Offres d'emploi

This job posting is for the 2026-2027 contract year

213-day contract

• Masters Degree from a regionally accredited college or university;
• Level 3B Administrative License from the New Mexico Public Education Department;
• Special Education Teaching License or Related Service Provider License from the New Mexico Public Education Department;
• Minimum of 6 years working as a Special Education Teacher or other related field;
• Preferred 3-5 years of school administrative experience; and
• Exceptions to the minimum requirements may be made on a case by case basis at the discretion of the Special Service Executive Director.

The Special Education Social Communication Programs Assistant Principal is directly responsible for improving the academic and behavioral performance of students within the Special Education Social Communication Programs. The Special Education Social Communication Programs Assistant Principal manages and coordinates all specialized services including special education, consultation with families and/or outside services, and all other related services for students with disabilities in the social communication programs. The overarching goal is to help our students with disabilities achieve breakthrough academic achievement, prosocial behaviors and appropriate communication skills, and to ensure that the Individualized Education Plan (IEP) needs of all students with disabilities are met with robust and rigorous strategies.

These small group classrooms are designed for students with significant communication, social, and behavioral needs. The purpose of this setting is to provide a highly structured, language-rich learning environment targeting specific skill development in the areas of functional communication, pragmatic language, social skills, adaptive skills, and academics, based on an Individualized Educational Plan (IEP). Supports and services are provided by a multidisciplinary team (e.g. special and general education teachers, educational assistants, and related service providers such as the speech-language pathologist, school social worker, and behavior specialist utilizing a co-support/co-teach model). Evidence-based instructional strategies and interventions, such as systematic instruction, applied behavior analysis (e.g., antecedent intervention, differential reinforcement schedules, task analysis, token economies etc.), visual supports, and functional communication training are designed to support students' access and ability to make progress with the general education curriculum and/or alternate curriculum, and State Standards. Each student's Individualized Education Plan (IEP) includes support services, accommodations and modifications within the small group special education classroom as well as general education settings as determined by the IEP team to be appropriate. Special education and general education staff work in collaboration with one another to ensure that the instruction provided in both settings meets the unique needs of the student.

• Coordinates teaching program with site-based goals and district-wide objectives;
• Uses and applies appropriate conflict resolution skills with students;
• Maintains positive attitude and ensures classroom environment is conducive to student learning;
• Leads committees when interviewing and hiring staff;
• Collaborates consistently with Site and Special Services Administration;
• Does daily AM/PM, and lunch duty in areas where students are present;
• Supervises credentialing system for teacher level advancement;
• Attends and monitors evening/weekend events, as related to Social Communication Programs;
• Serves as the resource and authority for grade reporting/review;
• Assists in graduation requirements, arrangements, and ceremony, as related to students in Social Communication Programs;
• Responsible for inventory data collection, deletion, and accounting of Social Communication Programs;
• Holds daily programmatic training/meetings for specific student needs in the areas of functional communication and prosocial behaviors, Social-Communication Program Development and Continued Professional Development, Instructional Team problem-solving and collaboration;
• Responsible for Special Education issues and law compliance;
• Responsible for Social Communication Program teacher observations, evaluations, professional development plans, professional growth plans as needed;
• Participates in Planned Learning Communities activities;
• Monitors daily attendance and truancy issues of students;
• Accountable for local, state, and Federal budget issues;
• Has constant access to confidential information and works with site and district administration on management policies, therefore must respect and safeguard sensitive, confidential or privileged information;
• Facilitates Individual Education Plan (IEP) meetings for students in Social Communication Programs as District Representative in accordance with C.F.R. Section 300.321(a)4;
• Follows established processes and procedures regarding placement of eligible students;
• Consults, as necessary, with special and general education teachers, related service providers and with parents of students with disabilities to develop students' IEPs that meet their current needs;
• Provides leadership in the design and delivery of instruction in the Least Restrictive Environment (LRE);
• Completes regularly scheduled Classroom Walkthroughs in Social Communication Program classrooms with immediate feedback on instructional practices;
• Works as a liaison between the Special Services Department and the Social Communication Program sites or community by communicating the philosophy and practices of the Special Services Department to administrators, staff, and community;
• Collaborates with site administrators on discipline files for all students with disabilities and monitors days of suspension for FAPE compliance;
• Provides enrollment and scheduling input to district and site administration for staffing purposes;
• Works collaboratively with special education Case Managers/Special Education Instructional Leaders (SEILs)/Transition Specialists/Counselors to review transcripts, graduation progress checks, and IEP schedule of services page(s) (as applicable) to ensure students with disabilities completion of necessary requirements for graduation;
• Creates/reviews/amends special education student schedules in PowerSchool according to IEP Schedule of Services page(s) or works with those staff who perform these activities, as applicable;
• Complies with state-approved New Mexico Administrative Code of Ethical Responsibility of the Education Profession and the RRPS Employee Standards of Conduct and upholds and enforces rules, administrative directives and regulations, school board policies, and local, state and federal regulations;
• Coordinate and monitor the Mental Health Services of partner organizations;
• Ensure the implementation of accommodations in the general education environment;
• Substitute in the Social Communication classrooms, as needed;
• Toileting, diapering may be required to support teaching staff; and
• Employee may be assigned other duties based on the needs of the district during the term of employment.

Work hours are established in employment contract. Additional work hours may be assigned by the Executive Director of Special Services and/or in collaboration with site principals.

Reports to: The Executive Director of Special Services and in consultation with Special Services Directors, and site administration as appropriate.

The following documents must be attached to complete this application:

• One (1) transcript from each crediting college or university if not current in personnel file;
• Copy of Professional License;
• Resume;
• Letter of Interest; and
• 3 current signed/dated letters of recommendation.

An Equal Opportunity Employer