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Director Academic Support Jobs in Colorado (NOW HIRING)

Concorde Career Colleges, Inc.

Academic Dean

Aurora, CO

  • Medical

  • Dental

  • Vision

  • Retirement

  • PTO

Overview Academic Dean The Academic Dean is responsible for the strategic leadership ... Lead the campus student retention efforts and provide support for program directors and faculty ...

Concorde Career Colleges, Inc.

Academic Dean

Aurora, CO

  • Medical

  • Dental

  • Vision

  • Retirement

  • PTO

Academic Dean The Academic Dean is responsible for the strategic leadership, administration, and ... Lead the campus student retention efforts and provide support for program directors and faculty ...

Concorde Career Colleges, Inc.

Academic Dean

Aurora, CO · On-site

  • Medical

  • Dental

  • Vision

  • Retirement

  • PTO

Overview Academic Dean The Academic Dean is responsible for the strategic leadership ... Lead the campus student retention efforts and provide support for program directors and faculty ...

University of Northern Colorado

Academic Advisor I

Greeley, CO · On-site

$50K - $52K/yr

  • Medical

  • Dental

  • Vision

  • Life

  • Retirement

... support. Advisors work within thecollege advising centers, coordinated by a lead advisor/director. TheLead/Director reports to their college associate dean. UG Academic Advisingconsists of ...

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All JobsAcademic Support JobsDirector Academic Support JobsDirector Academic Support Jobs in Colorado

Director Academic Support information

See Colorado salary details

$11.6K

$74.9K

$106.7K

How much do director academic support jobs pay per year?

As of Aug 14, 2026, the average yearly pay for director academic support in Colorado is $74,897.00, according to ZipRecruiter salary data. Most workers in this role earn between $52,600.00 and $97,300.00 per year, depending on experience, location, and employer.

What does a director of academic support do?

A Director of Academic Support oversees programs and services that help students succeed academically at a school, college, or university. They manage tutoring centers, academic advising, and support initiatives for students facing academic challenges. Their responsibilities often include supervising staff, developing strategies to improve student outcomes, and ensuring compliance with institutional and accreditation standards. Directors of Academic Support work closely with faculty and administrators to enhance learning resources and promote student retention and success.

What is the difference between Director Academic Support vs Academic Advisor?

AspectDirector Academic SupportAcademic Advisor
CredentialsBachelor's or Master's degree, experience in academic support rolesBachelor's degree often required; counseling or education background preferred
Work EnvironmentAdministrative offices, student support centers, higher education institutionsCampus offices, student services, academic departments
ResponsibilitiesOverseeing academic support programs, managing staff, developing policiesAdvising students on course selection, academic planning, and resources

The main difference is that a Director Academic Support manages and oversees academic support programs and staff, focusing on strategic planning and program development. An Academic Advisor primarily works directly with students to guide their academic journey. Both roles require strong communication skills and a background in education, but the Director role involves leadership and administrative responsibilities, while the Advisor role is more student-focused.

What are some common challenges faced by a director of academic support, and how can they be effectively managed?

A Director of Academic Support often faces challenges such as balancing the diverse needs of students, managing resource constraints, and ensuring effective coordination among faculty and support staff. Addressing these challenges requires strong communication skills, data-driven decision making, and the ability to foster collaboration across departments. Proactively implementing feedback systems, maintaining transparent processes, and regularly evaluating support programs can help ensure that services remain effective and responsive to student needs.

What are the key skills and qualifications needed to thrive as a director of academic support?

To thrive as a Director of Academic Support, you need a strong background in educational leadership, program development, and data-driven decision making, typically supported by a master's degree in education or a related field. Familiarity with learning management systems (LMS), student information systems, and educational assessment tools is essential. Outstanding interpersonal skills, strategic thinking, and the ability to mentor staff are crucial soft skills for this position. These competencies ensure effective support services, improved student outcomes, and the successful management of academic support initiatives.

What are popular job titles related to Director Academic Support jobs in Colorado?

For Director Academic Support jobs in Colorado, the most frequently searched job titles are:

What job categories do people searching Director Academic Support jobs in Colorado look for?

The top searched job categories for Director Academic Support jobs in Colorado are:

What cities in Colorado are hiring for Director Academic Support jobs?

Cities in Colorado with the most Director Academic Support job openings:

Director Academic Support jobs near you

Academic Support Teacher (INR)

Academy School District 20

Colorado Springs, CO • On-site

$46K - $60K/yr

Full-time

Posted 15 days ago

Academy District 20 rating

7.8

Company rating: 7.8 out of 10

Based on 7 frontline employees who took The Breakroom Quiz

135th of 631 rated elementary and secondary schools

Job description

Location:
Edith Wolford Elementary School
Recruiting Start Date:
07/31/2026
This posting will be open at least five (5) days after the recruiting start date.
Estimated Start Date:
08/10/2026
A licensed professional who designs and delivers learning experiences for students in a grade level and/or content area; organizes and facilitates the learning process utilizing a variety of evidence-based instructional practices and applicable technology; participates in a community of learning to develop and refine knowledge and skills for the academic, civic, social and emotional success of students; consistently evaluates student progress, makes appropriate adjustments, and communicates student progress; regularly collaborates, reflects, and grows to improve learning opportunities for students.
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
  • Demonstrates mastery of and pedagogical expertise in the content taught; at elementary is an expert in literacy and mathematics and is knowledgeable in all other content; at secondary has knowledge of literacy and mathematics and is a content area expert
  • Provides instruction aligned with the Colorado Academic Standards and the organized plan of instruction
  • Develops and implements lessons that connect to a variety of content areas and disciplines; emphasizes literacy and mathematical practices
  • Demonstrates knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught
  • Establishes a safe, inclusive and respectful learning environment for a diverse population of students
  • Fosters a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers
  • Demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners
  • Engages students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students
  • Works collaboratively with the families and/or significant adults for the benefit of students
  • Plans and delivers effective instruction and creates an environment that facilitates learning for their students
  • Demonstrates knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students
  • Uses formal and informal methods to assess student learning, provide feedback, and to use results to inform planning and instruction
  • Integrates and utilizes appropriate available technology to engage students in authentic learning experiences
  • Establishes and communicates high expectations and use processes to support the development of critical-thinking and problem-solving skills
  • Provides students with opportunities to work in teams and develop leadership
  • Models and promotes effective communication
  • Demonstrates professionalism through ethical conduct, reflection, and leadership
  • Demonstrates high standards for professional conduct
  • Links professional growth to professional goals
  • Responds to a complex, dynamic environment
  • Demonstrates leadership in the school, the community, and the teaching profession
  • Assesses the progress of students on a regular basis and provides reports as required
  • Complies with applicable state and federal laws, district administrative policies, procedures, and practices, and location requirements
  • Ensures that students are supervised at all times
  • Follows established policies and procedures regarding the health, safety, welfare, and education of students
  • Implements by instruction and action the district's philosophy of education and instructional goals and objectives
  • Instructs, assesses, and differentiates for all students' academic, social, emotional, and health needs
  • Maintains accurate, complete, and correct records as required by law and district policy
  • Makes provision for availability to students and parents for education-related purposes when required or requested
  • Manages materials and supplies
  • Models appropriate conduct at all times
  • Performs duties as directed by supervisors and administrators
  • Performs non-instructional duties as directed
  • Plans a program of study that meets the individual needs, interests, and abilities of the students
  • Plans and supervises purposeful assignments for educational support staff and volunteer(s) and, cooperatively with supervisor, evaluates their job performance
  • Responds as directed and as necessary in safety and/or crisis situations
  • Supervises volunteers and paraprofessionals where applicable
  • Uses and integrates technology to support professional responsibilities, instruction, data interpretation, and student learning
  • Uses effective conflict resolution
  • Uses feedback and reflects about professional practice to improve teaching and learning

Knowledge, Skills, and Abilities:
  • Ability to adapt to changing technologies and to learn functionality of new equipment and systems
  • Ability to communicate effectively verbally and in writing
  • Ability to create, access, input, retrieve, and manipulate information in various software systems
  • Ability to establish and maintain accurate record keeping, document management, and filing systems
  • Ability to establish and maintain effective working relationships with individuals from many diverse backgrounds and professions including supervisors, administrators, coworkers, staff, students, parents, and the general public
  • Ability to follow oral and written instructions
  • Ability to greet and interact with the public in a courteous and professional manner
  • Ability to maintain confidentiality
  • Ability to manage simultaneous demands and set clear priorities
  • Ability to work days, hours, locations, and assignments as directed by the supervisor within the position responsibilities
  • Ability to work independently without direct supervision
  • Commitment to the education of students as a primary responsibility
  • Communicates effectively with students and adults in a wide variety of settings
  • Computer proficiency including office productivity applications
  • Demonstrated ability to manage simultaneous demands and set clear priorities
  • Demonstrated ability to work well with others in a team setting
  • Demonstrates citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness
  • Demonstrates effective organizational and time management skills
  • Detail-oriented
  • Energetic, creative, innovative, flexible
  • Excellent cooperative, collaborative, and problem-solving skills
  • Knowledge of Special Education, other educational programming, and associated legal requirements as related to the needs of the students assigned to the teacher
  • Promotes a positive climate, culture, and community
  • Strong organizational, interpersonal, written, listening, and verbal communication skills
  • Student-centered and relationship-focused
  • Understanding of data privacy laws and their implications for the educational community
  • Willingness to participate in ongoing training as required

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 scheduled school/work hours and/or days.
  • The incumbent may be required to work extended school/work hours and/or days as directed.
  • The teacher operates primarily independently and frequently with others in a professional school environment indoors regularly and outdoors occasionally.
  • The teacher routinely uses standard classroom and office equipment.
  • The teacher is directly responsible to provide for the health, safety, and welfare and education of students, ensuring students are under supervision at all times.

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
  • The job is very active and regularly requires periods of standing, walking, bending, kneeling, stooping, crouching, crawling, and climbing while on duty. While performing the duties of this job, the teacher is regularly required to talk and hear.
  • The position requires the ability to speak and to be understood, to use normal or aided vision and hearing, and to detect odors.
  • The teacher frequently is required to use hands and fingers, handle or feel; and to reach with hands and arms.
  • Typical demands require staff to lift and carry up to 20 pounds, and may be higher for some assignments depending on position and student need; climb stairs, ladders, and/or stools; reach, hold, grasp and turn objects; use fingers to operate computer keyboards; feel the shape, size and temperature of objects; and physically restrain students when necessary.

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, reason, and use interpersonal skills.
Required Qualifications:
Bachelor's (Baccalaureate) degree (e.g., B.A., A.B., B.S.), Meets subject, grade level, and/or content area qualifications consistent with Colorado Department of Education and Academy District 20 requirements - Academy District 20, Teacher License: Initial - Colorado Department of Education, Teacher License: Professional - Colorado Department of Education
Preferred Qualifications:
Compensation Range:
$52,800.00-$85,242.00
(Based on education and experience at 100% FTE)
Scheduled Weekly Hours:
37.5
Hours per Day:
7.5 hour(s) per day
Number of Days per Year:
183 Days M-F
Benefits Eligibility:
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 current resume
  • 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 ("Evidence of Eligibility" means license application with CDE is in process)
  • (optional) Three current letters of recommendation (ie: within the last 2-3 years)

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.
Hiring Manager Email:
amanda.oliver@asd20.org

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