_{21st May, 2025}

WHY NHCS?
Neighborhood House Charter School (NHCS) is a tuition-free open enrollment charter school for grades K1-12 in Dorchester that is a public alternative to traditional district schools. We serve over 800 students across two campuses predominantly from the neighborhoods of Dorchester, Roxbury and Mattapan. We believe in the social emotional well-being of our students and know that a well-coached and supported educator is instrumental in helping our scholars both academically and in their SEL growth. We do not give up on kids. Our expectation is that all of our students thrive at NHCS, graduate from high school and pursue post-secondary education on the path to life success. Our educators are partners with our scholars and their families as they embark on this path.
 
What is the High School Special Education Coordinator role? 
Reporting to the Director of Student Services, the Special Education Coordinator provides leadership and oversight of the delivery of special education services and instruction for students with disabilities at NHCS High School. This role is responsible for supervising members of the Special Ed department and works in collaboration with many different school-based and organization-wide staff to ensure students are provided with high quality learning experiences designed to meet their needs.
 
This position works at our High School campus, serving grades 8-12.
 
Duties and Responsibilities
Management of Staff

• Screen, interview, and observe special education teacher applicants and, in collaboration with the Director of Student Services, make determinations about hiring for open positions each year.
• Provide direct supervision to Grade Level Special Ed Teachers, Partial Inclusion Special Ed Teachers, Substantially Separate Special Ed Teachers, and Special Ed Fellows.
• Conduct observations in compliance with NHCS observation schedule and provide both informal feedback as well as formal evaluations (Middle and End of Year). 
• Provide training and professional development opportunities for both special education and general education teachers and support staff in areas such as specialized instruction activities, co-teaching, accommodations, and inclusion.
• Provide training and technical assistance to case managers on all aspects of IEP and 504 meeting planning, running, and follow-up including but not limited to: use of computer systems for managing the special education process, evaluation and meeting trackers, writing IEPs and 504 plans, completing required meeting paperwork, goal writing, progress reports, file maintenance, and parent communication.
• Facilitate regular team meetings with special education staff and team chairs.

• Oversee caseload management, meeting schedules, and DESE timeline and paperwork compliance
• Ensure appropriate delivery of special education instruction, related services, accommodations, and modifications in compliance with IEPs and 504 plans.
• Communicate with families (and staff as needed) re: the special education process, including referral for an evaluation, evaluation content and timelines, IEP and 504 Plan meeting structure and purpose, and IDEA and MA parental rights and safeguards.
• Manage proper maintenance of IEP and 504 Plan documents (both digital and paper files).
• Maintain evaluation and meeting tracker spreadsheet with up-to-date edits, additions, and student data.
• Ensure maintenance of Testing Accommodations documentation tracker.
• Oversee both door-to-door transportation and Extended School Year rosters in collaboration with the Operations Department.
• As needed, ensure that all relevant documents are translated, sent to families, and filed in IEP folders.
• Coordinate special education teachers and related service providers to complete quarterly progress reports.
• Oversee management and usage of special education related materials and programs (i.e., instructional and testing materials, digital programs, etc.).
• In collaboration with the Director of Student Services and Family Engagement Manager, conduct special education parent advisory council meetings at least quarterly on topics relevant to student achievement, special education regulations and policies, and maximizing the learning of students with special needs.

• Manage “folder holders” to ensure that all meeting documents (i.e., agenda template, evaluations, progress summary and projected goals, paperwork, etc.) are prepared according to school policies and procedures in a timely manner.
• Ensure folder holders are prepared to chair all annual IEP and 504 Plan review meetings.
• Chair all initial and re-evaluation meetings as well as annual reviews for students in Partial Inclusion or Substantially Separate classes and any others as determined in collaboration with the Director of Student Services
• Ensure IEP and 504 Plans are developmentally appropriate, strengths-based, and specific to the individual needs of the student as well as in compliance with DESE mandates and regulations regarding program placement and services.
• Read and sign all IEPs prior to them being provided to families and staff.

• Bachelor’s Degree required, Master’s degree in Special Education or a related field preferred.
• MA Special Education licensure required.
• 3-5  years experience teaching Special Education in an urban public school or public charter school setting.
• Experience as Special Education Administrator, working with systems aligned to compliance regulations and new IEP form standards.
• Strong administrative management skills and ability to coordinate multiple projects simultaneously, while maintaining a detail-oriented focus to achieve deadlines.
• Excellent verbal and written communication skills.
• Exemplary organization, data analysis, tech skills.
• Proficiency in utilizing Google drive and IEP software platforms.
• Strong team leader, capable of inspiring and motivating teachers and other school professionals.
• Belief that teachers and other professionals must understand and influence social/emotional strengths of all children in and out of the classroom.
• Desire to continually reflect and grow through professional development, peer feedback, and observation.
•   You are able to start August 4, 2025.