DIRECTOR OF STUDENT SUPPORT SERVICES SKILLS, EXPERIENCE, AND JOB REQUIREMENTS

Updated: Mai 28, 2025 - The Director of Student Support Services brings extensive experience in educational settings, with a focus on culturally and linguistically diverse students. With a strong commitment to equity, this position leads teams, drives the implementation of Multi-Tiered Systems of Support (MTSS), and uses data-driven approaches to support student achievement and continuous improvement. The director also fosters inclusive environments, supports the needs of diverse learners, and demonstrates deep expertise in Social-Emotional Learning (SEL) competencies and urban district challenges.

Essential Hard and Soft Skills for a Standout Director of Student Support Services Resume
  • Data Analysis
  • Multi-Tiered Systems of Support
  • Program Implementation
  • Classroom Teaching
  • Clinical Experience
  • Leadership in Educational Settings
  • Special Education Knowledge
  • SEL Competencies
  • Educational Technology
  • Outcome Assessment
  • Communication
  • Team Building
  • Conflict Resolution
  • Cultural Competency
  • Problem Solving
  • Empathy
  • Adaptability
  • Critical Thinking
  • Collaboration
  • Organizational Skills

Summary of Director of Student Support Services Knowledge and Qualifications on Resume

1. BA in Social Work with 7 years of Experience

  • Knowledge of current IDEA, NCLB, and 504 Legislation and local (DCMR) Special Education policies and procedures.
  • Ability to write IEPs and use computer-based systems to manage the IEP and special education process.
  • Experience with special education administration and teaching.
  • Demonstrate a superior ability to coach/supervise staff members with a variety of skill sets and educational experiences.
  • Excellent oral and written communication skills
  • The ability to communicate effectively with colleagues, parents, community members, and staff members.
  • Demonstrate strong skills in partnering with other team members and families.
  • Be committed to meeting the needs of a diverse student population.
  • Have a track record of being a team player and community-minded.
  • Have excellent time-management skills and pay attention to details.
  • Have a passion for urban public schools.
  • Adhere to a high level of professional and ethical standards

2. BA in Psychology with 5 years of Experience

  • Special Education Standard Certification in Washington, D.C.
  • Seasoned special education leader, with experience working in an urban education system
  • Extensive knowledge of techniques that contribute to a successful inclusion setting
  • Experience working in a school with a high ELL population
  • Familiarity with Common Core Standards and the PARCC assessment
  • Familiarity with PowerSchool and SEDS
  • Strong management skills, with the ability to motivate and develop a diverse group of educators
  • Skilled at analyzing, interpreting, and using data to collaborate, identify best practices and areas for improvement, and drive results
  • Capability to effectively build, develop, and maintain strong relationships with staff, teachers, parents, students, and community stakeholders
  • Ability to self-direct, prioritize among competing goals, and drive results in a fast-paced environment
  • Adept at thinking strategically, translating plans into action, and exhibiting excellent judgment
  • Excellent written and verbal communication skills, as well as presentation skills, with keen attention to detail

3. BA in Educational Leadership with 8 years of Experience

  • Educational experience (clinical position, classroom teaching, coaching, site or district level administration, and/or program implementation) in a variety of settings or grades.
  • Experience developing teams and directing programs.
  • Experience working with culturally and linguistically diverse students and families.
  • An unwavering belief in the potential of all children to learn and achieve at high levels.
  • Commitment to interrupting inequitable practices, examining biases, and creating inclusive environments for children.
  • Deep understanding of student support needs in urban school districts.
  • Knowledge and experience with Multi-Tiered Systems of Support (MTSS).
  • Deep knowledge of SEL competencies.
  • Strong data analysis skills and experience using outcome data to support professionals in improvement planning, goal setting, and continuous improvement.
  • Valid Massachusetts educator license as administrator or supervisor.
  • Holds high expectations for student learning and believes that all students can learn and achieve mastery of the standards when provided with the right support.
  • Strong written and verbal communication skills with conceptual, analytical, organizational, and management skills and leadership ability.
  • Experience in meeting the needs of diverse learners including English language learners (ELs) and students with special needs.
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