Description

Dean of Students - Elementary 

2026 - 2027 School Year

1.0 FTE - 195 days / 8 hrs per day - This is a Continuing Position.

Various Elementary Locations

This position will remain open until a qualified applicant is selected.

Evergreen Public Schools (EPS) offers the following to eligible employees who work at least 630 hours in a school year:

• Medical, dental, vision, basic long-term disability, basic life and AD&D insurance through School Employees Benefits Board (SEBB). For additional information click: EPS Benefits Information.
• Employees may also be eligible to participate in FSA, DCAP, HSA, FPFSA (w/HDHP), and other supplemental benefits.

Employees may be eligible for employer-employee funded retirement benefits through Department of Retirement Services (DRS).

EPS offers paid holidays and paid time off, including but not limited to, sick, vacation, personal, religious, and bereavement leave. 

We appreciate your interest in employment with Evergreen Public Schools. The most qualified and competitive applicant(s) that possess directly related experience and expertise, training, and education may be invited to participate in the interview/selection process. As part of the selection process, the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation including fingerprints. Click here for Fingerprinting Services.

Failure to submit a full application package will result in disqualification.

STANCE STATEMENT:

Evergreen Public Schools are committed to eliminating the predictability of outcomes by demographic group and we strive to be a diverse community of schools that provides each member with the opportunities, access, resources, and support they need to be successful. With this in mind, our goal is to recruit, hire and retain employees of all racial ethnic/cultural, and national backgrounds who will bring their unique talents and skills into our educational institution to encourage students to thrive academically. Our district aims to provide an equitable and mutually supportive learning and working environment for all students and staff to succeed in a racially and culturally diverse local, national and global community.

SUMMARY STATEMENT:

The Dean of Students is a school-based administrator responsible for leading student discipline systems, supervising classified staff, and coordinating student supports within a Multi-Tiered Systems of Support (MTSS) framework. This position provides leadership in social-emotional learning (SEL), restorative practices, behavior intervention, and equity-centered practices to ensure a safe, inclusive, and productive learning environment for all students.

The Dean of Students leads the development and implementation of restorative, preventative, and instructional approaches to behavior that strengthen relationships, promote accountability, reduce exclusionary discipline, and support student success.

ESSENTIAL FUNCTIONS:

• Lead and manage formal student discipline processes using restorative, instructional, and equitable approaches.
• Establish and maintain standards of student behavior that promote safety, dignity, accountability, and belonging.
• Lead the implementation of restorative practices, including restorative conversations, circles, conferences, and re-entry supports.
• Supervise classified staff, including campus security and other assigned student services personnel.
• Coordinate and oversee student support and intervention programs within a Multi-Tiered Systems of Support (MTSS) framework.
• Provide leadership, training, and coaching to staff in Social Emotional Learning (SEL) and restorative practices.
• Support the collection and use of discipline, behavior, and SEL data to inform decisions and reduce disproportionality.
• Assist with building management in the areas of discipline, supervision, and school safety using preventative and relationship-centered strategies.
• Establish and implement culturally responsive and restorative procedures, practices, and routines related to student behavior and interventions.
• Collaborate with building teams to design and implement behavior intervention plans that emphasize skill-building, repair of harm, and reintegration.
• Collaborate with building and district leaders to support inclusive programming for students receiving special education services and those learning English as a second language.
• Maintain confidentiality of student, staff, and program information and maintain accurate Continue professional learning related to restorative practices, SEL, MTSS, and equitable discipline.
• Attend and/or supervise before or after-school meetings and evening events as directed by the principal.
• Leading for equitable outcomes and college and career readiness for all students.
• Implementing restorative practices as a primary approach to addressing student behavior and repairing harm.
• Reducing exclusionary discipline and addressing disproportionality through preventative and restorative strategies.
• Nurturing a school environment that celebrates, respects, and values diversity and belonging.
• Leading professional learning that increases staff capacity in culturally responsive and restorative practices.
• Build meaningful partnerships with families to support each student’s growth and and success.
• Modeling leadership that supports inclusive, respectful, and relationship-centered school culture.
• Perform other duties as assigned.

Requirements

QUALIFICATIONS:

Required:

• Valid Washington Teaching Certification
• Valid Washington Administrative Certification

Preferred:

• Previous experience in a school-based administrative role.
• Demonstrated knowledge of restorative practices and restorative discipline models.
• Demonstrated knowledge of Social Emotional Learning (SEL) and Multi-Tiered Systems of Support (MTSS).
• Experience supervising staff and managing student discipline systems.
• Experience developing and facilitating professional development. 

KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

1. Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
2. Nurtures a positive school environment that celebrates, respects and values diversity, where teaching and learning are made relevant and meaningful to students of various cultures.
3. Initiates activities and discussions that lead to increased cultural competence of staff, informing and expanding teaching practices within classrooms.
4. Models instructional leadership and demonstrates a strong commitment to equitable outcomes for all students.
5. Ability to recognize each person as a unique individual even as we celebrate their group cultural heritage.
6. The ability and desire to establish positive relationships with persons regardless of race, gender, physical limitation, sexual orientation or religious belief, with an active commitment to equal opportunity for all persons.
7. Demonstrated ability to establish effective working relationships and interact successfully with diverse instructional support services and administrative staff, including perceiving the needs and concerns of others; assisting others in resolving conflicts; motivating others; and designing programs to assist others in meeting organizational goals.