Assistant Principal

• position type: administration/ assistant principal
• date posted: 9/15/2025
• location: pawtucket school department

the pawtucket school department is seeking school assistant principals to lead initiatives to positively impact student achievement. The superintendent is seeking a dynamic, energetic, optimistic instructional leader who will work collaboratively with teachers, students, and the community to create a school culture of respect, responsibility, and results as described in the school mission statement.

under the direction of the school principal, serves as an instructional leader.

• partners with the principal to provide leadership that appropriately involves staff, parents, students, and the community in the identification and accomplishment of the school's mission; with the principal, recognizes the individual needs of all staff and students, including those who are at risk because of diverse cultures, backgrounds or abilities; applies effective human relations skills; works with principal to develop the leadership of others;
  
  assists the principal to bond 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.
• attends school activities to support students, staff and families.
• articulates beliefs persuasively, effectively defends decisions, explains innovations, and behaves in ways that are congruent with these beliefs and decisions; demonstrates skills in nonverbal communication, including 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.
• assists principal to involve staff, parents, students and the community in setting goals; identifies—in collaboration with staff, parents and students—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; encourage students and staff to participate in co-curriculum activities that enhance and compliment 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.
• analyzes classroom management data and provides staff with strategies for classroom management.
• creates and maintains a procedure to monitor and improve chronic absenteeism and truancy rates.
• demonstrates proficiency with data management systems and possesses the ability to analyze student achievement data; demonstrates an understanding of response to intervention (rti) as it relates to student success including familiarity with positive behavior intervention support (pbis).
• 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.
• demonstrates awareness 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.

education/experience: any combination of education and experience that would provide the required knowledge and skills. A typical way to obtain the knowledge and skills would be: