What are the responsibilities and job description for the 26-27 Secondary Principal - Young Women's Leadership Academy position at Young Womens Leadership Academy?
POSITION: Secondary Principal
EXEMPT STATUS: Exempt
NUMBER OF DAYS: According to district approved calendar
DEPARTMENT: School Leadership
REPORTS TO: Executive Director of School Leadership/Deputy Superintendent
SUPERVISES: Supervise and evaluate the performance of assistant/intern principal(s), teacher(s), counselor(s), librarian(s), and support staff.
EDUCATION:
- Master's degree from an accredited college or university
- Valid Mid-Management Certification or Principal Certificate
- Certified in the Texas Teacher Evaluation and Support System (T-TESS)
- Pass Bilingual or ESL exam through the Texas Education Agency. After two unsuccessful testing attempts, employee must attend 6 hours of ELL professional learning provided by the MISD’s ELL Department. Must be completed by the end of the first contract year.
EXPERIENCE:
- Three year’s experience as a classroom teacher
- Previous campus administrative experience preferred
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Position Function/Purpose Direct and manage the instructional program and supervise operations at the campus level. Provide instructional leadership to ensure high standards of instructional service. Direct the implementation of district policies and instructional programs and manage the operation of all campus activities.
Essential Functions
Instructional Management 1. Use the district's mission as a focal point of instructional planning. 2. Monitor instructional and managerial processes to ensure that program activities are related to program outcomes and use these findings for corrective action and improvement, as well as for recognition of success. 3. Work with staff to plan, implement, and evaluate the curriculum on a systematic basis; include students and community representatives (when appropriate). 4. Coordinate, monitor and support feeder school academic programs through working closely with feeder school principals. 5. Monitor student attendance. 6. Help teachers design learning experiences for students. 7. Encourage the development and piloting of research-based and proven innovative programs. 8. Facilitate the planning and application of emerging technologies in the classroom. 9. Assess and plan improvement of the school. 10. Serve as campus PEIMS coordinator.
School/Organization Morale 11. Provide instructional resources and materials to support teaching staff in accomplishing instructional goals. 12. Through the use of effective communication skills, foster collegiality and team building among staff; encourage their active involvement in the decision process. 13. Provide for two-way communications with superintendent, staff, students, parents, and community. 14. Communicate and promote expectations for high level performance from staff and students: recognize excellence and achievement while promoting a positive, caring climate of learning. 15. Facilitate effective and timely resolution of conflicts.
School/Organization Improvement 16. Determine and build a common vision with staff for school improvement; direct planning activities and implement program collaboratively with staff to ensure attainment of school’s mission. 17. Identify, analyze, and apply research findings (e.g., effective school correlates) to facilitate school improvement. 18. Develop, maintain, and use appropriate information systems and records necessary for attainment of campus performance objectives addressing each academic excellence indicator. 19. Ensure continuous renewal of curriculum, policies, and instruction.
Personnel Management 20. Interview, select, and orient new staff. 21. Monitor the Mentor/Induction Program activities at the campus level through regular communication with campus administrators, administrative interns, department chairs, team liaisons, mentors and/or first year teachers, and keep Professional 22. Development Director informed of program activities, recommendations for improvement, etc. 23. Define expectations for staff performance regarding instructional strategies, classroom management, and communication with the public. 24. Observe employee performance, record observations, and conduct evaluation conferences with all staff. 25. Make recommendations relative to personnel placement, evaluation, transfer, retention, promotion, and dismissal. 26. Confer with subordinates regarding their professional growth; work jointly with them to develop and accomplish improvement goals and delegate appropriately. 27. Encourage personal and professional growth and leadership among the staff.
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28. Comply with applicable personnel policies and rules. 29. Identify the necessary personnel resources to meet objectives.
Management of Administrative, Fiscal & Facilities Functions 30. Comply with district policies, as well as state and federal laws and regulations affecting the schools. 31. Develop budgets based upon documented program needs, staff input, estimated enrollment,personnel, and other fiscal needs; implement programs within budget limits; maintain fiscal control; accurately report fiscal nformation. 32. Manage the use of school facilities; supervise maintenance of facilities to ensure a clean, orderly, and safe campus and make recommendations for upgrade when necessary. 33. Compile reasonable budgets and cost estimates. 34. Manage a broad range of school operations (for example, attendance, accounting, payroll, transportation) and activity funds.
Student Management 35. Work with faculty and encourage student understanding of the student management system that results in positive student behavior and enhances the school climate. 36. Ensure that school rules are uniformly observed and that student discipline is appropriate and equitable. 37. Conduct conferences with parents, students, and teachers concerning school and student issues through an active home/school communication program. 38. Develop and communicate guidelines for student conduct. 39. Coordinate, monitor and support feeder school extracurricular programs through working closely with feeder school principals, coaches, band directors and/or sponsors.
School or Community Relations 40. Articulate the school's mission to the community and solicit its support in realizing the mission. 41. Lead a collaborative process to develop campus performance objectives based on district policies and procedures. 42. Demonstrate awareness of school/community needs and initiate activities to meet those identified needs. 43. Use appropriate and effective techniques for community and parent involvement. 44. Serve as or appoint a person to serve as deputy registrar for the county (high school principal only).
Professional Growth and Development 45. Formulate, with the executive director of operations, an annual Principal Professional Development Plan. 46. Observe professional and ethical standards in accordance with generally accepted community standards and the Texas Education Agency code of ethics. 47. Use information and insights provided through assessment instruments, the district appraisal process, evaluative feedback from line supervisors, and professional development programs to improve performance. 48. Provide leadership in addressing challenges facing the profession; pursue professional development activities; disseminate ideas and information to other professionals. 49. Participate actively in professional associations. 50. Perform such other duties as may be assigned by the appropriate executive director and/or the Superintendent or as may be necessary for job effectiveness. Academic Excellence Indicators & Campus Performance Objectives 51. Use information from the AEIS report and campus performance objectives to determine instructional targets at all grade levels in order to improve student performance. 52. Strive to produce an exemplary campus. |
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Qualification Requirements Special Knowledge/Skills: 1. Working knowledge of curriculum and instruction 2. Ability to evaluate instructional program and teaching effectiveness 3. Strong communications, public relations, and interpersonal skills 4. Ability to work well with a diverse population |
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Physical Demands 1. Mental Demands/Physical Demands/Environment Factors: 2. Emotional – Maintain emotional control under stress. Work with frequent interruptions. 3. Physical – Moderate carrying and lifting. Standing, sitting, walking, use of fingers, eyes and ears 4. Occasional district-wide travel; occasional prolonged and irregular hours. 5. Environment – Inside normal office environment |
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Work Environment 1. The environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job 2. The noise level in the work environment is usually moderate. Must be able to maintain emotional control under stress. Occasionally required to travel to facilities within the district. May be required to work after school and weekends. |
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The above statements are intended to describe the general nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive description of all work requirements and responsibilities. Additionally, the minimum level of education noted as a requirement could be supplemented by commensurate experience and/or certification(s) as determined by the hiring manager.
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Revision Date |
11/01/2023 |
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All MISD employees are expected to maintain an extreme degree of confidentiality by following the Family Educational Rights and Privacy Act (FERPA) for student information and the Health Insurance Portability and Accountability Act of 1996 (HIPAA) for employee and student information.
Midland Independent School District provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex (including pregnancy), national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.
This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.
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Profile of a Young Women’s Preparatory Network Principal
Educators who accept the challenge of serving in the leadership role at a YWPN School must meet the qualifications in the school district’s job description for a campus principal. Additionally, the following criteria specific to the role of a single-gender school leader will be considered as part of the selection process.
YWPN Mission:
? Understands the mission of the YWPN and demonstrates a commitment to implementing the model with diligence and fidelity
? Demonstrates an understanding of the three Network pillars that guide the work: College Readiness, Leadership, and Health and Wellness
? Knowledgeable about STEM fields and how to develop an academic program that will support the preparation required for young women to excel in fields where females have been traditionally underrepresented
? Shows dedication to growing professionally by attending conferences geared toward single-gender school leaders, collaborating with other YWPN principals, attending YWPN leadership development seminars and retreats, and seeking training in areas that support any of the three Network pillars
? Understands the importance of hiring teachers who are highly qualified to meet the demands of delivering a rigorous and challenging academic curriculum and who wish to be instrumental in executing the YWPN mission
? Demonstrates knowledge of budget development, program development, and the importance of creating community partnerships that will support the vision of the school
? Operates with a spirit of collaboration in working with all stakeholders including: district leadership, YWPN staff and colleagues, Advisory Board members, community partners, students, parents, and teaching staff
? Analyzes various forms of data in order to make decisions that affect instructional practices, academic success, program implementation, professional development needs etc.
? Honors the value of traditions within the school environment and works in partnership with staff, student groups, and community stakeholders to create a legacy of traditions that after a period of time will define the culture of the school
Community Partnerships:
? Seeks out partners that will enhance the mission of the school—specifically in the implementation of programming that will advance the three pillars: College Readiness, Leadership, and Health and Wellness
? Works collaboratively with the local Advisory Board Chairman (once established) to strategically select members to serve as ambassadors for the students and the school
? Builds relationships with local universities and businesses with the purpose of promoting the school and creating internship opportunities for students
? Demonstrates a willingness to speak at community meetings and events in an effort to promote the school and connect with potential partners
College Readiness:
? Insures the implementation of a college readiness curriculum with the purpose of achieving 100% graduation rate and 100% admission to a four-year institution of higher learning
? Establishes a curriculum of advanced academic/Pre-AP coursework to be delivered throughout the middle school years and insures exposure to a rigorous, academic foundation for all students
? Creates access to advanced academic/Pre-AP and AP course offerings in the high school curriculum that will promote college preparatory learning for all students
? Supports teachers in their growth and professional development efforts by providing opportunities to attend advanced academic/Pre-AP and AP Institutes, GT, NMSI, LTF and/or content area trainings that will enhance their skills in order to meet the needs of college bound learners
? Collaborates with the counselor and college-bound advisor in the creation and delivery of a college readiness curriculum to support students in their development of a college-bound mindset
Leadership Development:
? Understands the role of the campus leader in embedding opportunities for leadership development for teachers and students within the school culture, ie., teacher department leaders, organization sponsors, campus committee leaders, student organization officers, student class leaders, Diversity, Equity, and Inclusion Committee, etc.
? Provides opportunities for students to volunteer throughout the community and sets volunteer requirements for all students to meet
? Establishes a process for holding students accountable for completing service-learning requirements
? Empowers teachers and students to evolve as campus, district, and community leaders by availing them of opportunities and supporting their efforts to grow in this capacity
? Develops a plan for establishing a defined Summer Enhancement Program that supports student growth in the areas of college readiness, leadership, and health and wellness in grades 6th -12th
? Exposes students to a variety of experiences in order to broaden the scope of opportunity for a population of predominantly first-generation, economically disadvantaged, young women
Social-Emotional Development:
? Collaborates with the YWPN Program Development Team to establish a Health and Wellness curriculum that can be implemented and sustained campus-wide
? Insures that Advisory time is scheduled within the school day so as to provide opportunity for social-emotional support, health and wellness program delivery, academic support, and/or college preparatory program delivery
? Understands the importance of developing resilient, confident, young women that will evolve into well-rounded, future leaders
? Initiates and/or supports efforts to promote diversity and equity by providing access to opportunities and resources that secure equal and fair treatment for all
? Embraces inclusivity and values the diversity of voices, identities, experiences, and differences of others