POSITION: Director of Learning Resource Center

PURPOSE AND SCOPE: Saint Mary’s Catholic High School, Arizona’s oldest Catholic school, is seeking a Director of our new Learning Resource Center to begin in July of the 2024-2025 school year. The preferred candidate is able to cast a vision for student success for our diverse learning population in a Catholic environment that celebrates all our students and empowers them to discover their God-given potential and purpose in life. The Director will be a person of faith who strives to make the goals of Catholic education achievable for all students. A dedicated leader, willing to take responsibility for developing and implementing instructional programs that support student learning and that give students the skills that will help them achieve in different learning environments. The Director of the Learning Resource Center will create a strategy that effectively closes the achievement gap in various subject areas and ensures that students have mastered grade level standards and curriculum. The Director will work with all members of the Saint Mary’s community to build strong relationships.  Candidates should have a passion for Catholic liberal education and the formation of young men and women in virtue.

ABOUT OUR SCHOOL: Saint Mary’s offers its student body of 500 young men and women a rigorous liberal arts and sciences curriculum, a growing fine arts program, a diversity of extracurricular activities, regular access to the sacraments, and a strong retreat program.  As a diocesan Catholic school, Saint Mary’s takes great pride in striving to form virtuous young men and women who know the Truth and love the Good. In all areas of campus life, Saint Mary’s strives to provide an opportunity to encounter the living Christ.

ESSENTIAL JOB FUNCTIONS:

The role of the Director of Learning Resource Center includes, but is not limited to:

• Conducts student assessments to identify those eligible for intervention services, to plan instruction, and/or to assist staff members in learning various assessment techniques. 
• Effectively analyzes and uses data to implement intervention programs.  
• Assesses the accomplishments of students on a regular basis and provides progress reports as required. 
• Using formal and informal assessment data obtained from students, helps establish clear objectives for students. 
• Continuously monitors progress of students receiving intervention services, to adjust instructional practice and student grouping.  
• Communicates and collaborates with classroom teachers regarding alignment between classroom instruction and interventions.  
• Demonstrates knowledge of best-practice, academic and behavior methodologies and strategies to improve student achievement.
• Uses a variety of manipulatives and hands-on activities to support content standards and the needs and capabilities of the individuals or student groups involved.  
• Uses appropriate technology and software programs to support student learning.
• Assists classroom teachers to develop and implements tiered classroom-based, developmentally appropriate instruction & interventions for individual students and groups of students to improve learning and behavior in the classroom.
• Assists counselors in registering, enrolling, and assigning classes to students, especially during summer school.

Follow diocesan policies and procedures for identifying students in need of Title I, Student Support Plans (SSP), and special education services:

• Plan and facilitate all special needs referrals, instruction related to student support plans, intervention meetings, and follow up for students with academic and behavioral needs in collaboration with parents/guardians, school, and district personnel.
• Work with classroom teachers to facilitate referral requirements for special education, SSP, and Title I services.
• Maintain up-to-date documents related to student services.
• Utilize ongoing assessment data and evaluation procedures to identify students’ needs and guide academic and behavioral instruction and intervention.
• Establish clear instructional objectives for individual and small group instruction and interventions for students in a multi-tiered system of supports framework.
• Provide explicit evidence-based instruction and intensive intervention to students individually and/or in small groups.
• Maintain ongoing communication with parents/guardians and school personnel regarding student progress and follow-up.
• Create and maintain a functional and pleasant learning environment to maximize student time on task as well as motivate student learning according to their special needs.
• Establish a consistent disciplinary approach which promotes self-direction and positive self-image; set high standards for student behavior and manage inappropriate behavior effectively and according to individual student behavior plans as needed.
• Supervise tutors, specialists, therapists, and others in the LRC.

Evaluates student progress effectively: 

• Observes and evaluates students’ performances and development.
• Provides prompt, appropriate constructive feedback on student work and performance. 
• Meets deadlines with official reports and statistics as required by the principal.
• Prepares and delivers required reports on student’s progress and activities in the Learning Resource Center. 
• Applies certain pastoral duties including student support, counseling students with academic problems and providing student encouragement.  
• Communicates necessary information regularly to students, colleagues, and parents regarding student progress and needs.

Continues professional development to remain current with religious and academic certifications: 

• Keeps informed of current instructional practices through professional reading and educational opportunities and makes relevant changes to instructional plans and activities. 
• Participates in professional activities and joins appropriate professional organizations. Attends diocesan sponsored in-services. 
• Willingly seeks to improve educational practices both inside the classroom and inside the community. 
• Attends and actively participates in school faculty meetings and in-services. Actively participates in the process of continuous school improvement. 
• Maintains personal professional development records. 

Performs any other job-related tasks deemed necessary and/or assigned by the principal. 

KNOWLEDGE, SKILLS, AND ABILITIES REQUIRED  

• Demonstrates an appropriate sense of humor.   
• Demonstrates self-discipline, adaptable and flexible in routine and crisis situations.  
• Demonstrates skills in written and oral communication and active listening.  
• Demonstrates skills in organization, time management, problem solving and initiative. 
• Demonstrates knowledge and understanding of child psychology and adolescent development.  
• Knowledge and experience in designing programs and services that are based in current research on student learning and student development theories. 
• Program development, organization, implementation, and evaluation skills. Ability to assess personnel and program needs.  
• Understanding of the adolescent and adult learner and how to facilitate change in those learners. 
• Ability to work cooperatively and collaboratively with others.
• Ability to build rapport.   
• Ability to delegate.  
• Frequently communicates accurately and appropriately with other employees or the public.   
• Ability to understand opposing points of view on highly complex issues and to negotiate and integrate different viewpoints.  
• Ability to organize and prioritize work schedules of others on a long-term basis.
• Ability to make decisions which have significant impact on the campus’ credibility, operations, and services.  
• May be required to assist in crisis intervention.  
• May work prolonged or irregular hours.  
• Work with frequent interruptions.
• Maintain composure, humility, and professionalism at all times.  

MINIMUM QUALIFICATIONS  

• Must be practicing Catholic and be willing to sign a Profession of Faith.  
• Administrative and Special Education certification highly preferred. 
• Master's degree in Special Education and/or Administration preferred.
• Must have at least three years of classroom teaching experience.  
• Must meet Catechist Certification and/or re-certification as required by Diocesan policy.  
• Must meet Ministry Formation Certification and/or re-certification as required by Diocesan policy.    
• Must have received Safe Environment Training and signed the Code of Conduct.  
• Must have completed AZ Fingerprint clearance.  

TERMS OF EMPLOYMENT

Eleven-month employee (paid in 12-month contract), full-time, salaried. Excellent benefits package.