Department: Teaching & Learning

Reports To: Building Principal

FTE: 1.0 FTE

SUMMARY:

The assistant principal plays a critical role in instructional leadership by collaborating with teachers to improve teaching strategies, implementing curriculum enhancements, and facilitating professional development. They also provide support with student behavior by implementing and monitoring discipline policies, conducting behavior interventions, and promoting positive behavior management strategies. In addition to their administrative duties, they work closely with teachers, parents, and students to create a conducive learning environment and ensure the smooth operation of the school.

REQUIRED QUALIFICATIONS: 

• Valid Michigan Teaching Certificate
• M.A. in educational leadership, curriculum, or related fields from an accredited university
• Michigan Administrative Certificate (or able to enroll in a program to obtain within first year of hire)

PREFERRED QUALIFICATIONS:

• 3-5 years of successful teaching experience
• Demonstrated results with raising achievement and behavior expectations for all students
• Bilingual Spanish/English - Ability in reading, writing, speaking, and listening 

ESSENTIAL DUTIES AND RESPONSIBILITIES (Other duties may be assigned)

• Carries out duties as assigned by the Principal
• When designated, shall act and serve as the Principal upon his/her absence
• Supervises and directs the activities of all student services personnel, which includes guidance personnel, social workers, non-union staff, and all other building support staff.
• Support implementation of best teaching practices in support of student achievement, observe classrooms regularly, and provide meaningful feedback to teachers
• Maintain a clear focus on individualized student learning that is guided by relevant and timely data
• Creates a safe learning environment that promotes equity and high learning expectations for all
• Supports and monitors the MTSS framework and processes to ensure academic and behavioral interventions meet the needs of all students.
• Works closely with the building principal and building leadership team to develop strategies to achieve determined building goals.
• Supports the building school improvement goals and initiatives
• Models effective instructional leadership, high expectations for students and staff, and focuses on continuous learning
• Establishes and sustains a professional culture of high expectations for both academics and behavior
• Assists with the design and implementation of professional learning
• Assists in the organization and scheduling of classes and extracurricular activities
• Organizes and schedules time in alignment with instructional goals
• Promotes shared leadership and collaboration opportunities that focus on effective teaching practices
• Establishes, fosters, and maintains a positive school culture and a safe and secure learning environment
• Supports systems and processes to build a culture of collaboration, understanding, inclusion, and mutual respect
• Engages parents and families in support of their student’s learning
• Responds to stakeholder concerns in a timely and professional manner
• Assists in maintaining discipline throughout the student body during school hours, on buses, and at athletic and special events
• Maintains consistent and reliable attendance
• Assists the principal with administrative and instructional functions to meet the educational needs of students and carry out the mission and goals of the school and the district.
• Assists the principal in providing teachers and students with a safe and secure school environment, and advises the principal on specific matters pertaining to student discipline and attendance.
• Participates in parent organizations.
• Is visible in areas of the building with a high potential for disruptions or other problems, particularly before school, during lunch and passing times, and immediately after school.
• Assists the principal with supervision of extracurricular activities.
• Collaborates with teachers, counselors, and support staff to develop and implement strategies for supporting students with diverse learning needs.

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

• Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
• Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and partners of the District.
• Has demonstrated experience as a leader for equity and/or has evidence of success in closing opportunity gaps for students of color.
• Ability to nurture a school environment that celebrates, respects, and values diversity, where teaching and learning are made relevant and meaningful to students.

QUALIFICATION REQUIREMENTS: 

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below 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.

EDUCATION AND EXPERIENCE:

Valid Michigan Administrator Certificate (or capacity to obtain one by July 1, 2024 with at least three (3) years of successful teaching experience.

CERTIFICATES, LICENSES, REGISTRATIONS:

Valid Teaching Certificate, and Valid Administrator Certificate as defined above.

LANGUAGE SKILLS:

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups staff, parents, and the general public. Bilingual Spanish Preferred.

REASONING ABILITY:

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

OTHER SKILLS and ABILITIES:

Ability to apply knowledge of current research and theory in a specific field. Ability to establish and maintain effective working relationships with students, staff and the community. Ability to communicate clearly and concisely both in oral and written form. Ability to perform duties with awareness of all district requirements and Board of Education policies.

PHYSICAL DEMANDS:

The physical demands 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 stand, walk, sit, and talk or hear. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, and depth perception.

WORK ENVIRONMENT:

The work 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.

The noise level in this environment is quiet to loud depending upon the activity in the particular part of the day and location.

Godfrey-Lee Public Schools is an equal opportunity educational institution. It is our expressed policy that no person shall be unlawfully excluded from participation, be denied benefits of, or otherwise subjected to discrimination in employment on the basis of race, color, religion, marital status, national origin, sex, age or handicap/disability in its activities or programs as required by Title VI, Title IX and Section 504. Any person believing that the Godfrey-Lee Public Schools or any part of the school organization has inadequately applied the principles and/or regulations of (1) Title IX of the Education Amendment Act of 1972, (2) Section 504 of the Rehabilitation Act of 1973, (3) the Age Discrimination Act of 1975, and (4) Title II of the Americans with Disability Act of 1990 may bring forward a complaint, which shall be referred to as a grievance, to Mark Provost, the local Coordinator at the following address: 1324 Burton St. SW Wyoming, MI 49509.