PRIMARY FUNCTION: The Executive Director of Student Support Services plays a crucial role in providing leadership for all aspects of student support services within SCCPSS. This position is responsible for developing and implementing programs and initiatives to promote the social, emotional, and academic well-being of students. The Executive Director collaborates with the Office of School Leadership, families, and community partners to ensure a strategic approach to student support.

REPORTS TO: Chief Academic Officer.

SALARY SCHEDULE: (A-2)

WORK DAYS: 250

REQUIREMENTS:

1. Education Specialist degree in education from an accredited college or university or a Master’s degree in educational leadership from an accredited college or university.

Preferred: Earned doctorate

2. Experience, Skill, and Certification:

• At least 3 years of school level administrative/leadership experience.
• Georgia Professional Standards Commission Tier I or Tier II Educational Leadership Certificate.
• Willingness and ability to work collaboratively with all members of the Academic Affairs leadership team and colleagues.
• Ability to communicate effectively with a wide range of staff and the general public, both verbally and in writing.
• Excellent interpersonal skills with the ability to develop and sustain positive, effective work relationships with staff and the general public.
• Flexibility to work effectively both independently and in teams, with a proven ability to work with various stakeholders to reach consensus.
• Knowledge and experience with academic intervention options.
• Sophisticated organizational skills
• Proficiency with various forms of technology and various software platforms and Internet database.

Supervisory Responsibilities: Evaluate all department heads and other administrators as assigned.

Preferred:

• Experience in a large urban system characterized by multi-ethnic and cultural diversity

  Knowledge and/or coursework in special education.

Essential Duties:

• Develop and implement student support services aligned with the district's strategic plan
• Analyze quantitative and qualitative data and trends to identify areas of need and opportunities for improvement in student support services
• Oversee the development, implementation, and evaluation of comprehensive student support programs, including counseling services, mental health programs, behavior intervention, and social-emotional learning initiatives.
• Collaborate with school leadership and other departments to ensure the effective delivery of support services in alignment with best practices.
• Provide visionary leadership to the student support services team
• Supervise and evaluate staff performance, providing guidance, professional development, and support as needed.
• Establish and maintain partnerships with community organizations, mental health agencies, and other stakeholders to enhance student support services.
• Collaborate with families, educators, and community members to create a network of support for students both inside and outside of school.
• Ensure compliance with state and federal regulations and stay informed about laws, regulations, and best practices in student support services and make recommendations for policy updates as needed.
• Develop protocols and procedures for responding to crises and emergencies affecting students' well-being.
• Provide leadership and support during crisis situations, coordinating with appropriate agencies and stakeholders.
• Collect and analyze data on student outcomes, program effectiveness, and trends in student support needs.
• Prepare reports and presentations for district leadership, school board meetings, and other stakeholders to demonstrate the impact of student support services.
• Plan and facilitate professional development opportunities for student support services staff.
• Stay current with research and best practices in the field of student support services, sharing knowledge and resources with staff.

TERMS OF EMPLOYMENT

Incumbents will receive an annual contract. The work calendar will be 250 days. Salary will be determined based on level of certification and allowable experience. (A-2) New 04-2024

NON-ESSENTIAL RESPONSIBILITIES

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

PHYSICAL AND SENSORY DEMANDS

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

OFFICE Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.

EXCEPTIONAL PHYSICAL OR SENSORY DEMANDS

(Check any that apply to this job and complete the required information.)

[x] Occasional heavy lifting of up to 15 pounds of materials, etc.

[] Frequent climbing up to ___ feet, and/or working on building roofs.

[] Exposure to heavy dust, dirt, chemical or paint fumes, and other airborne matter.

[] Exposure to extreme heat, electric current, hazardous chemicals, or other potential hazards.

[X] Sitting or standing for extended periods with no control over rest periods.

[X] Other: __Must have a valid driver’s license and reliable transportation. _

or sensory demands.