XSEL Director

SUMMARY:

Provides oversight and support of implementation of Tier 3 behavior interventions; provides professional development. Responsible for administration and the safety and welfare of both students and staff. Provides leadership at the local school level in carrying out the goals and objectives of the school district, administers and supervises all the activities and personnel of the school toward the fullest possible development of each student with a focus on social-emotional learning.

• Develops and monitors a comprehensive therapeutic SEL program/framework with defined behavior competencies and interventions to serve early learners based on the framework currently established.
• Interacts with students to encourage each individual to perform at their highest level.
• Provides assistance to teachers and staff in support of a high quality classroom and student engagement.
• Establishes and maintains procedures for managing pupils’ behavior to achieve an effective learning atmosphere and to maximize instructional time.
• Assists in creating and monitoring the progress of specialized behavior treatment plan for each student.
• Ensures smooth transition of students to and from XSEL and their home school.
• Manages and evaluates behavior technicians, Lead Behavior Interventionist, Bookkeeper. Manages and oversees certified teachers.
• Assigns teachers to classroom and students to classes.
• Ensures the use of formal and informal assessments.
• Prepares the school budget with direct support from the Assistant Superintendent of Elementary Schools.
• Exhibits professional demeanor and behavior.
• Effectively communicates goals and expectations for teachers and behavior technicians in writing and orally.
• Supervises cleanliness, security, and safety of the building.
• Establishes and maintains relations with parents, parent groups, school volunteers and outside agencies.
• Implements School Board policies, administrative directives, and regulations relating to the school.
• Maintains student discipline consistent with school district policies.
• Cooperates with other school principals and officials in student and district inter-school matters.
• Performs other duties as may be assigned.

Master’s degree in Administration or field of behavior (i.e. ABA, psychology, etc.) and a minimum five years of experience working directly with elementary-aged students required; documented experience working with students with challenging behaviors and experience implementing various behavior models required; or equivalent combination of education and experience that provides the required knowledge, skills and abilities.

Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

Valid SC Teaching License required in one of the following areas:

Elementary Principal (Tier 1, Tier 11)

Elementary Supervisor

School Psychologist

Or

Board Certified Behavior Analyst (BCBA)

Or

Psychologist who is an LPHA

Manages and supervises certified and classified employees in the XSEL program. Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include addressing complaints and resolving problems.

Ability to read, analyze and interpret professional journals, technical procedures and instructional manuals. Ability to design and write professional development plans, reports and data entry procedures. Ability to effectively present professional development and training and respond to questions from groups of educators, trainees, media, administrators and organization members.

Ability to add, subtract, multiply, and divide in units of measurement, using whole numbers, common fractions, and decimals. Ability to work with mathematical concepts such as probability and statistical inference and in the display and interpretation of data. Ability to apply basic concepts of statistical analysis, fractions, percentages, ratios, and proportions to practical situations.

Ability to interpret and carry out instructions furnished in written, oral, diagram or schedule form. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to analyze information and use logic to address work related issues and problems.

Ability to identify student adjustment and/or academic problems, provide counseling and/or recommend appropriate remedial action to parents. Ability to supervise students and maintain order in various classroom and instructional activities and situations

Ability to perform duties with awareness of all district requirements and Board of Education policies.

Ability to operate a personal computer and related software. Knowledge in the methods for developing lesson plans and materials, and classroom…