Principal; Elementary

Principal (Elementary)

Position at Waterbury Public Schools.

Receives administrative direction from the Superintendent or other administrative official of a higher grade.

• Title
  :
  Principal (Elementary)
• Department
  :
  Teaching and Learning
• Bargaining Unit
  :
  School Administrators of Waterbury
• FLSA Designation
  :
  Exempt

This class is accountable for providing instructional leadership and planning, organizing, directing, and controlling the full‑time educational program at one of the District’s elementary schools.

• General Experience
  • A Master's degree in Education or related field plus five (5) years of professional level experience in an educational setting.
• Special Experience
  • Two (2) years of the General Experience must have been in an administrative capacity over professional certified staff.
• Special Requirement
  • A thorough background investigation may be made prior to appointment.
  • Credentials
    • A Master's degree in Education or related field plus eighteen (18) semester hours of graduate credit and completion of fifty (50) school months of successful teaching or service employment as identified in State of Connecticut Regulation 10-145d-574 (a‑f).
    • Connecticut State Board of Education certification as an Intermediate Administrator/Supervisor (092) required at time of appointment.
    • Incumbents may be required to possess a current Motor Vehicle Class D Operator’s License.
  • Continuing Education Requirements
    • Administrators in this job class must complete all State CEU requirements for re‑certification.
  • Knowledge,
    
    Skills and Abilities
    
    
    • Considerable knowledge of academic curriculum and pedagogical techniques that is effective across diverse populations.
    • Considerable knowledge of and ability to apply management principles and techniques and educational administration.
    • Considerable knowledge of relevant Federal and State statutes, guidelines and regulations.
    • Considerable knowledge of school curriculum and instruction.
    • Considerable knowledge of the school improvement and quality review processes.
    • Knowledge of and application of methods used in improving academic achievement.
    • Knowledge of Connecticut Code of Professional Responsibility for Educators and District policies and procedures governing teacher conduct.
    • Knowledge of current educational theories and practices.
    • Knowledge of educational assessment practices and techniques.
    • Knowledge of effective intervention, academic and behavior techniques.
    • Knowledge of effective supervision and discipline.
    • Knowledge of Every Student Succeeds Act (ESSA) requirement.
    • Knowledge of evidence‑based research and best practices in educational interventions.
    • Knowledge of instructional technology.
    • Knowledge of philosophy and methods of education and teaching.
    • Knowledge of procedures, methods and strategies pertaining to the administration of an elementary/secondary level program operation.
    • Knowledge of Response to Intervention (RtI) and how to improve core instruction while building a system of interventions.
    • Knowledge of school safety procedures.
    • Knowledge of Common Core standards.
    • Knowledge of the principles and practices of education for special needs population.
    • Knowledge of theory and research in education.
    • Considerable problem‑solving skills.
    • Considerable crisis management, emergency and de‑escalation techniques skills.
    • Excellent verbal and written communication skills.
    • Excellent technological skills.
    • Ability to apply leadership skills within a shared decision‑making model.
    • Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RtI).
    • Ability to be part of an effective management team.
    • Ability to demonstrate high moral and ethical standards.
    • Ability to develop a strong school culture.
    • Ability to develop and foster a professional learning community that supports student success.
    • Ability to effectively evaluate curriculum and instructional programming.
    • Ability to establish and maintain effective working relationships with students, staff and the community.
    • Ability to evaluate and develop staff instructional skills and overall performance.
    • Ability to facilitate high student…