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Start Your Online Application Now SPED Coordinator This position will be for the 2026/2027 School Year and will start on June 15, 2026. ABOUT HOPE COMMUNITY ACADEMY HOPE Community Academy is an accredited, public co-educational charter school comprising primary, intermediate, middle school, and high school levels. The entire school community seeks to provide a safe and trusting learning environment where each student is valued and challenged to grow academically, socially, emotionally, and physically. Mission: To inspire students to achieve high academic success while embracing Hmong language and culture. Vision: To be a public school of excellence, with high quality staff, diverse programs, and successful students. Culture statement reflects who we are: HOPE is a safe space where all feel valued, empowered, and inspired. Learning at HOPE promotes cultural appreciation, character, and lifelong growth. Our scholars leave ready to lead with purpose and contribute to their community. HOPE''s Values: High-Impact; Scholar-Focused; Sense of Belonging; Leadership; and Joyful Excellence: Our work for the next two years is illustrated in our 2026-2028 Strategic plan focused on four priorities - Radical Growth, Stabilizing Operational Systems, Being Data-Centered, and Building Community Impact. All employees are expected to operate with high impact to continue improving the experiences of HOPE''s community. Position Title: SPED Coordinator Salary Range: $60,000.00 - $70,000.00 Reports To: Chief Academic Officer & Contracted SPED Director Status: Exempt, Full-Time 40+ hours a week Contract Type: 11 month contract One (1) week off in June One (1) week off in August. Two (2) weeks off in December One (1) week off for Spring Break. ABOUT THIS ROLE At HOPE, the SPED Coordinator serves as a steward of equitable access and opportunity, ensuring that HOPE''s special education program reflects the belief that all students can achieve at high levels when provided with intentional, individualized support. This role ensures that students of all abilities are seen, supported, and empowered to thrive within an inclusive and rigorous academic environment. Under the direction of the Director of Special Education and the Chief Academic Officer, the SPED Coordinator champions instructionally meaningful practices and safeguards due process, ensuring services are not only compliant, but grounded in dignity, purpose, and a commitment to unlocking each student''s full potential. The Coordinator works in deep partnership with school leaders, teachers, and families to cultivate a shared responsibility for student success, bridging compliance with high-quality instruction and meaningful outcomes. Through coaching, systems-building, and data-driven decision making, the SPED Coordinator strengthens the capacity of staff to deliver specialized instruction that accelerates learning and closes opportunity gaps. This role also ensures that systems, documentation, and service delivery models are coherent, responsive, and aligned to both legal requirements and HOPE''s broader mission. Ultimately, the SPED Coordinator helps shape a school culture where differences are not barriers, but strengths and where every student is equipped with the support, agency, and belief needed to reach their fullest potential. PRIMARY DUTIES Compliance and Regulations. Uphold the integrity of special education systems by ensuring all evaluation and IEP processes meet state and federal due process requirements. Support teachers in accurate documentation, case management, and timely processing, including maintaining logs of record reviews with MARSS numbers. Ensure IEPs, 504 plans, and SAT processes are compliant, coherent, and centered on student needs. Family Partnership. Foster trusting, collaborative relationships with families and staff to ensure alignment around student needs, interventions, and support plans. Serve as a bridge between school and home, ensuring families are informed, empowered, and engaged as partners in their child''s educational journey. Attendance. Support the design and implementation of targeted attendance interventions that remove barriers and increase consistent student engagement in learning. Behavioral Support. Strengthen the school-wide learning environment by implementing positive behavior interventions and supports (PBIS) and promoting effective classroom management strategies. Build meaningful relationships with students and serve as a mentor, supporting their growth across behavioral, social, and cultural dimensions. Cultural Integrity. Champion culturally responsive practices by recognizing and honoring the diverse languages, identities, and lived experiences of students and staff. Support SPED teachers in embedding these perspectives into instruction, ensuring learning environments are affirming, inclusive, and responsive to all learners. Instructional Support. Partner with SPED and general education teachers to align instruction through the Universal Design for Learning (UDL) framework. Build staff capacity through coaching and mentorship in differentiated instruction, behavior management, case management, documentation, and effective scheduling to meet diverse learner needs. Professional Development. Lead ongoing professional learning to equip staff with current regulations, effective practices, and innovative strategies in special education, ensuring continuous growth and alignment with best practices. School-wide Partnership. Collaborate closely with the Executive Director, Academic Leaders, Director of Special Education, and instructional staff to design and implement systems that ensure students with IEPs receive high-quality, aligned support. Monitor progress toward IEP goals and ensure timely, effective execution of services. Student Support Systems. Lead and manage the SAT and MTSS processes for the SPED department, ensuring fidelity of implementation and alignment to both intervention frameworks and special education identification processes. REQUIREMENTS A Bachelors degree is required. A Masters degree in education is highly desirable. A license in Special Education is required. A SPED Director license is highly desirable. At least five (5) years of experience working in a school setting, especially in a leadership and/or SPED teacher role. Demonstrated record of improving student achievement outcomes, particularly for diverse and multilingual learners. Strong knowledge of Minnesota Academic Standards, and MDE compliance requirements, push-in models, co-teaching practices, and strategies for supporting Hmong, Karen, and other multilingual learners. Experience with EDUClimber, FASTBridge, or similar data platforms strongly preferred. Experience with Hmong language programs, bilingual education, or multilingual learner programming preferred. Exceptional instructional coaching, data analysis, and curriculum development skills. Deep commitment to educational equity, cultural responsiveness, and HOPE''s mission and strategic priorities. Excellent communication, collaboration, and community-engagement skills. Ability to interact effectively with scholars, families, and staff of diverse ethnic, cultural, and socioeconomic backgrounds. WORK ENVIRONMENT Duties are performed in a school environment; school building is a multi-level building that has an elevator and is accessible. May involve movement throughout the building to support scholars in classrooms, common areas, hallways, and offices. Possible exposure to loud environments (e.g., hallways during passing periods, cafeteria, gymnasium). Some evening hours may be required for school events, family engagement activities, and cultural programs. Hope Community Academy (District) uses the applicant tracking system from Frontline Education to manage employment applications online