Special Education Department Head JobID: 12339 + Position Type: High School Teaching/ Special Education + Date Posted: 2/3/2026 + Location: TO BE DETERMINED    The Davenport Community School District is an EEO/AA employer. Duties & Responsibilities: (Essential Functions of Position, Major Responsibilities, Summary of Key Duties, Special Assignments, Relationships) Position Summary The Special Education Department Head serves as a vital bridge between classroom instruction and administrative leadership. This hybrid role is designed for an expert practitioner who maintains a connection to the classroom while providing the structural and instructional support necessary for a high-functioning Special Education department. This position will collaborate directly with building administration and peer teachers to optimize resources, ensure legal compliance, and champion inclusive practices that drive student success. Key Responsibilities 1. Instructional Leadership & Department Operations + Classroom Instruction: Serve as the teacher of record for a partial caseload/course load, modeling high-leverage Specially Designed Instruction (SDI) and inclusive teaching strategies. + Scheduling Collaboration: Partner with Case Managers and Building Administration to design master schedules for students with disabilities, ensuring services are delivered in the least restrictive environment. + Paraprofessional Management: Collaborate with Case Managers and Building Administration to coordinate and optimize paraprofessional schedules to ensure equitable support across all inclusive and self-contained settings. 2. Compliance & Case Management Support + Compliance Monitoring: Collaborate with building administration to monitor IEP timelines and quality, ensuring all documentation meets state and federal regulatory standards. + Systems Problem-Solving: Act as a first-line problem solver for complex case management issues, collaborating on next steps for students requiring intensive interventions. + Data Oversight: Assist building administration in the collection and analysis of department data to inform resource allocation and instructional pivots. 3. District & Secondary Transition Liaison + District Conduit: Serve as a point of contact between the High School and the District Special Education Office for the implementation of new initiatives and resources. + Secondary Transition: Support the department in refining secondary transition planning, ensuring students are prepared for post-secondary education, integrated employment, and independent living. 4. Inclusion Advocate + Inclusive Excellence: Champion inclusive teaching models by supporting general education and special education partners in co-teaching and universal design for learning (UDL). + Peer Mentorship: Provide informal coaching and support to new and veteran SPED staff to foster a culture of growth and retention. Qualifications + Licensure: Valid State Teaching License with an endorsement in Special Education (Secondary level). + Experience: Minimum of 5 years of successful special education teaching experience; prior experience in a leadership role preferred. + Skills: + Deep knowledge of IDEA compliance and the IEP process. + Skillful at developing and implementing individualized secondary transition plans + Proficiency in scheduling logistics and resource management. + Leads with shared responsibility + Strong interpersonal skills with a proven ability to collaborate with diverse teams. + Excellent communication skills and strong strategic analysis skills Release Time Allocation: Split between 2 High Schools and is full release Physical Requirements: :(HBV ?Yes ? No) (The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.) + Work is performed primarily in school settings, including classrooms, common areas, and specialized learning environments. + Ability to work with and manage students who exhibit challenging behaviors with high levels of dysregulation. + Requires frequent standing, walking, and occasional lifting up to 50 pounds. + Ability to escort a disruptive student safely from a setting. Work Environment: (The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.) + Noise level is quiet to loud. + Work may be indoors and/or outdoors. + Work may be in non-air-conditioned rooms. + Substance-free environment. + Fast-paced atmosphere with constant contact with students, staff, or the public. + Direct responsibility for the safety, well-being, and work output of students.