Imlay City Community Schools Position Description

Transcription

1 Imlay City Community Schools Position Description Position Title: Principal Department: High School Salary Range: $85,270 - $110,451 Reports To: Superintendent of Schools Approved By: Superintendent of Schools Date: February 23, 2017 JOB SUMMARY The responsibility of the high school principal, as the chief administrator and instructional leader of the school, is to design, develop, direct, supervise, manage, and evaluate the entire operation of the school including, but not limited to: Developing and maintaining a vision, direction, and focus for student learning and achievement; Working collaboratively with teachers and other staff members to find new and innovative ways to improve student learning and achievement; Creating a collective sense of responsibility for school improvement through joint planning processes and efforts to involve everyone in key aspects of the school s work; Establishing and articulating a plan to improve student learning and achievement, which includes measurable goals, strategies, priorities, potential problems, possible solutions, assessments, and timelines; Making student learning and achievement a top priority by analyzing test scores, identifying gaps in student learning and achievement, checking the alignment between the district s core curriculum and what teachers are actually teaching, and visiting classrooms to see what teachers are actually teaching; Observing and evaluating staff performance; Terminating ineffective staff, providing a professional development plan for marginal staff, and personally and publicly praising and recognizing effective staff; Promoting the educational development of each student and the professional growth of each staff member; Creating and sustaining a learning organization so that everyone in the school, including the principal, is learning, growing, and developing; Creating, promoting, and sustaining a positive, caring, and trusting environment, atmosphere, and climate for students, parents, and staff; Supervising student behavior and school-wide activities; Implementing procedures for providing students, parents, and staff with a safe and secure environment; Page 1 of 8

2 Involving the community in all aspects of school life; and Demonstrating creativity and imagination in bringing about positive change. JOB GOAL One of the primary objectives of the high school principal is to ensure that ALL students are exceeding district and state achievement standards in all subject areas, with special emphasis given to English Language Arts and Mathematics. ESSENTIAL JOB DUTIES AND RESPONSIBILITIES 1. Assume leadership and ultimate responsibility for planning, developing, implementing, coordinating, directing, and evaluating the overall curricular and instructional program of the school. 2. Provide the pinnacle of leadership in the school by developing and maintaining a vision, direction, and focus for student learning and achievement. 3. Make student learning and achievement a top priority via: analyzing test scores, identifying gaps in student learning and achievement, assessing the alignment between the district s core curriculum and what teachers are actually teaching, visiting classrooms frequently to observe teacher practices, implementing measures to assure standards alignment, the use appropriate methods of delivery and of signature pedagogical practices in content areas. Hold teachers and instructional support staff accountable for this work. 4. Establish and articulate a comprehensive school improvement and operations plan that supports and promotes student learning and achievement and includes measurable goals, strategies, priorities, potential problems, possible solutions, assessments, and timelines. It is expected that this plan be clearly and consistently communicated to all students, parents, and staff. 5. Provide leadership and coordination in collecting and using assessment data to improve and increase student learning and achievement. 6. Work cooperatively and collaboratively with staff on matters related to curriculum, instruction, assessment, staff development, and budgets to support, improve, and increase student learning and achievement. 7. Conduct committee meetings, as necessary, to coordinate and align curriculum, instruction, assessment, and staff development. 8. Inspire, motivate, guide, and direct staff in setting and achieving the highest standards of academic achievement. 9. Facilitate constructive, research-based educational improvement and reform efforts. 10. Keep abreast of educational changes and developments by attending appropriate workshops, conferences, and meetings, reading professional journals and other publications, and discussing problems of mutual interest with others in the field. 11. Provide instructional leadership and support that leads to the design and implementation of instructional strategies, lesson plans, techniques, and activities Page 2 of 8

3 that meet a variety of student needs, learning styles, and academic levels in all subject areas. 12. Provide leadership in planning and conducting curriculum studies, including special programs, new courses, funding, staffing requirements, and curriculum impact. 13. Collaborate with the Director of Technology to integrate instructional technology into the delivery of programs, services, and staff development activities. 14. Ensure that the curriculum is aligned to adopted local and state standards, as applicable. 15. Assist staff in the development and implementation of formative and summative assessments to guide individual instruction. 16. Oversee and coordinate local, state, and national testing and assessments. 17. Facilitate the analysis and interpretation of state and national reports, student test scores, and other assessment data/research related to the delivery and improvement of instruction and instructional support programs and services. 18. Provide training and resources for staff in the utilization of assessment data to inform instruction. 19. Oversee student data management at the building level. 20. Develop a master schedule, which is based on students needs. 21. Collaborate with counseling and front office staff to maximize the efficiency of the building, continuously improve programs, and gain insight into student and parent needs. 22. Assign teachers to assignments according to teacher effectiveness. 23. Implement and effectively utilize the district s teacher evaluation system. 24. Visit and observe classrooms often to provide evaluative feedback to staff. 25. Provide guidance and participate in the selection of textbooks and other instructional materials. 26. Identify and recommend supplementary and alternative materials and resources. 27. Recommend, facilitate, and participate in the development and implementation of professional growth activities and staff development programs that complement district goals. 28. Coordinate the ongoing development of professional and support staff at the building level. 29. Assist the Superintendent, Director of Instructional Services, and other administrators in planning and coordinating district-wide in-service programs and staff training. 30. Coordinate new teacher induction and mentoring programs, as appropriate. 31. Provide leadership in the development, implementation, coordination, and evaluation of the school improvement plan. 32. Create a collective sense of responsibility for school improvement. Foster a shared sense of responsibility, which is nurtured by joint planning processes and reinforced by efforts to involve everyone in key aspects of the school s work. 33. Persevere through difficulties, setbacks and failures, while striving for continuous school improvement. Keep looking for ways to improve student learning and achievement, regardless of the obstacles. Page 3 of 8

4 34. Create and sustain a learning organization so that everyone in the school, including the principal, is learning, growing, and developing. 35. Promote and develop a building full of leaders. Facilitate, support, encourage, and harness the energy of bright and energetic students, parents, and staff. 36. Create, promote, and sustain a positive, caring, and trusting environment, atmosphere, and climate for students, parents, and staff. 37. Instill the values of hard work, honesty, tolerance, and good citizenship. 38. Motivate, inspire, and encourage everyone in the school, especially teachers. Recognize and compliment students, parents, and staff for a job well done. Listen for the purpose of understanding students, parents, and staff. Maintain an open, positive working relationship with students, parents, and staff. Demonstrate patience, empathy, and respect for students, parents, and staff. Treat students, parents, and staff in an unbiased and impartial manner. Work cooperatively, constructively, and consistently to facilitate growth in students, parents, and staff. 39. Terminate ineffective staff, provide professional development plans for marginal staff, and personally and publicly praise and recognize effective staff. 40. Implement procedures for providing students, parents, and staff with a safe and secure environment. 41. Keep the community and media, as appropriate, informed of new, innovative, and unique learning activities, noteworthy student achievements, and teacher accomplishments through timely and relevant communication. 42. Develop a comprehensive and effective system of communication with students, parents, and staff. Communicate clearly and effectively. Explain and articulate an educational point of view clearly and convincingly. Understand, present, and discuss concepts precisely and answer questions clearly. Write and speak effectively using appropriate grammar. Promote good relationships between the school and community through positive interpretation and implementation of school policy. 43. Openly and honestly communicate with the superintendent on a regular basis via meetings, phone calls, and/or written correspondence. Keep the superintendent informed of any significant or damaging incident and of any new or controversial ideas before making them public. Avoid and eliminate surprises for the superintendent. Keep the superintendent informed and apprised of all school related matters. 44. Display appropriate decision-making skills by recognizing problems, soliciting feedback from key stakeholders (e.g., students, parents, staff, etc.), evaluating facts, and implementing decisions. 45. Solicit feedback from and include the superintendent in the decision-making process. Receive approval from the superintendent before implementing or proceeding with any new program or policy. 46. Report and work directly and individually with the superintendent; not members of the Board. 47. Be knowledgeable and well grounded in research and best practice. Seek and accept suggestions for improvement. Demonstrate professional growth through participation in workshops and conferences. Page 4 of 8

5 48. Be fair, equitable, and consistent with all students, parents, and staff. Establish procedures for properly handling resources. Exemplify exemplary personal conduct, behavior, and appearance at all times. Willingly comply and enforce board policies and district guidelines. Meet building and district duties and responsibilities in a prompt, efficient, and professional manner. Use appropriate and professional language at all times. Respect confidential and privileged information. Be punctual and exemplify good attendance. 49. Be assertive. Be goal and task oriented. Be well organized and demonstrate skill in delegating responsibility to others, achieving a balance between a strong leadership role and maximum autonomy for teachers. Convey high expectations for students, parents, and staff. Develop well-defined and well-communicated policies. Frequently visit classrooms. Be highly visible and available to students, parents, and staff. Attend and participate in school-related activities. Promote and advance parent and community relations. 50. Implement procedures for budget preparation and accounting methods for monitoring the budget. 51. Implement a process for inventorying, acquiring, and replacing equipment and provide fair and adequate financial resources to support and enhance student learning and achievement. 52. Develop, implement, and monitor the budget (e.g., textbooks, supplementary materials, library books, staff development, staffing levels, stipends that support the allocation of resources necessary for improving student achievement, etc.). 53. In conjunction with the Superintendent of Schools and Director of Business Services establish annual staffing levels for certified employees. 54. Oversee, coordinate, and monitor the AdvancED and/or State accreditation processes for Imlay City High School. 55. Attend school board meetings as requested by the Superintendent of Schools. 56. Participate in administrative team meetings and subject area curriculum committee meetings. 57. Ensure that the overall instructional program is consistent with the established goals, objectives, and policies of the district. 58. Prepare and present reports, surveys, and data related to assigned programs and services. ADDITIONAL DUTIES Perform additional duties, functions, and responsibilities as assigned by the Superintendent of Schools. SUPERVISORY RESPONSIBILITIES Supervises three administrative positions (i.e., High School Dean of Students, Venture High School Dean of Students, and Athletic Director). Is responsible for the overall direction, coordination, and evaluation of the high school. Carries out supervisory responsibilities in accordance with the district s policies and applicable laws. Page 5 of 8

6 Responsibilities include interviewing, hiring recommendations, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; and addressing complaints and resolving problems. QUALIFICATION REQUIREMENTS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION AND/OR EXPERIENCE 1. A Master s degree in Educational Leadership, School Administration, Supervision or related field from an accredited university required. An Education Specialist degree preferred. 2. Minimum of three to five years of successful teaching experience at the high school level preferred. 3. Previous educational administrative experience preferred. 4. Demonstrated knowledge and understanding of curriculum planning and development, student assessment, state and local curriculum standards, school improvement planning and implementation, staff development and training, and the implementation of teaching strategies to meet a variety of individual student academic and support needs preferred. 5. Familiarity with instructional technology preferred. CERTIFICATES, LICENSES, AND REGISTRATIONS 1. Michigan teacher certificate preferred. 2. Michigan administrative certificate or the ability to gain certification required. LANGUAGE SKILLS Ability to read, analyze, and interpret general business periodicals, financial reports, legal documents, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from administrators, the Board of Education, students, parents, and the general public. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the business community. Ability to write speeches and articles for publication that conform to prescribed style and format. MATHEMATICAL SKILLS Page 6 of 8

7 Ability to work with mathematical concepts such as probability and statistical inference and to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. REASONING ABILITY Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. OTHER SKILLS AND ABILITIES Ability to apply knowledge of current research and theory in specific field. Ability to establish and maintain effective working relationships with students, staff, and the community. Ability to communicate clearly and concisely both in oral and written form. Ability to perform duties with awareness of all district requirements and Board of Education policies. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand, walk, sit, and talk and hear. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus. WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in this environment is quiet to loud depending upon the activity in the particular part of the day. COMPENSATION PACKAGE Page 7 of 8

8 Imlay City Schools offers a competitive compensation package, including comprehensive health benefits and fringes. Salary is negotiable based on experience, education and credentials. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. Page 8 of 8