Director of Student Support

Administrator / Full-Time

The Pike School, Andover, MA

Director of Student Support

 

The Director of Student Support is part of the senior leadership administrative team and leads efforts to foster a more inclusive, accessible, and holistic learning environment for all Pike students in Pre-K to 9.

 

Guided by Pike’s mission, vision, and values, the Director of Student Support is an integral and visible figure in the daily life of the school community, who promotes an appreciation for neurodiversity, student wellness, thoughtful assessment, and leadership across the school. Specifically, the Director of Student Support oversees Pike’s Student Support Team, consisting of learning specialists and counselors, and nurtures relationships with and coordinates all outside evaluators and service providers. The Director of Student Support will report to the Head of School and will work closely with the Upper and Lower School Division Heads. They will also support the professional development of teachers to build their capacity with meeting the needs of neurodivergent students, as well as students in all stages of learning.

 

The school is searching for a leader who can inspire cohesion and collaboration, and work strategically and thoughtfully to create systems aligned across a shared purpose. This person collaborates with their fellow Administrative Team members to build upon and strengthen a culture of inclusion and belonging where students of diverse identities thrive and faculty and staff possess the cultural competencies to support our student body. The Director of Student Support is student-driven, passionate about young learners and middle grades learners alike, and is eager to develop relationships guided by empathy, curiosity, and hope. Through the designing and leading of programming and systems, this person will help to shape the ethos of our school community with positivity and possibility.

 

Core Responsibilities

Leadership

  • Provide program leadership that is innovative, supportive, and collaborative.
  • Exemplify best practice and provide guidance on systems, policies, and practices by staying abreast of current and evolving research on learning and the brain; local, state, and national special education laws and regulations; and child health, welfare, and safety laws and regulations
  • Act as the chief articulator in writing and public speaking of the Student Support program, philosophy, expectations, guidelines, and other information
  • Design and facilitate school wide systems of communication and support to enable:
    • An equitable, standardized approach wherein students have access to specialists and counselors
    • Integrated and coordinated support wherein teachers, families, and the student support team are working together to address the academic and social-emotional needs of students
    • Ongoing, proactive support as well as adaptive crisis management response(s)
    • Strategic, data-driven informed recommendations for ongoing or new professional development, family education, or other curricular decisions.
  • Management of standardized and benchmark assessments alongside Division Heads
  • Implementation of RULER SEL Programming alongside Division Heads
  • Model DEIB practices and principles

 

Faculty Recruitment, Development, and Retention 

  • Nurture and sustain a student-driven support and wellness climate that is collaborative, culturally competent, and goals-oriented
  • Support academic specialists’ and counselors’ goals and oversee their annual faculty evaluation process
  • In partnership with the Division Heads, coordinate, deliver, and support an active program of faculty professional development and goal-setting, including orientation and mentoring, to ensure faculty have the tools and resources to thrive in and beyond the classroom
  • In partnership with the Division Heads, actively recruit, hire, and develop academic specialists and counselors from underrepresented groups, with an intentional focus on equitable hiring practices

 

Students & Families

  • Create, facilitate, and subsequently manage a student-driven and data-informed integrated system Pre-K through Grade 9 for academic and social-emotional screening, referral, and support plans
  • Guide and partner with families through the evaluation process, navigate district and independent systems, and apply strong communication and advocacy skills in support of students and families
  • Facilitate the implementation of IEPs and 504 Plans as Pike Accommodation Plans, including the management and coordination of all accommodations, modifications, assessments, and written evaluations for neurodivergent students
  • Facilitate the implementation of private evaluations as Pike Accommodation Plans, including the management and coordination of all accommodations, modifications, assessments, and written evaluations for neurodivergent students
  • Work closely with Division Heads, academic specialists, counselors, any outside service providers, and faculty in assessing individual students and ensuring comprehensive support
  • Work with the admission office and incoming families to assess students’ needs

 

Desired Qualities and Qualifications

  • Deep understanding and passion for neurodivergent students, students being served by academic and social-emotional interventions, and student wellness
  • Prior experience in the development of strategic programs and systems across grade and/or departments
  • Robust teaching and/or administrative experience in the field of special education
  • Working knowledge of Massachusetts DESE Special Education Regulations, IDEA, Section 504, and ADA requirements
  • Working knowledge of Child Find, Title I, and Proportionate Share regulations in Massachusetts
  • Strong understanding of child development, learning differences, and learning disabilities, including the aptitude and experience to assess, interpret, and, curricular accommodations and modifications for neurodivergent students.
  • High emotional intelligence, approachability, and sensitivity; keen awareness of organizational and interpersonal dynamics
  • Exceptional organizational skills; strong oral and written communication skills across a wide range of audiences
  • Personal and professional commitment to growth
  • The confidence and humility to advocate for new ideas, invite healthy debate, and welcome feedback
  • A big picture, future-oriented thinker with evidence of continued, post-collegiate learning and growth

 

Candidates interested in this 12-month position should submit a resume and a cover letter, which addresses how your experience meets the expectations of the position as stated above.

The Pike School

Andover, MA
Early Childhood, Elementary, Middle School, High School
Day
All Gender