2026/2027 Part-Time Interim Therapeutic Program Coordinator

Mount Pleasant Community School District; Mount Pleasant (IA); Sur place; USD 50 000 - 78 000; Temps partiel

Résumé du poste

Mt Pleasant Community School District in Iowa is seeking an Interim Therapeutic Program Coordinator (part-time) to lead a districtwide K–12 therapeutic education program, serving students with and without IEPs and collaborating with families and school teams to promote academic growth, independence, and successful reintegration.

You will supervise staff and coordinate admissions, schedules, and resources; ensure policy compliance; drive MTSS‑based supports; and report progress and

Qualifications

• Master's degree in educational administration or educational leadership.
• Administrative licensure appropriate to assigned responsibilities.
• Experience designing, implementing, and evaluating educational programs.
• Experience supporting students with significant behavioral, social-emotional, or mental health needs.
• Knowledge of evidence-based interventions, trauma-responsive practices, special education, Section 504, and confidentiality requirements.
• Strong leadership, collaboration, communication, organizational, and problem-solving skills.

Responsabilités

• Lead districtwide K–12 therapeutic education program operations.
• Supervise assigned staff, coordinate responsibilities, and provide coaching and feedback.
• Coordinate academic, behavioral, and social-emotional supports with multidisciplinary teams.
• Ensure access to district curriculum and implementation of IEPs, Section 504 plans, and behavior intervention plans.
• Guide proactive behavior supports, crisis prevention, safe response, and post-incident review.
• Lead individualized reintegration plans with students, families, and home school teams, including readiness indicators and follow-up monitoring.

Connaissances

Leadership

Collaboration

Communication

Organizational skills

Problem-solving

Formation

Master's degree in educational administration or educational leadership

Administrative licensure appropriate to assigned responsibilities

Description du poste

Mt Pleasant Community School District

Interim Therapeutic Program Coordinator (part-time)

Job Title: Therapeutic Program Coordinator

Supervises: Assigned program teachers, paraprofessionals, and other personnel

Reports to: Designated District Administrator

Consideration will be given to current employees interested in taking on these responsibilities in addition to their current role, with additional compensation.

Job Overview

Lead a districtwide K–12 therapeutic education program serving students with and without IEPs whose behavioral, social-emotional, or mental health needs interfere with success in their home schools. Oversee daily operations, supervise staff, coordinate individualized supports, and partner with families and school teams to promote academic growth, independence, and successful reintegration.

Essential Responsibilities

Program Leadership

• Maintain a safe, structured, supportive learning environment using evidence-based instructional and behavioral practices.
• Coordinate admissions, schedules, programming, and resources.
• Ensure compliance with district policies and applicable state and federal requirements.
• Use student outcomes and staff feedback to guide program improvement and report needs to district administration.
• Prepare and present reports to the school board on program implementation, progress toward goals, student outcomes, and recommendations for improvement.

Staff Supervision and Development

• Supervise assigned personnel, coordinate responsibilities, and provide coaching and feedback.
• Conduct observations and formal evaluations when authorized by district policy and applicable licensure requirements.
• Lead collaborative staff meetings and professional learning in instruction, trauma-responsive practices, behavior intervention, and de-escalation.

Individualized Student Supports

• Coordinate academic, behavioral, and social-emotional supports with multidisciplinary teams.
• Ensure access to district curriculum and implementation of IEPs, Section 504 plans, and behavior intervention plans.
• Support instruction in emotional regulation, coping, communication, problem-solving, and self-management.
• Facilitate data-based decision-making within the MTSS framework to identify student needs, guide interventions, monitor progress, and evaluate the effectiveness of supports.
• Maintain documentation and monitor student progress and intervention effectiveness.

Behavior and Crisis Response

• Guide proactive behavior supports, crisis prevention, safe response, and post-incident review.
• Analyze behavioral patterns and coordinate additional school or community services as needed.

Transition and Collaboration

• Lead individualized reintegration plans with students, families, and home school teams, including readiness indicators, gradual transitions, and follow-up monitoring.
• Prepare receiving staff to implement effective supports and maintain continuity across settings.
• Coordinate communication and planning with families, district staff, AEA personnel, and community providers.
• Promote student independence and participation in the least restrictive appropriate educational environment.

Required Qualifications

• Master's degree in educational administration or educational leadership.
• Administrative licensure appropriate to assigned responsibilities.
• Experience designing, implementing, and evaluating educational programs.
• Experience supporting students with significant behavioral, social-emotional, or mental health needs.
• Knowledge of evidence-based interventions, trauma-responsive practices, special education, Section 504, and confidentiality requirements.
• Strong leadership, collaboration, communication, organizational, and problem-solving skills.

Preferred Qualifications

• Experience in therapeutic, alternative, or intensive behavioral programming and staff supervision or coaching.
• Training in crisis prevention, de-escalation, and restorative practices.
• Knowledge of MTSS, functional behavior assessment, behavior intervention planning, and student reintegration.

Program Philosophy

The program emphasizes student dignity, skill development, meaningful academic engagement, and successful return to home schools. The coordinator balances individualized support with high expectations and maintains a focus on temporary, purposeful programming.

Perform other duties consistent with the position as assigned.