Building PrincipalJohn Ashley SchoolInstructional LeadershipCurriculum Literacy:Demonstrates understanding of the characteristics and value of high-quality instructional materials and the curricula taught by educators in the building by:- Ensuring that all educators have access to and skillfully use high-quality instructional materials through evidence-based, inclusive, and culturally and linguistically sustaining practices, including identifying opportunities to create meaningful, relevant connections rooted in the local context.- Providing teachers with professional learning, feedback, and resources (e.g., models) to support implementation.- Monitoring implementation to ensure the enacted curriculum supports and engages all students to meet and exceed high expectations.Instructional Focus: Establishes and communicates a clear vision for curriculum and instruction that is aligned to school and district priorities and reflects high expectations for all students through the use of evidence-based, culturally and linguistically sustaining practices. Ensures that instructional materials and professional learning support this vision.- Collaborates with the school community to develop, clearly communicate, effectively implement, and monitor the impact of an evidence-based instructional vision.- Provides regular, high-quality professional learning, feedback, and resources to support all educators to skillfully use high-quality instructional materials in alignment with the instructional vision.High Expectations and Support: Supports educators to uphold high expectations for all students to meet or exceed grade-level standards by ensuring that instructional practices across all settings and disciplines include:- Use of evidence-based pedagogical practices to provide equitable opportunities for grade-level learning- Clear criteria for success (e.g., rubrics and exemplars).Engaging Instruction: Provides professional learning, feedback, and support for educators to engage all students as active participants in their own learning of meaningful, standards-aligned and grade-appropriate content by:- Providing opportunities for students to make choices, explore topics and apply learning in culturally sustaining ways, and through real-world, interactive contexts.- Building on students strengths, interests, cultural and linguistic backgrounds, and prior knowledge to motivate learning and support students information processing.- Facilitating cooperative learning with equitable student participation in discussion.- Integrating digital tools and educational technology that enhances learning experiences.Inclusive Instruction: Provides professional learning, feedback, and resources for educators to accommodate and support individual differences in all students learning needs, abilities, interests, and levels of readiness, including those of students with disabilities (in accordance with relevant IEPs or 504 plans), English learners and former English learners, academically advanced students, and students who have been historically marginalized, by:- Using appropriate inclusive practices, such as tiered supports, educational and assistivetechnologies, scaffolded instruction, and use of students native language to make grade-level content accessible and affirming for all students.- Providing students with multiple ways to learn content and demonstrate understanding.Assessment: Implements and monitors a balanced and coherent system for the use of a variety of formal and informal assessments, including those embedded in high-quality instructional materials, that:- Are used for specific instructional purposes, including to support teachers to understand all students strengths and areas for growth, measure and monitor understanding throughout instruction and progress toward grade-level standards and/or individual learning goals, and actively inform instructional decisions.- Are accessible to all students by providing multiple ways and opportunities for students to demonstrate their learning, enabling students to draw from their cultural knowledge and lived experiences, and ensuring that assessment methods and instruments do notperpetuate racial, cultural, or linguistic bias.Adjustments to Practice: Provides regular collaborative planning time and effectively supports educators to analyze disaggregated data from a wide range of assessments, as well as feedback from colleagues, students, and families, to:- Gain information about students progress towards grade-level standards and/or individual learning goals, including trends across students or student groups.- Reflect on instruction and identify actions to reduce disparate outcomes and improvelearning for all students.Data-Informed Decision Making: Monitors and uses school-level and disaggregated data, research, and best practices to:- Reflect on strengths and gaps in instructional systems and work to continuously improveinstructional practice.- Eliminate learning inequities across race, gender, ethnicity, language, disability and ability, and other aspects of student identities.- Support all students to meet or exceed grade-level standards and/or individual learning goals.Sharing Progress with Students and Families: Supports educators to collaborate with students and their families, in an accessible format and language, to:- Communicate specific, timely, and data-informed feedback on student progress towards grade- level standards and/or individual learning goals.- Identify ways to build on students strengths and support further growth.Evaluation Practices:Provides effective, timely, and meaningful supervision and evaluation in alignment with state regulations, contract provisions, and district/school improvement goals by:- Collaborating with educators to develop, monitor, and reflect on challenging, measurable, and equity-centered goals.- Providing high-quality (specific, actionable, timely) feedback based on multiple sources of evidence, including regular observations, student feedback, and student learning measures.- Ensuring accuracy and consistency in performance ratings.- Continuously reflecting on and mitigating biases that may impact judgments.Management and OperationsSchool Culture and Climate: Fosters a positive, inclusive, and equitable school community by: Building positive, caring relationships with students, family members, and staff to ensure that school community members feel valued, respected, equitably supported, and a sense of belonging in the school community.- Establishing transparent and consistent school-wide routines, policies, and systems that respect and affirm students backgrounds, identities, and intellect.- Consistently examining policies, procedures, and systems to identify and eliminate bias or systemic barriers to inclusive and culturally and linguistically sustaining practice.Operational Systems and Routines: Establishes operational systems, procedures, and routines that ensure a safe learning environment for all students by:- Implementing effective systems for attendance, student entry, dismissal, meals, class transitions, assemblies, and recess.- Partnering with and supporting custodial/maintenance workers, transportation staff, clerical and administrative assistants, food service workers, and other staff effectively.- Ensuring that all physical spaces are safe, accessible, welcoming, and honor and celebrate the diversity and achievements of the school community.Student Safety and Well-Being: Provides ongoing training and supports to staff that ensure student health, safety, and well-being through:- Developing age-appropriate and culturally and linguistically sustaining social emotional competencies in students (self-awareness, self-management, social awareness, relationship skills, and responsible decision making).- Preventing and addressing bullying and other unsafe behaviors with timely responses and restorative practices.- Fostering and utilizing partnerships with outside agencies and organizations to address student needs in a proactive and systematic way.Recruitment and Hiring: Leads, in collaboration with stakeholders (including students, families, staff, and community members, and particularly those from historically marginalized communities), an inclusive process to:- Recruit and hire effective educators.Scheduling: Creates and maintains a school schedule and related systems and practices that: Ensure equitable access to effective educators, grade-level learning, advanced coursework and elective opportunities, and tiered supports.- Prioritizes scheduling for students needing additional supports or services, such as English learners and students with disabilities.- Maximize inclusive opportunities for all students.- Allow for effective implementation of high-quality instructional materials.- Maximize blocks of uninterrupted instructional time across all content areas (including traditionally non-tested grades and subjects (e.g., arts, physical education, digital literacy and computer science, STEM fields, History/Social Studies).Professional Collaboration: Establishes systems and structures, including common planning time, to support effective communication and collaboration among educators, including general education, special education, paraeducators, English learner education, and support staff, in support of shared goals for student learning.Laws and Policies: Understands and complies with state and federal laws and mandates, school committee policies, and collective bargaining agreements. Identifies and advocates for changes to laws, mandates, policies, and guidelines that inhibit equity.Ethical Behavior: Adheres to the school and/or districts existing code of ethics; protects student, family, and staff confidentiality; and expects staff to do all as well.School Budget: Develops an equity-centered school budget that: Reflects data-informed decision-making for improved and more equitable learning outcomes for all students.- Is informed by input from a diverse range of stakeholders (including students, families, staff, and community members, and particularly those from historically marginalized communities).- Aligns with the districts vision, mission, and goals.- Is communicated transparently to school community members.Family and Community EngagementCommunication With Families: Models, sets clear expectations for, and provides appropriate supports to educators regarding partnering with families through regular, two-way communication in a manner that is culturally and linguistically sustaining, aligned with family preferences, in language(s) that families understand, and in approachable language and formats. Ensures access to high-quality translation and interpretation as needed.Family Engagement: Engages with families in an equitable and collaborative manner by:- Working with staff and families (e.g., SEPAC, ELPAC, etc.) to identify and remove barriers to all families involvement.- Providing a variety of frequent, inclusive, and culturally and linguistically sustaining opportunities for all families to engage as partners in the school community.- Clearly communicating information about family engagement opportunities in ways that are accessible to all members of the community and that adhere to open meeting laws.Community and Stakeholder Engagement: Establishes strategic relationships with community organizations, community members, and businesses either individually or through district initiatives and partnerships. Engages them to maximize community involvement in the school and family access to community resources.Collaboration on Student Learning and Well-Being: Provides educators with professional learning, feedback, and support to partner with families on students learning and well-being by:- Leveraging families cultural and linguistic knowledge and expertise as assets.- Engaging families in dialogue about what students are learning in the classroom and expectations for student success.- Collaboratively identifying, and seeking feedback on, strategies and resources for supporting student learning and growth in and out of school.Family Concerns: Approaches concerns raised by family members in a timely, effective, and transparent manner by:- Ensuring accessible communication channels for families to raise concerns or advocatefor change, including concerns about the administrator themselves.- Proactively seeking out family feedback on initiatives and decisions, particularly families from historically marginalized communities.- Working to ensure accountability and reach equitable solutions in the best interest of students, including taking responsibility for their own mistakes and escalating concerns as needed.Professional CultureShared Vision and Mission: Continuously engages staff, students, families, and community members in developing and implementing a shared, equity-oriented educational vision and school mission grounded in high expectations for achievement, community engagement, and postsecondary success for all students.School Goals: Creates, monitors, and shares progress on focused, measurable, and equity-centered school goals aligned to the schools mission by partnering with diverse stakeholders and conducting close analyses of disaggregated data from multiple sources of evidence, including:- Measures of student learning.- Feedback from staff, students, and families.- School culture and climate data.- Classroom observation and educator evaluation data.Communication Skills: Uses two-way channels to communicate frequently and effectively with faculty, staff members, students, families, and community members in a manner that is culturally and linguistically responsive with a student-centered, asset-based focus.Consensus Building: Employs a variety of strategies to build consensus within the school community around critical school decisions.Response to Disagreement and Conflict Resolution: Responds to disagreement and dissent in ways that build trust, mitigate power dynamics, and repair harm, while maintaining a commitment to decisions that are in the best interest of promoting equity and advancing student well-being.Performs such other tasks and assumes such other responsibilities as may be assigned or requested by the superintendent.* Starting date is July 1, 2024