Director of Student Services
3 weeks ago
Position: Director of Student Support Services
Department: Student Support Services
Division: Student Support and Engagement
Supervisor: Chief of Student Support and Engagement
FLSA Status: Exempt
Regular Hours: Monday and Wednesday, 11:00 a.m. - 7:00 p.m.,
Tuesday, Thursday, and Friday, 8:30 a.m. to 4:30 p.m.
**Purpose of position**
The Director of Student Support Services (DSSS) is responsible for coordinating, tracking, and supervising service delivery to students to enhance their mental, social, and emotional well-being as well as improve their academic experience. This individual brings to the director role process an understanding of the psychosocial development of adolescents and young adults and the influences of family, community, and cultural differences as they interact with the educational process. The individual in this role holds decision-making authority and must exercise independent judgment, including matters related to budget, policy implementation, procedures, and staff supervision.
The DSSS operates the program in conformance with institutional and federal regulations while managing departmental facilitation, planning, and coordination. The individual in this role is responsible for performance management, hiring employees, and assuring compliance of all contracting agencies servicing the department.
The DSSS is called upon to supervise, evaluate, support, guide, and assist case managers with barriers that challenge students’ abilities to access their education. These barriers include truancy, trauma, maladaptive behaviors, and the effects of physical, emotional, or economic problems. While working with teachers, service providers, school administrators, parents/guardians, and community-based resources, this individual will oversee interventions and strategies that promote students’ positive school adjustment and academic success.
Further, the DSSS is able to continuously acquire knowledge of current science, research, and evidence-based practices for the purposes of supporting and directing the professional development of team members and providing high-quality support services and training to TNS students, faculty, and staff.
**Qualifications**
- Master’s degree in social work or Master’s degree in clinical counseling
- 2 + years of clinical experience
- 2+ years of supervisory experience
- Valid and current DC Social Work license (LICSW) or DC Counseling license (LPC). Consideration will be given to someone who holds a DC LGSW or LGPC.
- Ability to provide after-hours services as needed
- Fluency in English; speak, read, and write
- Bilingual English/Spanish (preferred)
**Knowledge, Skills, and Abilities**
- Demonstrate strong leadership, management, training, and communication skills
- Ability to evaluate the best course of action and make decisions at an appropriate speed
- Contextualize and assess community resources specific to mental health and psychosocial needs
- Demonstrate an ability to think and act systemically; recognize the “bigger picture” and how the school’s parts function together
- Maintain a standard of ethical conduct regarding confidentiality, dual relationships, and professional performance
- Possess knowledge of theories of human behavior and development
- Demonstrate a strong understanding of the most common disorders and co-morbidity as related to the diagnosis and the impact on education
- Demonstrate knowledge of crisis assessment, intervention, de-escalation, and suicide assessment
- Knowledge of the District of Columbia Office of the State Superintendent of Education
- (OSSE) compliance with IDEA (20 U.S. Code - 1400, et seq.)
- Leadership skills in working with individuals and groups (i.e., initiating individual or group discussion, listening, clarifying and facilitating interactions, problem-solving, and sharing of ideas)
- Possess robust case reporting and writing skills; ability to counsel students, parents, staff and lay persons individually and in groups
- Uphold a division culture that centers on strength-based service delivery, the student as the agent of their personal, academic, and career goals and acknowledgment of the Identities—as specified by the student—that intersect with their ability to access their education and career aspirations
- Ability to be flexible and able to adapt quickly to programming shifts that may occur based on informal and formal feedback
- Model effective communication across groups and levels
- Demonstrate the ability to work ethically according to professional and organizational values; use positional and personal power with care and restraint
- Ability to work with individuals from diverse backgrounds; skill in guiding and motivating social work interns
- Seek out, work closely and collaborate with equal and higher-level school personnel around matters impacting childcare, development, and training
- Use thorough analysis and thoughtful planning to achieve program outcomes
- Foster a se
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