DIRECTOR OF SPECIAL EDUCATION SKILLS, EXPERIENCE, AND JOB REQUIREMENTS

Updated: Mai 28, 2025 - The Director of Special Education has a Massachusetts Supervisor/Director license or equivalent, successful teaching experience, and expertise in supervising and evaluating educators. This role requires strong leadership, interpersonal skills, and the ability to foster a diverse, inclusive environment that supports student growth and self-image. The director has knowledge of educational reform, MA Curriculum Frameworks, and transitions for students, combined with experience in inclusion and learning center models.

Essential Hard and Soft Skills for a Standout Director of Special Education Resume
  • Special Education Law
  • Curriculum Development
  • IEP Management
  • Behavior Management
  • Assessment and Evaluation
  • Data Analysis
  • Special Education Technology
  • Educational Leadership
  • Program Development
  • Compliance Monitoring
  • Leadership
  • Communication
  • Problem-Solving
  • Team Collaboration
  • Empathy
  • Adaptability
  • Conflict Resolution
  • Decision-Making
  • Time Management
  • Critical Thinking

Summary of Director of Special Education Knowledge and Qualifications on Resume

1. BA in Special Education with 2 years of Experience

  • Hold Massachusetts DESE licensure as an Administrator and Special Educator
  • Experience working as an administrator
  • School leadership/management experience
  • Thorough understanding of achievement assessments and ability to administer and/or interpret them
  • Ability to effectively supervise, evaluate, coach, and mentor employees
  • Ability to handle a multitude of varying and complex issues
  • Excellent oral and written communication skills
  • The ability to use technology effectively
  • Must have excellent organizational skills
  • Proven ability and working knowledge of Microsoft software applications, including Word, Excel, and PowerPoint

2. BA in Educational Leadership with 4 years of Experience

  • Successful teaching experience in one of the areas of handicapped children to be supervised
  • Extensive knowledge in ETR/IEP documents and procedural compliance following IDEA and Ohio's Special Education Operating Standards
  • Knowledge of Americans with Disabilities Act (ADA), Ohio Department of Labor Laws, and various state regulations related to youth with disabilities
  • Ability to collaborate with a variety of educational team members and a multi-disciplinary IEP team
  • Knowledge of fiscal management practices and principles that align with financial parameters.
  • Experience evaluating programs and staff effectiveness and recommending improvements to support professional growth and development.
  • Experience effectively resolving conflicts to minimize distractions in the workplace.
  • Experience in coaching, mentoring, and supervising teams to support schools in providing high-quality instruction and behavior modifications.
  • Strong leadership skills in coaching, mentoring, and supervising teams for professional growth.
  • Ability to organize, prioritize, and maintain effective follow-through processes.

3. BA in Early Childhood Education with 5 years of Experience

  • Massachusetts Supervisor/Director license or Administrator of Special Education Provisional with Advanced Standing or Standard
  • Must have successful teaching experience
  • Experience and training in the supervision and evaluation of teachers/as a professional developer
  • Demonstrated leadership qualities, interpersonal skills, and personal characteristics necessary for working effectively with students, teachers, administrators, and parents
  • Ability to establish a diverse multicultural atmosphere that enhances individual growth and promotes a positive self-image
  • Experience with and/or knowledge of educational reform
  • Experience with and knowledge of advising programs
  • Knowledge of MA Curriculum Frameworks, Vocational Frameworks and Assessment
  • Experience in working with students during transitions (orientations, moving to college)
  • Experience developing or working within both an inclusion model and a learning center model
  • Interest in working in a fast-paced environment and ability to manage multiple responsibilities with humor and enthusiasm
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