Director of Student Support Services

Under the leadership of the RCS Principal, the position is responsible for the effective coordination of student support services and special needs programming throughout the school PK-12. Student Support Services include guidance services and student records, psychological services, social work services, behavior interventions, special needs programming and related communication with students, parents and internal to RCS.   

Responsibilities:

Main Duties of the Incumbent are to:

• Assist with the development of and/or revisions to policies, regulations, and procedures as they relate to special needs/exceptional ability provision/accommodations and/or support services for students.
• Directly or indirectly, manage all staff assigned to student support services or special needs programs (including EAL); participate in the selection, training, and evaluation of personnel.
• Lead the provision, monitoring, and oversight of all professional development activities related to student support and special needs services.
• Oversee the prospective family/student testing/screening aspects of the admissions process; conduct prospective student observations and prospective parent interviews to determine suitability of the school’s services for the student/family needs.
• Provide oversight of policy implementation concerning student accountability for their actions (student counseling, parent support, communications, grievance procedures, consistency of sanctions, etc.).
• Assume responsibility, in collaboration with EAL/ESL teachers, of programming and support for students new to the English language or with specific English language acquisition needs or deficits.
• Participate on the school leadership team in planning, problem-solving, and implementation of schoolwide initiatives, particularly in the area of embedding multi-culturalism and international-mindedness in all aspects of school life.
•  Be the lead caretaker of effective school climate practices among students, academic staff, and operations staff; conduct trainings in positive school climate and positive behavior interventions.
•  Coordinate and operate programs specific to equity of access to services, quality programming, and safe school environments.
• Work closely and collaboratively with the Principal and Heads of Elementary and Secondary to optimize the well-being of students and implement successful strategies to reduce incidences of disruptive behavior in classrooms and common areas.
•  Collect and analyze outcome data to continually improve the policies, process, and recommended interventions for students in need of extra support, academically/socially/ behaviorally/etc.
• Assume responsibility for the implementation and monitoring of the guidance program, health services, speech, occupational and physical therapy, and related services.
• Direct the identification, diagnosis, planning, placement, programming, and evaluation of students with exceptional needs, including placements of shadow teachers or for services from outside consultants; keep the Finance Department informed of such need for external support.
• Other duties as assigned by the Principal.

Knowledge, Skills, And Abilities:

• Thorough knowledge of the practices, methods, and techniques used in the administration and supervision of all facets of pupil personnel services;
• Thorough knowledge of common international schools policies, procedures, and regulations, particularly the laws for student support services and special needs programming in the Canada and Egypt contexts;
• Has a track record of improving special services and school climate in their prior school(s) or sphere(s) of influence;
• Ability to mentor/coach/develop regular class teachers (in their classroom management and differentiation), special educators, and support specialists;
• Handles stress well and accepts responsibility for problems and mistakes;
• Skillful in parent communications (policies, individual case information, etc.) regarding a child’s special needs or behavior;
• Excellent oral and written communication skills, bilingual Arabic/English preferred;
• Ability to motivate others to reach their fullest potential;
• Ability to establish and maintain effective working relationships with school officials, students, parents, teachers, support staff, and external partner agency representatives.

The Ideal Candidate For This Role:

• is experienced in one or more Canadian provincial curricula, and preferably that of Prince Edward Island (PEI) or approvable by PEI through reciprocity from other provinces or other equivalency;
• has a history of successful contributions to a private/international school’s student admissions practices, policy development, and student/parent screening;
• handles stress well and accepts responsibility for problems and mistakes;
• inspires and motivates students and teachers;
• is a strong manager of people and can manage inward, outward, upward, and downward;
• prefers truth and honesty over avoidance and harmony;
• is willing to give clear, direct, and tough feedback to students, teachers, and families;
• Is willing to make singularly tough decisions.