Director of Student Services

Bronx, NY - Metropolitan LCS

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Job Description

VISION FOR POSITION

The Director of Student Serives (DSS) is an exemplary program coordinator and effective manager responsible for ensuring all scholars realize their full potential. The DSS develops and monitors a comprehensive program of high-quality academic and socio-emotional services that meet each scholar’s identified and targeted needs. The DSS establishes effective communication and accountability structures across school teams, manages the Title I, Special Education, and ELL Teams, monitors the Response to Intervention program, coordinates with outside service providers, and leads professional development. The DSS works collaboratively with the school leadership team to develop a school-wide culture of respect and achievement and a team culture grounded in common goals, mutual respect, empathy towards others, and an appreciation of diversity. The DSS is a next generation educator who is a critical thinker and innovative problem solver with a high level of emotional intelligence.

 ESSENTIAL FUNCTIONS

The Director of Student Services is an instructional and strategic leader who works to create and enhance a culture of achievement and respect where high expectations and results are the norm.  The Director of Student Services is responsible for demonstrating significant and measurable gains with all teachers and students.  The Director of Student Services’ actions must always be aligned with our mission, vision, and core values.   The essential functions for a Director of Student Services are as follows:

INSTRUCTIONAL LEADERSHIP

Culture of Achievement and Respect

  • Create and supervise the school’s Response to Intervention program for students needing addtional academica and/or social support; coordinate referral system with local, state and federal requirements.
  • Manage, coach, and develop the school’s Title I, Special Education, and ELL teams to implement a comprehensive program that ensures exceptional student achievement and monitor its effectiveness.
  • Ensure that the school is in compliance with the requirements of IDEA, the No Child Left Behind Act of 2001 and the Rehabilitation Act of 1973; complete all required reports with accuracy by identified submission dates; ensure confidentiality of student files.
  • Develop and oversee the case management system for all students on IEPs and 504 Plans, including overseeing manifestation hearings. Coordinate the assessment program for students with identified accommodations as outlined in the IEP or 504 Plan.
  • Manage and maintain the reporting system for all special education and related services programs.
  • Manage the procurement of 3rd party services needed to support special education services; monitor and evaluate the effectiveness of these services.
  • Collaborate with Director of Teacher Leadership to ensure that standards and skill sets addressed in lesson plans are being anchored into daily remediation. 

Professional Development

  • Serve on School Leadership Team; collaborate with team to determine services, programs, and intervention needs.
  • Plan and lead staff learning experiences through grade level and school-wide meetings.
  • Observe in classrooms and provide coaching and feedback to intervention teachers.
  • Discuss strategies to use during intervention and model effective instructional strategies to use during small group instruction. Work with instructional staff  to plan for and modify instruction of students with IEPs and 504 Plans.
  • Ensure that all staff receive mandated professional development for working with students with IEPs and 504 Plans, as well as additional professional development that meets the differentiated instructional needs of individual students to fully support the academic and emotional growth of all students.
  • Collaborate with other directors and regional leaders to share best practices and knowledge. 

Data Analysis

  • Collaborate with school leadership team to develop and monitor the school’s strategic plan aligned with school and network goals.
  • Use data systems to organize and analyze data used to inform decision making, program modification and planning for targeted, differentiated instruction.
  • Meet regularly with intervention staff to increase their knowledge and use of data, as well as to discuss data trends to inform program implementation, modification and planning for targeted and differentiated instruction.
  • Assist with the creation, completion and presentation of school reports, as well as required reports for the district and charter authorizer. 

OPERATIONAL LEADERSHIP

Culture of Achievement and Respect

  • Foster strong relationships with families and collaborate with school leadership team to provide on-going programming that reflects families’ needs and interests.
  • Initiate and maintain timely communication with families concerning student progress and to provide a clear picture of the curriculum and high expectations.
  • Work collaboratively with families and other members of the community to involve them in academic activities, to support the success of a diverse student population and to bring in volunteers and additional resources. 

Management

  • Recruit, hire, train, and evaluate intervention staff in accordance with LHA policies and procedures.
  • Create and monitor Special Education, Title I, and ELL staff’s schedules.
  • Monitor Special Education, Title I, and ELL budgets; maintain accurate records.
  • Organize and update Special Education, Title I, and ELL required documents.
  • Attend all Special Education, Title I, and ELL state conferences and mandatory meetings.
  • Serve as liaison between the school and Special Education, Title I, and ELL Department of Education officials. 

PROFESSIONALISM

  • Collaborate with colleagues (leadership and school-wide meetings, professional development days, the professional development institute) to continuously improve personal practice, instruction, assessment, and student achievement, as well as the overall goals and mission of the school and the network.
  • Access meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercise judgment in accepting findings as valid for application in leadership and teacher improvement.
  • Reflect critically upon leadership experience, identify areas for further professional development as part of a professional development plan that is linked to school and network goals, access meaningful learning experiences, and listen thoughtfully to other viewpoints and respond constructively to suggestions and criticisms.
  • Use feedback to inform and update Individual Professional Development Plan.
  • Fulfill all outlined and related functions professionally and thoroughly.

 

 

Skills/Requirements

 DESIRED QUALIFICATIONS

Education & Experience:

  • Five (5) years teaching experience with proven track record of raising student achievement scores
  • Proven success in turning best practices into outstanding academic results
  • Masters Degree in Education, Education Administration or Teaching 

Core Competencies:

  • Mission Focused
  • Driven towards Excellence
  • Influential
  • Relationship Builder
  • Talent Manager
  • Organized & Planned
  • Creative
  • Constant Learner 

Knowledge and Skills:

  • Strong understanding of Special Education, intervention, Title I, and ELL best practices and regulations
  • Ability to lead and manage adults to achieve desired outcomes
  • Ability to analyze data to target instruction and inform decision making
  • Ability to lead professional development for teachers and provide feedback
  • Data managements tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint and Outlook)

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