Pay Grade:                       BAP (G)             

Position Control:             1610

Department:                    School

Accountable To:              Principal             

FLSA Status:                    Exempt 

 

Creation/Revision Date:  July 10, 2019

 

Summary: Under general direction, incumbent(s) provides leadership, support, and expertise for the implementation of the reading and mathematics curricula and facilitates efforts with teachers and students to ensure that every student can read and perform mathematically at grade level.

 

 

Essential Functions:

 

 Exhibits behaviors that provide for a safe and inviting environment by:

• Facilitating the implementation of the district and school discipline plan;
• Developing and monitoring duty schedules;
• Coordinating/consulting with appropriate personnel (SRO, MRT, Facility Manager, Office Manager, etc.) regarding safety issues;
• Resolving problems arising from student travel;
• Developing and implementing school crisis intervention;
• Providing for crisis intervention;
• Assisting teachers and counselors in CCB programs when students/parents need more intense involvement;
• Providing follow-up contact with outside agencies (i.e. advocates);
• Investigating suspected child abuse/neglect referrals and reporting to CPS;
• Coordinating student safety programs;
• Securing resources to ensure a safe environment.
• Exhibits behaviors that demonstrate enabling and inclusive leadership by:
• Working collaboratively with all stakeholders to accomplish the goals and mission of the school;
• Communicating with all stakeholders;
• Identifying, selecting, deploying, and evaluating staff members;
• Assisting the principal with the school budget process;
• Resolving parent, staff, and student issues.

 

Exhibits behaviors that provide for a productive culture by:

• Modeling appropriate behaviors to promote a positive atmosphere;
• Implementing positive recognition programs that celebrate the accomplishments of staff and students;
• Delivering student programs that promote self-esteem, change behaviors, improve decision-making skills, and provide conflict resolution/peer mediation;
• Coordinating/implementing programs that promote the core behaviors;
• Providing translation/liaison for non-English speaking students and parents.

 

Exhibits behaviors that ensure focused and effective instructional practices by:

• Facilitating processes to develop schedules that promote student achievement;
• Monitoring alignment of instruction with district curriculum guidelines;
• Collaborating with staff on identification and implementation of instructional strategies to benefit all learners;
• Identifying resources that align with the district curriculum.

 

Exhibits behaviors that ensure consistent, systematic, focused, and responsive monitoring of student progress by:

• Facilitating school based programs and processes for special needs students;
• Monitoring student growth as it relates to the district curriculum
• Coordinating assessments;
• Developing program modifications to increase student achievement;
• Analyzing and presenting school-wide assessment results to stakeholders.

 

Exhibits behaviors that demonstrate relevant and effective professional development programs/activities by:

• Collaborating with staff members individually and in small groups to address instructional practices;
• Approving staff requests for professional development activities;
• Encouraging and supporting professional development;
• Coaching staff in the supervisory process;
• Assisting principals with staff development presentations;
• Facilitating/participating on the school professional development team;
• Developing and implementing professional development activities;
• Serving as a model for professional growth.

 

Exhibits behaviors that demonstrate meaningful parent involvement by:

• Assisting in referral processes to community agencies;
• Communicating with parents and community members;
• Consulting/supporting and participating in school based parent organizations.

 

Exhibits behaviors that demonstrate mutually beneficial school/community relationships by:

• Identifying and recruiting community/business partnerships that enhance the goals of the school;
• Facilitating community contacts that include implementation of community classes, facility use and coordination of activities;
• Assisting in the positive resolution of community members concerns.

 

Performs other duties as required.

 

 

Required Qualifications:

 

To be eligible for this position, an applicant must meet the following required qualifications.  Verification of these required qualifications is necessary.

• Three years of verified teaching experience in grades Prekindergarten-12;
• Completion of a program in educational administration for principals;
• A practicum as a principal or 2 years of verified experience as a principal or assistant principal in grades Prekindergarten-12.

 

Preferred Qualifications:

 

It is preferred that applicant possesses the following preferred qualifications; however, the following qualifications are not required to be eligible for this position.

 

• Five years experience as an assistant principal in grades Prekindergarten-12.

 

Knowledge and Skills Required:

 

To perform the job successfully, an individual must be able to perform each essential duty satisfactorily.  The qualifications for this job description are representative of the knowledge, skill, and/or ability required.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

 

Skills required, but not limited to, for this position include:

 

• Demonstrating leadership theories and practices;
• Knowing and implementing laws, rules and regulations governing education;
• Recognizing open meeting law requirements;
• Knowing budget preparation;
• Demonstrating site-based management;
• Knowing District’s constituents;
• Supervising and evaluating support staff;
• Implementing organizational theories;
• Developing and monitoring curriculum guidelines;
• Implementing educational policies and procedures;
• Applying leadership techniques;
• Developing and evaluating school programs;
• Making group presentations;
• Promoting positive public relations;
• Enforcing student management procedures;
• Crisis management procedures;
• Engaging and encouraging communication skills while interacting with supervisors, staff, students, etc. to exchange information.

 

 

Physical Requirements: 

 

The physical requirements 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.

 

While performing the duties of this job, the employee is regularly required to talk or hear.  The employee frequently is required to stand and walk.  The employee is occasionally required to sit; use hands to finger, handle, or feel; reach with hands and arms; climb or balance; and stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 25 pounds.  Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.

Working Conditions: 

 

The working environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

While performing the duties of this job, the employee is occasionally exposed to wet and/or humid conditions; moving mechanical parts; high, precarious places; fumes or airborne particles; toxic or caustic chemicals; and outside weather conditions.  The noise level in the work environment is usually moderate.