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Assistant Director of Student Services

Employer
Vermont Agency of Education
Location
Simpsonville, VT
Closing date
Apr 24, 2024

View more

Specialty
Student & Scholar Services
Position Type
Assistant Director
Hours
Full-time
Employment Type
Permanent
Organization Type
Other
WINDHAM CENTRAL SUPERVISORY UNION

JOB TITLE: Assistant Director of Student Services

REPORTS TO: Director of Special Education / Director of Student Services

APPROVED BY: Superintendent of Schools

UPDATED: 4/2023

FLSA STATUS: Exempt

POSITION OBJECTIVE(S):

To support the Director of Student Services to ensure that all students on 504 Plans and IEPs have an appropriate, effective and efficient educational program consistent with state and federal law through planning, coordinating, and administering special education and Section 504 services to provide a Free Appropriate Public Education (FAPE), in conjunction with the Director of Special Education or Director of Student Services. This role will support the effective implementation of the supervisory union's special education model and vision including the transformation to access specialists, in alignment with Act 173, thereby providing all students with the support they need when they need it.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following (other duties may be assigned.):
  • Work with the Director of Student Services to fulfill department responsibilities including supporting building leaders, teachers, staff, families, case managers, and students (both in and out of district placement).
  • Work with principals and special/general education staff to ensure delivery of appropriate services in the least restrictive environment.
  • Demonstrates knowledge and understanding of students including: intellectual, social, and emotional characteristics of age group; student varied approaches to learning, student skills and knowledge, interests, socioeconomic, and cultural influences.
  • Ensure special educators are providing specially designed instruction that is intellectually challenging, authentic to student experiences, recognizes student strengths, is differentiated, and personalized.
  • Create and sustain positive, collaborative, and productive relationships with families and the community for the benefit of students.
  • Provide supervision and evaluation, curriculum, and progress monitoring coaching support to special educators. Deliver actionable feedback about instruction and other professional practice through valid, research anchored systems of supervision and evaluation based on the Danielson framework.
  • Support special educators with paraeducator supervision and evaluation, growth, and development.
  • Works with special educators and classroom teachers to select, design, and modify classroom services (including learning activities, instructional groupings, lesson plans, educational materials, curricula, assessments, teaching strategies, etc.) designed to promote the academic, vocational, physical, and social development needs of students adhering to student accommodations.
  • Assist the office of Special Education administration duties including: budgeting, monitoring, grant management, and compliance with special education rules, mentoring staff, and ongoing professional development.
  • The Assistant Director Student Services will be a member of the Administrative team to provide guidance and oversight in student planning and programming for special education staff; and assist with implementing a structured social-emotional and executive functioning continuum of support for students.
  • Support SU-wide implementation of social-emotional learning (SEL) and behavioral practices and create guidance documentation for this effort. As part of this, establish data collection and analysis procedures to inform decision-making based on student need, be able to retrieve, interpret and explain data.
  • Support in-district and regional efforts for intensive programming in support of a continuum of special education services.
  • Collaborate with community partners and interagency collaboration to develop and make these resources available to our staff, students, and families.
  • Act as WCSU liaison with service providers for crisis or family support (HCRS) hearing (CDCI - CARES) and vision (VABVI) for student services, agreements, collaboration, and communication, etc. Facilitate CSP meetings with families and agency partners as needed.
  • Collaborate with the Director of Student Services on ongoing staff meetings, professional development/training, and department communications.
  • Confer with related service providers (OT, PT, SLP), school counselors, school psychologists, behavior specialists, and school staff for coordination of individualized student plans, instruction, and services.
  • May act in an administrative LEA role when working with students and families at IEP or evaluation meetings as requested.
  • Ensure that all applicable federal and state laws and regulations are followed, and student education records are properly maintained.
  • Serve in a leadership position on the WCSU MTSS (Multi-tiered Systems of Support) and SEAL Teams as a special education liaison.
  • Develop regular and ongoing communications within the WCSU leadership team related to initiatives including but not limited to: special education processes, rule changes, compliance, etc., MTSS, SEAL, and staff professional development.
  • Design, implement, and manage complex district-wide systems focused on continuous improvement of student performance and achievement including RTI (response to intervention), SEL/Behavior, technology solutions, and MTSS.
  • Facilitate and participate in a variety of department meetings, projects, activities, and events on behalf of the leadership team.
  • Plans, develops, and monitors extended school year programs for identified students to ensure an effective educational programming. Provide technical assistance to summer service providers as needed.
  • Coaching school teams for the administration of annual 504 plan reviews, supervision of special education staff conducting initial 504 evaluations and plans (elementary), support intensive 504 cases (out of district), and monitoring to ensure that state and federal Section 504 regulations are followed.
  • Supports Title VI and Title IX efforts as needed. Co-supports Civil Rights Coordinator, 504 Plan Coordinator, and Disabilities Coordinator responsibilities as required by VT law.
  • Provides for own professional development through keeping current with literature, new research findings, and improved techniques in specialized areas, and by attending appropriate professional meetings.
  • Upholds a shared vision and mission for special education and student support services, directly linked to current best practices and integrated with the overall supervisory union vision and mission.
  • Ensures a continuum of special education services for Pre-K through High School Programs (up to the age of 22 years).
  • Other duties as assigned.

SUPERVISION RECEIVED: Reports directly to the Director of Special Education or Director of Student Services while working independently for the most part, planning and implementing broad programs within the organization. Work is checked primarily through consultation and agreement with others rather than by specific directives from supervisors.

SUPERVISORY RESPONSIBILITIES: Co-supervises building-based special educators (with Principals) and other program staff as assigned. Co-supervises summer extended year services and out of district placements. Supervises and evaluates special education staff in accordance with the district's policies and procedures. Addresses complaints and resolves problems in reference to special education faculty and staff.

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:
  • Education and Experience. Master's Degree or higher in Education or other appropriate discipline plus experience in teaching and/or administration of special education, or a combination of education and experience from which comparable knowledge and skills are acquired. Strong background and ability to lead in the area of Special Education and any other qualifications deemed by the Board and Superintendent as desirable. Must have, or be eligible for, appropriate Vermont licensure (Director of Special Education or Administrator endorsement). Minimum of three years' relevant experience in public education. Demonstrated understanding of special education laws and regulations. Citizenship, residency, or work Visa required.
  • Language Skills. Ability to read, analyze, and interpret complex scientific, educational and technical journals, financial reports, and legal documents. Ability to respond effectively to the most sensitive inquiries or complaints. Ability to write speeches and articles using original or innovative techniques or style. Ability to make effective and persuasive speeches and presentations on controversial or complex topics to top management, public groups, and/or school board members. Excellent abilities with collaboration, communication, and conflict resolutions.
  • Mathematical Skills. Ability to work with mathematical concepts such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
  • Computer Skills and Experience: Experience and proficient computer skills in word- processing, spreadsheet, and database programs required. Experience with Microsoft Office preferred.
  • Reasoning Ability/Mental Requirements: Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to apply those principles of logic and/or scientific thinking to a wide range of intellectual and practical problems. Ability to deal with nonverbal symbolism (formulas, scientific equations, graphs, musical notes, etc.,) in its most difficult phases. Ability to deal with a variety of abstract and concrete variables.
  • Communication & Interpersonal Skills. Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations. Ability to work cooperatively, collaboratively and effectively with peers, subordinates, supervisors, parents, and outside agencies. Ability to effectively handle stressful situations and resolve conflicts.
  • Competencies. The individual in this position must possess the following:
  • Dependability - being reliable, punctual, responsible and fulfilling obligations
  • Self-Control - maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
  • Stress Tolerance - accepting criticism and dealing calmly and effectively with high stress situations.
  • Cooperation - being pleasant with others on the job and displaying a good-natured, cooperative attitude.
  • Concern for Others - being sensitive to others' needs and feelings and being understanding and helpful on the job.
  • Attention to Detail - being careful about detail and thorough in completing work tasks.
  • Integrity - being honest and ethical.
  • Adaptability/Flexibility - being open to change (positive or negative) and to considerable variety in the workplace.
  • Independence - guiding oneself with little or no supervision, and depending on oneself to get things done.

Social Orientation - preferring to work with others rather than alone, and being personally connected with others on the job.

............................................................................................................

This general outline illustrates the type of work, which characterizes the Job Classification. It is not an all-encompassing statement of the specific duties, responsibilities and qualifications of individual positions assigned to the classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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