Trinity Basin Preparatory - Special Programs Director

Job Details

Region: 10
School District/Employer: Trinity Basin Preparatory
District Category/Employer: Charter/Private
Position: Director
Assignment Level: Level
  • Early Childhood
  • Elementary
  • Middle School
  • Federal Programs
  • Special Education
Job Title: Special Programs Director
School: Trinity Basin Preparatory
Campus Description: PK3 through 8th grade Charter District with multiple campuses in Dallas and Fort Worth
Date Posted: 10/11/2017
Deadline: Until Filled
Openings: 1
Commitment: Full Time
Description/Notes: The Special Programs Director coordinates, directs, oversees, and improves the district’s ESL/Bilingual, SPED, 504, Dyslexia, RtI, Intervention, Migrant, Homeless, and Health Services Programs. The Director is responsible for assessment and monitoring student data; ensuring compliance with local, state, and federal guidelines/laws for special programs; ensuring effective instruction, designing and delivering professional development, and coordinating parent outreach programs to ensure full and effective compliance in all such areas in support of the overall educational goals of the district.

Maintains broad day to day responsibility for the following district programs: special education, English as a Second Language, 504, Response to Intervention, 504, dyslexia, migrant education, homeless student coordination, and parent outreach. ESSENTIAL DUTIES AND RESPONSIBILITIES include, but are not limited to the following.

Instructional Leadership and Program Management: Works with campus administration to plan, implement, and evaluate the campus intervention program
• Directs the design, development, and implementation of district-wide ELL programs, projects and activities including federal and state initiatives related to ELLs.
• Provides leadership for the appropriate use of date to establish rigorous, concrete goals in the context of ELL student achievement and instructional programs through a collaborative, inquiry-based approach resulting in the design and implementation of data-driven plans which capitalize on strengths and mitigates challenges.
• Articulates and promotes high expectations for teaching and learning by creating, promoting and operationalizing high expectations and assessing progress towards those expectations.
• Aligns and implements the education programs, plans, action, and resources with the district’s vision and goals for students supported by special programs by effectively and efficiently organizing and sustaining resources, and implementing processes and systems to support teaching, learning, and organizational effectiveness consistent with the district’s vision and goals, and student needs
• Provides leadership for district and departmental initiatives, including change efforts, by defining systemic implications for students supported by special programs with the development of comprehensive plans for achieving goals.
• Provides leadership, professional development, and motivation in the use of educational technology to meet the needs of students supported by special programs in a variety of administrative and educational settings.
• Monitors and evaluates the effectiveness of curriculum, instruction and assessment pertaining to ELLs. including the development, articulation, implementation and stewardship of existing ESL/BE Programs, including Entry, Transitional and Exit.
• Oversee the development and delivery of special program (special education, ESL, and dyslexia) curriculum and instructional programs that incorporate district goals and support student achievement. Ensure that curriculum renewal is continuous and responsive to student needs.
• Develop and implement an effective intervention plan, RtI and SST systems, and special education referral process and ensure that student assessments and recommendations regarding placement and program management for individual students are completed in a timely manner.
• Monitor the admission, review, and dismissal (ARD) process districtwide. Ensure that students are placed appropriately and development of individual education plans for students are consistent with district procedures. Ensure that student progress is evaluated on a systematic basis.
• Obtain and use evaluative findings (including student achievement data) to gauge all special programs effectiveness. Make changes when warranted.
• Ensure that the necessary time, resources, materials, and technology to accomplish educational goals are available.
• Encourage and support the development of innovative instructional programs.
• Direct transition services for students entering and exiting special programs.
• Take an active role in formulating and implementing contracts for special education students receiving services outside of the district.
• Provides intervention training to campuses and at district level utilizing researched, proven best practices.
• Uses research findings, assessment data, and district studies to improve outcomes of the teaching/learning process.
• Assist with planning, scheduling and organizing the schools’ master schedules so that all students receive appropriate instruction and intervention.
• Provides input when purchasing the most appropriate universal screeners, online intervention programs, etc., based on research and acceptable results.
• Supports technology integration into classroom and campus intervention programming.
• Oversees the district’s health services program to ensure holistic health care approach and compliance with applicable laws and guidelines.
• Oversees the district’s migrant education programming and ensure compliance with applicable laws and guidelines.
• Oversees the district’s program for homeless students, including compliance with the McKinney-Vento Act.
District/Organizational Improvement
• Provides leadership, encouragement, opportunities and structure for staff to continually design more effective teaching and learning experiences for students supported by special programs such as Dyslexia, 504, RtI, ESL/Bilingual, and special education.
• Supports efforts of principals and teachers to increase performance and achieve district goals as measured by the Texas Academic Performance Standards.
• Systematically monitors effectiveness of intervention programs by classroom observations and analysis of campus and district student test data.
• Works cooperatively with other district staff in developing the mission and articulating the vision of the district’s intervention program.
• Assists in planning and delivering effective staff development activities for instructional personnel.
• Promotes collaboration with all stakeholders and communicates effectively regarding the district’s strategic and improvement plans.
Policy, Reports, and Law
• Maintains current, confidential, accurate, and compliant student records including becoming intimately familiar with student records and actively monitoring progress and deadlines to ensure compliance with district, state and federal guidelines.
• Ensures accurate program coding of students (PEIMS) for state and federal reporting and accountability.
• Ensures compliance with all applicable requirements outlined in statute, education code, administrative code and policy for Special Education, English language learners, 504, Dyslexia, Homeless, Migrant, Health Services, and Intervention programs.
• Interprets and implements school district policies and procedures for the schools related to the implementation of all special programs.
• Prepares federal/state/local reports accurately and timely and makes local recommendations relative to ELL programs as requested.
• Supervise the development of guidance documents associated with the implementation of ELL programs, such as program implementation manuals, Special Education, 504, RtI, and ELL procedural guidelines, including LPAC operation framework, health screening, homeless and migrant education services.
• Compile, maintain, and file all reports, records, and other documents as required
• Establish and maintain a professional relationship and open communication with principals, teachers, staff, parents, and community members.
• Engages family and community by promoting shared responsibility for student learning and support of the education system.
• Communicate to district staff, parents, students, and community members in a manner that conveys respect, concern, and high expectations.
Community Relations
• Articulate the district’s mission, instructional philosophy, and intervention programming to the community and solicit its support in realizing district’s mission.
• Demonstrate awareness of district-community needs and initiate activities to meet those needs.
• Use appropriate and effective techniques to encourage and foster community support and parent involvement.
Personnel Management/Supervisory Responsibilities:
• Select, train, supervise, evaluate, and make recommendations relative to assignment, retention, discipline, and dismissal of departmental staff, including Special Education, 504, RtI, Dyslexia, Intervention, ESL/Bilingual, and advanced academics.
• Recruits, selects, inducts and retains staff to support quality instruction for special programs, including: special education, dyslexia, advanced academics, and English as a second language.
• Provides leadership, encouragement, opportunities, structure, timely and specific feedback for staff to continually design more effective teaching and learning experiences for all students.
• Conferences with assigned staff to discuss performance and to jointly develop improvement objectives for professional growth opportunities.
• Ensures staff members have professional development that directly enhances their performance and improves student learning among all students served by special programs.
• Systematically and fairly recognizes and celebrates accomplishments of staff and students.
• Other duties may be assigned by the CAO.
Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed above 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.

• Ability to read and interpret data and documents such as safety rules, operating and maintenance instructions, procedure manuals, local, state, and federal guidelines/laws.
• Ability to speak effectively before groups of constituents or employees of organization.
• Ability to use and understand Microsoft Office for writing reports/correspondence, and creating spreadsheets and presentations to effectively communicate information with parents, employees, administration and the Board.
• Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.
• Ability to solve problems involving several concrete variables in standardized situations.

While performing the duties of this job, the employee is regularly required to sit; use hands to grasp, handle, or feel; and talk or hear. The employee is regularly required to stand, walk, and reach with hands and arms. The employee must occasionally lift and /or move up to 25 pounds.

• Bachelor’s degree from a four-year college or university (required).
• Master’s degree (preferred)
• Valid Texas Teaching Certification (required).
• ESL/Bilingual Certification (required).
• Campus Administration Experience (required).
• Bilingual: English/Spanish (preferred).
• Special Education Certification (preferred).
• Educational Diagnostician Certification (preferred).
• Reliable means of transportation.
Salary Range: $74,000+ commensurate with experience
Benefits: All standard district benefits.
How To Apply: Please email resume and cover letter to Therese Dean at Please reference TASA posting in the email. You can also apply through our district website at and click on the careers tab to complete the upload of your documentation.

Contact Person:

Name: Therese Dean
Address: 400 S. Zang Blvd., Suite 700
City: Dallas
State: TX
Zip: 75208
Phone: (214) 946-9100

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