Dean of Students

Centralia School District; Marysville (WA); On-site; USD 70,000 - 90,000; Full time

Job summary

Centralia School District is seeking a Dean of Students in Marysville, Washington, to enhance student engagement and school culture. This position is critical in advocating for inclusive practices, conflict resolution, and academic success across the school community.

The ideal candidate will have a teaching certificate, experience in a secondary setting, and demonstrated abilities in communication and collaboration. Join a team dedicated to promoting a supportive and safe learning environment.

Qualifications

• Experience in a secondary educational setting.
• Ability to communicate effectively with diverse groups.
• Training in restraint/aversive interventions.

Responsibilities

• Support school climate and academic excellence.
• Collaborate with staff, parents, and community.
• Supervise school-sponsored events and manage conflicts.

Skills

Trauma-informed practices

Effective communication

Conflict resolution

Collaboration

Data analysis

Education

Current Teaching Certificate

Washington State Administrator’s Certificate

Minimum 3 years of successful teaching experience

Tools

Microsoft Office

Job description

ASSIGNMENT DESCRIPTION

The dean of students will work with students, staff, parents, and the community to support a school climate that promotes strong academic excellence and a community of caring. Additionally, the dean of students will support equitable, evidence-based practices and programming for academic growth and achievement, social-emotional learning, and behavior management within a multi-tiered system of supports framework.

Lakewood School District is proud of its strong academic programs, dedicated staff, and supportive community. The dean of students shares responsibility for the overall culture of the school community under the direction and supervision of the principal and will serve as a critical member of the school’s leadership team.

ESSENTIAL DUTIES AND RESPONSIBILITIES

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Influence a school culture conducive to continuous improvement for students and staff; foster, recognize, and support ethnic, cultural, gender, economic and human diversity throughout the school community, while striving to provide fair and equitable treatment and consideration for all.
• Establish positive relationships with teachers, staff, parents, and students with an attitude of appreciation, respect, and the highest level of professionalism.
• Collaborate with Building Leadership Team, all staff, parents, and community when initiating change but is appropriately decisive.
• Supervise school sponsored events—afterhours—and model District standards of ethics and professionalism.
• Take appropriate steps when employees do not meet performance expectations or engage in misconduct; encourage staff to engage in learning.
• Increase understanding and use of best professional practices.
• Manage conflict resolution, including consultation, facilitation, and mediation.
• Assist in maintaining a safe and orderly environment.
• Collaboratively develop and implement a school discipline plan that contains clear expectations, a system of positive reinforcement, appropriate consequences, and addresses disproportionality in discipline.
• Take quick and appropriate action when student or staff safety is at stake.
• Maintain and monitor safety and order by being accessible and visible in hallways, in courtyards, during arrival/lunch/dismissal of students, etc. Maintains a clean and orderly school site.
• Administer attendance programs consistent with state law and district policy and in a manner that reinforces district commitments to cultural competence, diversity and belonging; monitor student attendance for the purpose of removing barriers experienced by students and families.
• Facilitate/Monitor instruction and planning of the Paraeducator Fundamental Course of Study.
• Assist in scheduling, supervision, and evaluation of classified staff.
• Supports building assessments (scheduling, training and overseeing district and state assessments, such as STAR and the SBA).
• Perform other related duties as assigned.

Required Knowledge, Abilities, and Skills

Knowledge of

• Trauma-informed practices
• Whole child social, emotional, and behavioral support at Tier 1, Tier 2, and Tier 3
• Child development, formative assessments, and their central role in effective systems of support (MTSS)
• Commitment to the concept that special education students are, first and foremost, general education students
• The tenets of belonging, diversity and cultural responsiveness as they inform program structure, instruction, systems of support, and daily interactions/relationships
• District policies and state and federal laws related to confidentiality, school records, mandated reporting, family law, truancy, homelessness, and foster youth

Ability to

• Identify and advocate for needs within the school community and take initiative based on commitments to equity and social justice
• Maintain accurate records and produce reports. Analyze and interpret data to assess needs, implement change, and inform intervention plans
• Share resources available within the greater Lakewood community
• Reflect on one’s practices and learning needs
• Communicate effectively orally and in writing: listen non-judgmentally/with humility and clearly convey information
• Prioritize in a fast-paced environment with multiple demands
• Establish and maintain effective and positive relationships with students, parents/guardians, district administrators and staff, community agency representatives, and the public in a multicultural and diverse environment
• Adapt to change and remain flexible
• Apply and effectively use a variety of evidence-based practices
• Work cooperatively in a team with staff, administrators, and support personnel with a whole-child approach
• Maintain high ethical standards
• Demonstrate ability to remain calm in escalated or stressful situations
• Become involved in the larger community
• Interact in a warm and understanding manner with students with special needs
• Know and follow health, safety, and emergency procedures of the district

Skill in

• Developing collaborative working relationships
• Clear and effective oral and written communication
• Program and organizational development
• Organization and time management
• Conflict resolution and crisis management
• Microsoft and other basic technology programs
• Application of anti-racist and racial equity practices
• Delivering services using equity and inclusion lens

QUALIFICATIONS

EDUCATION and/or EXPERIENCE

Required

• Current Teaching Certificate
• Washington State Administrator’s Certificate or enrolled in an administrative program required
• Minimum three (3) years of successful teaching experience—preferably in a secondary setting
• Successfully complete Washington State Patrol background check. Employee is responsible for the related costs
• Training, or willingness to get training, in restraint/aversive interventions
• Demonstrated ability to work effectively, courteously, and cooperatively with people in a multi-person environment