TITLE: Learning Community Director

WHO WE ARE:

Indianapolis Public Schools (IPS) is a student-focused, innovative educational organization committed to academic excellence. Our mission is to empower and educate all students to think critically, creatively, and responsibly, to embrace diversity, and to pursue their dreams with a purpose. We are a family of excellent public schools in which every student has the opportunity to succeed and the power to create their own future.

Led by forward-thinking leadership and our commitment to prioritizing students, racial equity, and authentic engagement with our families, team members, and communities, our staff have diverse opportunities to develop their careers in a challenging but rewarding environment. We are an organization for people who are passionate about education and who are committed to the Indianapolis community.

SUMMARY OF OPPORTUNITY:

We are looking for an administrator who will positively impact student success by planning, carrying out, evaluating, and supervising instructional activities. Our administrators play a key role in ensuring that our schools receive support. As a member of the Unified Student Supports Team, you will receive excellent benefits, opportunities to grow within your role and the organization, and collaborative and supportive colleagues who put students first.

WHAT YOU’LL DO:

The following outlines what your core duties and responsibilities will be for this position and provides a sample overview of what your day-to-day may look like.

Core Duties and Responsibilities

• Provide direct managerial support, in partnership with school leaders, to the daily work of special education compliance, instructional coaching, speech/language pathologists, occupational and physical therapists, and ensuring adherence to established special education policies, procedures, and standards.
• Serves as principal’s first point of contact beyond building based special education staff for issues related to the day-to-day special education support in their school
• Work in collaboration with EDS and Principals in resolving school-based concerns and problems as they arise with special programming.
• Assist Learning Community staff and school principals in setting and attaining goals for student achievement
• Facilitate RDA meetings and work collaboratively to support schools to increase student achievement
• Create and implement a system to provide their assigned schools a platform to discuss, strategize and problem solve students who are struggling to progress with their current supports provided through their IEP
• Assist in the coordination and articulation of the district’s special education programs and services across and between grade levels in their Learning Community with a particular focus on students in both inclusive and resource settings
• Conduct routine on-site visits of assigned schools in the system
• Provide specific feedback, support, and suggestions to principals to strengthen teaching and learning for students
• Provide technical assistance to principals in working with marginal teachers and staff
• Assist principals with decision-making and problem-solving as it pertains to students with disabilities
• Serves as chairperson for manifest determination conferences as needed.
• Other duties as assigned by the Unified Student Supports Officer

“Day In the Life” Overview

On a regular day, as the Learning Community Director, you might:

• Support principals in special education human resource management, including recruiting, retaining, and developing staff
• Work with principals and other USS Staff to review their data and help them link best practices and materials to standards and Individual Education Plans
• Assist principals in the development of appropriate professional development programs for staff
• Work with Principals to resolve difficult special education situations quickly and effectively between schools and parents that are not resolvable at the school level

WHAT YOU’ll BRING: SKILLS AND MINDSETS

As an ideal candidate for this role, you will be able to achieve the following:

• Highly-developed communications skills (written/verbal) and interpersonal savvy
• Results/action-orientation; project management skills
• Racial equity mindset and other critical indicators related to DEI
• Organizational agility; developed negotiation skills
• Unquestionable personal code of ethics, integrity, diversity and trust
• Able to successfully navigate within varying degrees of ambiguity in a fast-paced environment
• Strong strategic analysis skills
• Ability to be creative in developing alternatives to meet IPS Instructional needs
• A track record of developing and maintaining strong working relationships with and among a diverse group of actors
• Excellent communication skills and strong analytical and writing capabilities
• Close attention to detail coupled with the ability to exercise good judgment
• Strong organizational, oral and written communication, and interpersonal skills
• Proactive nature; able to anticipate conflicts before they arise
• Ability to work well independently as well as collaboratively
• Ability to execute meetings, calls and emails with professionalism, courtesy and accuracy
• Personal qualities of maturity, humility, strong work ethic, sense of humor, and diligence
• Ability to effectively allocate and prioritize time to several tasks to ensure completion of all

EDUCATION, CERTIFICATION, AND LICENSURE REQUIREMENTS

• Hold or eligible for Indiana administrator and/or director license
• Special Education certification is a plus but not required
• Master’s degree in Education Administration, 3 to 5 years of experience as a practitioner and 3 to 5 years of experience as a school assistant principal; or any equivalent combination of training and experience which provides the required knowledge, skills, and abilities
• Working knowledge of federal and state special education laws, rules, and practices including IDEA and Article 7
• Broad knowledge of Indiana and IPS special education policies, practices and programs

FLSA CLASSIFICATION:

Exempt

ELIGIBILITY FOR REMOTE WORK:

Eligible per supervisor’s discretion as duties allow.

PHYSICAL REQUIREMENTS:

The physical requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to use hands to finger, handle, or feel; talk or hear. The employee frequently is required to stand and walk. The employee is occasionally required to sit; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.

EEOC STATEMENT:

Indianapolis Public Schools, in accordance with its nondiscrimination policies, will not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, religion, creed, national origin or ancestry, sex, age, physical or mental disability, pregnancy, veteran or military status, genetic information, sexual orientation, gender identity or expression, marital status, familial status, domestic violence victim status, homelessness or any other legally recognized protected basis under federal, state or local laws, regulations, or ordinances. Indianapolis Public Schools does not tolerate any form of retaliation or bias-based intimidation, threat, or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.

DISCLAIMER:

Essential functions, as defined under the Americans with Disabilities Act, may include any of the above representative duties, knowledge, and skills. This job description is illustrative only, and is not a comprehensive list of all essential functions and duties performed by the occupant of this position. Factors such as regular and punctual attendance are not routinely listed in job descriptions, but are an essential function.