ESE Supervisor - POHI/SXI/VI (Physical and Other Health Impairments/Severely Cognitive/Visually[...]

DPSCD Comp; Detroit (MI); On-site; USD 60,000 - 80,000; Full time

Job summary

An established educational institution is seeking a dedicated ESE Supervisor to lead and enhance the learning experiences for students with physical and other health impairments. This role involves providing direct support to educators, ensuring compliance with educational standards, and fostering an inclusive environment for students with diverse needs. The ideal candidate will have a strong background in special education, extensive teaching experience, and a passion for developing innovative instructional strategies. Join a team committed to making a difference in the lives of students and helping them achieve their fullest potential in a supportive and collaborative setting.

Benefits

Health Insurance

Retirement Plan

Professional Development Opportunities

Paid Time Off

Qualifications

• Master's degree in special education required with knowledge in curriculum and administration.
• Five years of successful teaching experience, including special education.

Responsibilities

• Support teachers on best practices for students with special needs.
• Consult with principals and staff to improve educational outcomes.

Skills

Instructional Practices

Curriculum Development

Supervision

Teaching Methodologies

Knowledge of Special Education

Education

Master's Degree in Special Education

Graduate Credit in Education Areas

Tools

IEP Development Tools

Instructional Materials for Special Needs

Job description

ESE Supervisor - POHI/SXI/VI (Physical and Other Health Impairments/Severely Cognitive/Visually Impaired)

Position Title: ESE Supervisor - POHI/SXI/VI (Physical and Other Health Impairments /Severely Cognitive Impaired/Visually Impaired)

Location: Exceptional Student Education

Reports to: Executive Director

Bargaining Unit: N/A

Benefits Eligible: Yes

Telecommuting Eligibility: Site-based. Not eligible for telecommuting

Minimum Qualifications:

• Evidence of graduate credit in three of the following areas: School Administration and Organization, Curriculum Development/Planning, School Law and School Finance, School Community Relations, and Supervision (preferred)
• Applicants must show evidence of a master’s degree in special education or a related field from an accredited college or university. Preparation must include systematic study and knowledge in the following areas: curriculum, administrative and supervisory procedures, evaluation methods and procedures, in-service development, learning theories and teaching methodologies.
• Applicants must possess or be able to obtain a temporary or full Exceptional Student Education Supervisor Approval through the Michigan Department of Education.
• Applicants must possess and provide evidence of both a valid State of Michigan Teacher Certificate in Exceptional Student Education and a School Administrator Certificate.

Experience:

• Must present evidence of a minimum of five (5) years’ successful teaching experience, three of which must be as a contract teacher or teacher consultant in a state-approved special education program.
• Prior administrative experience is preferred.
• Competence pertaining to instructional materials and equipment specially designed or used by persons with physical impairments/visual impairment and/or multiple impairments.
• Knowledge of best instructional practices geared to the physically impaired/visually impaired/ and/or multiple impaired.
• Knowledge of general, modified, and alternate curriculum.
• Knowledge of low visual aids and appropriate technology for visually/physically/multiple impaired students.
• Knowledge of agencies that broaden transition capabilities of visually/physically/multiple impaired students.
• Knowledge of current rules and regulations relating to monitoring visually/physically/multiple impaired programs.

Duties and Responsibilities:

• Provide direct support to teachers and paraprofessionals on best practices and scientific research-based practices that can improve the learning outcomes for students identified as Severely Multiply Impaired (SXI), Physical and Other Health Impairments (POHI), and Visually Impaired (VI).
• Provide consultation and leadership to principals, curriculum leaders, and other general and special education staff in methods that increase opportunities for students with moderate to severe impairment to be mainstreamed with their non-handicapped peers.
• Provide coaching demonstrations and professional development that leads to the accomplishment of district and department goals, including activities relating to current best practices in classroom management and planning for the alignment of curriculum, instruction, and assessment.
• Ensure that support services are provided to students in accordance with all applicable federal/state/county requirements and district policies, goals, and procedures.
• Assist with the recruitment, hiring, monitoring, and evaluation of instructional and support staff.
• Attend/Direct Individualized Education Planning Team (IEPT) meetings as required.
• Maintain ongoing communication with community agencies to establish and implement extended year programs for visually impaired students.
• Assist with the development of Individual Development Plans to improve the performance of new and marginal teachers.
• Monitor special education programs to ensure alignment of special education instruction and assessment with District curriculum standards and assessment program.
• Supervise instructional, non-instructional, and support staff and evaluate staff performance in keeping with district policies and guidelines.
• Maintain appropriate student and program data to develop, present, and manage ACT 18 budget for POHI/VI and SXI Center-Based.
• Lead the selection of textbooks, supplies, equipment, and instructional aids for POHI, VI, and SXI programs.
• Provide assistance with the investigation, resolution, and implementation of corrective actions related to complaints and compliance monitoring.
• Maintain connections with Wayne RESA and the Region 4 administrators to stay current with the latest techniques, technologies, and instructional approaches that produce positive results for students who are PI or OHI.
• Lead collaborative efforts between instructional staff and related services such as School Social Work and Psychological Services to develop and implement instructional models that reduce inappropriate behavior and increase time on task for students who are diagnosed with conditions such as Oppositional Defiance Disorder (ODD), Attention Deficit Hyperactivity Disorder (ADHD), and Traumatic Brain Injury (TBI).
• Provide in-service opportunities for both general and special education staff to increase their understanding of how medical conditions may affect a student’s performance and demonstrate and teach accommodations and modifications of the program that support gains in achievement for all students.
• Provide leadership in the placement and requests for transportation for students in the POHI, VI, and SXI Programs.
• Monitor and ensure that students assigned to basic special education classrooms are receiving instruction that is age-appropriate and based on the general education curriculum with appropriate modifications as indicated on their IEPs.
• Ensure that students are assigned to the Least Restrictive Environment based on achievement and not their disability.
• Develop and deliver parental and community training, forums, and institutes that promote cooperative and supportive working relationships to improve the educational outcomes of students.

Security Clearance:

Internal Applicants: If you are a current Detroit Public Schools Community District employee, you do not have to submit to a new security clearance unless your new role requires a different type of criminal background check.

External Applicants: In alignment with Michigan law, if you are hired to fill a position, you will be required to submit to a Detroit Public Schools Community District criminal background check. Information regarding required background checks will be shared at the point of hire.

Method of Application:

Applicants must apply through the online application system. Only applications submitted through the online application system will be considered for any posted position, and all applications require a resume to be considered.

Successful candidates are required to submit official transcript(s) at the point of offer to hire. Teaching service outside of the Detroit Public Schools Community District must be verified by the applicant's prior employer(s) prior to hire. It is the applicant's responsibility to provide all documentation (including copies) as requested.

Applicants requesting assistance during the application process should contact the Office of Human Resources via email or phone.

DPSCD does not discriminate based on race, color, national origin, sex, disability, and/or religion. Contact the Civil Rights Coordinator for more information.

DPSCD does not discriminate on the basis of race, color, national origin, sex, sexual orientation, transgender identity, disability, age, religion, height, weight, citizenship, marital or family status, military status, ancestry, genetic information, or any other legally protected category, in its educational programs and activities, including employment and admissions opportunities.