Director of PAWS; Perseverance, Achievement, Wellness, and Success Academy

Position: Director of PAWS (Perseverance, Achievement, Wellness, and Success) Academy
Title of Position:

Director of PAWS (Perseverance, Achievement, Wellness, and Success) Academy

Work Year:

School Year

218 working days, as per the agreement between the Marlborough School Committee and the Marlborough School Administrators Association

Effective Date of Employment:
July 1, 2026

Salary:
As per the Collective Bargaining Agreement between the Marlborough School Committee and the Marlborough School Administrators Association, Category 1.

Location:

Hildreth School

Organizational Relationship or Line of Authority:

Works under the supervision of the Executive Director of Special Education. Collaborates closely with Executive Director of Special Education, Executive Director of Clinical Services, Educational Team Leaders, Executive Director of English Learner Services, Building Principals, Clinical Service Providers, and Families and Community Agencies. Supervises Therapeutic Program Teachers, School Adjustment Counselor, Behavior Specialists, Program Support Staff, Educational Assistants, Clerical Staff, and additional program personnel as assigned.

Summary:

The Director of PAWS Academy serves as the instructional, operational, and clinical leader of the district's therapeutic public day school program. PAWS Academy (Perseverance, Achievement, Wellness, and Success) is a specialized educational setting designed to support students whose behavioral, social-emotional, and mental health needs significantly impact their ability to access learning in traditional school environments.

The Director is responsible for developing and maintaining a safe, structured, therapeutic, and academically rigorous learning environment where students receive individualized supports designed to build self-regulation, resilience, social competence, academic achievement, and successful school engagement. Working collaboratively with families, district leaders, clinical providers, and school teams, the Director ensures that students receive comprehensive educational and therapeutic services that promote growth and facilitate successful transitions to less restrictive educational settings whenever appropriate.

Statement of Duties:

Program Leadership and Development

* Provide leadership for the development, implementation, and continuous improvement of PAWS Academy.

* Establish and communicate a clear vision focused on perseverance, achievement, wellness, and success.

* Develop systems, structures, and routines that support a highly therapeutic, trauma-informed, and educationally rigorous environment.

* Ensure alignment of programming with district goals, special education regulations, and evidence-based practices.

* Lead strategic planning and program evaluation efforts to continuously improve student outcomes.

* Foster a school culture characterized by safety, belonging, accountability, respect, and growth.

Student Programming and Service Delivery

* Partner with Educational Team Leaders to oversee all aspects of student programming and service delivery.

* Collaborate with the Executive Director of Special Education, Executive Director of Clinical Services, and Educational Team Leaders to determine student eligibility and placement within the PAWS Academy program.

* Monitor implementation of established entry and exit criteria and oversee student transition planning.

* Ensure students receive individualized academic, behavioral, social-emotional, and therapeutic supports aligned with their Individualized Education Programs (IEPs).

* Oversee excluded student services and ensure continuity of academic and clinical support during periods of disciplinary exclusion.

* Coordinate with district and community providers to ensure comprehensive services for students and families.

Instructional Leadership

* Collaborate with Educational Team Leaders and the Office of Teaching and Learning to design and implement rigorous instructional programming.

* Ensure students have access to grade-level curriculum and individualized interventions.

* Monitor instructional practices and student progress to ensure meaningful academic growth.

* Support implementation of evidence-based instructional and behavioral interventions.

* Promote high expectations for student learning and achievement.

* Utilize student performance data to guide instructional decision-making and program improvement.

Therapeutic and Behavioral Leadership

* Develop and implement a comprehensive positive behavioral intervention and support framework.

* Ensure consistent implementation of trauma-informed, restorative, and therapeutic practices throughout the program.

* Oversee behavioral intervention systems designed to improve student self-regulation, social skills, and emotional well-being.

* Support staff in implementing individualized behavior support plans and crisis intervention procedures.

* Monitor behavioral data and student outcomes to inform program improvements.

* Collaborate with clinical staff to integrate educational and therapeutic supports.

Family and Community Engagement

* Foster strong, collaborative…