Dean of Students

Dean of Students

The Dean of Students positions will play a key role in developing and sustaining a productive, predictable and joyful learning environment in each of their respective buildings. The Dean, under the Principal's vision and direction, will work collaboratively with staff, students and families to ensure a focus on clear, consistent and developmentally appropriate social, emotional and academic competencies outlined by the adoption of Responsive Classroom. In addition to supporting the implementation of Responsive Classroom in our K-8 schools, the Dean will serve as a liaison between the school, its families and the greater community through monthly communications, in person student celebrations and engaging community service projects. Beyond these Tier 1 expectations, the Dean of Students will play an active role in the Multi-Tiered System of Support (MTSS) process by serving as a managing member of the Social Emotional Development Team. The Dean will be responsible for all facets of planning, implementing, assessing and documenting the Tier 2 interventions they provide to students who require additional social/emotional and behavioral supports. The Dean will also support adult learning needs by working with individual staff, small groups or the staff as a whole. The Dean of Students can expect to spend approximately 50% of their time supporting students and 50% of the time supporting staff members in developing and sustaining the vision of a productive, predictable and joyful learning environment for all involved. The K-8 Dean of Students will also play a key role in their school's management of a crisis and will be a part of a substitute rotation to ensure our students have highly qualified staff in front of them as often as possible.

This is not an exhaustive list of all duties and responsibilities associated with this role. Bloomfield Public Schools reserves the right to amend and change responsibilities to meet educational and organizational goals.

Work collaboratively with all school staff to improve individual student competencies and the overall school climate and culture through a formal MTSS process that supports social/emotional development, as well as academic mastery. Serve as a member of the school-based Leadership Team, Social Emotional MTSS Team and the District's Climate Committee. Supports the day-to-day operations of the school and management of minor disciplinary issues. Works with the Principal to ensure the process by which school staff record, analyze and respond to discipline concerns is aligned to the overall school and district philosophy. Supports the development of social/emotional competencies through a variety of Tier 2 student supports, such as, but not limited to, informal counseling and mini lessons, time outs, daily check ins and mediations. Will contribute to the district's development of MTSS protocols, procedures and forms. Provides professional development to staff related to the development of social/emotional competencies and their connection to academic success for students. In alignment with the Principal's vision, communicates with parents and guardians regarding their students' behavior and development. Collaborates with Student Support Personnel to ensure students with specialized learning needs, such as those identified in an IEP or 504, are adequately supported. Participates in grade level and school wide student-centered meetings (Data Teams, MTSS, Attendance, etc.) that help teachers identify individual and groups of students who would benefit from additional supports. Will play a key role in the district identifying, implementing and utilizing a universal screening tool for social emotional development. Any other responsibilities deemed appropriate by the principal.

Required Certification: Valid Connecticut Teaching Certificate appropriate for the respective grade levels being supported. Other Specialized Qualifications/Competencies or Credentials: A minimum of 7 years successful teaching experience. Deep understanding of equitable practices and culturally responsive pedagogy. Demonstrates a strong work ethic and adherence to professional responsibilities, including confidentiality of all student information. Organizational strengths that allow for multi-tasking based on student needs. Ability to work under stressful conditions while maintaining a patient and approachable demeanor. Well-developed oral, written and speaking skills. Knowledge of evidenced-based strategies related to the development of Literacy Skills, Adult Learning Theory and Coaching/Mentoring Philosophy; Experience preferred. Experience analyzing student data (academic and behavioral). Willingness to take part in their own professional development, as needed. PMT/De-Escalation Trained; Crisis Team Member EOE.