Ref. 2088

 

The District and UAOS are working together to create promotional opportunities for existing staff, therefore this job posting is available for ten (10) days for internal candidates based on our collective bargaining agreement.

 

Position Description

 

TITLE:	Director, Behavioral Health Initiatives	REPORTS TO:	Assigned Supervisor
DEPARTMENT:	Family, Schools, and Community Partnerships (FSCP)	CLASSIFICATION:	Classified Management
FLSA:	Exempt	WORK YEAR/HOURS	261 days/7.5 hours
ISSUED:	Created: March 2011 Revised: May 2013	SALARY GRADE:	ADCL 18

                                                                                   

BASIC FUNCTION:  Lead and collaborate in the development and implementation of school climate initiatives which ensure all students have access to safe and supportive schools. The Director of Behavioral Health Initiatives will identify and facilitate the implementation of effective District-wide frameworks and programs that promote positive conditions for learning and remove barriers to learning including school-based behavioral health services, violence prevention programs, restorative justice, positive behavioral intervention and support, services for foster, homeless, refugee, and migrant students, and crisis response services to promote equitable access to education within Full Service Community Schools.

 

REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to reflect the primary job elements accurately.)

 

ESSENTIAL FUNCTIONS

Identify and direct District behavioral health and violence prevention program priorities in alignment with the District’s Strategic Plan.

Leadership and Coordination

• Deliver District-wide crisis response services in collaboration with the city, county, school and community-based providers to mitigate the harmful effects of trauma on OUSD students and staff.  
• Serve as District lead in partnership with the Alameda County and the City of Oakland to monitor, enhance, and expand publicly funded school-based behavioral health services targeting improved student attendance, achievement, and behavior.
• Lead District-wide alignment and expansion of community mental health, restorative justice, and violence prevention programming along within a public health framework emphasizing prevention, early intervention, and intensive services.
• Develop and implement District-wide systems and supports which embed behavioral health and positive school climate initiatives into the Full Service Community School framework.
• Leverage and provide direct support to site administrators as they plan for safe, healthy and supportive learning environments in their Community Schools Strategic Site Plans.
• Design and deliver training and technical assistance on site-based Coordination of Service Teams (COST), Student Success Teams, and Re-entry Support Teams to ensure direct access to supportive services for all students.
• Provide leadership in partnership with RAD in the evaluation of Disctict-wide school climate initiatives including restorative justice, to document the efficacy of innovative practices which offer alternatives to punitive discipline.
• Develop and leverage funding to support a menu of positive school climate initiatives including Restorative Justice, Positive Behavioral Intervention and Support, and Bully Prevention programs to improve the conditions for learning for all students.
• Provide leadership in the design and delivery services for transitional students and families (foster, homeless, refugee, migrant) in alignment with the Full Service Community Schools Strategic Plan.
• Develop and leverage partnerships inter-departmentally within the District, with funders, and with community-based organizations with the overall goal of expanding behavioral health and violence prevention programming for students and familes.
• Represent the District at local, regional, and national conferences and convenings, as a leader and trainer in restorative justice and other OUSD behavioral health initiatives.
• Provide collaborative leadership with school sites and parents in selecting and evaluating community based mental health and violence prevention providers to ensure quality and alignment with Full Service Community Schools Framework.

Program Management and Staff Support

• Direct the expansion of the Early Behavioral Support Program which recruits, trains, assigns mental health interns to schools lacking universal access to mental health services for all students.
• Lead the District’s Restorative Justice Initiatives including development and implementation of a continuum of restorative justice practices and protocols in collaboration with school sites, community partners, and other District departments.
• Provide leadership in developing a District-wide violence prevention platform including bully prevention, conflict mediation, and trauma-informed practices to prevent violence, reduce victimization, and promote healing on school campuses.
• Supervise the delivery of transitional student and family services including entitlements and assistance for homeless, foster, migrant and asylee students and families.
• Supervise, train, coach and evaluate the performance of assigned staff.
• Host trainings and collaborative sessions to share best practices and disseminate knowledge.
• Identify and leverage available funding to sustain and expand behavioral health initiatives.
• Oversee and monitor programs, services, and grants to ensure fiscal compliance.
• Serve on departmental leadership team to plan and monitor supports for FSCP staff; represent the Family Schools and Community Partnerships Department at District/community meetings.
• Perform related duties as assigned.

MINIMUM QUALIFICATIONS

TRAINING, EDUCATION AND EXPERIENCE:

• A Master’s degree in counseling, social work, psychology or a related field from an accredited college or university, five years experience in program management, and three years experience in direct counseling with a diverse population of students and families within an urban school setting.

• Experience developing and facilitating community partnerships.
• Experience in providing training and professional development to adult learners.
• Experience and training in restorative justice practices.
• Knowledge and experience in developing and supervising behavioral health and violence prevention programs and providers.

• Demonstrated success in program planning/management activities furthering school success, student achievement, and positive child, youth, and family development.

 

LICENSES AND OTHER REQUIREMENTS:

• Valid California Marriage and Family Therapist License or Licensed Clinical Social Worker or Clinical Psychologist License
• Current California Board of Behavioral Sciences six-hour supervision training certification (or obtain within 60 days of hire date)
• Valid California Driver’s License
• Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance

 

KNOWLEDGE AND ABILITIES

KNOWLEDGE OF:

1. Applicable laws, codes, regulations, policies, and procedures governing work scope
2. Methods to interpret, apply and explain rules, regulations, policies, and procedures related to work scope
3. Planning, organization and coordination needed for assigned program
4. Strategies, funding opportunities, and community contacts for assigned program
5. Utilization of various forms of assessment to guide and design program
6. Principles and practices of effective leadership
7. Principles and practices of supervision and evaluations
8. The Community School philosophy of aligning resources in service of students
9. Diversity, sensitivity and competence with regard to issues of race, learning or other ability, ethnicity, culture, religion, gender, socio-economic group, sexuality or other orientations or cultural markers
10. Organizational development, communications and change management, specifically:

• Building partnerships and collaboration with individuals, departments, agencies, and institutions
• Interpersonal skills emphasizing tact, patience, courtesy and respect
• Facilitation techniques
• Building capacity of adults to function in new systems
• Facilitation to foster new behaviors and practices in challenging contexts
• Building authentic and trusting relationships

Correct English usage, grammar, spelling, vocabulary and punctuation

Telephone techniques, systems and etiquette

Data entry, report writing and record-keeping techniques

Presentation, communication, and public speaking techniques

Use and application of computer software, hardware, and related technology

 

ABILITY TO:

• Interpret and apply applicable laws, codes, policies, procedures, and District regulations governing work scope
• Maintain current knowledge of applicable laws, codes, regulations, policies, procedures and District regulations related to work scope
• Maintain current knowledge of new technical, academic, and regulatory developments related to work scope
• Research and write grant proposals
• Demonstrate leadership and effectiveness in bridging to members and organizations of all communities
• Recognize, research, assess and analyze management challenges; adopt appropriate plans of action
• Demonstrate cultural competence and sensitivity with diverse groups across lines of race, ethnicity, religion, gender, socio-economic group, sexual orientation, and other identifiers
• Establish and maintain effective communications and working relationships among diverse groups of students, parents, District staff, and the community
• Establish and maintain effective working relationships with multi-faceted public and private agencies and District departments
• Analyze situations accurately and adopt effective courses of action
• Identify and resolve school site and department health and safety issues in a timely manner
• Model effective verbal communication skills using facilitation, tact, patience, and courtesy to understand and respond to the needs and expectations of team members and customers
• Demonstrate effective written communication skills, including content communication, conciseness, grammar and usage
• Prepare and deliver clear and concise PowerPoint, verbal or other formal presentations to a variety of audiences
• Understand and follow oral and written directions
• Manage competing priorities and time
• Organize, coordinate, and prioritize a large volume of activities, programs and services
• Work confidentially and with discretion
• Maintain accurate and confidential records
• Work independently
• Complete work accurately and as directed despite frequent interruptions
• Prepare and deliver clear and concise presentations to a variety of audiences
• Develop and implement training and evaluation programs
• Recommend and assist in the formulation and implementation of department operating procedures and policies
• Identify professional development activities for staff and for appropriate District employees on topics related to issues in the current programs
• Supervise, coach, and evaluate assigned staff
• Cross-train department personnel
• Operate personal computer, related software, and other office equipment

 

WORKING CONDITIONS

ENVIRONMENT:

Office and school environment; driving a vehicle to conduct work; flexible schedule; constant interruptions

 

PHYSICAL REQUIREMENTS:

Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations.

 

NON-DISCRIMINATION POLICY:

The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.