Assistant Director of Early Childhood Special Education Services & Programs

The Lansing School District serves over 10,000 PreK-12 students across 25 school buildings in the increasingly diverse urban community of Lansing, MI. We are unique compared to other districts because of the wide variety of exciting and innovative educational options from which families and staff members can choose. All of Lansing School District’s team members are dedicated to our mission to provide an excellent education to all students in a safe and nurturing environment.
In Pursuit of this mission, we are looking to hire an Assistant Director of Early Childhood Special Education Services and Programs. The Assistant Director of Early Childhood Special Education Services and Programs support the administration of special education services for children ages 3–5 in accordance with the Individuals with Disabilities Education Act (IDEA) and the Michigan Administrative Rules for Special Education (MARSE). This role ensures high-quality, developmentally appropriate programming aligned with Michigan’s early childhood standards and promotes successful transitions into kindergarten.

Qualifications

• Master’s degree or higher in Special Education, Early Childhood Education, Educational Leadership, or related field preferred

• Valid Michigan School Administrator Certificate or eligibility (Special Education Supervisor Approval will suffice) 

• Approval in Special Education preferred

• Experience in early childhood special education and knowledge of MARSE and Early On systems

Job Responsibilities

• Assist in the oversight of early childhood special education programs, including school and community-based preschool programs

• Ensure compliance with IDEA Part B (Section 619) and MARSE, including timelines, eligibility, and service delivery requirements

• Support the development and implementation of Individualized Education Programs (IEPs) consistent with Michigan timelines and district procedures

• Coordinate transitions from Early On (Michigan’s Part C system) to preschool special education services

• Manage and evaluate the Early Childhood Assessment Center 

• Collaborate with families, the ISD, local districts, and community partners to ensure continuity of services

• Provide leadership and support to early childhood special education staff and related service providers

• Assist with dispute resolution, including parent concerns, mediation, and complaint processes aligned with MDE procedures

• Monitor program quality using Michigan’s Early Childhood Standards of Quality for Prekindergarten (ECSQ-PK)

• Support data collection, reporting, and compliance monitoring through Michigan Student Data System (MSDS) and other state reporting systems

• Assist with staffing, budgeting, and program development aligned with state and local requirements

• Facilitate and participate in scheduled data meetings

• Attend and draft IEP and MDR meetings as Case Manager and/or District Representative

• Support building administrators through guidance and collaboration, and regularly review data together

• Coach and evaluate SE Specialist(s) on supporting teachers and compliance

• Facilitate professional development aligned with MDE guidance and early childhood best practices

• Review IEPs for new enrollments and complete permission to place forms to share with families

• Maintain good standing in Michigan Association of Administrators of Special Education (MAASE) and attend PD throughout the year to stay current on certifications

• Other duties as assigned

Work Environment & Physical Requirements

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position.
• Must be able to move throughout the building and campus, including classrooms, hallways, and outdoor spaces.
• Frequent verbal communication is required to instruct students, lead meetings, and collaborate with staff and families.
• May be required to stand or walk for extended periods, including during supervisory duties.
• Occasional bending, reaching, or sitting on the floor to interact with students.
• Regular use of computers and instructional technology for planning, instruction, and communication.
• Must be able