Dean of Discipline, Temporary assignment for the 2026-2027 School Year

Sussex Central High School
Position Title: Dean of Discipline, Temporary Assignment for the 2026-2027 School Year
Reports To: Building Principal
Location: Sussex Central High School, Georgetown, DE
Status: Full-Time Temporary Assignment, 10-month position.  This means that position may be temporary, but not the staff member.  If the position is not renewed in subsequent school years, the staff member is guaranteed a placement in the IRSD in a position for which they hold certification.
Salary: Teacher salary schedule based on experience and degree. Salary Schedule can be found on the district website: https://www.irsd.net/salary-scales

Position Summary:
Sussex Central High School is seeking a dedicated and student-centered Dean of Discipline to lead the implementation of a safe, structured, and supportive learning environment. The Dean of Discipline will work closely with school administrators, staff, students, and families to promote a positive school culture through proactive behavior systems, restorative practices, and consistent implementation of the school's code of conduct. This role is essential in advancing school-wide discipline efforts, improving student behavior outcomes, and ensuring a safe and equitable learning environment for all students.

Key Responsibilities:

• Enforce and support the school's Code of Conduct and discipline policies consistently and equitably
• Monitor and manage daily student behavior, attendance, and discipline data
• Lead and model restorative practices and positive behavior interventions
• Collaborate with administration on the development and implementation of behavior management strategies
• Conduct student conferences, re-entry meetings, and communicate discipline actions effectively to families
• Coordinate in-school suspension (ISS) programs and collaborate with Student Support Suite, CAMP, and CDAP placements
• Support teachers in maintaining safe, respectful, restorative and trauma-informed classrooms
• Investigate behavioral incidents and document findings in student records
• Process behavioral referrals and regularly analyze discipline and attendance data to identify trends and plan interventions
• Serve on the School Leadership Team, Student Problem Solving Team (SPST), and Crisis Response and Safety Team
• Create and deliver grade-level presentations and advisory sessions based on student behavior trends
• Develop and support PBIS incentive programs aligned with school-wide behavior expectations
• Facilitate decision-making conversations between students and staff to repair harm and rebuild relationships
• Prepare and maintain discipline logs, reports, behavior plans, and other documentation
• Maintain Crisis Prevention Intervention (CPI) certification and participate in de-escalation and safety protocols
• Assist in developing and monitoring individualized behavior and support plans for students with behavioral or emotional needs
• Provide real-time classroom support for students exhibiting disruptive behaviors
• Supervise and monitor student movement during arrival, lunch, hallway transitions, and dismissal
• Collaborate with administration and public safety agencies to plan and debrief emergency drills
• Develop, update, and enforce the school safety plan in alignment with state guidelines

Required Qualifications:

• Bachelor's degree in Education or related field
• Minimum of five years of successful experience in a school setting, with demonstrated leadership in student behaviors, school climate, counseling or administration.
• Administrative certification (e.g., School Principal/AP certification) required. Eligibility for administrative certification may be considered if all required coursework and Praxis tests have been completed or if applicant holds a reciprocal license in another state.
• Crisis Prevention Intervention (CPI) certification or willingness to obtain upon hire

Key Competencies:

• Strong interpersonal, organizational, and communication skills
• Deep understanding of culturally responsive and equity-centered practices
• Demonstrate ability to remain calm, fair, and consistent in high-pressure situations
• Knowledge of restorative justice, PBIS, trauma-informed practices, and MTSS
• Ability to build and sustain positive relationships with students, families, and staff
• Strong analytical skills and comfort working with data to drive behavioral interventions
• Commitment