The Orleans Central Supervisory Union is comprised of two school districts (Lake Region Union Elementary-Middle School and Lake Region Union High School) supporting six K-8 elementary schools, the Orleans Central Early Childhood Program, and Lake Region Union High School.The Glover Community School uses Responsive Classroom principles and practices to create a safe and caring school climate so that everyone can learn. Roughly 75% of our teachers, that includes allied arts and special education teachers, are trained in Responsive Classroom, because we are truly committed to using this behavior management philosophy. Responsive Classroom approaches are student-centered, and include social and emotional learning. The right candidate will understand the importance of securing funds for Responsive Classroom training for new teachers and will also ensure that Responsive Classroom practices are being followed with fidelity. The Glover staff believe that all children can and will succeed. Because of this, we are committed to their success. We hold high academic expectations for all students while still focusing on the whole child, and not just academic successes. We believe that strong core instruction, paired with differentiation, is key to meeting the needs of all students. We've worked hard to build a robust MTSS so that we can address academic, social, and emotional needs both in the classrooms and through intervention. In order for our multi-tiered systems of support to work, we strongly value professional development and collaboration. Professional learning communities are a must. Teachers need to meet often to look at student data and then determine how to meet student needs. The right candidate will be the instructional leader at the Glover Community School. This person should hold the same values that are expressed above and should be a strong advocate for all students. A strong knowledge of special education practices and law, research-based instructional practices, differentiation, and student engagement will be necessary to move the Glover Community School closer to living its mission and vision. The Glover Community School staff has strong relational trust and they are looking for someone who will go to bat for the students and for them when needed. This is especially important as they do the tough work needed to make the school community more equitable. They want to feel heard, valued, and supported by their administrator. Orleans Central Supervisory Union is located in the heart of the Northeast Kingdom which is known for scenic and rugged area of hills, sugarbushes, farmland and lakes. While our communities are small, they are truly that, a community that people are proud to be a part of. While we are rural, scenic drives will land you at Burke Mountain, Craftsbury Outdoor Center, and Jay Peak for skiing, opportunities, mountain biking at Kingdom Trails, fishing at the local lakes, and other outdoor activities. Our area is known for its sugar houses, which features Sugar on Snow in early spring, offering enjoyment for all ages. Our mission is to provide an environment that celebrates diversity and creativity, promotes inclusion and integrity, and partners with parents and community members to give students access to a 21st century education.QUALIFICATIONS:

• Masters Degree with Administrative Emphasis
• Holds, or is eligible for Vermont Principal Endorsement (3-91)
• Minimum of four (4) years experience as a classroom teacher

REPORTS TO:

• Superintendent of Schools

SUPERVISES:

• Professional teaching staff
• Support staff
• Other resource and service personnel functioning within the school

JOB GOALS:

• To build a structure of relationships within the school so that all children can learn
• Use professional knowledge and skills to foster conditions where all children can grow to their full potential

PERFORMANCE RESPONSIBILITIES:

1. Provide and/or develop with teachers a clear vision of what the school should be, focusing on students and their needs.,
   • Articulate the vision to the school, parents and the community.
   • Model important goals and behaviors in such a way as to signal others of what is valued in the school.
   • Consistently demonstrate a commitment to proficiency-based learning and personalized learning for students and for educators.
   • Create a climate of high expectations in the school characterized by a tone of respect for teachers, students, parents, and community.
   • Use the continuous improvement planning process and data to support movement toward the vision.
2. Maintain a visible presence throughout the school.
   • Visit classrooms daily, getting into every classroom at least twice weekly.
   • Interact with students and staff in hallways, in classrooms, in the cafeteria, and on the playground.
   • Organize, design and participate in professional development activities with teachers.
3. Use resources to promote the best possible educational opportunities for students.
   • Provide materials appropriate to the curriculum that will enhance instruction.
   • Protect instructional time by maintaining order and discipline, minimizing factors that may disrupt the learning process.
   • Assign staff according to their strengths.
   • Motivate staff through clear expectations, feedback, and encouragement in innovation.
   • Provide professional development opportunities matching staff needs.
   • Remain current in pedagogical trends and instructional materials so as to provide support for teachers.
   • Use the evaluation process to promote professional growth by the teachers.
   • Use student assessment data to plan instructional goals.
   • Work with the superintendent and school board in the hiring, supervision and evaluation of effective personnel.
   • Administer board policy.Participate in administrative team initiatives and other supervisory union activities.
4. Communicate school matters to the appropriate audience.
   • Keep the superintendent informed.
   • Submit reports to the superintendent and board as requested.
   • Maintain communication with the community using a variety of mediums, including but not limited to: newsletters, annual school report, parent conferences and special activities at school to which the community is invited.
   • Involve teachers in data analysis of student assessment data and resulting instructional planning.
   • Meet weekly with faculty to discuss educational issues as well as "housekeeping" issues.
5. Any other tasks as assigned by Superintendent.