ALCN0262986-0000
2023-03-27T00:00:00
2023-03-17T00:00:00
SECTION I: GENERAL INFORMATION Position Title: High School Assistant PrincipalEmployment Status: Full-Time ExemptReports to: High School School PrincipalPosition Summary: Under the direction of the High School Principal, the High School Assistant Principal assists in organizing and fostering a positive, safe environment that is conducive to best meeting the needs of all students, staff and parents. This includes such responsibilities as: leading, directing, counseling, and supervising a variety of personnel and programs; creating effective parent, teacher, and child communications; supporting, encouraging, mentoring, and evaluating staff; and fostering teamwork between teachers and among staff and parents. The assistant principal acts in the capacity of the principal during the principal’s absence from the school. SECTION II: ESSENTIAL DUTIES AND RESPONSIBILITIESAssists in the selection, supervision, and evaluation of all staff members, as well as various staff procedures.Tasks involved in fulfilling above duty/responsibility: Assists the principal in the discharge of his/her duties at all times and acts in the capacity of the principal during the principal’s absence from the school. Assists the principal in the supervision and evaluation of classroom instruction. Assists in the orientation of new staff members to the culture and environment at the high school, especially as it relates to the area of student management and support, personnel policy and procedures and general building practices. Assists the principal with developing and managing the implementation of Human Resources policies. Performs such other duties as may be assigned by the principal. Assists in the selection, training and implementation of school standards and initiatives.Tasks involved in fulfilling above duty/responsibility:Assists in implementing instructional and classroom management strategies, including supporting the needs of diverse learners, delivery methods and routines, and staff development techniques for improvement of instruction and classroom culture. Assists in the leadership role to promote student behavior that is supportive and conducive to the implementation of the school’s instructional programs and goals, as well as CLEAR Values, mission and vision. Assists with master scheduling and assignment of duties; implementation of goals and selection of instructional and student support team materials; analyzes data and prepares reports for presentation; determines ways to improve student outcomes and goals. Oversees student management and supports familiesDirect oversight and facilitation of the Student Support Team.Direct oversight of the Culture Team and school culture activities.Direct oversight of School Safety and Safety Plan/Crisis Team.Supports teachers and staff in student behavior management. Maintains accurate student attendance and discipline records; develops and monitors student behavior and academic improvement plans.Assists with student orientation; counseling; discipline; due process; data gathering; student recognition; and securing student services with outside agencies. Assumes responsibility for implementing discipline procedures as stated in the Student Handbook. Develops innovative strategies, preventative approaches, and proactive plans for students who exhibit at-risk behaviors. Listens and responds to parent concerns with sensitivity. Conducts parent and student meetings and attends all after-school activities as required.Promotes good school-parent relationships when discussing specific student problems with parents. Assists in organizing parent conferences, back-to-school nights and other times when staff is available to parents to discuss their child’s learning and behavior. SECTION III: WORK REQUIREMENTS AND CHARACTERISTICSEDUCATION/KNOWLEDGE REQUIREMENT: Minimum education required to perform adequately in position could reasonably be attained only by completing the following:REQUIRED EDUCATION/TRAINING less than high school diploma DEGREE INFORMATION: Type of degree: (B.S., M.A., etc.) Specialist DegreeHigh school diploma or GED. Major field of study or degree emphasis: Educational Administration or Educational Leadership or commensurate experience. 1 year college2 years college3 years college4 years college1st year graduate level Essential knowledge and specialized subject knowledge required to perform the essential functions of the job:X2nd year graduate levelAssessment, data, and school improvement processStrong decision-making, analytical and organizational skills. Advanced skill in dealing with students and staff with diverse needs at various levels. Knowledge of varied instructional strategies, how to support the needs of diverse learners, delivery methods, assessment, and staff development techniques for improvement of instruction. Intermediate to advanced knowledge of, and ability to, develop, monitor and evaluate curriculum, discipline plans and supervision/safety plans. Knowledge of understanding of adolescent physical, emotional, and intellectual development. Knowledge of and experience with culturally responsive education and restorative practices. Doctorate LevelRequired Work Experience in Addition to Formal Education/Training: At least three years teaching experience is required.Required Supervisory Experience: 2 years administrative experience supervising instructional programming and staffLICENSE/ CERTIFICATIONLicenses/certification required upon hiring: Possess or be eligible for NYS School Building Leader (SBL) and/or School District Leader (SDL) Certification, or commensurate experience. ESSENTIAL SKILLS REQUIRED TO PERFORM THE WORKSkilled in:Knowledge of effective behavior management techniques such as Positive Behavior Support (PBS). Ability to promote and follow Administrative policies, and building and department procedures.Ability to communicate, interact and work effectively and cooperatively with all people, including those from diverse ethnic and educational backgrounds. Ability to contribute to cultural diversity for educational enrichment. Ability to recognize the importance of safety in the workplace, follow safety rules, practice safe work habits, utilize appropriate safety equipment and report unsafe conditions to the appropriate administrator. Excellent interpersonal relations and oral and written communication skills. Ability to effectively present information and respond to questions from parents, administrators, community stakeholders, etc. Ability to define problems, collect data, establish facts, and draw valid conclusions. Knowledge of curriculum design, planning, development, implementation and evaluation, assessment processes and how they should operate in an effective school. Ability to establish and maintain positive relationships with students, school personnel, parents, vendors, peers and other stakeholders. Ability to use tact, patience and courtesy when dealing with others. Ability to understand and be sensitive to those of culturally and linguistically diverse backgrounds.
School Leader
Albany Leadership Charter School
Capital
Annual wage
Contract