Dean of Students / Instructional Coach (TOSA)

Time Allocation: 0.5 FTE Elementary Dean of Students / 0.5 FTE District-Level Instructional Coach.

JOB SUMMARY

The Elementary School Dean of Students/District-Level Instructional Coach serves as a key member of the school leadership team, supporting both instructional excellence and student success systems. This role blends instructional coaching, professional learning, and data-driven improvement with student behavior support, school climate leadership, and family engagement.

The position works collaboratively with staff, students, and families to:

• Improve instructional practices and student achievement
• Strengthen equitable, inclusive, and culturally responsive systems
• Promote positive behavior, belonging, and well-being for all students

ESSENTIAL DUTIES AND RESPONSIBILITIES

Essential duties of this position include the following. Employees in this position perform some or all of the following tasks. Other duties may be assigned.

Instructional Coaching & Professional Learning

• Provide job-embedded coaching, mentoring, and feedback to teachers to strengthen instructional practices
• Support teachers in implementing research-based strategies, differentiation, and inclusive practices for diverse learners
• Plan and deliver professional development aligned with district priorities, including behavior, engagement, and culturally responsive teaching
• Model effective instructional practices through demonstration lessons and co-teaching
• Facilitate Professional Learning Teams (PLTs/PLCs) focused on student learning, instructional strategies, and continuous improvement

Student Support & Behavior Systems

• Lead implementation of school-wide behavior expectations and restorative practices to ensure consistency and equity
• Provide direct student support and advocacy, addressing academic, social, emotional, and behavioral needs
• Respond to student crises, conflicts, and safety concerns, coordinating with staff and families
• Support staff in implementing trauma-informed, relationship-centered practices
• Monitor student attendance data, address patterns of chronic absenteeism, and coordinate interventions with families and staff
• Maintain accurate and timely documentation of student behavior incidents, referrals, interventions, and safety concerns in alignment with district procedures and legal requirements
• Support consistent building-wide systems for behavior referral processes, incident response, and communication with families and staff

Data-Driven Leadership

• Analyze student achievement, behavior, and attendance data to identify trends and guide decision-making
• Collaborate with staff to develop action plans and targeted interventions
• Monitor progress and adjust strategies to improve outcomes for all student groups
• Collect, monitor, and analyze student behavior and safety data to identify trends, evaluate intervention effectiveness, and support continuous improvement of school climate and safety systems
• Collaborate with building and district leadership to ensure consistent use of behavior data and referral documentation practices across schools

School Climate, Culture, & Belonging

• Promote a positive, inclusive school culture that centers belonging and student voice
• Design and support school-wide systems and initiatives that reinforce engagement, recognition, and equity
• Lead efforts to align practices with district priorities (e.g., Conscious Discipline, RTI, AVID)

Curriculum, Instruction, & Systems Alignment

• Support alignment of curriculum, instruction, and assessment with standards and district frameworks
• Assist in integrating technology and instructional tools to enhance learning
• Collaborate with leadership teams to ensure coherence across academic and behavioral systems
• Collaborate with district curriculum coordinators and content specialists to ensure vertical and horizontal alignment of instructional materials

Family & Community Engagement

• Build strong relationships with families to support student success and well-being
• Communicate effectively regarding student progress, behavior, and supports
• Partner with community organizations to expand resources for students

Leadership & Collaboration

• Serve as an active member of the building leadership team / guiding coalition
• Collaborate with administrators, counselors, and staff to coordinate student services and supports
• Lead and support continuous improvement efforts across

QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Master’s degree in education or related field preferred
• Valid Oregon TSPC license required
• Minimum 3–5 years of successful teaching experience
• Experience in instructional coaching, mentoring, or teacher leadership preferred
• Strong knowledge of:
• • Instructional practices, curriculum, and assessment
  • Behavior systems, restorative practices, and student support
  • Data analysis and continuous improvement
  • MTSS/RTI, AVID, and Conscious Discipline
• Demonstrated commitment to equity, diversity, inclusion, and culturally responsive practices
• Excellent communication, collaboration, and problem-solving skills

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PHYSICAL DEMANDS

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.

• Frequent standing, walking, and movement throughout the school day
• Ability to respond to student situations requiring physical presence and mobility
• Occasional lifting (up to 50 lbs)
• Ability to sit for periods of time when performing desk-based duties, such as data analysis and report writing.
• Regular use of computer and other office equipment, requiring repetitive motion and close visual focus.
• Effective verbal communication skills, including speaking and hearing, to conduct coaching, meetings, and student interactions.

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WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Work is performed in a dynamic school environment with frequent movement between the elementary school and district locations for coaching and meetings. The environment has moderate to high noise levels and requires the ability to handle high-stress situations, including student crises and conflicts, while maintaining a professional demeanor.