Supervisor of Student Support Services

Job Goal:

To identify and provide educational opportunities and related support services for exceptional students. This position facilitates, coordinates, and approves the development and implementation of 1) behavior management techniques for students with behavioral challenges, 2)504 plans, 3) the district’s Title IX compliance, and 4)Leadership, oversight, and instructional support for Dyslexia Programming and Interventions.

Qualifications (minimum education, licensure, skills, and/or experience):

• Valid Louisiana Teaching Certificate
• Educational Leadership - Level 1
• Master’s Degree in education, educational administration, school psychology, counseling, social work, or a related field (with a Bachelor’s degree as a baseline)
• 5+ years of experience in education, instructional coaching, school administration, or specialized student support services
• Prior supervisory or leadership experience, including coaching, mentoring, or evaluating performance for certified and classified staff
• Preferred Qualification: Previous experience working with at-risk students and or students with behavioral concerns or counseling adolescents

Framework and Intervention Knowledge

• Comprehensive MTSS expertise, including systems-level implementation, fidelity monitoring, and continuous improvement across Tier 1, Tier 2, and Tier 3.
• Behavioral and Social-Emotional (SEL) frameworks, such as Positive Behavioral Interventions and Supports (PBIS), Response to Intervention (RTI), restorative practices, trauma-informed practices, and bullying prevention.
• Special education and compliance knowledge, with an understanding of federal, state, and district regulations regarding student services.

Essential Duties and Responsibilities:

• Provide support, monitoring, and training of behavior management techniques, intervention strategies, coping skills, and problem solving skills for students with behavioral challenges.
• Serve as Exceptional Student Services representative for suspensions and expulsions.
• Track suspension and expulsion data for exceptional students. Assist in the administration and analysis of discipline/behavior data.
• Assist teachers and Pupil Appraisal staff in the design, implementation, and documentation of appropriate behavior management programs for individual students and targeted classrooms.
• Work collaboratively with school administrators and other personnel in implementing appropriate strategies and techniques to address student behavior concerns.
• Assist with the monitoring of schools to ensure that the regulations concerning the discipline of students with disabilities are being implemented in accordance with district, state, and federal regulations.
• Serve as a point of contact and resource for administrators and parents of children with behavioral and/or emotional disabilities.
• Oversee school level teams (consisting of administrators, counselors, counselors, mental health professionals, school resource officers, teachers, etc.) to assist in the development of district and school-wide policies and procedures for conducting threat assessments on school campuses.
• Serve as a point of contact for high level threats on school campuses.
• Provide training on the development of crisis management plans for at-risk individuals to mitigate threats and connect them with needed resources (e.g., counseling).
• Maintain compliance to ensure all threat assessment protocols align with state laws, school district policies, and national best practices.
• Oversee elementary and middle school counselors to ensure alignment with the American School Counselor Association (ASCA) National Model.
• Track student data related to academics, attendance, and social-emotional development.
• Provide training & professional development and lead ongoing workshops, PLCs (Professional Learning Communities), and training sessions on evidence-based interventions, crisis response, and equity-focused practices.
• Serve as the district’s 504/School Building Level Committee (SBLC) representative to ensure federal compliance with its responsibilities under Section 504 of the Rehabilitation Act.
• Collect and maintain all Section 504 data (504 plans and lists of eligible students) for reference purposes.
• Assist administrators, teachers, and other professional personnel in the development and implementation of 504 plans. Monitor effectiveness of student plans and ensure they are implemented within federal and state regulations and within school board policy.
• Support the coordination of Section 504 grievance procedures.
• Provide leadership, oversight, and program administration for the district's Dyslexia services, interventions, and oversee screeners, evaluations, and identification processes for students exhibiting characteristics of dyslexia in accordance with state guidelines and parish policy.
• Provide leadership in selecting, implementing, and monitoring evidence-based dyslexia interventions and multisensory structured language approaches.
• Monitor students during summer programming who are considered “at risk” for dyslexia that may require additional screenings and possible comprehensive assessments. Engage in collaboration with school leadership teams to address retention.
• Maintain, update, and enforce the Parish Dyslexia Handbook, ensuring all schools comply with evolving state education legislation, timelines, and mandatory accommodations.
• Collaborate with district level staff to develop and implement policies and procedures in accordance with state and national guidelines.
• Serve as a liaison to ensure that instructional staff comply with school board policy as well as state and federal laws and regulations regarding Title IX.
• Support the investigation and resolution of Title IX grievance procedures.
• Perform other job-related duties as assigned.

May serve at the discretion of the Superintendent as a Principal Supervisor with the following responsibilities:

• Evaluating and coaching the principal or facilitator of the school(s) or site(s) to which they are assigned.
• Conducting weekly visits to provide coaching and/or support to principals and/or facilitators.
• Address stakeholder matters and/or concerns relative to each school or site before being filtered to the respective district staff/department and/or the superintendent.

May serve at the discretion of the Superintendent as a Zone Leader with the following responsibilities:

• Serve as a member of the Superintendent’s Leadership Team.
• Assist in the development of objectives for the Division of Curriculum, Instruction and Assessment consistent with the stated goals of the School Board and Superintendent.
• Advise and assist principals on School Improvement and application of Effective School Research at the building site.
• Conduct field observations in assigned schools to support school-based leaders in instructional practices and approve school-based leader SLTs; attend PLC meetings to support instruction.
• Observe feedback on classroom practices and act as a liaison with teachers in other schools and with central office administration and personnel.
• Communicate through developing newsletters, bulletins, manuals, and handbooks.
• Encourage the teaching of developmentally appropriate practices.
• Make recommendations on matters of curriculum equality, resource and instructional equity, monitoring of school and student data.
• Coordinate elementary, middle, and high school staffing in consultation with the School Superintendent
• Identify critical and emerging issues of curriculum and instruction and recommends course(s) of action superiors
• Identify staff development, in-service or training needs.
• Demonstrate expertise in interviewing, evaluating, and recommending applicants through the Human Resources Department.
• Serve as a resource to teachers, principals, and other instructional personnel and the general public regarding programs of curriculum and instruction and related educational services for elementary or middle or high/alternative school levels.
• Provide input on policies and procedures affecting elementary or middle or high/alternative schools and/or facilities programs.
• Facilitate the provision of various pupil support services such as transfers, race relations, discipline, hearings, and suspensions.
• Carry out supervisory responsibilities in accordance with the organization’s policies and applicable laws.

Supervisors shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports.

Self-Evaluation

• Complete a self-evaluation and document the results on appropriate written forms.

Professional Growth Plan

• Develop a Professional Growth Plan in collaboration with the evaluation.

Supervision

• Supervise Principals, Assistant Principals, and other employees reporting to the specific Supervisor position.
• Complete and/or assist in the preparation/implementation of employee pre and post observations, evaluations, Intensive Assistance Plans, and other associated tasks and monitoring.

Instructional Components

• Fulfill duties traditionally expected of those in supervisory positions.
• Collaborate with those providing and overseeing school-based instruction as well as professionals providing ancillary services.
• Review, draft, study, recommend, and implement policies, curriculum, and plans to improve the quality of instruction.
• Conduct school/class walk throughs.
• Participate in Instructional Leadership Team meetings.

Non-instructional Components

• Attend meetings generally associated with the instruction of students.
• Attend faculty, staff, and department meetings.
• Attend training sessions.
• Attend job fairs and related events.
• Attend IEP/IAP meetings.
• Attend Central Office and Department meetings.
• Attend back-to-school and open-house events.
• Attend graduation.
• Interview, employ, and complete necessary hires.
• Attend PIP, Evaluation, Observation, IAP, and student discipline meetings/hearings.
• Attend school board/committee meetings, upon request.
• Participate in the preparation of necessary disciplinary documents and corresponding disciplinary processes.

Physical Demands:

• Sedentary: Exerts up to 10 pounds of force occasionally and/or a negligible amount of force frequently; involves sitting most of the time.

Terms of Employment:

Evaluation: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel (Bulletin 130).

Note: This job description is subject to change at any time. While this job description reflects delegation of essential duties and responsibilities, it does not exclude or restrict management’s right to assign or reassign tasks, duties, or responsibilities to this job at any time.

Approved by: ____________________________________________________

Date: _________________________

Received and agreed to by: ________________________________________

Date: _________________________