Dean of Students

The Dean of Students is responsible for fostering a positive, safe, inclusive, and student‑centered school culture across grades Kindergarten through Eight. The Dean serves on the school leadership team and collaborates with students, staff, families, and community partners to promote student success through positive behavior support, attendance initiatives, restorative practices, social‑emotional learning, and student engagement. The Dean of Students provides leadership in developing and implementing schoolwide systems that support student behavior, attendance, engagement, and overall well‐being. In addition, the Dean serves as a coach and resource to teachers, helping build staff capacity in effective classroom management, student engagement, and evidence‑based behavior support practices. DUTIES & RESPONSIBILITIES Child and Adolescent Development Promote practices that support the academic, social, emotional, behavioral, and developmental growth of students in grades K–8. Utilize age‑appropriate strategies and interventions that foster student engagement, self‑regulation, responsibility, and success. Collaborate with teachers, counselors, and families to identify and address student developmental needs. Support students in developing positive relationships, self‑advocacy skills, resilience, and responsible decision‑making. Behavior Support, Intervention, and Coaching Systems Lead the implementation of schoolwide behavior support systems that create safe, predictable, and supportive learning environments. Implement and oversee student discipline procedures consistent with school policies and restorative practices. Conduct investigations related to student behavior, school climate concerns, and student misconduct. Utilize proactive and restorative approaches to address student behavior and promote positive decision‑making. Monitor behavioral and attendance data to identify trends, evaluate interventions, and support data‑driven decision‑making. Support the development, implementation, and monitoring of individualized behavior support plans and interventions. Collaborate with teachers, counselors, special education staff, and families to support students experiencing behavioral, social‑emotional, or attendance challenges. Coordinate and support Tier I, Tier II, and Tier III behavioral interventions within the school's MTSS framework. Participate in Student Success Team (SST), MTSS, and intervention meetings to develop and monitor student support plans. Teacher Coaching and Capacity Building Provide ongoing coaching and support to teachers regarding classroom management, behavior support, and student engagement practices. Conduct classroom observations focused on classroom culture, student behavior, and student engagement. Partner with teachers to develop action plans that strengthen classroom management and improve student outcomes. Model behavior support practices and assist teachers in implementing evidence‑based strategies with fidelity. Facilitate professional learning opportunities related to behavior management, restorative practices, MTSS, student engagement, and school culture. Support new teachers through mentoring and coaching focused on establishing positive and productive classroom environments. Build staff capacity through coaching, collaboration, feedback, and professional learning. School Culture and Climate Lead initiatives that promote a positive, safe, inclusive, and student‑centered school culture across grades K–8. Develop and implement systems that recognize and celebrate student achievement, leadership, character, citizenship, attendance, and positive behavior. Coordinate student engagement activities, assemblies, recognition programs, and culture‑building events. Support implementation of social‑emotional learning and student wellness initiatives. Monitor school climate data and collaborate with school leadership to improve student engagement, belonging, and connectedness. Assist in maintaining a safe, orderly, and welcoming school environment. Support emergency preparedness, crisis response procedures, and student safety initiatives. Supervise student arrival, dismissal, lunch periods, recesses, assemblies, and school events as assigned. Communication and Collaboration Serve as a liaison between students, families, teachers, administrators, and community partners regarding student support needs. Build positive and productive relationships with families through proactive communication and collaboration. Facilitate parent conferences, problem‑solving meetings, attendance meetings, and restorative conversations. Develop and implement strategies and interventions to improve attendance. Monitor attendance, tardiness, and chronic absenteeism trends and collaborate with families to address barriers to attendance. Connect families with school and community resources that support student success. Serve as a member of the school leadership team and collaborate with administrators to ensure consistent implementation of schoolwide expectations and practices. Support school improvement initiatives and organizational goals through collaboration, communication, and shared leadership. EDUCATION & EXPERIENCE A bachelor’s degree in education, counseling, or a related field is required; a master’s degree is preferred. Minimum of 5 years of successful education experience. Experience working with Elementary and/or Middle School students. Experience supporting student behavior, attendance, school culture, student engagement, or social emotional learning initiatives preferred. Experience coaching or mentoring teachers preferred. REQUIREMENTS & QUALIFICATIONS Valid California Teaching Credential is required. Administrative Services Credential from California Commission on Teacher Credentialing is preferred. KNOWLEDGE, SKILLS & ABILITIES Child and Adolescent Development Understanding of the academic, social, emotional, behavioral, and developmental needs of students in grades Kindergarten through Eight. Knowledge of appropriate age practices that support student growth, engagement, self‑regulation, and success. Behavior Support, Intervention, and Coaching Systems Strong understanding of evidence‑based behavior support practices and strategies that promote positive student outcomes. Knowledge of proactive classroom management, positive reinforcement systems, restorative practices, de‑escalation techniques, social‑emotional learning, and Multi‑Tiered Systems of Support (MTSS). Understanding of student behavior, behavior functions, and the relationship between behavior, learning, engagement, and school success. Ability to collect, analyze, and utilize behavioral and attendance data to identify trends, monitor interventions, and support decision‑making. Experience, training, or demonstrated ability to develop, implement, and monitor individualized behavior support plans in collaboration with teachers, families, counselors, and special education staff. Knowledge of schoolwide behavior systems and practices that create safe, predictable, and supportive learning environments. Teacher Coaching and Capacity Building Ability to coach, mentor, and support teachers in implementing effective classroom management and behavior support practices. Skill in observing classroom instruction and learning environments to identify opportunities for improving student engagement, behavior, and classroom culture. Ability to provide constructive feedback, facilitate reflective conversations, and support continuous improvement in classroom practices. Ability to model evidence‑based behavior support strategies and assist teachers in implementing those practices with fidelity. Knowledge of adult learning principles and effective coaching practices builds teacher capacity and confidence. Ability to design and facilitate professional learning related to behavior management, student engagement, restorative practices, and MTSS. School Culture and Climate Knowledge of practices that foster positive school culture, student belonging, engagement, and connectedness. Understanding of diversity, equity, inclusion, and culturally responsive practices that support all students. Ability to establish and maintain high expectations while building positive relationships with students, families, and staff. Communication and Collaboration Strong verbal and written communication skills. Ability to build collaborative relationships with students, families, teachers, counselors, administrators, and community partners. Ability to effectively resolve conflict and facilitate productive problem‑solving conversations. Skills Strong leadership and organizational skills. Excellent interpersonal, coaching, and conflict‑resolution skills. Ability to build positive relationships with students, families, and staff. Ability to analyze data and use information to drive decisions and interventions. Ability to manage multiple priorities while maintaining attention to detail. Demonstrated commitment to equity, inclusion, and student‑centered decision‑making. WORKING CONDITIONS & PHYSICAL REQUIREMENTS Regularly required to sit, stand, twist, turn, bend, walk, talk, hear, and reach with hands. Regularly required to operate a computer and other office equipment. Regularly required to see and observe students, walk and/or stand for extended periods of time, and hear and speak to exchange information. Regularly required to possess dexterity of hand and fingers, kneel, bend at the waist, sit on the floor, climb stairs and reach overhead, above the shoulders and horizontally to perform assigned duties; lift light objects. Regularly required to speak in audible tones so that others may understand clearly in indoor and outdoor classrooms. Occasionally required to lift and/or move up to 25 lbs. Duties are normally performed in a school, classroom, playground and/or other outdoor settings. Duties may be performed in seasonal heat, sun, and cold. The noise level in the work environment is usually moderate. Reasonable Accommodations Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. BENEFITS Medical, Dental, Vision Insurance 403(b) Retirement Plan Employer‑Paid Life Insurance Paid Time Off School's First Credit Union Membership Before and after school childcare Work Hours: 7:30 am–4:00 pm Employment Type: Full‑time, exempt Length of Work Year: TBD EQUAL OPPORTUNITY EMPLOYER Community Roots Academy is an equal opportunity employer and does not discriminate on the basis of race, color, religion, gender, national origin, age, disability, or any other legally protected status. #J-18808-Ljbffr