Assistant Principal (New Addition)

Job Summary: The High School Assistant Principal serves as an instructional leader who supports the academic, social, and behavioral success of all students while fostering a positive and collaborative school culture. This position works closely with the principal, teachers, students, families, and support staff to promote high-quality instruction, student achievement, and continuous school improvement. The Assistant Principal provides leadership in curriculum implementation, instructional practices, data analysis, professional learning, and student support systems. Responsibilities include supervising and evaluating staff, supporting teacher growth and development, monitoring student progress and achievement, assisting with school operations, and maintaining a safe and respectful learning environment. The Assistant Principal also supports student discipline and attendance procedures through restorative and relationship-centered practices. The ideal candidate demonstrates strong communication skills, a commitment to educational excellence, and the ability to build positive relationships with students, staff, families, and the community while maintaining a clear focus on instructional leadership and student success. Essential Duties and Responsibilities Support and promote a positive, safe, and student-centered school culture focused on academic achievement and continuous improvement. Serve as an instructional leader by supporting curriculum implementation, effective teaching practices, and high-quality learning experiences for all students. Supervise, support, and evaluate certified and support staff in accordance with district policies and evaluation procedures. Collaborate with teachers and instructional teams to analyze student achievement data and develop strategies for improving student outcomes. Assist in the development, implementation, and monitoring of school improvement goals and initiatives. Support professional learning opportunities and instructional coaching aligned with district and building priorities. Monitor student attendance, academic progress, behavior, and intervention supports to ensure student success. Assist with student discipline using restorative, equitable, and relationship-centered practices. Collaborate with counselors, intervention teams, and support staff to address student academic, behavioral, and social-emotional needs. Maintain visibility throughout the school building and at school activities to foster positive relationships with students and staff. Assist with scheduling, testing coordination, graduation requirements, and other academic operations. Support the implementation of state assessments, district initiatives, and compliance requirements. Communicate effectively with students, parents/guardians, staff, and community members regarding school programs, expectations, and student concerns. Assist in the coordination and supervision of extracurricular activities, student events, and school functions. Participate in hiring, onboarding, and mentoring staff members. Ensure compliance with district policies, state and federal regulations, and board policies. Assist the principal with daily building operations and other duties as assigned. Note: These duties and responsibilities are judged to be "essential functions" in terms of the Americans With Disabilities Act or ADA. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The statements below are intended to describe the general nature and level of work being performed by a person in this position. They are not constructed as an exhaustive list of all duties that may be performed by such a person. Qualifications Master’s degree in Educational Administration, Educational Leadership, or a related field, or the ability to obtain Michigan School Administrator Certification within three (3) years. Valid Michigan Teaching Certificate preferred. Minimum of three (3) years of successful teaching or educational experience required. Demonstrated leadership experience working collaboratively with students, staff, families, and community stakeholders. Strong knowledge and experience in student discipline, behavior support systems (including PBIS), and crisis response procedures. Ability to analyze and utilize student achievement and behavioral data to support instructional and operational decision-making. Knowledge of curriculum, instructional best practices, and school improvement processes. Demonstrated ability to build positive relationships and maintain a professional, student-centered approach in all interactions. Excellent organizational, problem-solving, verbal, and written communication skills. Ability to work collaboratively as part of an administrative and instructional leadership team. Knowledge, Skills, and Abilities Knowledge of secondary school curriculum, instruction, assessment, and school improvement practices. Knowledge of state and federal laws, district policies, and educational regulations related to student services, discipline, and instruction. Understanding of effective instructional strategies, differentiated learning, and data-driven decision-making. Knowledge of student behavior intervention systems, restorative practices, PBIS, and crisis response procedures. Ability to support and evaluate instructional staff while promoting professional growth and accountability. Ability to analyze academic, attendance, behavioral, and assessment data to improve student outcomes. Strong leadership and organizational skills with the ability to manage multiple priorities and responsibilities effectively. Ability to build positive relationships with students, staff, families, and community members. Ability to maintain confidentiality and exercise sound professional judgment in sensitive situations. Strong conflict resolution, problem-solving, and decision-making skills. Effective verbal and written communication skills, including public speaking and presentation abilities. Ability to collaborate effectively within a team-oriented educational environment. Ability to promote a positive, inclusive, and student-centered school culture. Proficiency in educational technology systems, student information systems, and Microsoft Office or Google Workspace applications. Ability to work flexible hours, including evenings and weekends, as needed for school activities and events. Work Environment Work is performed primarily in a high school educational setting, including classrooms, offices, hallways, cafeterias, gymnasiums, outdoor areas, and school activity spaces. Regular interaction with students, staff, parents/guardians, community members, and outside agencies is required. Position requires the ability to manage multiple responsibilities and respond effectively to frequently changing situations and priorities. Work environment may include exposure to challenging student behaviors, emotionally charged situations, and crisis response scenarios. Frequent walking throughout the school building and campus is required to maintain visibility and supervision. Attendance at evening and weekend events, meetings, extracurricular activities, and school functions is expected. May require travel between district buildings or attendance at professional development activities and conferences. The employee must be able to maintain confidentiality, professionalism, and composure in a fast-paced educational environment. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of the position. The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District. Grand Ledge Public Schools District shall provide equal opportunity and shall not discriminate in matters of employment or enrollment on the basis of age, religion, race, traits historically associated with race, including, but not limited to, hair texture and protective hairstyles, color, national origin, gender/sex, sexual orientation, gender identity, disability, height, weight or marital status in its programs, services or activities. #J-18808-Ljbffr