The Director of Education Support Services is a full-time position reporting to the Head of School. The primary objective of the Director of Educational Support Services is to provide direction and leadership in the development, implementation, and coordination of the Educational Support Services Programs at WCS. QualificationsThe person in this position will be a trained and experienced special educator with a minimum of a Bachelor of Arts degree in Special Education and experience working with students who have learning disabilities. Current teaching certification preferredAn advanced degree, particularly a Masters in Education is preferred Minimum requirement of at least 2 years in the field of Special Education and leadership is necessary ResponsibilitiesLeadership of the Educational Support Services ProgramFoster a cohesive ESS staff by scheduling and leading regular staff meetings (monthly) meet individually with SAS teachers/paraprofessionals; Health and Wellness Counselor, SAS Coordinator and write and distribute minutes of SAS staff meetingsAttend meetings and conventions for professional development and direct ESS staff in its professional development and implementation of short- and long-range plans Serve as a resource to SAS teachers and Health and Wellness Counselors, and nurse in planning, problem solving, evaluation, and make formal and informal assessments of teachers/counselors in the ESS departmentDisseminate to all general education teachers information concerning current practices and research in the field of special education and counselingSSD - Services for Students with Disabilities (College Board) CoordinatorAdministrative Tasks1.Provide oversight of the ESS budget (H&W, SAS, nurse)2.Communicate with administration, faculty, and parents about the program, students, and related issues as needed3.Write and update ILP plans yearly or as needed and provide oversight in the implementation of ILPs (Individual Learning Plans), ITPs (Individual Therapeutic Plans) and IEPs4.Monitor the progress of students served and consult re.
classroom teacher or guidance personnel communication related to those students5.Maintain proper documentation of students receiving services and track documentation notes of counselors, coordinators and paraprofessionals6.Review existing documentation and update 7.Read and review neuropsychological evaluations and public school testing8.Speak with prospective parents inquiring about WCS and academic services offered9.Serve as a guide to parents about in-school support, accommodations, outside therapy10.Oversee the Proshare Funding through the public school for all students on IEPsResource FunctionAdministrationGuidance PersonnelClassroom Teachers1.Review records and advise administrators regarding ability of WCS to serve applicants who have a history of learning difficulties2.Attend admissions interviews where academics are an issue, and admissions meetings where these families are discussed3.Attend public school team meetings4.Enhance classroom teachers awareness and understanding of students with disabilities, encourage attendance at conferences or workshops on best practice for students with learning differences, and provide information and resources to equip teachers5.Provide instructional coaching to regular education teachers and co-teach when needed6.Work alongside of the Guidance department for student planning, AP/SAT/PSAT testing, schedules, and study hall assignmentsStudent Evaluation1.Screen and/or provide testing, as qualified, to evaluate students and determine services2.Recommend the type of evaluation needed by a student and where it might best be done the students local public school district, an outside evaluator, or at WCS3.Guide evaluation done by other SAS teachersTeaching1.Teach small groups or individual students basic study skills and compensatory techniques to ensure success as needed. This may be at any grade level, and may include general academic techniques or subject specific skills2.Communicate, at least weekly, with classroom teachers of these students, write quarterly reports on their progress, meet with parents during November conferences and yearly ILP/IEP meetings, and again in May to review the year and plan for the next school year
