Director of Inclusion & Special Instruction

Who We Are

KIPP SoCal Public Schools is a nonprofit organization that operates 20 tuition-free, open-enrollment charter public schools, within 17 Local Education Agencies (LEA), educating more than 10,000 students and supporting 8,300 alumni to and through college and beyond. Our award winning schools are part of the national KIPP (Knowledge Is Power Program) network, dedicated to meeting the needs of all learners and providing the social, emotional and academic support for success in high school, college, and life.

Mission

Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career and beyond—so they can lead fulfilling lives and create a more just world.

What We Do

At KIPP SoCal we build trusting relationships that are strengthened by high expectations and collaboration alongside laughter and joy. We set ambitious goals and hold each other accountable for students achieving their greatest potential. We work together with each other and in partnership with families and communities in the active pursuit of a more equitable world. We do the right thing, even when it’s not always comfortable standing up and speaking out against anti-blackness, racism, oppression, and injustice. We persevere through obstacles and treat failure as an opportunity to learn and grow.

Role Overview

The Director Inclusion and Special Instruction leads the development and implementation of equitable, inclusive practices for diverse learners across KIPP SoCal. They build the capacity of school leaders and special education teams through strategic systems, professional development, and coaching while ensuring regional compliance with special education requirements. The Director drives organizational excellence by fostering collaboration across departments, developing talent pipelines, and championing practices that support all students in reaching their full potential.

Desired Outcomes

Demonstrate leadership ability to drive change management with effective strategy, project planning, and implementation of large-scale network initiatives as measured by:

• Project execution: Large-scale initiatives are planned and implemented according to established timelines, milestones, and deliverables, with minimal delays or missed commitments.

• Stakeholder alignment: Key stakeholders are identified, engaged, and aligned on the purpose, expectations, roles, and implementation timeline for each initiative.

• Training effectiveness: Professional meetings and trainings are well-organized, relevant, and result in increased staff understanding and confidence, as demonstrated through feedback, participation, or knowledge checks.

• Change adoption: Staff demonstrate understanding of the why, what, and how of the change and increasingly incorporate new practices into their day-to-day work.

• Data-driven adjustments: Implementation data and stakeholder feedback are regularly reviewed and used to identify barriers, adjust strategies, and improve rollout.

• Sustained impact: Initiatives result in measurable improvements in targeted outcomes and are sustained beyond the initial rollout period.

• Communication effectiveness: Stakeholders receive timely, consistent, and appropriately differentiated communication throughout planning, rollout, and implementation.

• Continuous improvement: Post-implementation feedback is collected and used to identify lessons learned and improve future network-wide initiatives.

Schools demonstrate strong and consistent implementation of KIPP SoCal’s SpEd model, reflected through aligned instructional practices, effective implementation of IEP services and accommodations, and proactive monitoring of compliance and implementation as measured by SELPA/authorizer guidelines and internal data trackers demonstrating at least 95% on-time IEP completion and 90% service implementation

Students with disabilities experience equitable instructional outcomes across the region, aligned instruction, consistent access to grade-level content, and inclusive learning environments with student growth and proficiency data for students with IEPs meeting or exceeding the established regional targets aligned with general education benchmarks as measured by student group dashboard data, meeting Least Restrictive Environment (LRE) state performance plan indicators.

Lead the performance management and development of the regional SpEd team by conducting regular walk throughs, observations, ensuring Associate Directors are consistently supported and coached towards meeting the academic growth and compliance goals of their assigned portfolio of schools.

Role Specific Competencies

• Role-Specific Skills & Competencies. Applies, integrates, and demonstrates the skills and competencies outlined specifically for their role; leverages these in daily work to achieve outcomes; continuously strengthens expertise as responsibilities evolve
• Systems Creation & Management. Designs, documents and implements streamlined systems to enhance operational efficiency and align with strategic goals; collab with stakeholders to ensure systems are user-friendly and effective, fostering shared responsibility; continuously evaluates and refines processes to drive ongoing improvement.
• Performance & Capacity Building. Coaches, mentors, and develops individuals, helping them build the skills and capabilities needed to meet goals; provides targeted feedback, identifies growth opportunities, and fosters a culture of continuous learning; empowers others to take ownership of their development, while ensuring they have the tools and support necessary to succeed.
• Compliance: Understands, adheres to, and ensures that actions and decisions are in line with legal and organizational policies, mitigating risks and contributing to a culture of integrity and accountability.
• Inclusive Instructional Collaboration & Implementation. Collaborates with academic leaders to establish and execute a vision for equitable and inclusive instructional practices for diverse learners; builds the capacity of school leaders and special education teams to implement high-quality, evidence-based instructional strategies that meet the needs of students with disabilities; ensures alignment between special education services and core instruction to drive student achievement and close opportunity gaps.

| |

The Qualifications

• California Teaching Credential with Special Education/Educational Specialist Clear (Level II) or Administrative Services Credential.
• Minimum five years of urban teaching, school psychology, or administrator experience with demonstrated quantifiable and objective student performance gains with students with disabilities.
• Minimum of three years of management experience; preferably over multiple sites
• Ability to organize and direct the activities relating to Special Education and of the organization.
• Ability to understand the principles and practices of Special Education, and its’ relationship to the overall schoolprogram.
• Ability to interpret Special Education and related services policies and procedures to parents and other members of thecommunity.
• Ability to provide leadership in professional development activities for Special Education teachers, teaching assistants,aides, related service providers, general education teachers and administrative staff.
• Ability to manage and provide leadership in complex situations.
• Ability to efficiently manage high volume work and multiple tasks.
• Ability to communicate effectively, orally and in writing, with all stakeholders, both individually and as a group.
• Ability to effectively utilize computer technologies, such as email, word, excel, PPT etc. and student informationsystem programs.
• Ability to work effectively with all racial, ethnic, linguistic, and socio-economic groups.
• Ability to work with a variety of learning abilities, including those with special needs and low skill level in a generaleducation setting.
• Demonstrated ability to work well on a team, especially with parents and community members.
• Analytical problem solver.
• Basic understanding of data analysis.

Compensation and Benefits

• KIPP SoCal Public Schools offers a competitive salary commensurate with experience in a similar position. The salary range for this position is $114,618 to $171,928. New hires are typically brought into the organization at a salary between the range minimum and the salary range midpoint of $143,273 depending on qualifications, internal equity, and the budget allocated for this role.
• 100% of healthcare premium costs covered by employer, dependents added at 50% of the cost
• Employer-paid KIPP SoCal life insurance
• 401(k) plan with up to 6% match by KIPP SoCal
• Voluntary Benefits (Pet Insurance, Supplemental Life, Accident, Short Term Disability, etc.)
• Generous time off program includes 22 holidays, sick leave and vacation
• Other great benefits (Flexible spending account, EAP, etc.)

KIPP SoCal Public Schools is an equal opportunity employer and does not discriminate on the basis of race, color, religion, sex, age, national origin, veteran status, disability, sexual orientation/gender identity, or any other characteristic protected by applicable law.

KIPP SoCal strives to ensure that our careers website is accessible to all, including individuals with disabilities. If you require reasonable accommodation for any part of the application or hiring process due to a disability, please contact us. You can find our contact information on our website, Information will be sent to a talent acquisition representative who will provide assistance to ensure appropriate consideration in the hiring process.