Job Description:

The Program Director serves as a key member of the Neurodiversity Center for Excellence (NCE) at Curry College, advancing the College's commitment to inclusive education and student success.

This position leads the development, implementation, and continuous improvement of a one-year, structured post-high school transition program designed to support students as they move into college life. The program specifically serves students who benefit from targeted support in social-emotional development, executive functioning, and personalized learning strategies. The Program Director must bring a strong understanding of transition-to-college models, including best practices for supporting students in developing independence, self-advocacy, and readiness for the academic, social, and residential expectations of college. Working under the direction of the NCE's Director of Education and Research, the Program Director collaborates closely with campus partners, including Academic Affairs, Student Success, Admissions, Career Services, Residence Life, and others, to ensure the program is fully integrated within the broader Curry College experience. This role requires demonstrated experience working with neurodivergent students and young adults with diverse learning profiles, particularly in transition or postsecondary settings. The ideal candidate will have a background in education, student support services, counseling, disability services, psychology, or a related field, along with experience supporting students through the transition to college and collaborating across multidisciplinary teams to promote student success, independence, and personal growth.

Essential Functions:

1. Program Coordination and Service Delivery:

• Coordinate and manage the day-to-day delivery of program services and supports across academic, student life, and career development areas, ensuring alignment with best practices in transition-to-college programming for neurodivergent students.
• Facilitate students' transition into the program and into college life by overseeing the creation and implementation of individualized student learning plans. Personalized learning plans are co-created with each student upon entry and should reflect an understanding of transition-related needs, including executive functioning, self-advocacy, social navigation, and increasing independence. Ensure that each plan is effectively implemented and aligned with student goals, career aspirations, and program outcomes.
• Apply knowledge of evidence-based transition supports for neurodivergent students, including scaffolding, skill-building, and gradual release of responsibility, to promote successful adjustment to academic, social, and residential aspects of college.
• Oversee scheduling, resource allocation, and communication among departments to ensure consistency, quality of services, and a coordinated transition experience across all aspects of campus life.
• Maintain clear documentation of service delivery processes, student participation, and program effectiveness, with attention to tracking transition-related benchmarks and student progress toward independence.

2. Collaboration and Partnership Development:

• Facilitate collaboration and communication among internal teams including faculty, academic support, residence life, and student success staff to ensure a cohesive and developmentally appropriate transition experience for neurodivergent students.
• Serve as a primary liaison between the college and external providers, including community organizations, agencies, and employers, to enhance experiential learning and career exploration opportunities that are responsive to the needs of students in transition.
• Foster and maintain strong partnerships with families, caregivers, and advocacy organizations, recognizing their role in the transition-to-college process and supporting a shared understanding of student progress, independence, and evolving expectations.
• Represent the program and the Neurodiversity Center for Excellence in campus-wide and community initiatives that promote access, inclusion, and effective transition pathways for neurodivergent learners.

3. Staff Training, Consultation, and Professional Development:

• Provide training, coaching, and consultation to faculty and staff on inclusive instructional strategies, universal design, and evidence-based approaches for supporting neurodivergent students in transition to college.
• Collaborate with the NCE Director of Education and Research to design and deliver professional learning focused on transition-to-postsecondary success, executive functioning development, and inclusive postsecondary practices.
• Promote a culture of continuous learning by sharing emerging research, tools, and strategies specific to transition-age neurodivergent learners and students with disabilities.
• Support staff development through regular supervision, reflection, and feedback aligned with program goals and effective transition support practices.

4. Program Evaluation and Continuous Improvement:

• Track and report on student progress, outcomes, and program metrics in collaboration with NCE leadership, with a focus on transition benchmarks such as independence, self-advocacy, persistence, and readiness for degree pathways or employment.
• Analyze data to identify trends, areas for improvement, and opportunities to strengthen transition supports and student outcomes.
• Contribute to Curry College's compliance, reporting, and assessment activities as required by institutional and funding guidelines, including those related to transition and postsecondary success initiatives.
• Participate in ongoing strategic planning to ensure the program's sustainability, effectiveness, and alignment with Curry College's mission, with a specific emphasis on strengthening transition-to-college pathways for neurodivergent students.

Additional Functions:

• Respect and maintain confidentiality, parameters of operation, professional protocols, and individual privacy.
• Perform other duties as assigned by supervisor or their designee.

Requirements:

Essential Characteristics:

Successful performance in this position requires consistent demonstration of the following inclusive leadership characteristics and professional competencies:

Student-Centered and Inclusive Practice:

• Demonstrates a deep commitment to supporting neurodivergent students and learners with diverse strengths, experiences, and support needs. Promotes belonging, self-advocacy, independence, and personal growth through strengths-based practices that recognize each student's unique goals and aspirations. Values and elevates student voice while fostering an inclusive and supportive learning environment.

Collaborative Leadership:

• Builds and sustains positive, respectful relationships across the college community and with external partners. Embraces diverse perspectives, encourages collaboration, and fosters a culture of teamwork, open communication, and shared responsibility in support of student success.

Strategic and Reflective Thinking:

• Anticipates student and program needs while identifying opportunities for growth and innovation. Uses data, feedback, and reflection to inform decision-making, strengthen program effectiveness, and enhance student outcomes.

Organizational Excellence:

• Demonstrates reliability, accountability, and strong attention to detail in coordinating program operations and student support services. Effectively manages multiple priorities while maintaining clear, timely, and inclusive communication with students, families, and campus partners.

Adaptability and Innovation:

• Responds thoughtfully to evolving student, program, and institutional needs. Approaches challenges with flexibility, creativity, and a solutions-oriented mindset while embracing innovative practices that support student engagement, development, and success.

Ethical and Culturally Responsive Practice:

• Acts with integrity, empathy, and respect for all individuals. Demonstrates cultural humility, values diverse lived experiences, maintains confidentiality, and upholds Curry College's commitment to diversity, equity, inclusion, belonging, and accessibility.

Results-Oriented and Impact-Driven:

• Strives for excellence in advancing the mission and goals of Curry Catalyst and the Neurodiversity Center for Excellence. Takes initiative, celebrates progress, and remains focused on continuous improvement that enhances the student experience and promotes meaningful outcomes.

Minimum Qualifications:

• Master's degree in Education, Higher Education, Student Affairs, Counseling, Psychology, Social Work, Human Development, Communication Sciences, Occupational Therapy, Special Education, or a related field.
• Five (5) or more years of professional experience in education, student support services, transition programming, community-based services, counseling, coaching, or a related setting.
• Demonstrated experience supporting neurodivergent students and individuals with diverse learning profiles in achieving personal, academic, employment, and/or independent living goals.
• Strong organizational, communication, collaboration, and leadership skills, with the ability to build meaningful relationships across a variety of stakeholders.
• Experience implementing student-centered support strategies and best practices that promote executive functioning, self-advocacy, social-emotional development, independence, and student success.
• Ability to collaborate effectively with students, families, faculty, staff, and community partners in a strengths-based and inclusive environment.
• Commitment to fostering belonging, accessibility, and equitable opportunities for students with a wide range of strengths, interests, and support needs.

Salary Range:

$85,000 to $90,000 annually

Additional Information:

Committed to attracting and retaining a diverse staff, Curry College will honor your experiences, perspectives and unique identity. Together, our community strives to create and maintain working and learning environments that are inclusive, equitable and welcoming.

At the College's discretion, the education and experience prerequisites may be excepted where the candidate can demonstrate, to the satisfaction of the College, an equivalent combination of education and experience specifically preparing the candidate for success in the position.

Employment in this position is contingent upon the successful completion of all required pre-employment background checks.

Application Instructions:

Please apply online at https://www.curry.edu/about-us/community-resources/employment/job-opportunities for consideration. Interested applicants must submit the following:

• a cover letter;
• a resume; and;
• a list of three professional references, one of which must be a former or current supervisor, including complete contact information and professional titles.

By submitting an application, you are attesting the following:

I certify that the facts set forth in this Application for Employment are true and complete to the best of my knowledge. I understand that if I am employed, false statements, omissions, or misrepresentations may result in my dismissal. I authorize the Employer to make an investigation of any of the facts set forth in this application and release the Employer from any liability. The Employer may contact any listed references on this application.

I acknowledge and understand that the company is an "at will' employer. Therefore, any employee (regular, temporary, or other type of category employee) may resign at any time, just as the Employer may terminate the employment relationship with any employee at any time, with or without cause, with or without notice to the other party.