What are the responsibilities and job description for the Dean of Students; AHS; 1.0 FTE; Probationary position at Ashland School District?
- A minimum of three years of successful teaching experience at the secondary level.
- A bachelor’s degree or higher
- An Oregon teaching certificate (TSPC approved).
- Such alternatives to the above qualifications as the Board of Directors may find appropriate and acceptable.
- Meet with students, parents, and teachers to mediate disputes, discuss behavior problems, and determine discipline.
- Develop clear guidelines, rules and procedures and ensure that they are known by the school community and included in the student handbook.
- Supervise the school security and student management program which includes the following:
- Work with law enforcement agencies and the juvenile department to promote a violence-free campus.
- ensure that these rules, guidelines, and procedures are consistently followed and enforced with care and respect.
- ensure that due process is followed in the enforcement of enforcement of discipline.
- ensure that work details, detention, and other disciplinary activities are supervised.
- communicate with parents.
- maintains discipline records for a minimum of three (3) years.
- Supervise school parking lots, bus arrivals and departures, lunch periods, class change periods, and other periods in the day when students are out of classrooms..
- Supervise school activities such as sporting events and dances.
- Help coordinate the school supervision plan.
- Supervise the graduation ceremony, including arranging for staff members to help supervise the line-up and behavior of students during the ceremony.
- Ensure that adequate chaperones are at all school activities.
- Assist with scheduling of assemblies and other student activities.
- Assist in the selection of students for awards.
- Regularly communicates with the school administrative team and the counseling staff regarding discipline issues and other areas of job responsibilities.
- May, as designated by the principal, suspend or expell students who violate various school rules following consultation with the principal or his or her designee.
- Participate in designated staff development activities meetings, and conferences designed to provide educational growth and development.
- Perform those duties and responsibilities expected of all staff members.
JobID: 1145
Position Type:
Administration/Dean
Administration/Dean
Date Posted:
3/28/2025
3/28/2025
Location:
Ashland High School
Ashland High School
Date Available:
08/18/2025
08/18/2025
Closing Date:
Open until filled
Open until filled
POSITION TITLE: Dean of Students; Ashland High School,1.0 FTE; Probationary
TARGET START DATE: August 18, 2025
FLSA: Exempt
SALARY: Salary based on certified schedule
Ashland School District appreciates the diversity and worth of all individuals and groups and their roles in society. It is the policy of the Ashland School District Board of Education that there will be no discrimination or harassment of individuals or groups on the grounds of age, color, creed, disability, marital status, national origin, race, religion, sex, gender identity or sexual orientation in any educational programs, activities or employment.
Family and Medical Leave Rights:
English: https://www.dol.gov/whd/regs/compliance/posters/fmlaen.pdf
Spanish: https://www.dol.gov/whd/regs/compliance/posters/fmlasp.pdf
Spanish: https://www.dol.gov/whd/regs/compliance/posters/fmlasp.pdf
QUALIFICATIONS:
JOB GOAL:
To develop and ensure that an effective campus security and student management program is effectively implemented.
PERFORMANCE RESPONSIBILITIES:
Performance of these job responsibilities will be evaluated annually in accordance with Board policy.
PHYSICAL DEMANDS:
1. Stand while teaching classes.
2. Use hands to handle, control or feel objects, tools, or controls.
3. Speak clearly so listeners can understand.
4. Understand the speech of another person.
5. See details of objects whether they are nearby or far away.
6. Hear sounds and recognize the difference between them.
7. Focus on one source of sound and ignore others.
8. See differences between colors, shades and brightness.
9. Use fingers or hands to grasp, move or assemble very small objects.
10. Hold the arm and hand in one position or hold the hand steady while moving the arm.
11. Be physically active for long periods without getting tired or out of breath.
12. Use stomach and lower back muscles to support the body for long periods without getting tired.
13. Move two or more limbs together (for example, two arms, two legs, or one leg and one arm) while remaining in place.
14. Coordinate movement of several parts of the body, such as arms and legs, while the body is moving.
15. Determine the distance between objects.
16. Use muscles to lift, push, pull or carry heavy objects.
17. Use muscles for extended periods without getting tired.
18. Keep or regain the body’s balance or stay upright when in an unstable position.
19. Bend, stretch, twist or reach out.
20. Move arms and legs quickly.
1. Stand while teaching classes.
2. Use hands to handle, control or feel objects, tools, or controls.
3. Speak clearly so listeners can understand.
4. Understand the speech of another person.
5. See details of objects whether they are nearby or far away.
6. Hear sounds and recognize the difference between them.
7. Focus on one source of sound and ignore others.
8. See differences between colors, shades and brightness.
9. Use fingers or hands to grasp, move or assemble very small objects.
10. Hold the arm and hand in one position or hold the hand steady while moving the arm.
11. Be physically active for long periods without getting tired or out of breath.
12. Use stomach and lower back muscles to support the body for long periods without getting tired.
13. Move two or more limbs together (for example, two arms, two legs, or one leg and one arm) while remaining in place.
14. Coordinate movement of several parts of the body, such as arms and legs, while the body is moving.
15. Determine the distance between objects.
16. Use muscles to lift, push, pull or carry heavy objects.
17. Use muscles for extended periods without getting tired.
18. Keep or regain the body’s balance or stay upright when in an unstable position.
19. Bend, stretch, twist or reach out.
20. Move arms and legs quickly.
MENTAL DEMANDS:
1. Assess baseline academic levels, learning abilities, needs and styles of students of significantly different capabilities.
2. Exercise creativity and mental flexibility in presenting instructional material to accommodate students of widely varying learning styles and intellectual levels.
3. Develop a curriculum sequence which allows for adequate coverage of all required academic subjects during the school year.
4. Facilitate the development of student self-esteem, trust and respect through positive, constructive, student-teacher interaction in both group and individual settings.
5. Understand and carry out the selection, implementation and maintenance of current teaching support technology and materials.
6. Create opportunities for students to receive personalized assistance through use of support services (e.g., volunteers, teacher aides, support technologies).
7. Determine how to fulfill curricula to maximize students’ acquisition of mastery skills.
8. Create teaching processes which maximize relevance and student involvement in authentic tasks which facilitate learning.
9. Manage the distraction of interruptions without losing concentration or unduly disrupting class work.
10. Keep current with the best teaching processes, instructional resources and materials.
1. Assess baseline academic levels, learning abilities, needs and styles of students of significantly different capabilities.
2. Exercise creativity and mental flexibility in presenting instructional material to accommodate students of widely varying learning styles and intellectual levels.
3. Develop a curriculum sequence which allows for adequate coverage of all required academic subjects during the school year.
4. Facilitate the development of student self-esteem, trust and respect through positive, constructive, student-teacher interaction in both group and individual settings.
5. Understand and carry out the selection, implementation and maintenance of current teaching support technology and materials.
6. Create opportunities for students to receive personalized assistance through use of support services (e.g., volunteers, teacher aides, support technologies).
7. Determine how to fulfill curricula to maximize students’ acquisition of mastery skills.
8. Create teaching processes which maximize relevance and student involvement in authentic tasks which facilitate learning.
9. Manage the distraction of interruptions without losing concentration or unduly disrupting class work.
10. Keep current with the best teaching processes, instructional resources and materials.
EMOTIONAL DEMANDS:
1. Possess the motivation and self-discipline to maintain currency with professional literature, teaching techniques, technology and instructional materials.
2. Detect and understand the unique roadblocks individual students have in learning and demonstrate patience by persevering with traditional or alternative learning processes.
3. Manage the repetitive instructional preparation, review and grading of student assignments without experiencing undue stress (which leads to emotional detachment from the teaching process and to ineffectiveness in the classroom).
4. Maintain high emotional energy and display enthusiasm for the subject matter and individual student effort.
5. Develop effective coping strategies for dealing with the fatigue and stress of ongoing involvement in teaching, supervising and monitoring of students.
6. Take the appropriate emotional risk to implement new teaching techniques and instructional technology and materials.
1. Possess the motivation and self-discipline to maintain currency with professional literature, teaching techniques, technology and instructional materials.
2. Detect and understand the unique roadblocks individual students have in learning and demonstrate patience by persevering with traditional or alternative learning processes.
3. Manage the repetitive instructional preparation, review and grading of student assignments without experiencing undue stress (which leads to emotional detachment from the teaching process and to ineffectiveness in the classroom).
4. Maintain high emotional energy and display enthusiasm for the subject matter and individual student effort.
5. Develop effective coping strategies for dealing with the fatigue and stress of ongoing involvement in teaching, supervising and monitoring of students.
6. Take the appropriate emotional risk to implement new teaching techniques and instructional technology and materials.
