Director Of Educational Services Jobs (NOW HIRING)

Position: Assistant Director of Educational Services

Reports to: Academy Director

Position Type: Salaried Exempt Position

Weekly hours: 37.5

Purpose of Position:

The Assistant Director of Educational Services is a 37.5-hour-a-week leadership position responsible for supporting educational programming, student services, transition planning, staff supervision, and daily program operations.

This role requires an experienced special education professional with demonstrated expertise in transition planning and implementation, individualized student programming, Planning and Placement Team (PPT) facilitation, instructional leadership, and staff supervision. The Assistant Director of Educational Services works collaboratively with the Academy Director, special education teachers, clinical staff, related service providers, families, districts, and community partners to ensure that students receive high-quality educational, behavioral, vocational, and transition supports.

The Assistant Director of Educational Services provides leadership and consultation regarding transition services for students age 14 and older while also supporting broader educational programming, teacher supervision and evaluation, school climate initiatives, student intake, and program development. This position requires both Connecticut special education certification and Connecticut administrative certification due to the supervisory, evaluative, and instructional leadership responsibilities of the role.

RESPONSIBILITIES:

The following duties are assigned to this position. These are not to be construed as exclusive or all-inclusive. Other duties may be required and assigned at the discretion of Benhaven.

Educational Coordination and Leadership

• Share responsibility with the Academy Director for oversight of student programming, educational planning, and implementation of individualized supports.
• Chair PPT meetings and collaborate with families, districts, teachers, related service providers, and outside agencies regarding student programming.
• Monitor student progress, graduation requirements, IEP implementation, and transition-related requirements.
• Support/supervise teachers in implementing student programming, accommodations, services, and individualized educational plans.
• Maintain a limited student caseload, as assigned, to provide direct instruction, case management, and continued connection to classroom programming and student needs.
• Coordinate educational documentation, required timelines, and follow-up related to assigned students and programs.

Supervision and Staff Support

• Provide instructional supervision, mentorship, and professional support to special education teachers.
• Complete formal evaluations of certified special education teachers in accordance with Connecticut educator evaluation requirements.
• Support professional growth through coaching, feedback, and collaborative problem-solving.
• Participate in staff development, onboarding, and educational planning.
• Collaborate with the Academy Director regarding staffing needs, staff performance, and program implementation.

Student Support and School Climate

• Provide leadership in developing and maintaining school-wide systems that promote student engagement, positive behavior, belonging, and successful outcomes.
• Participate in behavioral and educational problem-solving related to individual student needs.
• Lead or support school climate initiatives and related committees.
• Support implementation of individualized student support systems, including Plans for Success.
• Collaborate with clinical staff, teachers, and related service providers to promote consistent student supports across settings.

Transition Coordination

• Provide leadership and consultation regarding transition planning and services for students age 14 and older.
• Collaborate with special education teachers to develop and monitor transition goals, services, and programming within students’ IEPs.
• Develop vocational, community-based, and work-related learning opportunities.
• Coordinate transition classes, internships, job placements, and community experiences.
• Establish and maintain relationships with employers, community partners, families, and outside agencies.
• Support students in developing employment, self-advocacy, independent living, and community participation skills.

Program Development and Student Intake

• Participate in intake tours and meetings with prospective students, families, and district representatives.
• Assist in developing initial schedules, programming, and supports for prospective and newly enrolled students.
• Facilitate interdisciplinary intake discussions to determine program fit and identify student support needs.
• Assist with development and implementation of school-wide programming, activities, and systems that support student growth and independence.
• Collaborate with the Academy Director regarding program development and continuous improvement initiatives.

Program Leadership

• Participate in leadership team initiatives, strategic planning, and school-wide decision-making.
• Assist with development and daily management of school schedules, staffing coverage, and program operations.
• Coordinate state testing and transition-related compliance activities.
• Serve as the Academy Director’s designee during the Director’s absence, providing continuity of educational leadership, staff support, and daily program operations.
• Represent the Academy on organization-wide committees and initiatives as assigned.
• Support implementation of organizational policies, procedures, and continuous school improvement efforts.

QUALIFICATIONS/COMPETENCIES:

• Connecticut certification in special education.
• Connecticut Intermediate Administration or Supervision certification, or appropriate Connecticut administrative certification.
• Demonstrated experience developing, coordinating, and implementing transition services for students with disabilities.
• Experience chairing or actively participating in PPT meetings, IEP development, and special education planning.
• Strong knowledge of transition requirements, graduation planning, post-secondary outcomes, and community-based programming.
• Demonstrated ability to supervise, coach, and evaluate certified educational staff.
• Strong understanding of special education regulations, student programming, documentation, and compliance requirements.
• Excellent communication, organization, collaboration, and leadership skills.
• Ability to work effectively with students, families, districts, staff, outside agencies, and community partners.
• Significant experience working in a specialized special education setting.
• Experience developing vocational, community-based, and independent living programming.
• Experience supervising certified staff and supporting teacher growth.
• Experience with school climate initiatives, student support systems, and interdisciplinary team leadership.
• Knowledge of CT-SEDS, transition planning requirements, and approved private special education program expectations.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is occasionally required to stand; walk; sit; use hands to finger, handle, or feel objects; reach with hands and arms; climb stairs; balance; stoop, kneel, crouch; talk and hear.

Requires good hand-eye coordination, arm, hand & finger dexterity including ability to grasp, and visual acuity to use a keyboard, operate equipment, and read application information.

Benhaven, Inc. is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, Benhaven will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.