Head of Student Support Services at The International School of Kenya

Job Description

(adsbygoogle = window.adsbygoogle || []).push({}); The International School of Kenya is well-known for its unmistakable culture of quality, exceptional care, and limitless opportunities. We instill a passion for and dedication to rigorous academic and personal exploration in our students. ISK students grow up in a community where every student is known and supported, and has the opportunity to personalize their learning.

What you’ll do

ISK is seeking a dynamic educational leader to serve as Head of Student Support Services. The successful candidate will provide leadership and support to a team of highly dedicated professionals in the areas of Learning Support, Life Centered Education (LCE- Intensive Needs program), English Language Learners, Counseling, and the Health Clinic. The Head of Student Support Services is a critical leader working in partnership with the Director of Teaching and Learning and divisional principals and administrators to support our Strategic Plan around defining and practicing inclusion and differentiation. ISK is seeking a candidate who is highly collaborative and has outstanding communication and leadership skills. Working in support of the ISK’s mission and vision statements, the Head of Student Support Services will lead the development and implementation of a comprehensive multi-tiered system of support that meets the needs of a wide range of learners. The Head of SSS would be part of ISK’s Learning Leadership Team and have direct input to planning and decision-making in support of student services. Some specific responsibilities for the Head of Student Support Services role include:

Leading for Learning:

 Provide leadership to the PreK-12 Student Support Services Team, currently composed of learning support teachers, ELL teachers, and counselors in regards to defining and practicing inclusion and differentiation.  Provide leadership for the development, monitoring, and refinement of protocols, procedures, processes, and practices for the implementation of systems of support.  Facilitate team level and school-wide data protocols and instructional response.  Assess RTI interventions and support services to establish best practices and consistency across divisions.  Assess and support the development of systems for screening and referral processes, and transitions between divisions, monitoring, and reporting on student progress.  Continually develop and build relationships with community resources together with the ISK counseling team in order to support access to services not currently provided at ISK.  Determine the professional development needs aligned with a more inclusive and culturally-responsive education delivery model.  Collaborate with the Director of Teaching and Learning, Learning Leadership Team, and key faculty to design and deliver a comprehensive model of professional development to support the mission of the school.  Collaborate with Director of Teaching and Learning, divisional administrators, counselors, and teachers to create a model that provides instructional consistency by capturing common understandings and practices as ISK works towards creating a culturally-responsive environment of social-emotional support, high expectations, language immersion, and inclusive practices for all students who are enrolled at ISK.  Collaborate with the Director of Teaching and Learning to monitor procedures, protocols, and processes related to ensure school-wide coherence.

Managing for Learning:

 Craft annual professional learning needs of the Student Support Services Department in collaboration with the Teaching and Learning Center.  Guide school-wide strategic planning that results in a more inclusive education service delivery model and communicate this vision and goals to key school stakeholders.  Supervise the planning, development, and implementation of a comprehensive parent education program on topics related to student support.  Collaborate with teachers, counselors, and administrators to use assessment data to gauge the alignment of educational practices with other strategic plans, and current practice to ensure mindful growth and future improvement.  Manage the programs’ ‘managed numbers’ policy and communicate the school’s inclusive philosophy to stakeholders including prospective parents.  Manage the admissions process for students with learning differences including administration of testing and placement of students.  Liaise with the Regional Medical Officer and Embassy personnel regarding students with learning and medical needs.  Analyze student learning and assessment data to drive instruction and IEP development across divisions.  Maintain and purchase resources to meet the developing needs of the learning support, LCE, ELL, and counseling programs.  Manage the implementation and updating of Individual Health Plans for students with health concerns that impact their learning.

What you’ll need

A masters degree or equivalent higher-level degree, in education, from an accredited institution.  A minimum of 5 years teaching and/or counseling experience, preferably at a variety of levels, in the areas of Social-Emotional Learning, Learning Support, and/or English Languagen Learners.  Minimum of two years experience as a teacher-leader.  Teaching or leadership experience in a culturally diverse international school.  Experience with IB programs.  A multidisciplinary background and ability to work with a range and variety of people including administrators, staff, students, and parents.  A strengths-based mindset in work with students, colleagues, and parents.  Demonstrated ability to develop community and generate trust while working with others.  Outstanding interpersonal skills: a good listener with a collaborative style is a must.  Outstanding written and verbal communication skills.  High commitment to task accomplishment and flexibility in working hours.  Leadership experience at some level.  Experience/understanding of models of instructional coaching.  Experience with co-teaching and co-planning models.  Experience/understanding of the WIDA framework.  Experience with advisory, social-emotional, and/or wellbeing programs.  Views multilingual families and students as an asset of the community.  A sense of humor