SUMMARY Support the development and effectiveness of school-based special education mental health professionals across the district by coordinating systems for professional learning, supervision, and mentorship. Facilitate graduate student internships, induction experiences, and Communities of Practice to promote high-quality, evidence-based services and alignment with special education requirements. Partner with universities and internal stakeholders to strengthen workforce capacity and support the recruitment, development, and retention of qualified mental health providers.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Lead graduate student supervisor training for all special education mental health providers providing supervision to graduate interns and practicum students.
Lead graduate student supervision group sessions.
Liaise with Colorado-based and neighboring states University Programs (e.g., DU, UNC, CU, CSU) to secure a high-quality graduate student pipeline for School Psychology and Social Work.
Partner with and support internship, practicum, and field placement supervisors in mentoring graduate students.
Support the recruitment, hiring, and placement of school psychology interns.
Collaborate with Special Education Mental Health Coordinator to develop graduate student group supervision plan
Lead the development and facilitation of Communities of Practice; topics may include vertical alignment, collaboration, evidence-based interventions, and Colorado-aligned IEP compliance.
Collaborate with Special Education Mental Health Coordinator to develop Community of Practice course, scope and sequence.
Lead Community of Practice Facilitators in planning for Community of Practice meetings.
Support Community of Practice facilitators in implementation of planned learning.
Facilitate the CDE-approved Induction Program for newly hired Special Education Mental Health Providers to ensure successful transition to professional licensure.
Design, implement, and analyze data related to development and success of graduate student experiences and Communities of Practice.
Support the professional mentoring process through direct mentoring and supporting mentors
Other duties as assigned
EXPERIENCE 3 years minimum of experience in public school special education mental health, including leading professional development, fostering Communities of Practice, and overseeing project or grant lifecycles.
EDUCATION AND TRAINING Master?s degree or higher in School Psychology required.
CERTIFICATES, LICENSES, OR REGISTRATIONS Valid Special Service Provider license with School Psychology Endorsement from the Colorado Department of Education is required.
KNOWLEDGE, SKILLS AND ABILITIES Knowledge of principles, practices, and ethical standards of school-based mental health services. Knowledge of clinical supervision models and mentorship and induction program design. Knowledge of Colorado Department of Education (CDE) requirements for induction, licensure, and professional standards for mental health and special education fields. Skill in designing, facilitating, and evaluating professional learning. Skill in coaching and mentoring professionals. Skill in facilitating collaborative groups, including Communities of Practice. Skill in data collection, analysis, and application to inform continuous improvement. Skill in written and verbal communication, including developing clear guidance, training materials, and presentations. Ability to lead without formal supervisory authority. Ability to establish and maintain effective working relationships with internal staff, leadership, and external partners. Ability to analyze program effectiveness and make data-informed recommendations. Ability to navigate complex organizational structures and align work with district priorities.
The physical requirements, mental requirements and work environment factors described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
PHYSICAL REQUIREMENTS Ability to focus on objects at varying distances and distinguish between colors (with corrective lenses). Perform tasks that require manual dexterity, including operation of computers & small office equipment. Basic mobility and the ability to navigate the office environment safely. Ability to speak clearly, listen attentively (with assistance devices), and convey information accurately. May be required to give presentations to groups.
MENTAL REQUIREMENTS Ability to analyze complex situations, identify potential risks, and devise effective solutions. Ability to effectively communicate and collaborate with other teams. Ability to manage time and priorities to meet deadlines. High level of accuracy in recalling and interpreting policies, protocols, and best practices. Ability to remain calm and composed under pressure and maintain professional demeanor while dealing with stressful or sensitive situations. Flexibility to adapt to varying schedules, unexpected crises, and changes in school policies or procedures.
WORK ENVIRONMENT Work is performed in a semi-secured office building with a typical office environment and risk factors. May visit both elementary and secondary school sites to collaborate with staff. Typical elementary school building may also contain libraries, computer labs, and kitchens. Typical secondary school campus may also contain libraries, science labs, computer labs, kitchens, auditoriums, gymnasiums & athletic fields, and possibly specialized shops. May be exposed to outside elements during travel between campuses and offices.
