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Series established September 29, 1976
This series specification describes five class levels for SPECIAL EDUCATION in the Department of Education. These classes are used for positions responsible for the development, promotion, coordination, and evaluation of special education programs for individuals with disabilities.
Persons in these classes develop, promote, coordinate, monitor, and assist in establishing special education programs in local school districts or in units within the Department of Education, or direct the special schools and special programs administered by the Department of Education; advise and assist school districts in determining the need for, and in establishing and developing special education programs for, individuals with disabilities including hearing impairments and/or visual impairments, language or speech disorders, severe orthopedic impairments, other health impairments, autism, mental retardation, serious emotional disturbance, specific learning disabilities, and traumatic brain injury; interpret and apply provisions of the Education Code and regulations of the State Board of Education and the Superintendent of Public Instruction regarding special education programs; secure and compile information about special education programs by school districts and county school offices and evaluate these programs; counsel with school officials on in-service training programs for teachers in special education; conduct research in special education; recommend methods of adjusting school programs to meet the special education needs of such pupils; promote and participate in educational meetings, and enlist the aid of other agencies in the special education of individuals with disabilities; provide consultative services to local school districts in identifying individuals with disabilities and in describing their special educational needs; provide consultative services to local school districts in the preparation of applications for grants for Federal-or State-financed special education projects; review and evaluate specific project proposals and curriculum and instructional programs for improvement of special education; assist in the coordination of statewide programs in special education; provide staff assistance in the administration of special programs and special services to individuals with disabilities in the Department of Education Special Schools; conduct and participate in conferences and workshops, committees, study institutes, and study groups for in-service education; and maintain liaison with other organizational units in the California Department of Education, other State agencies, and professional and parent organizations.
Scope and level of responsibilities assigned; complexity of work; independence and consequence of action; level and scope of responsibility of program policy development and implementation; impact of decision making on statewide and department programs; and degree of supervision exercised and received.
This is the entry and first journey level in this series. This class is used as a permanent level for less skilled functions and as a training level for the higher professional levels in the series. Incumbents typically work under the general supervision of an Administrator in performing a variety of tasks. At the entry level, incumbents perform consultative services to local school districts in such areas as screening applications for completeness and accuracy; securing and compiling information about special education programs by school district and county offices; interpreting statutes, guidelines, and regulations; and conducting research in special education. More experienced incumbents provide consultative services to local school officials in special education program planning, development, evaluation, and administration; and assist in developing, promoting, and evaluating proposals from local school districts, county offices, and other agencies eligible for Federal and State financial assistance. Incumbents may either have a statewide program responsibility in a special education specialty or be assigned regional special education program responsibility for less complex or sensitive phases of the program. Incumbents may also work under the lead of a Consultant.
This class is the full journey level in this series. Under the direction of an Administrator, the Consultant serves as a departmental spokesperson for special education programs in a geographic area, or serves as a statewide specialist for a particular special education program component. Additionally, incumbents coordinate the development of regulations, guidelines, and research projects; and perform the more difficult, sensitive, and complex special education program planning and development assignments. Consultants may also provide leadership and training to incumbents in the Assistant class in this series.
This is the first supervisory level in the series over qualified professionals at the Consultant and Assistant levels. Incumbents normally report to a higher level administrator in the field of special education programs. Under direction, the Administrator I typically plans, organizes, and directs the work of a program unit or may assist a higher level Administrator in directing the development, administration, and evaluation of programs of a major unit with major administrative or functional responsibilities.
Nonsupervisory positions may occasionally be allocated to this class to perform high level administrative, coordinative, and consultative studies and projects for programs that are multiunit or multidivisional in scope. Incumbents functioning in this capacity typically report to an Assistant Superintendent or higher level position.
This is the first managerial level of the series. Under general direction, incumbents are responsible for a major program unit with leadership responsibilities for a major administrative or functional subdivision of the special education program of the Department. A very limited number of staff positions may also be allocated to this level based on program development, program monitoring, coordinative, or functional supervisory responsibility equivalent in level to administrative positions in the class. Such positions normally report to the Assistant Superintendent or higher level.
Under administrative direction, this is the first policy development and formulation level with major program responsibility within special education. Incumbents direct the program as it relates to school districts, county offices, special education local plan areas, other departmental divisions, other State agencies, and/or parent and professional organizations.
Possession of a valid credential or permit authorizing public school service in California. (Applicants who do not possess the required credential or permit will be admitted to the examination, but must secure the credential or permit before they will be considered eligible for appointment.) (A Master's Degree or equivalent in Special Education or related field may be substituted for the credential requirement at any level.)
Possession of a valid teaching credential or multiple or single subjects credential with Special Education emphasis, specialist credential in Special Education or School Psychology, or credential of equivalent authorization.
Possession of a valid administration credential or credential or life diploma of equivalent authorization. (One year of experience in the California Department of Education performing the duties of a professional education class at a level equivalent to the class of Special Education Assistant, Range B, or higher may be substituted for the required credential. Experience used in this manner to meet the credential requirement must be in addition to that used to meet the general experience requirement.)
1. Experience applicable to one of the following patterns may be combined on a proportional basis with experience applicable to the other pattern, to meet the total experience requirement.
2. Experience in the California state service applied toward the general experience pattern must include the same number of years of qualifying experience as required in the promotional pattern performing the duties of a class equivalent to the level described in the promotional experience pattern.
Two years of teaching experience in a special education program for individuals with disabilities, hearing impairment and/or visual impairment, language or speech disorder, severe orthopedic impairment, other health impairment, autism, mental retardation, serious emotional disturbance, specific learning disabilities, or traumatic brain injury. and One year of administrative, supervisory, or equivalent staff level experience in special education in one of these same program areas.
One year of experience in the California state service performing special education duties of a class with a level of responsibility equivalent to a Special Education Assistant, Range B.
Two years of administrative, supervisory, or equivalent staff level experience in special education. (This includes experience in programs for individuals with disabilities, hearing impairment and/or visual impairment, language or speech disorder, severe orthopedic impairment, other health impairment, autism, mental retardation, serious emotional disturbance, specific learning disabilities, or traumatic brain injury.)
One year of experience in the California state service performing special education duties of a class with a level of responsibility equivalent to a Special Education Consultant. or
Two years of experience in the California state service performing special education duties of a class with a level of responsibility equivalent to a Special Education Assistant, Range B.
Three years of administrative, supervisory, or equivalent staff level experience in special education which shall have developed a broad background in the administration or supervision of a special education program.
One year of experience in the California state service performing special education duties of a class with a level of responsibility equivalent to a Special Education Administrator I.
Two years of experience in the California state service performing special education duties of a class with a level of responsibility equivalent in level to a Special Education Consultant.
Four years of administrative, supervisory, or equivalent staff level experience in special education which shall have developed a broad background in the administration or supervision of a special education program.
One year of experience in the California state service performing special education duties of a class with a level of responsibility equivalent to a Special Education Administrator II. or
Two years of experience in the California state service performing special education duties of a class with a level of responsibility equivalent to a Special Education Administrator I.
Five years of administrative, supervisory, or equivalent staff level experience in special education which shall have developed in the applicant a broad background in the administration or supervision of a special education program.
Knowledge of: Educational practices, trends, and theory with emphasis on the principles and techniques and special education; literature in the field of education, particularly as it pertains to individuals with disabilities; and organization of the California educational system.
Ability to: Work cooperatively with school officials, representatives of community civic groups, State officials, and others; communicate effectively; and analyze situations accurately and take effective action.
Knowledge of: All of the above, and principles of mental hygiene, educational testing, and educational and vocational guidance; current teacher training methods; community services available for assistance to individuals with disabilities; principles of intergroup relations; provisions of Federal and State legislation and administrative regulations, policies, and court orders relating to special education and to instruction and administration of public education; and research terminology and techniques.
Ability to: All of the above, and apply leadership and creativity in the identification, development, and implementation of new programs, program revisions, and program evaluation in special education; conduct conferences, workshops, and institutes; and plan, organize, and direct the work of others.
Knowledge of: All of the above, and principles and methods of public and business administration; administrative practices in the administration and public coordination of special education for programs; California Education Code and the rules and regulations of the California State Board of Education pertaining to special education; principles of personnel management and super vision; the Department's Affirmative Action Program objectives; a manager's role in affirmative action and labor relations programs; and the processes available to meet the objectives of these programs.
Ability to: All of the above, and assume leadership in the formulation and direction of special education programs; develop local programs adapted to the special needs and limitations of schools and communities; do research work in the field of special education; establish effective working relationships with all individuals and groups contacted in the course of work; effectively and efficiently supervise and manage a staff and program within available resources; establish and maintain project and departmental priorities; work effectively with administrative personnel in the Department and other agencies; and effectively contribute to the Department's equal employment opportunity program objectives.
Evidence of: Willingness to travel throughout the State.