Middle School Principal

Middle School Principal

The Pawtucket School Department seeks a middle school principal to lead initiatives to impact student achievement positively. The Superintendent seeks a dynamic, energetic, optimistic instructional leader who will work collaboratively with teachers, students, and the community to create a school culture of respect, responsibility, and results, as described in the school mission statement.

Under the direction of the Superintendent or designee, serves as the instructional leader and chief administrative officer of the middle school.

Exemplary duties/responsibilities include exercising vision and providing leadership that appropriately involves staff, parents, students, and the community in the identification and accomplishment of the school's mission; recognizing the individual needs of all staff and students, including those who are at risk because of diverse cultures, backgrounds or abilities; applying effective human relations skills; encouraging and developing the leadership of others; analyzing relevant information, making decisions, delegating responsibility, and providing appropriate support and follow-up; identifying and creatively coordinating the use of available human, material, and financial resources to achieve the school's mission and goals; bonding the school community through shared values and beliefs; initiating and managing constructive change; advancing the profession through participation as a member of local, state, and national professional groups.

The principal articulates beliefs persuasively, effectively defends decisions, explains innovations, and behaves in ways that are congruent with these beliefs and decisions; demonstrates skills in nonverbal communication, including the impact of personal image, to communicate a positive image of the school; exemplifies the behavior expected of others; keeps communication flowing to and from the school; communicates effectively with the various constituencies within the school community.

Involves staff, parents, students, and the community in setting goals; identifies-in collaboration with staff, parents, and students-the decision-making procedures the school will follow; applies the process of consensus building both as a leader and a member of the group. Demonstrates knowledge of curriculum, instruction, and assessment and their relationship to program goals and objectives; encourages students and staff to participate in co-curriculum activities that enhance and compliment what is learned in the classroom.

Regularly assesses the teaching methods and strategies being used and ensures that they are appropriate, varied, and effective; applies teaching and learning principles for children and adults; articulates effective classroom management and planning processes. Sets high expectations for students, staff, parents, and self; helps teachers understand and apply teaching styles that compliment the varied learning styles of students; encourages students and staff alike to set high personal goals and offers encouragement and support in the achievement of those goals; involves others in designing staff development programs that match the goals of the school with the needs of the participants; encourages staff participation in professional development activities; engages in continuing personal and professional development.

Uses a variety of techniques and strategies to assess student performance, individual staff and personal performance, progress toward the achievement of curriculum goals, and the effectiveness of the overall instructional program; be proficient with data management systems and possess the ability to analyze student achievement data; demonstrate an understanding of Response to Intervention (RTI) as it relates to student success. Fosters constructive suggestions from students, staff, parents, and the community for improving the school's program; applies effective observation and conferencing skills; inspires teachers at all levels of skill and experience to acquire new competencies and experiences; demonstrates a level of human relations skills which assures that the evaluation process will be helpful rather than destructive; develops professional growth plan to improve teaching and administrative performance.

Uses collaborative strategic planning to help identify and accomplish the school's mission, goals, and objectives; recruits, selects, assigns, and organizes staff in such a way as to assure the greatest potential for the accomplishment of the school's mission; facilitates the identification, training, and monitoring of the staff to ensure effective support in accomplishing the strategic plan of the district; attracts volunteers and provides them effective training and meaningful assignments; provides a safe, orderly climate for learning; manages the operation and maintenance of the physical plant.

Applies understanding of the school district budget and its specific implications for the school; involves staff and representative members of the community in the development of school budget priorities based upon the mission and strategic plan of the district. Demonstrates awareness of the appropriate laws of the State of Rhode Island, the regulations of the district, and the Rhode Island Department of Education.

Education/Experience: Any combination of education and experience would provide the required knowledge and skills. A typical way to obtain the knowledge and skills would be: 1. Education: A Master's Degree in School Administration or related field; AND 2. Experience: A minimum of three (3) five (5) years of leadership at the school site level as an assistant principal or principal; or successful completion of an approved principal training program or comparable program of study; AND 3. Experience: Minimum five (5) years of teaching experience; AND 4. Satisfactory evaluations in the last five (5) years.

Knowledge of: Modern instructional techniques and curricular concepts, primarily as they are related to the junior high school; instructional technology; the vertical structure of the course of study of the District and the importance of articulation in these areas; the District's philosophy of the role of comprehensive secondary education; principles and practices of school administration, including school finances, teaching methods and techniques, evaluations, and program development, applicable federal, state and local laws, regulations, ordinances, and policies; an understanding of adolescents and the social and individual challenges inherent at that age; human resources development; school law; conflict resolution; public relations; principles of effective management, staff supervision, and administration.

Skilled at: Planning, organizing, assigning, and coordinating the activities of a professional and support staff; presenting ideas effectively, verbally and in writing; dealing constructively with conflict and developing consensus; selecting, supervising, and evaluating subordinates; dealing effectively with people within the community; team building; establishing and maintaining effective working relationships with those contacted in the course of work; working with people, staff supervision and administration.

Licenses/Certificates: Rhode Island Building Level Administrator Certificate Salary: $128,000-$132,000 Start Date: 7/1/26