Student Activities Director jobs in Kent, WA

The Federal Way Public School system is committed to helping all of its students learn at high levels. While many factors affect student learning, the District’s ability to support high-quality teaching in every classroom is essential to realizing that goal. Research indicates that principals play a primary role in the improvement of teaching at scale. To that end, FWPS is intensively focusing its central office on improving how it recruits, selects, and develops the highest quality special education staff. A hallmark of this initiative involves assigning our Directors of Special Education work with our Learning Improvement Officers to support Principal Leadership and staff instructional practices in special education and other support service areas.

Federal Way Public Schools seeks experienced and successful instructional leaders to serve as Director of Student Support Services. This administrative position is designed to be a master teacher of principals and staff, helping them increase their instructional capacities as a means of improving teaching and learning in each school. The Director of Student Support Services’s main charge is to utilize best practices while using special education regulations in developing strong instructional practices by working with principals and staff in both one on one and in groups.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Work collaboratively with the Executive Director of Student Support Services to align building practices with the District strategic plan and theory of action in service of student achievement.
• Support school leaders to utilize the lens of equity and identify barriers to achievement and address existing achievement gaps.
• Engage in modeling teaching practices while supporting staff communities of practice (e.g., professional learning communities) helping to grow teacher capacity and accelerate scholar growth.
• Provide and broker professional development for principals and staff based on individual and group learning needs,
• Build capacity of all educators to support the needs of diverse learners through effective interdepartmental in-service opportunities.
• Collaborate with a team of TFL directors and Learning Improvement Officers to share ideas and provide coherent and calibrated support to principals.
• Collaborate and serve as a liaison between schools and other divisions/departments in the central office to provide necessary resources to support staff.
• Conduct learning walkthroughs to ensure calibration to the instructional framework and special education law within and across schools.
• Ensure implementation of an effective compliance system in Special Education.
• Ensure that schools are safe environments in which effective teaching and learning is to take place.
• clearly articulate and apply Special Education and Section 504 rules and regulations in a variety of situations with administration, staff, and families.
• support, complete and/or supervise the completion of all Special Education and Section 504 State and Federal Reports.
• directly supervise ESA staff in support of the district’s theory of action and strategic plan
• Carry out the mandates of the Washington State Legislature, State Board of Education, and the Washington State Office of Superintendent of Public Schools (OSPI), as they relate to special services, and assist in the clarification and dissemination of LEA/ESD/OSPI Information.
• Provide guidance and leadership in inclusionary practices
• Plan, facilitate and implement process improvement activities across all programs.
• Implement a needs-based formula for staffing across programs
  
  
  REQUIRED QUALIFICATIONS:
  Education and Experience
  Master’s degree or higher required in educational administration, special education or related field.
  Washington State Administrative Certificate
  Three years teaching and/or administrative experience
  
  Preferred QUALIFICATIONS:
  Proven ability as a master teacher of adults, especially in K-12 environments, including modeling effective teaching and leadership practices; articulating a vision for effective instruction; creating learning networks; and inviting critique of own practice and reflecting upon it.
  Proven ability in collaborating and negotiating with central office colleagues in support of instructional leadership efforts, including an understanding of the key roles and responsibilities in the central office; knowledge of how resources are allocated to schools; and an ability to communicate principals’ and staff needs to a variety of stakeholders.
  
  ADDITIONAL REQUIREMENTS:
  Demonstrated successful, recent leadership experience in a medium to large size school district or similar public educational institution, including significant experience with district-wide programs as a school administrator.
  Successful experience working with and teaching adults.
  Demonstrated experience closing gaps in student achievement.
  Successful experiences collecting, organizing and using student and teacher data.
  Demonstrated skill and fluency in the use of the teacher and ESA evaluation systems.
  Proven successful experience in implementing and directing a variety of large-scale instructional programs and/or operations in a medium/large district.
  Proven successful experience as a leader for equity and cultural responsive practices.
  
  CONDITION OF EMPLOYMENT:
  Work scheduled hours on a consistent basis
  Valid Washington State driver’s license
  
  KNOWLEDGE OF:
  Basic bookkeeping/accounting procedures
  Microsoft Word, Microsoft Excel, Microsoft Publisher and PowerPoint
  District’s student information systems and finance systems
  District discipline policies, procedures, operations and processes
  
  ABILITY TO:
  Demonstrate a high degree of initiative, judgment, discretion and ability to carry out assigned duties.
  Demonstrate excellent skills regarding grammar, spelling, proofreading and oral and written communication
  Demonstrate a high level of proficiency with an e-mail system and willingness and ability to reach a high level of proficiency with the District’s current e-mail system
  Operate personal computer systems
  Demonstrate aptitude and ability for successful performance of the responsibilities listed.
  Demonstrate aptitude and ability to effectively serve as a communication link with various organizations, employees, departments and the public.
  Demonstrate excellent and proven customer service skills and communication skills.
  Structure and format reports and graphs on a variety of software systems.
  Operate a variety of office machines.
  Be flexible in work schedule.
  Demonstrate technology oriented aptitude.
  Cope with interruptions as part of a daily routine.
  Work effectively under pressure and meet multiple deadlines.
  Work independently and timely initiate appropriate projects.
  Calmly cope with and assist angry or distraught staff, parents and other community members.
  Maintain strict confidentiality.
  Demonstrate customer service oriented attitude and have the ability to establish and maintain positive and effective working relationships with staff, parents, principals, administrators, vendors, outside agencies and the general public.
  Relate effectively with parents, staff, students, vendors and the public in a multicultural and multiracial community.
  Routinely resolve problems and make decisions based on good judgment.
  Work collaboratively and work as a team member.
  Demonstrate proficiency at multi-tasking and organization skills.
  Accomplish work with absolute accuracy.
  
  REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:
  Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
  Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
  Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools’ commitment to “Each Scholar: A Voice. A Dream. A Bright Future.”
  Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.
  
  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 will constantly sit, stand and walk, bend neck and back, use hands for fine manipulation, repetitive grasping and pushing/pulling. The employee will occasionally be required to climb stairs/ladder, lift and reach overhead, and lift/carry. The employee must constantly lift/carry up to 5 pounds and must frequently lift /carry up to 10 pounds. The employee will occasionally lift/carry a maximum of 20 lbs. The employee is occasionally required to push/pull a maximum weight of 100 pounds.
  
  WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
  
  This is an exempt administrative support position with expectations for maximum confidentiality due to the sensitive nature of the work and works with minimum supervision. Employee is expected to accomplish work of high quality and accuracy under time pressure, frequent interruptions and inflexible deadlines. All standard office skills are required while performing the duties of this job, the employee regularly works in indoor conditions and regularly works near video display. The noise level in the work environment is usually moderate. The position constantly deals with frequent interruptions, demanding deadlines, and occasionally deals with angry and distraught employees and community members.
  
  WORK SCHEDULE
  260 day work schedule
  
  REPORTING RELATIONSHIP
  This position reports to and is evaluated by Executive Director Student Support Services
  
  REPRESENTATION
  Non-Represented
  
  LEVEL OF COMPENSATION
  Director-Level 3 on the Non Represented Salary Schedule
  This position includes the following benefits prorated based on FTE – Medical, dental vision; sick and vacation leave; life insurance; retirement, professional development dollars, vacation cash out and Veba for eligible sick leave cash out.

Disclaimer
The preceding list is not exhaustive and may be supplemented as necessary. The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed.

All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.

CLASSIFICATION HISTORY
Update with physical demands/working conditions 11/2015
Updated with new title 07/2018
Updated jd 7/2023

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.