SY 24-25 Dean of Students

PRIMARY FUNCTION: This position is responsible for the discipline, behavior and social emotional support of students and staff in addition to maintaining contact with parents

regarding disciplinary matters as established by the SCCPSS Code of Conduct and school administration.

REPORTS TO: Principal

SALARY SCHEDULE: Teacher

WORK DAYS: 200

REQUIRED: Bachelor’s degree from an accredited college or university. Georgia Professional Clear-Renewable Teaching Certification.

PREFERRED: Three years of experience in teaching

Eligible for an Educational Leadership Certificate

Required

Experience, Skill and Certification:

• At least two years of successful performance working with children with learning and behavioral difficulties (could be classroom based).
• Demonstrated skills in leadership, conflict resolution, and effective communication necessary to work with students, staff, parents, administrators, and the community.
• Knowledgeable/experience in effective De-escalation strategies.
• Demonstrated skills in classroom/student behavioral management.
• Demonstrated skills in keeping records, managing and understanding data, and preparing and presenting reports.
• Knowledge of federal and state laws, district policies, and instructional best practices.

Duties And Responsibilities

• Assess and resolve student behaviors that disrupt the learning process or safety of students or staff.
• Administer one-to-one intensive behavior intervention to students.
• Actively participates in behavior intervention meetings and professional development.
• Confer with parents and students relating to behavioral adjustment and academic goals.
• Assist counselors with peer mediation groups.
• Supports Positive Behavior Intervention System (PBIS) initiatives.
• Assist all school and bus personnel in matters of student discipline.
• Participate on the School’s Emergency Response Team.
• Participate in the development of student behavioral support plans/structures for success.
• Assist in monitoring student engagement in the learning process.
• Provide assistance with de-escalating student behaviors and reintegration back into the classroom.
• Works with school RTI teams to complete a needs assessment using data.
• Assists schools in collecting and analyzing discipline data, and actively participates in School Data Teams to reduce discipline referrals and use alternatives to suspensions when possible.
• Assist in the planning of staff development program to raise the level of instructional performance.
• Develop lessons to support student developing social and emotional coping skills.
• Provide professional learning for staff on behavior and social emotional supports.
• Conduct small group support sessions with targeted students based on behavioral and social emotional needs.
• Collaborate and communicate with teachers and parents where needed to enhance skills and supports for behavior and social emotional learning of students.
• Conduct classroom behavior observations to allow support and planning with student and teacher for academic success.
• Works with community and stakeholder partnerships to support behavior intervention structures and connect students to wraparound/support services for behaviors.
• Works with administration to complete all required reports and monitor for accuracy.
• Complete other duties as assigned.

Terms of EmploymentIncumbents will receive an annual contract. The work calendar will be 200 days. Salary will be based on highest level of certification and allowable experience. Exempt. New 9/21

Non-Essential Responsibilities

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

Physical and Sensory Demands

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. Check the box that is applicable for this position and complete any necessary information.

[X] OFFICE Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.

CLASSROOM Employees in this category spend at least most of the workday in a typical classroom or related educational environment. There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies. Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student.