Supervisor of Student Support and Success

GENERAL STATEMENT OF JOB ============================ The Supervisor of Student Support and Success is responsible for coordinating the delivery of a comprehensive school counseling and school social work program for K\-12 students in Roanoke City Public Schools. The Supervisor will provide leadership in the application and interpretation of graduation requirements and responsibilities for the on\-time graduation report and early scholars program. While providing support to schools in the management of records for students currently enrolled and managing the division’s inactive student records. The position is also responsible for ensuring compliance with the Interstate Military Compact, providing oversight for Virtual Virginia, components of College Board and other postsecondary opportunities and initiatives, and the Advancement Via Individual Determination (AVID) program. Reports to the Executive Director of Alternative Programs and Student Accountability. SPECIFIC DUTIES AND RESPONSIBILITIES ESSENTIAL JOB FUNCTIONS =========================== Develop and execute the vision of a comprehensive counseling department utilizing best practices. Guides the integration of district\-wide student services, emphasizing a unified support system for all students, and recommends educational programs to address diverse learner needs. Develop and oversee comprehensive social\-emotional learning programs, ensuring they are culturally responsive and tailored to the diverse needs of urban students, fostering a supportive school climate that promotes well\-being and academic success. Develops service proposals, budgets, and grants to achieve district goals, aligning resources with educational priorities. Evaluates the effectiveness of student services, AVID, Adult Education, and post\-secondary information, ensuring programs meet regulatory compliance and district standards. In collaboration with district leadership, oversees fiscal management of grant\-funded programs, ensuring efficient allocation and utilization of resources. Communicates program objectives, services, and regulations to school personnel, parents, school board, the Board of Education, and the community, enhancing transparency and understanding. Leads the recruitment, hiring, supervision, and evaluation of district\-level student services personnel, including school counselor, social workers, and student support specialists, to maintain high\-quality support services. Ensures the delivery of comprehensive school counselor programs for K\-12 students, fostering an environment conducive to student growth and development. Establishes partnerships with community agencies and other external organizations to enhance service offerings and address student needs. Observe, coach, and evaluate school counselor performance in collaboration with the School Level Administrator; assist with school counselor evaluations, and provide oversight for employees engaged in a plan of improvement. Facilitates professional development and training for instructional staff and school counselors, promoting best practices in student support. Maintains open communication with all stakeholders regarding student services, addressing concerns, and fostering community engagement. Plan and administer in\-service training programs and workshops for school counselors and school social workers. Establish procedures for archiving and management of records for current and former students. Interpret the Federal Educational Rights and Privacy Act (FERPA) requirements to schools regarding the management of student records and disclosures. Assist schools responding to subpoena requests for student records. Work collaboratively with the Library of Virginia, and federal agencies responsible for oversight of records management. Supervise the processing of transcript requests for former students. Respond to administrative legal/compliance queries from parents and other internal and external clients. Monitor the application of the Interstate Military Compact; respond to concerns regarding interpretation and implementation. Oversee division centralized Advanced Placement testing program and coordinate administration of PSAT and AP Testing. Serve as the division contact for the College Board. Coordinate Virtual Virginia registration process and act as the division contact. Maintain liaison with the Virginia Department of Education, institutions of higher education, community service agencies, business, and the government. Perform related work as required. ADDITIONAL JOB FUNCTIONS ============================ Monitor and analyze graduation rates through graduation cohort meetings to ensure educational goals are met, identify trends, and recommend strategies for improvement to enhance student success and retention. Assists in the development, organization, and supervision of Virtual programs, seclusion and restraint, Student Code of Conduct, Student records manager, Home instruction, Religious exemptions, Adult Education, Program of Studies, School Guard, Bark, Crisis response and reunification coordinator, student transfers, Bullying reports, Violent injury program contact, MTSS, FBA/BIP process, and Foreign exchange student requests. Monitors and updates relevant access and equity policies relative to classroom practices, equitable staff and student treatment, and facilities access. Supports the design, approval, and public awareness of academic pathways leading to a diverse school district culture. Identifies weak or non\-compliant areas throughout the district impacting student access and equity in academics, opportunity, and extra\-curricular activities. Ensures bias free access to educational opportunities, athletics, co\-curricular activities, and related resources/technology. Provides opportunities for parent and community member involvement in problems associated with the achievement gap and other inequities. Works in collaboration with division registration to ensure access and equity, and school enrollment reflective of district demographics. Foster Care, Homebased/Homebound, Community Schools projects, Truancy, Chronic Absenteeism, including working with the court system. Assists the Executive Director of Alternative Programs and Student Accountability with threat assessments, suicide assessments and Child Protective Services. Prepares and delivers written and oral presentations to the School Board, Board of Education, principals, teachers, parents, and community groups; attends School Board meetings as needed; conducts staff meetings; attends other related meetings. Supervises and conducts personnel administration duties for direct subordinates, evaluating, assigning special duties, monitoring attendance and travel reports, and granting leave. The Supervisor of Student Support and Success will have been satisfactorily performed when the evaluation of this person is at standard or above on the applicable Performance Evaluation System. MINIMUM TRAINING AND EXPERIENCE =================================== Master's degree in counseling with a School Counselor PreK\-12, and Administration and supervision preK\-12 endorsements, preferred. School counseling experience required. Administrative and/or supervisory experience preferred. A comparable amount of training and experience may be substituted for minimum qualifications. MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS =================================================================================== Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, adding machines, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Light work usually requires walking or standing to a significant degree. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things. Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments, or directions to subordinates or assistants. Language Ability: Requires the ability to read a variety of correspondence, reports, forms, newsletters, schedules, manuals, invoices, requisitions, menus, recipes, journals, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, procedures, charts, surveys, articles, bid specifications, brochures, news releases, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence. Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including medical, legal, accounting and marketing terminology. Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra and geometry. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment. Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Requires the ability to differentiate between colors and shades of color. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations. Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone. KNOWLEDGE, SKILLS AND ABILITIES =================================== Thorough knowledge of Roanoke City Public Schools instructional and school counseling programs, policies, procedures, services, program design, delivery, management models, and processes. Thorough knowledge of developmental needs of students, including ethnic or linguistic minorities. Through knowledge of career and technical education and college planning. Must have the ability to lead, supervise, motivate, and train staff on educational programs. Must have the ability to set student services priorities. Must be skilled in program supervision and adult training techniques. Must possess excellent human relations skills with the ability to establish good relationships with a diverse population of individuals and groups. Must have excellent oral and written communication skills with the ability to speak effectively to both large and small groups. Must possess excellent organizational skills. Must have the ability to demonstrate leadership in assessing student needs; planning, developing, and implementing programs. Must have the ability to evaluate program effectiveness. DISCLAIMER ============== The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job. RCPS is an Equal Opportunity Employer and does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs and activities. The following person(s) has been designated to handle inquiries regarding the non\-discrimination policies: Hayley Poland – Title IX Coordinator (540\) 853\-1393\.