Principal - North Caddo High School - Shreveport, United States - Caddo Parish Public Schools

Description

Minimum Qualifications: Master's degree from a regionally accredited institution of higher learning; at least five years of successful teaching experience at the appropriate school level preceding appointment to principalship. Should satisfy Louisiana requirements for a valid Type A teaching certificate with authorization for Provisional Principal, School Principal, or Educational Leader 1 or 2, as stated in SDE Bulletin 746 (as revised).

Job Title: School Principal

Prepared By: Jan Holliday

Prepared Date: July 19, 2012

Approved By: Caddo Parish School Board

Approved Date: August 21, 2012

AREA OF RESPONSIBILITY

Reports to the appropriate Director; administers the school in accordance with School Board policies; and uses leadership, supervisory, and administrative skills to maintain an effective learning climate and to promote the educational development of each student.Plans and implements a program which creates an environment where teachers have the ability to design and implement a course(s) of study that enable students to learn and develop optimally.

Domains and Components will be used for Principal evaluation in conjunction with measures of student growth. Measures of student growth will be aligned with the Caddo Parish Public School System's accountability measures as outlined in the Louisiana Accountability System. This job description contains the criteria on which performance will be evaluated.

Domain I: School Vision

Component A: Sets ambitious, data-driven goals and a vision for achievement; invests teachers, students, and other stakeholders in that vision.

• The principal creates an atmosphere for achievement of high academic expectations for all students; providing a clear picture of the schools future.
• The principal ensures that the school vision is lived in practice, encouraging behaviors that support the vision and addressing behaviors that undermine the vision; enlisting the support, ownership, and institutionalization of the vision from various perspectives and lenses.
• The principal places data driven school level goals into the vision which describe how the vision will be attained; adjusting the goals as needed, using student learning outcomes, needs assessments, observations of teacher practices, and participation from stakeholders to ensure they are driving improvements in achievement.

Domain II: School Culture

Component A: Facilitates collaboration between teams of teachers

• The principal develops a school culture that allows effective teaching and learning to occur through the use of effective and frequent collaboration between teams of teachers.
• The principal reinforces the school culture, along with the teachers, students and stakeholders, through practices and actions that says: this is how we do school here.
• The principal establishes a culture of learning, wherein teachers identify and teach core academic skills across the curriculum and implement shared instructional practices to improve student achievement; using work that is rigorous and aligned with the Compass rubric.

Component B: Provides opportunities for professional growth and develops a pipeline of teacher leaders

• The principal expects professional growth from all members of the teaching staff that is aligned with the vision of the school and the Compass rubric.
• The principal facilitates meaningful, targeted professional development opportunities aligned to teacher needs and designed to improve instructional practice.
• The principal cultivates a pipeline of teacher leaders and develops their leadership skills to provide additional support to teachers in the school and allows them to take on additional leadership opportunities.

Component C: Creates and upholds systems that result in a safe and orderly school environment.

• The principal ensures that the school building is clean and safe, all basic facilities are in working order and that the physical plantfosters major academic priorities and initiatives.
• The principal consistently implements and discusses across all classrooms, an age appropriate code of conduct with written values and beliefs that is aligned with district and school priorities.
• The principal utilizes all support staff, including certificated and non-certificated employees, to strategically support the achievement of school goals.

Domain III: Instruction

Component A: Observes teachers and provides feedback on instruction regularly.

• The principal observes teachers to provide on-going actionable, clear and transparent feedback on instruction; these observations will become a part of both formative and summative assessments of teacher effectiveness.
• The principal ensures that all instruction is focused on the development and implementation of goals and objectives that are aligned with the Common Core Standards.

Component B: Ensures teachers set clear, measurable objectives aligned to Common Core.

• The principal guarantees that all instruction is grounded in and guided by the Common Core Standards.
• The principal implements a curricular scope and sequence that fosters rigorous instruction and activities that are designed to cognitively challenge students using the Common Core Standards.
• The principal supplies supporting curricular materials that allow them to implement the curriculum with fidelity.

Component C: Ensures teachers use assessments reflective of Common Core rigor.

• The principal facilitates and supports staff use of aggregate and disaggregated data to identify and prioritize students' needs in relation to the Common Core Standards.
• The principal will ensure that all assessments are Common Core aligned and will maintain teacher accountability for on-going analysis of student data to provide rigor, differentiation, rapid interventions and updated intervention assignments to reflect student needs and progress.

OTHER

The principal

• submits reports and survey information to the central level in a timely manner.
• performs other related duties as assigned by the director.

PROFESSIONAL CONDUCT

Employee acknowledges that he/she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, engagement in acts that are contrary to CPSB policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system.

Minimum Qualifications: Master's degree from a regionally accredited institution of higher learning; at least five years of successful teaching experience at the appropriate school level preceding appointment to principalship. Should satisfy Louisiana requirements for a valid Type A teaching certificate with authorization for Provisional Principal, School Principal, or Educational Leader 1 or 2, as stated in SDE Bulletin 746 (as revised).

Personal Characteristics: Ability to plan, organize, and oversee the work of the school staff; ability to work tactfully and harmoniously with staff, students, parents, other schools, and the public; ability to hold records, reports, and conversations in confidence; physical stamina and emotional stability to work effectively under pressure and to keep all aspects of the job under control; neat, well groomed appearance.

Terms of Employment: Elementary School: 195 days; Middle School: 200 days; High School: 220 days

Reports to: Assigned Director

Supervises: All personnel serving in the assigned school

Salary: Caddo Salary Schedules for Elementary, K-8, Middle, and High School Principals