Job Description
Special Education Grade Band Administrator
SUMMARY: The Special Education Grade Band Administrator role assumes the direct responsibility for the implementation and monitoring of SE IEP compliance and classroom instructional practices. This role acts as a model teacher and coach to help support quality classroom instruction. The SE Grade Band Administrator is a state certified teacher who assists with the oversight of special education compliance for the school, data collection, and program implementation. Additionally, this role supports the activities of the school leadership team; managing and/or mentoring teachers and supporting grade band academic initiatives.
ESSENTIAL FUNCTIONS
Assist the Principal and grade band leadership team with scheduling students with disabilities (SWD) per their IEP, maximizing services provided to SWD by reviewing staff schedules, student schedules, and the master schedule.
Ensure legal compliance with federal, state, and local guidelines related to IDEA and IEP implementation. Serve as a resource to ensure and assist SE Assistant Principal and grade band staff in maintaining compliance at the school level with all federal, state, and local rules and regulations.
Review IEPs and provide constructive feedback.
Assist special education teachers and IEP Teams by analyzing student data, determining data collection processes, and providing support for progress monitoring.
Provide instructional support to grade band staff through classroom observations, data analysis, modeling, coaching, and feedback.
Plan, develop, and implement professional development related to Special Education Compliance and/or Instructional practices.
Coordinate and support data collection for required system, state, and federal reporting, including but not limited to FTE, Student Record, and Postsecondary Surveys.
Analyze special education data to provide feedback to classroom teachers, leadership team, and district instructional coaches.
Develop and implement strategies to improve individual student and subgroup transition success rates.
Collaborate with district staff to support school staff in re‑evaluation requirements and determinations related to federal, state, and local rules and regulations.
Support grade bands in executing the district process for consistently monitoring the progress of students’ academic and behavioral interventions.
Monitors provision of special education services, to include:
Preview of content materials, bi‑weekly classroom observation and feedback
Review of student achievement data and its integration into instructional practice (DDI)
Oversight of caseload compliance and impending case‑manager timelines
Develop teacher checklists, trackers, and daily task reminders as part of coaching efforts
Facilitate regularly occurring 1‑1 meetings with special education teachers
Monitor presence of required team members at special education meetings
Work with stakeholders to insure fidelity of implementation of curriculum and assessments
Serve as Local Education Agency representative in special education meetings
Monitor completion of teacher grading, data collection, and progress monitoring
Evaluate implementation of specialized instructional strategies
Supports the analysis of student data and provides feedback on strategies, services, and compliance
Reviews special education teacher drafts and final copies of IEP documentation
Act as first‑level support for new hires.
Provide course coverage, caseload support, and manage teacher tasks as needed due to special education staff vacancies or absences.
Act as first point of escalation for student, parent, and teacher concerns.
Facilitate collaboration between special education and general education co‑teachers.
Respond to direct requests for information from the district Department of Curriculum and Instruction and/or Special Education.
Support compliance with all district, state, and federal guidelines and requirements.
Conducts and/or facilitates IEPs, as required; attends all appropriate special education meetings (i.e. Promotion/Retention, Initial Eligibility, high profile meetings).
Attends Student Support Team meetings as the special education representative.
Monitors initial eligibilities as they are completed.
Ensures that progress reports are completed with appropriate data points.
Provide leadership and support to students, teachers, and families served in special education.
Attend district trainings and meetings as required.
Perform other duties and responsibilities as assigned.
SUPERVISORY RESPONSIBILITIES
This position has no formal supervisory responsibilities.
MINIMUM REQUIRED QUALIFICATIONS
Education:
Bachelor’s Degree in Special Education or related academic field; AND
Three (3) years of successful special education teaching experience OR
Equivalent combination of education and experience.
Certificates/Licensure:
GA PSC Educational Certificate
At least one P‑12 Special Education Certification in either Math or ELA Academic Content Area
SRT4 Certification in Special Education Adapted Certification Consultative (P‑12)
TKES/LKES credentialed
Clear Fingerprint/Background Check Required
Knowledge/Skills/Abilities:
Must have professional knowledge and proven use of effective teaching strategies and professional knowledge of curriculum-based assessments.
Strong desire to work with at‑risk students and developing teachers.
Ability to communicate with adults and student learners at all ability levels.
High technological skill level required.
Demonstrated ability to work with personal and confidential information.
Must be able to successfully manage multiple tasks, projects, and responsibilities.
Ability to apply critical thinking skills in rendering solutions to various issues.
Must be able to collaborate effectively with District and school personnel, the general public, and work with diverse groups of people.
Excellent organizational skills.
Excellent communication skills both orally and in writing.
OTHER REQUIRED QUALIFICATIONS
Proficient in MS Excel, MSWord, and Outlook.
Proficient in G‑Suite.
Strong technology skills.
Experience using search engines (internet) for research projects.
Ability to pass required background check.
WORK ENVIRONMENT
This is a home‑based position that may require traveling up to 25% of the time.
In‑person attendance at professional development, training, conferences, job fairs, and testing sites will be required several times per year.
Light lifting required.
PHYSICAL ABILITIES & WORKING CONDITIONS
Work Schedule: This is a Monday through Friday, 8 AM to 4 PM, 5 Days/Week, primarily remote position. The noise level in the office is usually moderate (computers, printers, light foot traffic).
In‑Person Attendance: In‑person attendance at professional development, training, conferences, job fairs, meetings, school events, marketing events, and/or testing sites will be required several times per year.
Vision: (which may be corrected) to read small print; view a computer screen for prolonged periods.
Hearing: (which may be corrected) to answer telephones and tolerate exposure to noisy conditions.
Speech: to be understood in face‑to‑face or virtual communications; to speak with a level of proficiency and volume to be understood over a telephone and/or computer.
Upper Body Mobility: use hands and fingers to feel, grasp, and manipulate small objects; manipulate fingers, twist and bend at wrist and elbow; extend arms to reach outward and upward; use hands and arms to lift objects; turn, raise, and lower head.
Strength: to lift, push, pull and/or carry objects which weigh as much as 5 or more pounds on a frequent basis.
Environmental Requirements: encounter constant work interruptions; work cooperatively with others; work independently; work indoors.
Mental Requirements: read, write, understand, interpret and apply information at a moderately complex level essential for successful job performance; math skills at a high school proficiency level; judgment and the ability to process information quickly; learn quickly and follow verbal procedures and standards; give verbal instruction; rank tasks in order of importance; copy, compare, compile and coordinate information and records.
EQUAL EMPLOYMENT OPPORTUNITY STATEMENT
Georgia Cyber Academy is an Equal Opportunity Employer. Georgia Cyber Academy assures Equal Employment Opportunities and equal education opportunities for employees and students as required by Federal and State Orders and Laws. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks. This job description is intended to accurately reflect the position activities and requirements. However, management and administration reserve the right to modify, add, or remove duties and assign other duties as necessary. It is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with the position. All employment is “at‑will” as governed by the laws of the state where the employee works. It is further understood that the “at‑will” nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.
Seniority level
Mid‑Senior level
Employment type
Full‑time
Job function
Education and Training
#J-18808-Ljbffr Georgia Cyber Academy
Job Tags
Full time, Work at office, Local area, Remote work, Work from home, Monday to Friday,