JOB DESCRIPTION. Evaluation Type Assistant Principal. FLSA Exempt. Date Revised May 2018

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1 IMPORTANT NOTE: Interested applicants should first apply to the AP P2P Pipeline posting, after which successful applicants will be admitted into the AP P2P Pipeline. Upon admission into the AP P2P Pipeline, an applicant may apply to any campus-specific AP job posting of his or her choice. BASIC FUNCTION & RESPONSIBILITY: Provide administrative support and instructional leadership to ensure a safe environment in which student learning is accomplished and demonstrated. CHARACTERISTIC DUTIES & RESPONSIBILITIES: The essential functions, pursuant to the Americans with Disabilities Act, may include the characteristic duties, responsibilities, knowledge, skills, and abilities noted herein; however, this is not a comprehensive listing of all functions and tasks performed by positions found in this job description. Klein ISD s Profile of a Leader articulates the expectations for all staff in Klein ISD. s are expected to embody the tenets outlined in Profile of a Leader which are fully articulated below: Student Focused Leadership: Assist the principal in leading the campus team in achieving results beyond what is expected; model willingness to put self of the line to achieve breakthrough results for students. Act decisively, recognizing when a decision is required and either take prompt action or elevate it as issues emerge. Proactively and continuously improve performance across all areas of responsibility by focusing on needed areas of improvement and enhancing of strengths; hold, consistently model, and display high expectations and a growth mindset for team members and students. Devote additional effort to creating high expectations among team members for the achievement and wellbeing of every student--particularly those who have traditionally struggled to be successful at school. Support the principal in the development of ambitious and measurable school-wide goals aligned to the District shared vision and strategic priorities. Model holding oneself accountable and support team members in evaluating their practice and contributing to meeting established goals. Frequently observe and effectively coach, develop, and hold leaders accountable to improve their practice and consistently execute High Quality Teaching. Ensure that the delivery of High Quality Teaching is aligned to standards and expectations across classrooms. Use high-quality data to continuously monitor student progress to make decisions and adjust strategies to achieve campus goals and metrics of success. Facilitate collaborative analysis of high-quality data and ensure that staff are equipped to interpret it and act. Ensure the discipline management system and Student Code of Conduct are administered consistently to promote equity, effectiveness, and student success. Resolve parent/student issues and concerns in a timely manner. Facilitate activities to recognize students efforts and accomplishments; supervise extra-curricular activities as directed Page 1 of 5

2 by the principal. Assist principal in analyzing critical needs of the campus and work collaboratively to design, implement, refine, and evaluate instructional programs to continuously improve the campus. Ensure proper maintenance of student records. Participate in Annual Review and Dismissals (ARDs) and other special program meetings as requested by principal. Relationship Driven Leadership: Promote collaboration and foster mutual respect amongst all stakeholders. Contribute to a school environment in which all students are known by name, strength, and need; and caregivers are welcomed, respected, and valued as partners in their child(ren) s learning. Consistently seek to constructively resolve confrontations, disagreements, or complaints within the school. Consistently remain highly-responsive and accessible to stakeholders; contribute to a school-wide culture of accessibility and responsiveness to stakeholders. Deliver compelling messages across mediums to a range of internal and external audiences; adapt communications, as needed, to influence others and achieve results. Actively listen to others, identifying underlying perspectives and respecting all viewpoints; foster and encourage this skill in students and stakeholders. Consistently demonstrate an understanding that serving the needs and aspirations of students is the reason the District exists and acts accordingly. Promote cohesion and a sense of well-being amongst staff. Act with genuine respect, care, and personal regard for students, staff and caregivers, and encourage all stakeholders to do the same. Create an inclusive environment for people of all backgrounds, identities, and experiences; consistently exhibit sensitivity and respect for difference. Ensure engagement with stakeholders that fosters culturally responsive practice that meets individual students' learning needs. Reject and confront bias; actively ensure that neither conscious nor unconscious biases negatively impact students, staff, or stakeholders. Personally model and actively ensure adherence to the standards of the Texas Educator Code of Ethics for all staff. Consistently demonstrate reliability, trustworthiness, and strong character. Approach every task with a spirit of service and gratitude. Demonstrate a genuine openness to what might be learned from others. Emphasize and nurture effective communication between school and community. Respond in a timely manner to parent and community requests. Interface with governmental agencies, business and civic organizations, and the community to provide needed information and to promote the campus and District initiatives. Page 2 of 5

3 Leadership as a Promise2Purpose Investor: Support the established vision for the school. Assist principal in designing, implementing, supervising, and evaluating instructional programs for the campus; demonstrate knowledge of curriculum and instructional strategies and research bearing on the instructional practice of the campus. Ensure the campus improvement plan is implemented to meet needs of the campus and District goals. Actively include team members in making key decisions about instruction and in developing school policies to promote the District shared vision. Assist principal in researching, recommending, implementing, and administering District and campus policies and procedures that comply with all federal, state, and local regulations. Support, guide, and develop structures that nurture a thriving culture of collaboration amongst and between teachers, staff, and other school leaders. Consistently support and create high-quality collaborative professional learning opportunities for all staff members aligned with school-wide goals and the District shared vision. Contribute to a school-wide culture of self-reflection and goal-setting, ensuring that every staff member has identified growth areas and set goals for how they plan to grow and improve each academic year. Develop talent to its full potential; provide effective feedback so individuals and teams can improve. Systematically, fairly, and publicly recognize and celebrates the accomplishments of students, teams, and the school. Consistently recognize and reward individuals who are distinguished by exceptional commitment and performance, providing specific in providing praise and recognition. Trust and empower team members with important work and decisions. Delegate critical tasks to rising leaders to build their capacity, supporting them as they learn; actively identify future leaders and invest in their growth and development. Habitually expect positive results from efforts. Recognize opportunities for direct influence and control, focusing on where a positive impact can be achieved. Assist principal with the recruitment, hire, induction, and placement of assigned staff and supervise and evaluate performance. Maintain appropriate documentation for employee contract recommendations. Facilitate activities to recognize employees efforts and accomplishments. Assist principal to ensure effective/efficient staffing of campus. Foster collegiality and team building among campus employees; encourage active involvement in the decision-making process by all employees; communicate expectations for high-level performance to staff; recognize staff achievements; and ensure effective and quick resolution of conflicts among campus employees; facilitate communication and collaboration among campus staff to enhance service delivery, program development, and customer satisfaction. Leadership as a Forever Learner: Demonstrate a desire to improve, remaining committed to continuous learning through visible engagement Page 3 of 5

4 in professional learning. Create and implement systems to facilitate regular reflection and continuous improvement; continuously seek to learn from leaders and teams throughout the organization. Model self-awareness; actively seek and effectively apply feedback from all stakeholders. Continually seeks new and better ways to develop and coach others, prioritizing and focusing resources and enhancing school-wide culture; thoughtfully challenge the status quo to achieve campus goals. Embrace change, ambiguity, and uncertainty through a forward-looking approach; support and encourage others through difficult change; effectively lead change efforts. Foster innovative thinking and creativity across teams. Take positive risks through thoughtful experimentation; inspire, develop, and reward others to step out of their comfort zone and take positive risks. Demonstrate resiliency and adaptability, persevering through and learns from failure; create a psychologically safe environment for staff to learn and grow from failure. Review educational research and professional literature to inform campus decision making and instructional practices. Guide assigned staff in the planning and implementation of professional development that increases effectiveness and improves campus performance. Participate in professional development that increases effectiveness and improves campus performance. Leadership of Administrative, Fiscal and/or Facilities Functions: Ensure that emergency and crisis plans are practiced and that equipment is operable. Manage all school facilities and equipment effectively ensuring a clean, orderly, and safe building with maximum use of space. Submit reports promptly and accurately. Leadership of Texas Academic Performance Indicators and Campus Performance Objectives: Facilitate the administration of state-mandated testing to ensure it is in compliance with state and federal guidelines. Monitor and review campus test data and use findings to assist assigned staff with planning corrective action for the affected group of students. Other Responsibilities: Comply with policies established by federal and state law, including but not limited to State Board of Education and local Board policy. Perform other job-related duties as assigned. SUPERVISION EXERCISED: Supervise and evaluate the performance of assigned staff. KNOWLEDGE, SKILLS & ABILITIES: Knowledge of acceptable public education leadership principles and techniques. Page 4 of 5

5 Knowledge of acceptable instructional practices and principles. Knowledge of Texas Education Agency rules, regulations, and procedures. Knowledge of University Interscholastic League (UIL) rules and regulations. Knowledge of acceptable school finance and budget practices and principles. Knowledge of acceptable human resource/supervisory practices and principles. Skill in directing the work of others. Skill in communicating effectively, both verbally and in writing. Skill in analyzing complex information. Skill in operating standard computer and software applications, including but not limited to electronic mail, word processing, spreadsheets, databases, and presentations. Ability to solve complex problems and build consensus. Ability to develop and implement long-range plans. Ability to prioritize and organize work responsibilities and delegate appropriate campus tasks effectively. ENTRY QUALIFICATIONS: To be eligible for the initial screening, applicants must have a Master s degree from an accredited university in educational administration or a directly related field or be currently enrolled in a program leading to a Master s degree in educational administration or a directly related field. Applicants must have either a standard, intern, or probationary Texas Certification, Texas Mid-Management Certification, have passed the Texas Exam and be eligible for certification, or have a statement of eligibility for administrative certification from an educator preparation program. Applicants must have a minimum of two years of classroom teaching experience and demonstrated leadership roles at campus/district level. PHYSICAL & MENTAL DEMANDS: Maintain emotional control under stress. Work with frequent interruptions. Travel district wide occasionally. Work extended and irregular hours. Sit for extended periods of time. Use computer for prolonged period resulting in repetitive hand motions. ENVIRONMENTAL FACTORS: Work is normally performed in a typical interior office work environment with little or no exposure to physical risk. Page 5 of 5

6 The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. Employee Name (printed): Employee Signature: Date: Page 6 of 5