PRINCIPAL, HOLMSLEY ELEMENTARY

Qualifications

• Master’s degree from a recognized, accredited college or university required, with additional graduate study preferred
• Valid standard administrator certification required
• Demonstrated experience with instructional leadership and teacher appraisal
• Minimum of four (4) years of successful administrative or supervisory experience in public schools, with preference given to experience at the elementary level
• Exemplifies instructional leadership, personal scholarship, a collaborative leadership style, personal integrity, strong interpersonal skills, effective communication skills
• A visionary leader in public schools to work collaboratively with diverse students, staff, families, and communities to prepare learners for the century

Terms of Employment

• Probationary/Term Contract: 220 days
• Salary: $91,690/IA-8 Salary Range (based on experience) as set by the Board of Trustees

Essential Functions

• Monitor instructional and managerial processes to ensure that program activities are related to program outcomes and use findings to take corrective actions
• Regularly consult the campus-level committee about planning, operation, supervision, and evaluation of campus education program. Include students and community representatives when appropriate
• Provide instructional resources and materials to support teaching staff in accomplishing instructional goals
• Foster collegiality and team-building among staff members. Encourage their active involvement in the decision-making process
• Provide two-way communication with the superintendent, staff, students, parents, and community
• Communicate and promote expectations for high-level performance to staff and students. Recognize excellence and achievement
• Ensure the effective and quick resolution of conflicts
• Build a common vision for school improvement with staff. Direct planning activities and put programs in place with staff to ensure the attainment of the school's mission
• Identify, analyze, and apply research findings (e.g., effective school correlates) to promote school improvement
• Develop and set annual campus performance objectives for each of the Academic Excellence Indicators using the campus planning process and site-based decision-making committee
• Develop, maintain, and use information systems and records necessary to show campus progress on performance objectives addressing each Academic Excellence Indicator
• Interview, select, and orient new staff. Approve all personnel assigned to the campus
• Define expectations for staff performance concerning instructional strategies, classroom management, and communication with the public
• Observe employee performance, record observations, and conduct evaluation conferences with staff
• Assign and promote campus personnel
• Make recommendations to the superintendent on termination, suspension, or nonrenewal of employees assigned to the campus
• Work with campus-level planning and decision-making committees to plan professional development activities
• Confer with subordinates regarding their professional growth. Work with them to develop and accomplish improvement goals
• Comply with district policies and state and federal laws and regulations affecting the schools
• Develop campus budgets based on documented program needs, estimated enrollment, personnel, and other fiscal needs. Keep programs within budget limits. Maintain fiscal control. Accurately report fiscal information
• Compile, maintain, and file all physical and computerized reports, records, and other documents required including accurate and timely reports of maximum attendance to requisition textbooks
• Manage the use of school facilities. Supervise maintenance of facilities to ensure a clean, orderly, and safe campus
• Work with faculty and students to develop a student discipline management system that results in positive student behavior and enhances the school climate
• Ensure that school rules are uniformly observed and that student discipline is appropriate and equitable in accordance with the Student Code of Conduct and the student handbook
• Conduct conferences about student and school issues with parents, students, and teachers
• Develop professional skills appropriate to job assignments
• Demonstrate professional, ethical, and responsible behavior. Serve as a role model for all campus staff
• Articulate the school’s mission to the community and solicit its support in realizing the mission
• Demonstrate awareness of school and community needs and initiate activities to meet those needs
• Use appropriate and effective techniques to encourage community and parent involvement
• Supervise and evaluate staff assigned to campus including associate or assistant principal(s), teacher(s), counselor(s), librarian(s), instructional aides, clerical support staff, food service, and custodians
• Maintain emotional control under stress. Occasional district-wide and state-wide travel. Frequent prolonged and irregular hours
• Demonstrate regular and reliable attendance as an essential job function

Working Conditions

• Mental Demands/Physical Demands/Environmental Factors: Work with frequent interruptions; maintain emotional control under stress
• Tools/Equipment Used: Standard office equipment including personal computer and peripherals
• Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting
• Motion: Repetitive hand motions, frequent keyboarding, and use of a mouse; occasional reaching
• Lifting: Occasional light lifting and carrying (less than 15 pounds)
• Environment: Frequent district-wide travel