Dean of Culture

North Cook Intermediate Service Center operates an alternative school, North Cook Young Adult Academy (NCYAA). NCYAA is a Regional Safe School Program (RSSP) that embraces second chances through alternative educational opportunities for students in grades 6-12. Dedicated to providing a positive, safe, and inclusive learning environment for all learners, NCYAA promotes Social-emotional growth through a focus on the five core competencies: self-awareness, self-management, social awareness, responsible decision-making, and relationship skills. Academics are centered around students’ individual differences, strengths, and challenges. North Cook Young Adult Academy empowers students to develop respect and responsibility for themselves and their communities. The focus of our program is for students to become lifelong learners and positive contributors to the community.

Description: The Dean of Culture at NCYAA Alternative High School is responsible for overseeing all aspects of student discipline, attendance support, school climate and operations as assigned. The Dean plays a critical leadership role in promoting a safe, inclusive, and supportive learning environment by implementing restorative practices, positive behavioral interventions, and strong partnerships with families, staff, and the district administration. This position requires proactive engagement with students and families, including home visits, to address barriers to student success and support re-engagement in school.

Supervisor: Principal - NCYAA

Work Schedule: 185 days (teacher schedule) up to 15 days paid per diem for planning and preparation prior to school start

FLSA status: Exempt

Retirement: TRS

Essential Duties:

Student Discipline & Behavioral Support

• Oversee and manage all aspects of student discipline in alignment with district policies, state regulations, and the mission of alternative education.
• Implement restorative practices and positive behavioral modification strategies to address student behavior and repair harm.
• Conduct investigations related to behavioral incidents and determine appropriate interventions, consequences, and supports.
• Facilitate restorative conferences, mediations, and re-entry meetings for students returning from suspensions or placements.
• Maintain accurate and confidential discipline records and documentation.
• Generate, plan, and facilitate successful interventions that lead to conflict resolution, restore relationships, and effectively change students’ trajectories
• De-escalate and mediate conflict successfully while maintaining high expectations and accountability

Attendance Support & Student Engagement

• Monitor student attendance and identify patterns of chronic absenteeism or disengagement.
• Develop and implement individualized attendance intervention plans in collaboration with staff, students, and families.
• Conduct home visits to support attendance, engagement, and re-enrollment when necessary.
• Collaborate with counselors, social workers, and community agencies to address barriers to attendance.

Family & Community Engagement

• Serve as a primary point of contact for families regarding discipline, attendance, and behavioral supports.
• Build trusting, culturally responsive relationships with families through consistent communication and outreach.
• Lead and participate in family meetings, home visits, and community-based supports to strengthen student success.
• Communicate effectively with home-school administrators regarding student progress, concerns, and transitions.

School Culture & Climate

• Lead school-wide Townhalls to recognize and celebrate student success and reset expectations.
• Lead the development and implementation of school-wide behavioral expectations and incentive programs.
• Promote a positive school culture rooted in restorative practices, accountability, and student voice.
• Collaborate with staff to ensure consistent implementation of behavioral systems and interventions.
• Support crisis response and de-escalation strategies for students in need of immediate behavioral support.

Collaboration & Leadership

• Partner with administrators, teachers, support staff, and district personnel to ensure aligned behavioral systems.
• Participate in school leadership teams and contribute to continuous improvement efforts related to climate and culture.
• Support professional development for staff related to restorative practices, trauma-informed care, and behavior management.
• Communicate regularly with district and home-school administration regarding discipline trends, attendance data, and student outcomes.
• Teach assigned subjects to middle and high school students with an emphasis on supporting English

Qualifications:

• Bachelor’s degree required; Master’s degree, Counseling, Social Work, or related field preferred.
• Valid Professional Educator’s License (PEL) with desire to pursue administrative credential.
• Experience working with at-risk youth, alternative education, or behavior support systems.
• Demonstrated knowledge of restorative practices, PBIS, and positive behavioral interventions.
• Strong interpersonal, communication, and conflict-resolution skills.
• Experience conducting home visits and family engagement in diverse communities.
• Knowledge of trauma-informed practices and social-emotional learning.
• Experience collaborating with community agencies and support services.
• Bilingual or multilingual skills preferred.

Physical Demands:

In performing the duties - NCYAA the following physical demands are typical:

• Sedentary to Light Physical Activity: The role involves frequent sitting, working at a desk, and using a computer, as well as attending meetings. Standing, walking, and moving around to locations in the school occurs regularly. NOTE: For PE teachers, the role requires the ability to be outside and using and demonstrating use of standard PE equipment such as balls, weights, etc
• Mobility: Ability to move between classrooms and other areas, attend meetings, including off-site meetings is required. This may include some walking and climbing stairs. PE teachers will have significantly more mobility requirements than classroom teachers
• Lifting and Carrying: Occasionally required to lift and carry up to 10 pounds, such as documents, briefcases, or small equipment. This typically involves light to moderate physical effort. PE teachers must be able to lift up to 50 pounds and must be able to lift and carry standard PE equipment on a daily basis
• Reaching and Grasping: Regular use of hands and arms to handle documents, operate office equipment, and conduct presentations. PE teachers must be able to demonstrate the use of standard PE equipment
• Visual Acuity: Requires good vision for reviewing reports, analyzing data, and using computer screens
• Communication: Frequent verbal communication is necessary when interacting with team members, school district personnel, and parents. Must also be able to hear and respond to verbal communications in a variety of settings

Accommodation Statement: North Cook ISC is committed to providing reasonable accommodations to enable individuals with disabilities to perform the essential functions of the job. If you need an accommodation due to a disability, please contact the Director of Human Resources to discuss your needs.

Equal Employment Opportunity (EEO) Statement: NCISC is an Equal Employment Opportunity Employer. We are committed to providing a diverse and inclusive workplace where all employees and applicants are treated with respect and fairness. We do not discriminate on the basis of race, color, religion, gender, gender identity, sexual orientation, national origin, age, disability, veteran status, or any other characteristic protected by federal, state, or local laws.