HWMN0368467-1017
2026-07-01T00:00:00
2026-03-06T00:00:00
Hewlett-Woodmere Public Schools, one of the leading school districts on Long Island, seeks an exceptional, experienced, visionary educational leader to serve as Assistant Director of Special Education for Grade 4 to Grade 8Position OverviewThe Assistant Director of Special Education for Grades 4-8 leads the design, implementation, and oversight of comprehensive special education programs for upper elementary and middle school students. This role ensures compliance with federal and state mandates while promoting academic achievement, social-emotional growth, and successful transitions for students with diverse learning needs. The Assistant Director will oversee the development of Individualized Education Programs (IEPs), coordinate related services, and foster inclusive environments to prepare students for high school. This appointment is a full-time, 12-month position.Key ResponsibilitiesSpecial Education Program DevelopmentDesign and implement special education programs for grades 4-8, serving various disabilities.Oversee a continuum of services including special classes, resource rooms, and integrated co-teaching.Ensure access to rigorous, standards-aligned content in all subject areas.Collaborate with grade-level teams and content-area department directors to promote Universal Design for Learning (UDL) principles, differentiated instruction, and evidence-based practices that support diverse learners in inclusive settings Establish progress monitoring systems to measure IEP goals and grade-level standards.IEP Development, Compliance, and Legal OversightOversee the development and monitoring of compliant IEPs focused on high school readiness.Ensure timely completion of all special education evaluations, eligibility determinations, annual reviews, reevaluations, manifestation determinations, and functional behavioral assessments in accordance with federal IDEA regulations and New York State Education Law Serve as the school's LEA (Local Educational Agency) representative at Committee on Special Education (CSE) meetings for grades 4-8, ensuring procedural compliance, appropriate decision-making, and meaningful parent participation. Manage requests for evaluations and maintain knowledge of special education laws.Chair CSE meetings, facilitating collaborative discussions among multidisciplinary teams including parents, teachers, related service providers, school psychologists, and administrators Monitor implementation of IEP accommodations, modifications, testing accommodations (including those for state assessments), and services across all instructional settings to ensure fidelity and compliance Prepare required special education reports to New York State Education Department (NYSED)Teacher Development and Staff SupervisionRecruit, hire, supervise, and evaluate special education staff.Provide professional development on content-area instruction and adolescent development.Conduct classroom observations and facilitate professional learning communities for collaboration.Train general education content-area teachers on understanding and implementing IEP accommodations and modifications in subject-specific contexts (e.g., modified math problems, alternative assessments in social studies, audiobooks for ELA) Support psychologists in developing effective Functional Behavioral Assessments (FBAs) and Behavior Intervention Plans (BIPs) that address the unique behavioral and social-emotional challenges of early adolescence. Lead department meetings, present at faculty meetings, and recruit and provide professional development opportunities for all special education staff on superintendent conference days.Data Analysis and Academic Outcomes ManagementMonitor key performance indicators for student achievement and IEP goal attainment.Lead data analysis meetings to review assessment results and track student progress.Prepare reports on student outcomes and compliance for stakeholders.Use assessment data, compliance metrics, and student outcome information to inform resource allocation, staffing decisions, professional development priorities, and program improvements. Coordinate participation in New York State assessments ensuring appropriate testing accommodations, alternate assessments (NYSAA), and extended time provisions are provided according to IEP specifications.Content-Area Integration and Academic RigorCollaborate with content-area leaders to ensure rigorous instruction for students with disabilities.Oversee implementation of research-based intervention programs for students requiring intensive support in reading, writing, mathematics, and executive functioning skillsMonitor student progress in elective courses including world languages, arts, music, physical education, and technology, ensuring accommodations are implemented across all learning environments.Oversee modifications to curriculum in ELA, Math, Science, and Social Studies.Related Services and Support CoordinationOversee delivery of related services such as speech-language therapy, occupational therapy, physical therapy, counseling services, vision services, hearing services, assistive technology.Collaborate with related service providers to integrate therapeutic goals with academic instruction, social skills development, and functional skill acquisition appropriate for middle school students Coordinate with school nurses, social workers, school psychologists, and counselors to address students' health needs, mental health concerns, and social-emotional challenges common during early adolescence Develop partnerships with community mental health agencies, medical providers, family support organizations, and youth development programs to provide wraparound services for students and families Coordinate crisis intervention protocols, behavioral emergency procedures, safety plans, and re-entry protocols for students experiencing mental health crises or extended absences Transition Planning and High School PreparationLead transition services, including career exploration and vocational assessments.Facilitate high school planning meetings and develop self-advocacy skills in students.Determine eligibility for Extended School Year (ESY) programs and services for students to prevent substantial regression during summer months.Prepare students and families for the increased academic demands and independence expectations of high school through explicit skill-building and transition planning.Student Self-Advocacy and Independence DevelopmentImplement student-led IEP meetings and develop executive functioning skills.Foster resilience and a growth mindset among students.Behavioral and Social-Emotional SupportImplement Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS).Implement evidence-based interventions for specific behavioral concerns including school avoidance, aggression, emotional dysregulation, and attention difficulties.Monitor disciplinary data to ensure students with disabilities are not disproportionately suspended or removed from educational settings, conducting manifestation determinations as required by law in conjunction with building administration.Family Engagement and CommunicationBuild collaborative partnerships with families and facilitate respectful CSE meetings.Provide parent workshops and communicate regularly about student progress.Collaborate with Special Education Parent Teacher Association (SEPTA)to connect with families, ask questions, and provide feedback on program effectiveness. Communicate regularly with families about student progress, upcoming evaluations, state assessments, high school planning, and available resources through multiple formats. Strategic Planning and School-Wide LeadershipContribute to strategic planning and budget development for middle school special education.Collaborate regarding special education projections, scheduling and class assignments.Contribute to school safety planning, emergency preparedness protocols, crisis response teams, and bullying prevention efforts with attention to the needs of vulnerable students.Compliance Monitoring and Quality AssuranceConduct compliance audits to ensure adherence to special education regulations.Train staff on documentation procedures and monitor IEP quality.Coordinate internal and external monitoring activities including state-mandated reviews, cyclical monitoring visits, focused compliance reviews, and corrective action planning Implement corrective action plans to address identified compliance issues and prevent recurrence of procedural violations. Train case managers, special education teachers, and administrative staff on proper documentation procedures, timely completion of required forms, and maintenance of confidential student records. Review IEPs for quality, legal compliance, alignment with grade-level standards, and appropriateness of goals, services, and placement recommendations. Middle School-Specific ProgrammingOversee scheduling of special education services to maximize inclusion.Develop flexible grouping models and coordinate academic support structures.Coordinate with athletics directors and extracurricular program leaders to ensure students with disabilities have access to sports teams, clubs, arts programs, and enrichment opportunities. Monitor student participation in electives, exploratory courses, and specialized programs to ensure equitable access for students with disabilities. QualificationsRequiredMaster’s degree in Special Education, Educational Leadership, or related field.Valid New York State teaching certification in Students with Disabilities (Grades 5-9 or 7-12).Minimum 5 years of teaching experience with middle school students with disabilities.Minimum 3 years of special education leadership experience.Comprehensive knowledge of special education regulations and IEP processes.Strong expertise in adolescent development and instructional practices.PreferredDoctoral degree in relevant fields and additional certifications.Experience managing special education programs at the middle school level.Knowledge of evidence-based interventions and assistive technologyCore CompetenciesAdolescent Development Expertise: Understanding the needs and challenges of middle school students.Legal and Regulatory Excellence: Knowledge of special education law and compliance.Data-Driven Instructional Leadership: Ability to analyze data for instructional improvement.Collaborative Leadership: Building relationships with diverse stakeholders.Equity and High Expectations: Commitment to high academic expectations for all students.Communication and Facilitation: Effective communication skills for CSE meetings and conflict resolution.Student-Centered Approach: Involving students in their educational planning and transitions.Problem-Solving and Crisis Management: Ability to handle crises and competing priorities effectively.Instructional Excellence: Knowledge of evidence-based practices for diverse learners.Cultural Competence: Ability to work effectively with diverse families and backgrounds.**Attend Monthly Board of Education (BOE) meetings and provide support, information, and follow-up actions as needed.**Perform additional duties as assigned by the Superintendent, including responsibilities deemed necessary to meet district priorities and operational needs.
School Leader
Hewlett-Woodmere UFSD
Long Island
Range per contract