School Mental Health and Behavioral Services Administrator

Amherst Regional Public Schools

Job Description

Position Title:

School Mental Health and Behavioral Services Administrator

Status:

Non-Union Administrative Position

Work Year:

11-Month Position

Reports To:

Executive Director of Family Engagement and Student Wellbeing

Position Overview

The School Mental Health and Behavioral Services District Leader provides districtwide leadership for the development alignment implementation and monitoring of Social-Emotional Learning (SEL) curriculum as well as the continuous improvement of student mental health behavioral support systems and oversight of bullying prevention and response efforts across Amherst Pelham and Amherst-Pelham Regional School Districts (PreK12).

This role serves as a strategic systems leader crisis and compliance lead and connector between schools families and community partners. The District Leader is responsible for ensuring that SEL curriculum bullying prevention efforts and mental health supports are coherent developmentally sequenced evidence-based and equitably implemented while aligning with district priorities state and federal requirements and best practices.

Core Responsibilities

I. Districtwide Leadership Vision and Systems Alignment

• Develop articulate and lead a districtwide vision for SEL curriculum student mental health and behavioral services aligned with ARPS strategic priorities.
  
  
• Ensure vertical alignment (PreK12) of SEL curriculum mental health programming and behavioral supports across schools and grade levels.
  
  
• Design and oversee systems that integrate SEL curriculum and mental health supports within academic instruction student services and school climate initiatives.
  
  
• Collaborate with district and school leaders to ensure consistency equity and fidelity of implementation across all buildings.
  
  

II. SEL Curriculum Development Implementation and Monitoring

• Lead the design selection refinement implementation and ongoing monitoring of SEL curriculum and instructional practices across the district.
  
  
• Ensure SEL curriculum is developmentally appropriate culturally responsive and aligned with evidence-based frameworks and district priorities.
  
  
• Establish systems to support fidelity of SEL curriculum implementation while allowing flexibility to meet building-based needs.
  
  
• Engage and collaborate with key stakeholders including educators administrators students families and community partners to support effective SEL implementation.
  
  
• Monitor SEL curriculum implementation across schools and grade levels and provide guidance and support to ensure consistency and effectiveness.

III. Multi-Tiered Systems of Support (MTSS)

Will meet regularly with internal and external service providers and provide site-based consultation and support to schools to ensure coordinated delivery of services.

Provide leadership and coordination of a comprehensive tiered system of supports that integrates SEL curriculum and mental health services including:

• Tier I:
  
  
• Universal SEL curriculum and schoolwide practices embedded in classroom instruction and school culture
  
  
• Tier II:
  
  
• Targeted group interventions aligned with SEL competencies and behavioral needs
  
  
• Tier III:
  
  
• Individualized mental health and behavioral supports in collaboration with the Student Services Department.
  
  

This includes coordination of initiatives such as:

• PBIS
  
  
• Trauma-informed practices
  
  
• Restorative approaches
  
  
• BRYT-type models and re-entry supports
  
  

IV. Staffing Support and Professional Learning

• Support the recruitment hiring onboarding and induction of clinical and support staff in strong collaboration and consultation with building leaders Human Resources and district administrators.
  
  
• Provide consultation and coaching to administrators educators and clinical staff related to SEL curriculum implementation and student mental health systems.

• Design and deliver professional development for all staff.
  
  

Professional learning topics may include:

• SEL strategy implementation instructional delivery and progress monitoring
  
  
• Trauma-informed practice
  
  
• Restorative practices
  
  
• Crisis response and safety planning
  
  
• Legal and regulatory compliance in alignment with the Student Services Office

V. Crisis Response Safety and Compliance

• Serve as a district-level leader for crisis response consultation and coordination related to student mental health and behavioral concerns.
  
  
• Lead or support:
  
  
• Threat assessment processes
  
  
• Safety planning
  
  
• Trauma response coordination
  
  
• Collaborate with school leaders to ensure adherence to local state and federal requirements related to student mental health and behavioral services.
• Assist and support crisis response efforts alongside the Student Support Team during school-based crisis events.
  
  
• Engage in community outreach related to student mental health and behavioral services.
  
  
• Assist in the development of community messaging and the sharing of resources in response to national or local events impacting students families or staff.

VI. Data Monitoring and Continuous Improvement

• Oversee and support the use of qualitative and quantitative data to monitor SEL curriculum implementation and effectiveness including student SEL indicators attendance and behavioral data.
  
  
• Support schools in using data to evaluate the impact of SEL curriculum and interventions and to inform continuous improvement.
  
  
• Monitor consistency and effectiveness of SEL curriculum and mental health initiatives across schools and recommend adjustments as needed.
  
  
• Prepare reports and updates for district leadership related to SEL curriculum bullying prevention student well-being and support systems.
  
  

VII. Family Engagement and Community Partnerships

• Act as the district liaison to community mental health providers and external agencies.
  
  
• Coordinate partnerships with:
  
  
• Youth services organizations
  
  
• Mobile crisis teams
  
  
• Hospitals and outpatient providers
  
  
  
• Promote meaningful family engagement and education related to SEL curriculum student mental health and behavioral supports.
  
  
• Support and coordinate relevant grants and funding opportunities related to mental health and student support services.
  
  

VIII. Collaboration and Additional Responsibilities

• Collaborate with district departments including Family Engagement and Student Wellbeing Student Services Curriculum and Instruction and Administration.
  
  
• Participate in district leadership teams committees and initiatives as assigned.
  
  
• Perform other duties consistent with the scope of the position as assigned by the Executive Director of Family Engagement and Student Wellbeing or Superintendent.
  
  

Qualifications

Required Qualifications

• Masters degree in Social Work Psychology Education Counseling Public Health and Administration or a related field.
  
  
• Demonstrated experience working within school or district systems supporting SEL curriculum student mental health and behavioral services.
  
  
• Strong knowledge of multi-tiered systems of support and evidence-based SEL and mental health practices.
  
  
• Demonstrated ability to lead through stakeholder collaboration and systems-level thinking and community engagement and feedback.
  
  

Preferred Qualifications

• Massachusetts DESE licensure as a Supervisor/Director (Pupil Services Non-Core or related) or eligibility to obtain such licensure; or
  
  
• Massachusetts licensure through the Board of Allied Mental Health and Human Services (e.g. LMHC LMFT LADC) or
  
  
• Massachusetts licensure as a Licensed Independent Clinical Social Worker (LICSW).
• Experience in district-level leadership curriculum or systems design or cross-departmental coordination.
  
  
• Experience with crisis response compliance and interagency collaboration.
  
  

Terms of Employment

This is a non-union administrative position with an 11-month work year. Salary and benefits are established by the district and are commensurate with qualifications and experience. Performance will be evaluated in accordance with district administrative evaluation procedures.

Required Experience:

Unclear Seniority