1808 Special Education Compliance Consultant


TITLE Special Education Compliance Consultant




IMMEDIATE SUPERVISOR Director, Agency for Teaching, Leading and Learning

MAJOR ADMINISTRATOR Department Head, Counseling, Leadership and Special Education


The primary duty of the Special Education Compliance Consultant is to provide professional development training and technical assistance related to implementing schools’ improvement plans, especially those efforts that result in increased academic achievement for students with disabilities or the reduction or prevention of special education referrals.  The Special Education Compliance Consultant provides tailored training to identified school districts and/or schools based on school and/or building improvement plans and coaches teachers and staff as schools implement those plans.   The Special Education Compliance Consultant assists schools and/or districts by providing or coordinating professional training within the district or regional catchment area, developing in-district trainers for training modules created through the Missouri Division of Special Education, facilitating online Communities of Practice through the Missouri Division of Special Education website, demonstrating quality implementation of instructional, behavioral, and ongoing evaluation techniques and strategies to school staff members, and consulting and coaching staff in their implementation of such techniques and strategies.


Education: A Master’s degree in Education is required.  A Master’s degree in Special Education is preferred.

Experience: Five years successful special education experience in public education is required.  Knowledge of current effective teaching, effective schools, and successful school reform research, particularly as it relates to students with disabilities, is required.  Knowledge of and experience in special education processes, laws, and regulations is required.  Knowledge of the Show-Me Standards, the Missouri School Improvement Program (MSIP), the Missouri Assessment Program (MAP), and special education legislation is preferred.

Skills: Strong oral and written communication skills, excellent interpersonal skills, and organizational skills, particularly in planning, are required.  Computer literacy is required.  The ability to establish rapport and effective working relationships with department staff, local school district personnel, and Regional Professional Development Center staff is required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required.

Other: The nature of the position frequently requires attendance at evening and/or weekend activities, including national, state, and local conferences and meetings.  Travel is necessary.  Must be able to lift and transport materials weighing up to 50 pounds.


1. Helps schools implement and institutionalize effective practices for improving student performance by providing technical assistance with a focus on compliance issues and on-going coaching and mentoring services, in concert with special education consultants and other Agency for Teaching, Leading and Learning staff, to schools with priority needs as based on the Division of Special Education (DSE) identification and through regional collaborative data review.

2. Serves as the regional trainer by coordinating and delivering special education professional development including modules developed by the DSE and customized trainings as needed and requested by regional schools in Core Training Areas: Measurable Goals and Objectives, IEP Meeting Facilitation, Problem-Solving, Quality Eligibility Determination, Differentiated Instruction (I & II), Effective Instructional Practices, and Self-determination.

3. Serves as a “specialist” in at least one area of professional development knowledge by obtaining additional training and specific credentials as needed and delivering that training to a larger multi-region area, such as autism, early childhood special education (ECSE), Positive Behavioral Interventions & Supports (PBS), Co-teaching and Collaboration, Curriculum-Based Measurement (CBM), Least Restrictive Environments (LRE), and Differentiated Instruction for Career and Vocational Education.

4. Provides support and services to schools identified as having priority needs as a regional team member by serving DESE-designated Priority Schools, providing and/or facilitating technical assistance to schools as a result of corrective actions required from the DSE monitoring report, referring districts to the Compliance Section in DSE  for services regarding compliance requirements, developing content for technical assistance documents and/or WEB documents, developing additional training modules, assuring that professional development provided is aligned with the building/district improvement plans and meets the NCLB requirements of high quality professional development, acting as a resource for in-district trainers and providing additional resources and assistance for in-district training, and monitoring, reporting, and suggesting professional development areas of need for personnel working with children/students with disabilities.

5. Shares expertise by collaborating with colleges and universities in the region regarding embedding DSE-developed modules in the content of undergraduate and graduate courses which prepare teachers and administrators for working with students with disabilities.

6. Assures communication and documentation of work performed by providing a monthly log, quarterly school case files, and appropriate data to DSE.

7. Advises the Department Head, Counseling, Leadership and Special Education and other senior administrators on the status of ongoing programs and projects by preparing and presenting reports to the Director and a variety of advisory groups.

8. Contributes to a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.

9. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses required by the Director, Agency for Teaching, Leading and Learning.

10. Contributes to the success of the Agency for Teaching, Leading and Learning by performing all other duties as assigned.


The Special Education Compliance Consultant is supervised by the Director, Agency for Teaching, Leading and Learning and generally exercises no supervision of others.




Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 5 - 3300 Points: Knowledge of the principles and methods of an administrative, managerial, or professional field such as accounting or auditing, financial management, information technology, business administration, human resources, engineering, law, social sciences, communications, education, or medicine. Knowledge permits employee to supervise projects and/or departments using standard methods to improve administrative and/or line operations. Knowledge also permits employee to plan steps and carry out multi-phase projects requiring problem definition and modified techniques, to coordinate work with others, and to modify methods and procedures to solve a wide variety of problems. Knowledge at this level requires a Bachelor's or Master's degree with substantial related work experience, including up to two years of administrative or supervisory experience. Alternatively, this level may require a professional or clinical degree beyond the Bachelor's degree with moderate related work experience; knowledge requirements include significant levels of related work experience.

Factor 2: Supervisory Responsibility

Level 1 - 50 Points: Typically, little, if any, supervision of others is required. The job may require irregular but occasional responsibility to direct the work of student workers and/or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others and does not include a full range of supervisory responsibilities. The amount of time spent on directing the work of others is normally a small portion of total work time.

Factor 3: Interactions with Others

Level 4 - 500 Points: Interactions with others are somewhat unstructured. The purpose may be to influence or motivate others, to obtain information, or to control situations and resolve problems. Interactions may be with individuals or groups of co-workers, students, or the general public, may be moderately unstructured, and may involve persons who hold differing goals and objectives. Individuals at this level often act as a liaison between groups with a focus on solving particular unstructured problems. Interactions at this level require considerable interpersonal skill and the ability to resolve conflict.

Factor 4: Job Controls and Guidelines

Level 3 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.

Factor 5: Managerial Responsibility

Level 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.