Dean of Students
BRUSH SCHOOL DISTRICT RE-2J
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JOB DESCRIPTION
Dean of Students — Brush Secondary School
Position Title: Dean of Students, Brush Secondary School
Reports To: Building Principal(s)
Contract: 178 days; full time, exempt
Salary Range: $60,000 - $72,000 (dependent on experience) and benefits
Start Date: July 2026 (or as negotiated)
POSITION PURPOSE
Brush School District RE-2(J) believes that every student deserves to learn in a school where they feel safe, known, and valued—and where adults work relentlessly to keep students connected to instruction. The Dean of Students at Brush Secondary School is a critical member of the administrative team whose primary responsibility is building and sustaining a school culture that promotes belonging, positive behavior, and student success.
The Dean is expected to be very visible throughout the building in hallways, in the cafeteria, at arrival and dismissal, and in classrooms, proactively building relationships with students and preventing problems before they escalate. The Dean leads the implementation and daily operation of Positive Behavioral Interventions and Supports (PBIS), manages student discipline with a restorative and instructional mindset, and serves as a bridge between the school and families.
Above all, the Dean of Students protects instructional time. Every minute a student spends out of class is a minute of learning lost. This position exists to keep students in classrooms and engaged in instruction by building the systems, relationships, and culture that make that possible.
PBIS IMPLEMENTATION AND STUDENT BEHAVIOR
Lead proactive, school wide systems that teach and reinforce expected behavior
Lead the design, implementation, and continuous improvement of a school wide PBIS framework at all three tiers, ensuring systems are clearly defined, consistently taught, and actively reinforced by every adult in the building.
Develop and maintain a school wide behavior matrix that defines clear expectations for every setting—classrooms, hallways, cafeteria, restrooms, bus areas, and extracurricular events—and ensure students and staff know and use a common behavioral language.
Coordinate regular collection and analysis of behavioral data (office discipline referrals, attendance patterns, suspension rates, and PBIS fidelity measures) to identify trends, target interventions, and report progress to the administrative team and staff.
Facilitate the PBIS leadership team, ensuring regular meetings, action planning, fidelity checks and ongoing professional development for all staff on PBIS practices.
Design and lead recognition systems that celebrate positive student behavior, attendance, and academic effort—making the ratio of positive to corrective interactions a visible and measurable priority.
Ensure Tier 2 and Tier 3 behavioral interventions (Check In/Check Out, behavior contracts, functional behavior assessments, individualized plans) are in place, monitored, and adjusted based on student response data.
STUDENT DISCIPLINE
Manage behavior with consistency, dignity, and an unwavering focus on keeping students in class
Serve as the primary point of contact for student discipline, handling office referrals, investigating incidents, and determining appropriate consequences in alignment with district policy, the student code of conduct, and applicable law including overseeing threat assessments and threat assessment screeners as needed.
Approach every discipline situation with a restorative mindset—seeking to understand the root cause of behavior, repair harm, and return students to instruction as quickly as possible while protecting the learning environment for all students.
Minimize the use of exclusionary discipline (suspension and expulsion) by utilizing alternatives such as restorative conferences, in school intervention, mediation, restitution, and re entry planning.
Ensure discipline practices are equitable; regularly disaggregate discipline data by race, gender, disability status, and grade level to identify and address disproportionality.
Manage all discipline documentation accurately and in a timely manner, maintaining thorough records in the student information system and ensuring due process is followed in all proceedings.
Coordinate with the counselors, social workers, and outside agencies when student behavior involves safety concerns, legal issues, or the need for wraparound services.
Communicate discipline decisions to families promptly and respectfully, ensuring parents and guardians understand what happened, why the school responded as it did, and what support is available for their student per district policy and protocols.
Maintain appropriate documentation of all disciplinary actions in accordance with state requirements.
SCHOOL CULTURE AND SENSE OF BELONGING
Create a school where every student is known, valued, and connected
Champion a school culture rooted in The Beetdigger Way and why “It Means More to be a Beetdigger”—where every student feels they belong, every adult knows students by name, and the building feels like a place students want to be.
Be the most visible and approachable adult in the building; be present in hallways during transitions, in the cafeteria during lunch, at the bus loop, and at school events—greeting students, checking in, and building rapport daily.
Develop and coordinate programs in conjunction with the athletic and activities director that foster student connection and identity, including mentoring initiatives, advisory structures, student leadership opportunities, and school spirit activities.
Monitor student engagement and belonging through surveys, attendance data, and direct conversation, paying particular attention to students who are disengaged, frequently absent, or at risk of dropping out.
Collaborate with counselors, social workers, and support staff to identify students in crisis and connect them with appropriate resources—acting quickly when a student is struggling.
Lead efforts to create an inclusive environment where students of all backgrounds, cultures, and identities see themselves reflected in the school community and feel respected by peers and adults alike.
Plan and facilitate school wide events, assemblies, and traditions that build community, celebrate student achievement, and reinforce a positive school identity.
PROTECTING INSTRUCTIONAL TIME
Ensure every minute of the school day serves student learning
Treat instructional time as the most valuable resource in the building; make decisions about scheduling, transitions, announcements, pull outs, and discipline with the explicit goal of keeping students in class and learning.
Monitor hallways, restrooms, and common areas during instructional periods to ensure students are where they are supposed to be and to address patterns of tardiness, hall wandering, or class avoidance.
Work with teachers to develop classroom level strategies that reduce the need for office referrals—supporting staff in managing minor behaviors in the classroom so that instructional momentum is preserved.
Capture and analyze data on student time out of class (referrals, suspensions, in school intervention, nurse visits, counselor visits) and set measurable goals for reducing lost instructional minutes.
Coordinate with the administrative team to streamline transitions, reduce unnecessary interruptions (intercoms, call outs, schedule changes), and establish building routines that maximize time on task.
When students must be removed from class, ensure a structured re entry process that includes a conversation about what happened, what needs to change, and a plan to re engage with the learning they missed.
STUDENT AND FAMILY ENGAGEMENT
Build the relationships that make everything else possible
Build genuine, trusting relationships with students—particularly those who are most disconnected from school—by being consistently present, following through on commitments, and treating every student with dignity regardless of circumstance.
Serve as a primary point of contact for families on matters of student behavior, attendance, and school engagement; communicate proactively—not only when there is a problem—so that families experience the school as a partner, not a source of bad news.
Conduct home visits, attend community events, and participate in family engagement activities to build trust with families who may not feel comfortable coming to the school building.
Facilitate parent conferences related to discipline, attendance, and behavior intervention plans with empathy and transparency, ensuring families have voice in developing solutions for their students.
Collaborate with family liaisons, translators, and community organizations to ensure communication is accessible to all families, including those whose primary language is not English.
Partner with community organizations, faith communities, local businesses, and social service agencies to expand the network of support available to students and families.
SUPPORTING THE ADMINISTRATIVE TEAM AND STAFF
Be a reliable partner who makes the building work
Serve as a direct support to the building principal(s), carrying out administrative directives, sharing leadership responsibilities, and providing honest, real time feedback about building climate, staff morale, and student concerns.
Support teachers in developing effective classroom management practices through coaching, modeling, co teaching, or providing resources—approaching this work as a partner, not an evaluator.
Assist with supervision duties including arrival and dismissal, lunch, assemblies, athletic events, dances, and other school activities as assigned by the principal.
Collaborate with the administrative team on master schedule development, staff duty assignments, emergency planning, and other operational needs of the building.
Participate in staff meetings, professional development, and leadership team meetings as a contributing member who brings the student behavior and culture perspective to every conversation.
Provide consistent, calm, and professional leadership during crisis situations, including student emergencies, safety threats, and parent conflicts—serving as a stabilizing presence in the building.
Step into any role the building needs on any given day—covering a class, de-escalating a situation, meeting with a parent, supervising the parking lot—with the understanding that this position requires flexibility, selflessness, and a whatever it takes mindset.
REQUIRED QUALIFICATIONS
Colorado teaching license; administrative license preferred
Bachelor’s degree in education or a related field; master’s degree preferred
Minimum of three (3) years of successful teaching experience at the secondary level
Demonstrated experience with PBIS implementation or comparable school wide behavior frameworks
Proven ability to build positive relationships with students, including those with significant behavioral and emotional needs
Knowledge of restorative practices, trauma informed approaches, and de escalation strategies
Experience managing student discipline with a commitment to equity, dignity, and keeping students connected to instruction
Strong communication skills with the ability to work effectively with students, families, staff, and community partners
PREFERRED QUALIFICATIONS
Colorado principal or administrator license
Experience in a secondary school setting (grades 6 through 12)
Bilingual (English/Spanish) or experience working with linguistically diverse student populations
Training or certification in restorative justice practices
Experience with threat assessment protocols and crisis intervention
Coaching or extracurricular leadership experience
Experience serving in a rural school community
WORKING CONDITIONS & PHYSICAL REQUIREMENTS
This position requires constant movement throughout the school building and campus, including classrooms, hallways, cafeteria, gymnasium, outdoor areas, bus loading zones, and parking lots in all weather conditions. The Dean must be able to stand and walk for extended periods, respond quickly to student emergencies, and physically navigate a multi building campus. The role involves frequent high stress interactions requiring emotional resilience, de escalation skills, and professional composure. Evening and weekend commitments for school events, athletic contests, dances, and activities are expected throughout the school year.
BENEFITS
Competitive salary based on experience
Health, dental, and vision insurance
Life insurance
Paid time off
Professional development opportunities
APPLICATION PROCESS
Interested candidates should submit the following materials to Brush School District RE-2(J):
Letter of interest addressing your approach to school culture, student relationships, and PBIS
Current resume or curriculum vitae
Copy of Colorado license (teaching and/or administrative)
Three (3) professional references, including at least one current or former supervisor
Unofficial transcripts
Brush School District RE-2(J) is an equal opportunity employer committed to diversity and inclusion.
The Beetdigger Way: Every student. Every classroom. Every day.