Full-Time and Permanent; Exempt; 7.33 Hours/Day; 240 Days/Year; 12 Months/Year
Master’s degree in human services administration, special education or related field.
Eligible for, or in possession of a valid Collegiate Professional License in Virginia
Extensive employment history with students and families with diverse learning needs in underserved communities.
Tuberculin skin test certifying the individual is free of contagious tuberculosis
Nature of Position
Assist school-based staff in exploring alternatives to suspension.
Establish, interpret, and develop recommendations for policies and procedures.
Develop procedures for the operation of programs, services, and activities to ensure practical application.
Assess student’s executive functioning, social, emotional, behavioral and academic needs and provide instructional and/or behavioral intervention strategies to support students in the general education setting.
Empower teachers and staff by sharing evidence-based materials and resources that enable them to provide the support necessary for identified students to access educational services in the general education setting.
Collect and review data to identify success measures and to evaluate program outcomes.
Acknowledge implicit bias and embed cultural competency goals and training in support of the division’s Strategic Plan and Theory of Action.
Maintain an awareness of current changes/revisions in the laws, regulations, and current trends in the design and delivery of equitable discipline.
Collect and analyze data and develop and recommend short- and long-term plans for new and revised programs and services for restorative justice.
Work directly with schools to develop supports, strategies, and resources to reduce disruptive and/or impeding behaviors.
Develop, direct/deliver and/or plan professional development and training opportunities for CEIS Paraprofessionals to support program objectives.
Develop, direct/deliver and/or plan professional development in the areas of social-emotional learning and trauma-informed care for students, staff, and parents.
Build positive relationships and a positive sense of culture/community within schools.
Identify gaps, prioritize recommendations, develop timelines, and implement
Knowledge of local, state, and federal regulations.
Knowledge of components of programs to support safe schools initiatives.
Knowledge of Strengthening Families.
Practical knowledge of current best practices to identify gaps and systems delivery options.
Knowledge of Functional Behavioral Assessments and Behavioral Intervention Plans.
Ability to plan, developing, implement, and evaluate programs.
Ability to set and prioritize short and long-term goals.
Ability to communicate clearly and concisely, both orally and in writing.
Leadership and communication skills necessary to work with students, teachers, administrators, parents and community members.
Extensive knowledge of services for at-risk students, to include best practices to meet the needs of a diverse population.
Ability to design and deliver a variety of professional development activities related to understanding diversity and improving social emotional intelligence, responsiveness and resiliency.