The Special Education Coordinator focuses on leading, modeling, and advocating for equitable systems that prevent special education referrals and create a seamless continuum of support.
Essential Duties And Responsibilities
Include the following, as well as compliance with all organizational policies and procedures. Other duties may be assigned.
Provide coaching and professional development to Wisconsin RtI Center staff, increasing their capacity to support districts and schools in implementing and sustaining a multi-level system of support that includes special education and increased success for students with IEP’s.
Partner with staff during the creation and revision of professional learning and technical assistance.
Consult on the development of center materials, ensuring a consistent, clear message that includes creating, implementing, and sustaining an equitable multi-level system of support that increases the success of students with disabilities.
Use implementation science research to develop and support a team-based, regional, service delivery model, and process that supports district-coordinated improvement planning efforts.
Coach internal regional teams on how to plan their support to districts by making implementation science central to that work.
Create connections and collaborate with external Wisconsin professional groups including, but not limited to, the Wisconsin Department of Public Instruction, RSN, Regional Implementation and TA Network teams, and CESAs.
Create partnerships with other relevant local, state, and national organizations that support the center’s proactive, prevention-based approach to meeting the needs of student’s with disabilities. Connect these organizations with each other so that learning can be shared and best practice developed for district-level technical assistance needs.
Evaluate external resources, professional learning, and technical assistance opportunities that show how to implement preventative systems and what makes them successful. Share internally and with external partners.
Participate in regional, statewide, and national leadership conferences and meetings. As necessary create and conduct presentations about students with disabilities as a part of an equitable multi-level system of supports.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. A qualified candidate must possess the following competencies or knowledge:
Knowledge and experience with Wisconsin’s Framework for Equitable, Multi-Level Systems of Supports
Knowledge and experience in equity and culturally responsive educational practices
Significant knowledge of instructional practices for students with disabilities, including successful experiences providing academic and behavioral supports to students in general and special education environments.
Knowledge and experience coaching teams and individual staff to transform training into practice.
Knowledge about implementation science research and its application to educational processes.
Experience providing professional development to educators in multiple formats
Training, competence, and experience in data-based decision-making practices to match supports to a specific student and school need.
Knowledgeable of current school trends, best practices, and challenges
Excellent communicator including written ideas, verbal thoughts, and presentation skills
Demonstrated experience building strong relationships internally and externally
Deep understanding of organizational culture and practices
Outstanding decision-making abilities
Effective and efficient at prioritizing work plans and activities
Comfortable dealing with ambiguity, including competing demands and shifting priorities
Innovative, displaying original thinking and creativity
Proficient with Microsoft Office suite of applications. Comfortable using and learning other software applications, hardware, and additional technology as needed
Education and/or Experience
Requires a master’s degree in a related field and a minimum 5 years of related experience and/or training, or a bachelor’s degree in a related field and a minimum of 10 years of related experience.
Valid driver’s license. Current teaching or administrative license in special education or pupil services required.
About Wisconsin RtI Center
The Wisconsin Response to Intervention (RtI) Center is a product of collaboration between the Cooperative Educational Service Agency (CESA) Statewide Network and the Wisconsin Department of Public Instruction (DPI). The center was created to assist Wisconsin’s educational systems to build capacity, adopt and implement high quality practices, make informed decisions, ensure sustainability of efforts and increased success for all students. The Wisconsin Positive Behavioral Interventions and Supports (PBIS) Network operates within the Wisconsin RtI Center with a specific focus on behavior.
The Wisconsin RtI Center provides professional development and technical assistance to help schools operationalize implementation of equitable, multi-level systems of supports. The center offers statewide trainings on the components in order to establish consistent foundations upon which schools should build their systems.
Considering the research that has linked academics and behavior achievement, the center recommends the implementation of an integrated equitable, multi-level system of supports. The center’s vision, mission, values, preferred future, and goals were built around this recomm...endation.
All Wisconsin students will learn and be successful in life.
Our mission is to build the capacity of Wisconsin schools to develop and sustain an equitable, multi-level system of supports to ensure the success for all students.
We believe schools should ensure their structures and culture allow for an equitable, multi-level system of supports for both academics and behavior.