THE NORTHWEST CATHOLIC DISTRICT SCHOOL BOARD

The Northwest Catholic District School Board is committed to equitable, inclusive and accessible employment practices.

Accommodations are available upon request throughout the recruitment process.

This position is for an existing vacancy ⊠ This posting is for a newly created position □

Date of Posting: July 28, 2026

JOB POSTING

1.0 FTE Special Education Coordinator

Position to be based out of Fort Frances, Stratton or Atikokan

Posting Number:

Applicant Group: OECTA Members & External applicants

Start Date/Duration: As soon as possible

All positions will be filled in accordance with Part A, Article 17 and Article 40 of the current collective agreement.

Qualifications/Requirements

- See attached position description.

Salary/Benefits

- In accordance with the current OECTA collective agreement, dependent upon qualifications and experience, with a salary range of $62,760 to $119,949 annually.
- We also offer a comprehensive and generous benefit package, including personal leave, an additional report card day and enrollment into the Ontario Teachers' Pension Plan (OTPP).

"TNCDSB Schools of Hope provide all students a safe, respectful and inclusive Catholic education. Together, with home, church and community, we will prepare students to become active, caring, lifelong learners."

Kathy Bryck, Board Chair Jackie Robinson, Chief Executive Officer

POSITION DESCRIPTION

SPECIAL EDUCATION COORDINATOR Title: Special Education Coordinator

Reports to: Supervisory Officer or Designate

Location: Fort Frances/Stratton/Atikokan

Position Identification: OECTA

Position Summary

The Special Education Coordinator provides teacher support and system leadership, direction, and coordination in special education consistent with the Board's Special Education Plan. The Coordinator acts as a resource for principals, SERTs, and classroom educators by supporting effective programming, evidence-informed instructional practices, and inclusive approaches that respond to the strengths and needs of all learners. Within the scope of this role, EQAO and other relevant student learning evidence are used to support system and school improvement. In addition, Equity and Inclusive Education and Indigenous Education are intentionally woven through planning, professional learning, and program supports to reduce barriers and improve outcomes for students. The Coordinator also supports school teams in developing and strengthening student self-regulation supports and strategies that promote well-being, engagement, and readiness to learn, in collaboration with and/or under the guidance of the Special Education Administrator and other system colleagues.

Position Duties

- Maintains regular communication and visits schools in the Board as required to observe and assist in programs for exceptional children.
- Assists SERTs (Special Education Resource Teachers) and classroom teachers in the design and implementation of IEPs (Individual Education Plan) as well as transition plans.
- Works collaboratively with other system level Coordinators and Leads to ensure coordinated program delivery for students and staff.
- Acts as a resource to the SEAC (Special Education Advisory Committee).
- Attends RSEC (Regional Special Education Committee) meetings several times/school year.
- Assists the schools, upon invitation, with the interpretation of psychological reports to parents/guardians.




- Liaises with community associations and agencies as necessary.
- Works in collaboration with the Special Education Administrator to provide training to Educational Assistants and other support staff during Professional Activity Days.
- Inclusive Special Education Programming and Instructional Support (UDL, Accommodations, Modified and Alternative Programs): a. Provides system level leadership and teacher support to strengthen inclusive special education programming aligned with the Board's Special Education Plan. b. Supports principals, SERTs, and classroom educators to implement Universal Design for Learning (UDL), differentiated instruction, and evidence-informed instructional practices to reduce barriers and improve access for all learners. c. Assists school teams in the development, implementation, and monitoring of accommodations, modified expectations, and alternative programs, including alignment to curriculum, assessment, and reporting practices. d. Supports the consistent and effective development, implementation, monitoring, and review of IEPs and Transition Plans, including supporting staff to use current Ministry requirements and the Board's procedures.
- Student Well-Being, Self-Regulation and Safety Planning: a. Supports school teams in developing and strengthening student self-regulation supports and strategies that promote well-being, engagement, and readiness to learn. b. Assists schools, as needed, with Safety Plan development, implementation, and review, including ensuring plans are practical, communicated appropriately, and aligned with the Board's processes and expectations. c. Collaborates with the Special Education Administrator, Mental Health Lead, Behaviour Team and other school and system staff as required, to support coordinated approaches to safety planning, student support processes, and system consistency.
- Evidence Informed Improvement (EQAO and Student Learning Data): a. Supports schools and system teams in using a range of student learning evidence (including EQAO and other Board/school-based data) to identify needs, set goals, monitor impact, and strengthen programming and interventions for students with exceptionalities. b. Collaborates with other Leads and Coordinators to align special education supports with school improvement planning and the Board's priorities for student achievement and well-being.
- Equity and Inclusive Education (integrated throughout special education supports): a. Intentionally weaves Equity and Inclusive Education into special education supports by promoting inclusive, barrier-free practices and culturally responsive approaches that uphold dignity, belonging, and high expectations for all learners. b. Supports educators in identifying and reducing systemic barriers that may impact student access, participation, and outcomes, particularly for students who experience intersecting needs.
- Indigenous Education (integrated throughout special education supports): a.



Collaborates with system leads and school teams to intentionally embed Indigenous Education perspectives and culturally sustaining practices within special education supports, in ways that honour identity, voice, and community connections. b. Where appropriate and in collaboration with relevant staff, supports respectful engagement with families/community partners to strengthen student pathways and belonging.
- School and System Collaboration/Coordinated Program Delivery: a. Maintains regular communication and visits schools, as required, to collaboratively review programming, support instruction, and strengthen inclusive classroom and school practices for students with exceptionalities. b. Works collaboratively with other Coordinators and Leads to ensure coordinated program delivery and shared approaches that build staff capacity. c. Supports professional learning by sharing resources, co-planning/co-facilitating learning opportunities, and supporting job-embedded educator learning related to inclusive programming, UDL, accommodations/modifications, self-regulation, and special education processes.
- SEAC, Regional Collaboration and Community Partnerships: a. Acts as a resource to the SEAC (Special Education Advisory Committee). b. Attends RSEC (Regional Special Education Committee) meetings as required by the Board and shares relevant information to support system alignment and improvement. c. Liaises with community associations and agencies, as necessary, to support coordinated services and collaborative problem-solving. d. Assists schools, upon invitation, with the coordination of student assessments and interpretation of psychological reports to parents/guardians, in collaboration with school administrators and aligned with board procedures.
- Support Staff Learning and System Coordination (in collaboration with the Special Education Administrator): a. Works in collaboration with the Special Education Administrator to support professional learning and training opportunities for Educational Assistants and other support staff during Skilled Activity Days and/or other system learning opportunities, aligned with the Board's priorities and school needs.
- Other duties as assigned by the Supervisory Officer or Designate, consistent with the scope and responsibilities of the position.

Qualifications

- Certificate of Registration with the Ontario College of Teachers (in good standing).
- Minimum of Religious Education Part 1.
- Special Education Specialist qualifications.
- Previous leadership experience at a school and/or system level.
- Strong knowledge of curriculum and instruction, special education, including experience leading system wide initiatives.
- Demonstrated ability to mentor and support colleagues.
- Experience with data analysis and strategic planning.
- Effective communication, collaboration and problem-solving skills.
- Background in instructional leadership, professional development and/or change management.
- Demonstrated ability to meet school and/or Board's deadlines.
- Sound understanding of relevant Board Special Education procedures as well as relevant Ministry of Education policies and priorities.

Working Conditions

- Requires flexibility to attend meetings and professional learning outside of regular school hours.
- Requires regular (minimum monthly) travel to all schools of the Board.
- All other conditions as outlined in the OECTA Collective Agreement.

Job Details

- JOB STATUS: Full time
- WORK SCHEDULE: Monday to Friday

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📌 External 2526-65-1.0 FTE Special Education Coordinator (Fort Frances)
🏢 Northwest Catholic District School Board
📍 Fort Frances