Position:           Director of Elementary & Early Childhood Education

                        Office of Student Services

 

Cambridge is a vibrant, diverse city and a central hub and driver of the nation’s innovation economy. Home of the renowned educational institutions of Harvard and MIT, Cambridge is also the center of an impressive array of biotechnology, science, and information technology companies.

 

Educating about 7,000 students JK-12, the Cambridge Public Schools includes award-winning faculty, cutting edge technology, and innovative programs. While each of our public schools is unique, they are joined in a shared vision of rigorous, joyful, and culturally responsive learning plus personalized support for every student. Over 30% of CPS students speak a language other than English at home, and over 65 languages are spoken by our families. Among the most common are Spanish, Haitian Creole, Amharic, Arabic, Bengali, Chinese, and Portuguese. Our schools proudly embrace this diversity.

 

Within the Office of Student Services (OSS), Office of Special Education (OSE) is responsible for providing a variety of support and services to students with disabilities in Cambridge Public Schools (CPS).

 

The Role:

The Director of Elementary and Early Childhood Special Education will report directly to the Executive Director of Special Education and is responsible for the oversight of all programs and services for preschool and elementary grade level students with disabilities.  School assignments, program responsibilities and direct supervision is assigned by the Executive Director of Special Education.  This role manages, monitors, and facilitates the work responsibilities of all OSE staff members assigned to those schools and programs under their preview.  The director will also supervise and manage lead teachers and related specialists assigned to them.  They will evaluate staff performance as it relates to the delivery of effective instruction, including but not limited to specialized instruction, differentiated instruction and scaffolding, as well conduct and job responsibilities.  This position supports the professional growth of staff members as well as program development and curriculum implementation.  In addition, they will direct student placement criteria, service delivery models, and resolve issues regarding students’ IEP.  The director will serve as a liaison and advocate to parents, caregivers, school principals and the Executive Leadership Team.  They will work collaboratively with school-based teams to ensure that IEP services, including related services, are provided to eligible students in accordance with their IEP and state and federal mandated timelines.  The director will meet regularly with OSE staff to provide training, consultations, and feedback on issues related to student access to special education services.  They will team with all district departments and stakeholders to develop and implement best practices that align with the needs of all students. 

 

Essential Duties:

• Supervise special education teachers, support and related services staff in schools and programs designated by the Executive Director of Special Education
• Supervise the Lead Teachers and Related Specialists.
• Perform personnel functions (e.g. recruitment, hiring, evaluations, etc.) for the purpose of maintaining adequate staffing, enhancing productivity of personnel and ensuring that objectives of Special Education programs are achieved.
• Manage and develop special education programs and services assigned by the Executive Director of Special Education.
• Collaborate with the school-based and district level teams to develop, evaluate and implement appropriate programs and services for preschool and elementary students with disabilities.
• Collaborate with school teams to ensure least restrictive settings are considered and that appropriate data supports the recommendation for a more restrictive educational placement.
• Act as a resource to the elementary school principals regarding development and expansion of specialized programs and implementation of researched based interventions that support student growth and development.
• Oversee the inclusion programs at the elementary K-5 schools assigned.

Primary Objectives:

• Oversee vertical articulation to ensure seamless transition for students moving up from grade to grade and onto middle school.
• Ensure best educational practices related to inclusive, partial inclusion, and substantially separate programs.
• Ensure families are well-informed regarding school and service options for students with disabilities.
• Ensure students are placed in the Least Restrictive Setting.
• Ensure the quality of specialized instruction and services.
• Ensure equitable access to special education services, resources, and curriculum materials.
• Ensure ongoing communication and collaboration with families, caregivers, and district staff members.
• Other responsibilities per the Executive Director of Special Education

Specific Responsibilities:

• Provide administrative support to principals, assistant principals, psychologists and counselors regarding the implementation of special education services and programs.
• Work collaboratively with parents, community, colleagues and school staff.
• Actively manage and contribute to program improvement initiatives.
• Evaluate and manage the work of assigned staff members.
• Supports the professional growth and development of assigned staff.
• Develops and maintains partnerships with pre-school community organizations serving students with disabilities.

Additional Expectations:

• Keeps abreast of developments and research in the field of special education and shares with colleagues.
• Performs any other related duties as assigned by the Executive Director of Special Education or Assistant Superintendent of OSS.

Your Skill Set and Minimum Qualifications:

• Master’s Degree in Special Education from an accredited college or university required
• A.G.S. in Educational Leadership or Doctoral Degree in Education or related field preferred
• Massachusetts License as Special Education Administrator/Director required
• Leadership Experience required
• Must possess the ability to synthesize and interpret diagnostic and assessment data.
• Must possess a comprehensive knowledge of the IEP Process.
• Must possess the ability to evaluate and provide critical feedback to team members.
• Must possess the ability to work cooperatively as an interdisciplinary team member.
• Must possess excellent communication and time management skills.
• Must possess the ability to establish and maintain effective working relationships with community agencies, students, families, team members, and others.

Cambridge Public Schools is committed to slowing and/or stopping the spread of COVID-19. Therefore, as a condition of employment with Cambridge Public Schools, all new hires will be required to be fully vaccinated for COVID-19 no later than their first day of work. Written requests for either a religious exemption from this requirement based on sincerely held religious beliefs, or for a medical exemption based upon clear documentation from a medical provider should be submitted to the attention of the Chief Talent Officer.

 

 

Terms of Employment: 40 hours per week, 11 months per year.

 

Salary: In accordance with the Cambridge Education Association Unit B Salary Schedule, along with a generous benefits package.

 

How to Join Our Team:

Please upload a resume and thoughtful cover letter, outlining how your skills and experience meet the qualifications of the position and stating how you heard about this opportunity. 

 

At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district.