Dean of Whole Child Wellness (School Psychologist or School Counselor)

San Francisco Day School•San Francisco, CA

10d•$110,000 - $140,000

About The Position

The Dean of Whole Child Wellness is a key leader in advancing the academic, social-emotional, and behavioral well-being of students in a K–8 setting. This role works in close partnership with faculty, administrators, and families to strengthen adult capacity, provide expert guidance, and deliver targeted support that helps all students thrive. In collaboration with the Assistant Head of School and the Director of Student Support and Wellness, this position helps shape and implement a cohesive, school-wide approach to student well-being. While grounded in expertise, the role prioritizes proactive, strengths-based practices focusing less on formal assessments and more on equipping teachers, partnering with families, and fostering inclusive environments where every student can succeed. This is a dynamic, hybrid role that blends direct student support, faculty consultation, and program leadership to build a responsive, supportive, and student-centered school community.

Requirements

Master’s or Specialist degree in School Psychology, Clinical Psychology or School Counseling.
Licensed Psychologist or PPS credential.
Experience working with elementary and/or middle school-aged students.
Knowledge of learning differences, child development, and evidence-based social-emotional practices.
Strong interpersonal and communication skills, with the ability to work collaboratively with faculty and families.
Commitment to fostering an inclusive and supportive school community.

Nice To Haves

Minimum of 2-3 years+ of experience in an independent school setting.
Master’s or Specialist degree in School Psychology or School Counseling.
Conduct psychoeducational and social-emotional assessments to help understand students’ learning profiles and developmental needs.
Familiarity with psychoeducational testing and interpretation.
Experience supporting students with learning differences, anxiety, and executive functioning challenges.

Responsibilities

Partner with homeroom teachers and divisional leadership to address emerging social-emotional and behavioral concerns.
Teachers serve as the first point of contact; provide guidance, coaching, and strategies to help them effectively support students in the classroom.
Assess student needs and determine appropriate next steps, including in-school supports, skill-building interventions, or referrals to external specialists.
Maintain a caseload of students requiring ongoing support, monitor progress, and adjust interventions as needed.
Lead and coordinate crisis response efforts, providing guidance and support during student mental health or safety incidents.
Collaborate across the student support team to ensure consistent, school-wide approaches to student wellness.
Serve as a resource and partner to teachers on classroom strategies, behavior support, and student development.
Provide actionable guidance on age-appropriate social-emotional skills and positive behavior management.
Support the development and monitoring of student support, learning, and behavior plans.
Lead professional development on topics such as social-emotional learning (SEL), child development, anxiety, emotional regulation, and classroom behavior strategies.
Support implementation of schoolwide SEL initiatives and programs that promote resilience, belonging, and healthy peer relationships.
Build strong, trust-based relationships with families as a key liaison for student well-being.
Offer guidance on developmental expectations, school policies, and practical strategies for supporting behavior, communication, and routines at home.
Provide resources, workshops, and educational materials to help families reinforce social-emotional growth.
Facilitate connections to outside providers when additional evaluation or support is needed.
Build visible, supportive relationships with students throughout the school day.
Provide short-term counseling, coaching, and skill-building interventions to support social-emotional, behavioral, and executive functioning needs.
Deliver targeted interventions and monitor student progress to ensure effectiveness.
Collaborate with teachers, learning specialists, and divisional leadership to identify students who may benefit from additional supports.
Collaborate with outside psychologists, therapists, and educational specialists to align support with school programs.
Guide families through referrals for external evaluations or services when appropriate.
Maintain communication with external providers to ensure continuity and consistency in student care.