Director of Special Education

Description About The SEED School of Washington, D.C.

The SEED Foundation () was created in 1997 to establish college‑preparatory urban boarding schools that prepare secondary students both academically and socially, for success in college and beyond. In 1998, the Foundation opened The SEED Public Charter School of Washington, D.C. – the nation’s first public college preparatory boarding school. The school currently serves 250 students in grades 9-12. In 2015, 100% of SEED’s seniors were accepted to a four‑year college or university.

All SEED students live on campus from Sunday evening through Friday afternoon when they return home for the weekend. The dormitories are organized into small “houses” of an average of 15-18 students per resident advisor for afternoon and evening routines such as academic study hall, house meetings, SPARKS and other structured activities. We provide a safe and caring 24‑hour boarding experience.

Our relationship with parents/guardians is essential to the success of their scholar while at SEED.

SEED is the pioneering national network of public, college‑preparatory boarding schools, offering a unique 24‑hour, 5‑day per week learning environment. Our tuition‑free schools, the first of their kind in the U.S., are intentionally designed to serve traditionally underserved students. Supported by The SEED Foundation, we operate in Washington, D.C., Baltimore, Miami, and Los Angeles. The Foundation’s College Transition & Success (CTS) team provides comprehensive support to SEED graduates from junior year through college graduation.

SEED’s success has gained recognition from media outlets like 60 Minutes and The New York Times, and former President Obama has lauded it as “a true success story.” Learn more at

Reporting to the Senior Director of Student Support Services, the Director of Special Education provides leadership and strategic direction for all special education and Section 504 services across grades 9‑12. This role involves developing and implementing policies, systems, and processes for overseeing special education programs, ensuring the quality of instruction for students with disabilities and compliance of IEPs and 504 plans.

The Director maintains strong communication with school staff, families, and other internal/external stakeholders, collaborates with LEA and school level leadership on regulatory matters, and provides professional development for all staff to support equitable and effective services for all students with disabilities.

• Provide strategic leadership for the special education department.
• Creates a continuum of support services for all students and provides instructional strategies to facilitate learning in all classrooms, including problem‑solving instruction and interventions.
• Develop, implement, and oversee special education services and supports in compliance with federal, state, and local regulations, as well as school policies and procedures.
• Ensure the development, implementation, and monitoring of high‑quality, compliant IEPs and 504 plans aligned with standards‑based and post‑secondary goals.
• Supervise and evaluate special education staff and related service providers while fostering a collaborative team.
• Collaborate with general education staff and administrators to promote and ensure the implementation of inclusive practices LEA‑wide.
• Maintain effective communication with parents/guardians regarding programming, services, student progress, and secondary transition.
• Oversee the implementation of accommodations and modifications for instruction and assessment.
• Manage the provision of related services according to student IEPs.
• Ensure compliance with all special education regulations, including federal, state, and local data collection and reporting requirements.
• Participate in resolving parent concerns and disputes.
• Develop and deliver professional development on inclusive practices and IEP implementation.
• Oversee and monitor the Medicaid billing and reimbursement program.
• Regularly assess the fiscal, capital, and human resources utilized for special education programming…