PRIMARY FUNCTION: This position is responsible for providing leadership to the instructional leaders of schools and provides direction for comprehensive school improvement.

REPORTS TO: Associate Superintendent

SALARY SCHEDULE: Principal+Supplement

WORK DAYS: 250

REQUIREMENTS:

1.  Education Level: Master’s degree from an accredited college or university.  

Preferred: Specialist or Earned Doctorate

2.  Experience, Skill, and Certification: 

• Leadership certificate in Educational Leadership
• Three years supervisory or administrative experience, including at least two years of experience as a principal OR Three years supervisory or administrative experience, including at least two years of experience in a similar position performing direction for comprehensive school improvement program with a Public School System or State Agency
• Extensive knowledge of learning processes, research- based best practices, change theory, curriculum implementation, assessment, literacy and math strategies
• Demonstrated ability to raise student achievement and improve underperforming schools through a results- oriented approach driven by data
• Demonstrated knowledge of state and federal guidelines including, but not limited to, the College and Career Readiness Performance Index and state-normed assessments
• Demonstrated ability to work well with others, collaborate to solve problems, and build high performing teams

PREFERRED

• Additional supervisory or administrative experience will be considered

ESSENTIAL DUTIES:

Responsibilities for Instructional Leadership and School Improvement 

1. Coordinates the management and monitoring aspects of comprehensive school improvement planning
2. Monitors adherence to the established District Accountability Plan for ensuring academic achievement and school improvement.
3. Oversees the school improvement plan budget and its alignment with the school improvement plans to ensure successful implementation.
4. Participates with the staff in ongoing data analysis and formative assessment
5. Sets performance goals, objectives and standards to ensure leader accountability for increasing academic achievement and school improvement.
6. Participates in classroom walk-through sessions and professional conversations with school principals and program administrators to promote continued improvement.
7. Keeps abreast of current trends and practices in the content areas and in instructional leadership and disseminates professional information and materials to others.
8. Contacts administration, staffs, groups, agencies, and other entities in planning and executing assigned programs.
9. Formulates and executes action plans despite ambiguity, obstacles or resistance.
10. Ensures that staff accountability plans and the school improvement plan are implemented and followed, and that annual budgets are aligned to support the plans.
11. Works with the Associate Superintendents and Principals to ensure that a school leadership team is fully operational as defined in the Leader Keys Evaluation System
12. Works with the Associate Superintendents and Principals to ensure that the leadership teams and School Council activities are focused on school needs as identified in the comprehensive needs assessment
13. Works with the Associate Superintendents  and Principals to ensure the consistent monitoring of instruction with the provision of timely, performance-based feedback to teachers and principals.
14. Works with the Associate Superintendents and Principals to ensure the involvement of parents, community members and other stakeholders in the implementation of instructional initiatives, capital improvements, achievement data analysis, and school improvement monitoring.
15. Monitors formative and summative assessments to ensure that results are analyzed and used to guide instruction.
16. Serves on data teams to analyze feeder school student achievement, initiate lines of communication and planning with feeder schools and develop early warning systems and transition programs for students
17. Collaborates with local universities, technical schools and civic/community organizations to improve academic performance of students.
18. Facilitates training for school-based administrators in areas of need as identified by the district and the school.
19. Directs the use of data to increase overall school improvement and to eliminate the achievement gap.
20. Works with the Principal and other staff to ensure the implementation of a comprehensive, job-embedded professional learning program for all staff, focused on identified and documented needs for improving teaching and learning.
21. Performs other duties as necessary for comprehensive school improvement.

TERMS OF EMPLOYMENT

Incumbents will receive an annual contract. The work calendar will be 250 days. Salary will be determined based on level of certification and allowable experience. Exempt

NON-ESSENTIAL RESPONSIBILITIES

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

Certain limited aspects of General Duties and Responsibilities items referenced in Section 1 (b) and (d) might be considered “non-essential” in a specific situation. Any request for accommodation must be reviewed on an “individual case” basis.

PHYSICAL AND SENSORY DEMANDS

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

OFFICE   Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.