Closing Date:
Open Until Filled Reports to and evaluated by Principal.

Primary Function
The Assistant Principal provides support for and assists the Principal in fulfilling the following responsibilities:

• Living a Mission and Vision Focused on Results
• Leading and Managing Systems Change
• Improving Teaching & Learning
• Building & Maintaining Collaborative Relationships
• Leading with Integrity & Professionalism
• Creating & Sustaining a Culture of High Expectations

Minimum Qualifications:

• Possess a Professional Educator License (PEL) with General Administrative or Principal Endorsement and the completion of the Teacher Evaluation Modules.
• Understanding and experience with curriculum design, planning and instruction.
• Strong communication skills (written and oral).

Essential Duties:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.

• Uphold the established Board of Education policies, regulations and administrative procedures
• Support, implement, promote and enhance the district’s educational program through effective management practices.

Job Requirements: Skills, Knowledge, Abilities and Responsibilities
The qualifications listed are representative of the knowledge, skill, ability, physical demands and working conditions required for this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Interest in the well-being of students
• Maintain confidentiality in matters relating to staff, students and administrators.
• Learn and observe safety practices.
• Attentive to detail, exercise good judgment, and work without close supervision.
• Communicate with diverse groups, follow written and verbal instructions in English, and establish and maintain effective working relationships
• Meet deadlines and schedules, set priorities, and multi-tasking.
• Work under limited supervision following standardized practices and/or methods
• Leading, guiding, and/or coordinating with others.
• Effectively utilize positive interpersonal skills in relating to staff, parents, students and colleagues.
• Communicate clearly in oral and written form.
• Assume initiative in identifying and solving problems.
• Exercise good judgment and democratic processes in decision making.
• In addition to the standards, indicators, and elements listed below, the Assistant Principal is responsible for the following:
• Administer and assume responsibility for building programs and facilities as directed by the Principal
• Assist the building Principal in coordinating educational objectives and activities with the staff, district administrators and the Board of Education
• Assist the Principal in interviewing and selecting staff and making some hiring recommendations.
• Assist the Principal in supervising and evaluating the performance of the staff in accordance with District guidelines
• Assist the Principal in planning, developing, organizing and conducting staff development activities
• Assist the Principal in curriculum planning and revision tasks
• Assist the Principal in planning and administering a building-wide public relations program
• Promote positive communication with students staff, parents and community members
• Supervise and assist the management of student behavior in cooperation with Social Workers, teachers, parents and community
• Remain current with research and trends related to education
• Chair various meetings as related to the school and/or district program
• Participate in the development and implementation of district procedures, programs and projects
• Assume responsibility for professional growth and development through membership and participation in the affairs of professional organizations through attendance at regional, state and national meetings, and /or through enrollment in advanced coursework as it relates to administration
• Perform other duties as assigned by the building Principal, the Superintendent or the Superintendent’s designee
• Actively engage and support district initiatives by aligning building goals and strategies with the district goals and strategies.
• Facilitate and sustain open dialogue with parents to maximize parent involvement in all aspects of the educational process (improvement of instruction and climate of the school as well as activities and sports)
• Develop an understanding of the learning targets for each content area, and demonstrate an understanding of effective instructional strategies that teachers must use to help students reach those targets
• Lead regular meetings with grade levels/teams/departments to discuss ongoing instructional pacing and delivery of instruction
• Facilitate the development of teacher capacity within grade level teams/curricular departments to function as effective groups with action plans to accomplish specific student achievement goals
• Guide grade level teams/departments in the development of common formative and summative assessments related to learning targets, stressing the appropriate use of each, and working with teachers to analyze results to improve student achievement
• Participate in regular formative observations of teachers, know and be able to identify best instructional practices, and provide coaching in the use of effective instructional strategies.
• Facilitate dialogue with staff on effective grading practices, with particular emphasis on how teachers can adapt grading practices to meet the overall district goal of having grades be a meaningful representation of what students know and are able to do based on established learning targets
• Facilitate and participate in the design and implementation of a problem solving process that includes a specific and purposeful emphasis on data collection and academic intervention.
• Understand and speak to the appropriateness of using specific interventions.
• Assists with administration of PARCC Assessment. Dissemination and collection of booklets, labels
• Oversee Accommodations for PARCC.
• Assists in analyzing the PARCC data upon its return (individual students, trends, item analysis etc.)
• Oversee PBIS
• Oversees scheduling case review team meetings, pre-meetings and/or eligibility meetings.
• Coordinates service providers (Psychologist, OT, PT, Speech, and Language)
• Attends case review team meetings
• Attends annual reviews and EDC’s to determine eligibility as needed
• Keep building principal abreast and informed of special education program’s status
• All other duties as assigned by the Principal or Superintendent his/her designee.

Evaluation:
Performance of this job will be evaluated in accordance with provisions of 1) Public Act 94-1039 (ILCS 24A-15), 2) the Performance Evaluation Reform Act (PERA – 105 ILCS 5/24-25, and 3) the Board of Education’s policy on evaluation of professional personnel.
Mental Demands:

• Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other members of the educational community.
• Ability to instruct students effectively and capably.
• Ability to maintain emotional control under stress.
• Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.

Working Conditions:

• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, field trips; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular and consistent work attendance.