director of academic support

California State University

<p></p><div><div><b>Job no:</b> 556225<br>
<b>Work type:</b> Staff<br>
<b>Location:</b> Fullerton<br>
<b>Categories:</b> Unit 4 - APC - Academic Professionals of California, Administrative, Probationary, Full Time<br>
</div><div><div><div><div><div><div><p>Job Title</p></div><div><br>
<p>
Assistant Director of Academic Support Programs</p></div></div><div><br>
<div>
<p>Classification</p></div><div><br>
<p>
Student Services Professional IV</p></div></div><div><br>
<div>
<p>Auto Req. ID</p></div><div><br>
<p>
556225</p></div></div><div><br>
<div>
<p>Salary Range</p></div><div><br>
<p>
Classification Range $6,320 - $9,014 per month</p>
<p>
(Hiring range depending on qualifications, not anticipated to exceed $6,320 - $6,993 per month)</p></div></div><div><br>
<div>
<p>Work Schedule</p></div><div><br>
<p>
Monday - Friday, 8:00 AM - 5:00 PM</p></div></div><div><br>
<div>
<p>Why CSUF</p></div><div><br>
<p>
California State University, Fullerton (CSUF) is a leading public university known for its strong academic programs and commitment to student success. As one of the largest campuses in the CSU system, CSUF fosters innovation, collaboration, and professional growth. The university values teaching, research, and service, creating an environment where students, staff, and faculty can thrive. Joining CSUF means becoming part of a dynamic team dedicated to making a meaningful impact. We continuously seek individuals from various career disciplines that share the University&rsquo;s mission and core values. We warmly welcome you to consider joining the Titan Community where minds expand and opportunities flourish.</p></div></div><div><br>
<div>
<p>Department</p></div><div><br>
<p>
The department of Supplemental Instruction (SI) within the Division of Academic Affairs is a learning support program that provides weekly group study sessions for students taking bottleneck, key gateway, or historically difficult courses. It is led by exceptional students who have mastered the course materials. The Supplemental Instruction leaders are trained to facilitate group sessions where students can meet to improve their understanding of the course materials, review and discuss important concepts, develop study strategies, and prepare for exams. We seek an exceptional individual to join our team as the Assistant Director of Academic Support Programs (Student Services Professional IV). The ideal candidate in this role should have a positive attitude and an active, energetic mind characterized by highly ethical practices and a commitment to inclusivity, openness, flexibility, integrity, and kindness.</p></div></div><div><br>
<div>
<p>Duties and Responsibilities</p></div><div><br>
<p>
Reporting to the Director of Academic Support, the Assistant Director of Academic Support Programs leads the operations of the Supplemental Instruction (SI) program and the University Learning Center (ULC). The Assistant Director works closely with university partners, including colleges, academic departments, and other campus programs to identify courses and students who can benefit from SI and ULC support services. Under the guidance of the Director of Academic Support, the Assistant Director works closely with program staff, SI leaders, and tutors, to offer SI and other academic intervention services to support students making satisfactory academic progress, improving academic performance, and achieving holistic student success at CSUF. In addition, the Assistant Director coordinates data collection and analysis to evaluate and assess SI and ULC utilization, program effectiveness, and student outcomes. Other duties as assigned.</p></div></div><div><br>
<div>
<p>Inclusive Leadership Statement</p></div><div><br>
<p>
Inclusive Leadership Statement is required below, please be sure to address the following as a minimum. Please add additional information as you see necessary and applicable:</p>
<ul><li>What does inclusive leadership mean to you.</li></ul>
<ul><li>A description of your experiences working with individuals with a different perspective.</li></ul>
<ul><li>A description of how issues of inclusivity have impacted you personally or professionally.</li></ul></div></div><div><br>
<div>
<p>Essential Qualifications</p></div><div><br>
<p>
Bachelor&rsquo;s degree or the equivalent from an accredited four-year college or university in a related field plus upper division or graduate course work in counseling techniques, interviewing, and conflict resolution. Four years of professional student services work experience including experience advising students individually and in groups, as well as the analysis and resolution of complex student services problems. A master&rsquo;s degree from an accredited college or university in counseling, clinical psychology, social work, or a job-related field may be substituted for one year of professional experience. A Doctoral degree from an accredited college or university and the appropriate internship or clinical training in a relevant field may be substituted for two years of professional experience.</p>
<p>
General knowledge of the problems and methods of public administration, including organizational, personnel, and fiscal management. Knowledge of advanced statistical and research methods. Ability to plan, develop, coordinate, supervise, and organize programs and activities. Ability to interact with a diverse student population, faculty, staff, and the public. Ability to analyze complex situations accurately and adopt effective courses of action. Ability to advise students individually and in groups on complex student-related matters. Ability to complete assignments without detailed instructions. Ability to establish and maintain cooperative working relationships with a variety of individuals. Excellent verbal and written communication skills, as well as the ability to acquire knowledge of campus procedures, activities and of the overall organization.</p>
<p>
A background check (including a criminal records check) must be completed satisfactorily and is required for employment. CSU will make a conditional offer of employment, which may be rescinded if the background check reveals disqualifying information, and/or it is discovered that the candidate knowingly withheld or falsified information. Failure to complete the background check satisfactorily may affect the continued employment of a current CSU employee who was conditionally offered the position.</p></div></div><div><br>
<div>
<p>Preferred Qualifications</p></div><div><br>
<p>
Master&rsquo;s degree from an accredited four year-college or university. Maintaining confidentiality, teamwork spirit, and adaptability to change. Ability to supervise, mentor, and train instructional student assistants and student assistants, including organizing, prioritizing, and scheduling work assignments and assessing performance. Experience in leading the development of assessment practices for academic support programs. Familiarity with SI mission, operation, organizational structure, and certification/accreditation requirements. Demonstrated understanding of best practices in academic support services (e.g., SI, tutoring, embedded tutoring), student learning, and student success initiatives. Demonstrated ability to lead multiple projects and prioritize short- and long-term goals and responsibilities, with the skills to adapt and pivot. A record of experience using technologies related to student support services (e.g., Education Advisory Board (EAB)).</p></div></div><div><br>
<div>
<p>Special Working Conditions</p></div><div><br>
<p>
Notice of Non-Discrimination on the Basis of Gender or Sex and Contact Information for Title IX Coordinator</p></div></div><div><br>
<div>
<p>Benefits at a Glance</p></div><br>
<div>
<ul><li>An array of health plans that include prescription drug coverage</li>
<li>Dental and Vision coverage</li>
<li>Income protection benefits including life insurance and disability</li>
<li>Retirement plan through CalPERS</li>
<li>Tuition waiver for employees and dependents if eligible</li>
<li>FlexCash (in lieu of health and dental)</li>
<li>Employee Assistance Programs</li>
<li>15 paid holidays</li>
</ul>
<p>See our CSUF Benefits website for additional information.</p></div></div><div><br>
<div>
<p>Additional Information</p></div><div><br>
<p>
California State University, Fullerton is committed to fostering an environment where students, staff, administrators, and faculty thrive. We welcome individuals ready to make an impact on student and staff success to apply and become part of the Titan Community. Reasonable accommodations will be provided for qualified applicants with disabilities who self-disclose.</p>
<p>
Cal State Fullerton is an equal opportunity employer that prohibits discrimination based on regardless of race, sex, color, ethnicity, national origin, or any other protected status.</p>
<p>
As of January 1, 2022, the CSU Out-of-State Employment Policy prohibits the hiring of employees to perform CSU-related work outside the state of California.</p>
<p>
The person holding this position is considered a limited mandated reporter under the California Child Abuse and Neglect Reporting Act and must comply with the requirement outlined in CSU Executive Order 1083, revised July 21, 2017.</p>
<p>
Multiple positions may be hired from this recruitment based on the strength of the applicant pool.</p>
<p>
If you are applying for a staff position, please note that you are not eligible to work concurrently in a staff position and an Academic Student position such as a Graduate Assistant, Teaching Associate, Instructional Student Assistant, or Student Assistant position.</p>
<p>
Regular attendance is considered an essential job function; the inability to meet attendance requirements may preclude the employee from retaining employment.</p>
<p>
Employee/applicant who applies for a position may be required to successfully complete job-related performance test(s) as part of the selection process.</p>
<p>
Online application/resume must be received by electronic submission on the final filing date by 9:00 PM (Pacific Standard Time)/midnight (Eastern Standard Time). Applicants who fail to complete all sections of the online application form will be disqualified from consideration.</p>
<p>
California State University, Fullerton is not currently sponsoring any new H-1B petitions for staff, management, or faculty positions.</p>
</div>
</div><br>
</div></div></div></div><p><b>Advertised:</b> Mar 19 2026 Pacific Daylight Time<br>
<b>Applications close:</b> Apr 02 2026 Pacific Daylight Time</p></div><p></p>

Assistant Director of Academic Support Programs (Student Services Professional IV)

Rhode Island College

<div><div>The Director of Academic Success will be part of the energetic team that makes up the Division of Student Success. This incumbent will provide strategic leadership and planning for academic support and preparation for students at Rhode Island College. The Director will be responsible for providing leadership in programs, services, and initiatives that support and enhance academic excellence and success for all students, and the director will lead, develop, assess and supervise all services and staff of the Academic Success Center, including peer subject tutoring services, the Writing Lab, and the Math Learning Lab. The Director will also have an opportunity to work closely with a variety of campus partners, including the Office of Academic Advising, Center for Disability Access, faculty and academic programs, and Academic Affairs.</div>
Primary Purpose
<div>The Director of Academic Success is responsible for providing leadership in programs, services, and initiatives that support and enhance academic excellence and success for all students. The Director will be responsible for leading, developing, assessing and supervising all services and staff of the Academic Success Center, including peer subject tutoring services, the Writing Lab, and the Math Learning Lab. The Director will collaborate with campus partners to ensure the offering of a multitude of learning and tutoring services, programs and activities that support student learning, academic coaching and development. The Director will work with faculty and staff to ensure academic support services are grounded in relevant student development learning theory and to provide students with high quality support services. The Director is responsible for the integration, facilitation, coordination, synthesizing, enabling, and fostering of outcomes driven efforts in academic support that encourages student success (e.g., retention, persistence, and graduation). The Director will work with the Associate Vice President for Student Services to implement ongoing systems of collaborations with Academic Advising, Disability Access, Faculty and other areas of student support, including but not limited to Learning for Life, the AVP/ Dean of Students, and Academic Affairs.</div>
Essential Duties
<ul><li>Direct and lead the Academic Success Center that provides comprehensive learning support for all students including tutoring, academic coaching, structured learning assistance, workshops, and testing services.</li>
<li>Develop, lead, assess and supervise all services and staff of the Academic Success Center, including tutoring services, the Writing Lab, the Math Learning Lab and COL 125.</li>
<li>Lead the development of paraprofessional and student learning outcomes; conduct assessment of program effectiveness and make recommended changes to enhance the Academic Success Center.</li>
<li>Supervise, train and evaluate a team of professionals coordinating math placement preparation and facilitation, math and STEM tutoring, writing tutoring, and more.</li>
<li>In consultation with program faculty, oversee and facilitate subject tutoring services, including the recruitment, selection and training of peer tutors.</li>
<li>Develop, implement and assess tutor training certification, ensuring tutoring services are meeting standards and are tied to student learning outcomes.</li>
<li>Develop, deliver and evaluate proactive academic programming and academic skills and learning strategies workshops for students to best support their academic success.</li>
<li>Serve as point of contact for academic success and learning assistance matters (i.e., academic performance, learning strategies, individualized academic support, etc.), and work one-on-one with students to help identify potential areas for improvement and/or address needs.</li>
<li>Collaborate with various departments, including Academic Advising, academic departments, Disability Access, and the Center for Scholar Development to ensure access and use of learning strategies workshops and structured learning assistance.</li>
<li>Work closely with the Director of Academic Advising to ensure services and support are readily and intentionally available to all students, including students placed on academic standing and students of concerns identified through Starfish or retention tool in use.</li>
<li>Design, conduct and assess plan to support students placed on Academic Standing; consult with the Director of Academic Advising as needed relative to academic standing.</li>
<li>Oversee on-line tutorial service or tutorial technology system and educate faculty, staff and students about availability of subject tutoring; implement tutoring and academic success services in Starfish or retention tool in use.</li>
<li>Select and train instructors for all sections of College Course 125.</li>
<li>Hire, train and supervise graduate assistants providing academic development services to undergraduates.</li>
<li>Provide consistent and accurate reports to the Associate Vice President for Student Services; these include but are not limited to reports on academic success activities, academic achievement high DFWs, etc.</li>
<li>Maintain knowledge of best practices, new developments and innovative academic support strategies in higher education.</li>
<li>Provide support and feedback to encourage a culture of excellent, student-focused programs that serve a diverse campus community.</li>
<li>Coordinate assessment and conduct research related to student learning and academic assistance.</li>
<li>Ensure staffing at College events, including but not limited to New Student Orientation and admissions events.</li>
<li>Serve on College Committees and tasks groups as needed.</li>
</ul>Occasional Duties
<ul><li>Perform other duties and responsibilities as assigned by the Associate VP for Student Services.</li>
<li>Work evening and weekend hours as required.</li>
</ul>Required Skills, Knowledge, and Abilities
<ul><li>Demonstrated experience of successfully working collaboratively with faculty and staff to meet needs to students.</li>
<li>Strong demonstration of experience in academic support services, including academic advising, academic development, academic coaching, case management, learning strategies, and tutoring services.</li>
<li>Strong evidence of experience with leading a team, managing personnel responsibilities, strategic planning, data management and program development.</li>
<li>Strong demonstration and knowledge of student development learning theory and academic coaching and development strategies.</li>
<li>Ability to analyze problem situations, identify feasible solutions, and present recommendations in a concise, logical and systematic manner-anticipating issues and the consequences of the decisions and actions.</li>
<li>Strong evidence of experience with budgetary, management and personnel responsibilities, strategic planning, data management and program development.</li>
<li>Strong demonstration of experience with case management, academic advising, tutoring services and academic coaching with diverse college learners, including students &ldquo;at risk.</li>
<li>Strong experience in developing, facilitating and assessing impactful academic learning and support programs and initiatives that meet needs of diverse learners.</li>
<li>Demonstrated skill in leadership qualities, including motivation, supervision, delegation, planning, and assessment, strong skills in change management and strategic planning.</li>
<li>Ability to develop and implement a comprehensive assessment plan for academic support to include analysis and interpretation of student retention and graduation data.</li>
<li>Ability to train, mentor and effectively communicate with staff, faculty, and students at all levels.</li>
<li>Demonstrated ability to work well with college students.</li>
<li>Evidence of commitment to professional growth and development in academic support.</li>
<li>Demonstrated ability to work with computer-based systems and software.</li></ul><p></p><div><br>
</div>
Required Qualifications
<div><b>Education:</b> Master&rsquo;s Degree.<br>
</div><div><b>Experience: </b>Minimum of five years of experience in higher education in academic learning and support, specifically with years of experience as a learning specialist focusing on college learning skills and development.</div>
Preferred Qualifications
<ul><li>Knowledge of Peoplesoft.</li>
<li>Bi-lingual (Spanish preferred).</li></ul><p></p><div><br>
</div>
Does this position have Direct Reports? Yes Environmental Conditions
<div>The employee is not exposed to known adverse environmental conditions.</div>
<div><div>Position Details
</div><p></p><div><div><div><div><b>FLSA</b></div> <div>Exempt</div>
</div><br>
<div><div><b>Salary Grade</b></div> <div>15NC</div>
</div><br>
<div><div><b>Full Time / Part Time</b></div> <div>Full-time</div>
</div><br>
<div><div><b>Proposed Starting Salary Range</b></div> <div>$85,000-$95,000</div>
</div><br>
<div><div><b>Work Schedule</b></div>
<div>35 Hours, Monday &ndash; Friday 8:30am &ndash; 4:30pm<br>
Some days will include adjusted hours to accommodate early evening hours in the center</div>
</div><br>
<div><div><b>Benefits</b></div>
<div><div><b>Full-time employees enjoy an array of benefits including:</b><br>
</div><ul><li>Health and Wellness &ndash; Medical, Dental &amp; Vision</li>
<li>Wellness Incentives and Rewards</li>
<li>Paid time Off &ndash; Vacation, Sick &amp; Holiday</li>
<li>Retirement Benefits</li>
<li>Disability and Insurance Benefits</li>
<li>Education Benefits &ndash; Tuition waivers for RIC, CCRI &amp; URI</li><br>
<p></p>
</ul><div><br>
For a complete listing, visit <b>Employee Benefits</b>.</div></div>
</div><br>
<div><div><b>Reports To (Title)</b></div> <div>Associate Vice President for Student Services</div>
</div><br>
<div><div><b>Academic or Calendar Year</b></div> <div>Calendar</div>
</div><br>
<div><div><b>Position Status</b></div> <div>Continuing</div>
</div><br>
<div><div><b>End of Temporary or Limited Position</b></div>
</div><br>
<div></div><div><div><b>Collective Bargaining Unit</b></div> <div>PSA</div>
</div><br>
</div></div></div><div><div>Posting Information
</div><p></p><div><div><div><div><b>Number of Positions Available</b></div> <div>1</div>
</div><br>
<div><div><b>Application Open Date</b></div> <div>03/19/2026</div>
</div><br>
<div><div><b>Application Close Date</b></div>
</div><br>
<div></div><div><div><b>Special Instructions</b></div>
</div><br>
<div></div><div><div><b>AA / ADA Statement</b></div>
<p>As an Affirmative Action/Equal Opportunity institution that values and is committed to inclusion and to expanding the diversity of its faculty and staff, the College invites members of protected classes, including minorities and persons with disabilities, to identify themselves as such at the time of application.</p></div></div></div></div></div>

Director of Academic Success

HARGRAVE MILITARY ACADEMY

<div><div>The Academic Learning Center Director (along with the Guidance Counselor and Career/College Counselor) form the Guidance Department at Hargrave Military Academy. The Department supports the Academy&rsquo;s mission by helping cadets navigate a personal, challenging, and ultimately successful course of instruction to prepare them for continued successful post-secondary education and life experiences.</div><br>
<p></p>
<div>
The role of the Director of the Academic Learning Center is primarily a role of monitoring and maintaining academic progress for all students. i.e. assisting, advising, supporting, directing and problem solving with teachers, students, and families. While this role also includes supporting teachers in shaping strategies to ensure the academic success of students. The ALC Director will enable the students to receive help in a number of programs. Those programs include Designated Study Hall, Academic Redline, Academic Restriction, academic tutoring, baseline assessment in math and reading, standardized testing, and other programs to help facilitate success.</div><br>
<p></p>
<div><b>
Responsibilities include, but are not limited to the following:</b></div><br>
<p></p>
<ul><li>
<div>Supervise and manage the facility as an academic learning environment</div>
</li><li>
<div>Provide faculty with insight and resources available to students with a variety of learning disabilities (HMA does not honor IEP&rsquo;s or 504 plans.)</div>
</li><li>
<div>Provide requested teaching strategies for teachers to enhance differentiated learning.</div>
</li><li>
<div>Conduct Math and Reading placement testing for all new students. The director will facilitate placement testing of all students upon matriculation to HMA.</div>
</li><li>
<div>Coordinate peer-to-peer tutoring or remediation for all academic subjects while providing individualized help when needed.</div>
</li><li>
<div>Participate on the Academic Review Board and support implementation of recommendations and provide follow up.</div>
</li><li>
<div>Coordinate academic intervention plans, tutoring or mediation with coaches, academic dean, parents and students who are on Redline, Academic Restriction, or the DFI list in order to achieve student success.</div>
</li><li>
<div>Coordinate Academic Intervention Board meetings (a collaborative and positive effort to help at-risk students on a case-by-case basis) as needed.</div>
</li><li>
<div>Coordinate the Designated Study Hall.</div>
</li><li>
<div>Facilitate and monitor students completing online programs for courses not offered at Hargrave or for credit recovery (as opposed to the traditional seated course).</div>
</li><li>
<div>Serves as a member of the Academic Committee</div>
</li><li>
<div>Other duties as required by the Academic Dean</div>
</li></ul><div><b>
Qualifications:</b></div>
<ul><li>
<div>Experience at an Independent Boarding School (preferred)</div>
</li><li>
<div>Must be endorsed or eligible for a Virginia State teaching license (Bachelor's Degree or higher)</div>
</li><li>
<div>Three years of professional-level experience working in one or more of the following areas: teaching, administration, or curriculum development in grades 7-12.</div>
</li><li>
<div>Knowledge of learning differences and strategies.</div>
</li><li>
<div>Willingness to monitor and work with several students working simultaneously on different online coursework.</div>
</li><li>
<div>Personal Skills</div>
</li><li><ul><li>
<div>Strong interpersonal and communication skills</div>
</li><li>
<div>Ability to use or learn to use common office software, online course management software, and school management software</div>
</li><li>
<div>Ability to communicate clearly and effectively, verbally and in writing, with cadets and their stakeholders</div>
</li><li>
<div>Ability to work effectively with students, faculty, and school administration.</div>
</li><li>
<div>Passion for bettering the lives of students.</div>
</li><li>
<div>Strong organizational skills and attention to detail.</div>
</li><li>
<div>Positive attitude, flexible approach, and a sense of humor</div>
</li></ul>
</li><li><div>Understanding of instilling &ldquo;habits of mind&rdquo; in students:</div>
</li><li><ul><li>
<div>Being organized</div>
</li><li>
<div>Time management</div>
</li><li>
<div>Appropriate and timely communication with remote faculty</div>
</li><li>
<div>Goal-setting and creating of action plans</div></li></ul></li></ul><br>
<p>
</p><div><b>Preferred Qualifications:</b></div>
<ul><li>
<div>Master&rsquo;s Degree in Special Education or equivalent</div></li></ul></div><p></p>

Academic Learning Center Director

Kids Art Center

<p>Overview</p><p>We are a learning-oriented family in the Los Angeles area seeking an exceptional individual to serve as Director of Learning and Academic Mentor for our children.</p><p>This role focuses on supporting intellectual development, encouraging curiosity, and helping cultivate a thoughtful and stimulating learning environment at home. The ideal candidate enjoys mentoring bright young learners and guiding them toward independent thinking, strong intellectual habits, and a lifelong love of learning.</p><p>Responsibilities</p><ul><li>Support the children&rsquo;s academic development and intellectual growth</li></ul><ul><li>Encourage reading, inquiry, and independent thinking</li></ul><ul><li>Help guide academic interests and interdisciplinary exploration</li></ul><ul><li>Recommend or design enriching learning experiences and projects</li></ul><ul><li>Help maintain a structured and intellectually engaging learning environment</li></ul><p>Qualifications</p><ul><li>Degree from a top-tier university (Ivy League, Stanford, MIT, Caltech, etc. preferred)</li></ul><ul><li>Strong academic background and broad intellectual curiosity</li></ul><ul><li>Experience in education, mentorship, tutoring, or academic advising</li></ul><ul><li>Excellent organizational and communication skills</li></ul><ul><li>Professional, thoughtful, and highly discreet</li></ul><p>Compensation</p><p>This position offers a highly competitive compensation package, commensurate with experience, and may include performance bonuses and long-term opportunities depending on qualifications.</p><p>Application</p><p>Please submit a resume along with a brief personal introduction describing your background and interest in the role.</p><p>Pay: $20.00 - $200.00 per hour</p><p>Work Location: In person</p>

Director of Learning Academic Mentor to the Family

Joliet Junior College

<div><p><b>Position Title:
</b></p>Director, Academic Intervention
<p></p><p><b>Job Description:
</b></p>POSITION TITLE: Director, Academic Intervention
<br>
STATUS: Full time
<br>
DEPARTMENT: Academic Intervention
<br>
DIVISION: Student Development
<br>
CLASSIFICATION: Exempt
<br>
UNION: Non-union
<br>
REPORTS TO: Dean of Academic Intervention, Support, and Student Development Grants
<br>
PLACEMENT: Professional, Grade S13
<br>
HIRING RANGE: $83,986 - $94,484 annually
<br>
<br>
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
<br>
<br>
The student population at the college is diverse in ethnicity, gender, language, age, and background. Joliet Junior College is an AA/ EO employer and strongly encourages applications from candidates who would enhance the diversity of its staff.
<p></p><p><b>POSITION SUMMARY
</b><br>
Provide leadership, supervision, and strategic direction to Tutoring and Learning Center (TLC), Academic Intervention department, and academic standards of progress (ASP) initiatives in an effort to serve the immediate, ongoing, and long-term needs of JJC students. This includes providing services to JJC students seeking tutoring services, as well as those faculty, staff, and students participating in the academic intervention process. Provide administrative leadership and support to the Dean of Academic Intervention, Support, and Student Development Grants (Dean) and the Academic Intervention and Support Leadership Team (AISLT). Methodically plan and implement academic intervention student support strategies for a diverse student population in collaboration with Student Success and Enrollment Management. Work collaboratively with faculty, staff, and designated departments to address the academic support and intervention needs of JJC students, which include on-campus, hybrid, and remote learners. Develop, document, strategically implement, and continuously evaluate tutoring and academic intervention procedures, practices, services, and programs that recognize the complex and growing needs of students. Program initiatives and practices support the effective enrollment, active persistence, and overall retention of students. Leadership and direction of the assigned departments are consistent with the mission of the college, and work toward achieving the strategic outcomes identified by the division of student development. This includes gathering, assessing, and reporting on data that indicates student engagement, learning, and success outcomes with a strong emphasis of continuous program quality/improvement.
</p><p></p><p><b>ESSENTIAL JOB DUTIES AND KEY RESPONSIBILITIES
</b><br>
1. Professionally represent Joliet Junior College and uphold the College&rsquo;s core values.
<br>
2. Provide leadership, supervision, and strategic direction to the TLC and the Academic Intervention department. This will include hiring, supervising, training, and evaluating direct reports who may include professional, support, student, grant and/ or contractual staff. Provide professional development opportunities for all direct reports within a succession planning design. Support any quality standards, accreditations, and certifications supported through Academic Intervention areas. Support related Disability Services initiatives.
<br>
3. Oversee and execute administrative duties including but not limited to budget oversight and management (institutional, revenue, and/ or grant), annual contractual obligations and funding sources, technology acquisition and implementation, operational efficiencies, and professional development for all Academic Intervention areas. Respond to immediate fiscal needs; develop long-term goals; identify/ recommend staffing and departmental resource needs based on student usage data, hiring trends, and industry standards; and identify/ recommend cost-saving measures.
<br>
4. Oversee all tutoring, academic intervention, and ASP software integrations and maintenance as related to the college&rsquo;s Student Information System (SIS). Work with both internal and external groups to implement SIS enhancements/ optimizations. Serve as technology administrator by monitoring usage, payments, contracts, and monthly revenue reconciliation; acquiring accompanying software/ hardware; and training staff for the following: academic intervention software (currently EAB Navigate, Ellucian), online interactive tutoring software (currently Microsoft TEAMS), and training software (currently Tutor Lingo).
<br>
5. Oversee and support the academic intervention, tutoring, and ASP needs of JJC students. Provide data-informed recommendations and guidance to ensure all programs align with the college&rsquo;s strategic plan; strategic enrollment management plan, and equity plan; College policies and procedures; national/local associations, standards (i.e., Council for the Advancement of Standards in Higher Education, etc.), and certifications (i.e., College Reading and Learning Association: International Tutor Training Program Certification &ndash; CRLA ITTPC); local, state, and federal compliance-related laws (i.e., Illinois Community College Board System Rules Manual); and best practices for student support areas. Work collaboratively with academic departments and student development support programs. Convene regular meetings, share assessment reports, and respond to affirmed needs that result in student immediate and long-term success. Provide consistent and transparent training, support, and communication around related processes to JJC current, prospective, and dually-enrolled students, staff, faculty, and community members to remain compliant with federal and state legislations. Cascade information up and down the institutional hierarchy to ensure student and departmental advocacy, and to keep direct reports well informed.
<br>
6. Serve on the Academic Standards of Progress Task Force, College Readiness Committee, Data Governance, EAB Navigate Leadership and Owners meetings, Online Instruction Steering Committee, Strategic Enrollment Management Committee, Strategic Planning Committee, and other groups as appropriate to inform, recommend, and support overall student enrollment, retention, persistence, and graduation, as well as support initiatives, resources, and strategic plans. Build partnerships throughout the institution with, including but not limited to, Academic Affairs, Communication Center, Disability Services, Information Technology, Library, and Testing Services.
<br>
7. Develop, lead, and evaluate JJC TLC strategies including but not limited to (1) reviewing, updating, and communicating related policies, procedures, and practices around in-person, virtual, and group tutoring opportunities; (2) leading related advisory circles to gather stakeholder feedback at all tutoring locations with the goal of ensuring appropriate services are offered to meet student tutoring demand and align with courses offered; (3) evaluating services in terms of cost and student success rates; (4) monitoring and implementing departmental professional development, training, and practices to ensure the highest levels of customer service, quality assurance, and tutoring integrity; (5) maximizing resources to meet tutor need, increase number of tutoring sessions administered, and increase variety of tutoring services offered; (6) coordinating regular meetings with Student Development and Academic Affairs stakeholders to share updates, build relationships, and ensure consistent two-way communication; and (7) reporting on related TLC qualitative and quantitative data.
<br>
8. Develop, lead, and evaluate Academic Intervention strategies including but not limited to (1) reviewing, updating, and communicating related policies, procedures, and best practices around academic intervention opportunities; (2) leading related advisory circles to gather stakeholder feedback regarding academic intervention institutional model and EAB Navigate with the goal of ensuring appropriate trainings and updates are offered to meet stakeholder demand (i.e., EAB Program Owners Meeting, etc.); (3) maximizing optimization of Navigate across JJC&rsquo;s network of support to increase retention, persistence, and graduation rates; (4) establishing onboarding and ongoing Navigate training for a variety of positions at JJC; (5) monitoring and implementing departmental professional development, training, and practices to ensure the highest levels of customer service and quality assurance; and (6) reporting on academic intervention qualitative and quantitative data.
<br>
9. Coordinate and facilitate ASP for the College (students placed on caution, probation, suspension, and dismissal); update procedures and ensure alignment within the current SIS for accurate reporting and documentation, communicating with students regarding their status; meet and collaborate with identified staff critical to official record maintenance; coordinate the faculty committee identified to serve on the ASP Appeals Committee.
<br>
10. Provide direct support to, and in his/ her absence represent, the Dean and AISLT to implement best practice efforts that increase student success by providing leadership and guidance to all program areas that deliver support and services to students.
<br>
11. Effectively market academic intervention and TLC resources to future and current JJC students, faculty, and staff; maintain departmental websites to clarify public information about JJC accommodations, procedures, and services.
<br>
12. Analyze departmental services and disseminate usage and outcome data gathered by the academic intervention and TLC departments; prepare regular reports (monthly and annually) related to programs, services, accomplishments, and concerns. Provide administrative leadership to Academic Intervention departments regarding data collection and report preparation. Ensure stakeholders are aware of academic intervention impact.
<br>
13. Collaborate with all Student Development and Academic Affairs Deans and campus wide partners. Organize and participate in regular meetings in support of achieving departmental, divisional, and college-wide goals and objectives. Develop and maintain critical partnerships with key TLC and Academic Intervention partners, specifically TLC Faculty Coordinators and Navigate Faculty Champions. Work in partnership with direct reports and Dean to develop departmental goals that align with annual divisional goals.
<br>
14. Perform related duties as assigned.
</p><p></p><p><b>MINIMUM QUALIFICATIONS
</b><br>
1. Master's Degree in Education, Counseling, Psychology, Leadership, or related field.
<br>
2. Strong administrative, organizational development, budget management, and supervisory experiences.
<br>
3. Expert experience in Outlook, Word, Excel, PowerPoint, as well as video conferencing software (i.e., TEAMS, Zoom, etc.), and website page update and creation.
<br>
4. Strong technical data analysis and reporting skills. Familiarity with college Student Information and Reporting systems such as Ellucian.
<br>
5. Effective verbal, written, and interpersonal communication skills; strong ability to work cooperatively with diverse populations.
<br>
6. Experience leading academic intervention, retention, persistence, and completion strategies, and communication support in a college setting.
<br>
7. Experience with state and federal laws pertaining to ADA, FERPA, communication, and data-sharing standards.
<br>
8. Ability to establish and maintain cooperative and effective working relationships with other members of the college and community, displaying cultural competence as well as emotional intelligence.
<br>
9. Demonstrated commitment to the college&rsquo;s core values of respect and inclusion, sustainability, integrity, collaboration, humor and well-being, innovation, and quality.
</p><p></p><p><b>PREFERRED QUALIFICATIONS
</b><br>
1. Earned Doctorate Degree.
<br>
2. Experience with college scheduling software and academic intervention systems (i.e., EAB Navigate) and familiarity with higher education Learning Management System (i.e., Canvas).
<br>
3. Successful experience in developmental education, working with tutoring centers and learning laboratories.
<br>
4. Experience working with large and at-risk student populations within a diverse educational setting.
<br>
5. English and Spanish verbal and written communication proficiency.
<br>
6. Demonstrated multicultural competence.
</p><p></p><p><b>PHYSICAL DEMANDS
</b><br>
1. Normal office physical demands.
<br>
2. Ability to travel between campus locations and to community events.
<br>
3. Ability to travel in state.
</p><p></p><div><b>WORKING CONDITIONS
</b><br>
<ul><li>Duties are performed indoors in the usual academic office environment.
</li></ul></div><p></p><p><b>BENEFITS
</b></p><div><p>Click on the link for information about JJC's Benefits: Non-Union Support Staff, Professional, Administrative
</p></div><p></p><p><b>Full Time/Part Time:
</b></p>Full time
<p><b>Union (If Applicable):
</b></p><p></p><p><b>Scheduled Hours:
</b></p>40</div>

Director, Academic Intervention

Hartford Public Schools

<div><p><b>POSITION</b><b>:</b> Executive Director of Student Support Services<br>
</p><p></p><br>
<p><b>REPORTS TO</b><b>:</b> Superintendent of Schools and CEO or designee</p><p></p><p><b><br>
POSITION SUMMARY</b><b>:</b> The Executive Director of Student Support Services leads, develops, and evaluates a comprehensive program of student services &mdash; encompassing pupil personnel, school psychology, school counseling, school health, and school safety. This role drives district-wide school climate and culture initiatives, including Positive Behavioral Interventions and Supports (PBIS), Restorative Practices, Social Emotional Learning, and Trauma-Informed Instruction.</p><p></p><p><br>
The Executive Director plays a key leadership role in developing, implementing, and sustaining a Multi-Tiered System of Supports (MTSS). Additional areas of oversight include: home instruction, residency and international student admissions, alternative programs, psychological records, child abuse and neglect reporting, Section 504 of the Rehabilitation Act, Title IX, and the McKinney-Vento Homeless Education Assistance Act.</p><p></p><p><br>
This position carries responsibility for budget planning, policy and procedure development, hiring and evaluation, professional development, long-range program planning, and the supervision and evaluation of student services staff.</p><p></p><p><b><br>
RESPONSIBILITIES</b><b>:</b></p><p><b>
Leadership &amp; School Climate</b></p><ul><li>
Leads, communicates, and implements programs that support student health, wellbeing, and positive school cultures and climate</li><li>
Responds to principal and school staff needs related to crisis intervention, policy and procedural clarification, and the prevention of violence through mediation and problem solving</li><li>
Analyzes school climate, student discipline, and attendance data to make informed, equitable, and timely decisions</li><li>
Supports principals and school staff in identifying and securing appropriate programs and resources for students</li></ul><p><b>
Compliance &amp; Legal Oversight</b></p><ul><li>
Assesses systemic needs and develops programs to ensure compliance with federal, state, and local laws, Board policies, and regulations</li><li>
Advises administrators and staff on the legal obligations of the district and the rights of students and families under applicable programs and legal authorities</li><li>
Serves as the Title IX Coordinator for student matters; provides updated guidance on Title IX implementation and compliance, and coordinates remedial actions when necessary</li><li>
Participates in the development and implementation of the district's sexual harassment policy and related staff development</li><li>
Serves as a resource to the Superintendent on Title IX and gender equity matters; monitors compliance and makes recommendations for improvement</li><li>
Coordinates investigations of parent or student complaints (including sexual harassment and discrimination) in partnership with administration and human resources</li><li>
Coordinates services and resources related to Section 504 of the Rehabilitation Act of 1973</li><li>
Oversees coordination of the McKinney-Vento Program for students experiencing homelessness and the district's Alternative Education Programs</li><li>
Directs the student disciplinary hearing process, including expulsions</li></ul><p><b>
Student Support &amp; Equity</b></p><ul><li>
Collaborates with student services staff to support school personnel in addressing the personal, social, and emotional barriers that prevent academic success</li><li>
Monitors academic milestones including attendance and truancy, disciplinary actions, dropout rates, child abuse and neglect reporting, parental involvement, residency compliance, Section 504 issues, homelessness, and disproportionate disciplinary outcomes for Black and Hispanic students</li><li>
Provides staff development to identify, address, and eliminate disproportionate disciplinary and academic outcomes for students of color</li><li>
Supports the monitoring and implementation of equitable, data-driven practices across all student services functions</li><li>
Collaborates with agencies and community partners to support student welfare, safety, and academic success</li></ul><p><b>
Staff Supervision &amp; Development</b></p><ul><li>
Directs the work of pupil personnel workers, school psychologists, school social workers, school counselors, safety advocates, and school nurses, with a focus on increasing student achievement and improving school climate</li><li>
Participates as needed in the hiring of school counselors, pupil personnel workers, school social workers, school psychologists, and school nurses</li><li>
Evaluates supervisory and administrative staff, pupil personnel workers, school social workers, school psychologists, and school nurses</li><li>
Conducts professional development for student services staff and school-based personnel on programs, services, and best practices</li></ul><p><b>
Program &amp; Budget Management</b></p><ul><li>
Plans, administers, and coordinates the student services program in alignment with district goals and strategic priorities</li><li>
Facilitates the development, monitoring, and utilization of the departmental budget and state and federal grants</li><li>
Develops and revises department policies, procedures, and programs as needed</li><li>
Coordinates related programs with appropriate local, state, and federal programs and regulatory bodies</li><li>
Collaborates with general and special education instructional directors and building administrators on student discipline, transfer, placement, promotion, retention, and recordkeeping</li><li>
Collaborates with necessary partners on the administration of state-required surveys</li><li>
Communicates effectively with school and community stakeholders on all areas of responsibility</li><li>
Works extended hours and weekends as necessary to ensure communication of essential information and completion of assignments</li></ul><p></p><p><b><br>
QUALIFICATIONS, SKILLS, AND ABILITIES OF IDEAL CANDIDATE</b><b>:</b></p><ul><li>
A minimum of five (5) years of successful experience in an administrative capacity, preferably as a school-based administrator</li><li>
High school leadership experience preferred</li><li>
Knowledge of theories, concepts, and state regulatory requirements for student services programs</li><li>
Understanding of how student services programs support the School Improvement Process and increase student achievement</li><li>
Thorough knowledge of CT State Department of Education (CSDE) and Hartford Public Schools policies, regulations, and procedures; student services bylaws; and federal and state legislation relating to student services</li><li>
Knowledge of restorative practices and student behavior interventions, including Multi-Tiered Systems of Support (MTSS) and social-emotional learning (SEL) frameworks</li><li>
Understanding of and demonstrated ability to build rapport with individuals from diverse cultural, ethnic, and racial backgrounds</li><li>
Knowledge of current trends and issues in interagency services, school safety, and juvenile justice</li><li>
Knowledge of system school safety initiatives and school safety plans</li><li>
Knowledge of the functions and operations of the criminal justice system as applied to juveniles</li><li>
Broad-based experience in problem solving and conflict resolution in a leadership context</li><li>
Demonstrated knowledge of the Title IX investigation process and student discipline procedures</li><li>
Proven leadership in implementing systems and processes for organizational development to increase student achievement</li><li>
Demonstrated ability to utilize and promote equitable practices across all facets of education</li><li>
Demonstrated ability to collect, analyze, and interpret data related to student learning and adjustment</li><li>
Demonstrated ability to relate effectively to students, teachers, staff, central office personnel, families, and community members</li><li>
Demonstrated ability to develop, monitor, and evaluate performance measures</li><li>
Highly effective written and oral communication skills, with an ability to communicate with clarity and transparency across diverse audiences</li><li>
Demonstrated ability to manage competing priorities, complex compliance timelines, and cross-functional teams to meet deadlines effectively</li></ul><p></p><p><b><br>
CERTIFICATION REQUIREMENTS</b><b>:</b> Connecticut Intermediate Administration or Supervision certification (092) required; Connecticut Special Education certification preferred<br>
</p><p></p><br>
<p><b>UNION AFFILIATION</b><b>: </b>Not Applicable</p><p></p><p><b><br>
SALARY AND TERMS OF EMPLOYMENT</b><b>: </b>This position is a twelve-month position, and salary is by individual employment contract. The salary range is $150,000 to $170,000.<br>
</p><p></p><br>
<p><b>APPLICATION PROCEDURE</b><b>:</b> To be considered, all internal and external applicants must fully complete a Hartford Public Schools&rsquo; online application, which can be accessed through our Applicant Tracking System, Nimble, at https://app.hirenimble.com/jobs/hartford. <b>Internal applicants should use a personal email address when applying. Please do not use your hartfordschools.org email.</b> The code word for the internal application is <b>hartford</b> (lowercase &ldquo;h&rdquo;). Candidates&rsquo; application and supporting documents will be reviewed. Candidates who advance will be contacted directly by hiring managers for interviews.</p></div>

Executive Director of Student Support Services (Posting C101-2627)

Shoreline Christian School

<div><p>About Us:<br>
Shoreline Christian School is a Christ-centered educational community committed to nurturing the hearts and minds of students. We are seeking a passionate and dedicated Elementary Student Support Staff member who loves the Lord and desires to serve in a Christian school environment. We offer medical, dental, vision, 403B, life insurance, and PTO. Salary $72,000 - $80,000 DOE. Our greatest accomplishment and hope as teachers is that every child will know that they are special and created in God&rsquo;s image.</p><br>
<p></p>
<p>
Director of Student Support Services Job Description:</p><br>
<p></p>
<p>
Strengths needed for this position: leadership, coaching, development, strategic organization (big picture and in the details), communication (written and in person), heart for students, creative problem solver, ability to integrate faith into the process, ability to see the strengths in each student<br>
develop an inclusion program and vision for SCS that aligns with our SCS mission/vision</p>
<ul>
<li>hear concerns from Teachers/Parents and create action plan</li>
<li>conduct student observations and evaluate/share observable data with Teachers, Students Support Staff, and Parents to guide next steps</li>
<li>leading parent meetings to discuss identified strengths and possible accommodations</li>
<li>recommend appropriate interventions and coach Teachers for how to implement those interventions in their classrooms</li>
<li>recommend formal testing from school district/ psychologist and walk families through that process (advocate)</li>
<li>direct specific interventions and supports for SST to put in place - lead this team</li>
<li>coach Teachers and Student Support Staff on how to implement interventions in their classrooms\coordinating and leading meetings for intervention, Leads SSP(Student Support Plans) meetings</li>
<li>advise best practices at SCS for outside ABA therapists within SCS classrooms</li>
<li>regularly follow up with parents with this process, regular communication</li>
<li>help families access available resources that they qualify for (public schools, private therapists, tutoring, etc.)</li>
<li>be available when students are in crisis (along with school counselor)</li>
<li>represent SCS in our work together with public schools. Maintain those relationships with public school staff who are able to support.</li>
<li>SCS will provide opportunities for training/education
</li><li>research best practices and strategies for Director of Student Support Services to use in meeting specific needs of the kids in their classroom: dyslexia, ADHD, etc.</li>
<li>directs, guides, manages, and supports all Elementary and Secondary Student Support staff</li>
</ul>
<p>Qualifications:</p>
<ul>
<li>A deep love for the Lord and a desire to work in a Christian educational environment.</li>
<li>Previous experience working with children, particularly in an educational or support capacity, is preferred.</li>
<li>Strong communication and interpersonal skills.</li>
<li>Ability to work independently as well as part of a team.</li>
<li>A positive attitude and a commitment to supporting students&rsquo; academic, social, and emotional growth.</li>
<li>Ability to manage multiple tasks and prioritize effectively.</li>
<li>High level of patience, empathy, and flexibility.</li>
</ul>
<p>Requirements:</p>
<ul>
<li>Bachelor&rsquo;s degree</li>
<li>Experience working with students</li>
</ul>
<p>About Shoreline Christian School:</p>
<p>
Founded in 1952, SCS celebrates its heritage while serving families from approximately 75 diverse churches in the Seattle area today. We recognize that each child is a unique person created in God&rsquo;s image. We keep classes small to differentiate instruction, to create a community of belonging, and to help students explore their God-given strengths. We pursue excellence in everything we do for the glory of God, and we recognize that a healthy student learner is a hallmark of true excellence.</p><p></p><p><br>
How to apply:</p>
<p>
Please submit 1) a resum&eacute;, 2) a cover letter summarizing your relevant qualifications and why you want to teach here, 3) a list of three references, and 4) an essay that addresses the degree to which you subscribe to the Statement of Faith and how you integrate faith in your teaching philosophy.</p><p></p><p><br>
Please read Shoreline Christian Schools Statement of Faith and the Considerations regarding Sexuality document Considerations Document</p><p></p><p><br>
Faith:</p>
<p>
As a community with a shared statement of faith, an active, intentional, and embodied Christian faith is essential. Demonstrated Christian commitment and relationship with Jesus Christ and being active in a local church.</p><p></p><p><i><br>
 It is the policy of Shoreline Christian School not to discriminate on the basis of race, color, national origin, sex, age, or disability in any of its policies, practices, or procedures.</i></p></div><p></p>

Director of Student Support Services

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