Progam Lead for Rose City Therapeutic Program

PROGRAM LEAD FOR ROSE CITY THERAPEUTIC PROGRAM (1 FTE / .2 of which is Admin)

Qualifications:

• Appropriate Connecticut Certification Required (Special Education School Psychology School Social Work or related field).
• Connecticut 092 Intermediate Administrator and Supervisor certification required.
• Experience working with students with social emotional behavioral and/or mental health needs required.
• Knowledge of trauma-informed practices behavioral interventions therapeutic programming and crisis prevention/de-escalation strategies.
• Demonstrated ability to collaborate effectively with interdisciplinary teams families and community providers.
• Strong organizational communication leadership and problem-solving skills.

Reports to: Director of Student Services and Special Education and Assistant Director of Student Services and Special Programs

Location(s):Rose City Therapeutic Program

General Description:The Rose City Therapeutic Program Lead provides leadership coordination supervision and operational support for the Rose City Therapeutic Program (RCS). This position combines direct service responsibilities with embedded program leadership and administrative support responsibilities to assist in maintaining safe therapeutic trauma-informed educational environments for students with significant social emotional behavioral and mental health needs.

The position supports the implementation of therapeutic programming behavioral and mental health interventions classroom systems crisis response reintegration planning family engagement staff coaching and community collaboration. The role includes embedded leadership responsibilities intended to support daily program operations staff supervision and support student safety classroom continuity and implementation fidelity across therapeutic.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Program Leadership and Operational Support

• Provide day-to-day leadership and operational support for the Rose City Therapeutic Program.
• Assist with maintaining safe structured trauma-informed and therapeutic learning environments across program settings.
• Support implementation fidelity of therapeutic and behavioral programming including trauma-informed practices social-emotional learning systems classroom reinforcement systems and de-escalation strategies.
• Assist with scheduling coordination of programming staff assignments and daily operational needs.
• Support classroom and program coverage as needed to ensure continuity of services during staff absences crises or periods of increased student need.
• Participate in problem-solving and decision-making related to student programming safety concerns behavioral crises transportation issues attendance concerns and program operations.

Staff Supervision and Coaching

• Provide support coaching and guidance to therapeutic program staff including teachers social workers psychologists coaches paraprofessionals and related service providers.
• Evaluate all RCS Faculty and Staff.
• Assist in the supervision and coordination of staff assignments and programming responsibilities.
• Support onboarding and ongoing training of staff related to trauma-informed practices behavioral programming de-escalation strategies restorative practices and therapeutic interventions.
• Model and reinforce effective implementation of behavioral supports reinforcement systems self-regulation strategies and crisis response procedures.
• Participate in regular staff collaboration meetings and interdisciplinary team problem-solving.

Therapeutic and Behavioral Programming

• Support implementation of therapeutic interventions behavioral programming resilience-building strategies and social-emotional supports aligned with student IEPs and individualized needs.
• Collaborate with interdisciplinary teams regarding Functional Behavioral Assessments (FBAs) Behavior Intervention Plans (BIPs) safety plans counseling supports and reintegration planning.
• Assist staff in implementing individualized behavior support plans and therapeutic interventions with consistency and fidelity.
• Support students during behavioral escalations crises and reintegration processes following dysregulation or therapeutic separation from the learning environment.
• Assist in monitoring and reviewing student behavioral attendance engagement and intervention data to support programming decisions.

Collaboration and Communication

• Collaborate with administrators teachers social workers psychologists related service providers families and community agencies regarding student programming and support needs.
• Participate in PPT meetings program planning meetings crisis response meetings and interdisciplinary team collaboration.
• Maintain ongoing communication with families regarding student progress behavioral supports attendance concerns and program needs.
• Assist with the development and maintenance of program procedures protocols schedules and operational systems.

Physical Abilities and Working Conditions/Environment:

The Physical Abilities and Other Conditions of Employment listed in this section are representative of but are not intended to provide an exhaustive list of Physical Abilities and Other Conditions of Employment that may be required of positions in this class. Norwich Public School District encourages persons with disabilities who are interested in employment in this class and need reasonable accommodation of those disabilities to contact the Human Resources Department for further information.

• Ability to respond to student behavioral and safety needs including crises.
• Ability to move throughout school and community-based settings as required.
• Ability to participate in physical components of crisis prevention and intervention training as required by district programming.
• Safety Care Basic and Advanced Training preferred
• Performing the job duties of this position requires the following physical demands: reaching some lifting standing walking carrying bending stooping kneeling crouching sitting and/or crawling.
• Move small stacks of textbooks media equipment desks and other classroom equipment
• Occasional exposure to sun heat cold and inclement weather

Terms of Employment: This position is an NTL bargaining unit position that follows the contractual teacher workday and work year. In addition to those contractual obligations the position requires twenty (20) additional workdays annually to perform administrator/coordinator duties. Compensation for these additional responsibilities shall be provided through an annual stipend of $10000.

Evaluation: Performance of this job will be evaluated in accordance with provisions of the Boards policy on evaluation of support services.