Key Responsibilities Portfolio Leadership & School Support Serve as the primary SPED leader supporting a consistent portfolio of schools Build strong relationships with school leaders, SPED Team Chairs, teachers, and service providers Ensure schools receive coordinated, responsive support aligned to portfolio and organizational priorities Support schools in solving complex student, staffing, scheduling, and service delivery challenges Instructional Leadership & Program Quality Coach SPED Team Chairs, Resource & Inclusion Teachers, SDP teachers, and school leaders on instructional quality, inclusion practices, and IEP alignment Ensure IEPs, instruction, and services are aligned to student learning needs and grade-level expectations Support implementation of inclusion-focused instructional models and service delivery practices Monitor portfolio-wide trends in student outcomes, instructional quality, and implementation consistency Compliance, Systems & Implementation Monitor implementation of compliance expectations, timelines, documentation, and service delivery requirements across schools Support schools in maintaining legally compliant and instructionally meaningful SPED systems Identify implementation gaps and proactively intervene to improve execution Ensure regional initiatives, tools, and systems are implemented consistently across the portfolio Training, Change Management & Cross-Functional Leadership Support rollout of SPED initiatives, professional learning, and organizational priorities Facilitate training and onboarding aligned to SPED instructional and compliance expectations Partner across SPED, student services, mental health, and school leadership teams to ensure coherent implementation Contribute to continuous improvement efforts and organizational problem solving

The Qualifications Bachelor's degree from an accredited institution of higher learning is required; Master’s degree with emphasis in special education highly preferred Valid California credential for Preliminary or Clear Education Specialist (Mild/Moderate with Autism Authorization, Moderate/Severe, Mild to Moderate Support Needs or Extensive Support Needs) credential Possession of either BCLAD or CLAD certification highly desirable 4 years of successful and demonstrated case management skills required Minimum of 4 years of highly effective teaching experience demonstrating a strong track record of student performance gains with students with IEPs   At least 2 of those years that  include school leadership experience (e.g. managing, coaching) Minimum of 2 years overseeing special education programs across multiple school sites Knowledge of LAUSD special education policy, computer-based IEP, and Welligent preferred