Alma Advisory Group is supporting Guilford County Schools (GCS) with their search for an Assistant Superintendent of Special Education Services. We would love your help identifying leaders to join the GCS team.

If you would like to learn more or to submit your resume, please click on the link and one of our team members will reach out with more information. 

To view the full job description or to apply, please visit the Guilford County Schools' application portal. Please contact info@AlmaAdvisoryGroup.com to recommend or nominate candidates.

Assistant Superintendent Special Education Services

 Job Description

About Guilford County Schools

Guilford County Schools (GCS) is the third-largest district in North Carolina, serving nearly 72,000 students across 126 schools in urban, suburban and rural areas. Superintendent Sharon L. Contreras, Ph.D., is leading the district through a pivotal phase in its development, focused on graduating students who are ready to be successful citizens and leaders of the world. GCS’s leadership team will play a critical role in helping the district reach its top priorities which focus on student achievement, equity and excellence, talent development, school choice, and organizational effectiveness.

About the Assistant Superintendent for Special Education Services

Reporting directly to the Chief Academic Officer, the Assistant Superintendent for Special Education Services is a critical leadership role that directly affects the acceleration of improved student outcomes for GCS’s 10,324 students with special needs. This role directs, monitors and strengthens programs and ensures all services are implemented within federal, state, and local regulations. The Assistant Superintendent will coordinate the efforts of federal, state and local agencies, private specialists, parents, and division supervisors to provide the services needed by GCS students, working to eliminate disparities in achievement and ensure college and career readiness for students with special needs. This role develops and implements GCS’s policies and procedures for identifying and meeting the needs of diverse learners, leads comprehensive planning and coordination, and provides system leadership to ensure equitable access to high-quality special education and related services.

Essential Role Responsibilities

Equity Leadership and Student Success

  • Set a clear vision and goals for the Exceptional Children department to increase academic achievement and provide supports for students with special needs.
  • Cultivate a commitment among all district staff that all students will achieve high standards.
  • Confront preconceptions and model open dialogue about race, culture, class and other issues of difference with peers, staff, students and the community.
  • Demonstrate cultural proficiency, sensitivity, and equity to ensure students’ needs are met.
  • Assess the distribution of Special Education supports ensuring allocation is equitable and provides the best resources to efficiently and effectively meet the needs of all GCS’s students, families, and schools.

Instructional Leadership and School Support

  • Direct and supervise the Exceptional Children department including directors, Exceptional Child Services Coordinators, Program Administrators and Compliance Officers.
  • Plan, develop, and implement a comprehensive program for students with disabilities, which assesses the needs of students, establishes objectives and priorities, develops strategies to achieve objectives, and evaluates programs.
  • Apply research and best practices to inform the development of theories of pedagogy, intervention programs and improve the delivery of special education and related services.
  • Collaborate with principals, principal supervisors, district departments to provide supports for a variety of school settings and build school support systems with necessary resources.
  • Assist with the administration of the district’s two special schools for students with disabilities.
  • Work in conjunction with the State Department of Public Instruction, the Office for Civil Rights, and other agencies to meet the needs of students; prepare and monitor contracts with individuals and agencies for special services not available through GCS and ensure compliance of programs with federal, state and local regulations.

 Instructional Management and Coordinated Services

  • Collaborate with Assistant Superintendents and Executive Directors in all academic areas to evaluate existing curriculum programs based on observation, and results of Accountability Services testing to determine updates to School Improvement Plans.
  • Work collaboratively with cross-departmental teams in Research and Accountability, Student Services, and Teaching and Learning to ensure support of all teachers and the effective delivery of instructional programs and services.
  • Collaborate with principals, principal supervisors, and district departments to provide supports for a variety of school settings and build school support systems with the necessary resources.
  • Collaborate with school systems, community agencies, local universities, and research laboratories to promote shared learning.

 Systems and Policies

  • Assess the effectiveness of the department and effectively prioritize, plan and implement improvements, as needed.
  • Establish processes for quality controls, operational efficiency and accuracy in departmental work.
  • Ensure responsive and efficient services including appropriate due process in the best interest of students with special needs.
  • Create proactive systems that garner feedback from schools to inform district-level policy and practice.
  • Address systemic issues efficiently, effectively, and consistently.
  • Consult with central and school-based staff on specific individual cases when further interpretation of federal, state and local policies is required.
  • Provide technical assistance to staff, families, and outside agencies related to the implementation of legal mandates.

 Talent Management and Professional Learning

  • Supervise, mentor, and provide professional growth and development opportunities for staff.
  • Support staff in developing, implementing, and evaluating strategy and project plans to achieve goals.
  • Increase the effectiveness of school-based special educators.
  • Strategically manage and allocate resources (including money, people, time, etc.) aligned to students’ needs.
  • Partner with central office to create district-wide professional development programs that build the capacity of district teachers and leaders.

Key Competencies

The ideal candidate will demonstrate the following:

  • Vision and Courage to Ensure All Students Achieve
  • Special Education Knowledge and Expertise
  • Influence and Leadership
  • Strategic Planning and Effective Execution
  • Team Leadership and Management

Required Qualifications

  • A clear track record of improving academic outcomes for students with special needs.
  • Master’s degree in special education, educational administration, or a related field from an accredited college or institution. Doctorate preferred.
  • Six years of supervisory/administrative/management experience in special education or related field, preferably in a large urban school district. Experience as a teacher and/or school leader with documented success in improving student outcomes preferred.
  • Knowledge of best practices, and current on national trends and research for the instruction of diverse learners.
  • Eligible to obtain NC license in Exceptional Children at time of hire; eligible to obtain valid NC driver’s license at time of hire.

Application Process

Qualified candidates for the above position must submit a completed online application and a resume that clearly demonstrates the above minimum qualifications. 

Compensation and Benefits

Salary for this position is competitive commensurate with prior experience. In addition, a comprehensive benefits package is included.