Dean of School of Culture/Interventionist (7-12)

Irving Leadership Academy - Irving, TX (30+ days ago)


Job Description

Position: Dean of Student Culture
Department: Faculty
Reports to: Principal
Location: Manara Leadership Academy
Hours: 7:15 am – 4:30 pm
FLSA Status: Exempt
Days Worked: 220
Summary
The Dean of School Culture serves as the team leader for non-academic student support, focused on student accountability (discipline) as well as school-wide structures for creating a healthy school community. In collaboration with the staff, the SSC ensures that our school’s ways of being support high levels of student growth and achievement. This is a perfect position for a teacher who is thinking about or already enrolled in a principal leadership program, or on the administrative path.
Design Overview
Manara Leadership Academy (MLA) uses the International Baccalaureate (IB) model with elements of EL (Expeditionary Learning) that emphasize high achievement through active learning, character growth, and teamwork. Learning expeditions, active pedagogy, school culture and character, leadership and school improvement, and structures are five corer practices that work in concert to support one another and to promote high achievement. Rigorous investigation of deep content, the creation of authentic products for an authentic audience, and effective instructional practices build character, growth, and teamwork. What follows are brief descriptions of the core practices, and then the job responsibilities associated with each. Job requirements specific to each position are listed at the end of the document
Learning Expeditions
Learning expeditions are a way of organizing curriculum. Learning expeditions feature linked projects that require students to construct deep understandings and skills and to create products for real audiences. Completion of a learning expedition requires a student to integrate their skills across various disciplines, synthesize and apply what they’ve learned, and create a creative and thoughtful product.
Active Pedagogy
Teaching and learning are active and engaging in MLA classrooms. Effective instructional practices promote equity and high expectations: they make the content of expeditions come alive, ensure that all students think and participate, and allow the teacher to know all students and their thinking well. Knowledge of each student’s level of understanding and participation leads teachers to differentiate instruction.
Culture and Character
The MLA school culture is developed and sustained through practices that bring the community together, promote shared understandings, and encourage all community members to become crew, not passengers. Physical and emotional safety, respect and courtesy, and a disciplined environment characterize the school climate. Teachers foster student character through challenging academic work, service, and the expectation that students are courteous, respectful, and compassionate. School leaders, teachers, and staff are members of a community of learners. Professionals work together to share expertise, improve the school’s program, build background knowledge in their disciplines, and model collaborative learning for students. Staff culture is characterized by a respectful collegiality where teachers focus on student best interest and support each other in analysis, celebration, and improvement.
Leadership and School Improvement
Leaders create a professional community that focuses on curriculum and instruction as the primary vehicles for improving student achievement and school culture. Teachers and school leaders collect data to understand student achievement, assess teaching practices, and make informed decisions about instruction.
Structures
The schedule and calendar serves instructional and curricular priorities. Key features include lengthened periods of class time, opportunities for integration of the disciplines, and common professional development time for teachers. The schedule accommodates project work, fieldwork, service learning, and flexible groupings of students. Time is scheduled during the school year and summer for whole-school professional development and collaboration across grade levels and subject areas. The calendar allows adequate time for orientation, intensives and related travel opportunities.
Responsibilities (including, but not limited to)

Student Support

  • Team leader of school culture
  • Help determine vision of school culture and establish policies that support the vision.
  • Models and supports teachers with the implementation of Habits of a Manara Explorer (HOMEs) – character traits that guide the social and emotional learning of students; as well as the Habits of Work (HOWs) – the habits students & staff should develop to be successful in work life.
  • Uses HOMEs and HOWs as primary lens for efforts around setting a vision and putting in place systems to accomplish a strong academic community related to the schools vision of success
  • Models strengths-based, growth-mindset approach to maintaining a strong school culture.
  • Helps hold staff accountable for school wide norms and staff non-negotiables, in collaboration with the Principal 7-12.

Student Accountability

  • Manage student accountability procedures in close collaboration with the Principal.
  • Help determine student accountability vision and establishes (builds off of) policies that support the vision.
  • Evaluate student accountability procedures and outcomes and make necessary adjustment.
  • Communicate school accountability policies to staff, parents & visitors.
  • Create and facilitate staff professional development around student accountability in close collaboration with Principal.
  • Create and maintain school’s student accountability documentation and staff training materials.
  • Document student accountability procedures for inclusion in student-family handbook and faculty handbook.
  • Implement tiered behavioral intervention system
  • Communicate, document and train staff on student accountability system
  • Oversee out-of-classroom reflection process – develop with Principal
  • Design process for in-classroom reflection system, including any documentation and materials (toolkit) needed.
  • Communicate process and expectations to teachers about when and how to send students to reflection room.
  • Intervene with students who are sent to reflection room.
  • Determine appropriate follow-up depending on staff reporting and student presentation/behavior.
  • Log any intervention and follow-up with appropriate staff and/or family.
  • Oversee student/family connection to social emotional health resources in close collaboration with other school personnel
  • Identify students in need of additional services
  • Connect family to additional outside resources – counseling, programs, state intervention (i.e. CRS)
  • Connect family to in school additional resources – mediation, life skills group, etc.
  • Develops knowledge of public and private community resources used as appropriate referrals for students/families.
  • Maintains appropriate contact following referral to agencies and/or private practitioners.
  • Oversee higher-level behavioral interventions.
  • Schedule and facilitate family meetings, mediations, suspensions & expulsion hearings.
  • Log any intervention and follow-up with appropriate staff and/or family.
  • Oversee behavioral tracking system and implement tier-based consequences & rewards.

Family & Community Outreach

  • Conduct incoming student intakes during the summer and school year
  • Support process of connecting students to enrichment opportunities during the school year and summertime – build body of options and connect

Community Engagement and Stewardship

  • We are crew, not passengers, and we uphold that ideal as we support each other in reaching our shared goals.
  • Every adult in our community is a teacher and a role model, and we model and implement EL Education design principles and core practices to the best of our ability in our roles.
  • Advance the educational mission of the school by participating in duties and responsibilities consistent with building, upholding and promoting a strong Codman community.
  • We actively value and solicit feedback in order to improve performance.

Other Support Areas

  • Support the Principal during STAAR and MAP assessment periods.
  • Support with logistics planning of athletics planning with the Student Health and PE instructor.

Qualifications

  • Bachelor’s degree
  • Master's degree preferred

*Counseling Experience

  • Experience working in a structured school environment that promotes a positive culture of achievement, urban experience preferred
  • Unwavering belief that all students can achieve at high levels
  • Proven ability to work as a member of a team, strong leadership capabilities, and a commitment to one’s own learning
  • Ability to be flexible, have a growth mindset, and a good sense of humor.

COMPENSATION AND DEVELOPMENT

  • Competitive Salary
  • Medical Benefits
  • TRS Benefits
  • Performance Bonuses
  • Weekly Professional Development
  • Annual evaluations of teaching performance are performed by Principal

Manara Academy provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics. In addition to federal law requirements, Manara Academy complies with applicable state and local laws governing nondiscrimination in employment.

Job Type: Full-time

Education:

  • Bachelor's

Location:

  • Irving, TX

Required work authorization:

  • United States