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GENERAL PURPOSE: While serving as a Leader in Residence, this individual shall earn the necessary credentials to become a School Leader in accordance with MDE guidelines, if they do not already have the administrative endorsement in Michigan. The Leader in Residence shall assist the Superintendent with overseeing the daily operational functions of teaching, instructional support services, and support services staff of the Academy. A Leader in Residence does not have final responsibility for developing curriculum; overseeing the school improvement plan; setting instructional policies; reporting on academic process to FSU or MDE; or supervision and evaluation of school staff. This position reports directly to the Superintendent.

Subscribe to the vision, mission and values of Integrity Educational Services and the applicable academy.

ESSENTIAL FUNCTIONS:

Results Driven:

1. The strong desire to achieve outstanding results in a short amount of time.
2. The talent to foster collective responsibility and ownership for greater student achievement;
3. The capacity to rigorously sustain a well-orchestrated system of ongoing data collection and analysis to inform a continuously responsive and adaptive system of tiered instruction attentive to students' specific academic and behavior needs;
4. The talent to skillfully use student and skill specific data to inform the evaluation and pursuit of instructional and behavior intervention practices - used both across the school and by individual teachers - that directly benefit student learning;
5. The motivation and drive necessary to ensure that instructional-specific conversations are taking place throughout the school through practices intentionally designed to focus conversations and efforts on improving the instruction ofevery teacher;

Leadership:

1. The ability to create and execute clear, logical plans
2. The power to stay visibly focused and self-assured despite the barrage of personal and professional attacks common at aStrict Discipline Academy
3. The aptitude to sustain an effective system of shared leadership and responsibility throughout the school and community
4. Prioritize student-learning needs over the customs, routines and established relationships that can stand in the way of necessary change
5. Achieve results by taking calculated risks and thinking outside the box
6. Maintain his/her drive for results by demonstrating persistence, directness and the ability to monitor and plan ahead

Programs:

1. Adeptness to ensure a strong connection between learning goals and classroom activities and behavior goals and the behavior interventions; PBIS, RTP, and Restorative Practices.
2. The skill to foster this collective responsibility by mobilizing structure, strategies, practices, and the use of resources for the ongoing evaluation and improvement of instruction.
3. The ability to coordinate instruction, behavior interventions, socioemotional and therapeutic services of day treatment services in order to achieve the outcomes of the program, including stabilization and transition of students to less restrictive educational settings.
4. Lead, along with other day treatment leadership and the superintendent, continuous improvement and development for day treatment programming.
5. Oversees weekly team meetings to coordinate care, communicate student needs and progress, and ensure consistent and quality care.
6. Communicate with referral sources and guardians, keeping them informed of education and treatment goals, plans and progress.
7. Ensure documentation meets the standards adopted.

Processes:

1. The ability to motivate others and influence their behaviors
2. The competence to collect and analyze appropriate data sources to inform decisions
3. The capacity to rigorously sustain a well-orchestrated system of ongoing data collection and analysis to inform a continuously responsive and adaptive system of tiered instruction and behavior intervention attentive to students' specific academic and behavioral needs
4. The talent to build professional environment that is one of mutual respect, teamwork, and accountability
5. Foster analytical thinking, conceptual thinking and problem-solving in others

Performance Responsibilities:

1. Participate with the superintendent in regular individual meetings with the school staff.
2. Along with the superintendent, schedule and facilitate team meetings with teachers, instructional support staff, and school social workers.
3. Provide assistance to all school staff in monitoring and helping students complete their lessons, projects, and other goals.
4. Give input to, and comply with, the school policies and procedures.
5. Give creative input to school projects/lessons that will effectively teach students.
6. Assist with leading staff to teach to multiple learning styles of the students.
7. Apply discipline procedures with students as set by policy.
8. Assist in identifying and collaboratively implementing incentives and motivation enhancement approaches with the students to encourage positive behavior and academic achievement.
9. Use computer skills and technical knowledge as a tool for administration and teaching.
10. Work independently, while providing and receiving input from the other members of the team.
11. Assure other school-related events, etc. are implemented, assign duties accordingly and oversee the successful completion of these events.
12. Participate in Board Meetings, as well as community alliances and division meetings, as requested.
13. Work effectively with the Central Office personnel on key items such as staffing, finance, special education and student accounting
14. Provide input on opportunities for personal curriculum and certificate of completion plans for general and special education students.
15. Provide the superintendent with information for disenrolled and/or graduated students
16. Initiate and maintain personal professional growth and development, by:
17. Regular participation in supervision meetings and team meetings for the sharing of ideas, feedback, and department planning.
18. Utilizing opportunities provided for growth and professional development; including but not limited to ongoing participation in training sessions or workshops.
19. Expressing ideas, suggestions, and concerns in a timely and appropriate manner, using established channels and opportunities to seek resolution.
20. Protector testing, if needed.

MINIMUM REQUIREMENTS: The minimum qualifications needed to perform the essential functions of the job such as education, experience, competencies, knowledge and skills are listed below.

Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, ability or competence required.

Education and/or Experience:

• Master's degree required with a major in educational leadership degree preferred
• School administrator endorsement or agreement to work towards required professional development guidelines set by the state of Michigan
• 3-5 years successful administrative experience preferred
• 3-5 years successful teaching experience preferred
• Highly prefer special education and/or alternative education experience.

Language Skills: Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to write simple correspondence. Ability to effectively present information in one-on-one and small group situations to students, parents, and other employees of the organization.

Mathematic Skills: Ability to do simple computations, calculate percentages, and use a calculator.

Reasoning Ability: Ability to apply common sense understanding to carry out detailed written or oral instructions. Ability to deal with problems involving a few concrete variables in standardized situations.

Ability to apply verbal de-escalation skills as part of crisis intervention.

Computer Skills: Knowledge of Google and Microsoft applications and/or willingness to learn needed computer skills specific to this position.

Certificates, Licenses, Registrations: See education and/or experience section above.

Training: Must participate in and complete annual training, Professional Development, and various other training as deemed appropriate for position.

Other Qualifications: Must pass criminal history records search, physical and drug screen, if required.

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

While performing the duties of this job, the employee is regularly required to communicate and exchange information. The employee is frequently required to walk, and move about within the school. The employee is frequently required to sit, use hands to handle or feel; reach with hands and arms, talk or hear. The employee will occasionally lift and/or move up to 25 pounds.

Work Environment: The work environment characteristics described here are representative of those an employee encounters in a school environment. The employee routinely uses standard office/classroom equipment such as computers, tablets, smartboards, phones, photocopiers, filing
cabinets and fax machines.