Position Summary
To assist the Principal and Assistant Principal in promoting a positive school environment while also addressing issues that affect student learning and success. The Dean will collaborate with the Community Assistant Principals and School Counselors to implement behavior intervention and attendance systems to support a positive atmosphere for student learning. The Dean will assist with building monitoring, attend designated school functions, support families as partners, and maintain an overall environment that promotes student development.
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, and School Counselors to develop and implement disciplinary and attendance procedures and guidelines which will foster a safe learning environment; monitor and enforce the school attendance policy.
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Notify parent/guardian of student absences through phone calls, emails, and parent meeting with a goal of developing positive relationships and offering support to both students and families.
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To participate in and/or lead meetings related to students’ emerging or special needs or other difficulties. Act as a liaison between parents/guardians 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 modification strategies in the classroom with an emphasis on culturally and linguistically sustaining practices.
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Work with students regarding discipline and attendance issues and make appropriate referrals.
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Facilitate mediations with teachers and students using restorative practices.
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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 necessary.
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To assist the Principal and Assistant Principal in addressing student conduct issues.
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Collect and assess all discipline data including, 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.
Teaching and Learning
To support the Principal/Assistant Principal in ensuring that:
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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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Provide guidance to staff regarding culturally and linguistically sustaining practices.
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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, entry and dismissal.
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To assist with monitoring the building and school grounds before, during, and after school.
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Oversee and supervise Community after school detentions/interventions.
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 the Community Team.
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To support the Principal in fostering a shared commitment to high standards in all aspects of 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 in an ethical, fair, and culturally proficient manner at all times.
Qualifications
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Bilingual/bicultural preferred languages.
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At least five years of successful experience teaching, school counseling, or related experience in public education at the high school level.
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A Master’s degree in relevant discipline from an accredited college or university.
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Massachusetts Educator Licensure required.
Knowledge & Skills
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Ability to apply knowledge of Positive Behavior Intervention Systems (PBIS) in a High School setting.
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Knowledge of MTSS tiered intervention practices, including restorative justice and expertise in maintaining a positive classroom culture.
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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.
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.
Position Reports to: School Principal and/or designee
Pre-Employment Requirements
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MA Criminal Offender Record Information (CORI) Clearance
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Fingerprints
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, preganancy, home status, martital/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.
