Industry
Education, Manager, Executive, Administrative, Entry Level
Posted on
Oct 20, 2022
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A. SCOPE OF WORK:
Under the Direction of the Executive Director of Teaching and Learning, the Director of Student Support Services is responsible for implementing and maintaining all facets of student support service programming including Special Education services, 504 coordination and MTSS implementation. The DSSS leads the Student Support Services team, is the primary district office role responsible for administrative support to building principals for key staff in their building including: school psychologists, social workers, school counselors, nurses and special education staff
In addition, the DSSS coordinates related service providers and serves as a resource to families, school personnel, and the Board. The DSSS will design the strategy to ensure the implementation of a high quality Special Education continuum of services within the MTSS framework and Act 173. The DSSS will oversee the student support services program and maintain adequate staffing and budget to ensure objectives of programs and services are achieved
As a district leader, assist the district in ensuring schools are culturally/socially responsive and have equitable access to resources necessary for the success of each student and work
with colleagues to create and communicate a culture of equity, build shared leadership, and develop a culture of continuous improvement.
The DSSS will work with other members of the Teaching & Learning team to seek input as it relates to the MTSS framework, specifically academic interventionists and EST procedures.
ESSENTIAL FUNCTIONS:
This section outlines the fundamental job functions that must be performed in this position. This includes:
Qualifications/Basic Job Requirements
Physical and Mental/Reasoning Requirements
Work Environment
These areas state the underlying requirements that an employee must meet in order to perform these essential functions. In accordance with the Americans with Disabilities Act, reasonable accommodations may be made to qualified individuals with disabilities to perform the essential functions of the position.
Compliance and Systems Building
Develops and maintains legally compliant and effective programs and procedures for students eligible for Special Education and 504 Plans as well as mental health and well-being needs.
Consistently follows, interprets and enforces district policies, procedures and guidelines and relevant Federal, State and Local laws and regulations.
Prepares or supervises the preparation of reports, records and other paperwork required by Local, State and Federal mandates.
Plans and implements inservice programs and activities in compliance with Local, State and Federal mandates/guidelines.
Supervision and Instruction
Develops a system with clear procedures so principals can effectively supervise and evaluate building level staff including: special educators, paras, psychologists, nurses, school counselors, and social workers.
Creates a system so that principals can recommend to the Superintendent the reappointment and recertification of teachers whose work is satisfactory and the disciplining, dismissal or non-advancement of teachers whose performance is unsatisfactory, according to established procedures.
District Strategy and Operations
Makes staffing recommendations to the Superintendent or designee.
Keeps abreast of trends, developments and research in the areas of instruction, learning, management, Special Education.
Develops annual goals appropriate to the district’s long-range goals.
Clearly articulates and advocates the DSSS programs and mission to colleagues, staff, parents and community.
Attends scheduled staff/faculty and district meetings including professional learning communities.
Recommends to the Superintendent the reappointment and recertification of teachers whose work is satisfactory and the disciplining, dismissal or non-advancement of teachers whose performance is unsatisfactory, according to established procedures.
Works to ensure the use of the district’s curriculum guides and curricular materials.
Provides leadership for key priorities in the district strategic plan.
Builds and recommends to the Superintendent annual budgets for Local, State and Federal resources.
Directs and monitors the expenditure of allocated budgets, including the development of Federal grants for Special Education and homeless grants.
Develops annual goals appropriately aligned to the district’s strategic plan goals.
Prepares or supervises the preparation of reports, records and other paperwork required by Local, State and Federal mandates.
Advocacy and Policy
Maintains a cooperative working relationship with the State Department of Education, other agencies, parent/advocacy groups and other school districts.
Clearly articulates and advocates the DSSS programs and mission to colleagues, staff, parents and community.
Renders appropriate assistance partners with other district efforts to curtail truancies and dropouts.
Monitors the scheduling of students into special services so as to maximize student potential within allocated resources.
Delegates authority to responsible personnel to assume responsibility for the program in the absence of the Director.
Leads the district’s efforts to maintain a safe learning environment and takes all necessary and reasonable precautions to protect students, equipment, materials and facilities.
Attends scheduled staff/faculty and district meetings.
Uses discretion in discussing school affairs, recognizing the value of positive school-community relations.
Performs other tasks, duties and responsibilities as appropriate and/or assigned.
REQUIRED QUALIFICATIONS:
Education
Minimum Required: Master’s degree or above in Special Education
Certification Required: Vermont certification for Special Education Director
Experience:
A minimum of three (3) years of successful experience as a school administrator and a minimum of five (5) years as an educator.
Knowledge, Skills, And Abilities
Working knowledge
Sufficient familiarity with the subject to know basic principles and terminology and to understand and solve simple problems.
General knowledge
Sufficient knowledge of a field to perform most work in normal situations. The work calls for comprehension of standard situations and includes knowledge of most of the significant aspects of the subject.
Thorough knowledge
Advanced knowledge of the subject matter. The work calls for sufficient comprehension of the subject area to solve unusual as well as common work problems, to be able to advise on technical matters and to serve as a resource on the subject for others in the organization.
Comprehensive knowledge
Requires complete mastery and understanding of the subject. This term should be used sparingly and only for unusually exacting or responsible positions required to originate hypotheses, concepts, or approaches.
List Specific Skills And/Or Abilities Required:
Demonstrated leadership ability.
Demonstrated planning and organizing abilities.
Skills and interest in improving instruction and increasing student learning for all students.
Experience in assessing needs, writing proposals, and evaluating programs.
Ability to define problems and solutions when alternatives, information and/or objectives are ambiguous.
Willingness to take sensible risks.
Ability to decide among alternative uses of limited resources.
Ability to handle the complications of authority and relationships with subordinates.
Ability and interest in direct and effective communications with a variety of audiences.
Proficient in computer applications – word processing; spreadsheets; databases; email; and internet.
Familiar with Federal and State laws and regulations regularly governing education and Special Education in Vermont.
Maintain character and personality that instills confidence and respect of students, parents and colleagues.
Demonstrate commitment towards professional growth and educational achievement for all students within the Burlington School District.
Ability to maintain a high level of confidentiality.
Attendance in accordance with established days/hours of work.
Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable.
Position Type:
Full-time
Positions Available:
1
Equal Opportunity Employer
Burlington School District is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws. Minority candidates are encouraged to apply.
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