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Director of Student Services The Director of Students Services at Rochester Academy Charter School is responsible for the continuum of services for students identified with disabilities. The ideal candidate will have a strong background in special education, proven leadership skills, and a commitment to supporting the educational needs of students with disabilities. The Director of Students Services will ensure Special Education compliance with state and federal regulations, develop and implement individualized education programs (IEPs), and collaborate with educators, parents, and external agencies to provide the best possible educational experience for our students. The Director of Student Services at Rochester Academy Charter School will support the development of special education teachers from various backgrounds and abilities. The Director of Student Services will provide instructional coaching, job specific training, and day-to-day support and supervision for educators to ensure that the regulatory requirements and deadlines are met, and that students are getting the support they need to be successful. The Director of Student Services should expect to spend approximately 40% of their time on CSE related tasks and 60% of the time working directly with teachers and leaders in three school buildings. This is a 12 month administrative position. The Director of Student Services reports to the Chief Academic Officer. Key Responsibilities Liaison to Rochester City School District and Other Home Districts ? The Director of Student Services is the primary liaison between Home Districts’ Special Education Departments and RACS. Attend CSE meetings, follow up with case managers and Principals following the meetings to be sure regulatory requirements are met. Completes required documentation for home districts on all processes related to CSE and updates teachers when processes or forms are revised. Data Driven School Leadership (Marzano Domain 1) Review and revise Individual Education Plans (IEP) for students with disabilities as needed. Train teachers in writing compliant IEP documents. Supervise data collection techniques to be sure that student work samples are collected and student goals are measured effectively. Recommend or administer appropriate assessment systems to gain a full picture of student achievement. Coordinate with shared service providers from the home districts. Regularly review disciplinary data for students with disabilities and help building teams to identify patterns of behavior for students and recommend disciplinary interventions that take into account functions of behavior. Assist in the development of behavioral support plans. Request and participate in Manifestation Determination Hearings from the home district when appropriate. Guaranteed and Viable Curriculum (Marzano Domain 2) Ensure that students have the support that they need to both fit their IEP or 504 plan and also their specific learning needs. Monitor and evaluate the effectiveness of special education services and programs within the school. Work alongside building leaders to ensure that the RTI and 504 processes operate effectively to support students who may enter the initial classification process. ? Review curriculum resources to identify and recommend appropriate supports for students with disabilities and learning needs. Continuous Development of Teachers and Staff (Marzano Domain 3) ? Builds a school culture that supports a growth mindset and a staff that is student focused and determined to assure that students are learning. Works with building leaders to hire, train, and retain teachers and staff who support the schoolwide mission and demonstrate personal and professional growth. Ties student success with teacher effectiveness through the ongoing process of feedback and data review. Act as an instructional coach to work alongside Special Education teachers in goal based coaching cycles, in which you co-plan, co-teach, and co-grade. Spend a minimum of one day per week in each building working directly with Special Education Teachers and supporting both SPED and General Education teachers to provide specialized instruction for students. Plan for professional learning opportunities during professional development days and faculty meetings that support teacher growth and student learning. Community of Care and Collaboration (Marzano Domain 4) Ensures that Special Education teachers work in collaborative groups to discuss effective instruction, curriculum, assessment, and achievement of each student. Creates a space where teachers and staff have a role in decision making, goal setting, and professional development. Effectively engages the community and the students to assure that the school is serving the stakeholders effectively. Celebrates student success, and the diversity and culture of each student. Core Values (Marzano Domain 5) Is transparent, communicates effectively, and shares in a growth mindset and culture for professional growth. Builds and maintains the trust and support of the building community. Stakeholders know that the leader has student learning at the heart of their work. Ensure that the school is safe and culturally responsive. Communicates effectively with stakeholders around issues related to Special Education. Resource Management (Marzano Domain 6) Review billing documentation against IEP documents to be sure that proper billing is completed. Review program purchases that relate to Special Education and recommend or approve appropriate services. Recommend staffing decisions that match with budget needs and the needs of the building. Ensure that there is sufficient data to support the creation of positions. ? Maintain an up-to-date knowledge of current Federal and State legal requirements for schools as well as any requirements specific to the NYSED Charter School Office or upcoming Charter renewal. Effectively communicate about decisions that will change the level of staffing or level of resource allocation to the building. Communication should begin with the Central office for approval, and then be shared at the building level when appropriate. Additional Requirements- Consistency of professional requirements is important to maintain a productive learning environment. Frequent failure to meet these expectations will result in progressive disciplinary action. Daily Working Hours- Daily schedule is 9 hours for members of the administrative team when students are in session. Modified or shortened hours are announced by the Director, with shortened summer and holiday hours. Timeliness- All members of the school community are expected to be on time to school and to all meetings and work assignments during the school day. When issues arise that affect timeliness, the staff members are required to communicate proactively. Dress expectations- Dress expectations for staff members are outlined in the staff handbook, but in general staff should plan for a business casual work environment. Members of the administrative team should act as role models for other staff, and be aware that they are a public facing leader. Business professional dress is expected when students are in the building. Duties- Administrations may be assigned, or required to take on, additional duties during or beyond the school day to assure student safety. This can include responding to emergencies after hours and on weekends either in person or remotely. Qualifications Master’s degree in Education or concurrent enrollment in a Certificate of Advanced Study, Ed. D or Ph.D. program for Instructional Leadership New York State Teacher Certification as a School District Leader, School Building Leader or equivalent; commiserate out of state experience or eligibility for a NYS Certificate of Internship will be considered. Proven experience as a leader. Understanding of adult learning and ability to help teachers grow. Understanding of the Charter School Movement and legal requirements, or a willingness to learn coupled with a belief in school choice. Understanding of child development and Special Education requirements for students in a K-12 setting. Additional Opportunities for Compensation Leaders are 12-month, exempt employees and will be provided with vacation time to use when students are not in session. ? Leaders are eligible for tuition reimbursement based on an agreement with the Director. ? Leaders may, at times, attend conferences off site which may include overnight stays. All conference attendance is optional.