High School Principal

Title: High School Principal Minimum Qualifications: 1.A Master’s degree with a major in Educational Administration. 2.Certified or the ability to become certified to practice as a school principal in New Hampshire. 3.Deep understanding of instructional best practices. 4.Working knowledge of the Multi-Tiered System of Supports and its use to promote student success. Desired Attributes: 1.Five years of teaching and administrative experience in the grade nine to grade twelve setting. 2.Evidence of excellent collaboration and communication skills with all members of the school community. 3.Thorough understanding of educational law and its implementation, particularly as pertains to special education and section 504. 4.Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable. Reports To: Superintendent or designee Supervises: 1.Grade nine to grade twelve personnel. 2.Other resource and service personnel while assigned to the high school. Job Goal: The High School Principal will work in partnership with the members of both the High School and District Leadership Teams to address the Priority Areas and Goals of the SAU 34 Strategic Plan in order to meet the unique needs of High School students by: ●developing, supporting and sustaining positive learning culture at H-DHS ●led the development and support of a robust nine through twelve program centered on student success. Ensured ongoing NEASC accreditation through diligent program oversight and adherence to rigorous standards ●developing, supporting and sustaining a collaborative leadership structure that leverages the strengths of stakeholders to promote continuous improvement to support the well-being of each student. ●Engaging families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic and social-emotional success and well-being. ●Provide oversight of the high school athletic department, ensuring all programs operate in full compliance with district policies and NHIAA regulations while fostering a culture of sportsmanship and student-athlete success SAU 34 Strategic Plan Priority Areas: Student Success: ●SAU 34 is committed to preparing students for success in postsecondary education and the workforce by providing every student with a high-quality education rooted in purpose, self-determination, meaningful relationships, and regular feedback. ●Students will develop critical academic skills and the key competencies outlined in our Portrait of a Graduate: adaptive perseverance, responsibility, a learner’s mindset, global citizenship, communication, critical thinking, and collaboration. Culture: ●SAU 34 fosters a responsive and high achieving culture by prioritizing a welcoming, positive environment, grounded in the tenets of the Portrait of a Graduate. ●This environment allows students and staff to feel physically, psychologically, and emotionally safe, supported, connected, and empowered with a strong sense of purpose. Learning Environments: ●SAU #34’s physical environment and resources for learning have a direct impact on student success and culture, reflecting the community’s values. ●SAU #34 will provide and maintain future focused facilities that support high quality and diverse educational opportunities for every student. Performance Responsibilities based on the Professional Standards for Educational Leaders (PSEL) developed in 2015: 1.Mission, vision, and core values. Effective educational leaders develop, advocate, and enact a shared mission and vision and shared core values of high-quality education and academic success and well-being of each student. 2.Ethics and professional norms. Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being. 3.Equity and cultural responsiveness. Effective educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being. 4.Curriculum, instruction, and assessment. Effective school leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being. 5.Community of care and support for students. Effective educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student. 6.Professional capacity of school personnel. Effective educational leaders develop the professional capacity and practice of school personnel to promote each student’s academic success and well-being. 7.Professional community for teachers and staff. Effective educational leaders foster a professional community of teachers and and other professional staff to promote each student’s academic success and well-being. 8.Meaningful engagement of families and community. Effective educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being. 9.Operations and management. Effective educational leaders manage school operations and resources to promote each student’s academic success and well-being. 10.School Improvement. Effective educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being. Working Environment: The usual and customary methods of performing the job’s functions require the following physical demands: occasional lifting (should be able to lift up to 50 pounds), carrying, pushing, and/or pulling; and significant fine finger dexterity. Generally, the job requires 20% sitting, 40% walking, and 40% standing. The job is performed under minimal temperature variations and is generally a hazard free environment. Evaluation: Annual evaluation to be completed by the Superintendent. Contract: 260 days, administrative benefits package, salary commensurate with experience and credentials.