Administrative Associate

Full-Time and Permanent; 7.33 Hours/Day; 200 Days/Year; 10 Months/Year

CURRENT VACANCIES: BOOKER T. WASHINGTON HIGH AND NORVIEW HIGH

DEFINITION

The Administrative Associate serves as a school-based support staff who supports the principal and assistant principals in advancing both instructional excellence and a positive, inclusive school climate. The position bridges academic leadership, behavior intervention, and student engagement, ensuring that teaching and learning occur in a safe, equitable, and supportive environment.

The Administrative Associate provides leadership in implementing culturally responsive practices, improving instructional quality, analyzing academic and behavior data, and developing strategies to enhance student achievement and well-being. The role requires strong interpersonal, organizational, and analytical skills, with the ability to influence school improvement through collaborative leadership and equitable decision-making.

SUPERVISION

Work is performed under the general supervision of the school principal or designee. The employee operates with considerable independence in performing delegated administrative responsibilities and exercises judgment in the application of policies and procedures. May supervise or coordinate the work of instructional staff, support staff, and volunteers as assigned.

DISTINGUISHING CHARACTERISTICS

This position is designed for aspiring administrators who serve as part of the school’s leadership team but below the level of an assistant principal. The Administrative Associate provides integrated leadership in both instructional and student support domains — balancing responsibilities for school climate, student discipline, attendance, and instructional coaching. The position requires an administrative endorsement and represents a developmental role toward full school administration.

ESSENTIAL FUNCTIONS OF THE CLASS

(may not include all duties performed)

• Supports the principal and assistant principals in developing, implementing, and monitoring instructional improvement plans aligned with division goals and the school improvement plan.
• Analyzes student performance data and facilitates collaborative data discussions with instructional teams.
• Observes classroom instruction and provides feedback focused on effective teaching, engagement, and equity.
• Assists in coordinating professional learning for teachers and support staff to strengthen instructional practices.
• Promotes the use of evidence-based instructional strategies and interventions that support diverse learners.
• Supports the fidelity of curriculum implementation and assessment practices.
• Collaborates with academic specialists and instructional coaches to identify and address learning gaps.
• Oversees schoolwide initiatives to promote a positive climate and culture that foster respect, inclusion, and belonging.
• Leads implementation of Positive Behavioral Interventions and Supports (PBIS) and restorative practices.
• Manages student behavior referrals, investigates incidents, determines consequences consistent with School Board policy, and conducts restorative conferences as appropriate.
• Monitors student attendance data and collaborates with counselors, social workers, and families to reduce chronic absenteeism.
• Supports student leadership, mentoring, and recognition programs that reinforce school values and engagement.
• Works collaboratively with teachers and support staff to ensure consistent behavioral expectations and interventions across classrooms.
• Serves as a member of the school’s crisis, safety, and threat assessment teams.
• Disaggregates academic and behavior data to identify and address inequities in achievement, discipline, and access to programs.
• Partners with instructional and student services teams to design targeted interventions for underrepresented or at-risk student groups.
• Provides leadership in ensuring compliance with local, state, and federal mandates regarding instruction, student conduct, and reporting.
• Assists in the development and monitoring of the School Improvement Plan and related performance indicators.
• Collaborates with families, community partners, and agencies to support student success.
• Serves as an administrative designee when assigned by the principal.
• Assists in the supervision of school activities, student transitions, and after-school programs.
• Participates in hiring, onboarding, and mentoring of new teachers and staff.
• Provides input in staff evaluations, as appropriate, and supports professional growth plans.
• Performs related duties as assigned to advance the mission and goals of the school and division.

• Comprehensive knowledge of curriculum design, instructional practices, and assessment strategies.
• Deep understanding of restorative practices, trauma-informed approaches, and positive behavior frameworks.
• Skill in using data analytics to identify trends, diagnose root causes, and guide instructional or behavioral improvement.
• Strong communication, presentation, and facilitation skills with adult learners.
• Ability to build trust and relationships across diverse stakeholders, including staff, students, and families.
• Capacity to lead change, manage conflict, and sustain collaborative problem-solving.
• Knowledge of local, state, and federal laws, policies, and regulations governing public education and student discipline.
• Proficiency with student information systems, data visualization tools, and productivity software.
• Commitment to equity, inclusion, and continuous improvement as central elements of school leadership.

MINIMUM EDUCATION, TRAINING, AND EXPERIENCE REQUIREMENTS

• Master’s degree in education, educational leadership, or a related field.
• Valid Virginia Postgraduate Professional License with an Administration and Supervision PreK–12 endorsement.
• Minimum of three (3) years of successful classroom teaching experience; leadership experience (e.g., department chair, instructional coach, or dean) preferred.

PHYSICAL ATTRIBUTES

Work requires mobility throughout the school building and grounds. The employee must be able to stand, walk, and move frequently during supervision duties. Occasional lifting of materials (up to 25 pounds) may be required.

HAZARDS

Work involves exposure to normal, everyday risks associated with a school environment, including interactions with students in disciplinary situations.

UNUSUAL DEMANDS

Work requires the ability to manage multiple priorities in a fast-paced school setting. May require extended hours for school events, family engagement, and crisis response situations.