Middle School Dean of Student Supports

Middle School Dean Of Student Supports

Originally founded in 1991 as Harlem RBI, DREAM has grown to annually serve more than 2,500 youth across East Harlem and the South Bronx through a network of seven PreK-12, extended-day, extended-year DREAM Charter Schools and community sports-based youth development programs. Through our commitment to rigorous academics, social-emotional learning, deep family and community engagement, and health and wellness, we create lifelong learners who are equipped to fulfill their vision of success in and out of the classroom.

We dream big, as well, with an aggressive five-year plan to expand to serve 3,500 students across seven schools —growing our organization's impact and leveling the playing field for all children.

Reporting to the Principal, this position will serve as a leader for staff and parents with regard to special education services and regulations. In addition, the Middle School Dean of Student Supports will work closely with the Network Director of Special Education and the school-based leadership team to ensure the implementation of special education policies and the integration of student support services.

The Middle School Dean of Student Supports should thoroughly understand state and federal regulations and local policies regarding children with special needs. The candidate should have experience leading IEP Meetings, coaching teachers when writing IEP reports, adhering to all timelines/deadlines, and demonstrating a solution-oriented mindset when working through challenging situations. The Middle School Dean of Student Supports should be flexible, self-motivated, a team player, and be able to manage up effectively.

Like all DREAM employees, the Middle School Dean of Student Supports should demonstrate a strong commitment to the mission and values of DREAM and have substantial expertise in all areas of responsibility. Candidates must also value DREAM's comprehensive approach to education and desire to make a lasting impact in underserved communities as part of a growing organization.

• Special Education Compliance
• Teaching Caseload Students with IEPs & Below Grade Level
• Response to Intervention (RTI)
• SPED Teacher/Dept Leadership

General Leadership:

• Serve as a member of the School Leadership Team, and advocate for special education in team meetings;
• Reinforce clear expectations and routines that are aligned with the school's overall vision for meeting the needs of all learners;
• Create a positive, achievement-oriented, structured learning environment with a high joy factor so that students are excited about and invested in their academic excellence.

Teaching Caseload:

• Teach and progress monitor a caseload of students to determine strengths and needs, analyze data, and provide and plan interventions with fidelity;
• Provide a variety of research-based reading intervention strategies to promote student reading growth;
• Maintain continued communication with content area teachers and ensure knowledge of grade-level standards and concepts through weekly participation in grade team meetings;
• Model responses and provide visual anchors/agendas/materials and lead students through guided and independent practice and regularly check for understanding;
• Demonstrate understanding within the field of Special Education by integrating a student's Individual Education Plan (IEP) into the designated reading intervention program by planning and monitoring student IEP goals, sharing student data both verbally and in writing during IEP meetings;
• Create a positive, achievement-oriented, and structured learning environment with a high joy factor so that students are excited about and invested in their academic excellence;
• Engage parents and families in their children's academic success through regular communication of success and challenges; communicate regularly with parents about student progress and IEPs.

Special Education Compliance:

• Oversee and manage a caseload of special education students and implement their IEP/504 plans, including pull-out settings;
• Ensure appropriate delivery of both special education instruction and related services, including…