North Little Rock High School Principal (2026-2027)

NORTH LITTLE ROCK SCHOOL DISTRICT

Job Description for

North Little Rock High School Principal

Level: School-Based Administration

Job Status: Full Time

FLSA Status: Exempt

Reports To: Assistant Superintendent of School Improvement-Network A

Amount of Travel Required: Minimal

Work Schedule: Monday-Friday (245 days)

Positions Supervised: Assistant Principals,

245-day contract teachers, counselors, clerical staff, custodial staff, food service staff, and other support staff associated with NLRHS

Date Created: April 2026

Salary Range: $81,881.57-116,108.07

Position Summary: The North Little Rock School District (NLRSD) is seeking exceptional applications for the position of the North Little Rock High School Principal. This role is responsible for the direct leadership, supervision, and evaluation of the entire high school instructional program. The principal will be responsible for the day-to-day operations of teaching and learning in a safe, healthy, and supportive learning environment. Responsible for implementing the district’s mission to improve student achievement in collaboration with the secondary alternative school. Provides leadership coaching, professional development, and direct support to high school-based assistant principals. Responsible for directing and assisting assistant principals and other school-based administrators with all aspects of teaching and learning. Through a lens of equity, structures, culture, and leadership, the principal provides supervision of the general operation of the high school with a focus on improved student performance and building professional capacity of classroom teachers. Spends the majority of time in classrooms coaching teachers for the purpose of developing and refining the skills needed to drive continuous improvement in teaching and learning. Expected to be highly visible in the high school complex and to participate in community organizations, community functions, and extracurricular activities. Works collaboratively with the Principal of the Center of Excellence, a smaller public charter school currently located within the current high school complex.

Essential Functions: The following duties are representative of performance expectations. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The High School Principal responsibilities will include, but are not limited to, the following:

• Directly reports to the Assistant Superintendent of School Improvement - Network-A.
• Works collaboratively on a daily basis with the Principal of the Center of Excellence to ensure a safe, healthy, and supportive learning environment while assisting with the transition of the public charter school to the Ole Main complex in near future.
• Responsible for the school culture and environment as it pertains to student/staff safety and security, as well as providing an atmosphere that is conducive to optimum student achievement.
• Provides direct technical and instructional support to high school assistant principals and support staff. Supervises the work of assistant principals, ensuring adherence to established policies, procedures, and standards; advises and assists subordinates, as necessary, resolving problems as situations arise. Spends the majority of time working side by side with assistant principals to help them grow as instructional leaders.
• Participates in budget decisions and provides alignment of resources to achieve outcomes for students. Oversees expenditures for assigned school; demonstrates fiscal responsibility and ethical practices related to oversight of budgets, maintains an aligned instructional program that addresses state, local, and federal requirements to ensure academic achievement.
• Assists and supervises assistant principals with developing, implementing, monitoring, and evaluating a school improvement plan for accelerating academic achievement for every learner and eliminating all academic and behavioral gaps in alignment with the district’s new strategic plan goals and compliance with local, state, and federal policies and regulations.
• Effectively plans, develops, and facilitates high-quality, data-driven professional development for teachers and staff. Develops a plan for continuous professional learning for self, assistant principals, and staff based on assessed need; research-based best practices; trends in educational technology; curriculum, instruction, and assessment; and innovative practices in teaching and learning.
• Establishes and monitors systems of accountability for job performance, community involvement, adherence to ethical practices, and compliance with local, federal, and state policy/regulations.
• Evaluates all staff utilizing appropriate state and local evaluation tools to ensure accountability and human performance.
• Uses school and district data to assist with planning, monitoring, and evaluating the performance of high school students, teachers, for the purpose of achieving continuous improvement in all aspects of teaching and learning, with a focus on accelerating academic achievement for every learner and eliminating all academic and behavioral gaps.
• Directs the implementation of grade-level instruction aligned to the Arkansas Academic Standards, utilizing achievement level descriptors (ALDs) and high-quality instructional materials (HQIM) and aligned assessment items.
• Define and enforce clear instructional expectations for Tier 1 instruction that include consistent focus walks to daily monitor instructional practices.
• Evaluate the lowest-quartile and student group data to prioritize supports with core instruction and align professional learning to identified needs.
• Verify and progress monitor the fidelity of implementation of the school improvement plan.
• Target interventions for students in the lowest quartile and for identified student groups, track growth using assessment predictive of statewide outcomes, and adjust supports accordingly.
• Strategically plans and implements actions directly aligned to federal and state accountability metrics for high school in the state of Arkansas.
• Evaluates the effectiveness of external partners and adjusts services when improved academic outcomes are not demonstrated.
• Coordinates all central office supports in order to streamline services to target areas of need.
• Analyzes educator workforce assignments in identifying priority subjects, and requiring the most effective staff, and adjusts assignments accordingly to ensure placement of highly effective teachers.
• Receives suggestions, advice, and general feedback on the operations of schools; helps ensure an open line of communication across the school system hierarchy, bringing insight from all levels to incorporate in policy and decision-making.
• Demonstrates highly efficient time management and actively seeks ways to minimize disruption to school schedules by utilizing time in schools to engage and coach assistant principals, other school-based administrators, and teachers in their natural setting; thus minimizing meetings and time outside of classrooms and schools.
• Implements research-based best practices with career academies, student pathways, and multiple programs and initiatives to ensure all students graduate future ready.
• Implements research-based best practices to improve graduate rates, earning a diploma of merit or distinction, Advanced Placement and concurrent credit and community service.
• Takes an active role and provides leadership for implementing the high school schedule aimed to meet the needs of each student.
• Assists and leads the process for recruiting, hiring, retaining, and promoting highly effective administrators and teaching staff in collaboration with Human Resources.
• Assists the Assistant Superintendent in implementing the Superintendent’s E4 the Future District Transformation Model vision aimed to create innovative and creative ways to existing instructional and administrative practices that are intended to improve academic performance and learning for all students through hands-on, relevant, and engaging learning experiences and opportunities.
• Supports assistant principals and other school-based administrators and staff with building and maintaining positive school culture, especially during periods of change and increasing accountability.
• Monitors education research, trends, and developments to support the development and evaluation of school staff and school improvement efforts. Keeps current on national trends in the areas of curriculum, instruction, assessment, and the usage of data to improve instruction at the high school level.
• Serves as a liaison and provides support with the community and other stakeholders to address curricular needs, interests, and concerns at the high school level. Publicly responds to concerns of the community regarding the high school; coordinates with community agencies to address the problems and needs at the high school level.
• Perform other related work as required and directed by the Assistant Superintendent of School Improvement Network-A.

Competencies: Comprehensive knowledge of school-based administration; comprehensive knowledge of high school outcomes, procedures, and organization. Knowledge and ability to lead and coach assistant principals to improve teaching and learning. Ability to demonstrate strong internal and external support for the NLRSD. Ability to communicate effectively with a variety of audiences. Excellent knowledge and understanding of all facets of high school operations. Knowledge and understanding of the change process, organizational development, conflict resolution and facilitation skills. Highly effective organizational and consensus-building skills. Knowledge and understanding of all policies and procedures of the NLRSD. Ability to conceptualize, initiate, monitor and evaluate new and/or current programs.

Minimum Qualifications:

• Licensed Arkansas Building Level Administrator (P-12) , meets qualifications and requirements for reciprocity, or is eligible to hold appropriate licensure.
• Master’s degree from an accredited college or university in a field related to the job duties and responsibilities.
• Have a minimum of three to five (3-5) years of successful experience as a school principal or have equivalent leadership experience. Experience as a turnaround principal is preferred.
• Have a minimum of eight (8) years of successful job performance in education, including teaching, supervision, leadership, and administration, preferred.
• Experience with educational accountability measures, including federal educational reform efforts, and state and local assessments, knowledge of systemic organizational thinking, organizational leadership, and change management.
• Experience working in a highly collaborative environment where teamwork, creative problem-solving, and self-motivation are necessary for success.
• Experienced leadership in an urban school district is preferred.

Skills and Abilities Required: The following characteristics and physical skills are important for the successful performance of assigned duties.

Instructional Leadership Knowledge and Expertise:

• Knowledge and ability to dedicate time to helping assistant principals grow as instructional leaders.
• Knowledge of high school letter grade accountability metrics and aligns resources to improve measurable outcomes.
• Knowledge and ability to use evidence of teacher effectiveness to determine necessary improvements in daily classroom instructional practices to foster a positive educational environment that supports the diverse cultural and learning needs of students.
• Knowledge and ability to lead strategic change that continuously elevates the performance of the high school and sustains high-quality educational programs and opportunities across the school.
• Knowledge and ability to advocate for and inform the coherence of an organizational vision, policies, and strategies to support student learning while ensuring all students graduate future ready.
• Knowledge to lead strategic change that continuously elevates the performance of the high school and sustains high-quality educational programs and opportunities across the district.

Work Environment:

• Work is primarily conducted in a school setting. Prolonged stationary work and attention to desk or computer tasks are required. This position is cognitively demanding and requires especially well-developed professional social skills and communication skills. Movement in and about schools and office buildings/grounds is a frequent requirement, and the ability to carry or lift items of 75 lbs. or less.

Empathy and Commitment to Cause:

• Deep commitment to improving student achievement and employee performance.
• Passionately believes that all students can achieve at high levels.
• Demonstrates cultural competence, equity, and a deep understanding of and empathy for issues facing minority and economically disadvantaged families and students requiring special services.

Problem Solving and Systems Thinking:

• Understands how various systems and departments interact to achieve district goals.
• Makes decisions using data and technology.
• Takes initiative to solve problems and create stakeholder buy-in.
• Identifies and prioritizes mission-critical issues with alignment of people, time and resources.
• Offer innovative solutions to seemingly intractable challenges. .
• Exhibits strong focus on goals and results. Sets clear metrics for success.
• Removes barriers or obstacles that make it difficult for principals to achieve their goals and ensures that school leaders have the resources they need to succeed.
• Demonstrates excellent execution and project management skills, including attention to detail, organizational skills, ability to balance the big picture with detailed steps to reach the end goal, and ability to balance multiple projects under tight deadlines.

Leadership Skills:

• Motivates, inspires, and moves other adults to action to achieve ambitious goals.
• Skilled at re-envisioning, building, and managing a team, especially in a time of growth and change; excellent at identifying talent and taking advantage of each person’s skills and contribution to team effort.
• Builds and maintains positive relationships with individuals and groups.
• Moves groups to consensus and resolves conflicts. Exhibits willingness to have difficult conversations.
• Builds coalitions and works collaboratively with diverse stakeholders at all levels, including but not limited to district personnel, students, families, communities, and/or advocacy groups.
• Establishes clear expectations, deliverables, and deadlines.
• Sets clear agendas and facilitates effective meetings.
• Ability to train, supervise, and evaluate staff from different cultural backgrounds and skill sets.
• Exhibits transformational and servant leadership characteristics in daily work.

Additional Responsibilities:

Performs such other tasks and assumes such other roles and responsibilities as the Assistant Superintendent of School Improvement Network-A and or their designee may assign.