University of Saint Joseph
Assistant Director, Gengras Center
University of Saint Joseph, West Hartford, Connecticut, United States,
This position supports the Gengras Center by assisting the Director and Associate Director in servicing the needs of The Gengras Center while adhering to the State of Connecticut guidelines for special needs students. The assistant director must be knowledgeable in the areas of child development, curriculum development, instructional techniques, use of technology and effective behavior management strategies. Administrative duties include coordinating Child Study Teams, reviewing referrals and processing intakes, leading PPT meetings, developing operational schedules, identifying and implementing program goals and objectives, and providing continuity between LEAs and The Gengras Center. Providing effective leadership, support, supervision, and evaluation of the Center’s staff is an important component of the position. The assistant director must be able to communicate effectively with staff, students, parents, and the University of Saint Joseph community.
ADMINISTRATIVE DUTIES
Assist in establishing policies, procedures, and schedules for program operation.
Assist in developing and organizing programs to meet identified needs for the Gengras Center.
Contribute to the identification and implementation of program goals and objectives.
Facilitate the ongoing supervision, assessment, and development of Gengras Center programs.
Develop and conduct workshops/in-services pertaining to staff development.
Coordinate PPT, IEP, Child Study Team, and Referral Intake meetings with the Director, and coordinate initial placement of new students.
Ensure the delivery of all required services to each student according to IEPs, LEA Contracts, IDEA, and State Guidelines.
Attend pertinent statewide and area leadership trainings and meetings to enhance and promote Gengras Center programming.
Coordinate safety and emergency procedures.
Assign students to specific teachers and related services staff.
Assist in the process of hiring, orienting, and placing new staff.
Assist in the monitoring of the budget.
Support daily transportation needs and serve as a liaison with LEA transportation departments.
Supervise meal periods and proper meal prep for students by classroom staff.
Coordinate health-related meetings to meet the medical and psychiatric needs of students.
Responsible for the proper administration of restraints, seclusions, and exclusionary time outs by following state regulations.
Assist with and provide feedback to the Crisis Intervention Team.
Impose in-school and out-of-school suspensions as needed, and report to school districts accordingly.
Research availability and assist in the completion of grant proposals and endeavors.
Assume the responsibilities of the Director or Associate Director when absent from the Center.
STAFF DEVELOPMENT, SUPERVISION AND EVALUATION:
Oversee the annual program of professional development activities and in-service training workshops to meet the needs of The Gengras Center staff.
Provide teachers with information relative to professional conferences, workshops, and meetings.
Conduct periodic trainings, which are specifically focused at some aspect of the teaching and learning process.
Model instructional techniques in the classroom, when appropriate.
Assist teachers to increase their knowledge and improve their teaching competencies.
Direct, coordinate, and evaluate the program’s staff utilizing the process designed by the University of Saint Joseph’s Human Resources Department, in conjunction with State Department of Education standards for teacher evaluations. Follows Connecticut’s System for Educator Evaluation and Development for State Department of Education certified staff.
Assist with the process of professional development to the Center’s certified staff, to meet the requirements of the State Department of Education.
COMMUNICATION:
Assist in planning and conducting meetings for the staff.
Assist in the articulation of the academic instructional program, and facilitate inter-departmental communication to enhance the Center’s transdisciplinary teaming model.
Consult with the Director and the Associate Director regarding the Center’s academic needs and priorities.
Provide for open communication with staff and members of the USJ community.
Maintain a communication network for dissemination of student data, including reporting of seclusion and restraints.
Communicate with parents on routine matters, those requiring disciplinary action or other issues.
Communicate information to LEAs and other relevant service providers regarding students who are discharged from the program.
STUDENT-PARENT RELATIONSHIPS:
Serve as a liaison between the Gengras Center and parents.
Recommend ways in which parents can support school efforts.
Conduct informational workshops for parents, as needed.
Assist parents in developing and implementing alternative ways for working with their children through home-school collaboration.
Assist appropriate staff in providing home visitations, or conducting parent conferences, as needed.
Participate in parent-student activities sponsored by the school.
PERSONAL-PROFESSIONAL COMPETENCIES:
Demonstrate ability and willingness to work effectively with people.
Consistently establish and maintain rapport with others.
Exhibit a high caliber in presentation of work, both in physical presentation and soundness of facts and concepts.
Display respect for and encourage individuals to express their ideas, opinions, and viewpoints.
Exhibit courtesy, self-control, patience, and discretion in dealing with others and the public.
Maintain positive relations with all staff members.
Show respect, concern, and warmth for others and empathetic understanding of individual problems.
Support administrative design for shared involvement and interdisciplinary team approach.
JOB KNOWLEDGE:
Demonstrate knowledge of child development, learning theory, and research-based instruction.
Demonstrate knowledge of school curriculum and curriculum development, with a focus on Connecticut’s Common Core State Standards.
Demonstrate knowledge of various instructional strategies and the Connecticut teaching competencies.
Demonstrate knowledge of Career, Vocational, and Transition programming for special needs youth.
Demonstrate knowledge of speech/language, social work, psychology, OT, PT, and other related services.
BEHAVIORAL EFFECTIVENESS:
Know, understand, and respect pupils.
Demonstrate understanding of student motivation strategies.
Demonstrate flexibility in handling conflict and dissent among students.
Support teachers in applying techniques of classroom management, data collection and interpretation, and development of behavioral intervention plans.
Assist in the provision of crisis intervention resources to all teachers and teaching assistants.
CURRICULUM-INSTRUCTION-ASSESSMENT:
Oversee the work of the curriculum-related committees with a focus on school-wide projects, events, and activities to enhance the teaching/learning process.
Assist in the development of curriculum guidelines and update curriculum model and evaluation system to align with Common Core State Standards as needed.
Assist in the development of pre and post testing for the academic curriculum, and tri-annual evaluations.
Assist teachers in analyzing test results to determine student needs and evaluate student progress.
Assist teachers in the development of data collection, Learner Profiles, I.E.P.s, and Progress Reports.
Assist teachers in planning lessons in units of study.
Assist teachers in developing teaching strategies, which are appropriate for the students and are consistent with current educational research.
Assist teachers in using a variety of teaching styles, strategies, and instructional materials, including appropriate modifications and accommodations, in developing individual programs to meet the needs of specific pupils.
Assist teachers in selecting or developing appropriate instructional materials, securing needed supplies, and utilizing appropriate technology to enhance teaching and learning.
Assist teachers in utilizing community resources for applied and experiential learning.
Ensure the use of behavioral strategies to meet student needs during instruction.
Analyze pupil and program needs and make program decisions based on information from data collected.
Provide modeling of instructional method and team teaching support through direct instruction to students as appropriate.
Assist staff in maintaining appropriate student records (i.e., anecdotal records, parent contact sheet).
Provide resources and substitute coverage as necessary.
Assist the director in determining in-service needs with relationship to the academic program.
Oversee the state-wide testing for The Gengras Center.
Assist Gengras Center Director in the monitoring of the instructional budget.
GENERAL RESPONSIBILITIES
Continue to grow professionally by participating in continuing professional development/in-service workshops and area professional organizations.
Supervise or oversee school committees.
Maintain standards of ethical conduct.
Perform other duties as assigned by the Director or indicated with the Center’s program development plan.
Education & Experience
Connecticut Intermediate Administration and Supervision Certification (092) and a Master’s Degree is required.
At least five years’ experience in teaching or service delivery, with knowledge of Special Education is required. Preferred to have a concentration on children with intellectual or multiple disabilities and/or students on the autism spectrum.
Connecticut Certification in Comprehensive Special Education, a related service area, or in an area of a specific area of disability required.
Other Qualifications
Physical ability to perform essential requirements of the position, as noted below, with or without reasonable accommodation.
Strong organizational skills and attention to detail.
Able to function independently while operating effectively within a team environment.
Possess solid general computer skills, including ability to work in a Windows environment. Proficiency with MS Office Suite, Internet, and other programs as needed (e.g., mail merge, database management). Familiarity with specific applications used by the University/Department a plus.
Excellent oral and written skills and ability to communicate comfortably with students, colleagues, and external constituents.
Flexible and able to multi-task.
Cultural competency to work with diverse student/family and employee population.
Exhibits a high level of professionalism, leadership, creative problem solving, diplomacy, and the ability to manage complex projects with minimal supervision.
Professional, courteous demeanor and appearance; ability to work professionally with students/families, faculty, staff, and administration and represent The Gengras Center and the University professionally to the public.
Commitment to the mission of The Gengras Center and the University of Saint Joseph.
Physical RequirementsThe physical requirements and description of the work environment are representative of what an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Physical ActivityApproximate Percentage of Time Spent in this Activity(Minimal, Some, Substantial)
Bending:
Minimal
Climbing (e.g. stairs):
Minimal
Keyboarding:
Substantial
Kneeling:
Minimal
Lifting (indicate maximum weight):
Minimal but may need to transfer young adult on occasion
Reaching:
Minimal
Sitting:
Substantial
Standing:
Some
Using Telephone:
Substantial
Walking:
Some
Other (please explain):
crisis intervention
Other (please explain): Student Transfer/Lift/Escort:
Some. Gengras to provide training on transfer/lift/escort of students; weight up to young adult.
Other (please explain): Defending oneself from Student Aggression:
Minimal. Gengras Center to provide training.
Work Environment
(a brief description)Private special education school, community settings, campus of University of Saint Joseph.
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ADMINISTRATIVE DUTIES
Assist in establishing policies, procedures, and schedules for program operation.
Assist in developing and organizing programs to meet identified needs for the Gengras Center.
Contribute to the identification and implementation of program goals and objectives.
Facilitate the ongoing supervision, assessment, and development of Gengras Center programs.
Develop and conduct workshops/in-services pertaining to staff development.
Coordinate PPT, IEP, Child Study Team, and Referral Intake meetings with the Director, and coordinate initial placement of new students.
Ensure the delivery of all required services to each student according to IEPs, LEA Contracts, IDEA, and State Guidelines.
Attend pertinent statewide and area leadership trainings and meetings to enhance and promote Gengras Center programming.
Coordinate safety and emergency procedures.
Assign students to specific teachers and related services staff.
Assist in the process of hiring, orienting, and placing new staff.
Assist in the monitoring of the budget.
Support daily transportation needs and serve as a liaison with LEA transportation departments.
Supervise meal periods and proper meal prep for students by classroom staff.
Coordinate health-related meetings to meet the medical and psychiatric needs of students.
Responsible for the proper administration of restraints, seclusions, and exclusionary time outs by following state regulations.
Assist with and provide feedback to the Crisis Intervention Team.
Impose in-school and out-of-school suspensions as needed, and report to school districts accordingly.
Research availability and assist in the completion of grant proposals and endeavors.
Assume the responsibilities of the Director or Associate Director when absent from the Center.
STAFF DEVELOPMENT, SUPERVISION AND EVALUATION:
Oversee the annual program of professional development activities and in-service training workshops to meet the needs of The Gengras Center staff.
Provide teachers with information relative to professional conferences, workshops, and meetings.
Conduct periodic trainings, which are specifically focused at some aspect of the teaching and learning process.
Model instructional techniques in the classroom, when appropriate.
Assist teachers to increase their knowledge and improve their teaching competencies.
Direct, coordinate, and evaluate the program’s staff utilizing the process designed by the University of Saint Joseph’s Human Resources Department, in conjunction with State Department of Education standards for teacher evaluations. Follows Connecticut’s System for Educator Evaluation and Development for State Department of Education certified staff.
Assist with the process of professional development to the Center’s certified staff, to meet the requirements of the State Department of Education.
COMMUNICATION:
Assist in planning and conducting meetings for the staff.
Assist in the articulation of the academic instructional program, and facilitate inter-departmental communication to enhance the Center’s transdisciplinary teaming model.
Consult with the Director and the Associate Director regarding the Center’s academic needs and priorities.
Provide for open communication with staff and members of the USJ community.
Maintain a communication network for dissemination of student data, including reporting of seclusion and restraints.
Communicate with parents on routine matters, those requiring disciplinary action or other issues.
Communicate information to LEAs and other relevant service providers regarding students who are discharged from the program.
STUDENT-PARENT RELATIONSHIPS:
Serve as a liaison between the Gengras Center and parents.
Recommend ways in which parents can support school efforts.
Conduct informational workshops for parents, as needed.
Assist parents in developing and implementing alternative ways for working with their children through home-school collaboration.
Assist appropriate staff in providing home visitations, or conducting parent conferences, as needed.
Participate in parent-student activities sponsored by the school.
PERSONAL-PROFESSIONAL COMPETENCIES:
Demonstrate ability and willingness to work effectively with people.
Consistently establish and maintain rapport with others.
Exhibit a high caliber in presentation of work, both in physical presentation and soundness of facts and concepts.
Display respect for and encourage individuals to express their ideas, opinions, and viewpoints.
Exhibit courtesy, self-control, patience, and discretion in dealing with others and the public.
Maintain positive relations with all staff members.
Show respect, concern, and warmth for others and empathetic understanding of individual problems.
Support administrative design for shared involvement and interdisciplinary team approach.
JOB KNOWLEDGE:
Demonstrate knowledge of child development, learning theory, and research-based instruction.
Demonstrate knowledge of school curriculum and curriculum development, with a focus on Connecticut’s Common Core State Standards.
Demonstrate knowledge of various instructional strategies and the Connecticut teaching competencies.
Demonstrate knowledge of Career, Vocational, and Transition programming for special needs youth.
Demonstrate knowledge of speech/language, social work, psychology, OT, PT, and other related services.
BEHAVIORAL EFFECTIVENESS:
Know, understand, and respect pupils.
Demonstrate understanding of student motivation strategies.
Demonstrate flexibility in handling conflict and dissent among students.
Support teachers in applying techniques of classroom management, data collection and interpretation, and development of behavioral intervention plans.
Assist in the provision of crisis intervention resources to all teachers and teaching assistants.
CURRICULUM-INSTRUCTION-ASSESSMENT:
Oversee the work of the curriculum-related committees with a focus on school-wide projects, events, and activities to enhance the teaching/learning process.
Assist in the development of curriculum guidelines and update curriculum model and evaluation system to align with Common Core State Standards as needed.
Assist in the development of pre and post testing for the academic curriculum, and tri-annual evaluations.
Assist teachers in analyzing test results to determine student needs and evaluate student progress.
Assist teachers in the development of data collection, Learner Profiles, I.E.P.s, and Progress Reports.
Assist teachers in planning lessons in units of study.
Assist teachers in developing teaching strategies, which are appropriate for the students and are consistent with current educational research.
Assist teachers in using a variety of teaching styles, strategies, and instructional materials, including appropriate modifications and accommodations, in developing individual programs to meet the needs of specific pupils.
Assist teachers in selecting or developing appropriate instructional materials, securing needed supplies, and utilizing appropriate technology to enhance teaching and learning.
Assist teachers in utilizing community resources for applied and experiential learning.
Ensure the use of behavioral strategies to meet student needs during instruction.
Analyze pupil and program needs and make program decisions based on information from data collected.
Provide modeling of instructional method and team teaching support through direct instruction to students as appropriate.
Assist staff in maintaining appropriate student records (i.e., anecdotal records, parent contact sheet).
Provide resources and substitute coverage as necessary.
Assist the director in determining in-service needs with relationship to the academic program.
Oversee the state-wide testing for The Gengras Center.
Assist Gengras Center Director in the monitoring of the instructional budget.
GENERAL RESPONSIBILITIES
Continue to grow professionally by participating in continuing professional development/in-service workshops and area professional organizations.
Supervise or oversee school committees.
Maintain standards of ethical conduct.
Perform other duties as assigned by the Director or indicated with the Center’s program development plan.
Education & Experience
Connecticut Intermediate Administration and Supervision Certification (092) and a Master’s Degree is required.
At least five years’ experience in teaching or service delivery, with knowledge of Special Education is required. Preferred to have a concentration on children with intellectual or multiple disabilities and/or students on the autism spectrum.
Connecticut Certification in Comprehensive Special Education, a related service area, or in an area of a specific area of disability required.
Other Qualifications
Physical ability to perform essential requirements of the position, as noted below, with or without reasonable accommodation.
Strong organizational skills and attention to detail.
Able to function independently while operating effectively within a team environment.
Possess solid general computer skills, including ability to work in a Windows environment. Proficiency with MS Office Suite, Internet, and other programs as needed (e.g., mail merge, database management). Familiarity with specific applications used by the University/Department a plus.
Excellent oral and written skills and ability to communicate comfortably with students, colleagues, and external constituents.
Flexible and able to multi-task.
Cultural competency to work with diverse student/family and employee population.
Exhibits a high level of professionalism, leadership, creative problem solving, diplomacy, and the ability to manage complex projects with minimal supervision.
Professional, courteous demeanor and appearance; ability to work professionally with students/families, faculty, staff, and administration and represent The Gengras Center and the University professionally to the public.
Commitment to the mission of The Gengras Center and the University of Saint Joseph.
Physical RequirementsThe physical requirements and description of the work environment are representative of what an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Physical ActivityApproximate Percentage of Time Spent in this Activity(Minimal, Some, Substantial)
Bending:
Minimal
Climbing (e.g. stairs):
Minimal
Keyboarding:
Substantial
Kneeling:
Minimal
Lifting (indicate maximum weight):
Minimal but may need to transfer young adult on occasion
Reaching:
Minimal
Sitting:
Substantial
Standing:
Some
Using Telephone:
Substantial
Walking:
Some
Other (please explain):
crisis intervention
Other (please explain): Student Transfer/Lift/Escort:
Some. Gengras to provide training on transfer/lift/escort of students; weight up to young adult.
Other (please explain): Defending oneself from Student Aggression:
Minimal. Gengras Center to provide training.
Work Environment
(a brief description)Private special education school, community settings, campus of University of Saint Joseph.
#J-18808-Ljbffr