Bend-La Pine Schools is committed to the principle of equity. Equity supersedes the notion of equality, where all are treated the same. Pursuing equity requires the removal of barriers and the promotion of inclusive practices so that all students fully benefit. The principle of equity will inform all BLS policies, regulations, programs, operations, practices, and resource allocations.

Studies have shown that some individuals (women and people of color, for example) are less likely to apply for jobs unless they believe they meet every single qualification in a job description. Our goal is to find the best candidate for the position, and we acknowledge that that candidate may be an individual from a less traditional background. We encourage you to apply, even if you don't believe you meet every one of our qualifications described. If you are unsure whether you meet the qualifications of a position, or how this would be determined, please feel free to contact Human Resources to discuss this in more detail.

ABOUT THE DISTRICT:

Bend-La Pine Schools (BLS) is the fifth-largest school district in Oregon and comprises 33 schools, plus two charter schools, across an attendance area of approximately 16,000 square miles. We employ over 2,000 staff members in licensed and non-licensed capacities, making us the second-largest employer in Central Oregon. At Bend-La Pine Schools, we believe in educating thriving students and know the importance of supporting our students to become kind and thoughtful humans who engage with the world around them.

Classification Title: Administrator Dean of Students

Position Title:

• Administrator Dean of Students III

CLASSIFICATION DEFINITION:

Under supervision of the Principal, the Administrator Dean of Students III serves as a member of the high school administration in the day-to-day operations of the building, coordinates various school programs as assigned by the principal, and participates in school and district activities as requested. This classification provides the employee with the experiences needed to be considered for an administrative position in the district. The Administrator Dean of Students III reports to the school principal.

The Administrator Dean of Students III will be responsible for providing supervision and evaluation of licensed and unlicensed staff, instructional leadership, student behavior management, staff evaluation, and supervision at their high school site. The Administrator Dean of Students III will work closely with the high school principal to create and implement policies and programs that promote a positive and productive learning environment for high students and staff.

DISTINGUISHING CHARACTERISTICS:

The Administrator Dean of Students III will manage student discipline concerns up to those that are sufficiently complex to need to involve the Assistant Principal and/or Principal and will manage evaluation and supervision of licensed and unlicensed staff for formal and informal observation and evaluation but will not hold lead responsibility in complex staff matters that include performance deficiencies and/or misconduct.

NATURE AND SCOPE OF WORK:

As part of the high school-based Administrative team, the Administrator Dean of Students III assists the Principal and Assistant Principal in the following areas:

• Formally evaluate and provide feedback to certified and classified staff to improve instructional effectiveness, and create professional development plans that support staff growth and development.
• Provide instructional leadership by collaborating with teachers to develop and implement effective instructional strategies that meet the needs of diverse learners at the high level.
• Planning, implementation, and support of staff development and professional learning opportunities that are appropriate for the high school level.
• Supporting the implementation of best practices in high school instruction.
• Planning and implementation of staff development and professional learning opportunities.
• Develop and implement high school age-appropriate policies and procedures that promote positive student behavior and prevent disruptive behavior through data analysis and intervention.
• Coordinate with school counselors and other staff to provide support and intervention for high school students who are struggling academically, socially, or emotionally.
• Establish and maintain positive relationships with students, families, and community members to foster a supportive and inclusive high school culture.
• Implement high age-appropriate programs and initiatives that promote positive student behavior, such as student recognition programs, restorative justice practices, and character education.
• Coordinates school programs related to high school that include but are not limited to: EBISS, MTSS, PBIS, TAG, 504 Plans, State- and district-testing, and Attendance
• Assists in the development and implementation of high school safety procedures
• Fostering a positive high school climate among students, staff, parents and the community
• Communicating with staff, parents and the community
• Other related duties as assigned

WORKING CONDITIONS:

The Administrator Dean of Students III will work in a school environment, which may include exposure to noise, distractions, and challenging student behaviors. The position may also require some evening and/or weekend work to attend meetings or school events.

The Administrator Dean of Students III will work in a fast-paced work environment that will include a need to be able to move around the building as required, including navigating hallways, crowded indoor spaces, outdoor areas, and stairs when needed. Occasional lifting and carrying items may be required in this position.

Knowledge, Skills, and Abilities:

Knowledge:

• Performance Evaluation: Familiarity with Bend-La Pine Schools’ evaluation procedures as well as effective strategies and techniques for evaluating and providing feedback to teachers and other school staff.
• Educational Leadership: Understanding of effective educational leadership practices, theories, and research in high school settings.
• Curriculum and Instruction: Knowledge of curriculum development, instructional strategies, and assessment methods relevant to high education.
• Education Policies and Regulations: Familiarity with local, state, and federal education laws, policies, and regulations governing high schools.
• Student Development: Understanding of high school age-specific child development principles, social-emotional learning, and strategies to support student growth and well-being.
• Special Education: Knowledge of special education programs, services, and inclusion practices in high schools.

Skills:

• Observation and Feedback: Skill in conducting classroom observations and providing constructive feedback to support instructional improvement in a high school setting.
• Coaching and Mentoring: Ability to coach and mentor high school teachers and staff, providing guidance and support for professional growth and development.
• Leadership: Ability to lead, motivate, and inspire teachers, staff, and students toward a shared vision and goals.
• Communication: Excellent verbal and written communication skills to effectively interact with students, parents, teachers, and other stakeholders.
• Problem-Solving: Strong analytical and critical thinking skills to address complex issues and make informed decisions.
• Collaboration: Ability to work collaboratively with teachers, staff, parents, and community members to foster a positive school environment.
• Conflict Resolution: Skill in resolving conflicts, mediating disputes, and maintaining positive relationships within the high school community.
• Data Analysis: Proficiency in collecting, analyzing, and using data to inform instructional practices, identify areas for improvement, and monitor student progress.
• Technology: Familiarity with high school-focused educational technology tools and their application in teaching, learning, and administrative tasks.

Abilities:

• Professional Integrity: Ability to handle confidential information with discretion and maintain professional ethics and standards in personnel management.
• Adaptability: Ability to adapt to changing educational trends, priorities, and student needs.
• Emotional Intelligence: Capacity to understand and empathize with high school-aged students and their families, as well as staff, and respond to their emotional needs.
• Time Management: Skill in prioritizing tasks, managing multiple responsibilities, and meeting deadlines.
• Decision Making: Ability to make sound decisions in a timely manner, considering relevant data and the best interests of students and the school.
• Conflict Management: Aptitude for managing conflicts and resolving issues in a fair and constructive manner.
• Relationship Building: Ability to build positive relationships with high school-aged students and their families, as well as, teachers and community members to create a supportive school environment.

Required Qualifications

• Must hold, or be able to obtain, an Oregon Administrative Licensure
• Successful school experience in a licensed role
• Experiences with systems around diversity, equity, inclusion, and trauma-informed practices
• Clear understanding of IDEA, MTSS, and ELD as related to high school education
• Knowledge of and experience with effective instructional strategies, behavior management techniques, and staff evaluation practices pertaining to high school education
• Strong communication skills, with a focus on being an exceptional listener, highly visible and approachable to help establish positive, collaborative working relationships with and among students, staff, parents/guardians
• Understands and has experience in non-exclusionary practices for high school-aged student behavior that may include: Collaborative Problem Solving, Positive Behavior Interventions and Support (PBIS), and Restorative Justice practices
• Ability to use data to inform decision-making and continuous improvement efforts
• Experience with building collaborative teams and creating a positive and professional working environment for all
• Experience in current employment practices, goal setting, and evaluation and support of staff

EXPECTATIONS OF PROFESSIONAL CONDUCT

Employees of Bend-La Pine Schools are expected to adhere to all Bend-La Pine Schools policies and regulations, ensuring compliance with established procedures and expectations. They are to prioritize the well-being of students, aligning their conduct with the core values of public education and the mission, vision, and goals of Bend-La Pine Schools. This entails maintaining consistent and punctual attendance while adhering to site and/or district protocols for reporting absences.

Professionalism extends to personal presentation, with employees expected to maintain attire and grooming appropriate to their roles. While carrying out everyday tasks independently, it's essential to maintain professionalism in how you communicate, both verbally and nonverbally, with students, parents/guardians, the public, and colleagues. This includes valuing and respecting cultural and background differences. Employees of Bend-La Pine Schools are entrusted with fostering a respectful working and learning environment, upholding confidentiality regarding student, staff, and district information at all times.

Bend-La Pine Schools provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.