What are the responsibilities and job description for the Assistant Elementary Principal position at Gresham Barlow School District?
- JobID: 1155
- A minimum of three - five years of experience as an effective school leader
- Oregon Administrator License
- Master’s Degree
- Successful experience in working with culturally diverse families and communities, and/or have otherwise demonstrated a commitment to equity and strengthening engagement of a diverse community and skill in communicating with a diverse population
- Must have or get, and then maintain, a current First Aid/CPR card
- Fluently speaks, reads and writes Spanish
- Elementary school teaching and administrative experience
- Skills to motivate students and staff
- Ability to communicate with individuals from varied educational and cultural backgrounds
- Ability to work collaboratively with various groups within the school and in the community.
- Knowledge of age appropriate pedagogy for development of curriculum and assessment that support student learning, state curriculum framework, education law, federal and state mandates and regulations (Title IA, IDEA, 504, ELL, etc), appropriate instructional subjects, labor relations law and contracts, facility requirements, budget preparation and control, district policies and administrative regulations, staff recruitment, staff development, staff supervision and staff evaluation.
- Ability to perform a variety of specialized and responsible tasks, maintain records, establish and maintain cooperative working relationships with students, parents, other school personnel, meet schedules and deadlines
- Use of technology in instruction, management and communication.
- Promote a widely shared institutional belief that every child deserves and can have expert instruction and that all team members must be advocates for students
- Set high performance goals for themselves and others
- Create a sense of urgency and takes immediate action to ensure early successes
- Establish and monitor high standards for excellence with students, teachers, staff and other stakeholders
- Align school resources and prioritizes activities to achieve maximum results based on vision and goals
- Effectively plan and act to achieve goals and objectives without direction
- Consistently identify potential issues and obstacles and proactively acts to create and implement solutions
- Formulate and execute on action plans despite ambiguity, obstacles or resistance
- Establish a culture of learning and achievement
- Act to influence others’ thinking and behavior to achieve results
- Communicate a clear vision of success and benefits to engage others
- Identify and engage stakeholders (e.g. parents, community) to drive consensus, build trust and facilitate change
- Anticipate and respond to stakeholder concerns and identify and engage key influencers and community resources necessary for success
- Effectively build and organize adult teams
- Develop effective team processes to achieve desired results
- Effectively delegates to others and engages teams in decision-making
- Encourage learning and consistently provides instruction, expectations, feedback to encourage leadership and build capacity
- Consistently inspires excellence and promotes high morale
- Recognizes cause and effect between instructional activities and results
- Demonstrate strong commitment to others and presents ideas with confidence
- Take on challenging situations and believes in ability to effect change
- Take personal responsibility for mistakes and learn from them, while consistently following up with analysis and corrective action
- Ability to:
- Sit, stand or walk for prolonged periods of time
- Talk and hear conversations
- Use precise control of fingers and hand movement, often in a repetitive movement such as keyboarding
- Reach for and handle objects
- Use close vision, distance vision, peripheral vision, depth perception and the ability to adjust focus
- Regularly focus on a computer screen
- Bending, stooping, kneeling and lifting up to 15-45 pounds may also be required on occasion
- Maintaining regular and punctual attendance. In case of an absence site and/or district protocol for reporting absences is followed
- Maintaining appropriate confidentiality regarding information relating to students, staff, and district operations
- Dress in a professional and appropriate manner for the assignment and the work setting
- Exercising prudent judgment
- Work independently in the performance of routine duties
- Follow all District policies and work procedures
- Utilize the District’s electronic systems and applications only as related to the position
- Participate in required meetings and trainings related to the position
- If employee is bilingual, interpretation, translating documents, and/or communicating orally in the second language may be requested
- Cultivate and model a respectful working and learning environment
Position Type:
Administrative
Administrative
Date Posted:
3/21/2022
3/21/2022
Location:
District Wide
Posting Date: March 21, 2022District Wide
Administrator – Assistant Elementary Principal
Start date: July 1, 2022
Two (2) Positions
Location: TBD
Compensation: Salary based on experience, plus benefit package
230 days, 1.0 FTE
This position is not part of a bargaining unit
In-district and Out-of-District Applicant Deadline: Open until filled. Apply through gbsdjobs.com
POSITION SUMMARY: Serves as a school and educational leader responsible for contributing to the development, implementation, supervision, and evaluation of a comprehensive program of educational and student services. Carries out duties and responsibilities in accordance with board policies, statutory requirements, administrative rules and regulations, consistent with collective bargaining agreements and under directions of the school principal. Advocates for staff, school, and school community as appropriate.
MINIMUM QUALIFICATIONS
Education, Training, Experience, Licensure and Certification
PREFERRED QUALIFICATIONS:
(The following statements describe the general purpose and responsibilities assigned and should not be construed as an exhaustive list of all responsibilities, skills, efforts, or working conditions that may be assigned or skills that may be required.)
Results Orientation
Develop and Lead High Performing Teams
Gresham-Barlow provides equal access to individuals with disabilities.
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