Director of Special Education Specialized Programs and Behavioral Supports

Strategy, Data & Continuous Improvement

• Lead the implementation of the Special Education Strategic Plan across specialized programs and behavioral supports, setting clear performance targets aligned to organizational priorities.
• Use student achievement, functional performance, behavioral, and implementation data to drive decision-making, develop targeted action plans, and monitor progress toward organizational and departmental goals.
• Drive continuous improvement in instructional quality, behavioral systems, and service delivery through collaborative problem-solving and regular reporting to leadership.

Team Leadership & Coaching

• Coach and develop SPED Specialists supporting specialized programs, SPED Behavioral Supports Specialists, and the Lead Professional Counselor (LPC).
• Monitor academic, functional, social-emotional, and behavioral outcomes across specialized settings; provide targeted feedback and support to strengthen implementation and improve student results.
• Support staffing decisions and resource allocation — including program materials, instructional resources, and budget — to ensure specialized classrooms and behavioral systems are appropriately resourced.

Specialized Program Leadership

• Lead the implementation and continuous improvement of specialized instructional programs, including GAIN, SEAS, SLC, ECSE, and other self-contained settings, ensuring instructional practices align with IEPs, grade-level standards, and functional skill development.
• Establish and monitor quality standards for specialized classrooms across the network; support implementation of curriculum and instructional resources within specialized settings.
• Oversee Extended School Year (ESY) planning and implementation.

Behavioral Supports Leadership

• Lead the network-wide implementation of FBAs and BIPs; develop systems to ensure high-quality behavioral evaluations, intervention planning, and fidelity monitoring across campuses.
• Establish behavioral data systems to track trends, outcomes, and intervention effectiveness; provide consultation and coaching to campus teams on complex student behavioral needs.
• Oversee staff training in de-escalation strategies, positive behavioral supports, and crisis prevention.

Legal Framework, Compliance & Reporting

• Demonstrate deep knowledge of IDEA, Texas Special Education Law and Regulations, Section 504, Dyslexia requirements, FBAs, BIPs, and evidence-based behavioral systems; ensure all programs and supports are implemented with fidelity and remain fully compliant.
• Partner with Compliance and Accountability teams to support audits, monitoring activities, corrective actions, and required reporting.

Professional Learning & Capacity Building

• Design and deliver professional development for specialized program teachers, behavioral specialists, and campus leaders; provide ongoing coaching and technical assistance to improve instructional quality and behavioral implementation fidelity.
• Build campus capacity to effectively support students requiring intensive academic and behavioral interventions.

Collaboration & Stakeholder Engagement

• Collaborate with principals, regional leaders, and student support teams to align instructional goals, behavioral systems, services, and resources;
• Coordinate with related service providers and external partners to ensure seamless service delivery.
• Partner with the Lead Professional Counselor to ensure effective mental health consultation, risk assessment protocols, and crisis response systems.
• Partner with families and internal stakeholders to strengthen understanding of specialized instructional and behavioral support models; promote clear, timely communication that supports instructional coherence and high-quality service to schools and families.

Qualifications

• Master's degree required.
• EC–12 Special Education Certification required.
• BCBA Preferred.
• Minimum 3–5 years of leadership experience as a school administrator, Special Education leader, behavior leader, or systems-level leader with demonstrated results.
• Experience overseeing specialized programs, behavior systems, and students with intensive support needs.
• Experience developing, analyzing, and implementing federal, state, and local Special Education regulations, policies, and procedures.
• Experience supporting FBAs, BIPs, manifestation determinations, and crisis response systems.
• Additional certification or training in behavior analysis, crisis prevention, counseling, or related fields preferred.
• Proficiency in Microsoft Office, Google Suite, Outlook, and student information systems.

Competency & Skills

• Sets functional direction for specialized programs and behavioral supports, translates organizational priorities into actionable plans, and drives continuous improvement across a complex, multi-site environment.
• Applies deep knowledge of FBAs, BIPs, crisis prevention, and positive behavioral supports to design and oversee effective, compliant intervention systems.
• Leads the design, implementation, and quality monitoring of specialized instructional environments for students with intensive academic, behavioral, and adaptive needs.
• Uses student achievement, behavioral, and implementation data to identify gaps, diagnose root causes, and develop targeted action plans.
• Develops specialists and campus leaders through direct coaching, technical assistance, and professional learning that builds lasting instructional and behavioral capacity.
• Buils trust and sustains productive partnerships across Special Education, campus leadership, families, and external stakeholders.
• Communicates with clarity and credibility across technical and non-technical audiences, including school leaders, families, compliance teams, and executive stakeholders.
• Guides teams and campuses through evolving systems, regulatory changes, and program improvements with strategic sequencing and stakeholder engagement.
• Grounds all program, staffing, and systems decisions in equity, access, and measurable outcomes for students with the most significant needs.