Dean of Students/Instructional Coach

Dean of Students/Instructional Coach

Starting August 2025

Reports To Principal

Purpose

The Dean of Student/Instructional Coach role serves as a member of the administrative team to develop and implement the total school program. They will also work with teachers to establish goals, plan purposefully, and engage in data-based problem-solving to increase student achievement. They will provide personalized guidance, feedback, and resources to improve instructional practices. Coaches will model research-based best practices to improve teacher effectiveness.

Essential Job Functions - Dean of Students

• Collaborates with the school administrator to oversee students, the Multi-Tiered Systems of Supports (MTSS), data-informed interventions and supports students in terms of behavioral, social-emotional, attendance, and academic needs.
• Promotes student achievement and tracks student progress through data analysis and stakeholder collaboration.
• Coordinates and/or conducts student suspensions and acts on student discipline referrals.
• Provides communications with school counselors, parents/guardians, and social workers involving disciplinary and/or attendance issues.
• Develops measurements of student behavior by tracking and reporting academic performance, monitoring the evaluation for student discipline, and utilizing related data to assess the effectiveness of interventions.
• Fosters effective interpersonal relations and develops positive relationships with staff, students, parents/guardians, and the community.
• Establishes and implements high standards of student behavior and ethical conduct; develops and publishes respective input for student handbook and other related publications.
• Helps manage the daily operations of the school campus, including safety and security operational tasks such as managing emergency drills, leading arrival/dismissal procedures, cafeteria duty, and attending evening activities, e.g., performance arts and athletic events.
• Conducts frequent walkthroughs throughout the school and outdoor campus to be highly visible to promote positive behavior and a safe/orderly school environment.
• With the collaboration of school administrators, leads the development and implementation of programming related to a positive and safe learning environment.
• Collaborates with and trains school staff in the use of Educators' Handbook,and other resources used to track and communicate behavior incidents.

Essential Job Functions - Instructional Coaching

• Assist with MTSS implementation and support to teacher in the MTSS processes
• Collaborate with school leadership and staff to identify areas for professional development and improvement.
• Provide individualized coaching (modeling, co-teaching, personalized support) to teachers in order to improve instructional practices, increase student engagement and achievement, and promote a positive school culture.
• Observe classroom instruction, provide constructive feedback and model best practices.
• Facilitate Professional Learning Communities to help teachers reflect on best practices and improve instruction for all students
• School small group, school level, and district wide professional development
• Analyze student data, identify trends and make data-driven instructional decisions.
• Plan, organize and facilitate professional development sessions to support teachers in implementing new instructional strategies.
• Support teachers in developing and implementing effective classroom management strategies and behavior interventions.
• Provide ongoing support to teachers in the implementation of district curriculum and instructional initiatives.
• Collaborate with other instructional coaches, district personnel and community partners to share best practices aligned with the district strategic plan and develop resources to support student learning.

Qualifications

• Must possess a NC Educator License with a minimum of 5 years of classroom experience.
• Experience in coaching or mentoring teachers.
• Willingness to obtain School Administration Principal License is required.
• Strong knowledge of pedagogical practices and instructional design.
• Excellent communication, interpersonal and organizational skills.
• Ability to work collaboratively and build relationships with staff, students, families and community members.
• Demonstrated ability to analyze data and make data-driven decisions.
• Willingness to learn and implement new strategies and initiatives.
• Knowledge of current trends and research in education.

Salary/Employment Term

• 10-month exempt position
• Salary based on the NC State Salary Schedules for Certified Teachers

STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, calculators, cellular phones, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments, or directions to subordinates or assistants.

Language Ability: Requires the ability to read a variety of correspondence, reports,

forms, charts, strategic plans, etc. Requires the ability to prepare correspondence, reports, forms, appraisals, charts, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control, and confidence.

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra, descriptive statistics, statistical inference, and statistical theory.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.