SY 26-27: Dean of Students at TAPA: Trinity Academy for the Performing Arts

TAPA: Trinity Academy for the Performing Arts , an academically rigorous public charter school for the arts, seeks a Dean of Students to lead a positive, productive, safe, and inclusive school culture rooted in restorative practices and the principles of nonviolence. The Dean of Students is responsible for implementing student-centered approaches to conflict resolution, student advocacy, and disciplinary procedures. Additionally, the Dean of Students oversees attendance strategies, working closely with students and families to maintain consistently strong daily attendance.

TAPA is a creative community shaped by the cultural, racial, ethnic, and linguistic diversity of our students and staff. Nearly all TAPA students are people of color, predominantly Latinx, with most speaking both English and Spanish at home. A significant portion of our student body identifies as LGBTQ+. We aim to hire staff who reflect our students lived experiences and bring a deep belief in the power of student voice, identity, and relationship-driven teaching.

TAPA is a school community that values collaboration, student voice, and the power of the arts to build connection and inspire change. We believe that diverse perspectives and lived experiences make our school stronger. We recognize that traditional systems have not always served all students equitably, and we work to imagine something bettersomething more inclusive, more responsive, and more just.

TAPA encourages applicants from all backgrounds, and especially those from communities historically underrepresented in education. TAPA considers applicants for employment without regard to, and does not discriminate on the basis of, gender, sex, sexual orientation, gender identity, national origin, age, race, disability, veteran status, or any other legally protected category. Reasonable accommodations will be made for qualified individuals with disabilities.

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1. Creates a safe and positive climate and learning environment at TAPA by:
   • Developing and communicating clear expectations for student behavior
   • Overseeing and streamlining disciplinary procedures that are effective and student-centered
   • Collaborating with teachers and administrators to address behavioral issues in ways that support inclusion and growth
   • Helping develop and implement strategies that support the diverse needs of students
2. Restorative Practices Leadership:
   • Leads schoolwide restorative practices and systems related to student behavior and attendance
   • Provides training and on-the-ground support to staff in implementing restorative practices rooted in empathy, accountability, and relationship-building
3. Conflict Resolution and Mediation:
   • Develops and maintains a strong conflict resolution program for students
   • Acts as a trusted mediator in student conflicts, ensuring that all students feel heard and respected
4. Student Advocacy:
5. Attendance Management:
   • Develops and leads strategies to improve and maintain daily attendance
   • Collaborates with teachers, families, local agencies, and students to identify and remove barriers to attendance
   • When necessary, leads the truancy process, including tracking absences and initiating family meetings, while prioritizing collaborative solutions over court involvement
6. Family Engagement:
   • Builds and maintains strong relationships with families to support student success
   • Communicates regularly with families when students are absent
7. Training and Professional Development:
   • Coordinates training for staff on restorative practices and nonviolence
   • Shares resources and insights on supporting diverse learners through a strengths-based lens
8. Qualifications:
9. Degree or significant related and relevant experience in education, counseling, or a related field
10. Training in restorative practices and nonviolence
11. Strong communication and interpersonal skills, and comfort working with students, families, and staff
12. Understanding of laws and best practices related to student discipline and attendance
13. Experience working collaboratively in a diverse, urban educational setting
14. A commitment to relationship-driven, student-centered work
15. Understanding of the varied perspectives, strengths, and needs students and staff bring to their workincluding those related to race, language, gender, ability, and identity
16. Proven ability to build strong relationships with families, students, and community partners
Preferred Qualifications:
1. Five years of experience in an urban school environment and/or personal experience navigating urban education systems
2. Proficiency in conversational Spanish
3. Knowledge of or engagement in the Rhode Island arts community