TITLE: PreK-8 Special Populations Coordinator
DEPARTMENT: Instructional, 12-month position
REPORTS TO: Principal
DATE PREPARED/REVISED: January 10, 2025

PRIMARY FUNCTIONS AND POSITION OVERVIEW

As part of GCCS’ school academic and leadership team, the Special Populations Coordinator is
responsible for the coordination and oversight of services for all special populations, including students
with Individualized Education Programs (IEPs), students who are designated English as a New Language
Learners (ENLs), and students who are deemed academically at-risk.
The SPC will establish a strong behavior and academic achievement centered culture; ensure the
functionality of school-wide systems that support student achievement, safety, efficiency and the
International Baccalaureate Learner Profile. Additionally, the SPC will be responsible for strategically
scheduling all services and classes for students receiving services to maximize learning time while
ensuring that the school is in compliance. The SPC will supervise teachers providing services to students
directly. Your responsibilities would include but are not limited to:
ESSENTIAL FUNCTIONS
● Managing and overseeing the provision of all services for students with IEPs, students at-risk of
academic failure, and students designated as ENLs.
● Responsible for scheduling IEP meetings and ensuring communication to all stakeholders (Annual
Reviews, Re-evaluations, Triennials); maintain all records up-to-date.
● Ensures that school remains in compliance with all IEP’s and facilitates the completion of
required documentation before and after IEP meetings.
● Maintain record of all initial referrals, identified students with IEPs and subsequent programs
and related services.
● Creating, implementing and monitoring a school wide plan for Response to Intervention (RTI)
and training personnel as necessary.
● Serve as the primary liaison with the Committee on Special Education and hold the CSE
accountable for their responsibilities as they relate to students and families.
● Ensure that IEPs are developmentally appropriate, curriculum/standards based, strength-based
and relevant to individual students.
● Regularly gather and analyze student data and goals; progress monitoring of goal acquisition and
identify barriers to meeting goals.
● Conduct classroom observations in order to determine classroom environment needs for
students in the special population subgroups.
● Engaging teachers in coaching cycles and implementing research-based strategies that
maximizes the performance of the teachers and that of their students.
● Serve as the first point of contact for teachers, students, and parents who present
issues/situations related to IEP needs.
● Support the implementation of accommodations and modifications for students with IEPs and
ENL needs in the ICT and general education classrooms.

● Provide modeling and coaching of research based strategies to promote student growth and
acquisition of goals.
● Coordinating and overseeing all required family communication and creating best practices
around family engagement for the families of the school’s special populations.
● Designing and facilitating Professional Development on topics related to special populations.
● Supervision of Special Education and ENL Teachers and external service providers.
● Oversee the preparation and administration of all standardized tests such as Grades 3 - 8 NYS
Science, ELA and Math assessments, NYSESLAT, NYSITELL and Regents exams.
● Generate reports on a weekly basis to highlight gathered data, gain approval for proposed
solutions/resolutions to data, and evaluate the effectiveness of system and protocols put in
place.
● Coordinate and provide pull-out, small group intervention, SETSS, ENL or other services
● Teach classes in absence of teacher or service provider, when needed, on a short or long term
basis
● Model, promote and embody the International Baccalaureate learner profile to create a cohesive
school culture of academic and personal success.
● Other duties as assigned by the principal.
QUALIFICATIONS
● Master’s Degree in Education, Education Administration, or related field of study
● Completed or enrolled in a Educational Leadership Program (SBL), strongly preferred
● Strong commitment to an inclusion model of education; experience with and/or understanding
of the urban learning environment.
● New York State Special Education certification
● At least 3 years of experience as a full time middle or high school special education teacher,
preferred
● A track record of strong quantitative student achievement results
● Exceptional leadership abilities – engaging, effective, and progressive
● At least 2 years of demonstrated success as a school leader, preferred
● Ability to build strong school culture and positive relationships
● Be a team player - a desire to work in a team-oriented environment and collaborate effectively
with colleagues
● Incredibly high expectations for all aspects of school and ownership over results
● Strong work ethic, is reflective and continually seeks to learn and improve
● Covid Vaccination Required
● Dedication to GCCS’ mission