Elementary School Principal

Responsibilities

Under the Superintendent’s supervision, the principal serves as the transformational leader for the school site and a member of the Education Services team. The principal  is responsible for the overall direction of the educational program and school operations with a focus on improving instructional practice and student performance. The principal establishes a clear vision and mission for leveraging the skill, ability, and core beliefs and values of staff in service of all students’ learning, achievement and social/emotional well-being. The principal also ensures the effective and efficient operational aspects of managing a safe, secure and inclusive school environment and culture for all students, staff, parents and families and community partners. Specifically:

• Ensure a vision and culture supporting equity, access, and supports for all students and staff within school and community
• Collaborate with site and district  staff to ensure effective core instruction, appropriate interventions and supports needed to increase student learning through the development of strategies for dramatic, and demonstrable improvement in academic achievement and students’ well being
• Design and implement research and evidence based professional development models and technical assistance to promote the professional learning of teachers and staff in order to support innovation and close gaps in performance of students
• Collect, analyze and use data to inform teaching and learning
• Establish and use a comprehensive assessment plan to inform teaching and learning
• Lead the school’s plan for effective parent and community engagement and communication
• Collaborate with site and district staff to support the implementation, review and evaluation of the site’s LCAP goals, and implement, monitor, and revise the school’s academic achievement plan in conjunction with stakeholder groups
• Provide leadership in the operational areas of budgets-including Federal Program monitoring requirements, SARC, SARB, Special Education, articulation, mandated compliance, progress monitoring, and reporting and communication of an effective, safe school to support equity and innovation
• Assist in the selection, employment, and performance evaluation of certificated and classified personnel in the school, including employment interviews, classroom visits, professional development and student-teacher and teacher observation plans

Qualifications

•           3-5 years as a credentialed teacher with effective evaluations

•           Experience in site leadership roles leading, facilitating, planning, and seeing projects or goals through, and/or

•           3-5 years serving as a site administrator and/or successful completion of an approved Leadership Academy program



• Promote student learning, agency and equity as the primary focus of the school
• Implement the district’s Mission, Vision and Strategic Priorities in the LCAP
• Apply knowledge of best practices in curriculum, instruction, and assessment, and

methods of supporting and extending instruction and student learning particularly in the areas of developmental learning, cultural competency, and social and emotional intelligence

• Create an environment where children from diverse backgrounds are comfortable and experience success and builds relationships with families
• Has an energetic and positive attitude; demonstrates compassion
• Self-motivated; able to accept criticism and grow as a result
• Demonstrate collaboration in working with staff, students, families and community partners
• Commitment to professional development, growth, reflection and renewal for all staff
• Effectively organizes and manages multiple tasks and projects and meets or exceed deadlines
• Operate office equipment including a computer with a variety of software related to job requirements
• Analyze and interpret assessment results for the purpose of designing and modifying instruction
• Perform a wide variety of specialized tasks; interprets and applies rules and regulations as appropriate and applies knowledge of school law and district policy
• Define problems, collect data, establish facts, and draw valid conclusions
• Model district standards of ethics, confidentiality, and professionalism and uses effective interpersonal skills including tact, patience, and courtesy
• Demonstrated ability to co-construct with students, teachers, staff, parents/families and community members relevant learning environments that are challenging and compelling for students and adults to engage in deep learning each day and throughout the day that is purposeful, rigorous, and related to the real world
• Demonstrated use of best practices (Gradual Release of Responsibility, Vgotsky’s Zone of Proximal Development, Camborne’s Conditions of Learning, Webb’s Depth of Knowledge, Cultural Competency, Restorative Justice, PBIS/Trauma Informed Care, etc.) to facilitate student engagement in deeper thinking about subject matter and meaningful construction, expression, and exposition of their thinking and learning
• Demonstrated ability to lead the work of innovative instruction and learning based upon a clear theory and practice of school reform, instruction, curriculum, and embedded formative assessment practices
• Demonstrated understanding of the ability to use allies and networks to leverage information, skills, and resources to improve adult and student learning outcomes