2545 Associate Director, Project Access


TITLE Associate Director, Project Access




IMMEDIATE SUPERVISOR Director, Project ACCESS-Autism Program Specialist

MAJOR ADMINISTRATOR Associate Provost for Faculty and Academic Affairs


The Associate Director, Project ACCESS serves as an Autism Resource Specialist and is responsible for collaborating with the Director in coordinating project priorities and program activities. The Associate Director, Project ACCESS develops training materials and in-service training workshops for public school teachers and other service providers and provides a variety of professional development presentations in response to collaborative initiatives between the University and the State of Missouri Department of Elementary and Secondary Education (DESE) as identified by the Director, Project ACCESS - Autism Program Specialist. As needed, the Associate Director, Project ACCESS provides consultation services to public school personnel regarding educational programs for students with autism. The Associate Director, Project ACCESS assists with the development of policies and procedures related to Project ACCESS initiatives and performs the Director’s duties in his/her absence.


Education: A Master’s degree is required; a Master’s degree with an emphasis in Special Education or a related area is preferred.

Experience: Two years of responsible experience in the public school system with and emphasis in Special Education or related services is required. Significant experience in working with students with Autism, preferably gained in the public school system is required.

Skills: Excellent verbal and written communication skills are required. Strong interpersonal skills in working with teachers, parents, administrators, and other constituencies are required. Organizational and demonstrated planning skills are required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required. Public speaking skills and computer literacy skills are preferred.


1. Helps to ensure the success of the University’s commitment to the Project ACCESS mission by providing assistance and autism resource information to Missouri public schools.

2. Facilitates the accomplishment of the Project ACCESS mission by assisting the Director in developing and administering policies and practices.

3. Assists in providing appropriate educational programs for students with autism by consulting with public school administrators and teachers regarding the development of those programs.

4. Facilitates the ability of public school teachers and other service providers to develop and manage educational programs for students with autism by planning, coordinating, and conducting in-service training workshops.

5. Assists the Director in advising the State of Missouri DESE regarding appropriate strategies for educating students with autism by serving as a resource professional for the DESE Office of Special Education.

6. Assists the director in promoting an awareness of the services available through Project ACCESS by publicizing project activities and project services, presenting professional papers at state and national conferences, conducting educational and informational programs, writing public service announcements and news releases, and participating in media interviews.

7. Serves as the Director in his or her absence and in matters delegated by the Director.

8. Contributes to a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.

9. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses as required by the Director, Project ACCESS-Autism Program Specialist.

10. Contributes to the overall success of Project ACCESS by performing all other essential duties and responsibilities as assigned.


The Associate Director, Project ACCESS is supervised by the Director, Project ACCESS-Autism Program Specialist and supervises professional and clerical staff.


JULY 2013


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 2 - 130 Points: Regular, but limited, supervision, training, or directing the work assignments of (a) small numbers of student, part-time or temporary workers, or (b) one or more permanent, full-time employees. The nature of supervision is largely confined to scheduling work and assigning tasks. Supervision at this level typically does not include a full range of supervisory responsibilities, and supervisory duties typically do not consume a large portion of the work day.

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 3 - 500 Points: The employee operates under general supervision expressed in terms of program goals and objectives, priorities, and deadlines. Administrative supervision is given through statements of overall program or project objectives and available resources. Administrative guidelines are relatively comprehensive and the employee need only to fill in gaps in interpretation and adapt established methods to perform recurring activities. In unforeseen situations, the employee must interpret inadequate or incomplete guidelines, develop plans, and initiate new methods to complete assignments based on those interpretations. Assignments are normally related in function, but the work requires many different processes and methods applied to an established administrative or professional field. Problems are typically the result of unusual circumstances, variations in approach, or incomplete or conflicting data. The employee must interpret and refine methods to complete assignments. Characteristic jobs at this level may involve directing single-purpose programs or performing complex, but precedented, technical or professional work.

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.