Dean Of Students; W. S. Lafargue Elementary School

Position: DEAN OF STUDENTS (W. S. LAFARGUE ELEMENTARY SCHOOL)
DEAN OF STUDENTS

* Type A or B / Level 2 or 3 certificate

* Certification - Supervisor of Instructional or Educational Leader or Letter of Eligibility for

* Education Leader Certificate

* Master's degree

* Five years of teaching experience

* Additional criteria as the board may require

* Minimum requirements as stated in SDE Bulletin 746 (as revised)

* Qualifications should not be established for the individual, but rather for the position.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

DOMAIN I: SCHOOL VISION

A. Sets ambitious data-driven goals and a vision for achievement; invests teachers, students, and other stakeholders in that vision

* Uses vision and analysis of multiple types of data to set goals; keeps the school-wide goals present for staff and various stakeholders by referencing them in all meetings and planning sessions.

* Actively engages stakeholders in the school's vision for achievement; shares specific ways families and stakeholders can support student learning; consistently addresses staff or stakeholders who contradict the vision by displaying low or negative expectations.

* Aligns resources: time, human and, when appropriate, fiscal to create and uphold systems that support the school's learning goals; develops systems to support schedules and calendars that maximize instructional time and ensures that staff have necessary materials, supplies, and equipment.

DOMAIN II: SCHOOL CULTURE

A. Facilitates collaboration between teams of teachers Ensures regular routines for teacher col¬laboration are in place.

* Takes an active role in teacher col¬laboration meetings

* Teacher collaboration is focused on assessing Common Core-level student work (e.g., classroom assign¬ments, assessment results, student engagement)

* Collaboration uses analysis of student work and results to identify specific teacher actions that, if changed, would most impact student achievement

* As a result of collaboration, identifies specific next steps for each teacher and follows up with frequent, action¬able feedback to ensure improvement in teacher effectiveness

B. Provides opportunities for professional growth and develops a pipeline of teacher leaders

* Improves teacher effectiveness by providing professional opportunities for growth and on-going supports.

* Uses data gathered through observations and student assessments to determine what supports will best meet the needs of each individual teacher to improve overall teacher effectiveness.

* Develops a pipeline of teacher leaders to provide additional support to teachers in the school by identifying mid and high performing teachers and developing their leadership skills and creating opportunities for them to take on additional responsibilities.

C. Creates and upholds systems which result in a safe and orderly school environment

* Ensures learning environment is conducive to learning; implements systems to ensure physical and social-emotional safety is maintained for students and adults.

* Develops clear expectations for student and adult behaviors based on the school values and beliefs; identifies clear positive and negative consequences.
• Develops systems to ensure that every adult understands their role in implementing both positive and negative consequences and those consequences are consistently implemented.

* Supervises facilities and equipment management and maintenance and ensures that the physical environment is safe.

DOMAIN III: INSTRUCTION

A. Observes teachers and provides feedback on instruction regularly

Engages in continuous conversation with teachers about student results on the Common Core State Standards and the teacher actions that will advance student learning even further, or suc¬cessfully manages through staff.

* Using the Compass Teacher Rubric, regularly observes instruction and gathers evidence of student achieve¬ment and teacher performance

* Uses evidence gathered through ob¬servations and walkthroughs to deliver specific, actionable feedback to teach¬ers, identifying concrete improvements to be made, based on the rubric

* Follows up on feedback (e.g., by observing teacher again, collect¬ing student outcomes data, and/or following up on next steps within a…