JACKSON PARISH SCHOOL BOARD JOB DESCRIPTION TITLE: Administrative Assistant QUALIFICATIONS: 1. Shall be at least the minimum requirements as stated in Bulletin 746 revised - Louisiana Standards for State Certification of School Personnel a. A valid Louisiana Teaching Certificate (Type A or Level 3) b. Certification in Principal (Bulletin 746 revised) or Educational Leader Level 1, 2, or 3 c. Five (5) years teaching and/or administrative experience within the last five (5) years d. Master s Degree 2. Physical and mental stamina and ability to perform job functions, responsibilities, tasks, and duties 3. Additional criteria as the Superintendent and/or School Board may establish REPORTS TO: Principal SUPERVISES: Teaching staff, other professional staff, non professional staff, other resource and/or service personnel while functioning in the school (if delegated by the principal) PERSONNEL EVALUATION RESPONSIBILITY: Professional and non professional personnel if delegated by the principal JOB GOAL: 1. To ensure planning, organization, and implementation of all educational and supportive activities of the school 2. To establish and properly maintain local, state and federal programs as designated 3. To assist the site Principal, Supervisor(s) and Superintendent in delegated areas of responsibility and to perform all duties assigned. TERMS OF EMPLOYMENT: Contract SALARY RANGE: Established by School Board EVALUATION: Performance of this job will be evaluated annually by the site Principal in accordance with the provisions of the School Board s policy on evaluation of personnel. The Administrative Assistant will participate in the personnel accountability program of the local system. PERFORMANCE RESPONSIBILITIES: Ethics and Integrity A. The leader demonstrates compliance with all legal and ethical requirements. 1. Implements school policies and procedures consistently and abides by federal, state, local, and school level policies and legal requirements. 2. Establishes expectations and trains staff to follow policies and procedures. B. The leader publicly articulates a personal educational philosophy or set of beliefs to coworkers. 1. Clarifies for others their own standards by which they live their lives as their values guide how they feel, what they think about and say, how they make choices, and how they act before translating them into a set of school wide guiding principles for others. 68
TITLE: Administrative Assistant Page 2 C. The leader creates a culture of trust by interacting in an honest and respectful manner with all stakeholders. 1. Models personal and professional codes of ethics, integrity, justice, and fairness that are reflected in the behaviors and values of most of the staff and students in the teaching and learning process. 2. Demonstrates respect for the rights, the dignity of all teachers, and stakeholders, and clearly advocates that the rights and dignity of all students are protected. D. The leader models respect for diversity. 1. Models respect for diversity within the school and community, holds members of the school community to that standard, and works to provide equity for students in all aspects of the school program. 2. Encourages teachers to plan and deliver differentiated lessons designed to address the needs of diversity within the community, that curriculum guides usually integrate culturally sensitivity and diversity, and that programs are developmentally appropriate for all students. Instructional Leadership A. The leader establishes goals and instructional and leadership expectations. 1. Develops goals and strategies that reflect a clear relationship between instructional and leadership practices aligned to the school/district improvement plan and the impact on student achievement. 2. Collects, analyzes, and uses cause and effect data regarding the school s progress toward attaining its goals and objectives. 3. Collaboratively develops clear expectations, structures, rules, and procedures for students and staff through the school improvement team. B. The leader plans, coordinates, and evaluates teaching and the curriculum. 1. Develops a process of monitoring, supporting, and evaluating all staff to effectively use research based instruction to meet the learning needs of all students resulting in high levels of achievement for all students. 2. Utilizes a plan to seek, synthesize, and apply knowledge and skills of assessment literacy and data analysis. Shares knowledge with staff to increase student achievement. 3. Methodically uses state, district, school, and classroom assessment data to make specific and observable changes in teaching, curriculum, and leadership decisions. C. The leader promotes and participates in teacher learning and development. 1. Ensures that teacher learning and development reflects the prioritized needs within the School Improvement Plan. Clearly differentiates and embeds professional learning in faculty meetings and study groups to meet the needs of all teachers (coaching, mentoring, collaborative teams, peer scoring). Actively participates in (e.g., personally leads) teacher professional learning multiple times (five to six) throughout the school year. D. The leader creates a school environment that develops and nurtures teacher collaboration. 1. Implements school practices that are aligned with essential teacher collaboration characteristics (e.g., a focus on targeted academic student needs, SMART goals, measurable strategies, formative assessment, interventions, and frequent monitoring). 2. Systematically (e.g., has a plan, with goals, measurable strategies, and a frequent monthlymonitoring schedule) leads, monitors, and supports school Data Teams. 69
TITLE: Administrative Assistant Page 3 Strategic Thinking A. The leader engages stakeholders in determining and implementing a shared vision, mission, and goals that are focused on improved student learning; are specific, measurable, achievable, relevant, and timely (SMART); and that anchor plans for school improvement. 1. Involves all staff members and appropriate district and community stakeholders in the development and implementation of a school wide vision, mission, and SMART goals focused on high expectations for learning. 2. Ensures that the vision, mission, and SMART goals are aligned with district, state, and federal policies; and clearly based on multiple data sources (e.g., State, district, school wide and classroom assessments) disaggregated by sub populations. 3. Forms a collaborative leadership team whose members have diverse backgrounds and experiences and are representative of all grades and subject areas. 4. Establishes regular monthly meetings with the leadership team to examine and modify organizational practices and procedures as necessary to accomplish the school s vision, mission, and goals. 5. Articulates the school s vision, mission, and goals through regular communication with all stakeholders throughout the school year using a variety of methods, (e.g., public forums, Website, newsletters, and school events). B. The leader formulates and implements a school improvement plan to increase student achievement that is aligned with the school s vision, mission, and goals; is based upon data; and incorporates research based strategies and action and monitoring steps. 1. Guides the leadership team and involves the staff and appropriate district and community stakeholders in the development of a school improvement plan that supports school goals with a limited number of research based, measurable strategies (no more than three per goal). 2. Ensures that the school improvement plan demonstrates a clear relationship between the actions of teachers and leaders and improved learning for students. 3. Supports the implementation of a school improvement plan that is measurable and achievable, that includes a. Strategies and timelines b. Responsibilities of each person involved c. Indicators used to monitor student results and educator actions 4. Ensures that all staff members implement school wide strategies with fidelity by frequently a. (monthly) monitoring, measuring, and supporting the individual needs of staff. C. The leader analyzes data from student results and adult implementation indicators to monitor the impact of the school wide strategies on student learning. 1. Examines multiple data sources (at least monthly) including available district data and formative school and classroom assessment results, and analyzes the data at the subscale level to find strengths and challenges in student learning. 2. Reinforces midcourse corrections with continued monitoring and job embedded professional development that differentiates training based on individual teacher needs. 3. Meets monthly with the leadership team, staff, and appropriate district and community stakeholders to analyze student assessment results and staff implementation practices. Illustrates progress (graphically) on the degree of impact the prioritized strategies are having on student achievement and identifies trends and patterns in order to make mid course corrections. 4. Reinforces midcourse corrections with continued monitoring and job embedded professional development that differentiates training based on individual teacher needs. 70
TITLE: Administrative Assistant Page 4 5. Communicates the school s progress toward the accomplishment of the school improvement goals with all stakeholders (minimally quarterly) using a variety of methods (e.g., public forums, Website, newsletters). 5. Possess effective technological knowledge, computer and secretarial skills necessary to complete job requirements in a timely manner Resource Management A. The leader manages time, procedures, and policies to maximize instructional time as well as time for professional development opportunities that are aligned with the school s goals. 1. Systematically (e.g., has a plan, with goals, measurable strategies, and a frequent monthlymonitoring schedule) protects learning time by proficiently implementing school wide student behavior expectations. 2. Facilitates the development of procedures to protect time for successful teaching and learning. 3. Recognizes, studies, and applies emerging trends to the development of school procedures and policies that guard and support the teaching, learning, and professional development process. B. The leader allocates financial resources to ensure successful teaching and learning. 1. Leverages (e.g., ability to use) knowledge of the budgeting process, categories, and funding sources to maximize all available discretionary dollars to achieve priority teaching goals. 2. Makes routine decisions related to the effective allocation and use of discretionary resources in support of successful teaching and learning. 3. Establishes a pattern of evaluating and revising fiscal decisions based on the impact on student achievement. C. The leader creates a safe, healthy environment to ensure effective teaching and learning. 1. Systematically (e.g., has a plan, with goals, measurable strategies, and a frequent monthlymonitoring schedule) creates and sustains a safe, efficient, and effective learning environment by ensuring management of the organization, operations, facilities, and resources. Educational Advocacy A. The leader provides opportunities for multiple stakeholders perspectives to be voiced for the purpose of strengthening school programs and services. 1. Conducts focus group interviews and surveys and forms advisory committees with various stakeholder groups in order to gain information and insights and effectively uses this feedback to enhance educator practice leading to improved learning for students. 3. Capitalizes on diversity as an asset of the school and community and frequently (at least quarterly) brings together the resources of the school and community to enhance programs and services for continued student success. B. The leader stays informed about research findings, emerging trends, and initiatives in education in order to improve leadership practices. 1. Seeks self improvement by examining the efficacy of his or her personal leadership practices on student achievement and teacher effectiveness and collects this data through student results indicators and through staff input at meetings and through questionnaires. 2. Stays abreast of the most recent literature on educational leadership practices that positively impact student learning and applies these practices in working with the staff and students. 71
TITLE: Administrative Assistant Page 5 3. Stays up to date with current literature in education and informs the school s staff about effective research based practices that support the goals and strategies of the school. C. The leader acts to influence national, state, and district and school policies, practices, and decisions that impact student learning. 1. Builds strong relationships with staff, students, parents, and community stakeholders establishing a flourishing learning culture in the school that positively impacts student achievement. 2. Maintains an active membership in professional organizations and shares what has been learned through this membership with staff and members of the school community. PERSONAL QUALITIES/CHARACTERISTICS: The Administrative Assistant's appearance and demeanor reveal a positive attitude and set appropriate models for colleagues and the community as evidenced by the following: 1. Maintain a professional appearance (as specified by the LEA). 2. Positive relationship with colleagues and administrative personnel. 3. Appropriate use of standard English. 4. Ability to work tactfully and harmoniously with staff, schools, students, agencies, parent/guardians, colleagues, and/or the public 5. Physical stamina and emotional stability to work effectively under pressure and to keep all aspects of the job under control. 6. Demonstrate a good work ethic and professionalism. 7. Accept and support school/district administration decisions and/or directives 8. Demonstrate competency in area of responsibility. 9. Encouraged and/or expected to exhibit: a. Cooperation with colleagues b. Enthusiasm c. Open mindedness d. Fair mindedness e. Self Discipline f. Voice control g. Effective non verbal communication REASONING ABILITY: 1. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. 2. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. 3. Ability to plan, organize, and oversee the work of assigned personnel 4. Ability to hold records, reports and conversations in confidence 5. Demonstrates competency in area of responsibility PROFESSIONAL GROWTH AND ETHICS: 1. Assumes responsibility for personal professional growth and development; for keeping current with the literature, new research findings, and improved techniques; for attending appropriate professional meetings and conventions approved by the site Principal, appropriate Supervisor(s), Superintendent and/or School Board 2. Meets the criteria for a Professional Growth Plan following the guidelines in the Jackson Parish Program of Professional Personnel Evaluation 72
TITLE: Administrative Assistant Page 6 3. Develop and meet a minimum of two yearly performance objectives which positively affect student achievement through job responsibilities. 4. The Administrative Assistant will participate in the personnel accountability program of the local school system. 5. The Administrative Assistant is expected to remediate deficiencies identified in the evaluation process as set in Bulletin 130 and the Jackson Parish Program of Professional Evaluation established by ACT 54 6. Documentation maintained to support attendance of approved Professional Development workshops and/or conferences. 7. The Administrative Assistant adheres to standards of ethical behavior established by the local education agency. 8. Performing all assignments, tasks and/or additional responsibilities/duties as the site Principal, Supervisors, School Board, Superintendent and/or his/her designee may assign. PROFESSIONAL CONDUCT: Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, and engagement in acts that are contrary to JPSB policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions and responsibilities of the job and are not meant to be all inclusive. While performing this job the employee shall: 1. Speak and hear. 2. Use strength and physical ability to lift, pull, move, carry, reach and place items needed to perform the functions of the job. 3. Sit, stand for required periods of time and/or walk for required periods of time and distances. 4. Use close vision, color vision, peripheral vision and depth perception along with the ability to focus vision. 5. Communicate effectively in English, using proper grammar and vocabulary. American Sign Language or Braille may also be considered as acceptable forms of communication. 6. Have ability to bend, squat and/or reach with hands and arms and use hands and fingers to handle objects and operate tools, computers, and/or controls. 7. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. ENVIRONMENTAL DEMANDS: The environmental demands described here are representative of those that must be met by an employee to successfully perform the essential functions and responsibilities of the job and are not meant to be all inclusive. 1. Exposure to a variety of childhood and adult diseases and illnesses. 2. Occasional exposure to a variety of weather conditions. 3. Exposure to heated/air conditioned and ventilated facilities. 4. Function in a workplace that is usually moderately quiet but that can be noisy or very loud at times. 73
TITLE: Administrative Assistant Page 7 5. Exposure to buildings, grounds and/or vehicles in which a variety of chemical substances are used for cleaning, instruction, environmental or bacterial/mold fungus control, pest control, and/or operation of equipment. OTHER REQUIREMENTS: Adheres to the regulations, policies, and procedures established by the State Board of Elementary and Secondary Education, the State Department of Education, and the local School Board as published in minutes, bulletins and/or other official publications. My signature below indicates acknowledgement of receipt of the new Jackson Parish Administrative Assistant Job Description as required by the State of Louisiana. I also understand that the Job Description must be reviewed annually and shall be kept on file at the Central Office with the necessary and current signature(s). DATE: PRINT NAME: EMPLOYEE I.D. NO: SIGNATURE: (Signature indicates receipt of job description) While the operation of the Jackson Parish School Board and its schools is governed by the provisions of this and all other policies, as well as the procedures of the individual schools, no policy manual can list each and every instance of misconduct that is precluded. Accordingly, employees are cautioned that the appropriateness of certain action or behavior must necessarily be dictated by the nature of the position held by the employee and commonsense. By virtue of one s education and experience, an employee knows and understands that certain actions or conduct are unacceptable even in the absence of formal policy. For instance, without the need of a specific prohibition or warning, a classroom teacher or JPSB employee should be aware of the impropriety of certain practices such as leaving students unattended, using profanity or sexually suggestive language or bringing a firearm onto campus. Such conduct constitutes both incompetence and willful neglect of duty and will result in the imposition of discipline up to and including termination. 74