Assistant Principal

Description

For consideration of your application, you must apply directly to our Frontline Application:

Job Summary:
The Assistant Principal is responsible for cultivating a positive, inclusive school culture that prioritizes student learning, engagement, and overall well-being. This role collaborates closely with teachers and Student Services to design and implement a comprehensive, multi-tiered system of support that addresses the academic, behavioral, and social-emotional needs of all students. A key focus of this position is supporting special education teachers and students by ensuring appropriate accommodations, inclusive practices, and targeted interventions are effectively implemented and aligned with student needs. The AP ensures that building-wide expectations and procedures are clearly defined and consistently followed with fidelity, creating a safe and structured learning environment. In partnership with Student Services, they coordinate and monitor interventions and supports, with particular attention to equity and access for diverse learners. Additionally, the AP regularly reviews and analyzes student experience data-including academics, attendance, and behavioral indicators-to inform decision-making, strengthen instructional practices, and drive continuous school improvement.

Visible and Active Classroom Presence
Be consistently present in all classrooms daily to observe student needs, build rapport, and provide on-demand support, modeling, co-teaching, and coaching for all staff, including special education.

Coach & Model for Effective Behavior Practices
Lead professional learning and provide ongoing coaching for all staff with a strong emphasis on Tier 1, universal classroom practices that promote consistent, proactive, and inclusive learning environments. Support staff in implementing evidence-based strategies such as clear expectations, routines, active supervision, and positive reinforcement across all settings. Additionally, provide targeted coaching for Tier 2 and Tier 3 supports, including specialized guidance for special education staff. Use data-informed decision-making to guide behavior planning, monitor progress, and continuously refine intervention strategies to meet diverse student needs. Collaboration with Special Education Staff Consistently collaborate with case managers to design, implement and support services for specific learners or program needs. This includes developing and monitoring IEPs, FBAs, and BIPs. Serve as LEA representative in IEP meetings when appropriate, particularly for students with complex behavioral needs. Inform, coach, and monitor SDI implementation. Collaboration with Instructional Coordinator Partner closely with the Instructional Coordinator(s) to ensure strong alignment between schoolwide priorities and high-quality Tier 1 instruction. Collaboratively develop and refine annual goals that support the implementation of personalized support plans (PSPs) within core instruction, ensuring they are driven by student data and responsive to diverse learning needs. Work together to align the Guaranteed and Viable Curriculum (GVC) with evidence-based, inclusive practices that strengthen access and engagement for all students. Engage in ongoing data review, progress monitoring, and instructional planning to enhance core instruction, proactively address learning gaps, and ensure consistency across classrooms and content areas.

Qualifications/Licensure:
Required: Middle Childhood Regular Education-required or Special Education
Certification -required, Principal, Director of Instruction or Pupil Services, required

Experience:
• Demonstrated experience in instructional coaching, adult learning, or professional development facilitation preferred.
• Experience with Trauma Informed Care Practices and Social Emotional Learning.
• Deep understanding of SDI and High-Leverage Practices and how they are applied across disability areas and grade levels.

Knowledge, Skills, and Abilities:
• Ability to build strong, trust-based coaching relationships.
• Strong communication, organization, and facilitation skills.
• Commitment to equity, inclusion, and high expectations for all learners.
• Skilled in instructional design, lesson planning, differentiation, and inclusive teaching models (e.g., co-teaching).
• Bilingual English/Spanish (Not Required)

Physical Requirements - These involve the physical capabilities needed to perform the duties of the job:.
Ability to sit for prolonged periods
Ability to move teaching materials, books, or equipment (up to 25 lbs).
Sufficient vision and hearing to monitor students and respond to classroom needs.
Manual dexterity to operate classroom technology (ex. computers, projectors, whiteboards).
Ability to move around the workspace (ex. classroom and school building.)
Occasional bending, kneeling, or reaching for materials or assisting students.
Stamina to maintain energy throughout long school days.
Ability to consistently tolerate noisy environments
Ability to complete and assess assigned work for accuracy, neatness, and safety

Cognitive Requirements
These refer to cognitive abilities and intellectual demands:
Strong organizational and time-management skills.
Capacity to assess the quality of work and take steps to improve performance (Ex. accuracy or safety)
Critical thinking for problem-solving and decision-making in classroom or other workmanagement.
Flexibility to adapt lessons or work flow to achieve desired outcomes.
Attention to detail for documentation, and communication.
Ability to manage multiple priorities and tasks simultaneously.

Emotional Requirements
Emotional demands include the interpersonal and intrapersonal skills necessary for success:
High degree of patience and empathy.
Emotional resilience to handle challenges(ex. Changes in expectations, student behavior or conflicts, work flow etc).
Strong interpersonal skills to build positive relationships with students, parents, and colleagues.
Ability to remain calm and composed in high-pressure situations.
Willingness to provide emotional support and encouragement
Self-awareness and regulation of personal emotions in a professional setting.
Commitment to growth, well-being, and exemplifying the West Way.

Supervisory Requirements
These relate to responsibilities for overseeing students and sometimes other staff:
Supervision of students in classrooms, hallways, playgrounds, field trips, and extracurricular activities.
Enforcement of school policies and behavior expectations with students.
Coordination with teaching assistants, aides, or volunteers (where applicable).
Communication with parents/guardians regarding student performance and conduct.

The Board does not discriminate in the employment of administrative staff on the basis of race, color, national origin, age, sex, gender, including transgender (including gender status, change of sex, sexual orientation, or gender identity), pregnancy, creed or religion, genetic information, handicap or disability, marital status, citizenship status, veteran status, military service (as defined in 111.32, Wis. Stats.), ancestry, arrest record, conviction record, use or non-use of lawful products off the District's premises during non-working hours, declining to attend an employer-sponsored meeting or to participate in any communication with the employer about religious matters or political matters, or any other legally protected category in its programs and activities, including employment opportunities.

The employee shall remain free of any alcohol or illegal substance in the workplace in compliance with Policy 3122.01/4122.01 throughout his/her employment in the District.

The employee must be able to perform the essential functions of the position satisfactorily and, if requested, reasonable accommodations will be made to enable employees with disabilities to perform the essential functions of their job, absent undue hardship. The Employer retains the right to change or assign other duties to this position.