School Principal, Elementary & Secondary; see addt'l info

School Principal, Elementary & Secondary

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Under general direction, serves as the instructional leader and chief administrative officer of a school. Incumbent performs related work as required.

• Develops, implements, and maintains the vision and mission statement of the school; involves students, staff, parents, community and stakeholders; recognizes the individual needs of all staff and students, including those of diverse cultures, backgrounds or abilities; understands student requirements and academic standards; analyzes student achievement results; plans, sets and implements goals to improve student achievement.
• Advocates and serves as spokesperson for the school to all stakeholders; communicates with decision-makers outside the school community; and complies with district, state, and federal laws and maintains ethical interactions with students and employees.
• Builds and fosters strong interpersonal relationships with students, staff, parents, and school community; articulates beliefs persuasively, defends decisions and behaves in ways that are congruent with these beliefs and decisions; demonstrates skills in verbal and nonverbal communication, including impact of personal image to communicate a positive image of the school; reports student performance to students, parents, teachers, and other leaders; communicates effectively with students, parents, community, faculty, and staff and tailors communication to the intended audience.
• Adapts leadership behavior to the needs of the current situation and constructively handles dissent; provides formal and informal feedback to staff with the exclusive purpose of improving individual and organizational performance; and recognizes and rewards individual accomplishments, celebrates school accomplishments.
• Demonstrates integrity in meeting commitments with all stakeholders in a variety of settings. Demonstrates an appreciation for diversity and tolerance of different points of view; reacts constructively to making mistakes and continuously works at performance improvement; and constructively manages disagreement with leadership and policy decisions.
• Applies knowledge of student growth and developmental stages; participates in the design and implementation of curriculum, focusing on congruent instruction; demonstrates knowledge of curriculum, instruction and assessment and their relationship to program goals and objectives; participates in decisions concerning consistent measurements, evaluation, and assessment strategies to further student progress; monitors the teaching methods and strategies being used and ensures that they are appropriate, varied and effective;
  
  articulates and requires effective student management strategies in all classrooms and common areas; conducts effective formal observations, walkthroughs with "Look Fors" and provides feedback to teachers; provides teachers with materials and professional development necessary to promote student success by equitable use of funding; and protects teachers from issues and influences that would detract from their teaching time or focus.
• Creates a safe, orderly, and healthy environment to ensure successful teaching and learning; manages the operation and maintenance of the physical plant; displays a history of completing projects on schedule and within the budget; demonstrates understanding and involves staff in the development of school budget priorities; establishes a set of standard operating procedures and routines for class assignments, master scheduling, budget allocations, etc.;
  
  and manages time with a focus on the priorities of the school.
• Makes decisions linked to vision, mission, and priorities; identifies decision‑making structure, including which decisions are made by consensus or by the staff independently, which decisions are made by the leader after getting input from the staff, and which decisions are made by the leader alone; uses internal and external data on student achievement as basis for decisions; uses student achievement data to initiate constructive change and make instructional decisions;
  
  evaluates decisions for effectiveness and revises when necessary; makes decisions in teacher assignment, course offerings, scheduling and curriculum/instruction based on specific needs for student achievement; demonstrates proficiency with data management systems and possesses the ability to analyze student achievement data; demonstrates an understanding of Multi‑Tiered Systems of Support (MTSS) as it relates to student success including familiarity with Positive Behavior Intervention Supports (PBIS) and Social Emotional Learning (SEL).
• Understands faculty proficiencies and areas for growth, providing staff development that is in‑depth, varied, and focused on student achievement; demonstrates use of technology to improve teaching and learning; delegates to site leaders; consistently identifies potential…