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School Program Director

Company: Pacific Autism Center Of Education
Location: Santa Clara
Posted on: September 17, 2022

Job Description:

Pacific Autism Center for Education (PACE) is a nonprofit agency located in Santa Clara, CA which provides high quality programs for individuals with Autism and associated developmental disabilities living in the San Francisco Bay Area. Come be a part of our team and make a difference!
We are currently searching for a School Program Director / Principal to help us expand to a new location and who provides critical organizational support for the administrative functions of the school program. Reporting to the Executive Director, the School Program Director has overall responsibility for the function, integrity, quality, and compliance of the PACE School program. Under the general supervision of the Executive Director, the School Program Director maintains leadership over the school faculty comprised of the Teacher/Teacher-Interns, Therapists (SLP/OT) and Behaviorist (BCBA). In this capacity, the School Program Director will also oversee the placement, training and coordination of the Instruction Aide (IA) staff along with appropriate faculty training/education. The School Program Director is responsible for ensuring the compliance and quality of the PACE School program with industry best practice approaches to ensure optimal student academic, developmental and social emotional progress. The essential functions and duties of the School Program Director is as follows: School Program Services The School Program Directors primary role is providing solid program leadership and staff coordination to ensure the best quality of education for the students and their families.
Student Support The School Program Directors primary job is to establish and support a high quality educational program to best serve the students attending the school. In the most general terms, this covers the administration of a daily schedule and calendar year program that covers appropriate adapted academic standards, developmental strategies for positive social & vocational outcomes with behavioral/skill/sensory management.
Program Promotion Student enrollment, District standing and parent/community outreach are critical to the ongoing success of PACE. This requires presenting to school Districts and potential students as well as engagement in parent/community outreach promoting the work of the PACE school.
Knowledgebase The School Program Director should be an open resource to the school staff in developing proactive and individualized educational strategies for each student. This includes the design, implementation and feedback of student goals and methods of teaching with industry best practices. These methodologies should be routinely reviewed and enhanced with new educational training/tools.
Documentation Effective data tracking and review is critically important for evidence based progress. The School Program Director, in collaboration with the School BCBA, will ensure that all staff maintain thorough and accurate data collection forms that are appropriately reviewed for progress and program changes where necessary. Periodically review the data and consult with staff as necessary.
Classroom Support Participate in weekly classroom team meetings to increase familiarity with classroom needs and be available for consultation. Participate in teacher / therapy meetings on a regular basis or when needed, to increase familiarity with the needs of the classroom and to provide academic/leadership consult to the team.
School Compliance As a state-certified Non-Public School, PACE is required to maintain compliance with all components of CA Education Code which include the following:
Student Records As the certified School Administrator, the School Program Director is responsible for the accuracy and efficacy of student progress in each students Individualized Education Plan (IEP). This includes meeting oversight and assurance of timely completion of IEPs.
Certifications The School Program Director will also ensure that faculty and staff are appropriately certified and assigned to cover the services required in both the IEP and CDE compliance.
Curriculum The cornerstone of the education framework is the curriculum and how education concepts are taught and progress assessed for each student. Curriculum must be approved by the CDE which is reviewed during the CDE on-site evaluation. Best practice ensures that the education curriculum consists of relevant data collection, routine review on academic progress and periodic overall assessment of curriculum design.
Related Services The School Program Director is also the lead facilitator overseeing the assignments and delivery of related services which covers SLP, OT and in collaboration with the School BCBA, Behavior Management resources.
Therapy Services The School Program Director has the authority for caseload assignment for OT and SLP services. This includes the best effort to ensure optimal caseload service completion covering each students IEP. This role also covers team meetings for ongoing program development.
Behavior Support Services This involves the overall setting of behavioral strategies and support to be delivered by the Behavior Analyst (BCBA) and the assigned Behavior Support Associates (BSA). While the role of behavior program delivery is the direct responsibility of the Behavior Analyst (BCBA), the School Program Director will ensure predictable and consistent behavior practices/training along with critical review of Special Incident Reports (SIR). The School Program Director maintains responsibility for approving any significant behavioral modification or corrective action, especially Behavior Intervention Plans (BIP). Staff Development Provide training for staff on behavior management of the students. Recruiting The most important element of staffing is effective recruiting. The School Program Director is essential in the interviewing and placement of new school staff. This includes onboarding follow up to ensure staff are settling into their respective roles.
PACE Policies Enforce PACE policies. Support management in ensuring that staff is knowledgeable and understands PACE policy. Ensure that all staff is clear on the programs expectations of them via thorough communication.
New Hire Training Provide formal initial staff training to all new employees to promote well informed staff and ensure the quality of the program and safety. Provide ongoing supervision of at least 90 days for new line staff to assist with the onboarding plan.
Behavior Training In collaboration with the School BCBA, provide ongoing behavior management training to teachers, therapist and instructional specialist via in-service trainings and or classroom meetings on a monthly basis. Train staff on behavioral intervention and support plans. Ensure that all staff fully understand, are able to follow and implement behavioral and support plans for students.
Crisis Management Train staff on Crisis Management methodology to ensure safety and appropriate hands on intervention for severe student behaviors and medical emergencies (ie. seizures). Conduct appropriate debriefing and independent staff follow up as required.
In-Service Training - The School Program Director is responsible for the development of an annual training program for monthly in-services and weekly training programs which includes a master education/training plan with appropriate measures for fidelity feedback and follow through.
Reviews & Corrective Action The School Program Director is responsible for reviewing all direct reports and indirectly overseeing the reviews of secondary staff. Where necessary, the School Program Director will participate in any corrective action process warranted for Performance improvement.
Professional Leadership The School Program Director must set the highest standard for appropriate professional conduct through leadership by example. This is particularly important when establishing a culture of inclusion, diversity, non-favoritism, equal opportunity and opportunity investment in staffing. Knowledge, Skill and Experience The candidate must possess the following minimum requirements: Education Must have a Masters degree in Special Education with a minimum of 5 years direct teaching experience. Must qualify for a School Administrator designation on CDE code.
Experience The School Program Director must have at least 5 years of special education classroom teaching experience preferably working with autistic or developmentally disabled students.
First Aid Possess a valid first aid and CPR certification from The American Red Cross and maintain this certificate in good standing.
Medical Must have a clear physical health and TB test prior to employment and routinely during employment as required.
Clearance Must possess and maintain a clear DOJ and FBI clearance prior to and during employment.
Physical Restraints Must be capable of passing the Safety Care physical behavior management requirements. Physical Requirements The School Program Director must be able to comply and adhere to the following physical requirements. Pushing, Pulling and Lifting The incumbent must be able to lift and or push at least 45lbs. in order to carry necessary presentation materials to external sites on occasion.
Student Restraint The incumbent must be able to properly demonstrate and implement all physical restraints for behavior management crisis when needed.
Driving The incumbent must be able to physically drive from a variety of PACE locations. Office Work This position requires that the incumbent be able to conduct a variety of office work. Personal Requirements Must have the ability to work independently and in cooperation with others.
Must enjoy working with and relating to people effectively.
Must have excellent oral and written communication skills.

Keywords: Pacific Autism Center Of Education, Santa Clara , School Program Director, Executive , Santa Clara, California

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