Dean of Students

Dean Of Students

Primary Purpose: Provide leadership and coordination for student support systems within the Head Start program to promote safe, nurturing, inclusive, and developmentally appropriate learning environments in which young children can develop socially, emotionally, behaviorally, and academically.

The Dean of Students works collaboratively with the Head Start Director, campus/program administrators, teachers, instructional staff, mental health and disability services personnel, family services staff, parents/guardians, and community partners to strengthen student attendance, positive behavior supports, social-emotional development, school readiness, family engagement, and successful participation in the Head Start program.

The Dean of Students provides leadership in addressing student behavioral and attendance concerns while ensuring that interventions and responses are consistent with Head Start Program Performance Standards, district policies and procedures, applicable state and federal requirements, and developmentally appropriate early childhood practices.

The Dean of Students serves as a key liaison among students, families, teachers, and program leadership and assists in identifying and removing barriers that may interfere with a child's successful participation in the Head Start program.

Qualifications

Education/Certification

Required

• Master's degree from an accredited college or university in education, early childhood education, child development, social work, counseling, psychology, educational leadership, or a related field.
• Texas principal certification
• Knowledge of child development and developmentally appropriate practices for preschool-age children.
• Ability to meet all Head Start, district, and state requirements applicable to the position.
• Training or certification in trauma-informed practices, positive behavioral interventions and supports, Conscious Discipline, restorative practices, or comparable early childhood behavior-support systems, preferred
• Class certification within the first 6 months of employment

Special Knowledge/Skills

• Strong knowledge of early childhood development, particularly social-emotional and behavioral development.
• Knowledge of Head Start philosophy, Head Start Program Performance Standards, and comprehensive child and family services.
• Knowledge of developmentally appropriate behavior guidance and positive behavior intervention strategies.
• Understanding of Head Start requirements related to suspension, expulsion, mental health consultation, disabilities, attendance, family engagement, and child safety.
• Knowledge of trauma-informed practices and the impact of adverse experiences on young children and families.
• Ability to distinguish developmentally expected behavior from behavior requiring targeted or intensive intervention.
• Ability to develop, implement, monitor, and evaluate individual student support and behavior intervention plans.
• Ability to analyze attendance, behavior, developmental, and program data to identify trends and determine appropriate interventions.
• Strong interpersonal, conflict-resolution, problem-solving, and relationship-building skills.
• Ability to communicate effectively and respectfully with young children, families, staff, administrators, and community partners.
• Ability to facilitate difficult conversations while maintaining professionalism, confidentiality, and a family-centered approach.
• Ability to coordinate services across multiple departments and disciplines.
• Knowledge of confidentiality requirements, including FERPA and other applicable federal and state requirements.

Experience

Required

• Minimum of three years of successful professional experience working with children, families, schools, early childhood programs, social services, counseling, or a related field.

Preferred

• Experience in Head Start, Early Head Start, public prekindergarten, early childhood education, student services, counseling, behavior support, or campus/program leadership.
• Experience coordinating student intervention systems or multidisciplinary support teams.
• Experience working with children and families experiencing economic hardship or other barriers to educational participation.

Major Responsibilities and Duties

Student Support and School Readiness 1. Provide leadership for systems designed to support children's successful participation in the Head Start program, including social-emotional development, positive behavior, attendance, engagement, and school readiness. 2. Collaborate with teachers and other program staff to identify children experiencing behavioral, social-emotional, attendance, adjustment, or participation concerns. 3. Promote practices that teach children self-regulation, emotional identification, problem-solving, relationship skills, appropriate communication, and other social-emotional competencies.

Positive Behavior Support and Intervention 9. Assist teachers in identifying possible antecedents, environmental factors, developmental needs, communication difficulties, trauma-related factors, or other conditions contributing to challenging behavior. 10. Monitor the effectiveness of interventions and facilitate adjustments when student progress indicates additional or different supports are needed. 11. Support program leadership in ensuring that suspension is used only under circumstances permitted by applicable Head Start requirements and that all appropriate intervention and support strategies have been considered.

Attendance and Engagement 19. Monitor student attendance data and identify patterns of chronic or excessive absence that may interfere with program participation or school readiness. 20. Work with families to develop practical strategies for improving consistent attendance while recognizing transportation, health, housing, employment, and other barriers families may experience. 21. Analyze attendance trends by classroom, program site, student group, or other relevant categories and provide reports and recommendations to program leadership.

Family Engagement 25. Establish respectful, strengths-based relationships with parents and guardians and recognize families as essential partners in children's development and school success. 26. Facilitate conferences involving families, teachers, administrators, specialists, and other staff when coordinated intervention is needed. 27. Maintain confidentiality and demonstrate sensitivity when working with families experiencing challenging circumstances.

Mental Health, Disabilities, and Multidisciplinary Collaboration 31. Work collaboratively with the program's mental health professionals or consultants to support children's social-emotional and behavioral needs. 32. Participate in multidisciplinary meetings regarding students receiving or being considered for additional services. 33. Help ensure behavioral concerns are not addressed in ways that improperly exclude students because of an actual or suspected disability.

Staff Coaching and Professional Development 37. Provide coaching, modeling, and support to teachers and instructional staff regarding classroom management, positive behavior guidance, relationship-building, de-escalation, and social-emotional development. 38. Assist teachers in creating predictable, nurturing, culturally responsive, and developmentally appropriate classroom environments. 39. Assist program leadership in planning and delivering professional learning related to student behavior, attendance, trauma-informed practices, social-emotional learning, family engagement, and other areas within the scope of the position.

Student Safety and Crisis Response 42. Ensure appropriate staff and administrators are notified when incidents involve potential abuse, neglect, threats to safety, or other mandatory reporting concerns. 43. Follow all district and Head Start requirements related to child supervision, active supervision, safety, confidentiality, and mandatory reporting. 44. Assist with arrival, dismissal, transportation, transitions, and other student supervision responsibilities as needed.

Program Compliance and Documentation 48. Maintain accurate and confidential documentation related to student behavior, attendance, interventions, family contacts, referrals, meetings, and services. 49. Assist the Head Start Director in monitoring program practices for compliance with applicable Head Start Program Performance Standards related to student support, behavior, attendance, mental health, disabilities, and family engagement. 50. Assist with the collection, analysis, and presentation of data related to attendance, behavior, interventions, student support, and program effectiveness. 51. program practices.

Program Leadership 54. Provide leadership and administrative support in the absence of or at the direction of the Head Start Director, within the authority delegated to the position. 55. Develop positive working relationships with district departments, community agencies, early childhood providers, mental health professionals, and other organizations supporting Head Start children and families. 56. Perform other duties as assigned by the Head Start Director or district administration.

Other 57. Maintain friendly customer service-driven interactions with all stakeholders, students, teachers, administrators, and co-workers. 58. Work cooperatively with co-workers and supervisors to ensure that the goals of the school/department are met. 59. Maintain a positive and professional tone in all communications (i.e., email, written, and verbal) 60. Perform other duties and accept other responsibilities as assigned

Supervisory Responsibilities Supervise, evaluate, and/or provide functional leadership to assigned personnel as designated by the Head Start Director and district administration.

The Dean of Students may provide coaching, direction, and support to teachers and other program personnel without serving as their formal appraiser unless specifically authorized and appropriately certified to perform such duties.

Working Conditions

Mental Demands Maintain emotional control under stress; work with frequent interruptions; manage multiple priorities and deadlines; communicate effectively with children, families, employees, and administrators; respond appropriately to emotionally charged situations; exercise sound judgment and discretion; maintain confidentiality; and respond effectively to student behavioral or safety concerns.