SY 22-23 High School Dean of Students

Company Details

Chicago International Charter School


Our deans drive our network’s responsibility to create a positive, productive, and structured school environment where all students feel supported and are capable of thriving. They promote a positive social and emotional learning environment conducive to teaching and learning by providing behavioral support for all students. Our deans are passionate about being proactive rather than reactive to school culture conditions. We want deans who:

  • are still students
    themselves because great teaching is only possible when one continuously learns and improves.
  • always look for evidence of learning and constantly adjust their approach based on what they discover.
  • value people and relationships because nothing can happen without a solid relationship.
  • are driven by the belief that all students will succeed.

If this sounds like you, we want to hear from you! Read to learn more about this role and Chicago International Charter Schools (CICS) below.


Our deans create and provide a suitable educational environment for students with challenging behavioral needs, work with classroom teachers on behavior management, and monitor and track behavior incidents throughout the school year. In addition, the Dean of Student Culture will be responsible for implementing the school-wide plan for creating a positive culture of student behavior and administering student discipline by the CICS Student Discipline Policy. This position will report to the School Director. Specific responsibilities include but may not be limited to:

Build and Facilitate A Strong School Culture

  • Ensure the consistent and fair administration of school policies regarding student conduct and discipline.
  • Create proactive student celebrations.
  • Serve as a model of strong staff and student culture.
  • Collaborate with Leadership Team to create and present formal reports on school culture, safety, and school operations.
  • Collaborate with the culture team to complete community walk-throughs.
  • Collaborate with culture team and Leadership Team to review and monitor school culture data.
  • Prepare and distribute weekly detention reports to students.
  • Support, attend and manage weekly detention, optional detention session, and 3 for 1 detention events.
  • Complete all suspension paperwork in Illuminate.
  • Update all behavior data in Illuminate, including demerit and detention corrections, Clean Weeks, and suspension notices.
  • Plans and teaches summer school behavior class as directed.

Direct Student Support and Management

  • Supervise students during entry, lunch, dismissal, and transitions.
  • Assist with classroom removals, bathroom escorts, and early dismissal escorts.
  • Monitors school support structures such as office hours/study hall; runs daily study hall report.

Stakeholder Relationship Building

  • Proactively establish family communication plans and make reasonable efforts to communicate with parents/guardians when appropriate. Informs parents/guardians of disciplinary status via weekly call list; meet with parents/guardians as necessary to develop a plan for student success.
  • Communicate student progress and relevant updates, consistently, and positively with parents via all appropriate mediums.
  • Assist parents/guardians with any disciplinary concerns.
  • Facilitate re-entry meetings after suspensions between students, parents or guardians, and school officials.
  • Assist with community meetings to build school culture.
  • Collaborate frequently with Leadership Team, Social Worker, and Case Manager.
  • Collaborate with school social workers and special education teachers to execute individualized behavior intervention plans as appropriate.
  • Maintain confidentiality regarding student records.
  • Participate in parent communication activities.
  • Participate in extracurricular activities to ensure a positive school culture and provide support for students and staff (as required).


  • 3+ years of successful teaching experience is highly preferred.
  • Command of developmentally appropriate behavioral interventions including but not limited to restorative justice and positive behavior intervention system strategies.
  • Proficiency with the Google Suite, Microsoft Office (Word, Excel, PowerPoint), and email communications.


  • Be Fully Vaccinated:
  • Chicago International Charter School requires all employees to be fully vaccinated* for COVID-19 as a condition of employment effective January 18, 2022. All offers of employment after that date are contingent upon proof of full-vaccination status as a part of the pre-employment process.
    • Fully vaccinated is defined as follows: At least two weeks have passed since receipt of the Johnson & Johnson single-dose vaccine, or the second dose of either the Moderna or Pfizer-BioNTech two-dose vaccines.


  • Hold a deep belief in the potential of all people – that all students, regardless of their backgrounds and educational pasts, have the potential to succeed in college or an appropriately rigorous post-secondary outcome.
  • Hold a deep belief that it is the responsibility of schools, educational programs, and professionals to help all students realize that potential.
  • Relentless despite anything that gets in the way. Maintains faith while being persistent and realistic about current struggles, however, works through obstacles and takes a high degree of initiative to resolve problems and implement solutions independently in a fast-paced, highly entrepreneurial environment.
  • Demonstrate an organized, detail-oriented, execution-focused, and growth mindset.
  • Model maturity, humility, positivity, and a roll-up-my-sleeves and “whatever it takes” attitude.
  • Driven by data and results to take on new and greater achievements.
  • Demonstrate enthusiasm and commitment toward the position and the mission of CICS. Support CICS’ values in the strategic areas of academic excellence, operational performance, superior culture, and financial health and growth, as outlined in the Employee Handbook.
  • Establish and maintain effective working relationships with teachers, students, parents, guardians, the community, and administrative staff. Be sensitive to network needs, employee goodwill, and the public image, as unique situations present themselves.
  • Possess excellent communication skills: Oral (including presentations), Written, Interpersonal (active listening), Negotiating, and Influencing.
  • Have the desire and ability to be at work consistently and on time, follow instructions, respond to management direction, and solicit feedback to improve performance.


  • Continuously Grow – you are a reflective practitioner who knows that you could always do better than you did today, and you make that growth happen even when you have competing priorities. You reflect on how an individual’s or cultural differences can impact learning preferences, and consider differences when developing strategies to meet the student’s needs. You also reflect on your own biases and perspectives to help maintain objectivity, respect, and flexibility with educators and students.
  • Highly Analytical – you know that no one is teaching if no one is learning so you constantly look to evaluate whether students have learned what you sought to teach; plans are ever-changing because of your desire to respond to student progress. You see the data, analyze the data, and then take that next step of answering the question of “so what”. You are objective in your observations and are aware of potential cultural and individual biases in your data collection.
  • Relationship-Driven – you act as a partner with your students. You practice equity, provide choice, ensure dialogue, and learn from your relationships. You practice and model excellent communication skills, (oral, written, interpersonal (active listening), negotiating, and influencing), and build deep professional relationships and mutual respect with external partners. Work cannot happen without strong relationships with others regardless of whether they play the role of student or colleague on our campus. Relational trust must be established, nurtured, and protected.
  • Emotionally Intelligent – you show patience, compassion, empathy, and respect to all learners through positive verbal and nonverbal communication. You give positive encouragement to motivate students to try new strategies, to persist when implementation challenges arise, and to reinforce existing successful practices.
  • A Leader – you have a proven track record of being reliable, ambitious, humble, and responsive. You have organizational systems that allow you to manage your time, prioritize, and consistently meet all deadlines. You are relentless in your pursuit of improvement and excellence, holding yourself and your colleagues to a very high standard. You hold yourself accountable for the outcomes of those you teach and are a partner to them in their successes and challenges.


The mission of the Chicago International Charter School (CICS) is to be a vibrant network of unique Chicago charter schools that prepares students to thrive in college and life and empowers educators to innovate and lead. We strive to be a hub of excellence and innovation in Chicago education where every student flourishes, every school meets the unique needs of its students and community, and every success catalyzes citywide improvement.

CICS is entering an exciting time, embarking on the implementation of a new strategic plan. Joining our organization at this critical point in our history is an opportunity to be a part of leading CICS in a new direction.

We will continue to partner with high-performing school operators, but we will sharpen our focus on innovation, recruiting talented education entrepreneurs and supporting their efforts to innovate inside our schools and classrooms—ultimately, better serving Chicago’s students and their families.

Our plan is to develop CICS into a consistently high-performing network of academically rigorous, pedagogically diverse, forward-thinking schools that prepare every student for success in college or career – and our teachers will play a critical role in meeting that ambitious plan.


Our values keep us honest and help us determine the best course of action to meet our mission and vision.

  • We are determined optimists. We believe the quality of our schools must match the boundless potential of our students. We are uncompromising on quality and equity, fueled by the urgency to improve, and grounded in the belief that anything is possible if we keep striving.
  • We are driven to make the world better for students. Our core purpose is to improve our world through education. All decisions are made through the lens of what is best for students. We have the courage to make tough calls that benefit students in the long term and a deep commitment to our work.
  • We nurture new ideas. We give brave approaches the space to take root and the support to flourish. We are driven by data, embrace constant iteration, and have the curiosity to learn alongside our students so we can constantly improve.
  • We get stuff done. We believe in hard work and humility. We’re focused on delivering results and we always maintain high expectations—for our students and ourselves.
  • We are powered by people and partnership. We value our partners and our relationships. We maintain trust through transparency, direct communication, and integrity. We work together with compassion and without ego because we know the best solutions are forged collectively.
  • We prioritize diversity and authenticity. Diversity and authenticity are non-negotiable in education. We bring our whole selves to work and school, tackle questions of race and equity, listen, and tap into the power of our differences individually and as a network.


We offer a competitive compensation package, including a salary commensurate with experience; paid time off; a benefits package including medical, dental, and vision insurance; disability as well as life insurance. In addition, you’ll have the opportunity to work alongside dedicated colleagues committed to providing high-quality, innovative educational options for families across Chicago.


While performing the responsibilities of this position, the work environment characteristics listed below are representative of the environment the employee will encounter: usual school working conditions and may be noisy during high student traffic. In addition, the physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. no physical exertion required; somewhat stressful due to frequent student activity; exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force as frequently as needed to move objects.


We are profoundly committed to ensuring that our schools serve as models of diversity, equity, and inclusion. Not only is it the right thing to do – but it’s also the most effective way to advance racial and social justice. Because we live, learn and work in a diverse city and a diverse world, we value and expect cross-cultural competence and the continuous self-reflection and self-awareness it demands. Through our policies, practices, and attitudes, we cultivate a culture that prepares seniors and students to respect, embrace, and champion diversity, equity, and inclusion within our schools and beyond them.

Chicago International Charter School provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws.


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