Academic Dean, Y5-3 Elementary

ACADEMIC DEANS (Y5-3 ELEMENTARY)

at Saline Area Schools

JOB DESCRIPTION

Saline Area Schools is seeking Academic Deans for our Y5 - 3rd-grade elementary schools to serve as building-based leaders who strengthen coherence across student behavior, school climate, social-emotional behavioral health, and instructional systems. This individual is a critical partner to the building principal, supporting shared leadership focused on student success and growth, positive school culture, and having ownership over consistent systems that promote safety, belonging, and learning.

Reporting directly to the building principal, the Academic Dean serves as a key leadership partner and administrator within the school. The Academic Dean supports the design and implementation of building-wide student behavior systems, Section 504 processes, and assessment coordination while helping ensure alignment between instructional practices and student support structures. Working closely with certified staff, family members, support staff, and district teams, the Academic Dean helps create learning environments that are predictable, responsive, and supportive for all students and families. 

Because Saline Area Schools seek individuals who are intrinsically motivated, committed to continuous professional growth, and deeply invested in creating inclusive, equitable, and engaging learning environments for all students, the Academic Dean role serves as a key component of the district’s leadership development pipeline. Designed for educators who aspire to leadership and are actively enrolled and pursuing administrative certification, this role provides a pathway for developing future administrators through authentic, hands-on leadership experiences. Academic Deans remain closely connected to students, classrooms, and daily instructional practice while building their capacity in instructional leadership, student support systems, and school operations in preparation for future leadership roles within the district.

SAS strives to employ individuals who possess a strong work ethic, are committed to providing children with boundless opportunities, and understand that equity, inclusion, and social justice are essential to the success of a 21st-century school community.

QUALIFICATIONS
Required Education/Certification

• Valid Michigan educator certificate (or equivalent recognized by the State of Michigan)
• Bachelor’s degree in education or related field
• Administrator certification (or enrolled in a program to obtain certification)

Preferred Education/Certification

• Master’s degree in Educational Leadership, Curriculum and Instruction, or related field
• Completion of an administrator preparation program

Required Experience

• More than five years of successful school, classroom or very similar youth experience
• Demonstrated leadership within an educational or youth setting (e.g., teacher leader, interventionist, coach, or similar role)
• Experience supporting student behavior, engagement, and/or social-emotional learning

Preferred Experience

• Experience with Section 504 processes, Multi-Tiered Systems of Support (MTSS), and Positive Behavioral Interventions and Supports (PBIS), structures,  including analysis of data to inform proactive interventions and resource allocation
• Background in social-emotional learning or behavior support 
• Previous experience in a school, district, or comparable youth-serving leadership setting

RESPONSIBILITIES & DUTIES

Building-Level Leadership & Operations

• Serve as a building administrator by supporting the principal in daily operations, supervision, and leadership responsibilities, and assume the role of acting principal in the principal’s absence.
• Serve as a consistent and visible leadership presence across the school community—during the school day and at before- and after-school events, staff meetings, team collaborations, and family functions—to ensure clear expectations, coherence of practice, and strong follow-through.
• Support and implement evaluation systems in collaboration with the building principal. 
• Support student supervision, family communication, and building-level problem-solving as delegated by the principal.
• Assist with building-level coordination of state and district assessments, including testing logistics, scheduling, and communication.
• Support the onboarding of new staff and substitute teachers within the building.
• Lead paraprofessional support while partnering with special education and EL staff to ensure support, compliance, and effective delivery of services for students with diverse learning needs.
• Coordinate building-level safety and security in alignment with district procedures, including emergency drills (ALICE/MERT), supervision plans, and incident response
• Lead and model implementation of NVCI practices, coaching staff in proactive de-escalation strategies, and ensuring safe, consistent behavioral response protocols across the building.
• Provide coaching, modeling, and informal feedback to staff, as appropriate.
• Collaborate closely with the building principal, instructional coaches, and district teams to ensure alignment between instructional systems and student support structures.

Student Support Systems & Social, Emotional, Behavioral Health (SEBH) Leadership

• Support implementation of building-wide Social, Emotional, Behavioral Health (SEBH) expectations and positive behavior systems. Assume responsibilities to strengthen systems-level approaches to social-emotional learning that support classroom climate, student regulation, and alignment with instructional practices.
• Collaborate with teachers and support staff to address student behavior, engagement, and social-emotional needs.
• Coordinate and oversee building-level assessment administration and testing logistics, ensuring compliance, accuracy, and a smooth testing experience for students and staff.
• Support coordination of tiered student supports in partnership with building teams and district Student Support & Success staff.
• Support implementation of Section 504 plans at the building level, including participation in meetings, documentation processes, and ensuring accommodations are implemented with fidelity.
• Engage in ongoing professional learning related to instructional leadership, student support systems, and school administration, including progress toward administrative certification (if applicable).
• Perform other duties as assigned by the building principal or superintendent

ESSENTIAL DUTIES

• Knowledge of current best practice as it relates to curriculum and instruction.
• Knowledge of applicable federal and state laws as it pertains to teaching and learning.
• Knowledge of current best practice as it relates to Section 504 plans and student support systems, including MTSS and PBIS.
• Ability to use computer network systems and software applications as needed.
• Ability to seamlessly organize, communicate, and coordinate work across the organization.
• Ability to develop and implement projects with fidelity and accountability.
• Effective verbal and written communication skills.
• Ability to build relationships and communicate effectively with staff, students, and parents.
• Ability to organize multiple tasks with conflicting time constraints.
• Ability to engage in self-evaluation with regard to leadership, performance, and professional growth.
• Ability to establish and maintain cooperative working relationships with others.
• Exemplary reliability through professionalism, attendance, and punctuality.

PHYSICAL AND MENTAL DEMANDS, WORK HAZARDS

Work in standard office and school building environments requiring mobility, visual and auditory acuity, communication skills, interpersonal skills, organizational skills, problem-solving skills, adaptability, technology proficiency, physical stamina and environmental awareness.

SUPERVISORY RESPONSIBILITIES

As outlined in job responsibilities

WORK SCHEDULE

Salaried Employee; standard 7:30 a.m.- 4:30 pm; some nights and weekends as required, and varies with assigned school building hours 

FLSA STATUS

Exempt

TERMS OF EMPLOYMENT

• Administration:  Saline Area Schools Administrative Association (SASAA) 
• 12-month employee
• Start date July 1, 2026

SALARY

• Per the SASAA Salary Schedule, $84,500 - $98,018; Commensurate with Experience 
• Comprehensive benefit package as defined by Saline Area Schools and Administration contract

DEADLINE

April 24, 2026, at 10:00 p.m.

APPLICATION METHOD
EXTERNAL CANDIDATES: All interested and qualified external applicants must complete an application and upload all necessary documents on the TalentEd Website (please visit our HR web page at: https://saline.tedk12.com/hire/index.aspx# to access the SAS Job Openings). All letters of interest, resumes, and applications must be received no later than the deadline listed or until the position has been filled.

CURRENT SAS EMPLOYEE CANDIDATES: All interested and qualified applicants, who are current Saline Area Schools employees, must submit a letter of interest and resumes via email to Kelly Simion, HR Coordinator at simionk@salineschools.org. All letters of interest and resumes must be received no later than the deadline listed.  Current SAS employees are not required to complete the TalentEd Application.

NONDISCRIMINATION AND EQUAL EMPLOYMENT OPPORTUNITY 
The Board of Education does not discriminate on the basis of race, color, national origin, sex (including sexual orientation and gender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.

If you have any accessibility concerns regarding the completion of this application, please contact Alli Littlejohn, HR Coordinator, littleja@salineschools.org, to set up an appointment for additional support.

Salary : $84,500 - $98,018