ASSISTANT DIRECTOR OF SPECIAL EDUCATIONat Saline Area SchoolsJOB DESCRIPTION Reporting to the Executive Director of Special Education and in partnership with Teaching and Learning, building administrators, educators, related-service providers, students, and families, the Assistant Director of Special Education will lead continuous improvement in special education programming from early childhood through postsecondary transition. The position combines strong command of state and federal requirements with deep expertise in evidence-based instruction, inclusive practices, staff development, and data-informed decision-making.
This position demands an experienced educator who is both courageous and collaborative, someone willing to question practices that are not serving students, listen to the people closest to the work, and turn promising ideas into lasting improvement. The right leader knows that compliance protects students' rights and that the measure of success must also be whether students are learning, participating, growing in independence, and thriving.
QUALIFICATIONS Required Education/Certification - Master's degree or higher in special education, educational leadership, school administration, or a closely related field.
- Valid Michigan full approval or endorsement in at least one area of special education, as required by the Michigan Department of Education (MDE).
- Current MDE full or temporary approval as a Supervisor or Director of Special Education, or eligibility to obtain the applicable approval before assuming the assignment, consistent with MARSE R 340.1771 or R 340.1772.
- Michigan School Administrator Certificate, or eligibility for a School Administrator Permit with enrollment in an approved certification program within six months of hire, as required by MCL 380.1246
Preferred Education/Certification - Full MDE approval as a Director of Special Education; advanced preparation in special education leadership, instructional improvement, or systems change.
- Additional study or professional learning in evidence-based instruction, inclusive education, literacy, positive behavioral supports, or instructional coaching.
Required Experience - A minimum of three (3) years in an administrative, supervisory, or comparable formal leadership role; district-wide or multi-building leadership across a continuum of special education programs and related services
- Experience with staff supervision and evaluation, program improvement, state/federal reporting, or interagency partnerships.
- A minimum of five (5) years of successful professional teaching experience in special education
- Demonstrated success improving instructional practices, programs, or measurable outcomes for students with disabilities.
- Experience leading complex IEP processes and applying IDEA, MARSE, the ADA, FERPA, and related requirements with sound professional judgment.
- Experience coaching adults, facilitating challenging conversations, collaborating with families, and using student and program data to guide decisions.
Preferred Experience - Leadership in specially designed instruction, inclusive practices, co-teaching, MTSS, positive behavioral supports, and transition planning.
- Experience thoughtfully piloting, evaluating, and scaling new approaches that improve student access, learning, or independence.
RESPONSIBILITIES & DUTIES Instructional Leadership and Student Outcomes - Partner with general and special education leaders to strengthen high-quality core instruction, specially designed instruction, accommodations, co-teaching, and access to grade-level learning in the least restrictive environment.
- Lead the use of student achievement, IEP goal progress, service-delivery, participation, attendance, discipline, and other relevant data to identify inequities, assess program effectiveness, and guide measurable improvement.
- Build staff capacity to develop meaningful, ambitious IEP goals; deliver and monitor individualized instruction and related services; and adjust supports based on student response.
- Support coherent programming and successful transitions from early childhood through elementary, secondary, and young adult services, including postsecondary education, employment, and community participation.
- Strengthen evidence-based behavioral, social-emotional, communication, and intervention practices through collaboration with building teams and multidisciplinary staff.
- Design and facilitate relevant, job-embedded professional learning, coaching, collaborative inquiry, and follow-through that improve day-to-day practice.
- Challenge ineffective routines and scale approaches that demonstrate meaningful benefits for students.
Compliance, Student Rights, and Quality Assurance - Provide leadership for legally sound implementation of IDEA, MARSE, FERPA, and district procedures; ensure legal requirements support, rather than replace, strong educational decision-making.
- Monitor systems for Child Find, evaluations and reevaluations, eligibility, IEP development, prior written notice, consent, timelines, placement, services, progress reporting, and procedural safeguards; address identified gaps promptly.
- Coach and support teams through complex IEP meetings, parent concerns, individualized programming decisions, and dispute-resolution processes while protecting meaningful family participation and the authority of the IEP team.
- Provide guidance on behavioral assessments and supports, manifestation determination reviews, disciplinary protections, and appropriate responses to student needs.
- Use monitoring, student records, and program data to identify root causes of recurring concerns, coordinate corrective action, and verify that improvements are sustained.
People, Partnerships, and Organizational Leadership - Build trusting, respectful relationships with students and families; ensure their experiences and perspectives inform decisions about services, access, and improvement.
- Work across Special Education, Teaching and Learning, building leadership, and special education and general education teams to create shared ownership for every student's learning and belonging.
- Supervise, coach, and evaluate assigned personnel; contribute to recruitment, induction, professional growth, retention, and clear expectations for effective practice.
- Collaborate with Washtenaw ISD, state agencies, community partners, service providers, and other stakeholders to coordinate services and strengthen student opportunities.
- Model ethical leadership, reflective practice, cultural competence, sound judgment, respectful communication, and a willingness to challenge the status quo when evidence calls for change.
Program Operations and Stewardship - Partner with the Executive Director to plan, implement, and evaluate services, staffing, caseloads, schedules, related-service supports, student transitions, and specialized transportation as assigned.
- Assist with strategic planning, program evaluation, budget recommendations, responsible use of state and federal resources, and accurate required reporting.
- Strengthen efficient, reliable use of student information, IEP, and service-documentation systems while protecting confidentiality, data integrity, and appropriate use of technology.
- Serve as a district designee to the Executive Director at meetings, professional learning, and other activities as assigned; communicate priorities, progress, and emerging needs clearly.
ESSENTIAL DUTIES - Demonstrate regular attendance, punctuality, and dependability in fulfilling all assigned responsibilities.
- Exercise discretion, maintain confidentiality, and respond to complex or time-sensitive situations with professionalism and care.
- Effectively utilize district technology resources, computer network systems, and instructional software to support teaching, learning, communication, and student achievement.
- Communicate effectively and professionally with students, families, colleagues, and administrators through respectful verbal and written communication.
- Prioritize, organize, and manage multiple responsibilities while meeting established deadlines and adapting to changing priorities.
- Engage in continuous professional reflection and self-evaluation to enhance instructional effectiveness, leadership, and professional growth.
- Maintain accurate records, effective routines, and efficient time-management practices that align with district expectations and maximize effectiveness.
- Provide appropriate supervision of students and adults while maintaining a safe, orderly, inclusive, and emotionally supportive working environment.
- Effectively manage and maintain instructional resources, technology, equipment, and be a responsible steward of district resources.
PHYSICAL AND MENTAL DEMANDS, WORK HAZARDS Work in standard office and school building environments requiring mobility, visual and auditory acuity, communication skills, interpersonal skills, organizational skills, problem-solving skills, adaptability, technology proficiency, physical stamina and environmental awareness. Responsibilities may involve visits to multiple school sites, occasional evening meetings, and competing deadlines. Reasonable accommodations will be provided in accordance with applicable law.
SUPERVISORY RESPONSIBILITIES Supervise, coach, and evaluate designated special education staff and programs as assigned by the Executive Director of Special Education, consistent with district procedures and applicable employment agreements. Collaborate with building administrators on shared expectations, staff support, and program quality.
EQUIPMENT District-provided computer, communication devices, electronic IEP/student-information and data systems, and standard office equipment.
TRAVEL Regular travel among Saline Area Schools buildings; occasional travel to Washtenaw ISD, community partner sites, and regional or state meetings. Reliable transportation is necessary.
WORK SCHEDULE Salaried Employee; standard 7:30 a.m. - 4:30 p.m.; some nights and weekends as required
FLSA STATUS Exempt
TERMS OF EMPLOYMENT - Administration: Saline Area Schools Administrative Association (SASAA)
- 12 month employee
- Start date: January 4, 2027
SALARY - Per the SASAA Salary Schedule ($108,824 - $124,995); Commensurate with experience
- Comprehensive Benefits Package
APPLICATION METHOD EXTERNAL CANDIDATES All interested and qualified external applicants must complete an application and upload all necessary documents on the TalentEd Website (please visit our HR web page at: https://saline.tedk12.com/hire/index.aspx# to access the SAS Job Openings). All letters of interest, resumes and applications must be received no later than the deadline listed or until the position has been filled.
INTERNAL CANDIDATES All interested and qualified internal applicants must submit a letter of interest and a current resume via email to Julie Voelker, Executive Director of Special Education at voelkerj@salineschools.org. All letters of interest, resumes and applications must be received no later than the deadline listed or until filled.
