Director - Progress Monitoring and Behavior Support for School Climate

Overview

POSITION TITLE (Oracle title)

DIRECTOR

WORKING TITLE

Director-Progress Monitoring and Behavior Support for School Climate

SCHOOL/DEPARTMENT

School Climate

LOCATION

Crossroads II, Cary, NC

PAY GRADE

Director-Band 2

FLSA STATUS

Exempt

ELIGIBILITY FOR EMPLOYMENT CONTRACT

Yes

WORK WEEK SCHEDULE

Monday-Friday (occasional evenings and weekends) Position is available for a Hybrid Telework workweek

Position Purpose

Provides leadership at the district and school level in the implementation of elementary and secondary social, emotional, and behavioral programs and practices. Generates all available data for progress monitoring of school climate. Analyzes and summarizes all available data for progress monitoring of disciplinary referrals, and other data sets. Directly supports and coordinates the efforts of school-based leaders and staff to improve student outcomes, improve school climates, enhance student well-being and learning within assigned regions aligned to all area superintendents. Ensures the inclusion of behavior needs in core instruction. Supports the vision and efforts of central services leaders in promoting positive classroom environments and advancing social, emotional, and behavioral practices throughout the district.

MINIMUM QUALIFICATIONS:KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

• Comprehensive knowledge and understanding of multi-tiered system of supports (MTSS); professional learning teams (PLCs); available academic and behavior databases; research-based instructional and behavioral practices; efficacious academic and behavioral interventions; Critical thinking and problem-solving skills; applicable federal, state, and local regulations, policies, and educational statutes including but not limited to budgeting and fiscal requirements;
• Knowledge of Microsoft Office, specifically Microsoft Word and Excel: Google Apps;
• Effective personnel and program management skills;
• Effective time management and organizational skills;
• Ability to engage in data-based problem solving at the district and school level for decision making regarding instruction, curriculum, and environment;
• Ability to generate, analyze, interpret, and communicate student achievement and perception data;
• Ability to design and deliver professional learning to meet the needs of various stakeholders;
• Ability to communicate with individuals of varied cultural and educational backgrounds;
• Ability to create, coach, and sustain high functioning teams;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
• Ability to establish and maintain effective working relationships with school system staff, staff members of external funding agencies, and the community.
  
  

Education, Training, And Experience

• Master’s degree from a regionally accredited college or university;
• Five years of successful K-12 teaching experience or experience in a directly related field;
• Three years of successful administrative experience;
• Experience in designing and delivering professional development to meet the identified needs using a variety of modalities;
• Experience in analyzing and facilitating data discussions across the social, emotional and behavior tiers of supports.
  
  

CERTIFICATION AND LICENSE REQUIREMENTS

• Hold or be eligible for North Carolina Professional Educator’s License in an administrative license area of
  
  

School Administrator-Principal or Curriculum Instructional Specialist;

• Must hold and maintain a valid motor vehicle operator’s license according to the State of NC requirements.
  
  

PREFERRED QUALIFICATIONS:

• Demonstrated successful administrative experience at the school or central services level;
• Cognitive Coaching training.
  
  

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Engages in data analysis of district and school level academic and behavioral data.
• Creates programmatic recommendations based on data analysis.
• Develops plans of support for schools based on outcome and implementation data.
• Develops long and short-range goals and objectives for the improvement of system-wide instruction.
• Oversees and coordinates the skill development of School Support Teams and other stakeholders.
• Provides leadership and support to ensure the implementation of a balanced assessment system to include progress monitoring tools as indicated in a standard treatment protocol.
• Collaborates with other divisions and participates in cross functional teams and projects to foster organizational alignment and commitment to system wide goals.
• Provides leadership, guidance, and coordination for supporting schools with behavioral and academic systems and structures.
• Coordinates services and programs across areas within a multi-tiered support system, Student Support Services, Academics, Special Education Services, and other departments.
• Collaborates across departments to generate, interpret, and report data.
• Directs a team to provide direct support to improve student and school climate outcomes.
• Stays current on research and policy changes that impact instruction, curriculum, and environment.
• Prepares the budget and administers funds as assigned in accordance with federal, state, and local policies.
• Performs other related duties, as assigned.
  
  

WORK ENVIRONMENT/PHYSICAL REQUIREMENTS

This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, staff members of external funding agencies, and the community. Work is considered light physical work, requiring the exertion of up to ten pounds of force.

EFFECTIVE DATE: 11/2025

DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills that may be required of the employees assigned to this position. This description may be revised by the supervisor, with HR review and approval, at any time.