Dean of faculty to special educational needs coordinator
A dean of faculty already meets 48% of what the special educational needs coordinator role asks for. The move turns on 10 required skills not yet in the profile.
56/ 100
1 How much of what a special educational needs coordinator is expected to do is already part of a dean of faculty’s work. Directional: the figure for the reverse move differs, because moving into a speciality is not the same problem as moving out of one. 2 Every skill the special educational needs coordinator role is recorded as needing, required and optional together. What these numbers mean.
Why this move works
A special educational needs coordinator role treats 11 of its required skills as things a dean of faculty already does. You would walk in with these on day one.
- assist in the organisation of school events
- cooperate with education professionals
- curriculum objectives
- curriculum standards
- evaluate education programmes
- guarantee students' safety
What stands in the way is 10 required skills the profile does not yet cover. Table 3 groups them; Table 4 says which to take first.
Table 2 · What you already bring
Of the 19 skills that carry over, these are the ones fewest other occupations ask for. A special educational needs coordinator role needs them, and most people applying for one will not have them already. This is the part of a dean of faculty background worth leading with.
- already held provide education management support management skills
- already held provide feedback to teachers communication, collaboration and creativity
- already held education administration business, administration and law
- already held advise on teaching methods communication, collaboration and creativity
- already held curriculum standards education
- already held evaluate education programmes information skills
All 19 carried skills, including the 11 the special educational needs coordinator role treats as required.
Table 3 · What you may need to learn
The 24 missing skills fall into 9 areas of the ESCO skill hierarchy, numbered in the order worth working in. Areas carrying the most required skills come first, and inside each one the required skills sit above the optional ones. Nothing here is a verdict on you: it is a list of what this particular job asks for that your current one does not.
- still to learn instructional strategies required
- still to learn learning difficulties required
- still to learn learning needs analysis required
- still to learn special needs education required
- still to learn manage government-funded programmes required
- still to learn organise projects to fill education needs required
- optional, not held manage resources for educational purposes optional
- optional, not held manage student admissions optional
- optional, not held coordinate educational programmes optional
- optional, not held develop organisational policies optional
- still to learn disability care required
- still to learn disability types required
- optional, not held development delays optional
- still to learn promote education programmes required
- optional, not held advise on lesson plans optional
- still to learn follow research on special needs education required
- optional, not held apply for government funding optional
- optional, not held behavioural disorders optional
- optional, not held communication disorders optional
- optional, not held government policy optional
3 further areas in the appendix
Table 4 · Where to start
The 3 entries a special educational needs coordinator role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 disability care study this
- 02 follow research on special needs education practise this
- 03 instructional strategies study this
Each entry opens a course search for that skill. Career Overlap earns nothing from these links.
Appendix · The rest of the record
All 19 skills that carry over
- already held assist in the organisation of school events skill
- already held cooperate with education professionals skill
- already held curriculum objectives knowledge
- already held curriculum standards knowledge
- already held evaluate education programmes skill
- already held guarantee students' safety skill
- already held identify education needs skill
- already held monitor educational developments skill
- already held present reports skill
- already held project management knowledge
- already held provide education management support skill
- already held advise on teaching methods skill
- already held assessment processes knowledge
- already held create a financial report skill
- already held education administration knowledge
- already held funding methods knowledge
- already held manage budgets skill
- already held provide feedback to teachers skill
- already held work with virtual learning environments skill
The 3 learning areas not shown above
- optional, not held provide specialised instruction for special needs students optional
- optional, not held escort students on a field trip optional
- optional, not held education law optional
- optional, not held screen reader optional
14 supplementary skills, helpful but not required
- optional, not held manage resources for educational purposes optional
- optional, not held manage student admissions optional
- optional, not held provide specialised instruction for special needs students optional
- optional, not held advise on lesson plans optional
- optional, not held apply for government funding optional
- optional, not held behavioural disorders optional
- optional, not held communication disorders optional
- optional, not held coordinate educational programmes optional
- optional, not held develop organisational policies optional
- optional, not held development delays optional
- optional, not held education law optional
- optional, not held escort students on a field trip optional
- optional, not held government policy optional
- optional, not held screen reader optional
16 held skills the special educational needs coordinator role does not ask for
- not needed by the target role assess employees' capability levels skill
- not needed by the target role assess students skill
- not needed by the target role budgetary principles knowledge
- not needed by the target role develop professional network skill
- not needed by the target role financial management knowledge
- not needed by the target role identify process improvements skill
- not needed by the target role maintain contract administration skill
- not needed by the target role manage educational institution's administration skill
- not needed by the target role organisational policies knowledge
- not needed by the target role promote education course skill
- not needed by the target role provide information on study programmes skill
- not needed by the target role represent the organisation skill
- not needed by the target role supervise staff skill
- not needed by the target role university procedures knowledge
- not needed by the target role use office systems skill
- not needed by the target role write work-related reports skill
12 gaps that are knowledge rather than practice
Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.
- still to learn disability care required
- still to learn instructional strategies required
- still to learn disability types required
- still to learn learning difficulties required
- still to learn learning needs analysis required
- still to learn special needs education required
- optional, not held behavioural disorders optional
- optional, not held communication disorders optional
- optional, not held development delays optional
- optional, not held education law optional
- optional, not held government policy optional
- optional, not held screen reader optional
Common questions about this move
Can a dean of faculty become a special educational needs coordinator?
Yes, and it is a substantial move. A dean of faculty already covers 48% of what a special educational needs coordinator is expected to do: 19 skills carry over, 11 of which the special educational needs coordinator role treats as required.
What skills does a dean of faculty need to become a special educational needs coordinator?
10 required skills are missing, plus 14 optional ones. They fall into 9 areas of the ESCO skill hierarchy, led by education. The single most important is disability care.
How hard is the move from dean of faculty to special educational needs coordinator?
Its learning distance is 56 out of 100, which is the substantial band. That accounts for both how much is missing and how specialised those skills are.
How this record was compiled
Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.