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Chicago Public Schools (CPS) is a district on the rise, serving over320,000students in 500+ schools and employing over 44,000 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 for Students with Disabilities (OSD) 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. OSD works to support networks, schools, and families with all issues related to special education including instruction, interventions, and legal and compliance support. OSD provides the tools and resources to ensure that all students with disabilities receive a high-quality public education that prepares students for success. 

Job Summary:

The Special Education Administrator, Transition 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. This position will report to the Instructional Supports Manager (Transition).

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.
• Utilize a thorough understanding of Special Education work to develop Special Education teachers’ ability to provide 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
• Implement and advocate for 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 Plans 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, and 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
• Collaborate with families and community members to ensure the success of all students.
• Engage parents and honor their contributions, actively involving them in their children’s learning as key members of the IEP team
• Become familiar with the school, district, and community agencies as resources to enhance special education programming and services
• Facilitate and foster collaboration with various school and community agencies to address the needs of students with special needs
• Other duties as assigned

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

Licensure Required: 

• Professional Education License (PEL) issued by the Illinois State Board of Education with appropriate Special Education endorsement (LBSI or LBSII, Deaf/Hard of Hearing, Blind/Visually Impaired, Early Childhood Special Education) is required. (Candidates with a valid out-of-state, reciprocal license will be considered but must obtain ISBE licensure within 6 months of hire.)
• LBS II - Transition Specialist endorsement, preferred
• General Administrative Certificate/PEL endorsement (Type 75 or out-of-state equivalent), preferred 

Experience Required: 

• Minimum of five (5) years of professional classroom teaching, case management, and/or clinician experience supporting special education required 
• Experience with transition-aged students (ages 14+) is highly preferred
• Experience with CPS resources is preferred

Knowledge, Skills, and Abilities: 

• In-depth expertise in special education curriculum and service provision. 
• Strong knowledge and understanding of the following: 
• • General education curriculum, systems change, administrative leadership and instructional coaching
  • Federal and state laws and regulations regarding the delivery of special education and related services.
  • Intervention and assessment strategies for disabled and non-disabled students
  • Multi-tiered systems of support (MTSS or RTI).
• Demonstrated understanding of the individual needs of students with disabilities from a variety of language and cultural backgrounds.
• Knowledge and understanding of CPS resources.
• 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.
• Capable of maintaining confidentiality and protecting the rights of others
• Demonstrate appreciation for and sensitivity to diversity in the school community
• Become familiar with the school, district, and community agencies as resources to enhance special education programming and services  

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.