] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → DIRECTOR, STUDENT WELL-BEING & ACHIEVEMENT

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Director, Student Well-Being & Achievement

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Director I CODE: 0287 SQ/OQ: Not Applicable
WORKING TITLE: Director, Student Well-Being & Achievement GRADE: P MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: Under direction of the Associate Superintendent of the Office of Student and Family Support and Engagement (OSFSE) and the Chief of Schools, and in collaboration with other Montgomery County Public Schools (MCPS) staff, the Director of Student Wellness and Achievement works to assure effective responses to local school needs related to school counseling, restorative justice and restorative practices, social emotional learning, student psychological safety and well-being, and alternative learning opportunities. Aligns student social-emotional wellness and college and career readiness goals with those of MCPS. Coaches, supports, and develops the capacity of principals and pertinent staff to incorporate restorative practices in schools through modeling and encouraging innovative and effective social and psychological approaches to discipline. Coaches, supports and develops the capacity of principals and school staff to address issues, such as behavior and chronic absence, that are barriers to success of students enrolled in alternative programs. Supervises, leads and/or provides oversight to school counseling, restorative justice, and alternative learning and collaborates with other OSFSE units, teams and/or staffs in furtherance of the physical, psychological and social well-being of students.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Background in school counseling and restorative practices is highly desirable. Thorough knowledge of MCPS school counseling curriculum, programs and theories of practice. Thorough knowledge of growth and development stages of youth and adolescents and support of disengaged youth. Understanding of culturally responsiveness and equity in relation to education of and supporting diverse youth. Working knowledge of MCPS regulations and policies related to school discipline and alternative placements for secondary students. Thorough knowledge of the principles and practices that govern restorative practices and approaches to discipline and disproportionality. Ability to analyze and demonstrate how using multiple student data points and restorative justice practices can build school leadership capacity. Ability to lead and manage a high performing, cross functional team of school system leaders to provide prompt response to issues related to social and psychological well-being of students, college and career preparedness, reengagement of disconnected youth to be available for instruction, and restorative justice. Knowledge of and proven ability to provide effective professional development for various levels of educators, school administrators and school staff to build their capacity to improve disciplinary responses and social and psychological safety practices in closing the achievement gap. Ability to build partnerships among significant stakeholders. Highly skilled in the use of educational technologies that support teaching and learning and the monitoring of school progress. Ability to use multiple sources of data to diagnose schools strengths and needs and provide differentiated support to schools. Knowledge of school processes and procedures. Strong skills in planning process written and oral communication, data analysis, and leading for equity.
EDUCATION, TRAINING, AND EXPERIENCE: EDUCATION, TRAINING, AND EXPERIENCE: Masters degree from an accredited college or university in education related course of study with certification in supervision, administration, or curriculum development. Three years or more experience in school-based leadership as a principal or assistant principal, or school counselor, five-years-experience preferred. . Experience leading, motivating, and managing professional staff, empowering them to creatively and effectively address student instructional and discipline needs. Demonstrated leadership experience in school counseling and social and emotional development in students and commitment to developing effective local school leaders. Other combinations of applicable education, training, and experience that provide the knowledge, abilities, and skills may be considered. Successful completion of Observing and Analyzing Teaching I and II.
CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland certification requirements for supervisors of School Counselors and/or principals. Current Maryland Administrator II certification.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) NA
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Frequent evening or weekend work including attendance at evening Board of Education and district meetings, as well as meetings with parent and community groups
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

EXAMPLES OF DUTIES AND RESPONSIBILITIES: Note: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or ability associated with this classification, but is intended to accurately reflect the core job elements.)

Builds and strengthens relationships with colleagues, and serves on central office teams, to address specific student and school needs and to assure effective and efficient implementation of social-emotional programs.

Models effective leadership practices, including articulating a vision for effective support to schools, utilizing time management strategies, prioritizing work, attending to one¿s own professional growth through reflection and critical analysis of practice.

Facilitates, coaches and monitors a nexus between implementing restorative justice practices that change school culture, reengage students, and increase student performance.

Monitors and analyzes student performance related to desired outcomes of programs within the department to inform instructional decisions and monitors plans for social emotional interventions.

Conducts planning events with principals, administrators, school counselors, and teachers to assist them in establishing and meeting local and district strategic priorities.

Provides coaching and support to principals, school-based and central office staff regarding school counseling, restorative practices, and alternative learning opportunities.

Helps to design and lead professional learning opportunities for principals and school leadership teams to foster change in adult practice to accelerate student learning and performance and decrease disproportionality in discipline as an outcome of effective social-emotional programming.

Conducts observations of school teams as part of the restorative justice implementation process.

Participates in the selection and evaluation process for department staff; provides the necessary administrative and supervisory functions for appropriate leadership of assigned staff.

Develops and manages the department local MCPS budget, and grants and grant-making activities.

Establishes and maintains collaborative relationships with other MCPS offices, MCCPTA, county agencies, professional organizations, higher education and business partners, as well as the Maryland State Department of Education (MSDE), as required to support the mission of the department and to expand understanding and practice of school counseling, restorative justice, and educating students in alternative learning environments .

Develops and presents information and programs to the Board of Education, professional staff groups, and community groups.

Supervises staff workload of all staff members in the department.

Understands and applies principles of performance evaluation and professional growth standards for employees.

Performs related duties consistent with the scope and intent of the position.
sion of the department and to expand understanding and practice of restorative justice in community settings.

Collects and utilizes data to inform instructional decisions and monitors plans for restorative justice and other social emotional interventions.

Develops and presents information and programs to the Board of Education, professional staff groups, and community groups.

Supervises staff workload of all staff members in the department.

Performs related duties consistent with the scope and intent of the position.
Class Established: 7/1982
Date(s) Revised: 3/2018, 12/2019. 5/2020
Last Reviewed:

This description may be changed at any time.