The Pawtucket School Department is seeking a dynamic K-12 school leader to positively lead innovative and creative work to provide educational leadership for students and staff consistent with the vision and mission of alternative education in order to re-engage students with a history of behavioral disengagement. The leader will work collaboratively with teachers, students and the community to create a school culture of respect, responsibility and results. Additionally, the school leader will monitor and analyze data from the implementation of student discipline policies and academic programming that fosters a climate conducive to student achievement. EXEMPLARY DUTIES/RESPONSIBILITIES: Demonstrate knowledge of principles, practices, methods and techniques used in curriculum development and classroom instruction for alternative education, especially as they relate to students at high-risk and other students who need alternative education services.Collaboratively develops and supports a plan of transition for students to successfully re-engage with their home schools both academically and behaviorally.Exercises vision and provides leadership that appropriately involves staff, parents, students, and the community in the identification and accomplishment of the school's mission; recognizes the individual needs of all staff and students, more specifically those who are at risk because of behavioral disengagement, diverse cultures, backgrounds or abilities; applies effective human relations skills; encourages and develops the leadership of others; analyzes relevant information, makes decisions, delegates responsibility, and provides appropriate support and follow-up; identifies and creatively coordinates the use of available human, material, and financial resources to achieve the school's mission and goals; bonds the school community through shared values and beliefs; initiates and manages constructive change; advances the profession through participation as a member of local, state, and national professional groups. Articulates beliefs persuasively, effectively defend decisions, explains innovations, and behaves in ways that are congruent with these beliefs and decisions; demonstrates skills in nonverbal communication, including the impact of personal image, to communicate a positive image of the school; exemplifies the behavior expected of others; keeps communication flowing to and from the school; communicates effectively with the various constituencies within the school community. Involves staff, parents, students, and the community in setting goals; identifies-in collaboration with staff, parents, and students in the decision-making procedures the school will follow; applies the process of consensus building both as a leader and as a member of the group. Demonstrates knowledge of curriculum, instruction, and assessment and their relationship to program goals and objectives; encourages students and staff to participate in co-curriculum activities that enhance and complement what is learned in the classroom. Regularly assesses the teaching methods and strategies being used and ensures that they are appropriate, varied, and effective; applies principles of teaching and learning for both children and adults; articulates effective classroom management and planning processes. Sets high expectations for students, staff, parents, and self; helps teachers understand and apply teaching styles that complement the varied learning styles of students; encourages students and staff alike to set high personal goals and offers encouragement and support in the achievement of those goals; involves others in designing staff development programs that match the goals of the school with the needs of the participants; encourages staff participation in professional development activities; engages in continuing personal and professional development. Uses a variety of techniques and strategies to assess student performance, individual staff and personal performance, progress toward the achievement of curriculum goals, and the effectiveness of the overall instructional program; be proficient with data management systems and possess the ability to analyze student achievement data; demonstrate an understanding of Response to Instruction & Intervention (RTII) as it relates to student success including familiarity with Positive Behavior Supports (PBS). Fosters constructive suggestions from students, staff, parents, and the community for improving the school's program; applies effective observation and conferencing skills; inspires teachers at all levels of skill and experience to acquire new competencies and experiences; demonstrates a level of human relations skills which assures that the evaluation process will be helpful rather than destructive; develops professional growth plan to improve teaching and administrative performance. Uses collaborative strategic planning to help identify and accomplish the school's mission, goals, and objectives; recruits, selects, assigns, and organizes staff in such a way as to assure the greatest potential for the accomplishment of the school's mission; facilitates the identification, training, and monitoring of the staff to ensure effective support in accomplishing the strategic plan of the district; attracts volunteers and provides them effective training and meaningful assignments; provides a safe, orderly climate for learning; manages the operation and maintenance of the physical plant. Applies understanding of the school district budget and its specific implications for the school; involves staff and representative members of the community in the development of school budget priorities based upon the mission and strategic plan of the district. Is aware of and subject to appropriate laws of the State of Rhode Island and the regulations of the district and the Rhode Island Department of Education. EMPLOYMENT STANDARDS:Education/Experience: Any combination of education and experience that would provide the required knowledge and skills is qualifying. A typical way to obtain the knowledge and skills would be: 1. Education: A Master's Degree in School Administration or related field; AND 2. Experience: A minimum of two (2) years of leadership at the school site level as an Assistant Principal; AND 3. Experience: Minimum three (3) years of teaching experience; AND 4. Satisfactory evaluations in the last three (3) years. Knowledge of: Modern instructional techniques and curricular concepts, especially as they are related to the high school; instructional technology; the vertical structure of the course of study of the District and the importance of articulation in these areas; the District's philosophy of the role of the comprehensive high school; principles and practices of school administration, including school finances, teaching methods and techniques, evaluations, and program development, applicable federal, state and local laws, regulations, ordinances and policies; an understanding of adolescents and the social and individual challenges inherent at that age; human resources development; school law; conflict resolution; public relations; principles of effective management, staff supervision and administration. Skill at: Planning, organizing, assigning, and coordinating the activities of a professional and support staff; presenting ideas effectively, verbally and in writing; dealing constructively with conflict and developing consensus; selecting, supervising, and evaluating subordinates; dealing effectively with people within the community; team building; establishing and maintaining effective working relationships with those contacted in the course of work; working with people, staff supervision and administration. Licenses/Certificates: Possession of, or ability to obtain, a valid driver's license and Building Administrator (PK-12) RI Certification or must be obtained prior to placement as an administrator.