Part Time Inventory Counter

General Definition of Work
The part‑time administrator, under minimal supervision, serves as an instructional leader by filling assistant principal or principal vacancies as determined by the Office of School Performance, based on district needs. The position may also be assigned to mentor and/or support current administrators. The part‑time administrator will continue to drive student achievement for all students until the vacancy is filled. Employee performs advanced and supervisory work to carry out the Board of Education policies and procedures.

Qualifications
To perform this job successfully, an individual must be able to perform each essential function satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Flat Rate/Part-time 70% FTE, end‑of‑year, 11 months

Reports To
Chief Academic Performance Officer

Place of Work
The normal place of work is on the premises used by Charlotte‑Mecklenburg Schools. Charlotte‑Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time.

Essential Functions

Adhere to all state, federal, and local laws, policies, and procedures

Guide and inspire students, teachers, other staff members, parents, and the community

Hold school personnel accountable for results while providing the support needed to position the school for academic success

Implement or develop shared vision, values, and goals to define the identity and culture of the school; celebrate accomplishments and acknowledge failures to improve school culture and performance

Support the vision, mission, values, beliefs, and goals of the school; as well as, the processes used to establish these attributes

Articulate the school's vision and implement strategies for change that will result in improved achievement for all students

Develop and enforce expectations, rules, and procedures for students and staff

Design structures and processes which result in parent and community engagement, support, and ownership for the school

Implement a long‑term strategic plan to support the development of core skills that are required to meet the school's mission, vision, and future goals

Measure school outcomes against standards of excellence; take pride in delivering results beyond expectations

Implement school improvement plans that provide structure for the vision, values, goals, and changes necessary for improved achievement for all students. Create school improvement plans when needed

Develop multiple future school improvement scenarios and identify steps to reach these scenarios

Create processes and schedules that protect teachers' instructional and preparation time and minimize disruptions

Ensure leadership and decision‑making authority is distributed throughout the school

Foster a positive, team‑oriented, collaborative work environment to improve school culture. Develop a sense of empowerment among staff

Set the expectations that create ideas and innovative solutions

Lead change process in a manner that engages staff and the community to ensure maximum support of the change and its successful implementation

Identify potential areas of conflict and develop strategic solutions involving the affected individuals

Identify and involve all appropriate parties in discussions including teachers, school/district staff, parents, and members of the community

Collaborate with the school leadership team to establish and communicate standards for performance

Lead the strategic discussion about standards of curriculum, instruction, and assessment; ensure strategies are based on research and best practices

Establish processes and systems to ensure a high‑quality, high‑performing staff

Evaluate teachers and staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement

Motivate others to grow and provide them with both the tools and on‑going coaching to progress in their careers and contribute to the school and the district

Identify resources required to meet school needs and successfully leverage resources across the school and within the district

Establish budget processes that allocate available funds in a manner that maximizes student impact and achievement

Design and utilize various forms of formal and informal communication so that the focus of the school can be improved student achievement

Performs related duties as assigned

Knowledge, Skills, Abilities

Knowledge of teaching and learning processes

Knowledge of pertinent federal, state, and local laws, policies, rules and regulations regarding school administration

Knowledge of organization and management theory and practice

Knowledge of educational theories, research, trends, developments and techniques that aid in the development and improvement of programs and practices

Knowledge of the unique needs and characteristics of a school system

Thorough knowledge of curriculum, instruction, organizational patterns, school operations and pupil services

Knowledge of sound fiscal practices, including budget preparation and control and management of school resources

Knowledge of principles and practices of supervision, evaluation and training

Possesses knowledge of and demonstrates respect for all students, teachers, administrators, parents, and community leaders using tact, patience and courtesy

Knowledge of public speaking techniques

Possesses leadership skills required to respond to the challenges presented by an ethnically and culturally diverse school community

Possesses high level of cognitive skills, analysis and decisiveness, organization and high internal work standards

Ability to acknowledge and respect diverse perspectives

Ability to inspire trust. Possesses high levels of self‑confidence and optimism. Models high standards of integrity and ethical behavior

Ability to model and support self‑discipline and responsibility

Ability to demonstrate a willingness to take the risks necessary to build and implement the system's vision and achieve the system's goals

Ability to demonstrate effective communication skills, including speaking, listening and writing

Ability to enhance student performance, especially in identifying and closing or narrowing the gaps in student achievement

Ability to use collaborative skills to lead diverse groups within the school community to realize the vision and accomplish goals

Ability to build consensus and commitment among individuals and groups with emphasis on parental involvement

Ability to commit to a "student first" philosophy in all decisions

Ability to recognize, honor and celebrate successes

Ability to meet schedules and timelines

Ability to respond effectively and promptly to issues, and communicate resolutions in a timely manner

Ability to work confidentially with discretion

Ability to delegate authority and responsibility and hold subordinates accountable

Ability to establish and accomplish goals

Ability to establish and maintain cooperative and effective working relationships with others

Ability to empower personnel to optimize effective operations

Ability to analyze situations accurately and adopt an effective course of action

Education and Experience

Bachelor's degree (that leads to a license for K‑12 School Administrator‑Principal licensure in NC based on the completion of an approved NC Alternative Licensing Program) OR master's degree in educational leadership or other relevant field of study that leads to a license for K‑12 School Administrator‑Principal licensure in NC

Advanced Degree in Educational Leadership that leads to a license for K‑12 School Administrator‑Principal licensure in NC preferred

Minimum of three (3) years of assistant principal or principal experience required

Equivalent combination of education and experience

Special Requirements

Teacher certification and current principal licensure in NC (or another state, with ability to obtain NC licensure)

Possess and maintain a valid driver's license or ability to provide own transportation

Travel to school district buildings and professional meetings

Physical Requirements/Working Conditions

Work requires the occasional exertion of up to ten pounds of force

Work regularly requires the exchange of accurate and detailed information through oral and written communication

Constantly operates a computer and other office business equipment

Ability to remain in stationary position for required meetings/work

Ability to move to other work locations

Visual acuity requires preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities

Hearing is required to perceive information at normal spoken word levels, and to receive detailed information through oral communications

Work requires preparing and analyzing written or computer data, operating standard office equipment, and use of advanced technology

Work occasionally requires exposure to outdoor weather conditions

Work is generally in a moderately noisy location (e.g., business office, light traffic)

Requires the ability to deal with people beyond giving and receiving instructions

Must be adaptable to performing under mild to high levels of stress

Disclaimer
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees in this job. Job description is sourced from employee interviews, internal documents, representative job descriptions in similar districts, and other state/federal agencies.

Equal Employment Opportunity
Charlotte‑Mecklenburg Schools provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

In compliance with Federal Law, Charlotte‑Mecklenburg Schools administers all education programs, employment activities and admissions without discrimination against any person on the basis of gender, race, color, religion, national origin, age or disability.

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