Director of PAWS (Perseverance, Achievement, Wellness, and Success) Academy

Title of Position:                                

Director of PAWS (Perseverance, Achievement, Wellness, and Success) Academy 

Work Year:

2026-2027 School Year

218 working days, as per the agreement between the Marlborough School Committee and the Marlborough School Administrators Association

Effective Date of Employment: July 1, 2026

Salary: As per the Collective Bargaining Agreement between the Marlborough School Committee and the Marlborough School Administrators Association, Category 1.

Location: Hildreth School

Organizational Relationship or Line of Authority:                              

Works under the supervision of the Executive Director of Special Education. Collaborates closely with Executive Director of Special Education, Executive Director of Clinical Services, Educational Team Leaders, Executive Director of English Learner Services, Building Principals, Clinical Service Providers, and Families and Community Agencies. Supervises Therapeutic Program Teachers, School Adjustment Counselor, Behavior Specialists, Program Support Staff, Educational Assistants, Clerical Staff, and additional program personnel as assigned.

Summary:

The Director of PAWS Academy serves as the instructional, operational, and clinical leader of the district’s therapeutic public day school program. PAWS Academy (Perseverance, Achievement, Wellness, and Success) is a specialized educational setting designed to support students whose behavioral, social-emotional, and mental health needs significantly impact their ability to access learning in traditional school environments.

The Director is responsible for developing and maintaining a safe, structured, therapeutic, and academically rigorous learning environment where students receive individualized supports designed to build self-regulation, resilience, social competence, academic achievement, and successful school engagement. Working collaboratively with families, district leaders, clinical providers, and school teams, the Director ensures that students receive comprehensive educational and therapeutic services that promote growth and facilitate successful transitions to less restrictive educational settings whenever appropriate.

Statement of Duties:

Program Leadership and Development

• Provide leadership for the development, implementation, and continuous improvement of PAWS Academy.
• Establish and communicate a clear vision focused on perseverance, achievement, wellness, and success.
• Develop systems, structures, and routines that support a highly therapeutic, trauma-informed, and educationally rigorous environment.
• Ensure alignment of programming with district goals, special education regulations, and evidence-based practices.
• Lead strategic planning and program evaluation efforts to continuously improve student outcomes.
• Foster a school culture characterized by safety, belonging, accountability, respect, and growth.

Student Programming and Service Delivery

• Partner with Educational Team Leaders to oversee all aspects of student programming and service delivery.
• Collaborate with the Executive Director of Special Education, Executive Director of Clinical Services, and Educational Team Leaders to determine student eligibility and placement within the PAWS Academy program.
• Monitor implementation of established entry and exit criteria and oversee student transition planning.
• Ensure students receive individualized academic, behavioral, social-emotional, and therapeutic supports aligned with their Individualized Education Programs (IEPs).
• Oversee excluded student services and ensure continuity of academic and clinical support during periods of disciplinary exclusion.
• Coordinate with district and community providers to ensure comprehensive services for students and families.

Instructional Leadership

• Collaborate with Educational Team Leaders and the Office of Teaching and Learning to design and implement rigorous instructional programming.
• Ensure students have access to grade-level curriculum and individualized interventions.
• Monitor instructional practices and student progress to ensure meaningful academic growth.
• Support implementation of evidence-based instructional and behavioral interventions.
• Promote high expectations for student learning and achievement.
• Utilize student performance data to guide instructional decision-making and program improvement.

Therapeutic and Behavioral Leadership

• Develop and implement a comprehensive positive behavioral intervention and support framework.
• Ensure consistent implementation of trauma-informed, restorative, and therapeutic practices throughout the program.
• Oversee behavioral intervention systems designed to improve student self-regulation, social skills, and emotional well-being.
• Support staff in implementing individualized behavior support plans and crisis intervention procedures.
• Monitor behavioral data and student outcomes to inform program improvements.
• Collaborate with clinical staff to integrate educational and therapeutic supports.

Family and Community Engagement

• Foster strong, collaborative relationships with families.
• Maintain open and proactive communication regarding student progress, interventions, and program initiatives.
• Support meaningful family participation in educational planning and decision-making.
• Collaborate with community agencies, mental health providers, and external partners to coordinate services and supports.
• Promote family engagement as a critical component of student success.

Staff Leadership and Professional Development

• Recruit, hire, supervise, support, and evaluate all program personnel.
• Develop systems that promote staff collaboration, shared responsibility, and professional growth.
• Facilitate effective team meetings and collaborative problem-solving processes.
• Design and provide professional learning aligned to the needs of students and staff.
• Support implementation of evidence-based instructional, behavioral, and therapeutic practices.
• Foster a culture of continuous improvement and professional excellence.

Operational Management

• Develop and maintain schedules that maximize instructional time and therapeutic support.
• Ensure efficient and orderly student arrival, dismissal, transportation, meals, transitions, and daily operations.
• Oversee transportation coordination for students enrolled in the program.
• Supervise facilities, safety procedures, and operational systems to ensure a safe, clean, and welcoming learning environment.
• Coordinate emergency preparedness planning, drills, and crisis response procedures.
• Ensure compliance with district policies, state regulations, and program requirements.

Compliance and Accountability

• Collaborate with Educational Team Leaders to ensure compliance with special education regulations, IEP implementation requirements, and district policies.
• Coordinate with the Executive Director of English Learner Services to ensure appropriate services for multilingual learners.
• Maintain accurate records and required documentation.
• Monitor student achievement, behavioral outcomes, attendance, and transition data.
• Prepare reports and presentations for district leadership as required.
• Utilize data to evaluate program effectiveness and guide continuous improvement efforts.

Qualifications:

• Master’s degree in Educational Leadership, Special Education, School Counseling, Social Work, Psychology, or related field required.
• Massachusetts licensure as Special Education Administrator required.
• Minimum of five years of successful experience working with students with significant social-emotional, behavioral, or mental health needs required.
• Minimum of three years of successful leadership or supervisory experience required.
• Demonstrated experience implementing therapeutic, behavioral, and educational interventions required.
• Experience leading therapeutic educational programs or alternative educational settings preferred.
• Training in trauma-informed practices, restorative practices, crisis prevention, and behavioral intervention systems preferred.
• Experience working with multidisciplinary teams and community-based service providers preferred.

Knowledge, Skills, and Abilities

• Deep understanding of special education regulations and therapeutic educational programming.
• Expertise in trauma-informed practices, social-emotional learning, and positive behavioral interventions.
• Knowledge of mental health supports, crisis intervention, and therapeutic service delivery models.
• Strong instructional leadership and curriculum implementation skills.
• Ability to build strong partnerships with families, staff, and community agencies.
• Excellent communication, leadership, problem-solving, and organizational skills.
• Commitment to equity, inclusion, and student-centered decision-making.
• Ability to lead in complex and highly individualized educational environments.

An Equal Opportunity Employer

It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, sexual orientation, gender identity, age or disability in its education programs, services, activities, or employment practices.