Director of Special Education

Perry Township School District

Indianapolis (IN)

On-site

USD 110,000 - 160,000

Full time

14 days+

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Job summary

Perry Township School District seeks a Director of Special Education to lead inclusive practices district-wide. The role focuses on empowering staff through professional learning, building system capacity, and ensuring high outcomes for all learners.

The position drives MTSS integration, oversees IDEA/504 compliance, and mentors special education supervisors. Travel to district sites and meetings is required as part of a 260-day schedule.

Qualifications

Master's degree in Education or Leadership is required or strongly preferred.
District Level Administrator Exceptional Needs approved program is required/strongly preferred.
Experience as Director of Special Education is preferred.
Must hold one of the specified licenses as described in the posting.

Responsibilities

Provide instructional leadership and drive inclusive education using Universal Design for Learning (UDL).
Oversee compliance with IDEA and Section 504; manage due process, mediation, and state complaints.
Build staff capacity through modern professional development and coaching.
Engage families and community partners to support PK-12+ transitions and postsecondary outcomes.

Skills

Leadership

Communication

UDL

Data-driven

Education

Master's degree in Education or Leadership

District Level Administrator Exceptional Needs approved program

Job description

Location: Perry Township Education Center

Director of Special Education

Position Purpose: To serve as the district's visionary leader for inclusive education. This role empowers staff through innovative professional learning, builds systemic capacity to meet the diverse needs of all learners, and ensures that every student in Perry Township Schools—regardless of ability—achieves high-level educational and post-secondary outcomes

Essential Job Functions

1. Instructional Leadership & Strategy

Inclusive Excellence: Lead the district-wide shift toward inclusive practices, ensuring students with disabilities have meaningful access to the general education curriculum through Universal Design for Learning (UDL).

MTSS Integration: Partner with the Curriculum and Instruction department to align special education services within a Multi-Tiered System of Supports (MTSS) framework.

Data-Driven Outcomes: Analyze longitudinal achievement and behavioral data to identify gaps, shift resources, and improve the Results-Driven Accountability (RDA) standing of the district.

2. Organizational Oversight & Compliance

Federal & State Stewardship: Author and monitor the Special Education Federal Grant (IDEA), ensuring fiscal responsibility and alignment with district strategic goals.

Legal Advocacy: Manage all aspects of due process, mediation, and state complaints with a "proactive-first" mindset, focusing on conflict resolution and family partnership.

504 Coordination: Oversee the district's Section 504 programs to ensure consistent identification, accommodation, and support across all buildings.

3. Capacity Building & Talent Development

Leadership Mentorship: Provide high-level guidance and delegation to special education supervisors, fostering a pipeline of future district leaders.

Modern Professional Development: Design and facilitate "best practice" PD that moves beyond compliance to focus on evidence-based interventions, co-teaching models, and trauma-informed care.

Building Partnerships: Collaborate with building principals to evaluate the effectiveness of special education staff and provide coaching that elevates the quality of instruction.

4. Community & Transition Engagement

Family Partnership: Serve as a liaison to families and community stakeholders, ensuring transparent communication and building trust between the district and the community.

Post-Secondary Success: Strengthen PK-12+ transition programs to ensure students are prepared for competitive employment, higher education, or independent living.

Non-Public Liaison: Coordinate with non-public school leadership to ensure equitable services and support for students at all Perry Township sites.

Equipment: Use standard office equipment such as personal computers, printer, copier and fax machines, calculator, and telephone.

Travel Requirements: Travel to school district buildings and professional meetings as required.

Pay Rate: Administrative Pay Schedule.

Work Schedule: 260 days per year.

Knowledge, Skills and Abilities

Articulate and communicate with all stakeholders in a highly professional timely manner.
Ability to objectively evaluate effectiveness of programs openness to making changes to increase effectiveness and support of staff and service delivery.
Provides timely support to administrators and staff
High level of knowledge in regards to effective instruction and ability to support growth of teachers.
Proven ability to problem solve using the insights of relevant others and creating solutions that have the optimal benefit.
Provides resources to leaders and staff.

Physical and Mental Demands, Work Hazards

Seldom = Less than 25% Occasional = 26 to 50% Often = 51 to 75% Very Frequent = Greater than 75%

Physical Requirement

Ability to stand for extended periods of time. Occasional

Ability to lift 25 pounds. Seldom

Ability to carry 25 pounds. Seldom

Ability to work at a desk, conference table or in meetings of various configurations. Very Frequent

Ability to see for the purpose of reading laws and codes, rules and policies and other printed matter. Very Frequent

Ability to communicate so others will be able to clearly understand a normal conversation. Very Frequent

Ability to operate job-related equipment. Very Frequent

Ability to reach in all directions. Very Frequent

License/ Registration/ Certification