Position Description

Title: Director of Academic Support (10 month)

Relationships

Collaborates with, is supported by and directly reports to the Assistant Principal.
Collaborates with members of the school Student Services department, school administration,
current and prospective students, parents, and community members. Supports and mentors
academic support teachers, general education faculty, and students.

Summary

The Director of Academic Support, appointed by the Principal, holds primary responsibility for the
long-term planning, coordination, development, and evaluation of academic support programs,
including the Rankin Academic Support Program, Response to Intervention (RTI), and
Multi-Tiered System of Supports (MTSS). Key areas of focus include the development and
monitoring of divisional and school-wide academic support programs, curriculum development for
courses tailored to diverse learners, implementation of RTI/MTSS, guidance on student progress
monitoring and interventions at the building level, and professional development for staff.

Shared responsibilities involve the recruitment of prospective Rankin Academic Support students,
collaborating on the admission and placement of incoming academic support students, enforcement
of student accommodation plans, and advancing the mission of Resurrection College Prep High
School.

Qualifications

Dispositions: The successful candidate will aim to mediate a Catholic culture within the school
faith community; communicate Catholic moral and intellectual values; demonstrate precision,
accuracy, self-direction and collaboration in all areas of responsibility; possess excellent written
and interpersonal communication skills with the ability to establish strong working relationships
with students, parents/guardians, faculty, staff, and administrators; and view their service as a
vocation that is grounded in truth, charity, hope, and joy.

Experience: The successful candidate will possess at least three years of experience in an
accredited secondary school with demonstrated experience in developing and fostering
collaborative and dynamic relationships with stakeholders, centering around student-advocacy and
in fostering a secondary school learning environment aimed at continual student growth for special

student cohorts. Experience gained in a Catholic setting significantly strengthens the application.

Education and licensure: The successful candidate must possess a valid State of Illinois (or state
with appropriate reciprocity) professional educator license with endorsements in either

a. BA/BS in Learning Disabilities, Special Education or a similar field with a Master’s Degree
in Education and a minimum of five (5) years of successful teaching experience

b. Active Illinois Teacher License in Special Education and/or Learning Disabilities
i. LBS1 Endorsement
ii. Reading Specialist or Math Endorsement

Skills/Previous Experience
a. Training, experience, and/or certification in the areas of instruction or social-emotional

learning that impact success for high school students
b. Previous experience working as a teacher or support staff in a school setting.
c. Record of success working collaboratively with teachers, counselors, parents, or students
d. Knowledge and understanding of neuropsychological testing tools and skilled in the

interpretation of test results
e. Demonstrates use of student achievement data to inform practice
f. Demonstrated understanding of the MTSS process
g. Experience in creating or reading IEPs and 504 Plans
h. Knowledge of current educational research and issues
i. Knowledge of professional learning communities

Areas of Responsibility

1. Collaborate consistently with the Student Services faculty.
2. Lead discussions on data analysis with the Multi-Tiered System of Supports (MTSS) and

Instructional Leadership Teams.
3. Serve as the primary coordinator and point of contact for entrance exam accommodations.
4. Participate in the parent informational meeting during the entrance exam and manage all

incoming parent inquiries regarding academic support.
5. Work with the administration on incoming student admissions and placement decisions.
6. Serve as an Advisor or Flex Teacher.
7. Engage in collaborative efforts with RISE academic support program specialists.
8. Organize and conduct transition meetings for all incoming freshmen with special

education paperwork, involving elementary school personnel, the student’s
parent/guardian, and the student.

9. Manage student accommodations for standardized testing (e.g., ACT, College Board).
10. Monitor the weekly student performance list and identify students who would benefit from

targeted Tier 2 interventions based on achievement data.
11. Create and implement plans of support for individual students that include interventions

specific to a student.
12. Participate in or conduct all meetings related to student accommodations and interventions

(e.g., return to school, student support meetings, Rankin meetings, parent/guardian
meetings, teacher staffings).

13. Utilize and help faculty optimize the Branching Minds platform.

14. Provide guidance and deliver professional development for faculty on topics related to
special education and interventions.

15. Develop and monitor the program's budget, policies, and procedures.
16. Generate spreadsheets using metrics and formulae to identify students needing Tier 2

Academic Interventions
17. Meet with all Rankin Academic Support students prior to registration for the next

academic year to discuss their proposed courses of study.
18. Schedule and conduct annual articulation meetings with teachers of upperclasswomen who

have an accommodation plan.
19. Perform other duties as assigned by the Principal or Assistant Principal.