The West Seneca Central School District has an anticipated vacancy for a Director of Special Programs. The ideal candidate will provide leadership and coordination for a comprehensive system of student support designed to ensure that all students receive timely, appropriate, and effective academic, social-emotional, behavioral, special education and related services. The Director leads the development, implementation, and continuous improvement of district-wide systems that support early identification, intervention, progress monitoring, and data-informed decision-making to improve student outcomes and promote student success.
The Director provides leadership for the district's Multi-Tiered System of Supports (MTSS) and works collaboratively with building administrators, teachers, special education and pupil personnel staff, related service providers, families, and district leadership to ensure a coordinated continuum of services and supports. The position provides particular attention to early learning, early intervention, and effective transitions across educational levels while supporting systems and practices that address the needs of students throughout the PreK-12 continuum.
The Director supports the development of effective instructional and intervention practices, assists in the evaluation and refinement of student-support systems, and promotes collaboration among general education, special education, pupil personnel, and related service providers. The Director also provides leadership related to UPK, CPSE, transitions, and other district-wide student support systems as assigned.
The successful candidate must be able to work collaboratively with colleagues, use data-driven decision-making and have an unwavering commitment to continuous improvement to benefit students.
This is a full-time, 12-month administrative position with a competitive salary and benefits paid according to the West Seneca School Administrators' Association's collective bargaining agreement.
The hiring committee timeline is as follows:
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Wednesday, September 30, 2026, Screening Interviews
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Friday, October 2, 2026, Committee Interviews
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Monday, October 5, 2026, Finalist Interviews
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Tuesday, October 6, 2026, Board of Education Recommendation
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Tentative Start Date — as soon as practicable
Experiences & Skills:
- Experience in educational leadership, student support, special education, pupil personnel services, and/or early learning is preferred;
- Knowledge of early identification, intervention, and support practices across the PreK–12 continuum;
- Knowledge of CPSE, CSE, special education processes, and appropriate transition practices;
- Comprehensive knowledge of Federal and New York State laws, rules, regulations, and mandates governing education and student services, including Part 200 regulations;
- Knowledge of current research, best practices, assessment, professional development, and instructional strategies;
- Knowledge of the continuum of special education programs and services;
- Knowledge of related and support services;
- Experience with instructional coaching and/or supporting teachers in meeting the diverse needs of students;
- Knowledge and experience with Multi-Tiered System of Supports (MTSS), including academic, behavioral, and social-emotional systems;
- Strong organizational, analytical, problem-solving, and systems-thinking skills;
- Ability to use data to identify student needs, evaluate programs and services, and support continuous improvement;
- Ability to develop and maintain effective systems of collaboration and communication across departments, buildings, and disciplines.
Duties & Responsibilities:
Provides leadership and coordination for:
- District-wide systems of student support, intervention, and early identification;
- The development, implementation, and continuous improvement of MTSS and other tiered systems of support;
- Academic, behavioral, social-emotional, special education, and related service supports;
- Early learning and intervention initiatives, including UPK, CPSE, and transitions between educational levels;
- Effective systems for monitoring student progress and using data to inform instructional and intervention decisions;
- Collaboration among general education, special education, pupil personnel, related service providers, administrators, and families;
- Professional learning, instructional support, and coaching related to student needs and effective intervention practices;
- Evaluation and continuous improvement of programs, services, structures, and systems designed to support student success.
Leads and oversees district programs and services related to:
- Early learning and early intervention;
- Special education programs and services across the PreK–12 continuum;
- Multi-Tiered System of Supports, including academic, behavioral, and social-emotional supports;
- Section 504 accommodation plans and related processes;
- CPSE and CSE processes and procedures, as assigned;
- Related and support services;
- Student transitions between programs, grade levels, and educational settings;
- Identification of student needs and development of appropriate interventions and supports;
- Program development, evaluation, and continuous improvement.
Provides administrative leadership by:
- Supervising and evaluating assigned personnel;
- Supporting building administrators and staff in addressing student needs and implementing effective interventions;
- Facilitating collaboration among district departments and school buildings;
- Participating in and/or facilitating committees, meetings, and advisory groups;
- Monitoring compliance with applicable Federal and State laws, regulations, policies, and procedures;
- Reviewing student and program data to identify trends, needs, and opportunities for improvement;
- Developing recommendations for district leadership regarding programs, services, staffing, and resources;
- Supporting the development and implementation of district policies, procedures, and practices related to student support;
- Performing other duties and responsibilities as assigned by the Superintendent of Schools.