Supervisor of Student Support Services

St. Landry Parish School Board•Opelousas, LA

About The Position

The Supervisor of Student Support Services identifies and provides educational opportunities and related support services for exceptional students. The position facilitates, coordinates, and approves behavior-management approaches for students with behavioral challenges; Section 504 plans; district Title IX compliance; and leadership, oversight, and instructional support for dyslexia programming and interventions. The supervisor supports and monitors behavior interventions, student threat-assessment processes, school counseling alignment, Section 504 compliance, dyslexia services, and Title IX procedures. The role collaborates with administrators, teachers, Pupil Appraisal staff, counselors, mental-health professionals, and district personnel; provides training and professional development; and maintains relevant student and program data. At the Superintendent’s discretion, the employee may also serve as a Principal Supervisor or Zone Leader, with additional school leadership, instructional oversight, coaching, evaluation, and supervisory duties. The position is evaluated under the Board’s policy on Evaluation of Professional Personnel (Bulletin 130). The job description may be changed, and management may assign or reassign duties and responsibilities. The stated physical demands are sedentary, involving sitting most of the time and exerting up to 10 pounds occasionally or a negligible amount frequently.

Requirements

Valid Louisiana Teaching Certificate.
Educational Leadership - Level 1.
Master’s degree in education, educational administration, school psychology, counseling, social work, or a related field; a bachelor’s degree is the stated baseline.
At least 5 years of experience in education, instructional coaching, school administration, or specialized student support services.
Prior supervisory or leadership experience, including coaching, mentoring, or evaluating certified and classified staff.
Comprehensive MTSS knowledge, including systems-level implementation, fidelity monitoring, and continuous improvement across Tiers 1, 2, and 3.
Knowledge of behavioral and social-emotional frameworks, including PBIS, RTI, restorative practices, trauma-informed practices, and bullying prevention.
Knowledge of special education and compliance, including federal, state, and district regulations regarding student services.

Nice To Haves

Previous experience working with at-risk students and/or students with behavioral concerns, or counseling adolescents.

Responsibilities

Provide support, monitoring, and training in behavior-management techniques, intervention strategies, coping skills, and problem-solving skills for students with behavioral challenges.
Represent Exceptional Student Services in suspension and expulsion matters; track related data for exceptional students and assist with discipline and behavior data analysis.
Assist teachers and Pupil Appraisal staff in designing, implementing, and documenting behavior-management programs for individual students and targeted classrooms.
Collaborate with school administrators and personnel on strategies to address student behavior concerns and monitor compliance with disability-related discipline regulations.
Serve as a contact and resource for administrators and parents of students with behavioral and/or emotional disabilities.
Oversee school-level teams developing district and school-wide threat-assessment policies and procedures; serve as a contact for high-level campus threats.
Provide training on crisis-management plans for at-risk individuals, and ensure threat-assessment protocols align with state law, district policy, and national best practices.
Oversee elementary and middle school counselors to support alignment with the American School Counselor Association National Model; track academic, attendance, and social-emotional student data.
Provide professional development, workshops, PLCs, and training on evidence-based interventions, crisis response, and equity-focused practices.
Serve as the district’s 504/SBLC representative; collect and maintain Section 504 data; assist with developing and implementing plans; monitor their effectiveness and compliance; and support grievance procedures.
Lead and administer district dyslexia services and interventions, including oversight of screening, evaluation, and identification processes; select and monitor evidence-based interventions and multisensory structured language approaches.
Monitor at-risk students during summer programming when further screening or comprehensive assessment may be needed; collaborate with school leadership teams on retention.
Maintain, update, and enforce the Parish Dyslexia Handbook and support school compliance with legislation, timelines, and accommodations.
Collaborate with district staff to develop and implement policies and procedures consistent with state and national guidelines.
Serve as a liaison regarding instructional staff compliance with school board policy and state and federal Title IX laws and regulations; support Title IX grievance investigations and resolution.
Perform other job-related duties as assigned.
When designated by the Superintendent as a Principal Supervisor, evaluate and coach assigned principals or facilitators, conduct weekly school or site visits, and address stakeholder concerns before escalation to district staff or the Superintendent.
When designated by the Superintendent as a Zone Leader, serve on the Superintendent’s Leadership Team; help develop curriculum, instruction, and assessment objectives; advise principals on school improvement; conduct school observations; support instructional practices and school-based leader SLTs; and attend PLC meetings.
As a Zone Leader, communicate through newsletters and other materials; support developmentally appropriate practices; make recommendations on curriculum and resource equity and school and student data; coordinate staffing in consultation with the School Superintendent; identify instructional issues and staff-development needs; and support hiring and evaluation processes.
Serve as a resource on curriculum, instruction, and related educational services; provide input on policies and procedures; and facilitate pupil support services such as transfers, race relations, discipline, hearings, and suspensions.
Carry out supervisory responsibilities under organizational policies and applicable laws, including self-evaluation, development of a Professional Growth Plan, supervision of assigned employees, and completion or support of observations, evaluations, and Intensive Assistance Plans.
Collaborate with instructional and ancillary-service personnel; review, draft, study, recommend, and implement instructional policies, curricula, and plans; conduct school or classroom walkthroughs; and participate in Instructional Leadership Team meetings.
Attend meetings and events associated with student instruction and school operations, including faculty and department meetings, training, job fairs, IEP/IAP meetings, central office and department meetings, back-to-school and open-house events, graduation, discipline meetings and hearings, and school board or committee meetings upon request.
Interview, employ, and complete necessary hires; participate in preparation of disciplinary documents and related processes.