26-27 Assistant Director of Student Services

26-27 Assistant Director of Student Services Somerville Public Schools•3.7 Somerville, MA Job Details Full-time $150,973•$172,105 a year 8 hours ago Qualifications School experience Working with students

Full Job Description Position Summary:

The Assistant Director of Student Services provides districtwide leadership, organizational management, professional development, and direct support to strengthen comprehensive student support systems across the district. Working collaboratively with school leaders, Student Services staff, families, and community partners, the Assistant Director assists the Director of Student Services in advancing safe, inclusive, equitable, and trauma-informed learning environments that support the academic, behavioral, social-emotional, and mental health needs of all students. The Assistant Director plays a key role in building coherent districtwide systems that promote equitable access to interventions and supports, strengthen school-based practices, and use data-informed decision-making to improve student outcomes and organizational effectiveness. The Assistant Director of Student Services supports strong partnerships among schools, families, and community agencies to reduce barriers to learning, promote student well-being, and foster positive and healthy school cultures across the district. Essential Functions & Responsibilities The responsibilities listed below reflect the primary duties of the position; the omission of specific statements of duties does not exclude them from the role. Additional responsibilities that are similar, related, or a logical assignment to the position may be assigned as needed to meet program, legal, or operational needs. Attend and support weekly Student Support Team (SST) meetings, providing guidance related to social-emotional supports, crisis response, intervention planning, and district procedures; Coordinate clinical and therapeutic services, including safety assessments, crisis evaluations, case conferences, trauma response, and support for complex student situations across the district; Facilitate Section 504 eligibility meetings at the PreK-8 level and support the implementation, monitoring, and oversight of 504 Accommodation Plans districtwide; Assist in the coordination and oversight of therapeutic supports and partnerships with outside agencies, vendors, and contracted service providers; Support and coach principals and building leaders in strengthening school-based systems related to MTSS, student support services, behavior intervention, attendance, and school climate; Lead and support the implementation of Tier I social-emotional learning and social competency curricula, in collaboration with school leaders and central office departments; Coordinate and evaluate the implementation of Tier I, Tier II, and Tier III interventions and safety-net systems to promote consistency, effectiveness, and equitable student outcomes across schools; Analyze behavioral, attendance, intervention, and school climate data to monitor trends, inform district improvement planning, and support equitable access to student support systems; Support district efforts related to chronic absenteeism, attendance intervention systems, student engagement, and re-engagement planning for students experiencing attendance challenges; Facilitate professional development and coaching for staff related to behavioral supports, trauma-informed practices, social-emotional learning, crisis response, student regulation, and safety; Assist in coordinating events, trainings, and informational sessions for students, families, staff, and community partners in collaboration with external providers and agencies; Serve as liaison to municipal departments, including Health and Human Services, and collaborate with community agencies to coordinate supports for students and families; Serve as the district liaison to the Department of Children and Families (DCF) and support coordination related to student safety, mandated reporting, and interagency collaboration; Serve as the District Bullying Coordinator, providing guidance and support to school leaders regarding district bullying prevention policies, procedures, investigations, and compliance requirements; Communicate with families and caregivers in a culturally responsive, informed, and confidential manner regarding sensitive issues related to student well-being, behavioral health, and social-emotional needs; Assist the Director of Student Services and/or school principals in the supervision and evaluation of Student Services-associated staff and administrators as assigned; Assist with districtwide initiatives, task forces, and collaborative projects designed to strengthen student support systems and promote safe, inclusive, and healthy school environments; Perform other duties consistent with the scope and responsibilities of the position as assigned. Knowledge, Abilities, & Skills Knowledge of social-emotional learning, trauma-informed practices, and adolescent development, particularly for students with complex behavioral and mental health needs Knowledge of Multi-Tiered System of Supports (MTSS), behavioral intervention frameworks, and Section 504 regulations and compliance requirements Strong clinical and problem-solving skills, including the ability to assess risk, coordinate crisis response, and support effective interventions across tiers Fluency in data analysis and continuous improvement Effective communication and interpersonal skills, with the ability to engage families, staff, and external partners in a culturally responsive and confidential manner Demonstrated ability to lead professional development, facilitate teams, and coordinate services across schools and community agencies Strong organizational and leadership abilities, including managing multiple priorities, ensuring program coherence, and promoting equitable and consistent student support systems Physical Requirements 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 position's essential functions.

Physical Strength Requirements:

Moderate•lift, carry, push, or pull 20-50 lbs

Posture & Movement Requirements:

Frequent standing and walking; ability to respond quickly to crisis activity

Sensory Requirements:

Ability to perceive written information (near vision); Ability to perceive distant objects or hazards (far vision); Ability to hear and understand verbal instructions; Ability to speak clearly Qualifications & Requirements MA DESE administrator licensure in one or more of the following required: Supervisor/Director Principal/Assistant Principal Special Education Administrator MA DESE licensure in one or more of the following preferred: School Counselor School Social Worker School Psychologist Clinical experience working with students and families in an urban setting Minimum of 3 years of experience in an administrative role Bilingual•English/Portuguese or English/Spanish preferred Reporting Relationships Position Reports to:

Director of Student Services Position Supervises:

Unit A Student Services educators in collaboration with the

Director of Student Services and Principals Position Details Location:

District-Wide Department:

Administration;

Student Services Union Affiliation:

Somerville Administrator's Association Terms of Employment Position Type:

Full Time Work Year:

220

Days FLSA Status:

Exempt Benefits:

Eligible Salary:

$150,973•172,105 commensurate with qualifications and in accordance with the SAA Salary Schedule Pre-Employment Requirements MA Criminal Offender Record Information (CORI) Clearance Fingerprints The Somerville Public Schools does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.