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Employment Type:
Full time
Job Category:
Manager - Special Ed
Alliance for College-Ready Public Schools | Los Angeles, California
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Job Description

Manager - Special Ed


Alliance College Ready Public Schools

Date Posted:



Recruitment Department

Number Openings: (At time of posting)

Not Specified

Length of Work Year:

12 months

Employment Type:

Full Time

Application Deadline:

Until Filled


$61,000 - $88,000

Date Posted: 5/16/2019 Application Deadline: Until Filled Employment Type: Full Time Length of Work Year: 12 months Salary: $61,000 - $88,000 Number Openings: (At time of posting) Not Specified Contact: Recruitment Department Email: recruitment@laalliance.org Phone:

Job Description / Essential Elements: Print

Manager, Special Education at Alliance College-Ready Public Schools

Los Angeles, CA


Alliance College-Ready Public Schools was founded based on the belief that all young people, regardless of zip code, are capable of achieving at high levels. Alliance is now one of the largest and more successful public charter school networks in the nation, operating 25 high-performing middle and high schools serving 13,000 scholars in Los Angeles' more educationally underserved communities. In our 14th school year, Alliance has a proven record of success: though our scholars come to Alliance on average four grade-levels behind in reading, 95% of Alliance graduates have been accepted to college-including 73% to a four-year university in 2018. We strive to truly change the life trajectories of our scholars and communities, with a goal of 75% of Alliance graduates completing a four-year college degree. Now is the time to join our collaborative community to make long-lasting change across Los Angeles.


At Alliance, we believe that all of our scholars, including our scholars with disabilities, can achieve at high levels through engaging in high quality instruction and receiving effective supports daily. The Manager, Special Education will work within a cross-functional team led by an Instructional Superintendent to support a portfolio of 5-7 schools and will be co-managed by the Instructional Superintendent and the Director of Special Education. The Manager, Special Education will work alongside teachers and leaders in those schools to provide scholars with disabilities strong instructional supports that advance scholars toward their full potential, as well as support teachers and leaders to maintain authentic compliance to local, state and federal regulations. The Manager will be able to quickly build relationships with a range of diverse stakeholders and work with individuals and teams to dramatically improve the quality of Special Education services at scale. This role is an ideal fit for an experienced Special Education teacher and leader who possess deep knowledge of Special Education programming and services.


Support School-Based Teams to Implement Strong Special Education Programming & Maintain Authentic Compliance

* Quickly develop strong relationships with teachers, Special Education Coordinators and leaders at school sites to support effective collaboration
* Support Special Education and general education teachers to co-prepare and co-execute lessons from high-quality, aligned instructional materials
* Support Special Education teachers, Coordinators and leaders to improve the quality of the school's special education services, including academic continuum of services, behavioral supports, IEPs, and related services
* Support instructional leaders, including Special Education Coordinators, to hone their instructional eye and to coach Special Education teachers on lesson preparation and execution in a wide variety of settings, including resource labs, push-in, and co-teaching
* Deeply analyze scholar achievement data (scholar work samples and interim assessments) to understand progress and gaps in scholar learning and use that information to inform support of teachers and leaders
* Support schools, through direct guidance, resources and professional development, to be authentically compliant in all areas in accordance to district, state and federal regulations including attending IEP meetings (as needed), collaborating with scholars and families, and seeking resolutions that are in the best interests of scholars

Contribute to Network-Wide Special Education Strategy

* Collaborate with network peers to design and facilitate four high-quality, network-wide SPED professional development days per year for leaders and teacher leaders that translate into immediate measurable improvements in instruction and scholar achievement
* Synthesize trends observed across schools to inform resources and development opportunities provided to leaders and teachers across the Alliance network of schools


* A belief that all scholars, regardless of circumstances, can learn at high levels
* A strong track record of increasing scholar achievement for scholars with disabilities at the classroom and/or school levels, in communities that reflect the backgrounds of Alliance scholars
* Knowledge of effective and innovative programming and services for scholars with disabilities including systems and models, curriculum, assessment, and instructional strategies
* Knowledge of and ability to communicate federal and state laws and procedures, codes, regulations and requirements pertaining to special education
* Experience supporting the development of teachers and/or leaders to improve services and instruction for scholars with disabilities
* Proficiency with Welligent (preferred) and PowerSchool
* Demonstrated ability to effectively collaborate with colleagues and school staff and build strong relationships with others to develop common goals and drive toward solutions
* Demonstrated ability to manage multiple priorities from a variety of sources, as well as organize and prioritize effectively to impact areas of greatest need
* Willingness to go above and beyond to contribute to the success of a dynamic team committed to a new future for urban education
* Comfort working within ambiguity and seeking new solutions in a collaborative environment


* Bachelor's degree from an accredited college or university
* At least three (3) years of successful secondary Special Education teaching experience, with at least one (1) year of school-based leadership experience, such as Special Education Coordinator, Assistant Principal, instructional coach, etc.

Substitution Factors

We will consider a candidate with a minimum of two years of teaching experience if there are at least two (2) years of relevant prior work experience.


In alignment with our commitment to equity for our scholars, Alliance is committed to equity and transparency for our team and offer competitive salaries commensurate with experience and education, as well as an employer-sponsored 403b plan annual contribution equal to 5% of regular earnings, and a comprehensive group health benefits package, including medical, dental and vision. This position is exempt. The compensation range for this position is $61,000 - $88,000.


Interested candidates should submit their resume and cover letter at www.laalliance.org/careers. Please note that only candidates who are selected for an interview will be contacted. This position is pending board approval of the 2019-20 budget. Offers of employment will be contingent upon board approval of the budget and start dates will be on or after July 1, 2019.

Alliance College-Ready Public Schools are free public charter schools which do not discriminate against any scholar, parent, community member, or employee on the basis of actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation, or association with a person or group with one or more of these actual or perceived characteristics.

Requirements for Applying

Requirements for Applying


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About Alliance for College-Ready Public Schools

The Alliance for College-Ready Public Schools will be guided and known by our core values and beliefs which reflect best practices researched in high performing schools that consistently produce well-educated students prepared to enter and succeed in college. Personalized Learning Environment - Students learn best in small learning communities where their education is personalized so that students know their teachers and are well known as individuals by all adults in the school. Student Engagement - Student voice is essential in all aspects of the school that directly affect student learning, interests and needs through structures such as advisory groups that connect each student with a personal learning team. College Readiness for All Students - All students, including students in historically underachieving communities, can learn successfully at high levels and have a fundamental right to high expectations and quality instruction that prepares them to enter and succeed in college. All students must pass A-G college entrance course requirements and be proficient in core academic standards (reading, writing, math, science, history/social science) to be ready for success in college. Increased Time for Learning - All students must have sufficient time in school to learn successfully with a minimum of up to 190 regular days of instruction and an ongoing opportunity for extended learning time for intervention or enrichment to meet individual student needs. Daily instructional learning time must be structured in longer blocks of time to allow for focused in-depth learning. English Learners - College-readiness requires proficiency in English for all students. Structured English language development curriculum and instructional strategies must be provided for all students including students learning to speak English as a second language and for English only students who speak non-standard English. How Students Learn Best - We believe that students learn best when there is rigorous standards-based curriculum with high thinking demand that challenges students to test their understanding of concepts through experiencing real life applications; when students know clearly the expectations and criteria they are trying to meet and can judge their own work; and when students participate actively in classroom talk about the concepts and standards they are learning. Integrated Technology - Students and teachers must have adequate access to technology to use it effectively in student learning, classroom instruction, data management and communication. We believe that technology used as an effective tool in high performing schools must provide electronic assessment and electronic student portfolios that provide immediate access to student progress data for teachers, students and their parents. Principal Leadership - Excellent schools must have exemplary principals who are capable instructional leaders and entrepreneurs in managing resources. We believe that exemplary principals are developed through in-depth leadership training and through apprenticeship with principals who have demonstrated success in their schools. Highly Qualified Teachers - Students learn best with teachers who know their subject field, are well trained to deliver rigorous instruction and can attend to the diverse needs of individual students. We believe that teachers work best in small collaborative teams with common planning time where lessons are studied as a learning community and where accountability for student success is a shared responsibility. Parents as Partners - Parents must be meaningfully and actively engaged in their children's education and have a right to choose to send their children to excellent high performing schools. Parents must be responsible and accountable for supporting their children's learning at school and at home. They must understand what it will take to prepare their children for college, and they must support the goals of the school and through their voice and through volunteering. Authentic Ongoing Assessment - There must be multiple ongoing opportunities to measure student learning and to inform instruction through real life projects, analysis of student work portfolios, interim assessments and student-led conferences as well as standardized on-demand assessments. Accountability for Results - Principals and teachers must be responsible and accountable to the school community for implementing the core values, beliefs and best practices of the Alliance for College-Ready Public Schools education model insuring that each and every student gets what they need to achieve their individual and school performance goals. Alliance for College-Ready Public Schools provide a choice of excellent schools with a high success rate for parents in Los Angeles whose children attend overcrowded, low-performing schools.

This company profile was created by AfterCollege and is about Alliance for College-Ready Public Schools. This page is not endorsed by or affiliated with Alliance for College-Ready Public Schools. For questions regarding company profiles, please email: care@aftercollege.com.