Supervisor of Student Support Systems

Reports To: Building Principal

Salary: $70,000 - $90,000

Schedule: Beginning with the 2026-2027 School Year

Job Summary: Forest Hills Public Schools seeks a dedicated, collaborative, student-centered educational leader
to serve as an elementary school and student support leader. This 44-week position offers an excellent
opportunity for aspiring administrators to gain comprehensive leadership experience in a supportive and dynamic
environment. This role includes significant leadership opportunities in Positive Behavioral Interventions and
Supports (PBIS) implementation, assessment coordination, 504 plan oversight, Multi-Tiered System of Supports
(MTSS) leadership, and community engagement.

Qualifications:

• Successful teaching experience; leadership experience preferred.
• Michigan Administrative Certification or advanced degree in process-preferred.
• Knowledge of PBIS, student support systems, and elementary curriculum.
• Strong organizational skills and a sense of humor.
• Exceptional interpersonal, communication, and problem-solving skills.

Essential Job Functions:

Instructional Leadership:

• Directly support the principal in leading the instructional program and maintaining high expectations for student learning.
• Foster a positive, inclusive, and achievement-focused school climate.
• Provide leadership in professional learning, coaching, and teacher support.
• Coordinate the implementation of the social-emotional learning curriculum.
• Coordinate the implementation of academic interventions at Tier 2.
• Serve on Instructional Leadership Team.

PBIS Building Lead:

• Serve as the primary coordinator and champion for PBIS (Positive Behavioral Interventions and Supports).
• Collaborate with staff to promote a positive school culture focused on our district’s PRIDE.
• Analyze behavioral data to drive interventions and celebrations.

Building Assessment Coordinator:

• Organize, schedule, and oversee building-level assessments, including state and district assessments.
• Ensure compliance with testing protocols and timelines.
• Provide staff training on assessment procedures and support data analysis to inform instruction.

504 Plan Coordinator:

• Oversee the 504 process, including plan development, staff communication, and compliance monitoring.
• Coordinate meetings with families and staff to ensure accommodations are implemented with fidelity.

Student Support:

• Assist with student discipline in a restorative, relationship-driven manner consistent with district policies and the student handbook.
• Lead and participate in behavior intervention meetings.
• Support the implementation of trauma-informed practices through training and distribution of resources.
• Support individual student needs through collaboration with counselors, itinerant staff, paraprofessionals, and parents.
• Respond to immediate/urgent needs within the building for behavior support.

Community Engagement:

• Assist with planning and attending building and district community events
• Foster strong relationships with families, volunteers, and community partners.
• Represent the school with positivity and professionalism at all community functions.

MTSS Coordination:

• Lead the implementation and monitoring of the Multi-Tiered System of Supports (MTSS) framework.
• Collaborate with teachers and paraprofessionals to ensure that academic, behavior, and social-emotional interventions are evidence-based, timely, and effective.
• Facilitate data team meetings to review data, adjust interventions, and monitor student progress.
• Provide professional learning and coaching to staff on MTSS practices and processes.
• Coordinate tiered support plans and ensure a cohesive system of support for all students.
• Maintain intervention records to track data and inform building decisions.
• Serve on the Child Study Team.

Operational Support:

• Assist in the development of the specials' schedule.
• Help manage building operations and facility needs.
• Support safety drills, crisis response planning, and building security.

Consistent and reliable attendance.
Perform other duties as assigned.

Physical Requirements:

While performing the duties of this job, the employee is required to stand, walk, sit, use hands to finger, handle, or feel, reach with hands and arms, climb or balance, stoop, kneel, jump, crouch, or crawl, talk, hear (in a quiet or noisy environment). The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision, distance vision and ability to adjust/focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the job.

Work Environment:

The noise level in the work environment is usually moderate to loud. Work will be performed primarily indoors but may need to be outdoors occasionally.

Mental Functions:
While performing the duties of this job, the employee is required to compare, analyze, communicate both orally and in writing, copy, coordinate, instruct, compute, synthesize, evaluate, use interpersonal skills, compile and negotiate.

Evaluation:

In accordance with individual contract.

Terms of Employment:

The employee will remain free of any alcohol or drugs throughout his/her employment with the district as outlined in Board Policy #4210.