1.0 FTE Special Education Coordinator

All Locations

Posting Number: 2526-65
Applicant Group: OECTA Members & External applicants
Start Date: 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 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 Teacher’s Pension Plant (OTPP).

Notes:

- This position will be advertised until filled.
- Only those applicants selected for an interview will be contacted.

“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.”

The Northwest Catholic District School Board is committed to equitable, inclusive and accessible employment practices. Accommodations are available upon request throughout the recruitment process.

POSITION DESCRIPTION

SPECIAL EDUCATION COORDINATOR

Title: Special Education Coordinator
Reports to: Superintendent of Education
Location: Dryden/Sioux Lookout/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, qualified 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 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.

1. Inclusive Special Education Programming and Instructional Support (UDL, Accommodations, Modified and Alternative Programs):
1. Provides system level leadership and teacher support to strengthen inclusive special education programming aligned with the Board’s Special Education Plan.
2. 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.
3. Assists school teams in the development, implementation, and monitoring of accommodations, modified expectations, and alternative programs, including alignment to curriculum, assessment, and reporting practices.
4. 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:

1. Supports school teams in developing and strengthening student self-regulation supports a

📌 1.0 FTE Special Education Coordinator (Atikokan)
🏢 Atikokan Economic Development
📍 Atikokan