Location:

EAC (Education and Administration Center)

Recruiting Start Date:

04/17/2026

Estimated Start Date:

07/01/2026

The Director for Student Support Services provides strategic leadership for district-wide student support systems, including special education alignment, behavior systems, and Multi-Tiered System Supports (MTSS) for behavior. This role ensures the effective implementation of coherent, equitable, and legally compliant systems that support positive student outcomes. The Director develops leadership capacity at district and across schools, aligns resources and practices to district priorities, and fosters a culture of collaboration, accountability, and continuous improvement.

The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The District reserves the right to modify or change the duties or the essential functions of this job at any time.

• Reports consistently for work as scheduled

• Performs other duties as assigned

• Attains proficient or higher evaluations on established Performance Standards

• Aligns staffing, time, and resources to support implementation of district priorities

• Assists in the recruitment, selection, and development of Learning Services staff, including Special Education staff

• Builds internal capacity through coaching, modeling, and development of teacher and leader expertise

• Collaborates with district Behavior Threat Assessment Management team

• Collaborates with the Executive Director for Learning Services and Executive Director for Special Education to ensure compliance with all applicable laws, policies, and procedures

• Designs and implements a comprehensive professional learning system aligned to behavior, MTSS, and student support priorities

• Develops and implements a comprehensive K–12 behavior framework ensuring consistency, coherence, and effectiveness across schools

• Differentiates coaching and professional learning based on school and staff needs

• Ensures alignment of behavior systems with special education services and general education practices

• Ensures effective use of technology to support systems and processes

• Ensures staff are trained and supported in safe and effective practices

• Establishes and leads district-wide systems for monitoring implementation, analyzing data, and ensuring accountability for fidelity and effectiveness

• Establishes clear expectations and success criteria for system-wide implementation

• Facilitates regular data review cycles with school and district leaders to inform decision-making and continuous improvement

• Fosters strong communication and collaboration with families, community partners, and stakeholders

• Leads and coordinates district behavior systems, including the Multi-Tiered System of Supports (MTSS) for behavior

• Leads and facilitates teams, committees, and district initiatives

• Leads the design, implementation, and continuous improvement of student support systems aligned to district priorities

• Leads the District Behavior Team

• Leads the identification and implementation of research-based and inclusive practices

• Monitors assigned budget areas and ensures effective use of resources

• Monitors outcomes and ensures alignment with district expectations, policies, and legal requirements

• Monitors worker’s compensation claims related to student incidents and collaborates to reduce risk

• Oversees behavior, safety, and crisis response systems, including training, implementation, monitoring, and accountability

• Oversees systems for universal, targeted, and intensive behavior supports, including identification, intervention, and progress monitoring

• Participates in district, community, and board meetings as appropriate

• Partners with district and school leaders to ensure effective programming and services for students

• Partners with district departments, schools, and community agencies to support student outcomes

• Promotes a positive, respectful, and service-oriented culture that supports the well-being of students and staff

• Provides clear, consistent communication regarding expectations, progress, and outcomes

• Provides coaching and support to district and school leaders to build leadership capacity and effectiveness

• Provides regular updates and reports to the Assistant Superintendent for Learning Services

• Supervises and evaluates administrators, licensed, and classified staff

• Supports schools in developing and implementing intensive and individualized behavior strategies

• Supports schools in responding to student-related incidents and ensuring proper documentation

Knowledge, Skills, and Abilities

• Ability to adapt to changing technologies and to learn functionality of new equipment and systems

• Ability to align student support systems with instructional practices

• Ability to create, access, input, retrieve, and manipulate information in various software systems

• Ability to develop and lead monitoring systems that ensure accountability and continuous improvement

• Ability to establish and maintain effective working relationships with supervisors, coworkers, administrators, departments, other agencies, and the general public

• Ability to establish clear expectations and ensure coherence across schools

• Ability to follow oral and written instructions

• Ability to greet public in a courteous and professional manner

• Ability to maintain confidentiality

• Ability to manage simultaneous demands and set clear priorities

• Commitment to the education of students as a primary responsibility

• Demonstrates citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness

• Detail-oriented

• Energetic, creative, innovative, flexible

• Excellent cooperative, collaborative, and problem-solving skills

• Excellent organizational, interpersonal, written, listening, and verbal communication skills

• Experience in leadership roles, professional learning, program development, and evaluation

• Knowledge of and experience with Special Education laws, compliance indicators, IEP monitoring and auditing processes, policies, procedures, programming, and best practices

• Knowledge of and experience with the use of technology, especially as it improves teaching and learning

• Knowledge of curriculum, supervision, instruction, school-based processes and operations, culture, and community along with a strong student focus on individualizing for special needs

• Knowledge of research-based and inclusive practices for diverse learners

• Proven experience in dealing with challenging situations

• Proven experience in making improvements to programs and processes

• Proven successful supervisory experience

• Strong data literacy, including the ability to analyze, interpret, and apply data to decision-making

• Strong knowledge of Colorado Academic Standards

• Strong understanding of Multi-Tiered Systems of Support (MTSS) and behavior frameworks

• Understanding of behavior systems, intervention design, and progress monitoring

Work Environment: The work environment characteristics described here are representative of those a staff member typically encounters while performing the essential functions of this job. They are included for informational purposes and are not all-inclusive.

• The noise level in the work environment may alternate among quiet, moderate, and loud.

• The incumbent is frequently required to interact in person and through communication methods with the students, public, and/or other staff.

• The incumbent is required to work normal school/work hours and/or days.

• The incumbent may be required to work extended school/work hours and/or days as directed.

Physical Demands: The following are some of the physical demands commonly associated with this position. They are included for informational purposes and are not all-inclusive. All physical demands, if listed, are considered essential functions.

• Sits, stands, walks, stoops, kneels, and crouches/squats while performing duties

• Has oral and auditory capacity enabling interaction interpersonally and/or through communication devices

• Uses eyes, hands, and finger coordination enabling the use of equipment and writing utensils

Cognitive Functions: The following are some of the cognitive functions commonly associated with this position. They are included for informational purposes and are not all-inclusive. The staff member may be required to analyze, communicate, compare, compile, compute, coordinate, copy, evaluate, instruct, negotiate, synthesize, and use interpersonal skills.

Required Qualifications:

• Bachelor's (Baccalaureate) degree (e.g., B.A., A.B., B.S.)

• Master's degree (e.g., M.A., M.S., M.Eng, M.Ed, M.S.W., M.B.A., M.L.S.)

• Principal License: Initial - Colorado Department of Education

• 3-5 Years Administrative Experience in a School or District Level Position

Preferred Qualifications:

• Administrator License: Initial: Special Education Director - Colorado Department of Education

• 3-5 Years Classroom Teaching Experience

• 3-5 Years Special Education Experience

Timeline:

Posting Date: Friday, April 17

Closing Date: Monday, May 4 at Noon

Preliminary Interviews: Wednesday, May 6

Final Interviews: Monday, May 11

Compensation Range:

$132,895-$142,895

Scheduled Weekly Hours:

40

Hours per Day:

8.0 hour(s) per day

Number of Days per Year:

225 Days

Full-time - Regular

For more information on our benefits, please visit Employee Benefits | Academy District 20 (asd20.org).

FLSA Status:

United States of America (Exempt)

How to Apply:
New applicants (including current district staff members) must use the Workday application portal. Documents emailed directly to a supervisor will not be considered for application purposes and will not receive a response. A completed online application also includes the following uploaded documents in PDF format:

• A letter of application which states why you feel you are qualified for the position and your background

• A statement of your philosophy of administration and the role of the administrator in this position

• A current resume

• Three current letters of recommendation (i.e., less than one year old)

• Complete undergraduate and graduate transcripts (in color, readable, and reflecting official status where applicable)

• Applicable Colorado License or evidence of eligibility as indicated in the job posting above

• We do not accept "Alternative Principal Authorizations"

No other documents will be accepted. Thank you for not uploading and submitting any additional materials.

Please do not call to request site visits or interviews at the school/location. Please direct all inquiries via the email address indicated on the posting.

[email protected]