Early Childhood Assistant Principal

The following Assistant Principal position is currently open for the 2025-26 school year

POSITION TITLE: Early Childhood Assistant Principal

POSITION LOCATION: Westerman Preschool

SALARY: AAAA Salary Schedule - Commensurate with Education and Experience

REPORTING RELATIONSHIP: Building Principal The City of Ann Arbor is home to one of the finest public education school systems in the nation – The Ann Arbor Public Schools. In the Ann Arbor Public Schools, educators are driven to welcome and care for, ensure access and enhance opportunities for every child, every day. In the Ann Arbor Public Schools, our district Equity Plan drives our staff and school community in ensuring we have an anti-racist and inclusive environment at each of our elementary schools, secondary schools, and district departments and divisions.

AAPS schools consistently rank among the top in Michigan and across the country in academics, the performing arts and sciences, and athletics, including the number of Merit Scholarships, National Merit Semi-Finalists, Finalists and Award Recipients. Ann Arbor students consistently score well above state and national academic means with an average ACT score of 24 and average SAT score is 615/650.

AAPS prioritizes meeting the needs of a diverse student body through a challenging curriculum delivered by a highly effective teaching and support staff. World-class programs include quality early childhood learning, STEAM and Project Lead the Way Y5 - 12th grade, a full continuum P12 International Baccalaureate program, and all the benefits of strong partnerships with local universities, high tech businesses, and a culturally rich and supportive community.

SCHOOL DESCRIPTION:
Westerman Preschool and Family Center is an Early Childhood center that serves preschool aged children. We offer Early Childhood Special Education (ECSE), Great Start Readiness Program (GSRP), Head Start, Community Special Education, and Ann Arbor Tuition Preschool.

ECSE classrooms are for students ages 3 to 5 with diagnosed disabilities. The teaching team includes teachers, speech therapists, occupational therapists, and physical therapists. The curriculum includes focus on development of individual skills such as: expressive/receptive communication, language development, motor skills, and social skills.

The (GSRP) is Michigan's state-funded preschool Program for four-year-old children with factors which may place them at risk of educational failure. The program is administered by the Michigan Department of Education, Office of Great Start. Funding is allocated to each intermediate school district to administer the program locally.
Head Start programs prepare America’s most vulnerable young children to succeed in school and in life beyond school. To achieve this, Head Start programs deliver services to children ages 3-4 and their families in core areas of early learning, health, and family well-being.
Community Special Education Services include intervention for students needing speech and language services, occupational therapy, physical therapy, or teacher consultant services but who are not enrolled within an AAPS preschool classroom. POSITION SUMMARY:
The Early Childhood Assistant Principal supports the Principal in providing instructional leadership, operational management, and a positive, inclusive school culture for all students in an early childhood setting. A primary focus of this position is collaborating with the special education team to ensure high-quality, developmentally appropriate programming for children with disabilities, and compliance with all state and federal requirements under IDEA (Individuals with Disabilities Education Act).

This role involves partnering with general and special education teachers, related service providers, families, and community agencies to support the learning, social-emotional development, and well-being of all students ages 3–5.

QUALIFICATIONS REQUIREMENTS:
In the Ann Arbor Public Schools, we believe that equity is the moral responsibility of every leader to take the intentional actions necessary to create learning communities free of barriers, biases, and disproportionality for each and every person regardless of personal characteristics and social circumstances.

We are seeking a self-reflective, innovative, anti-racist, equity-focused, and visionary leader who has a core belief of seeing equity, diversity, and inclusion as our greatest asset. This leader will co-create an anti-racist, collaborative, and inclusive environment among staff, students, families, and the greater Ann Arbor community. Applicants for this leadership position should be able to share previous experiences aligned with this belief and communicate both successes and challenges they have experienced with creating equity-centered learning communities

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.

EDUCATION AND EXPERIENCE:

• Masters Degree in Education, elementary administration preferable.
• Master's Degree in Education from an accredited institution with emphasis in supervision, administration, curriculum, or related field.
• Five years of successful teaching and/or counseling experience at the elementary level preferred.
• Background in special education including knowledge of rules, laws, procedures and classroom programs

CERTIFICATES, LICENSES, REGISTRATIONS:

• Teaching Certificate preferred.
• Valid Michigan administrative certification (or ability to obtain).
• Meet the criteria established by North Central Association for principals.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Assist the principal in Implementation and support of the District's operational goals as articulated by the Superintendent.
• Collaborate with the Principal to set and maintain high expectations for student learning, growth and engagement.
• Provide instructional support and feedback to early childhood staff, with an emphasis on inclusive practices, differentiated instruction and Universal Design for Learning (UDL).
• Assist in providing a positive and safe school environment that is conducive to teaching and learning, including monitoring bus routes.
• Facilitate the integration of special education services into general education settings, promoting co-teaching and collaborative planning.
• Support curriculum development aligned with state early learning standards and individualized education programs (IEPs).
• Serve as a key liaison between school administration, special education teams, and district special education leadership.
• Ensure compliance with IDEA, Section 504, and related state regulations.
• Participate in IEP meetings, ensuring that goals and services are appropriate, evidence-based, and family-centered.
• Monitor special education service delivery and progress monitoring data to ensure fidelity and effectiveness.
• Create a plan for program improvements and implement the plan.
• Support implementation of behavioral intervention plans (BIPs) and Positive Behavioral Interventions and Supports (PBIS).
• Interact with students to encourage each individual to perform at their highest level; address achievement gaps.
• Assist in management and support of all building staff personnel including lunch time personnel.
• Analyze and use achievement data to implement, promote and assess program effectiveness.
• Evaluate instructional and non-instructional staff and make appropriate recommendations.
• Assist in providing general supervision to students (including extra-curricular activities).
• Assist in providing instructional leadership and professional development to building staff.
• Maintain positive relations with parents, parent groups, school volunteers, and outside agencies.
• Build strong relationships with families, ensuring open communication, cultural responsiveness, and collaborative problem-solving.
• Provide parent workshops and learning opportunities on early childhood development and special education topics.
• Maintain a familiarity with compliance and programmatic requirements of GSRP, Head Start, and ECSE.
• Maintain familiarity with grade level expectations and elementary assessments.
• Regular and reliable attendance.
• Other duties as assigned.

LANGUAGE SKILLS:

• Read, analyze, and interpret professional journals, technical procedures, or governmental regulations.
• Communicate effectively and present information both in oral and in written form.

REASONING ABILITY:

• Define problems, collect data, establish facts, and draw valid conclusions.
• Interpret an extensive variety of statistical information and data related to student achievement.
• Understand through evidence of systematic study the current trends and best practices in elementary school organization and curriculum.

OTHER SKILLS and ABILITIES:

• Establish and maintain effective working relationships with students, staff and parents.
• Perform duties with awareness of all district requirements and Board of Education policies.
• Work with diverse ethnic and socio-economic groups.
• Work effectively with a minimum amount of supervision as a change agent within a school setting to improve overall student achievement.
• Perform under varying amounts of pressure.
• Utilize technological skills for both instruction and in the performance of administrative tasks.
• Work to reflect a good understanding of effective instructional practices and grade level content expectations as established by the State of Michigan

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 10 pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus.

The demands of the work day (coverage of building activities and extra-curricular activities, etc.) requires a moderate level of physical endurance. This job requires the ability to handle and balance multiple demands at the same time.

WORK ENVIRONMENT:
The Early Childhood Assistant Principal works in a school environment serving children ages 3–5, including both general education and special education settings. 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.

METHOD OF APPLICATION:
All applicants must apply online at A2schools.org >> District Links >> Job Postings
Certified Positions Only: Copies of an active Michigan Teaching/Administration Certificate and college transcripts are required with application packet. Original certificate and certified transcripts are required prior to being hired.