26-27 Dean of Students, K - 8

Position Summary To assist the Principal and Assistant Principal in promoting high quality teaching and learning. The Dean will collaborate with the school administration, the Counselor Educator and other Deans to implement behavior intervention systems to support a positive atmosphere of strong, consistent and supportive discipline for all students. The Dean will assist at designated school functions, support families as partners and maintain an overall environment that promotes student development. The Dean of Students does not supervise instructional staff in the school. Essential Functions & Responsibilities Student Support and Conduct Work with the Principal, Assistant Principal, Counselor Educator and other Deans to develop and implement disciplinary procedures and guidelines that foster a safe learning environment. Participate in and/or lead meetings related to students’ emerging or special needs or other difficulties. Act as a liaison between parents/custodians, the court system, and human service providers as necessary. Work closely with teachers to recommend and assist with behavior modification strategies in the classroom. Work with students regarding discipline and attendance issues and make appropriate referrals. Collaborate with families to support student learning at school and at home. Contribute to the management of student behavior in collaboration with specialist personnel as required. Assist the Principal and Assistant Principal in addressing student conduct issues. Collect discipline data (time‑outs, detentions, suspensions) and present this data at the weekly Student Support Team Meetings. Assess discipline data with the administrative team and develop strategies to reduce recidivism. Support the implementation of social curricula to provide instruction that results in students’ positive social, emotional and behavioral development. Per the Somerville Educators Union, Unit A, collective bargaining agreement. Teaching and Learning / School Environment Support the Principal in ensuring that Tier 1 instructional practices support students’ academic, social, and emotional development. Ensure instructional practices reflect high expectations regarding content and quality of effort and work, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. Maximize and use instructional time effectively. Foster positive, collaborative relationships with staff, students, families, and outside agencies involved in the work of the school. Support the development and maintenance of a positive, personalized school environment. Develop and implement effective plans, procedures, routines, and operational systems to address the full range of safety, health, emotional, and social needs of students. Implement school‑wide behavior expectations. Respond to student issues that arise during the school day and supervise students during transitions such as lunch/recess, entry, and dismissal. Professional Development Support and model a culture in which all staff are reflective about their practice and use data, current research, best practices, and theory to continuously adapt instruction and practice to achieve improved results. General Undertake such duties as may be assigned from time to time that are within the scope of the position. Participate as a member of the school’s student support teams and committees as requested by the Principal. Support the Principal in fostering a shared commitment to high standards in all aspects of the life and work of the school and the students. Contribute to the development of a professional learning community characterized by shared purpose, data analysis, collaborative activity, and collective responsibility. Behave in an ethical, fair, and culturally proficient manner at all times. Knowledge, Abilities & Skills Ability to apply knowledge of Positive Behavior Intervention Systems (PBIS) in an elementary school setting. Knowledge of tiered intervention practices and expertise in maintaining a positive classroom culture as an essential “Tier 1” practice. Leadership and management skills. High‑level communication and interpersonal skills. Commitment to collaborative practice within a professional learning community. Strong focus on best practice in teaching, learning, and assessment. Detail oriented and good follow‑through. Ability to multi‑task. Ability to collaborate and build strong connections with families and community members. Demonstrate strong cultural competencies and awareness practices to overcome barriers to student success. Strong organizational skills and ability to prioritize effectively. Commitment to equity and providing high‑quality educational experiences for all students. Qualifications & Requirements At least five years of successful experience teaching or related experience in public education at the K‑8 level. A Master’s degree in a relevant discipline from an accredited college or university. DESE License (Adjustment/Guidance). Physical Requirements Mobility: Frequent walking, standing, and navigating stairs. Lifting/Strength: Ability to lift, push, pull, or carry objects ranging from 10 to 30 lbs (e.g., books, supplies, equipment). Physical Dexterity: Bending, crouching, kneeling, stooping, and reaching to assist students. Stationary Tasks: Remaining in a stationary position (sitting or standing) for long periods. Terms of Employment 203‑day schedule; Scheduled School Year: 184 days plus an additional 30 minutes per day. Additional days: 5 days plus 30 minutes per day (equivalent to 14 days). Position Type: Full Time. FLSA Classification: Exempt. Union Status: SEU, Unit A. Salary and benefits are determined in accordance with the Somerville Educators Union, Unit A, collective bargaining agreement and the policies of the Somerville School Committee. Pre‑Employment Requirements MA Criminal Offender Record Information (CORI) Clearance. Reporting Relationships The School Principal. EEO Statement The Somerville Public School does not discriminate in its programs, facilities, or employment of educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital or civil union status, sex or gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, bias‑based intimidation, threat, or harassment that demeans individuals’ group or interferes with their ability to learn or work. #J-18808-Ljbffr Young World Physical Education