This study undertook a systematic analysis of the position of special education director in Minnesota. Position analysis allows for a detailed cross-section analysis of a position in terms of authority and responsibility within an organization. The current study was conducted to determine the special education director's current operations tasks, his necessary behaviors, skill, knowledge, and attitudes. The task analysis revealed the main areas of the position fell under the following headings: procedures and policy making; program planning, research, and evaluation; organization and pupil services; personnel administration; school operations; office work; relations with the community; and budgeting/accounting. The analysis indicates that the position should include a master's degree in educational administration and/or special education, experience in public school administration, and training in program design and certification as required by the Minnesota State Department of Education. Also suggested is a basic understanding of the special education system; child development; laws, regulations, and guidelines pertaining to special education; local school organization; and community resources. (Author/IRT)