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 Dean 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:
The responsibilities listed below reflect the primary duties of the position; the omission of specific statements of duties does not exclude them from the role. Additional responsibilities that are similar, related, or a logical assignment to the position may be assigned as needed to meet program, legal, or operational needs.
Student Support and Conduct
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Work with Principal, Assistant Principal, Counselor Educator and other Dean to develop and implement disciplinary procedures and guidelines which will foster a safe learning environment.
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To participate in and/or lead meetings related to students’ emerging or special needs or other difficulties.
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Act as a liaison between parents/custodians as well as the court system and human service providers as necessary.
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Work closely with teachers to recommend and assist with behavior modifications strategies in the classroom.
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Work with students regarding discipline and attendance issues and makes appropriate referrals.
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To collaborate with families to support student learning at school and at home.
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To contribute to the management of student behavior, in collaboration with such specialist personnel as may be necessary.
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To assist the Principal and Assistant Principal in addressing student conduct issues.
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Assist in collection of discipline data including but not limited to time-outs, detentions, suspensions and present this data at the weekly Student Support Team Meetings.
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To assess discipline data with the administrative team and develop strategies to reduce recidivism.
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To support the implementation of social curricula to provide students with instruction that results in students’ positive social, emotional and behavioral development.
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Per the Somerville Educators Union, Unit A, collective bargaining agreement
Teaching and Learning
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To support the Principal in ensuring that:
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Tier 1 instructional practices support students’ academic, social and emotional development.
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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.
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Instructional time is maximized and used effectively.
School Environment
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To foster positive, collaborative relationships with staff, students and families and outside agencies involved in the work of the school in serving its students.
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To support the development and maintenance of a positive, personalized school environment.
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To support the development and implementation of effective plans, procedures, routines and operational systems to address the full range of safety, health and emotional and social needs of students.
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To support the implementation of school-wide behavior expectations.
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To respond to student issues that arise during the course of the school day and to help provide supervision of students where needed during transitions such as lunch/recess, entry and dismissal.
Professional Development
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To 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
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To undertake such duties as may be assigned from time to time that lie within scope of the purpose of the position.
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To be a participating member of school’s student support teams and committees as requested by the principal.
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To 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.
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To contribute to the development of a professional learning community which is characterized by shared purpose, data analysis, collaborative activity and collective responsibility.
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To behave an ethical, fair and culturally proficient manner at all times.
Knowledge, Abilities, & Skills:
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Ability to apply knowledge of Positive Behavior Intervention Systems (PBIS) in an elementary school setting.
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Knowledge of tiered intervention practices and expertise in maintaining a positive classroom culture as an essential “Tier 1” practice.
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Leadership and management skills
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High level communication and interpersonal skills
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A commitment to collaborative practice within a professional learning community
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A strong focus on best practice in teaching, learning and assessment
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Detail oriented and good follow-through
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Ability to multi-task
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Ability to collaborate and build strong connections with families and community members
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Demonstrate strong cultural competencies and awareness practices to overcome barriers to student success.
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Strong organizational skills and ability to prioritize effectively.
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Commitment to equity and providing high quality educational experiences for all students.
Qualifications & Requirements
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At least five years successful experience teaching or related experience in public education at the K – 8 level.
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A Master’s degree in relevant discipline from an accredited college or university
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DESE License (Adjustment/Guidance)
Physical Requirements
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the position’s essential functions.
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).
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Physical Dexterity: Bending, crouching, kneeling, stooping, and reaching to assist students.
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Stationary Tasks: Remaining in a stationary position (sitting/standing) for long periods.
Terms of Employment
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203-day schedule Scheduled School Year : 184 days + *additional 30 minutes per day
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Additional days: 5 days + additional 30 minutes per day
- Additional 30 minutes per day equals 14 days
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Position Type: Full Time
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FLSA Classification: Exempt
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Union Status: SEU, Unit A
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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
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MA Criminal Offender Record Information (CORI) Clearance
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Fingerprints
Reporting Relationships The School Principal
The Somerville Public School does not discriminate in its programs, facilities or employment of educational opportunities on the bases of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/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, or bias-based intimidation, threat or harassment that demeans individuals' group or interferes with their ability to learn or work.
