Dean Of Students/Academic & Behavior Interventionist - KW2122

HOURS/FTE: This is a 1.0 FTE Teaching position that is split 50/50 between Dean of Students and Behavior Interventionist at Kentwood High School

Kentwood, a four-year high school of 1,900 students located east of Kent, offers a wide variety of courses in English, math, science, social studies, P.E., business, world language; including Mandarin Chinese, health, home and family life, technical and vocational courses, and other electives. Kentwood offers students a strong co-curricular program, including a career center, sports teams that are regularly state champions, Grammy award-winning music programs, theater, and special interest activities. Kentwood is on a six period, semester schedule, which enhances the opportunity for student choice and achievement. In addition, the 9th and 10th grades are broken into small learning communities, which enhance personalization and collaboration for student and teacher. Students are challenged at all levels and areas. Kentwood students and staff are committed to success and regularly demonstrate high levels of achievement. The "commitment to excellence" is evident from ELL and Special Education classes to Advanced Placement in art, history, literature, language, biology, chemistry, economics, environmental science, music theory, physics, psychology, calculus and statistics. Kentwood also offers students University of Washington courses in English composition, French, pre-calculus, science, and Spanish. Kentwood enjoys strong parent and community support.

DEAN:

BASIC FUNCTION: Under the direction of the principal, this position provides support and leadership in the coordination and implementation of research-based / effective schools’ practices, programs, and procedures to assist students in resolving interpersonal problems and conflicts and improve school and class attendance that enables student success in school.

REPRESENTATIVE DUTIES:

Incumbent may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities, associated with this classification but is intended to accurately reflect the principal job elements.

• Assists the principal in achieving school and district objectives and carrying out policies established by the Board of Directors in Successfully Preparing All Students for Their Futures.
• Assists the Building Leadership Team in state and federal testing planning and implementation.
• Responsible for coordination of multiple state and federal assessments.
• Serves as a resource for teachers and staff who express concerns for student attendance, student development, and/or discipline.
• Coordinates efforts with school counselors, school psychologist, social workers and/or school resource officer(s) in meeting with students and parents to discuss improving student attendance and/or behavior.
• Consults with families via conference or communication systems and/or through home visits, concerning student attendance and/or behavior.
• Resolves student behavior concerns in a fair and timely manner and maintains records of disciplinary or referral actions taken.
• Closely monitors the physical plant of the schools and grounds.
• Assists in the interpretation of district programs relating to student substance abuse and truancy
• Makes recommendations for appropriate revisions of policies and rules effecting student behavior.
• Participates in discussing strategies to improve student performance, attendance and development.
• Assists in developing and administering practices dealing with campus control and security.
• Maintains active relationships with parents, families, and students.
• Assists in establishing rules governing students sent to the in-school suspension room
• Responds to written and oral communication regarding student development and discipline matters
• Works in conjunction with teachers to analyze and interpret student attendance and/or student discipline data disaggregated by sub-groups for the purpose of determining individual/group intervention needs.
• Supports administrators and teachers with the implementation of the school improvement plan
• Assists the principal in leading the analysis of the school’s behavior intervention plans and schedules to prepare for the ensuing school year.
• Works with teachers to ensure coordination of all student support services provided within the school.
• Collaborates with appropriate staff members in the assessment and development of effective student-student and teacher-student interpersonal programs and practices, including but not limited to conflict resolution.
• Assists the principal in planning, organizing and implementing a school-wide program for student safety and well-being to ensure a positive learning environment.
• Participates in site meetings and collaborates with teachers to ensure a consistent and coordinated program.
• Maintains professional competency by attending required district and other staff development conferences and workshops.
• Communicates with colleagues, administrators, other district staff, and parents in a positive and constructive manner.
• Serves on related committees and works on related special projects, as assigned by the principal. (This position may not substitute for the school administrator representative in IEP meetings.)
• Performs all other duties as assigned.

REQUIRED QUALIFICATIONS:

• Bachelor’s degree.
• Washington Single-Subject Secondary Teaching Credential.
• Successful experience as a results-driven classroom teacher.

PREFERRED QUALIFICATIONS:

• 
  Master’s degree in related field.
• Washington English Language Learner endorsement.
• Bilingual (oral and written).
• Proven successful experience teaching in urban public education.
• Proven successful experience in an ethnically diverse public school district.
• Proven successful experience in working and learning in a Professional Learning Community.
• Proven successful experience as a coordinator of high school state and federal assessments.
• Proven successful experience in implementing and maintaining research-based, effective schools’ positive student discipline programs.

Employment eligibility may include fingerprints, health (TB), and/or other employment clearance.

REQUIRED KNOWLEDGE AND ABILITIES:

Knowledge of:

• Assessment timelines and procedures for multiple state and federal accountability measures.
• Current research-based / effective schools’ practices related to cooperative learning, student learning styles, positive discipline, and multicultural education in a diverse, multi-cultural environment, particularly serving at-risk students.
• Principles, practices, trends, goals, and objectives of public education.
• Research, best practices and technical aspects of field of specialty.
• Effective facilitation skills for various professional interactions with adults.
• Research methods and report writing techniques.
• Record-keeping techniques.
• District organization, operations, policies, and procedures.
• Educational and business technology programs, procedures and methods, computer equipment, and computer software necessary to perform required duties.
• Oral and written communication skills, including English usage, grammar, spelling, punctuation, vocabulary, composition, and skills in mathematics.

Ability to:

• Earn trust and credibility with colleagues.
• Effectively model, co-teach, and co-plan with teachers.
• Analyze data to identify appropriate instructional practices and interventions.
• Demonstrate leadership qualities and utilize motivational techniques and strategies in the development of an effective teaching and learning environment.
• Operate technology hardware and software necessary to perform assigned duties/responsibilities.
• Demonstrate multicultural and ethnic understanding and sensitivity, and communicate effectively with all cultural groups in the school community.
• Communicate effectively, both orally and in writing.
• Write/present in a clear and concise manner for broad public appeal and interpretation.
• Gain cooperation through discussion and persuasion; promote consensus in groups of individuals with diverse interests and values.
• Facilitate and promote collaborative decision-making; facilitate conflict resolution.
• Analyze complex situations and synthesize diverse information carefully and adopt an effective course of action.
• Plan, organize, and prioritize work to meet multiple schedules and deadlines, and manage simultaneous tasks, with many interruptions.
• Work independently with minimum direction and supervision; work under pressure.
• Understand, analyze, and prepare comprehensive, narrative and statistical reports.
• Use effective interpersonal skills to establish and maintain cooperative and effective working relationships with school and district personnel, parents, and external partners.

(Allowable Substitutions: Any combination of experience and training which provide the incumbent/applicant with the knowledge, skills, and ability required to perform the work, as determined by the district.)

WORKING CONDITIONS:

Environment:

• 
  Daily activity is performed at a school site(s) or home visits.
• Demanding timelines.
• Subject to driving to a variety of locations to conduct work during day and evening hours.
• Subject to frequent interruptions and extensive contact with students, staff, parents, and the public.
• Indoor and outdoor environment.

Physical demands:

• 
  Bending at the waist, kneeling or crouching, and reaching to retrieve and maintain files and records.
• Reaching overhead, above the shoulders and horizontally.
• Dexterity of hands and fingers to operate standard office equipment, computer keyboard, and other equipment necessary to complete the required duties.
• Hearing and speaking to exchange information in person and on the telephone.
• Visual ability to read, and to prepare/process documents and to monitor various services and personnel.
• Sitting for extended periods.
• Standing for extended periods.
• Walking over rough or uneven surfaces.
• Climbing, occasional use of stepladders.
• Physical activity may be required, which could include moderate lifting.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

ACADEMIC & BEHAVIOR INTERVENTION:

BASIC FUNCTION BEHAVIOR INTERVENTIONIST:
Under the direction of the Principal, the Academic & Behavior Intervention Teacher assists in the students’ adjustment and integration within the general educational setting. The Behavior Intervention Teacher ensures contact with students, families, school staff, and administrators via individual, group, and family meetings to resolve student, home, and school-based challenges and facilitate the educational process.

REPRESENTATIVE DUTIES:
Incumbent may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities, associated with this classi?cation but is intended to accurately re?ect the principal job elements.

• 
  Assists the principal in achieving school and district objectives and carrying out policies established by the Board of Directors in Successfully Preparing All Students for Their Futures.
• Works with teachers and school/district sta? to develop instructional and behavioral programs to meet the individual learning needs of students; implements alternative behavior modi?cation techniques that meet individual student needs, assists in developing accommodations and supports for successful inclusion in general education.
• Provides direct individual and/or group behavioral management support groups and case management services to students and families.
• Consults, assists, and meets with school or district administrators, teacher teams, individual teachers, support sta?, and outside agency personnel (e.g., mental health counselors) in the management of students displaying behavioral problems.
• Maintains appropriate and timely student records and other reports using designated district computer systems.
• Assesses, determines, and interprets current levels of performance for students and assists with functional behavioral assessments.
• Plans develop and monitors behavioral programs carried out by non-endorsed certi?cated sta? and classi?ed sta?.
• Works collaboratively with administrators, program teachers, classroom teachers, paraeducators, and other sta? involved with students, mental health sta?, and others. Works closely with parents/guardians to develop a strong home-school partnership.
• Provides crises intervention during school hours.
• Facilitates interagency sta?ng for students.
• Provides needed training on social, mental health issues, classroom management and team building to school and district sta? and parents/guardians.
• Provides information to sta? and families on a variety of behavioral and/or mental health topics to support students’’ educational programming.
• Assists in coordination of policies/programs that promote parent/guardian education and parent/guardian, student, and community collaboration in support of district initiatives.
• Collaborates with Inclusive Education Services, Health Services, and Instructional Services to ensure a comprehensive and coherent continuum of services for students.
• Maintains professional competency by attending district and other sta? development conferences and workshops.
• Communicates regularly with colleagues, administrators, other district sta?, and parents in a positive and constructive manner.
• Maintains adequate and careful records as required by the principal and district.
• Provides for the care of school property and appropriate use of supplies, equipment, and utilities.
• Participates in required district-level, school site, and department-level meetings. Serves on committees and works on special projects.
• Performs all other duties as assigned.

REQUIRED QUALIFICATIONS:

• Bachelor’s degree.
• Washington Single-Subject Secondary Teaching Credential.
• Successful experience as a results-driven classroom teacher.

PREFERRED QUALIFICATIONS:

• 
  Master’s degree in a related ?eld.
• Washington English Language Learner endorsement. Bilingual (oral and written).
• Proven successful experience teaching in urban public education.
• Proven successful experience in an ethnically diverse public school district. Proven successful
• experience in working and learning in a Professional Learning Community.
• Proven successful experience as a coordinator of high school state and federal assessments.
• Proven successful experience in implementing and maintaining research-based, e?ective schools’ positive student discipline programs.

Employment eligibility may include ?ngerprints, health (TB), and/or other employment clearance.

REQUIRED KNOWLEDGE AND ABILITIES:

Knowledge of:

• Assessment timelines and procedures for multiple state and federal accountability measures.
• Current research-based / e?ective schools’ practices related to cooperative learning, student learning styles, positive discipline, and multicultural education in a diverse, multi-cultural environment, particularly serving at-risk students.
• Principles, practices, trends, goals, and objectives of public education.
• Research, best practices, and technical aspects of the ?eld of specialty.
• E?ective facilitation skills for various professional interactions with adults. Research methods and report writing techniques.
• Record-keeping techniques.
• District organization, operations, policies, and procedures.
• Educational and business technology programs, procedures and methods, computer equipment, and computer software necessary to perform required duties.
• Oral and written communication skills, including English usage, grammar, spelling, punctuation, vocabulary, composition, and skills in mathematics.

Ability to:

• Earn trust and credibility with colleagues.
• E?ectively model, co-teach, and co-plan with teachers.
• Analyze data to identify appropriate instructional practices and interventions.
• Demonstrate leadership qualities and utilize motivational techniques and strategies in the development of an e?ective teaching and learning environment.
• Operate technology hardware and software necessary to perform assigned duties/responsibilities.
• Demonstrate multicultural and ethnic understanding and sensitivity, and communicate e?ectively with all cultural groups in the school community.
• Communicate e?ectively, both orally and in writing.
• Write/present in a clear and concise manner for broad public appeal and interpretation.
• Gain cooperation through discussion and persuasion; promote consensus in groups of individuals with diverse interests and values.
• Facilitate and promote collaborative decision-making; facilitate con?ict resolution.
• Analyze complex situations and synthesize diverse information carefully and adopt an e?ective course of action.
• Plan, organize, and prioritize work to meet multiple schedules and deadlines, and manage simultaneous tasks, with many interruptions.
• Work independently with minimum direction and supervision; work under pressure.
• Understand, analyze, and prepare comprehensive, narrative, and statistical reports. Use e?ective interpersonal skills to establish and maintain cooperative and e?ective working relationships with school and district personnel, parents, and external partners.

(Allowable Substitutions: Any combination of experience and training which provides the
incumbent/applicant with the knowledge, skills, and ability required to perform the work, as
determined by the district.)

WORKING CONDITIONS:
Environment:

• Daily activity is performed at a school site(s) or home visits.
• Demanding timelines.
• Subject to driving to a variety of locations to conduct work during day and evening hours.
• Subject to frequent interruptions and extensive contact with students, sta?, parents, and the public.
• Indoor and outdoor environment.

Physical demands:

• Bending at the waist, kneeling or crouching, and reaching to retrieve and maintain ?les and records.
• Reaching overhead, above the shoulders, and horizontally.
• Dexterity of hands and ?ngers to operate standard o?ce equipment, computer keyboard, and other equipment necessary to complete the required duties.
• Hearing and speaking to exchange information in person and on the telephone.
• Visual ability to read, and to prepare/process documents, and to monitor various services and personnel.
• Sitting for extended periods. Standing for extended periods.
• Walking over rough or uneven surfaces. Climbing, occasional use of stepladders.
• Physical activity may be required, which could include moderate lifting.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations to perform the essential functions.