RESPONSIBILITIES

: ESSENTIAL FUNCTIONS OF THE CLASS (May not include all duties) Works collaboratively with school stakeholders to establish and promote positive school cultures grounded in restorative practices. Provides targeted interventions to students in the areas of behavior and conduct through a restorative lens. Identifies students with attendance and/or disciplinary issues to resolve those issues with school counselors, parents, and social workers to ensure a positive outcome. Implements discipline in alignment with the APS Code of Conduct using restorative practices. Investigates and resolves discipline problems in a fair and just manner in conjunction with assistant principals and principal. Investigates student complaints and grievances. Investigate, adjudicate, and monitor minor infractions of the school code in the form of progressive discipline such as detentions, classroom referrals, Saturday detention, and in-school suspension, out-of-school suspension, etc. Re-enters students upon completion of out-of-school suspensions, facilitates student/teacher re- entry meetings, and provides Peer Mediation to resolve student conflicts. Maintains disciplinary records required by policy, regulation, law or good practice. Presents the school’s case in due process proceedings for suspension and expulsion Conducts frequent walkthroughs throughout the school and outdoor campus to serve as a highly visible presence to promote positive behavior and a safe/orderly school environment. Oversees matters of student attendance in conjunction with assistant principals and principal Counsels’ individual students and, when necessary, works with Student Services teams to make appropriate referrals for testing, guidance or psychological counseling. Makes recommendations for appropriate revisions of and assists in the interpretation of programs, policies and procedures affecting student climate and culture. Helps manage the daily operations of the school campus, including safety and security operational tasks, such as managing emergency drills, leading arrival/dismissal procedures, cafeteria duty, and attending evening activities, e.g., performance arts and athletic events. Works with school security staff and officers to move students to class on time; helps keep students in the classroom and ensures the overall safety and security of the school campus. Provides and maintains appropriate communication with family and community, including law enforcement agencies and the judicial systems. Works with community and government agencies on problems relating to drug abuse and truancy. Assists with evaluation of school support staff. Performs other duties as assigned. EXPERIENCE: REQUIRED KNOWLEDGE, SKILLS AND ABILITIES Demonstrated experience and success in participating in and supporting organizational change processes, especially as it relates to student discipline and conduct. Knowledge of, and skilled in, managing programs, people, and resources in the effective advice of students and their parents regarding learning, enrichment, and growth to facilitate improved academic achievement and expand horizons on the range of opportunities, including college. This includes knowledge of/skill in supervision at the first level of supervision, or ability to rapidly acquire such knowledge/skill, to supervise subordinates. Knowledge of the methodology, procedures and practices of the specialties required to implement restorative practices for student conduct infractions. Knowledge of key regulations, initiatives, guidelines, and standards applying to equity and excellence, with emphasis on APS. . Ability to review, recommend and implement policies or standards that address challenges related to progressive discipline, restorative practices, and student conduct. Ability to develop and implement effective strategies that address issues of student attendance, truancy, and disproportionality amongst student discipline. Ability to interpret data, develop recommendations to address trends and challenges and convey findings to a wide audience. Ability to interact with others across departments, agencies, and the community to forge relationships that foster collaboration. Ability to monitor, direct, and coordinate several projects simultaneously under strict deadlines. Skill in problem solving to select, organize and logically process relevant information (verbal, numerical or abstract) to solve a problem. This includes the ability to recognize subtle aspects of problems, identify relevant information and make balanced recommendations and decisions. Examples include developing, enhancing, implementing, and evaluating APS-wide programs to enhance minoritized student achievement; advising on minoritized student achievement issues and responses based in part on expertise in the field; and supervising subordinate staff, including work planning, assignment and review, performance assessment, motivation, etc. Skill in written communication to understand written information (including instructions, descriptions and ideas), and to express such information in writing so that others will understand and, at times, be convinced or persuaded. Skill in oral communication to understand verbal information (including instructions, descriptions and ideas), and to express such information verbally so that others will understand and, at times, be convinced or persuaded. This includes the ability to encourage effective oral communication by others, such as direct reports and Equity Coordinators and Specialists assigned to schools, parents, and students. Interpersonal skills to interact with contacts in a businesslike, customer service-oriented manner by establishing and maintaining effective working relationships and working in harmony with directors, staff, students, and the public. Skill in using a computer and proficiency in Microsoft Office programs, including Excel and PowerPoint, is required. QUALIFICATIONS: MINIMUM EDUCATION, TRAINING AND EXPERIENCE REQUIREMENTS Master’s Degree in Education or related field and at least five years of K-12 school division experience (grades 9-12 preferred); demonstrated competencies (engagements, observations, evaluations, and tracking tools) to assess and manage student behavior; experience developing and implementing school-wide behavior management programs, e.g., PBIS, Restorative Practices, as well as responding to the day-to-day behavioral needs of students or any equivalent combination of education and experience that would provide the required knowledge, skill, and ability. Bilingual skills preferred but not required. Experience working with students and families of diverse backgrounds is preferred. LICENSE/CERTIFICATION Hold or be eligible for a Postgraduate Professional License with an endorsement in administration and supervision issued by the Virginia State Board of Education.