Dean of Students

Hiawatha Academies; United States; On-site; USD 65,000 - 90,000; Full time

Job summary

Hiawatha Academies seeks a Dean of Students to lead a safe, inclusive, and student‑centered environment across multiple locations. You will implement restorative approaches, track behavior data, and collaborate with school leaders to align discipline with instructional goals.

The role includes coaching staff, reducing suspensions through non‑exclusionary strategies, and ensuring consistent communication with families. Strong leadership and trauma‑informed practices are essential.

Qualifications

• Bachelor's degree in education, counselling, social work, or related field.
• Expertise in restorative practices, school climate leadership, trauma‑informed discipline, and behaviour intervention strategies.
• Experience in disciplinary investigations, student culture initiatives, and intervention programme oversight.
• Strong leadership, communication, and conflict‑resolution skills, fostering trust and accountability.
• Relationship‑building skills that strengthen a school environment centred on student success.
• Background clearance (State and federal) required to work with students (123B.03).

Responsibilities

• Serve as a member of the Campus Leadership Team, contributing to school-wide decision-making and strategic planning.
• Develop and monitor behavior and community management systems, including data collection, tracking, and reporting to evaluate trends and inform interventions.
• Maintain a school climate that promotes respect, equity, and the network's mission.
• Strengthen relationships among teachers, students, and the community to improve school culture and student engagement.
• Lead and facilitate professional development for staff in behavior, classroom management, restorative practices, and culturally responsive behavior interventions.
• Exhibit professionalism while serving as a dedicated role model for the school team.
• Provide consistent communication to students, families, and staff regarding expectations, accountability, and consequences.
• Collaborate with instructional and student services leaders to align student behavior systems with academic success strategies.
• Lead Tier II and Tier III behaviour intervention programmes, tracking student progress towards measurable improvements in behaviour and academic performance.

Skills

Restorative practices

School climate leadership

Disciplinary investigations

Communication

Conflict resolution

Relationship-building

Team player

Organised

Education

Bachelor's degree (education/counselling/social work)

Background clearance (State & Federal)

Job description

Dean of Students JobID: 759

Position Type: Dean/ Dean of Students

Date Posted: 11/2/2026

Location: Multiple Locations

Position Summary: The Dean of Students (DOS) plays a key leadership role in creating a safe, inclusive, and student-centered school environment by reinforcing high behavioral expectations, restorative practices, and trauma-informed approaches. This position supports the initiatives of the Principal, with school-wide discipline systems that are equitable, well-documented, and aligned with network policies, prioritizing non-exclusionary interventions. The DOS collaborates with school leadership to strengthen student culture, classroom structures, behavior interventions, and school climate. Expectations, routines, and engagement strategies support student success. Additionally, this role provides coaching and professional development for school staff to build their capacity to implement effective interventions. As a Campus Leadership Team member, the Dean of Students works closely with the Principal to align academic priorities, student behavior systems, and school climate initiatives.

ESSENTIAL FUNCTIONS and RESPONSIBILITIES:

Responsibilities

General Responsibilities

• Serve as a member of the Campus Leadership Team, contributing to school-wide decision-making and strategic planning.
• Develop and monitor behavior and community management systems, including data collection, tracking, and reporting to evaluate trends and inform interventions.
• Maintain a school climate that promotes respect, appreciation, and equity, reinforcing the network's mission.
• Strengthen relationships among teachers, students, and the community to improve school culture and student engagement.
• Lead and facilitate professional development for staff in behavior, classroom management, restorative practices, and culturally responsive behavior interventions.
• Exhibit professionalism while serving as a dedicated role model for the school team.
• Provide consistent communication to students, families, and staff regarding expectations, accountability, and consequences.
• Collaborate with instructional and student services leaders to align student behavior systems with academic success strategies.
• Facilitate support on the Child Study Team to ensure that students requiring additional behavioural evaluation or additional support are identified and effectively served.

Student Culture, Climate, and Celebrations

• Execute four school-wide culture-building events annually to reinforce student engagement and connection.
• Organize student celebrations, including recognition ceremonies, leadership acknowledgments, achievement awards, and cultural appreciation events.
• Facilitate student leadership opportunities, supporting mentoring programs, peer accountability structures, and student councils.
• Lead assemblies, providing structured opportunities for students to build relationships and reinforce school values.
• Monitor student behavior trends and adjust strategies to encourage positive engagement and inclusion.

Behavior Systems, Discipline Management, and Documentation

• Reduce overall suspensions by strengthening non-exclusionary discipline strategies, keeping students engaged while maintaining accountability.
• Under the Principal's oversight, manage school-wide discipline policies while maintaining alignment with network protocols, restorative practices, and legal standards.
• Develop behavior response plans that prioritise interventions over punitive discipline while maintaining clear accountability measures.
• Lead Tier II and Tier III behaviour intervention programmes, tracking student progress towards measurable improvements in behaviour and academic performance.
• Regularly analyse behaviour, discipline, and intervention data to identify trends, monitor outcomes, and recommend adjustments to schoolwide practices.
• Monitor implementation of schoolwide behaviour expectations, routines, and intervention systems and provide coaching or additional support when practices are inconsistent.
• Maintain documentation of behaviour, interventions, disciplinary actions, resolutions, and family communication in Infinite Campus, following state and network policies.
• Implement evidence-based interventions that integrate social-emotional learning, trauma-informed strategies, and student recognition programmes.

Disciplinary Investigation and Suspension Process

• Lead investigations for major behavioural incidents, providing clear communication to stakeholders and due process for students.
• Gather statements from students, staff, and witnesses, maintaining transparency and accuracy throughout the process.
• Conduct family meetings for students, documenting improvement plans and intervention progress.
• Collaborate with Special Education and Student Services staff when disciplinary matters involve students receiving special education or Section 504 services, consistent with applicable legal requirements and student plans.
• Implement reentry procedures for students following suspensions, focusing on reintegration strategies that promote learning and behavioural growth.

Restorative Practices and Classroom Engagement

• Implement restorative justice initiatives, including mediation circles, peer accountability, and harm‑repair processes.
• Conduct classroom observations to identify opportunities for improving engagement strategies, classroom management, and student interactions.
• Coach staff in equitable behaviour response techniques, reinforcing structured classroom environments and clear expectations.

Safety and Crisis Intervention

• Participate in the safety and crisis intervention teams supporting de‑escalation strategies and immediate behavioural responses.
• Collaborate with law enforcement and social services when necessary to support student well‑being.

*Perform other duties as required and assigned

QUALIFICATIONS GUIDE:

Qualifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.

Education & Experience

• Bachelor's degree in education, counselling, social work, or a related field.
• Expertise in restorative practices, school climate leadership, trauma‑informed discipline, and behaviour intervention strategies.
• Experience in disciplinary investigations, student culture initiatives, and intervention programme oversight.
• Strong leadership, communication, and conflict‑resolution skills, fostering trust and accountability.
• Relationship‑building skills that strengthen a school environment centred on student success.

Other Qualifications

• Experience working with students of colour or students growing up in low‑income households
• Bilingual or multilingual (Spanish and Somali preferred)
• Experience in school leadership roles with a track record of strong student results and positive student experience
• State and federal background clearance (Trusted Employees) to work with students (123B.03).
• No prospective employee can report to work without this clearance being received and the Human Resources Manager notifying the immediate supervisor of this clearance.

Knowledge

• Knowledge of special education law or experience working with identified special needs
• Knowledge of due process compliance
• Knowledge of writing and implementing Individualised Education Plans
• Knowledge of MN EBD and/or SLD criteria and the evaluation process
• Knowledge of applicable school policies and procedures

Acquired Skills

• Well‑developed, clear communication and interpersonal skills that maintain a respectful, professional, and courteous manner
• Ability to work with diverse student populations

Abilities

• Team player
• Love of learning – a lifelong learner
• Flexibility and adaptability
• Able to communicate effectively and regularly with the special services team and/or principal regarding questions and concerns
• Organised
• Openness to differing views and objectives
• Maintain confidentiality of sensitive and privileged information
• Determine appropriate action within clearly defined guidelines
• Work independently with little direction

Physical Demands

• Hearing and speaking to exchange information
• Dexterity of hands and fingers to demonstrate activities
• Seeing, to read a variety of materials
• Bending at the waist, kneeling or crouching
• Sitting or standing for extended periods
• Lifting objects that weigh up to 25 pounds with or without assistance
• Close vision and ability to adjust focus

Work Environment

• Noise level is generally moderate
• Work conducted in a public or office setting
• Indoor in varying temperature
• Employees must have reliable transportation

Equal Employment Opportunity Statement:

Hiawatha Academies is committed to providing a workplace free from discrimination and harassment.

In accordance with Title VII of the Civil Rights Act of 1964, we do not discriminate in employment decisions on the basis of race, colour, religion, sex (including pregnancy, gender identity, and sexual orientation), or national origin.

We value diversity and strive to ensure equal opportunity for all employees and applicants.