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 Resource Services provides strategic, administrative, and operational leadership for Disability Services and Testing Services, advancing equitable access, student success, and institutional accessibility. Reporting to the Dean, Student Support Services, the Director leads comprehensive disability services and ensures students and visitors with disabilities have meaningful access to educational programs, services, facilities, and activities in accordance with the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, and applicable federal, state, district, and college requirements.

The Director serves as the college's primary subject-matter leader for disability access, accommodations, accessibility, and related compliance. The position oversees eligibility and accommodation processes; auxiliary aids and communication access, including interpreting, captioning, and other services for Deaf and Hard of Hearing students; assistive technology and digital accessibility; and consultation with faculty, staff, and administrators regarding access and accommodation implementation.

The Director leads staff and departmental operations, establishes service standards and priorities, manages resources, addresses complex student and institutional concerns, and uses data and assessment to strengthen services and outcomes. The Director also provides strategic oversight of Testing Services, ensuring secure, accessible, efficient, and student-centered testing operations that support students, faculty, academic programs, placement, assessment, and other institutional needs.

As a college-wide accessibility leader, the Director builds partnerships across the institution and with external and district partners to advance a culture of accessibility, shared responsibility, inclusion, and continuous improvement.

About the Role

The Director, Disability Resource Services is both a subject-matter expert and an institutional leader responsible for advancing accessible, equitable, compliant, and student-centered services. The role requires the ability to lead people and systems, build strong partnerships with faculty and academic leadership, navigate complex concerns, and translate regulatory requirements into effective, responsive practices.

The Director leads two functions that frequently intersect with the academic experience and directly supports the student 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.

Success in this role requires balancing student advocacy, compliance, operational effectiveness, and institutional partnership while moving both departments beyond transactional service delivery toward proactive, measurable, and sustainable approaches to access and student success.

Why This Role Matters

Disability Services sits at the intersection of student success, civil rights, academic access, and institutional compliance. The Director ensures the college has effective systems to provide equitable access, implement accommodations, address accessibility barriers, and meet its obligations under applicable disability laws and regulations.

The role is particularly important in navigating complex accommodation and accessibility matters, supporting faculty and staff, and ensuring timely and reliable communication access for Deaf and Hard of Hearing students through interpreting, captioning, and other appropriate services. The Director also provides strategic oversight of Testing Services, an essential connection between accessibility and the academic experience.

Strong leadership in this role strengthens the college's ability to:

• Maintain compliance with federal, state, district, and institutional accessibility requirements.
• Provide timely, consistent, well-documented, and defensible accommodation decisions and services.
• Identify and address accessibility barriers-including digital, instructional, communication, physical, and testing barriers-before they significantly affect students.
• Strengthen faculty confidence and institutional understanding of accessibility as a shared responsibility.
• Promote student independence, self-advocacy, participation, persistence, and success.
• Improve coordination between Disability Resource Services, Testing Services, academic and administrative units, and external partners.
• Use technology, data, and assessment to improve service quality, accountability, and continuous improvement.

At its core, this role ensures that accessibility is a compliance requirement and an integrated institutional practice that enables students with disabilities to fully participate and succeed.

50% Strategic Leadership, Personnel Management & Organizational Effectiveness

• Provide strategic and operational leadership for Disability Resource Services and Testing Services, establishing priorities, service standards, performance measures, and practices aligned with institutional goals.
• Serve as the college's primary subject-matter expert on disability access, accessibility, ADA, Section 504, inclusive design, and related requirements; advise leadership and campus partners on compliance, risk, and emerging issues.
• Lead the college's student-facing digital accessibility function within the scope of Disability Resource Services, establishing accessibility expectations, coordinating reviews, identifying barriers, and partnering with IT, Web Services, instructional technology, and other responsible units on remediation and compliance.
• Recruit, supervise, develop, coach, and evaluate staff; build a professional, collaborative, accountable, and student-centered team.
• Evaluate staffing, workflows, technology, service models, and organizational capacity; lead improvements that strengthen access, responsiveness, efficiency, and continuity of service.
• Use data, assessment, student feedback, and performance indicators to evaluate effectiveness, identify barriers and service gaps, and drive continuous improvement.
• Develop, manage, and monitor departmental budgets and resources, ensuring responsible stewardship and alignment with student needs, service demands, and institutional priorities.
• Provide leadership or operational support on institutional initiatives and, when designated, provide continuity of leadership for Student Support Services during the Dean's absence.

25% Disability Services Administration, Compliance & Complex Case Oversight

• Oversee disability eligibility, documentation review, interactive processes, and the determination, coordination, and implementation of reasonable accommodations, auxiliary aids, and services.
• Lead communication-access services for Deaf and Hard of Hearing students, including timely coordination of interpreters, captioning, and other appropriate services with students, faculty, staff, and service providers.
• Ensure services and practices comply with ADA, Section 504, applicable laws, regulations, and institutional policies while promoting student independence, self-advocacy, and equitable participation.
• Oversee accessibility review and response processes for digital content, technology, and instructional materials within the Disability Resource Services scope, coordinating with appropriate institutional units to address identified barriers and support applicable digital accessibility requirements.
• Provide professional judgment and institutional coordination for complex accommodations, disputes, grievances, and other sensitive student matters, including external compliance inquiries as appropriate.
• Ensure accurate, confidential, timely, and appropriate case documentation, records management, and service delivery; identify and address systemic accessibility barriers.

10% Testing Services Strategic Direction & Operational Oversight

• Provide strategic and administrative oversight of Testing Services, including staffing, scheduling, accommodated testing, technology, security, capacity, and service standards.
• Ensure accessible, secure, confidential, efficient, and student-centered testing operations that meet student, faculty, placement, assessment, and institutional needs.
• Coordinate effectively between Testing Services and disability-related testing accommodations while maintaining appropriate operational distinctions.
• Partner with faculty and academic departments to address testing needs and implement improvements in practices and technology.

10% Institutional Collaboration, Faculty Partnership & Accessibility Leadership

• Build productive partnerships with faculty, academic leaders, Student Affairs, IT, Web Services, Facilities, district personnel, and other stakeholders to advance equitable access and effective accommodation implementation.
• Provide consultation, education, training, and technical assistance on disability access, accommodations, communication access, digital accessibility, and accessibility practices.
• Establish and promote accessibility standards for digital environments within the Director's area of responsibility and collaborate with IT, Web Services, instructional technology, and other units on institutional implementation and remediation.
• Advance accessibility as a shared institutional responsibility by identifying and reducing barriers in instruction, technology, communications, programs, services, and physical environments.
• Develop relationships with district, community, educational, and disability organizations to strengthen transition, referral, and support pathways.

5% Other Duties as Assigned

• Participate in college and district committees, workgroups, special projects, accreditation, and institutional initiatives as assigned.
• Represent Disability Resource Services, Testing Services, Student Affairs, or the college at meetings, programs, and events as appropriate.
• Provide leadership or operational support during emerging institutional needs, transitions, or other circumstances requiring director-level involvement.
• Perform other related duties as assigned commensurate with the scope and level of the position.

Amended 9/17/2026

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.