Assistant Principal, Elementary

Position Elementary School Assistant Principal Schedule 212 workdays Location Snowdon Elementary; 6323 S Holly Rd, Cheney, WA 99004 Supervisor Building Principal; Superintendent Position Type Certified Administrator Compensation \$134,260–$158,426 depending on comparable experience; supplemental compensation for PhD/EdD, and annual reimbursement for professional growth. Pay is annualized over 12 months (if hired after July, spread over remaining months of contract year (Jul-Jun)). Benefits Medical, dental, vision, and basic life and AD\&D insurance; retirement plan; deferred compensation (DRS and TSA); paid leave Qualifications Master’s Degree in Educational Administration or related field. Current Washington State Principal Certificate and/or Professional Administrator certificate. Five or more years of teaching and/or administrative experience at the elementary level, experience in culturally and economically complex communities preferred. (P)K-5 teaching experience preferred. Successful leadership experience as a school administrator or comparable administrative/supervisory responsibility preferred. Valid Washington State Drivers License; WSP/FBI criminal history background clearance. Instructional leadership experiences as an assistant principal, principal assistant, instructional coach, department coordinator, or similar role preferred. Willingness and flexibility to be present at a wide variety of school events and activities throughout the year. Position Overview The Assistant Principal is a highly involved instructional leader who works alongside teachers to improve student learning. This role supports strong teaching through work in Professional Learning Communities, helps remove barriers for students, and keeps the focus on high levels of learning for all students. This position will assist in leading fair and consistent systems for discipline and attendance, while keeping relationships at the center. They are in classrooms often, giving clear, honest feedback that promotes continuous improvement. Strong communication and teamwork with students, staff, families, and the broader community are key. Duties and Responsibilities Contribute to successful school leadership through shared responsibility for leading a diverse and complex elementary school program focused on high levels of learning for all students. Support high-quality teaching and learning through knowledge of PK\u2013-5 standards, culturally competent curriculum, instruction, assessment, and interventions, along with transition from elementary to middle school. Assist in leading a school culture where students, parents, classified staff, and certified staff value all people: people of diverse backgrounds, people of diverse economic situations, and people of diverse cultural groups; value each member’s contribution to the school community. Demonstrate a deep knowledge of Professional Learning Communities (PLCs) and the Four Questions that guide our collaborative work. Lead by example and set clear expectations for successful use of PLC time to build on the strength of teamwork to ensure each department is working and learning together to support student achievement. Demonstrate knowledge of the Washington state standards and performance expectations, including Common Core State Standards and the Teacher Principal Evaluation Program, and the use of assessment to inform and guide instruction. Coach and support staff to strengthen instruction, classroom management, and teamwork. Promote a safe, positive school climate with clear expectations and consistent behavior supports based on the principles of Positive Behavior Interventions and Supports (PBIS) and in compliance with state laws and district policies. Possess emotional intelligence to “read the room,” create positive relationships, and manage conflict. Build strong relationships with students, staff, and families. Communicate clearly and handle conflict with professionalism. Demonstrate commitment to providing equal opportunities to all staff and students. Demonstrate team-building skills, excellent communication, time-management, organization skills, and the ability to use technology to enhance teaching and learning, as well as administrative duties. Assist in designing and implementing a school improvement plan using a collaborative process; one that establishes achievable goals which are responsive to State and Federal guidelines while placing student interests at the center of decisions. Assist the principal with creating a schedule and (P)K-5 program that meets building and district goals, student needs, and budget constraints. Have high visibility at school events as well as throughout the school day in classrooms, hallways, and common areas during the school day and at school events. Assist with school-day supervision, bus supervision, and nighttime activities as assigned. Participate in screening, selection, training, assignment, and reassignment of school staff, along with coordination of substitutes and student teacher placement. Support the evaluation of staff. Follow laws, policies, and procedures pertaining to student support and special education. Assist with the IEP process as needed to support the Special Education Program, as well as accommodation procedures for students with special needs. Evidence of knowledge of school-related law and collaborative labor-management practices. Be proactive in assisting the administrative team in interpreting and implementing school and district policies and procedures and administrative guidelines along with holding students and staff accountable with such. Attend to practices which will promote the school in our community, as well as invite and engage the community in the school. Strengthen business partnerships and PTO, as well as assist with increasing parent and community involvement. Actively participate and serve on the district Leadership Council. Lead or actively participate in district-wide resource work, grade level teams, community meetings, and parent groups to achieve specific objectives as directed by the assistant superintendent or superintendent. Other duties as assigned, including but not limited to district wide administrative responsibilities. Mental Demands Required to regularly engage in problem solving and decision making; deal with a wide range of behaviors and needs in a positive and service-oriented manner; may experience shifts in work schedule and/or work site according to student/district needs; sustain mental awareness while also maintaining attention to details and safety requirements; may frequently support with distraught or difficult adults and children. May be required to work extended hours and days as needed to fulfill the responsibilities of the position. Physical Demands The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to: May be required to work extended hours and days as needed to fulfill the responsibilities of the position Sit, walk, and/or stand for extended periods of time Amount of sitting, standing and walking may vary depending on projects/tasks. Generally, the job requires 50% standing, 30% walking, and 20% sitting May be exposed to visual display terminal for prolonged periods The usual and customary methods of performing the job's functions require the following physical demands: the employee is regularly required to talk and hear, sit, stand, walk, bend at neck and back, twist body, use hands to push/pull and lift/carry, squat, kneel, stoop, and crouch. The employee is occasionally required to reach with hands and arms, climb or balance, lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions, duties, and responsibilities of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee often remains indoors, however, may occasionally work in outside weather conditions. The noise level in the work environment is usually moderate. Equal Opportunity Employer Cheney Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, economic status, pregnancy, familial status, marital status, disability, or the use of a trained guide dog or service animal, and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions: Title IX/Chapter 28A.640 Officer/Civil Rights Compliance Coordinator/ADA Coordinator - Tom Arlt, Assistant Superintendent, Cheney School District, 12414 S. Andrus Rd. Cheney, WA 99004 Phone: View phone number on click.appcast.io; Section 504 Coordinator - Franklin Day, Director of Student Support Services, Cheney School District, 12414 S. Andrus Rd., Cheney, WA 99004 Phone: View phone number on click.appcast.io. #J-18808-Ljbffr