1.0 Student Support Services Division Chair (Guidance/Social Work)

Position Type:

Student Support Services Date Posted:

3/26/2026

Location:

Yorkville High School Date Available:

08/04/2026

Closing Date:

05/20/2026

District:

Yorkville Community School District 115 Yorkville High School is seeking a dynamic and passionate Student Support Services Division Chair with experience in a comprehensive secondary school counseling and student support setting. This role provides direct supervision and leadership of the High School Guidance Counselors and Social Workers, ensuring a cohesive, responsive, and student-centered system of support aligned to our school improvement priorities. We are seeking a leader who fosters a positive, inclusive, and student-centered environment grounded in high expectations for all students and committed to delivering proactive, personalized support that advances college, career, academic, and social-emotional readiness. Yorkville Community Unit School District 115 honors prior years of service and educational attainment in its compensation model. In addition to designated per diem days, this leadership role is supported with an $8,000 annual stipend. We are looking for an exceptional candidate who will lead and strengthen a comprehensive, ASCA-aligned student support program that ensures every student is known, supported, and intentionally guided through a personalized pathway toward post secondary success. This individual will play a critical leadership role in designing and implementing early identification systems, targeted interventions, and individualized planning processes that proactively respond to student needs and remove barriers to success. This person will lead and support Student Services teams, House Teams, and MTSS/problem-solving processes, ensuring a coordinated, data-informed approach that prioritizes timely, personalized interventions, strong relationships, and a deep sense of belonging for every student.

Purpose Statement:

The job of the Student Support Service Division Chair was established for the purpose of cultivating a proactive, personalized, student-system of support that optimizes college, career, and life readiness. In addition this role is chartered to develop a highly effective student support professional for every student through the creation of talent development systems (teacher evaluation, developmental coaching, professional development, recognition and continual growth) that drives positive student outcomes across all readiness domains.

Reports to:

Associate Principal of Student Services Supervises:

Certified and Non-Certified Work Year:

Certified Staff Calendar with Up to 10 days of paid work (per diem) during non-contracted time-frames to support Division Chair responsibilities. Up to 20 days of paid work (per diem) during non-contracted time-frames to support Counselor responsibilities (partial caseload).

Essential Functions:

Student Readiness Leadership Leads the design, implementation, and evaluation of a comprehensive school counseling program aligned to the ASCA domains: College, Career, Academic, and Social-Emotional Readiness Ensures equitable access to programs, supports, and opportunities for all students Aligns student services work to the school's improvement goals and district strategic plan College Readiness Oversees post-secondary planning systems including college applications, financial aid, and scholarship processes Promotes student access to rigorous coursework (AP, Dual Credit, IVVC) Coordinates and oversees AP testing administration Career Readiness Supports career exploration, pathway development, and experiential learning opportunities Collaborates with CTE and community partners to expand career-connected experiences Academic Readiness Oversees student academic planning, scheduling, and progress monitoring Leads systems to identify and support students off-track for graduation Supports intervention systems including FlexBlock, Access, and targeted academic supports Social-Emotional Readiness Supervises social-emotional and mental health supports including crisis response and Tier 2/3 interventions Promotes student belonging, connection, and wellness initiatives Supports implementation of trauma-informed and SEL practices Teaching and Learning Supports and advances the philosophy and vision of the Y115 Learning Model by ensuring student supportsystems are aligned to promote college, career, academic, and social-emotional readiness for all students Collaborates with the Associate Principal of Student Services and counseling team to provide updates andensure alignment of student planning resources and programming (e.g., course selection processes, postsecondary planning tools) with the annual 9�12 Curriculum Guide Collaborates with the Associate Principal of Student Services and House Team administrators to support School Improvement Plan (SIP) priorities, ensuring student support systems are aligned to building goals related to achievement, attendance, engagement, and belonging Contributes to cross-functional collaboration with instructional divisions and the Subject Area Committee(SAC) process to ensure alignment between instructional programming and student support systems Talent Development (in collaboration with the Teaching & Learning Department) Provides leadership and direction for ongoing professional learning within Student Support Services grounded in a continuous improvement model, with a focus on enhancing student outcomes across college, career, academic, and social-emotional readiness Supports, facilitates, and monitors collaborative team structures (e.g., Student Services Team, House Teams, MTSS/Problem Solving teams) to ensure alignment, shared ownership, and effective implementation of student support practices Communicates and models research-based student support practices that improve student engagement, belonging, achievement, and postsecondary readiness Provides individualized, job-embedded coaching to counselors and social workers to support the implementation of best practices in areas such as data use, intervention planning, student engagement, and mental health supports Designs and facilitates structured professional learning experiences (individual, small group, and whole team) to build capacity across student support systems Cultivates a proactive, positive, and growth-oriented professional culture emphasizing: Connectedness and belonging among staff Empowerment and voice in decision-making Competence through continuous learning and feedback Recognition of impact and contributions Collective responsibility for student success Data Analysis Uses disaggregated data to identify trends, gaps, and inequities across student groups, and to monitor progress toward improving outcomes for all students Works with the Associate Principal of Student Services and leadership teams to use data to inform student support systems, including MTSS interventions, house-based supports, 504 accommodations, and postsecondary planning Provides support and training to staff on the effective use of data to drive student-centered decision-making, intervention planning, and service delivery Meets regularly with school counselors, social workers, and House Teams to review data trends, engage in problem-solving processes, and prioritize targeted actions that improve student outcomes and overall readiness Supports and facilitates weekly House Team meetings and monthly Problem Solving/MTSS processes,ensuring data is used consistently to guide interventions and monitor impact Assists in the creation, completion, and presentation of school and district reports, including those related tostudent achievement, attendance, postsecondary outcomes, and student well-being Professional Development Coaches and develops student support professionals to establish the foundations for successful student support systems: ambitious vision and goals, purposeful long-term plans, strong relationships, and positive student culture Observes student support professionals weekly to gather data on student experience and proficiency to diagnose professionals' strengths and weaknesses constantly and determine strategies for improving their practice Works alongside the Associate Principal of Student Services to design and facilitate professional learning for school counselors, social workers, and staff focused on: Student readiness across college, career, academic, and social-emotional domains (ASCA-aligned) Effective implementation of MTSS frameworks, including Tier 1, 2, and 3 supports Use of student data to identify needs, develop interventions, and monitor outcomes Strengthening student engagement, belonging, and behavioral supports Supports the division in providing data-driven professional development by analyzing trends in student outcomes (academic progress, attendance, SEL indicators, postsecondary readiness) and ensuring time is intentionally allocated for collaboration, reflection, and continuous improvement Ensures the training, development, and ongoing support of high-performing Student Services teams (counselors, social workers, and house-based teams) to enhance coordination of services, consistency of practices, and impact on student outcomes Provides leadership in building staff capacity to effectively implement student support systems and tools, including: MTSS processes and problem-solving protocols 504 plan implementation and accommodations College and career planning platforms Student data systems (e.g., progress monitoring, intervention tracking) Monitors and supports the effective implementation of student support technologies and systems to ensure they enhance service delivery, communication, and student outcomes Organizational Leadership Serves as an active member of the Building Leadership Team (BLT), Student Services Team, Instructional Leadership Team (ILT), and School Improvement Team (SIP); collaborates to align student support systems, instructional priorities, and school improvement goals to ensure success for all students Provides direct leadership, supervision, support, and mentorship to the Student Support Services division, including school counselors and social workers, ensuring alignment, consistency of practice, and high levels of impact on student outcomes Communicates and implements the school's vision for college, career, academic, and social-emotional readiness through a comprehensive, ASCA-aligned student support framework Provides leadership for student support initiatives, including MTSS implementation, house-based support systems, postsecondary planning, and social-emotional programming Promotes the use of data-driven decision making across student services by leveraging academic, attendance, behavioral, and postsecondary data to inform interventions, resource allocation, and continuous improvement Works alongside the Associate Principal of Student Services to develop, implement, and evaluate comprehensive student support systems, ensuring compliance with state and federal mandates (including 504), district policies, and best practices in school counseling and student services Collaborates with Deans of Students and House Teams to ensure alignment of academic, behavioral, and social-emotional supports within the school's house model structure, including coordination of weekly House Team meetings and monthly problem-solving processes Fosters a positive and inclusive school culture that promotes belonging, connection, equity, and high expectations for all students and staff Works collaboratively with families and community partners to support student success by expanding access to college, career, and social-emotional resources and opportunities

Other Functions:

Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

QUALIFICATIONS / SKILLS

Demonstrable Skills:

Strategic and innovative thought leader with a proven and successful record of accomplishment of leading successful change initiatives Collaborative and active service-oriented leader who models a willingness to serve and lead school and district projects that have made a substantial contribution beyond their sphere of influence Visionary instructional leader who has a command of a comprehensive and complimentary secondary scope and sequence, assessment methodology, and student-centered instruction that support college, career, and life readiness Results-orientated critical thinker who cultivates an environment of continuous learning, growth, and improvement that engages all stakeholders to challenge the status quo and develop forward-thinking ideas that are creative and/or unique that seek opportunities for growth and improvement Deep knowledge of and experience in: a) Instructional strategies b) Conditions of Learning c) Assessment driven instruction (teaching/learning process), d) curriculum development Effective communication, collaboration, and interpersonal skills for building an environment with a common instructional focus, promoting initiatives, and conveying expectations Outstanding presentation and facilitation skills Demonstrated ability to communicate in a professional manner both orally and in writing Demonstrated strength in organization, communication skills and efficiency in meeting deadlines Demonstrated ability to function as a positive collaborative member of a team Demonstrated interest and engagement in professional learning and reflection Ability to interpret and administer board policy, administrative procedures and

State Law Responsibility:

Responsibilities include: working independently under broad organizational guidelines to achieve unit objectives; managing major organizational components; and supervising the use of funds for the division. Utilization of significant resources from other work units is routinely required to perform the job's functions. There is a continual opportunity to significantly impact the organization's services.

Job Requirements:

Minimum Qualifications:

The individual must be able to perform each essential job duty and responsibility satisfactorily. The following requirements are representative of the knowledge, skills, and/or other abilities needed to perform the job at a fully acceptable level.

Skills, Knowledge and Abilities:

SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: developing and administering budgets; operating standard office equipment including utilizing pertinent software applications; planning and managing multiple projects; preparing and maintaining accurate records; and training, developing and supervising staff.

KNOWLEDGE

is required to perform advanced math; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. ABILITY is required to schedule a significant number of activities, meetings, and/or events; routinely gather, collate, and/or classify data; and consider a variety of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of widely varied types and/or purposes; and use a variety of job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives. Specific ability-based competencies required to satisfactorily perform the functions of the job include: effectively communicate; adapting to changing work priorities; dealing with frequent and sustained interruptions; developing and maintaining positive working relationships; facilitating communication between persons with divergent positions; implementing change; maintaining confidentiality; meeting deadlines and schedules; providing direction and leadership; and setting priorities.

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision and color vision. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Work Environment:

The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. Generally, the job requires 70% sitting, 20% walking, and 10% standing. This job is performed in a generally clean and healthy environment.

Experience:

Minimum of five years of successful teaching experience required. Previous teacher leadership experience preferred.

Education:

Illinois general administrative endorsement preferred, but not required.

Equivalency:

None Specified Required Testing Certificates Licenses None Specified Illinois Professional Educators License Continuing Educ. /Training Clearances None Specified Criminal Justice Fingerprint/Background Clearance FLSA Status Approval Date Salary Exempt Determined by Board of Education The information contained in this job description is for compliance with the American with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual holding this position and additional duties may be assigned.

Starting Salary:

$51,612 /BS+0, year 1 This position is part of the Yorkville CBA, linked below https://resources.finalsite.net/images/v1719490100/y115org/zj8dtrteasxz7ty5kyzd/Copyof2022-2026YEACBA1.pdf?