Assistant Principal- Williamstown Middle High School

Job Title: Assistant Principal Department: Administration Reports To: PrincipalPosition Status: full time Job Summary: The Assistant Principal assists the building principal in planning, organizing, and directing the implementation of all school activities including fostering a positive, safe environment that is conducive to best meeting the needs of all students, staff, and parents. This includes such responsibilities as leading, directing, counseling, and supervising a variety of personnel and programs; creating effective parent, teacher, and child communications; supporting, encouraging, mentoring, and evaluating staff; and fostering teamwork between teachers and among staff and parents. Essential Job Functions: Assists in the role of instructional leader. Fosters an unrelenting focus on safety, health, positive culture and climate for educators and students in the building. Promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth Maintains fidelity to the supervisory union and school continuous improvement plan. Acts with integrity, fairness, and in an ethical manner. Maintains high standards of student conduct and enforces discipline through positive behavior interventions and supports, and progressive discipline under the supervision of the principal. Performs administrative functions required to ensure the smooth and efficient daily operation of the school. Carries out the district policies as established by the School Board in compliance with all state and federal laws, CVSU and local district policies, applicable master agreements, and regulations of the Superintendent. Provides supervision and evaluation of staff, for the purpose of improving teaching and learning Uses data to inform decision-making based upon what is best for students Collaborates with faculty and staff, principal, and central office staff Responds to diverse community interests and needs, while leveraging community resources Responds to the political, social, economical, legal and culture context of school administration Prepares or supervises the preparation of reports, records, lists, and all other paperwork required or appropriate to the school’s administration Assists the principal in the supervision and evaluation of teachers and staff as assigned by the principal Assists in the orientation of new staff members to the teaching environment, especially as it relates to the area of students, personnel policy and procedures, and general building practices. Assists with professional staff development. Demonstrates an understanding and/or willingness to work within a proficiency-based grading system Assists in maintaining all educational, co-curricular and extra-curricular programs and activities within the school. Is an integral part of the Targeted Intensive Support Team which examines student attendance, behavioral, and teacher referral data to ensure appropriate interventions are provided and reviewed regularly and may work with local law enforcement and other outside agencies such as the Department of Children and Families, Washington County Mental Health, Montpelier Community Justice Center, etc. Acts in a supportive role with the principal in working with parents, teachers, and the community to promote the effective flow of communications and ensure positive relations with parents, business leaders, and community members. Performs other such duties or assignments as directed by the Principal. Works Collaboratively To: Inspire a commitment to high achievement for all students Establish and maintain a commitment to parent and teacher partnerships Exhibit a commitment to the inclusion of students with disabilities Effectively and efficiently manage daily school operations Be able to promote fairness and equity for all students and members of the education community including families and the community Other Skills and Abilities: Must have strong communication, computer, and interpersonal skills. Ability to apply knowledge of current research and theory in a specific field. Demonstrated ability to establish and maintain effective working relationships with students, staff, and the school community. Ability to speak clearly and concisely both in oral and written communication. Must be able to keep high levels of confidentiality in all aspects of job performance. Ability to perform duties and awareness of all School District requirements and Board policies. Ability to read, analyze, and interpret the complex, scientific, educational and technical journals, financial reports, and legal documents. Ability to respond effectively to the most sensitive inquiries or complaints. Ability to write speeches and articles using original or innovative techniques or style. Ability to make effective and persuasive speeches and presentations on controversial or complex topics to faculty and staff, top management, public groups, and/or school board members. Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical, oral, written or diagram form and deal with several abstract and concrete variables. Ability to work with mathematical concepts such as probability and statistical inference. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. Ability to apply mathematical operations to such tasks as frequency distribution, determination of test reliability and validity, analysis of variance, correlation techniques, sampling theory, and factor analysis. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, and schedule form. Ability to maintain confidentiality of information presented in various formats. Strong decision-making, analytical and organizational skills. Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations. Ability to work cooperatively, collaboratively and effectively with peers, subordinates, supervisors, parents, and outside agencies. Ability to effectively handle stressful situations and resolve conflicts. Knowledge of varied instructional strategies, how to support the needs of diverse learners, delivery methods, assessment, and staff development techniques for improvement of instruction. Excellent interpersonal skills that establish and maintain positive relationships with students, school personnel, parents, vendors, peers, and other stakeholders including those from diverse ethnic and educational backgrounds. Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to use tact, patience, and courtesy when dealing with others. Have the ability to learn and utilize new software programs as systems upgrade. Must have above average typing skills (55 wpm). Ability to reason logically and make sound decisions, to consider alternative and diverse perspectives, to communicate effectively both orally and in writing, to remain poised under all circumstances, and to interact effectively with people in a positive manner that engenders confidence and trust. Ability to work effectively and efficiently in high stress and conflict situations. Ability to simultaneously address multiple complex problems. Ability to multitask without loss of efficiency or accuracy, including the ability to perform multiple duties from multiple sources. Ability to work and sustain attention with distractions and/or interruptions. Ability to interact appropriately with a variety of individuals including customers/clients. Ability to deal with people under adverse circumstances. Ability to work as an integral part of a team. Ability to maintain regular attendance and be punctual. Ability to understand, remember and follow verbal and written instructions. Ability to complete assigned tasks without direct supervision. Ability to exercise independent judgment and make decisions. Ability to perform under stress and/or in emergencies. Ability to perform in situations requiring speed, deadlines, or productivity quotas. PROFESSIONAL EXPECTATIONS: Interpersonal Skills. Effectively works with others, including those with opinions or beliefs different from their own. Interacts with others in a friendly, tactful and positive manner. Treats others with dignity and respect. Builds constructive and supportive relationships with peers. Helps to create an inclusive work environment. Attempts to understand others points of view and is open to new ideas. Team Player. Contributes to building a positive team spirit. Proven ability to work cooperatively and effectively as part of a team. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies. Organizational/Planning Skills. Strong organizational skills that reflect the ability to prioritize multiple tasks seamlessly with excellent accuracy & attention to detail. Flexibility/Adaptable: High degree of personal adaptability and flexibility; open to and embraces change towards the improvement of the systems. Open to new ideas and tasks without resistance; able to deal with new situations well. Versatile and capable of handling diverse assignments. Able to effectively accept constructive criticism. Motivation/Self-Direction: Has a personal drive to succeed. Proven ability to work effectively without specific direction, and with minimal supervision. Driven to identify and implement improvements to systems and practices to increase efficiency and effectiveness. Emotional Maturity: Able to effectively handle conflict and stress; able to remain calm and professional when challenged or when others disagree. Attitude/Personality/Style: Friendly, helpful and positive disposition; presents a professional image; patient and understanding; takes pride and personal ownership in work; responsive to the needs of others; enthusiastic; good sense of humor; positive outlook and able to see the good in every situation; honest and direct; transparent. Attendance/Punctuality: Is consistently at work and on time; ensures work responsibilities are covered when absent; arrives at meetings and appointments on time; commits to working overtime when needed to meet deadlines. Follows established leave requesting and reporting protocols. Problem Solving Skills: Approaches problems in a positive manner. Views impediments as solvable challenges. Able to identify practical solutions to problems. Able to resolve issues in a fair, equitable and timely manner. Organizational Support: Follows district policies and procedures, rules of conduct, and behavior expectations. Promotes/presents a positive image of the school/district. Dependability: Follows instructions and responds to management direction; Responds to requests for service and assistance; Takes responsibility for own actions. Completes tasks on time or notifies the appropriate person with an alternate plan. Follow through on commitments. Job Knowledge: Demonstrates a working knowledge and understanding in the areas of responsibility. Acquires needed skills and knowledge with little reluctance, continuing to grow knowledge base to remain current with new developments and industry best practices. Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: Education and Experience. Graduate’s degree and working knowledge of Vermont’s Framework of Standards required. Recent experience working in a Vermont school district is preferred. Minimum of three or more years of experience as a teacher/leader. Certifications and Licenses. Holds or is eligible to hold a Vermont Principal License. Holds the appropriate endorsement(s) and meets all the basic competencies and qualifications of the endorsement(s) as listed in the Regulations Governing the Licensing of Educators and the Preparation of Educational Professionals. Possession of a valid driver’s license. Fingerprint/criminal justice clearance Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to school/district standards or regulations. Ability to effectively present information and respond to questions from administrators, parents, peers, board members and the general public. Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft Office is helpful. Communication & Interpersonal Skills. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress. Have demonstrated experience successfully supporting diverse students, including students of color, English Language Learners, and LGBTQI students. PHYSICAL EFFORT AND STRESS: Physical ability to perform the essential functions of the job as outlined above, in addition to the following: Under most circumstances, while performing the duties of this job, the employee is frequently required to stand; walk; and sit. The employee is regularly required to see, talk and hear. The employee is regularly required to use hands to finger, handle, or feel. The employee is occasionally required to reach with hands and arms; climb steps; stoop, kneel, or crouch. The employee must occasionally lift, carry, move and/or restrain school-aged students. Employees are regularly required to handle stressful situations and resolve conflicts. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. WORKING CONDITIONS: While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually quiet to moderate. Equal Opportunity Employer: Central Vermont Supervisory Union is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identify, sexual orientation, marital/civil union statu, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who particiapte in an equal opportunity investigation. Our organization is committed to building a diverse team that represents the students we serve. We welcome applications from people of color, people from the LGBTQI community, and people with disabilities. Disclaimer: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. This is not an exhaustive list of all responsibilities, duties, and skills required. All employees may be required to perform duties outside of their normal responsibilities from time to time, as needed. Terms of Employment: Administrative Contracts are issued according to the terms stated in the contract. Any unique terms (e.g. one year, nonrenewable contracts, contacts issued after a waiver is approved by the state, multi-year contracts, etc.) will be stated in the individual contract.