Greenspring Montessori School
Director of Student Support
Greenspring Montessori School, Lutherville Timonium, Maryland, United States, 21093
Director of Student Support
Reports to:
Head of School or Director of Education, depending on experience
SUMMARY/OBJECTIVE
The Greenspring Montessori School
Director of Student Support (DSS)
works with students, families, and staff to provide support towards the social/emotional and academic growth of students.
Working closely with the Director of Education, Guides (teachers), families, and outside professionals, the DSS will help identify and support social/emotional, executive function, and academic needs with individual students as well as with student groups. The DSS will train and oversee the Student Support Team (including Tutors), ensuring that students are receiving the support they need. The DSS will also provide training and support to Educational Staff in how to best support students who require additional support and accommodations.
The DSS is also responsible for the full Student Support process, to include the maintenance and updating of all records, scheduling services and meetings, the onboarding of students and families into Student Support, ensuring children and adolescents are receiving proper accommodations and services, and supporting students in graduating out of Student Support when they are ready.
The DSS will also oversee and track testing, assessments and screenings. The DSS is also responsible for coordinating with all outside providers, such as, but not limited to, Speech and Language professionals, Occupational Therapists etc.
The DSS builds strong partnerships with families, providing open, honest, timely, compassionate communication and support.
In addition, the DSS will promote and support school-wide emotional intelligence, collaborating with our team to train our community in the use of the RULER model of social/emotional learning, and help students, staff, and families to gain insight and develop strategies around conflict resolution, managing friendship dynamics, and understanding feelings, including short term counseling to students, running faculty and parent education workshops, and conducting classroom observations.
ESSENTIAL FUNCTIONS
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Classroom Support:Help us cultivate a nurturing, respectful, inspiring, empowering and safe learning environment for all students.
Regularly collaborate with staff throughout the school to identify student needs (academic, social/emotional, and/or executive function matters)
Create Student Support and Tutoring Plans and responsive services to support students and their families, and monitor response to interventions and modifications.
Observe and assess students, utilizing standardized tools when appropriate, offering direction on individual student needs.
Advise and counsel both staff and students regarding students’ academic, educational, executive function, and short-term social and emotional problems, providing a confidential, safe and non-judgmental environment where students feel open to share.
Work with staff and students to develop student skills of time management, organization, and overall study habits
Facilitate small group sessions in a variety of themes such as: organization skills, friendship/social skills, self-esteem building, stress management and healthy living, Diversity/Tolerance of others, etc.
Oversee and manage Tutoring Team members.
Train educational staff in accommodations to be made to support children as needed.
Student and Family Support:
Ensure a warm and effective connection between home and school, and support ongoing communication among the triad of families, students, and the educational team.
Facilitate family-guide-specialist conferences as often as necessary.
Support families in securing needed services or evaluations from the public school system or private providers.
Attend IEP meetings and communicate / collaborate with community service providers as needed.
Keep accurate and updated records on individual students’ development and progress.
Provide well-written, educational and insightful assessments of students to families and faculty.
COMPETENCIES
Desire, ability, and patience to work with a wide range of students and levels of ability toward accomplishing their educational goals.
Healthy sense of humor, patience, positive growth mindset
High ethical professional standards
Highly organized and with strong documentation skills
Experience creating student support plans
Experience running social-emotional groups for school-age children and adolescents
Experience with non-punitive de-escalation techniques; familiarity with Daniel Siegel and Tina Bryson’s No Drama Discipline, Ross Greene’s Lives in the Balance, or Hand in Hand approaches to discipline
Experience with a Social-Emotional Curriculum, familiarity with models such as Yale’s RULER program.
Ability to organize tasks and manage time to meet many and varied deadlines
Working familiarity with student assessment tools, especially in evaluating and interpreting results.
Excellent communication skills, sound judgment and emotional maturity; including the ability to discuss topics with families which may be sensitive.
Demonstrated initiative and comfort working independently; self-motivated and energetic
Demonstrated collaborative, team-oriented approach to students and faculty
Competency with technology
Willingness to both receive and offer coaching. Specifically:
Accepts coaching graciously and with an open mind
Implements coaching received in a timely fashion and in the manner in which it was intended
If applicable, offers regular coaching to direct reports and follows up accordingly
Education, Experience, and Licensing Requirements:
BA/BS degree required; Master’s Degree in Special Education preferred
Learning Behavior Specialist certification preferred
Minimum of 2 years of experience working with children needing accommodations.
Experience providing social/emotional support to children, adolescents and families.
Strong understanding of child and adolescent development
Familiarity, or eagerness to learn Montessori methods, and able to effectively integrate other best practices with the Montessori method
POSITION DETAILSThis role can be a 10-month (academic year with summer and spring break off) or a 12-month (year round) role, depending on preferences of the right candidate. Stated salary is based on a 12-month role. Occasional evening and weekend work may be required as job duties demand.
Work Authorization/Security ClearanceAuthorization to work in the United States is a pre-condition of employment at Greenspring Montessori School.
AAP/EEO StatementGreenspring Montessori School welcomes all students and families, and does not discriminate in its hiring, admissions practices, or any other form of access on the basis of race, religion, national origin, sexual orientation, gender identity/expression, sex or disability.
Other DutiesPlease note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.
Job Type: Full-time
Pay: $68,000.00 - $78,000.00 per year
Schedule:
Monday to Friday
Ability to Relocate:
Lutherville-Timonium, MD 21093: Relocate before starting work (Required)
Work Location: In person
#J-18808-Ljbffr
Reports to:
Head of School or Director of Education, depending on experience
SUMMARY/OBJECTIVE
The Greenspring Montessori School
Director of Student Support (DSS)
works with students, families, and staff to provide support towards the social/emotional and academic growth of students.
Working closely with the Director of Education, Guides (teachers), families, and outside professionals, the DSS will help identify and support social/emotional, executive function, and academic needs with individual students as well as with student groups. The DSS will train and oversee the Student Support Team (including Tutors), ensuring that students are receiving the support they need. The DSS will also provide training and support to Educational Staff in how to best support students who require additional support and accommodations.
The DSS is also responsible for the full Student Support process, to include the maintenance and updating of all records, scheduling services and meetings, the onboarding of students and families into Student Support, ensuring children and adolescents are receiving proper accommodations and services, and supporting students in graduating out of Student Support when they are ready.
The DSS will also oversee and track testing, assessments and screenings. The DSS is also responsible for coordinating with all outside providers, such as, but not limited to, Speech and Language professionals, Occupational Therapists etc.
The DSS builds strong partnerships with families, providing open, honest, timely, compassionate communication and support.
In addition, the DSS will promote and support school-wide emotional intelligence, collaborating with our team to train our community in the use of the RULER model of social/emotional learning, and help students, staff, and families to gain insight and develop strategies around conflict resolution, managing friendship dynamics, and understanding feelings, including short term counseling to students, running faculty and parent education workshops, and conducting classroom observations.
ESSENTIAL FUNCTIONS
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Classroom Support:Help us cultivate a nurturing, respectful, inspiring, empowering and safe learning environment for all students.
Regularly collaborate with staff throughout the school to identify student needs (academic, social/emotional, and/or executive function matters)
Create Student Support and Tutoring Plans and responsive services to support students and their families, and monitor response to interventions and modifications.
Observe and assess students, utilizing standardized tools when appropriate, offering direction on individual student needs.
Advise and counsel both staff and students regarding students’ academic, educational, executive function, and short-term social and emotional problems, providing a confidential, safe and non-judgmental environment where students feel open to share.
Work with staff and students to develop student skills of time management, organization, and overall study habits
Facilitate small group sessions in a variety of themes such as: organization skills, friendship/social skills, self-esteem building, stress management and healthy living, Diversity/Tolerance of others, etc.
Oversee and manage Tutoring Team members.
Train educational staff in accommodations to be made to support children as needed.
Student and Family Support:
Ensure a warm and effective connection between home and school, and support ongoing communication among the triad of families, students, and the educational team.
Facilitate family-guide-specialist conferences as often as necessary.
Support families in securing needed services or evaluations from the public school system or private providers.
Attend IEP meetings and communicate / collaborate with community service providers as needed.
Keep accurate and updated records on individual students’ development and progress.
Provide well-written, educational and insightful assessments of students to families and faculty.
COMPETENCIES
Desire, ability, and patience to work with a wide range of students and levels of ability toward accomplishing their educational goals.
Healthy sense of humor, patience, positive growth mindset
High ethical professional standards
Highly organized and with strong documentation skills
Experience creating student support plans
Experience running social-emotional groups for school-age children and adolescents
Experience with non-punitive de-escalation techniques; familiarity with Daniel Siegel and Tina Bryson’s No Drama Discipline, Ross Greene’s Lives in the Balance, or Hand in Hand approaches to discipline
Experience with a Social-Emotional Curriculum, familiarity with models such as Yale’s RULER program.
Ability to organize tasks and manage time to meet many and varied deadlines
Working familiarity with student assessment tools, especially in evaluating and interpreting results.
Excellent communication skills, sound judgment and emotional maturity; including the ability to discuss topics with families which may be sensitive.
Demonstrated initiative and comfort working independently; self-motivated and energetic
Demonstrated collaborative, team-oriented approach to students and faculty
Competency with technology
Willingness to both receive and offer coaching. Specifically:
Accepts coaching graciously and with an open mind
Implements coaching received in a timely fashion and in the manner in which it was intended
If applicable, offers regular coaching to direct reports and follows up accordingly
Education, Experience, and Licensing Requirements:
BA/BS degree required; Master’s Degree in Special Education preferred
Learning Behavior Specialist certification preferred
Minimum of 2 years of experience working with children needing accommodations.
Experience providing social/emotional support to children, adolescents and families.
Strong understanding of child and adolescent development
Familiarity, or eagerness to learn Montessori methods, and able to effectively integrate other best practices with the Montessori method
POSITION DETAILSThis role can be a 10-month (academic year with summer and spring break off) or a 12-month (year round) role, depending on preferences of the right candidate. Stated salary is based on a 12-month role. Occasional evening and weekend work may be required as job duties demand.
Work Authorization/Security ClearanceAuthorization to work in the United States is a pre-condition of employment at Greenspring Montessori School.
AAP/EEO StatementGreenspring Montessori School welcomes all students and families, and does not discriminate in its hiring, admissions practices, or any other form of access on the basis of race, religion, national origin, sexual orientation, gender identity/expression, sex or disability.
Other DutiesPlease note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.
Job Type: Full-time
Pay: $68,000.00 - $78,000.00 per year
Schedule:
Monday to Friday
Ability to Relocate:
Lutherville-Timonium, MD 21093: Relocate before starting work (Required)
Work Location: In person
#J-18808-Ljbffr