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Chicago Public Schools (CPS) is one of the largest school districts in the United States, serving over330,000students in 600+ schools and employing nearly 36,000 people, most of them teachers.  CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life.  In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity.  Six core values are embedded within these commitments – student-centered, whole child, equity, academic excellence, community partnership, and continuous learning.

The mission of the Office of Diverse Learning Supports Services is to support activities designed to accurately identify students with disabilities, and provide them with the specialized instruction and services they need to meet their individual educational needs. 

ODLSS is responsible for student evaluations, creating and monitoring Individualized Education Programs (IEPs), and working with schools, staff, and families to fulfill these plans towards greater student development and achievement. ODLSS uses a data-driven approach to best support the needs of each individual student, and does so in compliance with federal and state regulations regarding special education, including the Individual with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.

Job Summary:

The Special Education Administrator will assist the District in ensuring students with disabilities are provided with appropriate instruction and support in order to promote their educational well-being in compliance with Federal and State regulations. 

The Special Education Administrator will be held accountable for the following responsibilities:

• Facilitate the provision of special education services to students and students at risk, which is specified by the District’s best practice protocols and guidelines.
• Understands and support teachers on effective instructional strategies for students with disabilities
• Articulate and promote high expectations for teaching and student learning
• Support co-teaching models for students in general education classroom environments
• Develop professional development on effective instruction for students with disabilities by network areas
• Coach special education teachers on effective, researched-based instruction and data collection
• Support researched-based instructional techniques for CPS cluster programs
• Assist in monitoring special education programs and related services to ensure compliance with federal and state regulations and local district policies and procedures
• Analyze data to establish appropriate goals and objectives in the context of improving academic achievement and social-emotional growth
• Promote the use of research-based interventions, strategies, and instruction
• Follow procedures outlined for placing students in ISBE approved, nonpublic facility placements
• Facilitate special education student’s progress reviews with a focus on data monitoring of student achievement and continuous improvement
• Monitor, evaluate, and ensure the implementation of Individual  Education Programs and inclusive practices
• Collaborate with Principals, Assistant Principals (and other stakeholders) and District Representatives to assess and analyze the needs of individual students
• Provide professional development for network and school staff to directly enhance performance and improve student learning; assist with the planning, organization, and presentation of district-wide PD
• Consistently maintain quality interactions with teachers, students, parents, and the larger community
• Provide administrative support and technical assistance to school administrators, learning behavior specialists, general educators, and school teams in the areas of curriculum development, instructional techniques, behavior management, effective educational practices while adhering to CPS policy and IDEA regulations.
• Maintain and protect the rights and confidentiality of others
• Supervise, evaluate, recruit, and interview for employment of special education teachers and related service staff as applicable
• Manage fiscal and physical resources responsibly, efficiently, and effectively
• Coordinate meetings of various discipline staff, such as LBS and RSPs to provide in-service instruction and facilitate communication among members of these groups
• Promote the success of all students by collaborating with families and community members
• Demonstrate appreciation for and sensitivity to diversity in the school community
• Welcome and honor parents and seek ways to engage them in their children’s learning as active participants of the IEP team
• Become familiar with the school, district, and community agencies as resources to enhance special education programming and services
• Encourage and initiate collaboration with various school and community agencies to help meet the needs of students with special needs
• Perform additional duties as assigned by immediate supervisor or department Chief

In order to be successful and achieve the above responsibilities, the Special Education Administrator must possess the following qualifications: 

Education Required: 

• Bachelor’s degree in Education or related field of study from an accredited college or university required
• Master’s degree preferred

License Required: 

• Special Education teaching certificate (LBS1, Deaf/Hard of Hearing, Blind/Visually Impaired, Early Childhood Special Education) required
• Professional Education License (PEL) issued by the Illinois State Board of Education required
• General Administrative Certificate (Type 75 or out of state equivalent) required; will consider candidates currently enrolled in Education Administration or Masters or Doctoral programs, pursuing the General Administrative Certification.

Experience Required: 

• Minimum of  five (5) years of teaching experience, required
• Administrative and special education experience, preferred 

Knowledge, Skills, and Abilities: 

• In-depth expertise in special education curriculum and service provision. 
• Knowledge of general education curriculum.
• Demonstrated understanding of the individual needs of students with disabilities from a variety of language and cultural backgrounds.
• Strong knowledge of federal and state laws and regulations regarding the delivery of special education and related services.
• Knowledge and understanding of CPS resources.
• Strong foundation and knowledge base in the areas of systems change, administrative leadership and instructional coaching.
• Knowledge of intervention and assessment strategies for disabled and non-disabled students.
• Knowledge of multi-tiered systems of support (MTSS or RTI).
• Ability to establish and maintain effective working relationships with administrators, staff, associates, students, parents, governmental and community agencies, and employers.
• Ability to problem-solve, work on a team, use data to guide work, and clearly communicate to multiple stakeholders. 
• Demonstrated expertise in customer service, consensus building, and use of problem solving skills and strong written, verbal, presentation, and interpersonal communication skills.
• Ability to prioritize work in a fast-paced environment.

Conditions of Employment

As a condition of employment with the Chicago Public Schools (CPS), employees are required to:

• Establish/Maintain Chicago Residency- Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois.
• Be Fully Vaccinated Against COVID-19- Unless approved for a medical or religious exemption, all employees are required to be up-to-date on COVID-19 vaccinations, including boosters, and to submit proof of vaccination to the district within 30 days of hire. “Up-to-date” on vaccination is defined as being at least two weeks past all primary vaccine doses and any applicable boosters. Unvaccinated staff with an approved exemption must submit to weekly testing.