Senior Director of Education

Function:

Under the direction of the Vice President of Program Services, manages and controls the programs and activities of the Education Program to provide student education and academic and behavioral remediation in conjunction with the client treatment program to meet the overall objectives of the agency.

Core Competencies

1. Promote Mission: Affirms and upholds the mission, philosophy, policies and vision of the agency.
2. Diversity: Promotes and ensures equality, diversity, and inclusion in all aspects of our work by valuing our workforce, clients and community. 
3. Professional Behavior: Embodies professionalism and initiative in execution of job responsibilities.
4. Growth: Receptive to feedback, willing to learn, and strives for continuous improvement.
5. Integrity/Honesty: Behaves in an honest, fair, and ethical manner. Shows consistency in words and actions. Models high standards of ethics.
6. Interpersonal Skills: Treats others with courtesy, sensitivity, and respect. Considers and responds appropriately to the needs and feelings of different people in different situations.
7. Flexibility: Is open to change and new information; rapidly adapts to new information, changing conditions, or unexpected obstacles.
8. Problem Solving: Identifies and analyzes problems; weighs relevance and accuracy of information; generates and evaluates alternative solutions; makes recommendations.
9. Relationships: Forms RICH (respect, information, connection and hope) relationships with diverse children, youth and families.
10. Respect for Clients: Respects, collaborates with and empowers clients and understands their symptoms as adaptations.
11. Skill in Special Education: Demonstrates skills in special education and behavior management.
12. Understands Special Ed Law: Demonstrates an understanding of state and federal laws pertinent to special education. 
13. Students with Disabilities: Demonstrates understanding of and the capacity to work with students with a variety of disabilities.
14. Teaching skill: Teaches and communicates at the student’s level of understanding.
15. Use of Theory: Utilizes knowledge of theory of mental health and trauma to deliver effective interventions.
16. Basic Knowledge: Understands pertinent principles of education and behavior management. 
17. Skill with Youth: Demonstrates skill in working with youth in individual and group situations.
18. Special Needs: Shows appreciation of the special needs and capabilities of students.
19. Documentation: Documents interventions in well written documents e.g. treatment plans, progress notes, IEPs, and reports.
20. Systems Knowledge: Demonstrates knowledge of behavioral health/educational systems and collaborates effectively with other professionals and makes appropriate referrals.
21. Human Capital Management: Builds and manages workforce based on organizational goals, budget considerations, and staffing needs. Ensures employees are appropriately recruited, selected, appraised, and rewarded; takes action to address performance problems. 
22. Conflict Management: Encourages creative tension and differences of opinions. Anticipates and takes steps to prevent counter-productive confrontations. Manages and resolves conflicts and disagreements in a constructive manner.
23. Developing Others: Develops the ability of others to perform and contribute to the organization by providing ongoing feedback and by providing opportunities to learn through formal and informal methods.
24. Financial Management: Understands the organization’s financial processes. Controls expenditures and uses cost-benefit thinking to set priorities.
25. External Awareness: Understands and keeps up-to-date on local, national, and international policies and trends that affect the organization and shape stakeholders’ views; is aware of the organization’s impact on the external environment.
26. Vision: Takes a long-term view and builds a shared vision with others; acts as a catalyst for organization change. Influences others to translate vision into action.
27. Strategic Thinking: Formulates objectives and priorities, and implements plans consistent with the long-term interest of the organization in a global environment. Capitalizes on opportunities and manages risks.
28. Entrepreneurship: Positions the organization for future success by identifying new opportunities; builds the organization by developing or improving products or services. Takes calculated risks to accomplish organizational objectives.

Use of capabilities: (illustrated by typical activities)

1. Oversees and collaborates with the RHS Management Team regarding  the planning, organization, and management of the special education program; recommends organization structure to meet program needs and objectives. Staffs the Education Program; hires or controls staff hiring; assigns responsibilities; appraises staff performance and results; recommends appropriate recognition. 

2. Assures the evaluation of individual student performance and progress in terms of the Individualized Education Plan through records, reviews, teacher consultations, and direct classroom observation; participates in client treatment program reviews as appropriate. Oversees assurance of timely scheduling of Planning and Placement Team (PPT) meetings for enrolled students; attends or sends administrative representative(s) to all PPTs held at Raymond Hill School; reports educational information at PPTs in absence of Program Administrator or Teacher, as appropriate.

3. Oversees the direction  and supervision of the proper implementation of the clinical expansion, classroom curriculum; approves curriculum, course plans and content, scope and sequence. Ensures staff adhere to the State board of Education SEED model and other relevant regulatory agencies, e.g. federal, state, local and school systems as applicable.

4. Prepares and recommends the Education Program budget; administers and controls approved expenditures within budgets.

5. Oversees the coordination of educational assessments to assure proper programming for clients; and  proper placement of students.  Coordinates the client intake process with the other RHS Administrators and Program Directors.

6. Participates in and oversees department program development, training, implementation, and evaluation; assures the integration of the same with services provision of the entire agency; coordinates programs with those of other departments and with school and community groups as appropriate.

7. Works closely with the Directors and Vice Presidents of other Klingberg Programs to assure optimum relationships between education programs and client needs and treatment plans.

8. Establishes and maintains contacts with public school systems; provides for the timely transfer of on grounds students into public systems as appropriate.

9. Participates in the development of programs for staff training and development; stimulates the growth of the professional staff.   Conducts staff conferences periodically to review and resolve student or operating problems; stimulates communication, feedback, and the introduction of innovative solutions to problems.

10.Represents the agency in addressing public groups such as CAPSEF or participating in workshops or seminars; seeks out sources of support for the school. Participates in the identification of appropriate client funding sources and in the development of funding contracts.

11. Reviews and reports weekly with the Vice President of Programs, the results achieved by the school in such terms as numbers of students and courses, successful transfer to public systems, contributions to client treatment, budget performance, and programs of similar institutions; collects, aggregates, evaluates and reports quality improvement data, as needed.

12. Counsels directly with students as necessary on school discipline and behavior problems; and with their families as appropriate.

13. Directs the maintenance and protection of all required files and records.

14. Provides additional educational and client support services as appropriate or necessary.

Use of capabilities is characterized by the exercise of stimulating leadership in directing the professional education staff; and by soundly developed judgment in curriculum planning geared to individual student needs.

Training:

Must complete 8 hours of professional development in addition to the required trainings each calendar year.

Physical Demands:

Sitting; Standing; Walking; Lifting (up to 20 lbs); Pulling; Pushing; Carrying (up to 20 lbs); Grasping; Bending.  Ability to participate in physical restraints once trained.

Authority:

In the direction of the Education Program and its staff, in the selection and modification of curricula, and in control of the student group, authority is full and clear, subject to agency policy and procedures, the limitations of sound education principles, approved budgets, and the directives of the Vice President of Programs.

Education/Experience/Other requirements:

CT Certification in Intermediate Administration and Supervision (092), Comprehensive Special Education, a specific area of disability, or an area of pupil personnel services  required. Two to four years experience in Special Education preferred. Acquisition and maintenance of certifications in Therapeutic Crisis Intervention and CPR/First Aid required.

Duration: 12 month position (negotiable)

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