Director of Special Education & Student Services

Sylvania; Englewood (CO); On-site; USD 120,000 - 170,000; Full time

Job summary

Sylvania is seeking a Director of Special Education & Student Services to provide districtwide leadership for special education, Section 504, nursing services, mental health supports, and SEL. The Director will work closely with school leaders to strengthen instructional practice and ensure high-quality, compliant programs that drive measurable student growth.

The role emphasizes coaching, data-driven improvement, and system-wide collaboration to accelerate outcomes for students with

Responsibilities

• Lead instructional coaching for special education and related staff.
• Monitor progress toward IEP goals and grade-level standards.
• Develop professional learning plans aligned with district priorities.
• Analyze student achievement data to close gaps for students with disabilities.
• Coordinate compliance with IDEA, 504, and state requirements.
• Collaborate with principals to evaluate and improve programming across schools.

Job description

JOB TITLE: Director of Special Education & Student Services

LOCATION: Administration Building

WORK YEAR: 260 Days

SCHEDULE: 40 hours per week, Monday - Friday.

WORK STATUS: Full-Time Classified Exempt

REPORTS TO: Chief Academic Officer

POSITION SUMMARY:

The Director of Special Education & Student Services provides districtwide leadership for the design, implementation, monitoring, and continuous improvement of services for students with disabilities. The primary responsibility of this position is Special Education, with secondary leadership responsibilities for districtwide student services, including Section 504, nursing services, mental health supports, and social-emotional learning (SEL).

The Director is expected to spend significant time alongside school leaders, special education teachers, related service providers, paraprofessionals, and other school-based staff to strengthen instructional practice and improve outcomes for students with disabilities.

While ensuring full compliance with federal and state special education requirements is an essential responsibility of the position, the Director is responsible for ensuring that legally compliant systems translate into high-quality instruction, effective interventions, meaningful access to grade-level learning, and measurable student growth.

The Director will create a culture in which adults regularly examine student work, analyze student progress, identify instructional gaps, adjust practice, and take collective responsibility for accelerating outcomes for students with disabilities.

ESSENTIAL LEADERSHIP RESPONSIBILITIES

1. Instructional Leadership & Coaching

Serve as the district's lead instructional coach and thought partner for special education.

The Director will:

• Provide frequent, side-by-side coaching to special education teachers, related service providers, paraprofessionals, instructional coaches, and school leaders.
• Spend consistent time in classrooms observing instruction and student learning.
• Model effective instructional practices for serving students with disabilities in both general education and specialized settings.
• Provide timely, actionable feedback to staff following classroom observations and coaching cycles.
• Support teachers in designing instruction that maintains high expectations while providing appropriate scaffolds, accommodations, modifications, and specially designed instruction.
• Coach staff to move beyond task completion and compliance toward instruction that produces measurable student learning.
• Support effective co-teaching and collaboration between general and special educators.
• Help school teams distinguish between accommodations, interventions, modifications, and specially designed instruction.
• Build the instructional capacity of school-based staff rather than creating dependence on district-level problem-solving.
• Identify patterns across schools and develop coaching responses that address recurring instructional needs.

2. Professional Learning Communities & Data-Driven Improvement

Lead and strengthen district and school-based PLC structures for special education.

The Director will:

• Develop, facilitate, and participate in effective cross-functional PLCs focused on teaching and learning.
• Ensure PLC conversations are grounded in student work, assessment data, IEP progress monitoring, and evidence of student learning rather than primarily operational or compliance topics.
• Implement established protocols for examining student work and determining instructional next steps.
• Support staff in identifying skill gaps and developing targeted responses.
• Monitor whether students are making sufficient progress toward IEP goals and grade-level expectations.
• Help teams identify students who are not progressing and determine when instruction or intervention needs to change.
• Ensure PLCs result in clear actions, responsible individuals, timelines, and follow-up.
• Develop systems for sharing effective practices across schools.

3. Professional Development

Design and lead high-quality professional learning that results in changes in adult practice and student outcomes.

The Director will:

• Assess staff learning needs through classroom observations, student work, achievement data, compliance reviews, staff feedback, and school leader input.
• Develop an annual special education professional learning plan aligned with district instructional priorities.
• Facilitate professional development for special education staff, general education staff, paraprofessionals, related service providers, and administrators.
• Ground professional learning in authentic student work, instructional challenges, and district data whenever possible.
• Ensure professional development includes opportunities for modeling, practice, feedback, implementation, and follow-up.
• Evaluate whether professional development is changing classroom practice and improving student outcomes.
• Provide differentiated learning and coaching based on staff experience and individual school needs.
• Build the leadership capacity of special education staff so expertise is distributed throughout the district.

4. Student Achievement & Closing Gaps

Lead the district's efforts to improve academic outcomes for students with disabilities.

The Director will:

• Establish clear expectations for achievement and growth for students receiving special education services.
• Regularly analyze achievement, growth, progress-monitoring, graduation, attendance, behavior, inclusion, and disproportionality data.
• Monitor performance across schools, grade levels, disability categories, and student groups.
• Identify students and programs where outcomes are not improving quickly enough.
• Partner with principals and school teams to develop improvement strategies.
• Monitor whether students are receiving appropriate access to Tier 1 instruction and grade-level standards.
• Ensure specially designed instruction is responsive to clearly identified student needs.
• Support schools in establishing appropriate progress-monitoring systems.
• Evaluate whether interventions and services are producing measurable results.
• Maintain urgency around persistent achievement gaps while supporting staff in developing the skills necessary to address them.

5. Special Education Program Leadership

Provide strategic leadership for a coherent districtwide continuum of special education services.

The Director will:

• Develop and communicate a clear district vision for high-quality special education.
• Establish consistent expectations, procedures, and instructional practices across schools.
• Ensure appropriate programming and services across the continuum of student needs.
• Partner with principals to evaluate the effectiveness of school-based special education programming.
• Support appropriate staffing models and deployment of special education personnel.
• Monitor caseloads, service models, schedules, and student placements.
• Evaluate the effectiveness of specialized programming and recommend adjustments when necessary.
• Support effective transitions between schools, programs, grade levels, and postsecondary settings.
• Collaborate with curriculum, instruction, multilingual learner, MTSS, and other district leaders to ensure students with disabilities are included in districtwide instructional decisions.
• Ensure students with disabilities have meaningful access to rigorous learning opportunities and the broader school community.

6. Special Education Compliance & Legal Responsibilities

Ensure the district fulfills all federal, state, and local requirements related to special education.

The Director will:

• Ensure district compliance with IDEA, Exceptional Children's Educational Act (ECEA), Section 504 as applicable, and other relevant federal and state requirements.
• Maintain systems for accurate and timely development, implementation, and monitoring of IEPs.
• Monitor evaluation timelines, eligibility processes, service delivery, progress reporting, prior written notice, and other required procedures.
• Conduct regular internal audits of special education documentation and practices.
• Identify compliance risks early and work proactively with school teams to resolve concerns.
• Provide guidance to administrators and staff regarding complex special education situations.
• Coordinate responses to state complaints, due process matters, corrective actions, and other formal processes.
• Partner with district legal counsel and outside specialists when appropriate.
• Ensure required state and federal reporting is accurate and submitted on time.
• Develop clear procedures and tools that make compliance understandable and manageable for school staff.

7. School Leader Partnership

Serve as a collaborative partner and coach to principals and other school leaders.

The Director will:

• Meet regularly with school leaders to review special education programming, student outcomes, staffing, and areas of concern.
• Conduct classroom walkthroughs alongside principals and instructional leaders.
• Build school leaders' capacity to supervise and support special education instruction.
• Provide principals with timely feedback regarding strengths and areas requiring attention.
• Help school leaders develop solutions rather than assuming ownership of school-level responsibilities.
• Support administrators with difficult conversations, family concerns, staffing challenges, and complex student situations.
• Maintain clear communication with school leaders regarding district expectations and emerging concerns.
• Develop shared ownership