Student Services Director - Disability Resources & Testing Services

$85,189.46 - $110,746.50/annually, DOE

121

Monday - Friday, 8am - 5pm
Summer Hours: Monday - Thursday, 7am-6pm

12 Months

10 Colleges. Unlimited Opportunities.

The Maricopa County Community College District is one of the largest community college systems in the nation. Home to 10 individually accredited community colleges and 31 satellite locations, we proudly serve students in every corner of the Valley. Each day, our dedicated faculty, staff, and administrators, live out our vision-creating excellence in education for a better world.

We focus on people-not profits. 
With 100% acceptance, zero rejections, and affordable tuition, we provide the flexibility and support our students need to succeed in and beyond the classroom. Discover how we're changing college.

We don't just support our community-we help build it.
We are the largest provider of workforce development training in the state. The activities of our colleges and their students support one out of every 28 jobs in Maricopa County. Learn about our economic impact. 

We believe our employees are our most valuable asset.
Our 10 colleges and District Office support nearly 10,000 jobs and careers throughout Greater Phoenix.

Join us in making a real difference in the lives of over 140,000 college students each year.

Mesa Community College (MCC) is nationally recognized for its excellence in university transfer, career and technical programs, civic engagement, and innovative education. Serving more than 25,500 students annually, MCC offers a range of degree and certificate programs across its two campuses and additional locations. MCC students contribute more than 8,500 hours of community service annually. MCC serves as a key resource for education, workforce development, and lifelong learning. The college enhances student success through Guided Pathways with Integrated Support Services. A Hispanic Serving Institution, nearly 50% of MCC students are first-generation college attendees, and it boasts the largest Indigenous student population among Maricopa County Community College District (MCCCD) colleges, supporting students from 22 Arizona tribes and additional out-of-state tribes. Our award-winning faculty are committed to helping students achieve their goals through high-quality education, training, and undergraduate research opportunities. Located in the East Valley of Phoenix, Arizona, MCC is one of 10 colleges in MCCCD. Learn more at https://www.mesacc.edu/.

Maricopa County Community College District (MCCCD) is committed to providing a competitive and comprehensive benefits program that supports our employees' and their families' health and well-being. Therefore, the MCCCD benefits support every stage of life and are designed to meet the diverse needs of our community. Explore the wide range of benefits and perks available to eligible employees at MCCCD:

Affordable and Comprehensive Benefits Package:

• Nationwide Medical, Dental, and Vision Coverage
• Paid Time Off: Vacation, Sick Leave, and Personal Time
• 20 Paid Observed Holidays
• Company-paid Life Insurance, AD&D, and Short-Term Disability plans, with the option to purchase supplemental coverage
• Arizona State Retirement System (ASRS) Pension, including Long Term Disability and Retiree Health Insurance with 100% employer-matching contributions
• Optional Retirement Plans: 403(b), 457(b), Roth 403(b), Roth 457(b)
• Tuition Reimbursement for employees and dependents
• Annual Professional Development Funding
• Flexible Work Schedules

Employee Health & Wellness Programs:

• District-Wide Wellness Program with Workshops and Webinars
• Monthly Health & Wellness Calendar and Newsletter
• Virta Diabetes Reversal Program and Support Groups
• Employee Assistance Program (EAP)

• Sight-On-Site Eye Care Services

• Pre-Retirement Planning Events
• Qualifying Employer for Public Service Loan Forgiveness (potential loan forgiveness for federal Direct Loans after meeting repayment requirements and working full-time for an eligible employer) 

The Director, Disability Services oversees institutional accessibility initiatives and provides strategic, administrative oversight, operational direction, and compliance leadership for disability resources and Testing Services. The Director ensures accessible, equitable, legally compliant, and student-centered services while advancing an institutional culture in which accessibility is understood as a shared responsibility. Reporting to the Dean, Student Support Services, the Director leads the development and delivery of comprehensive services and ensuring equitable access, student success, independence, and full participation in all institutional programs, services, and activities for students with disabilities in accordance with federal and state law, including the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. This includes ensuring effective communication access and appropriate auxiliary aids and services for Deaf and Hard of Hearing students, including coordination of sign-language interpreting, captioning, and other communication-access services as appropriate.

A Director, Disability Services ensures that students and visitors with disabilities have equal access to educational programs, services, and facilities. The incumbent oversees the accommodation review and approval process, manages disability services staff, coordinates with faculty and departments on accommodation implementation, and ensures the institution maintains compliance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. The Director also ensures that communication-access needs of Deaf and Hard of Hearing students are appropriately identified, coordinated, and supported, including interpreter and related services.

Serving as the college's primary subject-matter leader for student disability access, the Director provides leadership and consultation regarding the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, reasonable accommodations, accessibility, and related institutional policies and practices. The Director leads a comprehensive department with professional and support staff that integrates accommodation services with a proactive, institution-wide approach to student accessibility, including universal design, digital accessibility, and assistive technology. The position establishes departmental priorities, practices, procedures, and service standards (cross-training, case-management, assistive resources, etc.); oversees disability eligibility and accommodation processes; addresses complex student and faculty matters; manages departmental resources; assesses program effectiveness; and ensures compliance with applicable federal, state, district, and college requirements. The Director provides leadership for auxiliary aids and communication-access services, including the coordination of interpreters and other services supporting Deaf and Hard of Hearing students. The Director is accountable for advancing institutional accessibility, managing compliance and risk, leading staff and operations, and improving student access, persistence, and success outcomes.

In addition, the Director also provides strategic direction and administrative oversight for Testing Services, ensuring accessible, secure, efficient, student-centered, and appropriately administered testing operations that support students, faculty, academic programs, placement and assessment activities, and other institutional testing needs.

As a college leader, the Director collaborates extensively with faculty, staff, administrators, students, community agencies, educational partners, and district offices to advance accessibility, improve student services, strengthen institutional practices, resolve complex concerns, and support college-wide student success and completion priorities.

About the Role

While technical expertise in disability services and regulatory compliance is essential, Mesa Community College needs a director who can lead people, systems, services, partnerships, and institutional change. The Director is expected to serve as a strategic leader, department administrator, compliance resource, student advocate, faculty partner, supervisor, problem solver, and institutional accessibility leader. The Director also provides leadership and oversight for communication access for Deaf and Hard of Hearing students, ensuring that interpreter, captioning, and other appropriate auxiliary services are effectively coordinated and integrated into the College's overall disability-access framework.

The Director will inherit responsibility for services that directly affect students' ability to access instruction, participate equitably in the educational environment, and progress toward their educational goals. The position therefore requires an individual who can balance: student access, regulatory compliance, faculty partnership, operational effectiveness, and sound professional judgment.

Therefore, the director must be capable of working effectively across organizational boundaries. Success requires building trust and productive partnerships with faculty and academic leadership while maintaining clear professional standards, sound compliance practices, responsive student services, and appropriate departmental accountability.

The Director leads two functions that frequently intersect with the academic experience:

• Disability Services ensures that qualified students with disabilities have equitable access to college programs, services, courses, activities, facilities, and educational opportunities. This includes ensuring effective communication access for Deaf and Hard of Hearing students through timely coordination of interpreters, captioning, and other appropriate auxiliary aids and services.

• Testing Services provides critical infrastructure supporting assessment, accommodated testing, faculty testing needs, placement and other examinations, and additional testing functions designated by the College.

The position should continually move both departments beyond transactional service delivery toward intentional, measurable, accessible, and student-centered operations.

Key Responsibilities:

• Provide strategic leadership and direction for Disability Services and Testing Services, aligning departmental priorities with college goals for access, student success, retention, and completion.

• Lead, supervise, develop, and evaluate professional and support staff while establishing clear expectations for performance, accountability, collaboration, and student service.

• Ensure and maintain institutional compliance with the Americans with Disabilities Act (ADA), ADA Amendments Act, Section 504 of the Rehabilitation Act, relevant state disability rights laws, and applicable college and district policies and procedures.

• Oversee disability eligibility, documentation review, interactive processes, and the determination, coordination, and implementation of reasonable accommodations, auxiliary aids, and services, including communication-access services for Deaf and Hard of Hearing students.

• Provide leadership and oversight for services supporting Deaf and Hard of Hearing students, including coordination of sign-language interpreters, captioning, and other communication-access services and auxiliary aids, ensuring timely, appropriate, and effective access to instruction and college programs, services, activities, and events.

• Incorporate the perspectives and accessibility needs of Deaf and Hard of Hearing students into program planning, outreach, service delivery, and continuous improvement.

• Coordinate with students, faculty, staff, academic departments, service providers, and external vendors to anticipate, schedule, implement, and monitor interpreter and other communication-access services; address service disruptions or emerging needs; and ensure continuity and quality of service.

• Provide leadership and professional judgment for complex, sensitive, or disputed accommodation matters, including consultation with students, faculty, administrators, and other stakeholders.

• Handle formal accommodation grievances and respond to Department of Education OCR inquiries on disability-related complaints

• Provide strategic and operational oversight for Testing Services, including accommodated testing, staffing, scheduling, security, technology, capacity, and service standards.

• Establish, evaluate, and continuously improve policies, procedures, workflows, service standards, and case-management practices for Disability and Testing Services.

• Develop and sustain a cross-trained, case-management-based service model that promotes continuity of service, shared staff capacity, and coordinated student support, including proactive outreach to anticipate and address potential barriers and responsive/reactive outreach when students experience emerging academic, access, or accommodation-related concerns.

• Build strong partnerships with faculty, academic deans, Student Affairs leaders, and other college stakeholders to support effective accommodation implementation while maintaining essential academic requirements.

• Serve as a college-wide subject-matter expert and consultant on disability access and accessibility, providing education, guidance, training, and technical assistance to faculty, staff, and administrators.

• Advance accessibility as a shared institutional responsibility by identifying and reducing barriers within instructional practices, technology, communications, programs, services, and physical environments.

• Use data, assessment, student feedback, and key performance indicators to evaluate service effectiveness, identify gaps and trends, guide decision-making, and support continuous improvement.

• Leverage and improve technology and information systems supporting disability case management, accommodation communication, testing operations, student access, and departmental efficiency.

• Manage digital accessibility review processes in coordination with IT and web services to ensure ADA Title II digital compliance.

• Develop and manage departmental budgets, staffing, technology, and other resources, ensuring responsible stewardship and alignment with student needs, service demands, and institutional priorities.

• Develop and maintain effective relationships with district partners, community agencies, disability organizations, and other external partners supporting student access and success.

• Represent Disability and Testing Services in institutional planning, committees, accreditation, compliance, and strategic initiatives, while advocating for equitable access and an inclusive student experience.

Why This Role Matters

Disability Services occupies a unique position at a community college because its responsibilities simultaneously involve student success, civil rights, institutional compliance, academic access, and risk management.

Students with disabilities must be able to access the College's educational opportunities without unnecessary institutional barriers. At the same time, faculty and employees need knowledgeable leadership to navigate complex questions regarding accommodations, accessibility, essential academic requirements, testing, technology, and student support.

Students with disabilities may encounter barriers involving classroom instruction, instructional materials, technology, physical environments, testing, communication, and institutional processes. The Director is responsible for ensuring that the college has effective systems for identifying and addressing those barriers.

For Deaf and Hard of Hearing students, effective access may depend on timely and reliable communication-access services, including qualified interpreters, captioning, and other auxiliary aids and services. Delays or gaps in these services can directly affect a student's ability to participate in instruction, interact with faculty and peers, complete academic activities, and fully engage in the college experience. The Director therefore plays an important leadership role in ensuring that communication access is proactively planned, appropriately coordinated, and responsive to changing student and instructional needs.

Testing Services similarly serves as an important intersection between students and the academic enterprise. Its effectiveness influences access, instructional support, student progression, accommodated testing, and the overall student experience.

Strong and effective leadership in this position should produce:

• Compliance under federal and state disability requirements 

• Timely, reliable, improved consistent accommodation processes and appropriately coordinated communication-access services for Deaf and Hard of Hearing students.

• Improved coordination with interpreters, captioning providers, and other communication-access service partners.

• Reduced institutional barriers to student participation and success.

• Improved student understanding of disability services, student independence, agency, and self-advocacy.

• Provide faculty with knowledgeable and responsive consultation; and greater faculty confidence regarding accommodation implementation. 

• Stronger institutional compliance. 

• More consistent documentation and decision-making. 

• Improved coordination between Disability Services and Testing Services. 

• Strengthened testing accessibility, integrity, security, and service delivery.

• Identified systemic accessibility concerns before they become significant student or institutional problems.

• Reduced barriers to instructional and student services. 

• Improved collaboration among Student Affairs, Academic Affairs, College Operations, community partners, and district functions.

• Increased institutional understanding that accessibility is a shared responsibility.

• Better use of technology and data. 

• Use evidence and assessment to continually improve services.

• Greater accountability for service standards.

50%  Strategic Leadership, Personnel Management & Organizational Effectiveness

• Provide strategic leadership and direction for Disability Services and Testing Services. Establish departmental goals, priorities, service expectations, accountability measures, and operational procedures aligned with institutional priorities and student-success goals.

• Serve as a primary institutional subject matter expert on student disability access, accessibility compliance, and inclusive design. Advise college leadership on ADA, Section 504, and related legal and regulatory requirements, emerging issues, institutional risk, and best practices in delivery of student accessibility.

• Provide strategic oversight of systems and processes for coordinating interpreters and other communication-access services, including service scheduling, communication with students and faculty, coordination with service providers, and continuity and quality of service.

• Establish key performance indicators and evaluate departmental effectiveness, including accommodation timeliness, student utilization, testing demand, student experience, service responsiveness, and other appropriate measures.

• Use quantitative and qualitative information to identify service gaps, workload concerns, barriers, and opportunities for improvement.

• Recruit, supervise, develop, evaluate, and coach employees; establish clear performance expectations; promote teamwork and accountability; manage workplace concerns appropriately; and develop staff capacity.

• Evaluate organizational structure, staffing, workflows, workloads, and service delivery models and implement improvements when needed.

• Create an organizational culture characterized by professionalism, collaboration, responsiveness, accountability, continuous learning, and student-centered service.

• Evaluate and leverage technology to improve case management, accommodation communication, scheduling, records management, and student access.

• Prepare reports and evidence supporting institutional planning, accreditation, compliance, and continuous improvement.

• Lead organizational and operational change when needed to improve services.

• Develop and manage assigned budgets and ensure responsible stewardship of institutional resources.

• Evaluate resource needs and ensure effective allocation and utilization of appropriate staffing, technology, equipment, professional development, and operational investments.

• Participate in institutional committees, planning initiatives, emergency or continuity planning, and other responsibilities appropriate to the Director's position.

• Demonstrate the leadership capacity to serve, when designated, on behalf of the Dean of Student Support Services during the Dean's absence, providing continuity of leadership, operational oversight, decision-making, and coordination across assigned Student Support Services areas.

25%  Disability Services Administration, Compliance & Complex Case Oversight

• Provide leadership for disability eligibility, documentation review, interactive processes, reasonable accommodations, auxiliary aids and services, including communication-access services for Deaf and Hard of Hearing students, and related student support.

• Oversee the timely coordination and implementation of interpreters, captioning, and other appropriate communication-access services, working with students, faculty, staff, service providers, and external partners as needed.

• Ensure appropriate implementation of ADA, ADA Amendments Act, Section 504, applicable regulations, institutional policies, and established relevant institutional policies, procedures, and professional practices.

• Manage escalated student situations, including student grievances and complex accommodation cases requiring advanced judgment and institutional coordination.

• Oversee the operational management of testing services, including scheduling, proctoring, and coordination of appropriate testing environments.

• Ensure timely provision of accessible instructional materials, communication-access services, and accommodations while balancing student access, institutional obligations, and operational effectiveness.

• Provide consultation and decision-making for complex accommodation matters, disputes, unusual circumstances, and situations requiring significant professional judgment.

• Ensure accurate, confidential, timely, and defensible case documentation and records management and departmental internal controls.

• Identify and address systemic barriers affecting students with disabilities.

• Promote practices that support student independence, self-advocacy, persistence, and completion.

• Monitor service delivery and address systemic compliance or accessibility concerns.

10%  Testing Services Strategic Direction & Operational Oversight

• Provide strategic and administrative oversight for Testing Services and ensure effective coordination between testing operations and disability-related testing accommodations.

• Establish expectations and maintain appropriate standards for integrity, confidentiality, accessibility, and student-centered testing operations.

• Ensure and monitor staffing, scheduling, technology utilization, testing procedures, service demand, security protocols, faculty communication, and operational effectiveness.

• Ensures appropriate distinction between general Testing Services functions and disability accommodation responsibilities while creating efficient coordination between the two areas.

• Partner with academic departments and faculty regarding testing needs.

• Evaluate emerging testing practices and technologies and recommends improvements.

10%  Institutional Collaboration, Faculty Partnership & Accessibility Leadership

• Develop productive partnerships with faculty, department chairs, academic deans, Student Affairs leadership, IT, Facilities, Human Resources, district personnel, and other stakeholders.

• Provide consultation and education regarding accommodations, accessibility, disability-related responsibilities, effective communication access for Deaf and Hard of Hearing students, and effective practices.

• Collaborate with faculty, academic departments, and other college stakeholders to anticipate and address communication-access needs, including interpreter scheduling and coordination, classroom and instructional considerations, captioning, and other services supporting equitable participation by Deaf and Hard of Hearing students.

• Work collaboratively to resolve complex faculty/student accommodation concerns while protecting students' rights and maintaining academic standards and essential course requirements.

• Advocate for accessibility in technology, facilities, communications, programs, and institutional practices.

• Collaborate with K-12 schools and universities, as well as develop relationships with community agencies and external partners to strengthen transition and referral pathways where appropriate to support students with disabilities, including relationships with organizations and providers that support Deaf and Hard of Hearing students and communication access.

5%  Other Duties as Assigned

• Perform other duties and responsibilities as assigned that are appropriate to the scope, level, and responsibilities of the Director position.

• Participate in college and district committees, workgroups, special projects, and institutional initiatives as assigned.

• Represent Disability Services, Testing Services, Student Affairs, or the college at meetings, programs, and events as appropriate.

• Provide leadership or operational support during periods of transition, emerging institutional needs, or other circumstances requiring director-level involvement.

• Support broader Student Affairs and college priorities that advance student access, persistence, retention, completion, and institutional effectiveness.

Master's Degree from a regionally accredited institution in education, legal studies, a social science field, a humanities field, business administration, public administration or related field and four years of related experience that includes two years of management and supervisory experience. 

OR 

An equivalent combination of the conferred degree and directly related full-time work experience as described above sufficient to successfully perform the essential duties of the job such as those listed above, unless otherwise subject to any other requirements set forth in law or regulation, may be considered.

1. Master's or doctoral degree from an accredited institution in higher education, educational leadership, special education, rehabilitation counseling, counseling, disability studies, psychology, social work, public administration, human services, or a related field relevant to the responsibilities of the position.

2. Demonstrated progressive leadership experience in disability/accessibility services, special education, vocational rehabilitation, student support services, governmental disability services, human services, or a related field, including experience leading programs, services, personnel, operations, or organizational initiatives in higher education, K-12 education, government, community agencies, nonprofit organizations, or comparable settings.

3. Demonstrated knowledge and practical application of disability-related laws, regulations, and professional standards, such as the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, Individuals with Disabilities Education Act (IDEA), or other applicable disability/accessibility requirements, with demonstrated ability to translate regulatory requirements into effective organizational practices and services.

4. Demonstrated experience managing complex, confidential, and/or crisis-sensitive cases or situations involving disability-related, academic, behavioral, personal, financial, basic-needs, or other significant barriers, including case management, proactive and responsive outreach, application of policies and procedures, sound judgment and decision-making, appropriate escalation or intervention, referrals, multidisciplinary collaboration, effective communication, and follow-through.

5. Demonstrated capacity to provide broader organizational leadership beyond a primary functional area, including leading during periods of transition or in the absence of senior leadership; coordinating multiple programs or services; using data and assessment to improve operations; and providing leadership for sensitive matters such as conduct or behavioral concerns, complaints, crisis response, basic-needs support, or other complex student/client situations.

6. Demonstrated experience supervising, developing, coaching, and cross-training professional and/or support staff, including establishing performance expectations, strengthening team capacity, promoting accountability, managing change, and developing consistent, responsive, and student/client-centered service delivery.

7. Demonstrated success building collaborative partnerships across organizational functions and with external stakeholders, such as educators/faculty, administrators, counselors, behavioral intervention or threat-assessment professionals, community agencies, rehabilitation providers, families, governmental entities, or other partners to improve access, resolve complex concerns, and support individual student/client success.

8. Demonstrated experience contributing to accreditation, institutional compliance reviews, audits, policy development, or other institutional effectiveness activities.

9. One year of relevant full-time MCCCD experience during the previous two years.

Work schedule varies during the year

• August through mid-May: Monday - Friday 8 hour days, 

• mid-May through the end of July: Monday - Thursday, 10 hour days. 

College operating hours are 8 am - 5 pm during the academic year and 8 am - 6 pm in the summer; may be required to work evenings and weekends

Required to work in-person at multiple college sites or locations.

Travel to campus during the interview/selection process will be at the candidate's own expense.

MCC does not sponsor individuals for work visas

Applicants are required to submit a cover letter and resume showing how the applicant meets the minimum and desired qualifications. All minimum requirements must be met at the time of the application.

Additional materials will not be accepted after the job posting has closed.

Missing materials or incomplete employment history will not be considered. 

Please ensure your materials clearly provide the following information.

• Clearly illustrate how prior experience, knowledge and education meet the minimum and desired qualifications for this position.
• Indicate whether former or current employment is Full-Time or;
• Part-Time employment, to include Adjunct or Associate Professor (must include number of hours worked, contact hours or load) 
• Provide employment history in a month/year format (e.g., 09/07 to 10/11) including job title, job duties, for each position held and name of employer for each position.
• Three professional references, preferably current and/or former supervisors. If references are not provided in resume upon application, they will be requested at time of interview.

Maricopa County Community College District (MCCCD) complies with the Americans with Disabilities Act (ADA) of 1990. Qualified applicants or candidates with disabilities can submit a reasonable accommodation request at any point in the hiring process, and MCCCD's policy is to provide reasonable accommodation unless such accommodation would cause an undue hardship.  If a reasonable accommodation is needed, please contact the ADA Coordinator from the hiring campus location for assistance via email at adasupport@domail.maricopa.edu

MCCCD is an Equal Opportunity Employer.

Applicants who currently work for any of the MCCCD campuses/locations should utilize their HCM Employee Self Service page to apply for jobs by logging in to HCM and clicking on NavBar > Navigator > Self Service > Recruiting > Careers.  Click on link for instructions on how to apply.

Applicants who are not currently working for any of the MCCCD locations should apply at https://www.maricopa.edu/about/careers.

If you encounter a technical issue in the upload of documents or the submission of your application, please contact MCC Human Resources at strategicstaffing@mesacc.edu prior to the application deadline.  We are accessible on business days from 8:00 am to 5:00 pm.

Open until filled

First Review:  October 2, 2026

Applications received after the review date may not be screened

Maricopa County Community College District (MCCCD) will not discriminate, nor tolerate discrimination in employment or education, against any applicant, employee, or student because of race, color, religion, sex, sexual orientation, gender identity, national origin, citizenship status (including document abuse), age, disability, veteran status or genetic information.

Title IX of the Education Amendments of 1972, states: "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance."

The policy of the MCCCD is to provide an educational, employment, and business environment free of gender discrimination. Incidents of misconduct should be reported to the college Title IX Coordinator, as outlined in policy, contact information is available at this link Title IX Coordinators.

The Clery Act is a Federal law requiring United States Colleges and Universities to disclose information about crime on and around their campuses.  Crime reporting data for each of the Maricopa Community Colleges, as required under the Clery Act, is available at this link Clery Act.