FTE: HOURS PER DAY: CONTRACT TYPE: ANTICIPATED START DATE: CONSULTING START and End DATES:
1.0 8 Continuing July 1, 2014 April 1-June 30, 2014
SUMMARY OF ASSIGNMENTS:
One of Washington's premiere emerging charter schools, The Village Academy is seeking outstanding principal candidates for possible openings at the elementary, middle, and/or high school level. Successful candidates will be part of an educational system focused on developing the skills and talents of students of all ability levels, both traditional and non-traditional learners, through rigorous learning experiences, with an emphasis on character development, laughter and joy, and respect for all diversity. This posting will generate a pool of candidates from which we will conduct preliminary screening activities and choose finalists for specific positions as they become available.
Provide exceptional leadership, supervision, and evaluation of the instructional program for the school, to include oversight of specialty programs for non-traditional learners.
Assist in the development, ongoing improvement, and implementation of the school curricular program, ensuring that it is optimum for non-traditional learners including visual tactile and blended learning modalities.
Establish a school climate that promotes equal opportunities for all students, good conduct, and positive attitudes and values, and accept responsibility for the attendance, conduct, health, and safety of students.
Strongly promote respect for all diversity and autonomy for all teachers, with joy across all components of the organization.
Provide and/or facilitate training of staff with regard to the most effective practices that lead to higher student achievement regardless of race, ethnicity, socioeconomic status, ability level, or prior academic achievement. Prioritize strong professional development relevant to the target demographic areas of non-traditional learners, especially pertaining to students with special needs, talented and gifted, twice exceptional, and ELL.
Analyze and interpret school-level data; work with staff to develop School Improvement Plans that contain strategies to improve and measures that will demonstrate student learning.
Interpret and implement board policies and administrative regulations.
Set priorities in the context of community and student/staff needs.
Participate in the screening, selection, orientation, training, assignment, and reassignment of culturally competent and diverse school staff.
Supervise and evaluate the performance of all assigned building personnel and engage staff in the development of professional growth activities designed to support individual school/district goals and programs in order to improve student learning.
Establish a set of culturally responsive standard operating procedures, practices, metrics, and routines.
Oversee the school's extracurricular program.
Supervise the maintenance and operation of the building, grounds, and property assigned to the building.
Plan and develop the school's proposed budget with input from staff, allocate and adjust fiscal and material resources, assure timely completion of reports, and record maintenance for all school programs.
Provide for effective staff communication--collaborate and resolve conflicts with others.
Work cooperatively with other administrators--advise school director and other appropriate district administrators of progress, problems, and other information regarding the school's program.
Work cooperatively with the community to provide transparency, ensure support, and solicit comments on progress, problems, and other information regarding the school's program.
Any other assignment as directed by The Ducere Group.
A Washington State principals' credential, or the ability to obtain one.
Five years successful credentialed experience as a Principal or Vice Principal with an additional minimum of three years in teaching or equivalent experience as a Director of an educational program. Administrative experience beyond the internship. Successful candidates usually have served in an assistant principal or other administrative role prior to making application to our principal positions.
Strong preference will be given to those candidates who can share various types of specific school or district data that have improved as a direct result of their leadership.
Strong preference will be given to those candidates who have prior successful experience in Special Education, Behavior Management, Talented and Gifted, or English as a Second Language programs or any other programs typical to non- traditional learners as evidenced by school based and/or district based data.
Demonstrated success in philosophy, curriculum, and instruction at the position’s grade level, including an understanding of a culturally responsive instructional process and a variety of instructional techniques as well as a commitment to the improvement of instructional programs.
Demonstrated success in leading the improvement of student learning, as evidenced by the improvement of school-based and/or district-based data points.
Demonstrated ability to establish effective working relationships and interact successfully with diverse instructional, support services and administrative staff, including perceiving the needs and concerns of others; assisting others in resolving conflicts; motivating others; and designing programs to assist others in meeting organizational goals.
Demonstrated successful and culturally responsive leadership experiences in staff leadership, supervision, and evaluation, and demonstrated ability to work effectively with teachers to improve instruction.
Demonstrated success in supporting and sharing the organizational vision while collaborating with diverse staff to accomplish goals and problem solve.
Demonstrated understanding of the change process and its relationship to current trends in education at the position’s grade level.
Demonstrated effectiveness in planning, scheduling, and allocating resources, reaching logical conclusions and making high-quality decisions using appropriate decision-making processes, and accepting responsibility for actions and consequences.
Demonstrated effectiveness in using computer technologies to enhance instruction and to manage building functions.
Demonstrated effectiveness representing the school in the community through business partnerships and activities.
Demonstrated ability in utilizing culturally responsive strategies to work effectively with administrators, teachers, and district leaders to improve classroom instruction.
Demonstrated ability to foster an environment that focuses on quality results while motivating, developing, and supporting a diverse staff, encouraging continuous improvement, and working effectively as a member of a diverse team.
Demonstrated strong work ethic and ability to work outside regular office hours as needed to accomplish tasks, provide support to building administrators, provide staff development, or meet with other constituents.
The ability and desire to establish positive relationships with persons regardless of race, gender, physical limitation, sexual orientation, or religious belief, with an active commitment to equal opportunity for all persons.
Demonstrated ability to communicate effectively in both written and verbal form with the ability to make clear, persuasive, and engaging presentations to diverse groups.
Demonstrated strong commitment to the principles of trust, teamwork, accessibility, problem solving and collaboration.