Assistant Principal

Compensation & Representation The Assistant Principal is a certificated administrator represented by the Principals’ Association and compensated according to the Principals’ Association Salary Schedule. Essential Job Functions This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed, while in other cases, related duties may also be assigned. Reasonable accommodations are made to enable individuals with disabilities to perform the essential functions. Leadership & Supervision Supervises and evaluates instructional and operational staff of their assigned building Upholds board policy, district, and building policies and goals Complies with all district policies, procedures, and Code of Professional Conduct Assists in managing resources to meet legal requirements Performs related duties and additional tasks as assigned by the Principal and Superintendent School Climate & Culture Supports and maintains a school setting that is flexible, sustainable, and safe Monitors student activities to ensure a safe and optimal learning environment Values staff, student, parent, and community engagement in fostering a positive, respectful, and welcoming school Professionally interacts with students, staff, and the public Establishes and maintains professional relationships with students Communication & Collaboration Communicates effectively both orally and in writing Actively participates in and collaboratively leads staff and department meetings Works collaboratively within the professional learning community of the school and district Communicates effectively with individuals from diverse cultural and linguistic backgrounds Demonstrates conflict resolution and problem‑solving skills that build relational trust Builds and maintains positive working relationships Professional Responsibilities – General Reports to work with regular and reliable attendance and punctuality Demonstrates flexibility, adaptability, and the ability to learn new procedures Performs essential job functions with or without reasonable accommodations Takes necessary precautions to ensure the safety of students, staff, equipment, and facilities Professional Responsibilities – Curriculum & Instruction Ensures consistent delivery of aligned curriculum, especially in academic core areas Demonstrates experience developing a strong culture of improved achievement Implements curriculum, assessment, and instructional practices that improve learning outcome Designs and implements schedules that meet student needs and support instruction Assessment & Data Use Uses data to understand learners, monitor progress, and determine next instructional steps Uses data to assign teaching staff based on student need and teacher expertise Identifies, monitors, and intervenes with students at risk of failure Identifies underperforming student groups and establishes targeted achievement goals Leadership for Improvement Establishes and promotes a shared vision of effective instruction across all classrooms Provides constructive feedback to teachers and monitors progress toward improvement goals Implements research‑based best practices that increase student achievement Driving Student Success & Urgency Demonstrates multicultural understanding and sensitivity to diverse cultures Works to ensure equitable access and outcomes for all students Promotes urgency to ensure every student meets or exceeds standards Aligns people and resources around best instructional practices Adult Learning & Professional Growth Builds capacity through job‑embedded, collaborative professional development Models inclusive practices and partners with diverse students, staff, and community members Supports teacher leadership and collaborative processes Develops and sustains a professional learning community focused on instruction and learning Sets, models, monitors, and enforces clear expectations for staff and student behavior Minimum Qualifications Valid Washington State Principal certification Valid Washington State Teaching certificate/ESA Certificate Master’s degree in educational administration or a related field Successful teaching and instructional leadership experience Additional Requirements Must possess and maintain a valid Washington State Driver’s License Preferred Qualifications Multiple years of experience as a teacher Multiple endorsements Experience at the relevant grade level Experience in a multi‑tiered system of support, including Positive Behavior Intervention Support (PBIS) and Response to Intervention (RTI) Training and experience in social‑emotional learning Training and experience in de‑escalation methods Experience or training with multiple learning programs (i.e., Multilingual Learners, Special Education, Highly Capable, etc.) Training in Sheltered Instruction Observation Protocol (SIOP), and/or Guided Language Acquisition Design (GLAD) Experience and/or training with cultural, ethnic, and language diversity Experience in the professional learning communities model Knowledge, Skills, and Abilities Knowledge Principles and practices of effective school leadership, including instructional leadership and school improvement processes Curriculum development, instructional strategies, and assessment practices that support student achievement Multi‑Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Supports (PBIS), and student discipline frameworks Federal, state, and local laws, policies, and regulations related to education, student rights, and staff supervision Data analysis methods and tools used to monitor student performance and inform decision‑making Best practices in equity, inclusion, and culturally responsive education School safety procedures, crisis prevention, and emergency response protocols Skills Strong leadership and organizational skills to support daily school operations and long‑term improvement goals Effective communication skills, both oral and written, with the ability to engage diverse audiences Interpersonal skills that build trust, collaboration, and positive relationships with students, staff, families, and community members Conflict resolution and problem‑solving skills, particularly in student discipline and staff support situations Ability to analyze and interpret data to drive instructional and behavioral decisions Time management and prioritization skills in a fast‑paced, dynamic environment Coaching and mentoring skills to support staff development and instructional improvement Abilities Ability to support and implement a shared vision for student success and continuous school improvement Ability to foster a safe, inclusive, and positive school climate that promotes student engagement and well‑being Ability to supervise, evaluate, and support certificated and classified staff effectively Ability to make sound, ethical decisions in complex and sensitive situations Ability to collaborate as part of a leadership team and contribute to building‑wide decision‑making Ability to manage multiple responsibilities while maintaining attention to detail and follow‑through Ability to engage families and community partners in meaningful ways to support student learning Working Conditions Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities. Reports issues regarding the safety and cleanliness of the worksite and requests necessary repairs due to vandalism, equipment breakage, weather conditions, etc. Occasional exposure to weather. Moderate physical demand, occasionally required to lift and carry objects weighing up to twenty‑five (25) pounds and push/pull with up to twenty‑five (25) pounds of force. Must be able to walk up to 500 feet at a time and climb stairs as needed. The District operates on a fiscal year from September 1st through August 31st. Those employees who do not work the full year are paid over a 12‑month period. This means that during the school year, the monthly pay warrants will be approximately 1/12 of the school year earnings, which allows the employee to receive a pay warrant during the summer months. NON‑DISCRIMINATION STATEMENT (School Board Policy 3210) The Sumner‑Bonney Lake School District does not discriminate in any programs, services or activities on the basis of sex, race, ethnicity, creed, religion, color, national origin, age honorably discharged veteran or military status, sexual orientation including gender expression or identity, homelessness, immigration or citizenship status, the presence of any sensory, mental or physical disability, neurodivergence, or the use of a trained guide dog or serving animal by a person with a disability. The district provides equal access to the Boys Scouts of America and other designated youth groups. The Sumner‑Bonney Lake School District does not discriminate on the basis of sex and prohibits sex discrimination in any education program or activity that it operates, as required by Title IX and its regulations, including in admission and employment. Inquiries about Title IX may be referred to the Title IX Coordinator, View email address on click.appcast.io, View phone number on click.appcast.io, the U.S. Department of Education’s Office for Civil Rights, or both. The Sumner‑Bonney Lake School District’s nondiscrimination policy may be located at Legal Notices. The nondiscrimination policy and grievance procedures can be located at Policy 3210: Nondiscrimination, Procedure 3210: Nondiscrimination. To report information about conduct that may constitute sex discrimination or make a complaint of sex discrimination under Title IX, please refer to the District Title IX Coordinator at View email address on click.appcast.io, View phone number on click.appcast.io. The Sumner‑Bonney Lake School District will also take steps to assure that persons without English language skills can participate in all education programs, services and activities. For information regarding translation services contact Elle Warmuth at View phone number on click.appcast.io or for transitional bilingual education programs contact Michelle Lewis at View phone number on click.appcast.io. #J-18808-Ljbffr Centralia School District