Director of Special Education
POSITION: DIRECTOR OF SPECIAL EDUCATION
FLSA STATUS: EXEMPT
FTE: 1.0
REPORTS TO: SUPERINTENDENT
DATE: 1/23/2026
SUMMARY:
The Director of Special Education will develop, organize and administer quality special education and support services that align with the vision and mission of Lincoln Consolidated Schools. The Director is responsible for leadership, program management, supervision, data management and analysis for birth to through postsecondary special education systems. In addition, this position provides leadership in establishing new services and refining existing services for students with disabilities. The ideal candidate will demonstrate commitment to the following:
ESSENTIAL DUTIES AND RESPONSIBILITIES:
- Implement and ensure districtwide compliance with IDEA requirements, Michigan Special Education Administrative Rules, Section 504 of the Rehabilitation Act of 1973, and all applicable state and federal laws.
- Establish, oversee, and monitor districtwide Section 504 procedures, including staff training, compliance systems, and consistent identification, implementation, and review across all buildings.
- Monitor special education programs, evaluations, METs, IEPCs, and placements to ensure legal compliance, program fidelity, and high-quality outcomes for students with disabilities.
- Utilize comprehensive data analysis to continuously evaluate and improve special education programs, ensuring measurable progress in student outcomes and program effectiveness.
- Lead district initiatives related to inclusion, Least Restrictive Environment (LRE), MTSS/RTI, equity, and culturally responsive practices for students with disabilities.
- Champion culturally responsive practices and equity initiatives to address disparities in identification, placement, services, and outcomes for students with disabilities.
- Develop, implement, and oversee procedures for referral, evaluation, placement, assignment, re-evaluation, and service delivery for students with special needs.
- Foster and maintain collaborative partnerships between special education and general education staff to promote inclusive practices, co-teaching models, and shared ownership for students with disabilities.
- Supervise and support special education personnel, including paraprofessionals, psychologists, social workers, special services staff, and contracted service providers.
- May oversee the evaluation and development of psychologists and social workers to ensure high-quality services and support.
- Assist Human Resources in the recruitment, selection, assignment, and recommendation for hire of special education and at-risk personnel, including K–12 paraprofessionals.
- Design, develop, coordinate, and deliver professional development related to special education compliance, instructional practices, progress monitoring, data collection, educational technology, and web-based IEP/data management systems.
- Lead the innovative use of emerging educational technologies to enhance accessibility, individualized instruction, and personalized learning for students with disabilities.
- Evaluate special education curriculum, instructional practices, health and safety procedures, and individual student progress on an ongoing basis.
- Oversee district programs related to postsecondary transition, vocational training, community-based instruction, Extended School Year (ESY) services, and interagency coordination.
- Coordinate services for eligible students with disabilities enrolled in non-public schools within the district.
- Oversee the integration of mental health services and crisis intervention strategies within special education programs to support student well-being and safety.
- Lead and manage special education dispute resolution processes, including district and state complaints, mediation, resolution meetings, and due process hearings.
- Advocate for special education funding, grants, and policy development at the local, state, and federal levels; develop and manage special education budgets including general fund and state/federal grants.
- Compile, maintain, and submit all legally required reports, records, documentation, and grant-related materials for special education programs.
- Serve as a resource in program development and evaluation of general education initiatives as they relate to students with disabilities.
- Interpret and communicate special education programs, goals, and compliance requirements to the Board of Education, district administration, staff, families, and the community.
- Develop and promote parent outreach, family engagement opportunities, and training in self-advocacy and active participation in educational planning.
- Demonstrate strong conflict resolution, interpersonal, and communication skills that build collaboration, consensus, and trust among stakeholders.
- Promote fairness, respect, professionalism, collegiality, and multiple perspectives in all responsibilities and interactions.
- Participate in district and school initiatives and adhere to district policies, administrative guidelines, and school improvement plans.
- Demonstrate involvement in community activities and organizations that support students and families.
- Maintain regular and reliable attendance.
- Perform other duties as assigned by the Superintendent or designee.
SUPERVISORY RESPONSIBILITIES:
Supervises and evaluates the work of district staff assigned to provide instruction, services and support.
QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. 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.
EDUCATION and/or EXPERIENCE:
- Current Michigan Administrator Certification.
- Administrative experience preferred.
- Meet all requirements for full or temporary state approval as a Supervisor/Director of Special Education.
- A minimum of 3-5 years’ experience as a Special Education Educator.
- Master’s degree or higher required.
- Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
- Applicants must satisfactorily pass a criminal background check as defined by the State of Michigan.
LANGUAGE SKILLS:
- Ability to explain and demonstrate appropriate leadership techniques.
- Ability to read, analyze and interpret periodicals and professional journals.
- Ability to effectively present information and respond to questions from all stakeholders.
- Ability to express self clearly, both orally and in writing.
- Ability to read, analyze and interpret information.
TECHNICAL SKILLS:
- The ability to integrate technology into the everyday work flow is necessary.
- Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
- Ability to use computer technology for research, data management, communications and other instruction.
- Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communications mechanisms.
- Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.
MATHEMATICAL SKILLS:
- Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.
REASONING ABILITY:
- Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence.
- Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
- Exhibit a high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects and maintain a flexible attitude.
- Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
- Ability to define problems, collect data, establish facts and draw valid conclusions.
INTERPERSONAL SKILLS:
- Ability to build rapport with others and to serve diverse publics.
- Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.
- Ability to work effectively and collaboratively with other departments, agencies and individuals.
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 10 pounds such as books and material. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.
ENVIRONMENTAL ADAPTABILITY:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety and well-being of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a long period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.
TERMS:
The contract, salary and other employment conditions will be established by the Superintendent. Further, applicants must agree to fully participate in all relevant training inclusive of or unique to the department assigned and the District.
FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. Lincoln Consolidated Schools retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment.
This position description is not a contract for employment.
Lincoln Consolidated Schools is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.
Lincoln Consolidated Schools does not discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information or any legally protected characteristic, in its programs and activities, including employment opportunities.
“The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District.”