Assistant Principal

Position Summary The Assistant Principal of Whitin Intermediate School serves as a key instructional and operational leader in a PreK–12 school district, supporting a dynamic learning community of students in grades 4 through 7. Reporting to the Building Principal, the Assistant Principal co-leads efforts to build a safe, inclusive, and academically rigorous school culture grounded in high expectations, evidence-based practice, and strong relationships with students, families, and staff. The Assistant Principal plays a central role in advancing the district’s Strategic Plan and maintaining alignment with the Massachusetts Curriculum Frameworks, the DESE educator evaluation framework, and the district’s MTSS structure. This position requires a deep understanding of late elementary and early adolescent development, a commitment to equity and belonging for every student, and demonstrated ability to lead adult learners through change and continuous improvement. Standard I: Instructional Leadership Promotes the learning and growth of all students and staff by making grade-level, standards-aligned teaching and learning the central focus of the school. Supports the Principal in maintaining a coherent, standards-based instructional program aligned to the Massachusetts Curriculum Frameworks across grades 4–7, with particular attention to the transition from elementary to middle-level learning. Conducts regular classroom observations and learning walks; delivers timely, actionable feedback to teachers aligned with the Massachusetts DESE educator evaluation rubric (603 CMR 35.00). Participates in and facilitates data team meetings, professional learning communities (PLCs), and collaborative inquiry cycles; uses student performance data—including MCAS, common assessments, and universal screeners—to drive instructional decisions. Assists the Principal in the formal supervision and evaluation of assigned professional and support staff in accordance with the district’s educator evaluation system, collective bargaining agreements, and DESE regulations. Supports the implementation of evidence-based instructional strategies, including the Science of Reading framework, disciplinary literacy across content areas, and high-quality instructional materials (HQIM). Partners with the Director of Teaching and Learning, instructional coaches, and department/grade-level team leaders to support curriculum implementation, unit design, and differentiated instruction for all learners. Monitors the academic progress of assigned students and student groups; coordinates academic support, enrichment, and intervention services in collaboration with the MTSS team and Director of Pupil Services. Supports the integration of instructional technology and digital learning tools into classroom practice in a pedagogically sound and equitable manner. Standard II: Management and Operations Promotes the learning and growth of all students by ensuring a safe, well-managed, and operationally efficient school environment. Assists the Principal in the day-to-day administration of the school, including facilities oversight, scheduling, discipline, attendance, and building safety. Assumes full administrative leadership of the school in the absence of the Principal; exercises sound, independent judgment in addressing building-level matters. Administers the school’s student discipline program with consistency and equity; applies restorative practices and a tiered behavioral support framework; maintains accurate records and communicates with families in a timely manner. Monitors student attendance and chronic absenteeism data; coordinates outreach and intervention with families and community partners in collaboration with the school counselor and pupil services staff. Oversees assigned operational functions including master schedule support, duty assignments, extracurricular supervision, and field trip coordination. Ensures compliance with state and federal regulations, School Committee policy, and district administrative procedures; prepares required reports accurately and on time. Coordinates and participates in the district’s emergency response and school safety planning, including drills, threat assessment procedures, and crisis response protocols. Manages assigned budgetary allocations responsibly and in alignment with school and district priorities. Standard III: Family and Community Engagement Promotes the learning and growth of all students through effective partnerships with families, caregivers, and the broader community. Builds and maintains welcoming, respectful, and productive relationships with students, families, and community members; is accessible and responsive to family concerns. Communicates effectively in written and verbal form with families regarding student academic progress, behavioral expectations, and school programs; serves as a primary point of contact for family inquiries and concerns at the building level. Participates in student support team meetings, including TEAM meetings (IEP), 504 Plan meetings, and MTSS conferences as appropriate; helps ensure effective communication and coordination between families and school staff. Supports family engagement initiatives, school events, and parent advisory structures; collaborates with staff to ensure that school communications are clear, timely, and culturally accessible. Serves as a liaison between the school and community agencies, social service organizations, and outside providers as needed to support student well-being. Standard IV: Professional Culture Promotes the learning and growth of all students by fostering a professional, collaborative, inclusive, and high-performing school culture. Models reflective, equitable, and growth-oriented professional practice; demonstrates cultural competence and a commitment to the success of every student regardless of background, identity, or learning need. Contributes actively to a school culture characterized by high expectations, psychological safety, collaborative problem-solving, and continuous improvement. Participates in district-level administrative team meetings, professional development, and planning as a member of the district’s leadership team. Supports the design and facilitation of professional development at the school level in partnership with the Principal and Director of Teaching and Learning. Maintains professional relationships with staff, students, and families that are grounded in integrity, trust, and respect; exercises discretion and sound judgment in all matters. Stays current with research and best practices in intermediate and middle-level education, adolescent development, instructional leadership, and school culture; engages in ongoing professional learning. Represents the school and district positively in all public and professional interactions. Additional Responsibilities Assists with the coordination and administration of MCAS testing and other state and district assessments, including proctoring, scheduling, and compliance reporting. Supports the coordination of the school’s student support services including counseling, behavioral health, and special education programming in collaboration with building counselors and the Director of Pupil Services. Performs other duties as assigned by the Principal or Superintendent consistent with the scope of the position. Minimum Qualifications A valid Massachusetts Educator License as a Principal/Assistant Principal (grades 4–8 or PK–8), issued by the Department of Elementary and Secondary Education (DESE). A license covering grades PK–6 or 5–8 is also acceptable. A Master’s Degree in Educational Leadership, Administration, Curriculum & Instruction, or a closely related field. A minimum of three (5) years of successful classroom teaching experience, preferably at the intermediate or middle school level (grades 4–8). Prior experience in a school leadership, instructional coaching, team leader, or administrative role is strongly preferred. Demonstrated knowledge of the Massachusetts Curriculum Frameworks, MCAS assessment systems, and the DESE educator evaluation framework. Sheltered English Immersion (SEI) Endorsement on DESE license, or commitment to obtain within the first year of employment. Knowledge, Skills, and Abilities Deep understanding of late elementary and early adolescent development and the specific academic, social-emotional, and behavioral needs of students in grades 4–7. Strong knowledge of evidence-based instructional practice, including the Science of Reading, standards-based unit design, and data-informed instruction. Proven ability to conduct meaningful instructional observations and deliver feedback that improves classroom practice. Experience with MTSS frameworks, restorative discipline practices, and tiered behavioral support systems. Ability to analyze, interpret, and communicate student achievement data to diverse audiences including staff, families, and the School Committee. Strong interpersonal, communication, and conflict-resolution skills; ability to navigate difficult conversations with professionalism and care. Demonstrated commitment to equity, inclusion, and culturally responsive leadership. Highly organized with the ability to manage multiple priorities, meet deadlines, and respond effectively in dynamic or urgent situations. Proficiency with student information systems, data platforms, and productivity tools used in school administration. Working Conditions This is a full-time, twelve-month (210-day), non-unit administrative position. The role requires regular presence in the school building throughout the school day and at school events, including some evenings. Physical requirements include the ability to move throughout the building, communicate effectively with a wide range of individuals, and respond to emergencies quickly. Attendance at School Committee meetings and district administrative team meetings is expected as directed by the Superintendent or Principal.

Salary : $103,000 - $108,000