Assistant Principal

**Pending Board Approval**

The WISD's Mission is to educate, serve, and advocate with students, families, schools and the community. We disrupt racial inequities, build just educational systems, and expand access for all learners. We value human potential while striving to support current and future generations of Washtenaw County to enrich as many lives as we possibly can.


The WISD's Vision is to be a leader in empowering, facilitating, and delivering high-quality, boundary-spanning, educational system that educates all children through an equitable, inclusive, and holistic approach.

SUMMARY :

The Assistant Principal is accountable for designing, implementing, evaluating, and improving the ASD program; establishing and monitoring expectations; conducting classroom observations and providing coaching and feedback; identifying needs and leading ASD professional learning; and supporting instructional quality and classroom implementation.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities.
• Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes.
• Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Washtenaw ISD Educational Equity Policy including concepts such as cultural proficiency, racial equity, and systemic and structural inequities.
• Leads the design, implementation, evaluation, and continuous improvement of the ASD program.
• Establishes clear program and instructional expectations and monitors their implementation.
• Conducts classroom observations, establishes lesson-plan expectations, and provides coaching and feedback to staff.
• Identifies professional learning needs and designs and leads ASD professional learning.
• Ensures instructional quality and consistent classroom implementation.
• Leads the program response to seclusion and restraint matters, with attention to staff practice and prevention.
• Leads the program response to injuries and incidents and supports follow-up prevention efforts.
• Addresses the instructional impact of attendance and daily coverage concerns and coordinates an immediate program response.
• Provides consultation when facilities concerns affect instruction or safety.
• Supervises assigned ASD staff.
• Leads communication with families and local districts regarding instructional and program matters.
• Recommends instructional and program resources.
• PERFORMS OTHER RELATED DUTIES AS ASSIGNED.

SUPERVISORY RESPONSIBILITIES :

QUALIFICATIONS:

The qualification requirements are representative of the knowledge, skill, and ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

• Master's degree in special education, educational leadership, or a related field - REQUIRED.
• At least five years of successful experience in special education teaching, related services, or program leadership - REQUIRED.
• Demonstrated knowledge of evidence-based ASD instruction, behavior support, communication, and transition practices - REQUIRED.
• Consultation, coaching, training, group facilitation, and process skills - REQUIRED.
• Administrative, supervisory, or teacher-leader experience in special education - PREFERRED.
• Strong knowledge of curriculum development, instructional coaching, progress monitoring, and behavior interventions and supports.
• Knowledge of local, state, and federal laws and regulations affecting special education, including IDEA and MARSE.
• Experience working with and understanding diverse disabilities, student strengths, family perspectives, and support needs.

CERTIFICATES, LICENSES, REGISTRATIONS:

• Valid Michigan K-12 administrator certification - REQUIRED.
• Michigan approval as a Supervisor or Director of Special Education - PREFERRED.

LANGUAGE SKILLS:

• Demonstrates effective verbal and written communication and collaboration with staff, families, agencies, local districts, and the public.
• Demonstrates ability to read, analyze, and interpret educational research, professional journals, governmental regulations, and student/program data.
• Demonstrates ability to draft reports, correspondence, professional learning materials, and procedures.
• Demonstrates ability to present information and respond to questions from administrators, staff, families, and community groups.

TECHNICAL SKILLS:

• Demonstrates ability to use a personal computer or Mac in a networked environment and electronic communication tools.
• Demonstrates ability to use productivity, student-information, special-education, data-analysis, and presentation applications required by the District.

MATHEMATICAL SKILLS :

• Demonstrates ability to maintain and interpret program data, resource information, and budgets.
• Demonstrates ability to compute and interpret rates, ratios, percentages, trends, and graphs.

REASONING ABILITY:

• Demonstrates ability to comprehend organizational culture and solve related problems with discretion and sound judgment.
• Demonstrates ability to work cooperatively and collaboratively with local districts and WISD personnel.
• Demonstrates professionalism, integrity, organization, flexibility, and calm crisis leadership.
• Demonstrates ability to solve practical problems when limited standardization exists.
• Demonstrates ability to interpret written, oral, diagrammatic information.

INTERPERSONAL SKILLS : :

• Demonstrates leadership, interpersonal, conflict-resolution, and facilitation skills.

PHYSICAL DEMANDS:

The physical demands described here are representative of those required to perform the essential functions of this job. Reasonable accommodation may be made for individuals with disabilities. Duties frequently require sitting, walking, standing, speaking, listening, and repeated hand or arm motion. The employee may occasionally bend or twist and lift or move up to fifty pounds. Close and distance vision and the ability to adjust focus are required. Travel to other buildings and occasional irregular or extended work hours are required.

ENVIRONMENTAL ADAPTABILITY:

The work environment characteristics described here are representative of those encountered while performing the essential functions of this job. Reasonable accommodation may be made for individuals with disabilities. Noise levels range from quiet to loud depending on activity. The employee may occasionally be outdoors and subject to varying weather conditions.

FUNCTIONS OF POSITION DESCRIPTION:

This position description defines the general duties of the position and provides examples of work, required knowledge, skills, abilities, experience, and training. It is not intended to limit or modify the right of an administrator to assign, direct, and control the duties of employees under supervision. WISD reserves the right to change, modify, amend, add to, or delete any portion of this description in its sole judgment. This position description is not a contract for employment.

WISD is an equal opportunity employer in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodation to qualified individuals with disabilities and encourages prospective and current employees to discuss potential accommodations with the employer

TERMS:

Salary and other employment conditions to be established by the Board of Education as reflected in the Non-Affiliated Staff Manual. Starting salary ranging (dependent upon experience) from $105,601 - $129,783.

Washtenaw Intermediate School District is a drug-free workplace.

It is the policy and commitment of the Washtenaw Intermediate School District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, executive order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent state and Federal regulations.