act as a resource for teachers and staff.


* Participate as needed as a member of district special education leadership team for program planning,
projections, student transition and interviewing prospective special education staff.

* Participate in district-level team committees (literacy, math, P-3, ELL).
* Participate in IEP meetings when necessary.
* Address parent concerns and work cooperatively with other district staff and agencies to meet those concerns.

Other Functions
* Perform such other related duties and assume such other related responsibilities as may be assigned by the

Director of Special Education.

Washington State Teacher certificate with special education endorsement and/or ESA certification
Five years of successful special education classroom teaching or ESA responsibilities
Experience with school and/or district leadership responsibilities/duties
Experience with a range of special education programs and services including experience in Early Childhood, Learning
Disabilities, Autism, Emotional/Behavioral Disabilities and Developmental Disabilities

Master's degree in special education

Criminal background clearance
Washington State driver’s license and proof of insurance

Teaching special education
Current research and application, and curriculum and instructional best practices for teaching students with various
Curriculum needs assessment, development, implementation, monitoring and evaluation
One or more of the following:

- Early Childhood
- Autism
- Emotional/Behavior Disorders (EBD)
- Developmental Disabilities (DD)

School board policies and procedures

Communicate effectively verbally and in writing
Operate a microcomputer and related software
Establish and maintain effective working relationships with other people
Work collaboratively with school and central office administrators, parents, and community members
Demonstrate understanding of and experience with cultural competence
Remain flexible to changes in assignments or situations
Provide leadership, guidance and support for school teams in compliance and procedures
Observe instructional performance and recommend improvements and innovations
Develop, implement, and evaluate programs
Comply with school board policies and follow administrative procedures


REPORTING RELATIONSHIP: Director of Special Education

EVALUATION: The Special Education Program Specialist will be evaluated by the Director of Special Education or

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, stand, and walk. The employee
frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The
employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.
Specific vision abilities required by this job include close vision, and ability to adjust focus.

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.

While performing the duties of this job, the employee regularly works in indoor conditions and regularly works
near video display. The noise level in the work environment is usually moderate. The employee must deal with
angry and upset students, parents, and community members. The employee must adjust to frequent
interruptions in their work schedule.

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include,

and are not intended to include, every possible activity and task performed by every specific employee.

Updated by Human Resources as outlined by Exec. Dir. Inclusive Ed., 2017.06.13
Updated Superintendent’s statement, 2015.07.09
Transferred to newest format by Human Resources, 2014.03.04
Updated by Human Resources with input from Special Services Department, 2013/05
Updated by Human Resources, 08/11

Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate in
admission, access, treatment, or employment in education programs or hiring practices on the basis of race, creed,
religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital status,
honorably-discharged veteran or military status, the presence of any sensory, mental, or physical disability, or the
use of a trained dog guide or service animal by a person with a disability. This holds true for all students who are
interested in participating in educational programs and/or extracurricular activities. Any person having inquiries
should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative Action, Civil Rights Act
(employees), and Title IX: Chief Talent Officer, 206.631.3121,; Civil Rights Act:
Executive Director of Student Support and Family Engagement, 206.631.3100, 206.631.3100,; Section 504 of the Rehabilitation Act- Director of Health and Social
Services, 206.631.3011,


Application Instructions

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