Job Description

OUR MISSION

Invictus Academy of Richmond prepares 100% of students in grades 7-12 to thrive in the colleges of their choice, solve relevant problems, and communicate with confidence.

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OUR SCHOOL

Invictus Academy is a high performing independent public charter school located in El Cerrito, and we are seeking leadership team members who want to join our team and create an exceptional school.

Invictus creates joyful, rigorous classroom cultures where students understand the importance of the content they are learning, and how it connects to their everyday lives and ambitions. We work to ensure that in every lesson, the heavy lifting is done by our students.

We build trusting, authentic relationships with students, families, and colleagues. With these relationships as our foundation, we work closely with each other to support students in meeting the highest academic and behavior expectations. At Invictus, we are eager to learn about and implement restorative approaches to support students to be their best selves.

Invictus Academy of Richmond embodies humility and constantly strives to strengthen our knowledge, skills, and practice. We crave feedback and welcome opportunities to grow through observations, coaching meetings, and professional development.

We are fiercely solutions-oriented. We never shy away from a problem that we must solve to achieve our mission, but always bring potential solutions to the table.

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THE ROLE

Invictus Academy is an independent public charter school located in El Cerrito and we are seeking a Director of MTSS to join our team who believes deeply that the mission, model, and values at Invictus are driving improved educational outcomes for students.

The Director of MTSS plays an invaluable role in overseeing and coordinating all student supports on campus to ensure all students access their education. The Director of MTSS leads our Student Support Team including accountability oversight of the Special Education team, School Psychologist, and the Academic Counselor and also works closely with our Dean of Students and Principal to ensure all students are supported both academically and socio-emotionally. The Director of MTSS directly manages and coaches the SPED Program Specialist, School Psychologist, and the Academic Counselor. We are seeking a candidate who brings passion, creativity, experience building relationships, and will take initiative to help grow our school. We are looking for a candidate who is highly reliable, can balance many responsibilities and is willing to go above and beyond to support students.

The quality of our school is defined by the quality of our team. In that spirit, we are seeking exceptional individuals to execute the following “essential job duties” and responsibilities:

ESSENTIAL FUNCTIONS

• Coach, support, and evaluate Program Specialist, Academic Counselor, School Psychologist, mental health clinicians and others as assigned.
• Plan, lead, and coordinate Multi-Tiered System of Supports (MTSS) processes for all school students.
• Lead Student Support Team (SST) meetings and monitor and track progress.
• Lead Coordination of Services Team (COST) and facilitate biweekly meetings.
• Lead Response to Intervention support (RTI), in partnership with DCIs and Academic Counselor to support academic growth.
• Lead and support implementation of professional development as it pertains to student support and Special Education in partnership with DCIs, Program Specialist, and other staff as appropriate.
• Oversee services for students with IEPs, 504’s, and English Learners, including progress monitoring and data-driven interventions.
• Manage external partnerships and contractors providing services (such as speech and language and occupational therapy) for students and liaise with SELPA.
• Support Program Specialist in ensuring that Special Education Local Plan Areas (SELPA) reporting requirements are completed, in coordination with Director of Operations and Back Office providers.
• Lead English Language Proficiency Assessment (ELPAC) testing.
• Attendance Team member responsible for leading interventions for students with high absenteeism and holding School Attendance Review Team (SART) and preparing referrals and attending School Attendance Review Board (SARB) meetings.
• Oversee school-wide Parent Conferences initiative.
• Monitor schoolwide grades and support AC with grading system, and report cards.
• Serve as Title IX Coordinator.
• Serve on the Instructional Leadership Team and the Leadership Team to make key decisions related to the academic and overall school program.
• Coordinate with the Director or Operations and Back Office support to complete CALPADS reporting.
• Oversee and execute summer school and credit recovery programming to ensure students stay on their graduation pathway, working with other members of the DOS and ILT as needed.
• Give and receive honest and direct feedback to improve your practice, that of your peers, and school leaders.
• Create and maintain open, honest, and respectful lines of communication with all stakeholders.
• Actively supervise students during transitions such as arrival, bathroom, homeroom, passing periods, lunch, and dismissal.
• Attend and participate in school-wide events including Back to School Night, Parent/Teacher conferences, End of the Year events, Grade Level Meetings, Department Meetings, Summer Professional Development, weekly Professional Development during the school year, and other assigned meetings.
• Demonstrate proficient use of technology to communicate with staff, families, and community members using multiple school-based platforms.
• Utilize Educational Technology platforms for curriculum development and planning.
• Other duties as assigned by the Principal or an administrator.

PROFESSIONAL RESPONSIBILITIES

• Demonstrate regular and consistent attendance in order to perform essential functions of the role.
• Collaborate with staff and leadership to continuously improve practices and address student needs effectively.
• Foster open and respectful communication, offering and receiving constructive feedback to enhance personal and team performance.
• Set and hold high expectations for academics and behavior.
• Develop trusting, authentic relationships with students and their families.
• Create and maintain a joyful, safe, structured, and engaging school and classroom culture.
• Encourage students to take risks and learn from their mistakes and create opportunities for students to leverage the power of their voice.
• Supervise and engage with students in-person to ensure student safety and learning.
• Uphold and model core values, including purpose, perseverance, productivity, growth mindset, integrity, leadership, joy, gratitude, mindfulness, and kindness.
• Perform any other reasonable duties or responsibilities as assigned by your supervisor.
• Participate in the performance evaluation process, which is based on adherence to the outlined responsibilities and qualifications.

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PUBLIC SCHOOL EMPLOYMENT REQUIRED QUALIFICATIONS

• Earned Bachelor’s Degree.
• Pass a Criminal Background Check through the Department of Justice.
• Obtain a negative TB reading prior to starting employment.

MINIMUM QUALIFICATIONS

• Clear California Special Education Teaching Credential and/or a California Pupil Personnel Services Credential, and/or Licensed Social Worker or other Licensed Mental Health Provider.
• Demonstrate a deep knowledge and experience working with students who have IEPs and 504 plans.
• Knowledge of California A-G requirements.
• Belief in strong routines and consistency is essential to creating a safe learning environment.
• Experience leading effective classrooms that result in strong academic outcomes for students.
• Experience monitoring and analyzing data to inform instruction.
• Excellent written and oral communicator.
• Professional, warm and collaborative with students, families, and colleagues.

DESIRED QUALIFICATIONS

• Our ideal candidate has at least three years of teaching experience.
• Experience with Special Education leadership in a K-12 setting.
• Master’s Degree.
• Fluent in Spanish.

WORK ENVIRONMENT AND PHYSICAL DEMANDS

This full-time and on-site position requires sufficient mobility to report to campus, work in an office, and engage with students, families, and colleagues, with or without reasonable accommodations. The role may involve light lifting, pushing/pulling, standing, sitting, and bending for extended periods. Success in this role requires working well under pressure, meeting deadlines, and adapting to stressful and unpredictable environments. The employee must effectively prioritize and organize tasks while maintaining open and respectful communication with families and community members using school platforms and technology. Attendance and active participation in school-wide events, professional development sessions, and other assigned meetings are essential.

NON-DISCRIMINATION

Invictus Academy acknowledges and agrees that all persons are entitled to equal employment opportunity. Invictus Academy shall not discriminate against applicants or employees on the basis of race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, genetic information, military and veteran status, or any other characteristic protected by California or federal law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including but not limited to recruitment, selection, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from employment.

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