TITLE Assistant Director, Disability Resource Center
CLASSIFICATION NUMBER 1813
IMMEDIATE SUPERVISOR Director of the Disability Resource Center
MAJOR ADMINISTRATOR Associate Dean of Students
The Assistant Director of the Disability Resource Center assists the Director of the Disability Resource Center in promoting and creating usable, equitable, inclusive, and sustainable learning environments. The Assistant Director of the Disability Resource Center coordinates sign language interpreters, transcribers, test proctors, readers, and note takers for classroom and University events, assists in the supervision of graduate assistants, student employees, and part-time staff, and maintains the departmental website. The Assistant Director of the Disability Resource Center serves on the Disability Services Advisory Committee and other committees, anticipates changes that may create or remove barriers, and advises as appropriate.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A bachelor’s degree is required.
Experience: At least two years of experience working in the disability field is required.
Skills: Excellent communication skills and the ability to work collaboratively with students, faculty, and administrators are required. Web page development skills are required.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Collaborates with students, faculty, staff, and community members to create usable, equitable, inclusive, and sustainable learning environments by assisting the Director of the Disability Resource Center in the development and implementation of policies and procedures that promote inclusion and universal design, maintaining cooperative working relationships on campus and in the community, and establishing collaborative relationships by serving on campus committees such as the Disability Services Advisory Committee and other committees.
2. Promotes and facilitates inclusion and universal design through education, advocacy, and developing creative solutions for equal access when students experience barriers in University programs and services.
3. Increases awareness of universal design, disability-related issues, and the mission of the Disability Resource Center by providing training and technical assistance related to disabilities to faculty, staff, administrators, and students, updating and maintaining the department’s website, and contributing content and distributing the Disability Resource Center student e-newsletter.
4. Maintains student records, documents communications and the recommended course of action, refers students to the Learning Diagnostic Clinic, Assistive Technology Services, and other campus and community resources, conducts interviews, and, in the absence of the Director, collaborates with students, faculty, and staff to create a recommended course of action.
5. Supports the Disability Resource Center by hiring, training, and supervising graduate assistants, student employees, and part-time staff, including interpreters, transcribers, note takers, proctors, and readers and coordinating the use of auxiliary aids, interpreters, transcribers, alternative textbooks, testing, note taking, etc.
6. Processes payroll for student employees and part-time staff and reimbursement from University departments and community agencies for interpreting and transcription services.
7. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development classes, and attending training and/or courses as directed by the Director of the Disability Resource Center.
8. Helps to ensure the overall success of the Disability Resource Center by completing projects and performing all duties as assigned by the Director of the Disability Resource Center.
The Assistant Director of the Disability Resource Center is supervised by the Director of the Disability Resource Center and supervises office staff, sign language interpreters, readers, test proctors, captioners, and note takers.
OFFICE OF HUMAN RESOURCES
REVISED JUNE 2010
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 3 - 1500 Points: Entry-level knowledge of the principles, concepts, practices, and methods of an administrative, managerial, technical, or professional specialty. Knowledge permits employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in professional or technical areas including accounting or auditing, financial management, business administration, human resources, law, engineering, science, or medicine, while gaining familiarity with the University's policies and goals, business practices, and/or accounting systems. This level of knowledge permits the employee to schedule and carry out the steps of a limited operation or project, or to complete stages of a multi-phase project. Alternatively, knowledge at this level might also permit the employee to carry out recurring tasks and routine assignments requiring moderate experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty. Knowledge requirements may also include a limited amount of related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with a moderate level of additional related work experience or a non-specific Master's degree requirement with some related work experience.
Factor 2: Supervisory Responsibility
Level 3 - 270 Points: Supervision of a limited number of (a) operative, administrative support, or paraprofessional employees who do not exercise a full range of supervisory responsibilities over other full-time employees, (b) a very small number of professional employees, or an equivalent combination of (a) and (b). The incumbent performs a full range of supervisory responsibilities including performance reviews of subordinates. The incumbent is generally responsible for training, planning, and directing the work of permanent employees, and provides major input into hiring decisions. Supervisory responsibilities consume moderate amounts of work time and may include general work planning tasks.
Factor 3: Interactions with Others
Level 3 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.
Factor 4: Job Controls and Guidelines
Level 2 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.
Factor 5: Managerial Responsibility
Level 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.