Interested candidates must complete a Central Kitsap School District administrative application
POSITION OVERVIEW
Central Kitsap School District is seeking a collaborative and student-centered leader to serve as Special Services Supervisor – Elementary (Early Learning (PK)–Grade 5). This position provides leadership and coordination for elementary special education and student support systems, including inclusive practices, early learning programs, behavioral supports, intervention systems, and social-emotional services.
Working collaboratively with administrators, educators, families, and community partners, the Special Services Supervisor helps foster inclusive learning environments, strengthen systems of support, ensure compliance with state and federal regulations, and promote positive academic, behavioral, social-emotional, and developmental outcomes for all students.
ESSENTIAL FUNCTIONS
· Promote the District’s vision, mission, and strategic priorities across elementary schools and programs
· Collaborate with district and school leaders to review behavioral, attendance, intervention, and special education data to strengthen systems of support and inclusive practices for students in PK through grade 5
· Provide guidance to administrators, teachers, ESA staff, paraeducators, and families regarding special education services, behavioral supports, restorative practices, and district procedures
· Support student transitions between Birth-to-Three services, early learning, kindergarten, and elementary programs
· Coordinate special education eligibility, placement, compliance documentation, and service delivery in accordance with state and federal requirements
· Serve as District Early Learning Supervisor and oversee early learning and elementary special education programs
· Provide technical assistance regarding IEP implementation, Section 504 compliance, instructional practices, and service delivery models
· Assist staff in aligning instruction, assessment, and specially designed instruction with state standards and IEP goals
· Facilitate professional learning related to inclusive practices, behavioral supports, compliance requirements, student engagement, and elementary intervention systems
· Supervise, support, and evaluate assigned staff
· Collaborate with families, outside agencies, and community partners to support student success and strengthen family partnerships
· Ensure compliance with ADA, Section 504, special education regulations, and district policies
· Participate in IEP meetings, manifestation determination meetings, and other student support meetings as the district representative
· Prepare reports, presentations, and communications related to elementary special services programs and student outcomes
· Establish and maintain effective working relationships with a variety of people in a multicultural and diverse socio-economic setting
· Establish respectful and effective lines of communication amongst all stakeholders
· Promote collaboration and teamwork with peers and staff; promote shared decision making
· Perform additional duties and special projects as assigned
REQUIRED KNOWLEDGE, SKILLS, AND ABILITIES
Knowledge
· Federal and state laws, policies, and procedures related to special education, Section 504, behavioral supports, and elementary student services
· Early Learning and Elementary Non-Public Agency (NPA) Placements
· Safety Care Training
· Elementary SEL Curriculum
· Social Emotional Behavioral (SEB) initiatives and grants
· Section 504 oversight and compliance for Preschool–Grade 5
· Early Learning Special Education Programs
· In recruiting and securing the best applicants for the job
· Use effective staff development and improvement strategies
· Effectively conduct and work through difficult issues and discussions
Skills
· Demonstrated leadership experience in collaboration, communication, staff supervision, systems improvement, and relationship building
· Articulate a shared belief vision for continuous improvement and life-long learning
· Develop collaboration among staff
· Share leadership based upon situation and need
· Celebrate success across the district and community
Abilities
· Support inclusive practices and equitable learning environments for students with diverse needs
· Build collaborative relationships with students, staff, families, and community agencies
· Effective manage conflict, problem-solving and crisis response
· Communicate clearly in oral and written form
· Manage time, priorities, and complex responsibilities effectively
· Utilize technology systems to maintain confidentiality
· Support early childhood and early learning special education programs
· Commitment to ongoing professional growth and continuous improvement
· Model District standards of ethics and professionalism
· Follow District policies and the collective bargaining agreements
· Take appropriate steps when employees do not meet performance expectations or engage in misconduct
· Encourage staff to engage in learning
· Increase understanding and use of best professional practices
LEADERSHIP TRAITS
Student-Centered Leadership
· Promotes inclusive practices and systems that ensure students feel safe, supported, connected, and engaged
Organization & Adaptability
· Demonstrates strong organizational skills, effective prioritization, and adaptability in a fast-paced environment
Special Education & Elementary Student Services Expertise
· Understands elementary special education systems, early learning supports, behavioral interventions, compliance requirements, and evidence-based practices that support student success
Equity & Cultural Responsiveness
· Demonstrates a commitment to equity, belonging, and culturally responsive practices
Relational Leadership
· Builds trust and collaborative relationships with staff, students, families, and community partners
Professional Learning & Collaboration
· Supports continuous improvement through coaching, collaboration, and professional learning
WORKING CONDITIONS
Required to support a wide range of student achievement and behavior; required to remain flexible to meet students immediate needs; required to handle multiple tasks simultaneously and prioritize; may experience frequent interruptions; may occasionally work with distraught or difficult students; potentially exposed to ordinary infectious diseases carried by students; in some positions the necessary and appropriate instructional methods may require specific positions and movements, and sufficient stamina and exertions, to demonstrate techniques properly for student safety, or to conduct or direct students; in some positions precautions may need to be taken to prevent or lessen exposure of self and/or students to various materials, fumes, equipment, cutting edges or hot surfaces.
CONDITIONS & DISCLAIMER
The above statements are intended to describe the general nature and level of work being performed by those assigned to this position and are not construed as an exhaustive list of all responsibilities, duties, and skills. Employees may be required to perform duties outside of their normal responsibilities, as needed.
TYPICAL QUALIFICATIONS
Education and Experience: Master’s degree in special education or a related field is required. Minimum of five years of successful experience in special education, elementary student services, preschool programs, and/or as an ESA specialist.
Certificates & Licenses: Valid Washington state principal and/or Program Administrator certificate preferred prior to the first contracted day; some positions may require valid first aid and CPR certification; some positions may require a valid Washington state driver's license and/or a Class II driver's license.
Clearances: Criminal justice fingerprint and background check