Release Date:            May 9, 2025

Application Deadline:  May 23, 2025

Requisition:               11384

POSITION:            Academic Dean II - CSI Elementary (Grant-Funded)

REPORTS TO:        Principal

LOCATION:            George Washington Carver Elementary School

SALARY:               The salary for this EXEMPT position will be based on SMASA salary schedule for 11 and 12-month employees – Range D

EFFECTIVE:          July 30, 2025

APPLICATION PROCEDURES:

Qualified applicants, including current employees of St. Mary's County Public Schools, must complete a TalentEd online application.   In addition to the online application, any support documentation (copy of certification where applicable) must be scanned and uploaded to the TalentEd application.  The online application and any support documentation must clearly demonstrate that the applicant meets the minimum qualifications, including information about the applicant’s background, experience, and professional qualifications.  Failure to submit all required documentation will result in your application being considered incomplete.  Incomplete applications will not be forwarded to the selection committee for review.   All online applications must be completed no later than May 23, 2025. Following a screening of credentials, interviews will be scheduled. Please contact the Department of Human Resources with questions at 301-475-5511, ext. 1 or hrd@smcps.org.

NATURE OF WORK:

The Academic Dean II serves as an instructional leader of a Title I School Wide Comprehensive Support and Improvement (CSI) designated school, responsible for implementing and managing the intervention programs, staff, and required documentation for CSI status.

ESSENTIAL FUNCTIONS:

• Ability to professionally relate to and collaborate with co-workers, students, and community members
• Ability to understand and maintain confidentiality
• Ability to use technology effectively to complete tasks
• Ability to report to work daily and on time
• Ability to organize, supervise, coordinate and establish priorities of tasks to be completed
• Ability to work independently in the absence of detailed instructions and to follow complex oral and/or written instructions
• Ability to communicate orally or in writing, courteously and tactfully, with staff, students, parents, and the community in a timely manner
• Ability to work under pressure
• Ability to oversee and provide direction to the designed department (personnel support for certificated and non-certificated employees)
• Ability to plan and implement short and long-range objectives which relate to the departmental and system-wide objectives
• Ability to lead, support the staff, and communicate professionally and effectively with internal and external stockholders
• Ability to exhibit a personality that demonstrates enthusiasm, and interpersonal skills to relate well with students, staff, administration, parents, colleagues, and the community
• Ability to demonstrate excellent leadership and organizational skills and the ability to motivate people and facilitate productive academic/organizational change
• Possess excellent time management skills and ability to take initiative and make decisions within assigned responsibility in a challenging, fast-paced professional environment and be flexible in work responsibilities and hours
• Possess thorough knowledge of applicable Maryland laws, State Board of Education rules and regulations, Board of Education policies and regulations, regulations and procedures, and contractual obligations
• Possess knowledge of the programs, policies, and procedures of the St. Mary’s County Public School System

 This position is paid through Title I and the ESSR grants. Time and effort reporting are required.

DUTIES AND RESPONSIBILITIES:

Program Management

• Organizes, manages, evaluates, and assists the principal in supervising effective and clear procedures for the operation and functioning of the Title I program consistent with the philosophy, mission, values and goals of the district, including instructional programs in the Maryland College and Career Readiness Standards, extracurricular activities, discipline systems to ensure a safe and orderly climate, financial management, facilities maintenance, program evaluation, personnel management, office operations, emergency procedures, and community relations with a priority on support to CSI initiatives and identified students
• Adheres to Maryland school law, State Board of Education rules and regulations, Board of Education policies and regulations, school regulations and procedures, and contractual obligations
• Leads program level planning processes for CSI to ensure the development, implementation, improved achievement, and evaluation of the CSI components within the Title I program at GWCES
• Establishes the schedule of CSI instructional programs and interventions, ensuring learning experiences for identified students that meet and exceed curriculum standards
• Provides and supervises in a fair and consistent manner effective discipline and attendance systems with high standards, consistent with the philosophy, values, and mission of the school and district, in accordance with due process and other laws and regulations
• Notifies immediately appropriate personnel and agencies and follow established procedures when there is evidence of substance abuse, child abuse, child neglect, severe medical or social conditions, potential suicide or individuals appearing to be under the influence of alcohol, controlled substances, or anabolic steroids
• Assumes responsibility for the health, safety, and welfare of students, staff, and visitors. Develop clearly understood procedures and provide regular drills for emergencies and disasters, following State, local, and SMCPS guidelines
• Notifies appropriate Central Office staff immediately of any unusual circumstances.
• Implements schedules and procedures for the supervision of Title I students in non-classrooms, including before and after school, bus loading and unloading, cafeteria and for intervention services
• Completes, in a timely fashion, all records and reports as required by law and regulation or requested by the principal or Chief of Equity, Engagement, and Early Access. Maintain accurate records. Answer correspondence promptly
• Communicates with the Chief of Equity, Engagement, and Early Access and appropriate Central Office personnel regularly about the needs, successes, and general operation of the CSI status
• Supervises all personnel assigned to support CSI, establishing clear expectations for roles, responsibilities, and performance to ensure that all job responsibilities are met and exceeded
• Supports the Concentration of Poverty Grant with deep understanding of the programs and practices included in the grant
• Ensures that personnel evaluation procedures are accomplished in a fair and consistent manner that encourages accountability, growth, and excellence, in accordance with law, Board policy, and contractual requirements.
• Observes strictly, to avoid the appearance of conflict, all ethics requirements regarding conflicts of interest in employment, purchasing, and other decisions, including solicitation and acceptance of gifts and favors, and submit in a timely fashion the required annual disclosure statement regarding employment and financial interests
• Performs any duties that are within the scope of employment and certifications, as assigned by the Superintendent and not otherwise prohibited by law or regulation

Program Culture

• Establishes and promotes high standards and expectations for all students and staff for academic performance particularly as it relates to eliminating the school’s CSI status
• Supports the principal in implementing social emotional learning structures, which actively teach desired behaviors, positively reinforces appropriate behavior, and provides low level interventions for low level misbehavior and will result in increased attendance and student achievement
• Coordinates resources for comprehensive student and family health and social services
• Displays the highest ethical and professional behavior and standards when working with students, parents, program personnel, and agencies associated with the Title I School
• Serves as a role model for students, dressing professionally, demonstrating the importance and relevance of learning, accepting responsibility, and demonstrating pride in the education profession
• Keeps the staff informed and seek ideas for the improvement of services that support Title I students identified as at risk
• Provides leadership opportunities to a variety of certificated and non-certificated staff members

Instructional Practices

• Supervises the instructional programs, evaluating lesson plans and observing classes on a regular basis to encourage the use of a variety of instructional strategies and materials consistent with research on learning and child growth and development
• Ensures that the instructional programs engage the learner in tasks that require analytical and critical thinking, questioning the known, problem solving and creativity, that they address the range of skills and developmental needs found in the classroom, that they encourage the student to define individual goals and accept responsibility for learning, and that they provide a variety of methods for the student to demonstrate performance and achievement
• Reviews regularly student work to ensure that it is rigorous, developmentally appropriate, purposeful, and engaging
• Reviews regularly student assessments as well as formative and summative local assessments to ensure that they measure student mastery of the Maryland College and Career Readiness Standards
• Ensures IEP processes and procedures are followed with fidelity

 Data Driven Instruction

• Collaborates to develop a comprehensive plan with annual student achievement targets, supported by parents, staff, and community members under the direction of the principal
• Organizes and facilitates a Pupil Services Team, which intervenes to solve behavioral, nutritional, attendance and other problems, receives data-based teacher referrals of students who are not making progress and makes referrals to appropriate health and human service agencies
• Organizes and supervises data-based procedures for identifying and addressing special needs of students including health related concerns, and physical, emotional, and learning disabilities, coordinating the resources of the program and community to assist the student and family at the direction of the principal
• Collects and analyzes data regarding the needs and achievement of students, including local, State and National assessments, and other pertinent information affecting the design and implementation of services and programs, using the information to recommend new programs and modifications to existing programs
• Ensures that appropriate intervention/enrichment for individual students are provided, based on results of assessments using multiple measures that support a whole child philosophy
• Analyzes student attendance, discipline, and achievement data to identify and eliminate disproportionality
• Monitors the amount of instruction students miss due to absences and/or misbehavior
• Analyzes data obtained through observing teaching and learning to make recommendations for improvement for individual teachers and in the instructional program

 Technology

• Demonstrates proficient use of student data management systems in order to analyze individual student data, teacher data and the effectiveness of the instructional program.
• Uses technology for on-going root cause analysis of student performance to drive instructional decision making.
• Demonstrates proficient use of technology resources for scheduling building use, ordering materials, managing staff absences, communicating with the program community, video camera monitoring, interview/hiring process, etc.
• Demonstrates proficient use of technology resources to observe and evaluate staff.

 Professional Development

• Facilitates professional development for all staff focused on the achievement of the Maryland College and Career Readiness Standards, aligned with identified curricular, instructional and assessment needs and connected to the Title I School Wide Plan; including the CSI portion of the plan.
• Involves staff in determining their professional development needs.
• Facilitates professional development for all staff focused on developing cultural proficiency.

 Engage the Community

• Works with the staff and families, facilitate the development of a written program vision that encompasses values, challenges, and opportunities for the academic, social and emotional development of each student.
• Maintains positive, cooperative, and mutually supportive relationships with the central administration, parents, and representatives of resource agencies within the community.
• Maintains visibility with students, staff, parents, and the community, attending program and community functions regularly to demonstrate a genuine interest in the students and staff.

QUALIFICATIONS:

Required:

• Master’s degree
• Maryland Advanced Professional Certificate
• Maryland Administrator I endorsement
• Four (4) years excellent experience in teaching and working at the appropriate level
• Three years of successful experience in a leadership role at the school or system level

Preferred:

• Title I experience
• Oral and written proficiency with Spanish language

TERM OF EMPLOYMENT:

 Full-time twelve-month position

SALARY GRADE RANGE:

The salary for this EXEMPT position will be based on SMASA salary schedule for twelve-month employees – Range D

BARGAINING UNIT ELIGIBILITY: SMASA

Revised 03.2025 FY26