Director of Special Education

Director of Special Education

Job Code:13484

Location:Saco 04072

Department:Education Program

FT/PT Status:Full Time

Summary:

$10,000 Sign-On Bonus!

Rate: $80,516-$95,596 based on experience

Schedule - Monday - Friday

Join an amazing team of special educators at Sweetser. We are looking for a Special Education Director that is passionate about teaching, leading and being part of a positive community. Our team includes special education teachers, ed techs, clinicians, occupational therapy, speech and language therapy, psychology, and nursing services. Our campus offers a rich opportunity for a proven educational leader to guide our academic and experiential programs on the Saco campus. We have a full working farm, media program, culinary program, and both a wood and auto shop. There are few settings where a special educator can impact the lives of students through so many learning opportunities. If you want to make a difference in the lives of Maine children then consider Sweetser School.

ESSENTIAL FUNCTIONS:

• Providesleadership for the overall educational programs and establishes clearexpectations for high-quality teaching and learning.

• Promotesinstructional practices responsive to students with significant emotional,behavioral, developmental, and behavioral health needs.

• Supportseffective implementation of Individualized Education Programs (IEPs),accommodations, instructional interventions, and behavioral supports.

• Monitorsstudent academic progress, engagement, attendance, behavioral outcomes,and other measures of student success.

• Partnersclosely with special education staff, clinicians, school psychologists,related-service providers, and sending school districts as needed.

• Promotessuccessful transition planning and reintegration to less restrictiveeducational settings.

• Ensures thateducational, clinical, behavioral, and milieu services operate as anintegrated therapeutic model.

• Workscollaboratively with clinical leadership to support trauma-informed,developmentally appropriate, and evidence-informed approaches.

• Ensurestreatment recommendations, behavior support strategies, and educationalinterventions are coordinated across disciplines.

• Promotesstudent voice, dignity, strengths, and individualized approaches to careand education.

• Supportseffective crisis prevention, de-escalation, safety planning, andpost-incident review practices.

• Establishes aschool culture characterized by safety, consistency, accountability,belonging, respect, boundaries, and high expectations for both studentsand staff.

• Maintains clearroles, decision-making authority, communication pathways, and expectationsacross multidisciplinary teams.

• Providesvisible and accessible leadership within classrooms and throughout theschool environments.

• Promotescollaborative problem-solving while maintaining appropriate leadershipaccountability and decision-making.

• Modelsprofessional boundaries, respectful communication, ethicaldecision-making, and trauma-informed leadership.

• Addressesperformance, culture, communication, and operational concerns promptly andconsistently.

• Collaboratewith organizational clinical, quality, risk, compliance, and executiveleadership regarding significant safety or quality concerns.

• Ensure programoperations comply with applicable federal and Maine requirements governingspecial education, student rights, therapeutic services,licensing/approval, confidentiality, mandated reporting, and health andsafety.

• Participate asa member of organizational leadership and contribute to broader children'sservices and organizational initiatives.

• Ensure staffreceive appropriate orientation, training, supervision, and ongoingprofessional development.

• Fosterinterdisciplinary teamwork while maintaining clear professional roles andresponsibilities.

• Ensurecommunication with families and external partners is timely, respectful,and transparent within applicable confidentiality requirements

• Partner withHuman Resources and organizational leadership regarding recruitment,retention, performance management, employee development, and correctiveaction.

• Resolves teacher/parent/student conflicts by collecting andanalyzing information and mediating or arbitrating discussions.

EDUCATION:

PreferredQualifications

• Master's degreein education, special education, educational leadership, schoolpsychology, social work, counseling, behavioral health, or a closelyrelated field.

• MaineDepartment of Education Administrator 030 or Assistant Administrator 035certification, or eligibility for certification, strongly preferred.

AlternativeClinical Pathway

Candidates who do not possess an educational administrator credential may be considered when they bring significant school-based leadership experience and hold an appropriate professional credential, such as:

• LicensedClinical Social Worker (LCSW);

• SchoolPsychologist credential/certification; or

• Anotheradvanced clinical or behavioral health credential relevant to thepopulation served.

Candidates coming through a clinical pathway must demonstrate a strong understanding of educational environments and the ability to effectively partner with appropriately credentialed educational leadership to ensure educational and special education requirements are met.

CERTIFICATES, LICENSES, REGISTRATIONS REQUIRED:

• MaineDepartment of Education Administrator 030 or Assistant Administrator 035certification, or eligibility for certification, strongly preferred.

• Valid MaineCertification in Director of Special Education

• MaineCertification in Building 040 or Assistant Building Administration 045preferred.

• Maintain avalid state driver’s license.

EXPERIENCE:

• Significantexperience working in special education, therapeutic schools, daytreatment, alternative education, children's behavioral health, or acomparable setting.

• Demonstratedleadership experience overseeing multidisciplinary teams and complexstudent needs.