SUMMARY
In collaboration with the Principal, manage the development, implementation and evaluation of the educational, therapeutic, and behavioral services for the designated program. Supervise program staff to include treatment specialists, teachers and student support coaches. Work collaboratively with the school community to ensure that students graduate or transition to a less restrictive setting with the commitment and focus needed to be successful in college and their careers.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following and other duties may be assigned.
Inspects school building property frequently to ensure safety and security.
Provide the focus for continuous learning of team members in their program. Direct and facilitate the work of professional learning communities for their teams.
Incorporate knowledge of the social, cultural, leadership, and political dynamics of the school community to cultivate a positive academic learning environment.
Lead the team on implementing and maintaining fidelity to key treatment philosophies to include Collaborative Problems Solving, Circle of Courage, and TOVA.
Coordinate with Principal to take the lead on hiring for their respective team.
Manage and oversee transportation services for students. This includes maintaining an updated transportation list with phone numbers for each student transport. Communication with LEAs and LEA Transportation Departments regarding student transportation.
Supervision of Student Support Coaches
Coordinate 1:1’s needed for respective students.
Responsible for assuring daily staffing requirements based on current rosters and student/staff absences.
Case Management:
Responsible for coordinating educational and behavioral needs for student caseload of 20-30 students.
Coordinate with Instructional Lead to plan for student transition to next placement.
Communicate with stakeholders, LEAs and families regarding the program, student specific needs and other related topics necessary to coordinate educational and behavioral treatment.
School Safety:
Respond to crises when necessary.
Responsible for the implementation of best practices (Collaborative Problem Solving, Circle of Courage, and TOVA).
Coach staff in applying best practices throughout the school day and facilitate meetings with Treatment Teams at least once per month. Consistently communicates high expectations to students and staff related to caring, problem solving, peer mediation, and restorative practices.
Must be highly present and visible during school hours, relentlessly ensuring the school is safe and caring. Serve as the point person for discipline issues. Proactively circulates throughout classrooms and hallways during the day, to gain valuable context on student behavior and help support school safety and positive school culture.
Ensure consistent and fair enforcement of code of conduct, initiating and facilitating parent-teacher-student conferences relating to violations of the discipline code. Follow up on reported incidents. Keeps accurate student discipline records, documenting all conferences, suspensions, and phone calls for behavior.
Use discipline data system to collect and analyze behavior data. Identify implementation and develop recommendations and strategies for student infraction reduction and building safety.
Ensure timely reporting of student infractions and consequences to families, school administration and school reporting systems in accordance with school procedures and policies. Establish protocols for consistent communication of discipline outcomes to teachers.
Plan and supervise fire, tornado, earthquake, and intruder drills as well as the emergency preparedness program and maintain required records.
School Climate:
Incorporate knowledge of social, cultural, leadership, and organizational dynamics of the school community to cultivate a positive academic learning environment.
Provide classroom coverage as needed.
Model and inspire trust and a risk-tolerant environment by sharing information and power.
Maintain a collegial environment and support the staff through the stages of the change process.
Human Resources Management:
Document deficiencies and proficiencies provide timely formal and informal feedback on strengths and weaknesses, and provide support, resources and remediation for teachers and staff to improve job performance.
Recognize and support the achievements of highly effective teachers and staff and provide them opportunities to increase responsibility.
Properly implement the staff evaluation systems, support the important role evaluation plays in staff development, and evaluate performance of personnel using multiple sources.
Organizational Management:
Demonstrate and communicate a working knowledge and understanding of Virginia private education rules, regulations, laws, and Agency policies and procedures.
Contribute in the preparation of a fiscally responsible budget to support the school’s mission and goals.
Implement strategies for the inclusion of staff and stakeholders in various planning processes, shares in management decisions, and delegate duties as applicable, resulting in a smoothly operating workplace.
Communication and Community Relations:
Solicit staff, parent, and stakeholder input to promote effective decision-making and communication when appropriate.
Disseminate information to staff, parents, and other stakeholders in a timely manner through multiple channels and sources.
Involve students, parents, staff, and other stakeholders in a collaborative effort to establish positive relationships.
Maintain visibility and accessibility to students, parents, staff, and other stakeholders.
Speak and write consistently in an explicit and professional manner using standard oral and written English to communicate with students, parents, staff and other stakeholders.
Professionalism:
Create a culture of respect, understanding, sensitivity, and appreciation for students, staff and other stakeholders and model these attributes daily.
Work within professional and ethical guidelines to improve student learning and to meet school, division, state, and federal requirements.
Maintain a professional appearance and demeanor.
Model professional behavior and cultural competency to students, staff, and other stakeholders.
Maintain confidentiality.
Maintain a positive and forthright attitude.
Provide leadership in sharing ideas and information with staff and other professionals.
Work in a collegial and collaborative manner with administrators, school personnel, and other stakeholders to promote and support the vision, mission and goals for the school.
Assume responsibility for personnel and professional development by contributing to and supporting the development of the profession through service as an instructor, mentor, coach, presenter, and/or researcher.
Remain current with research related to educational issues, trends, and practices and maintain a high level of technical and professional knowledge.
Incorporate learning from professional growth opportunities into instructional practice and serve as a contributing member of the school’s professional learning community through collaboration with teaching colleagues.
EDUCATION/EXPERIENCE/MINIMUM COMPETENCIES REQUIRED
Master’s degree in the field of human services or education. Licensed to teach in Virginia or eligible to obtain or transfer current out of state license to in-state.
CERTIFICATES, LICENSES, REGISTRATIONS, TRAININGS
Meet standards set by the Commonwealth of Virginia Department of Education for Administrators of Private Schools for Students with Disabilities. Postgraduate License with endorsement in Administration and Supervision strongly preferred. Valid driver’s license with acceptable driving record per Shineforth policy.
SUPERVISORY RESPONSIBILITIES
Directly supervises 10 – 20 employees including on-boarding, professional development, motivating, reviewing performance, developing goals, formulating corrective actions, addressing complaints and resolving problems in accordance with school policies and procedures, and sate and federal laws.
COMPENSATION:
$58,000 - $75,000
