About this role
SUPERVISOR OF ELEMENTARY SPECIAL EDUCATION ADMINISTRATIVE POSITION (Act 93) District Office Full-time 260 Days/12-month Position Available September 2026 Certification: Supervisor of Special Education or Principal K-12 Reports to: Director of Pupil Services POSITION SUMMARY: The Supervisor of Elementary Special Education provides leadership, coordination, and oversight for all special education programs and services within the district's elementary schools (grades K-5). This position ensures compliance with federal and state regulations, promotes best practices in special education, supports the implementation of Individualized Education Programs (IEPs), and fosters a collaborative and inclusive environment for students with disabilities, their families, and staff. The Supervisor plays a critical role in advocating for the needs of elementary special education students and working to maximize their academic, social, emotional, and post-elementary success. QUALIFICATIONS: To successfully perform this position, a person must be able to perform each primary duty satisfactorily. The qualifications listed below represent minimum levels of educational achievement, training, skill, and/or ability necessary.
• Master's degree in Special Education or a related field.
• Valid Pennsylvania Supervisor of Special Education certification or Principal K-12 required.
• Minimum of 5 years of successful experience as a special education teacher at the elementary level.
• Demonstrated leadership experience in special education.
• Comprehensive knowledge of federal and state special education laws, regulations, and best practices (IDEA, Chapter 14, Chapter 711).
• Experience in IEP development, implementation, and monitoring.
• Strong understanding of elementary curriculum, instruction, and assessment.
• Experience with transition planning for elementary students with disabilities.
• Excellent communication, interpersonal, organizational, and problem-solving skills.
• Ability to work collaboratively with diverse stakeholders.
• Proficiency in using technology for data management, communication, and presentations.
• Demonstrated commitment to the success and well-being of students with disabilities.
RESPONSIBILITIES: Employee must have the ability to perform the following responsibilities on a timely basis with or without reasonable accommodation. Essential Functions:
• Program Leadership and Management:
• Provide leadership and direction for the development, implementation, and evaluation of comprehensive special education, gifted education, and Section 504 services at the elementary level.
• Ensure alignment of elementary special education, gifted education, and Section 504 services with district-wide goals, curriculum, and instructional initiatives.
• Develop and implement procedures and protocols for the effective delivery of special education services, including identification, evaluation, IEP development, placement, and transition planning.
• Monitor the implementation of IEPs, GIEPS, and 504 Service Agreements to ensure fidelity and effectiveness in meeting student needs.
• Oversee the provision of related services (e.g., speech therapy, occupational therapy, physical therapy, counseling) at the elementary level.
• Manage and allocate resources effectively to support elementary special education programs and staff.
• Compliance and Legal Requirements:
• Ensure district compliance with all federal (IDEA), state (Pennsylvania Chapters 14, 15, 16), and local regulations governing special education.
• Stay current on legal updates and best practices in special education.
• Oversee the development and maintenance of accurate and confidential student records in accordance with legal requirements.
• Facilitate and participate in IEP meetings, mediations, and due process hearings as needed.
• Collaborate with the Director of Pupil Services on state and federal reporting requirements.
• Staff Supervision and Professional Development:
• Supervise and evaluate elementary special education teachers, related service providers, and paraprofessionals.
• Provide ongoing coaching, mentoring, and support to elementary special education staff.
• Identify professional development needs of elementary special education staff and plan and facilitate relevant training opportunities.
• Promote collaboration and communication among elementary special education staff, general education teachers, and administrators.
• Participate in the recruitment and hiring of qualified elementary special education personnel.
• Student and Family Support:
• Serve as a resource for elementary students with disabilities and their families, providing information, support, and advocacy.
• Address and resolve concerns and complaints from parents and guardians in a timely and effective manner.
• Promote positive home-school communication and partnerships.
• Facilitate effective communication and collaboration between special education staff and families.
• Collaboration and Communication:
• Collaborate effectively with the pupil services department, elementary school principals, assistant principals, school counselors, general education teachers, and other district staff.
• Serve on district-level committees and teams related to curriculum, instruction, and student support.
• Communicate regularly with the Director of Pupil Services regarding program updates, challenges, and successes.
• Liaise with the intermediate unit, approved private schools, outside agencies, and community resources to support elementary special education students.
• Data Analysis and Reporting:
• Analyze student data to monitor the effectiveness of elementary special education programs and identify areas for improvement.
• Use data to inform program planning, resource allocation, and professional development initiatives.
• Extended School Year (ESY): Serve as ESY Principal and Coordinator
• Scheduling All Services, including Therapies, PCAs, Nurses, and Transportation
• Weekly Program Planning
• Facilitating Staff Meetings
• Coordinating Transportation
• Planning, Supervising, and Facilitating Community-Based Instruction
• Overseeing Individual Student Data Collection Requirements
• Informal Staff Observations with Feedback as needed
• Management of Daily Substitute Needs
• Collaboration with District Administration
• Collaboration with Maintenance and Grounds Staff
• Regular Communication with Parents
• Participation in Student Specific Meetings, including IEP Meetings as needed
• Hiring of staff/coordinating with CCIU for staff
To successfully perform this position, a person must be able to perform each essential duty satisfactorily. Knowledge, Skills, and Abilities:
• In-depth knowledge of the principles and practices of elementary special education.
• Thorough understanding of the legal and regulatory framework governing special education in Pennsylvania.
• Skill in providing effective supervision, coaching, and mentoring to staff.
• Ability to analyze data and use it to drive program improvement.
• Excellent written and verbal communication skills.
• Strong interpersonal and collaborative skills.
• Ability to manage multiple priorities and meet deadlines.
• Demonstrated ability to problem-solve and make sound judgments.
TERMS OF EMPLOYMENT:
• Twelve-month position, 260 days per year
• Salary and benefits according to the negotiated agreement between the Board of School Directors and the Unionville-Chadds Ford Act 93 Group.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Regularly required to sit, stand, and walk.
• Ability to travel between school sites within the district.
• Ability to communicate effectively verbally and in writing.
• Must have adequate visual acuity to read and analyze documents.
Work Environment:
• Primarily works in an office environment and school settings.
• May be required to attend meetings outside of regular school hours.
• May experience frequent interruptions.
NOTICES:
• Performance of this position will be evaluated in accordance with the Board's policy on the Evaluation of Personnel.
• The School District retains the right to change this job description at any time for any reason, with or without advance notice.
• The School District retains the right to assign such additional duties as may be necessary for the efficient or effective operation of the School District.
• The School District retains the right to change the qualifications for the job.
• The School District retains the right to waive the necessity for any applicant or employee to have all required qualifications.
Clearances required for employment: Pennsylvania Child Abuse History Clearance (Act 151) Pennsylvania State Criminal Record Check (Act 34) Federal Criminal History Record Check (Act 114) Act 168 Sexual Misconduct/Abuse Disclosure Release: Unionville-Chadds Ford School District uses an online process for submission and processing of required Act 168 forms. Candidates will receive information as necessary during the selection process. The Unionville-Chadds Ford School District is an equal-opportunity employment, educational, and service organization.