Director for Student Support Services

Location:

Recruiting Start Date:

Estimated Start Date:

The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The District reserves the right to modify or change the duties or the essential functions of this job at any time.

• Reports consistently for work as scheduled

• Performs other duties as assigned

• Attains proficient or higher evaluations on established Performance Standards

• Aligns staffing time and resources to support implementation of district priorities

• Assists in the recruitment selection and development of Learning Services staff including Special Education staff

• Builds internal capacity through coaching modeling and development of teacher and leader expertise

• Collaborates with district Behavior Threat Assessment Management team

• Collaborates with the Executive Director for Learning Services and Executive Director for Special Education to ensure compliance with all applicable laws policies and procedures

• Designs and implements a comprehensive professional learning system aligned to behavior MTSS and student support priorities

• Develops and implements a comprehensive K12 behavior framework ensuring consistency coherence and effectiveness across schools

• Differentiates coaching and professional learning based on school and staff needs

• Ensures alignment of behavior systems with special education services and general education practices

• Ensures effective use of technology to support systems and processes

• Ensures staff are trained and supported in safe and effective practices

• Establishes and leads district-wide systems for monitoring implementation analyzing data and ensuring accountability for fidelity and effectiveness

• Establishes clear expectations and success criteria for system-wide implementation

• Facilitates regular data review cycles with school and district leaders to inform decision-making and continuous improvement

• Fosters strong communication and collaboration with families community partners and stakeholders

• Leads and coordinates district behavior systems including the Multi-Tiered System of Supports (MTSS) for behavior

• Leads and facilitates teams committees and district initiatives

• Leads the design implementation and continuous improvement of student support systems aligned to district priorities

• Leads the District Behavior Team

• Leads the identification and implementation of research-based and inclusive practices

• Monitors assigned budget areas and ensures effective use of resources

• Monitors outcomes and ensures alignment with district expectations policies and legal requirements

• Monitors workers compensation claims related to student incidents and collaborates to reduce risk

• Oversees behavior safety and crisis response systems including training implementation monitoring and accountability

• Oversees systems for universal targeted and intensive behavior supports including identification intervention and progress monitoring

• Participates in district community and board meetings as appropriate

• Partners with district and school leaders to ensure effective programming and services for students

• Partners with district departments schools and community agencies to support student outcomes

• Promotes a positive respectful and service-oriented culture that supports the well-being of students and staff

• Provides clear consistent communication regarding expectations progress and outcomes

• Provides coaching and support to district and school leaders to build leadership capacity and effectiveness

• Provides regular updates and reports to the Assistant Superintendent for Learning Services

• Supervises and evaluates administrators licensed and classified staff

• Supports schools in developing and implementing intensive and individualized behavior strategies

• Supports schools in responding to student-related incidents and ensuring proper documentation

Knowledge Skills and Abilities

• Ability to adapt to changing technologies and to learn functionality of new equipment and systems

• Ability to align student support systems with instructional practices

• Ability to create access input retrieve and manipulate information in various software systems

• Ability to develop and lead monitoring systems that ensure accountability and continuous improvement

• Ability to establish and maintain effective working relationships with supervisors coworkers administrators departments other agencies and the general public

• Ability to establish clear expectations and ensure coherence across schools

• Ability to follow oral and written instructions

• Ability to greet public in a courteous and professional manner

• Ability to maintain confidentiality

• Ability to manage simultaneous demands and set clear priorities

• Commitment to the education of students as a primary responsibility

• Demonstrates citizenship compassion courage discernment excellence honesty hope integrity patience perseverance reliability respect responsibility and trustworthiness

• Detail-oriented

• Energetic creative innovative flexible

• Excellent cooperative collaborative and problem-solving skills

• Excellent organizational interpersonal written listening and verbal communication skills

• Experience in leadership roles professional learning program development and evaluation

• Knowledge of and experience with Special Education laws compliance indicators IEP monitoring and auditing processes policies procedures programming and best practices

• Knowledge of and experience with the use of technology especially as it improves teaching and learning

• Knowledge of curriculum supervision instruction school-based processes and operations culture and community along with a strong student focus on individualizing for special needs

• Knowledge of research-based and inclusive practices for diverse learners

• Proven experience in dealing with challenging situations

• Proven experience in making improvements to programs and processes

• Proven successful supervisory experience

• Strong data literacy including the ability to analyze interpret and apply data to decision-making

• Strong knowledge of Colorado Academic Standards

• Strong understanding of Multi-Tiered Systems of Support (MTSS) and behavior frameworks

• Understanding of behavior systems intervention design and progress monitoring

Work Environment: The work environment characteristics described here are representative of those a staff member typically encounters while performing the essential functions of this job. They are included for informational purposes and are not all-inclusive.

• The noise level in the work environment may alternate among quiet moderate and loud.

• The incumbent is frequently required to interact in person and through communication methods with the students public and/or other staff.

• The incumbent is required to work normal school/work hours and/or days.

• The incumbent may be required to work extended school/work hours and/or days as directed.

Physical Demands: The following are some of the physical demands commonly associated with this position. They are included for informational purposes and are not all-inclusive. All physical demands if listed are considered essential functions.

• Sits stands walks stoops kneels and crouches/squats while performing duties

• Has oral and auditory capacity enabling interaction interpersonally and/or through communication devices

• Uses eyes hands and finger coordination enabling the use of equipment and writing utensils

Cognitive Functions: The following are some of the cognitive functions commonly associated with this position. They are included for informational purposes and are not all-inclusive. The staff member may be required to analyze communicate compare compile compute coordinate copy evaluate instruct negotiate synthesize and use interpersonal skills.

Required Qualifications:

• Bachelors (Baccalaureate) degree (e.g. B.A. A.B. B.S.)

• Masters degree (e.g. M.A. M.S. M.S.W. M.B.A. M.L.S.)

• Principal License: Initial - Colorado Department of Education

• 3-5 Years Administrative Experience in a School or District Level Position

Preferred Qualifications:

• Administrator License: Initial: Special Education Director - Colorado Department of Education

• 3-5 Years Classroom Teaching Experience

• 3-5 Years Special Education Experience

Timeline:

Posting Date: Friday April 17

Closing Date: Monday May 4 at Noon

Preliminary Interviews: Wednesday May 6

Final Interviews: Monday May 11

Compensation Range:

Scheduled Weekly Hours:

Hours per Day:

Number of Days per Year:

For more information on our benefits please visit Employee Benefits Academy District 20 ().

FLSA Status:

How to Apply:
New applicants (including current district staff members) must use the Workday application portal. Documents emailed directly to a supervisor will not be considered for application purposes and will not receive a response. A completed online application also includes the following uploaded documents in PDF format:

• A letter of application which states why you feel you are qualified for the position and your background

• A statement of your philosophy of administration and the role of the administrator in this position

• A current resume

• Three current letters of recommendation (i.e. less than one year old)

• Complete undergraduate and graduate transcripts (in color readable and reflecting official status where applicable)

• Applicable Colorado License or evidence of eligibility as indicated in the job posting above

• We do not accept Alternative Principal Authorizations

No other documents will be accepted. Thank you for not uploading and submitting any additional materials.

Please do not call to request site visits or interviews at the school/location. Please direct all inquiries via the email address indicated on the posting.