Principal - Tucson High School - Phoenix - All About People

Description

Our client is committed to a policy of non-discrimination based on disability, race, color, religion/religious beliefs, sex, sexual orientation, gender identity or expression, age, or national origin, as well as an inclusive, equitable, and diverse workforce. This policy will prevail in all matters concerning Governing Board, District employees, students, the public, educational programs and services, and individuals with whom the Board does business.
Principals serve as the instructional and operational leaders of a district school.
Principals lead all stakeholders in fulfilling the collective mission and vision of the school, promote a culture of student success through high expectations, collaborative relationships and ensure that the learning environment is inclusive
and equitable. Principals are expected to promote high-quality instructional practices, believe that all students can achieve and promote the professional growth of all teachers and staff members through effective Professional Development, coaching, feedback, and evaluations. Principals are responsible for the efficacy of the school's systems and overall operations. Principals build and maintain relationships with all families and community members to represent their school and invite participation. Principals are responsible for collecting, analyzing, and using multiple sources of data to guide continuous improvement in student achievement, managing school operations, effectively evaluating and developing staff, and ensuring compliance with the School Board policies.
REPORTS TO:
Regional Assistant Superintendent
MINIMUM REQUIREMENTS

• Master's Degree in Educational Administration, Educational Leadership, or closely related field.
• Valid Arizona IVP fingerprint clearance card
• Current Arizona Principal Certificate
• Two years of experience as a school Administrator (Principal or Assistant Principal)

PREFERRED QUALIFICATIONS

• Consideration will be given to applicants who explicitly confirm possession of the following preferred qualifications in their resume or application:
• Bilingual, fluent in speaking, reading, and writing English/Spanish
• Five years of experience as a school Principal
• Certified Evaluator in the Danielson Framework of Teaching
• 1 year of experience administering Special Education programs
• 1 year of experience administering Language Acquisition programs
• 1 year of experience administering tiered systems of student behavioral and academic interventions
• 1 year of experience as an Administrator of a Title 1 school

ADDITIONAL REQUIREMENTS AFTER HIRE

• Proof of immunity to rubeola (measles) and rubella (German measles), or proof of MMR immunization

ESSENTIAL FUNCTIONS
THE LIST OF ESSENTIAL FUNCTIONS IS NOT EXHAUSTIVE AND MAY BE SUPPLEMENTED

• Design school master schedule
• Use data analysis to progress monitor achievement, identify instructional strengths in achievement and/or to identify
• needed interventions
• Lead the implementation of technology as an instructional tool and familiarity with technology applications
• Develop and manage a variety of budgets to address site's needs
• Support teachers through coaching, goal setting and frequent feedback
• Manage family engagement through forming relationships, planning, and hosting parent events, including parents on School Councils.
• Implement culturally responsive curriculum and a culturally rich environment reflective of all students.
• Develop, articulate, steward, and operationalize a clear vision for learning for all students and implement a strategic plan to accomplish that vision
• Ensure that all school stakeholders can articulate a clear and shared vision for learning
• Ensure a safe, secure and orderly environment for all
• Promote high-quality instructional practices that consistently allow for excellent instruction school-wide
• Be visible and consistent presence throughout the school
• Provide teachers with timely and constructive feedback on classroom instruction to develop teacher practice
• Clearly communicate learning and development goals that reflect high expectations for learning and growth, a belief that all students can learn, and a commitment to meet each student's educational needs
• Develop a culture of collegial and professional relationships among staff and students that promote critical reflection, shared accountability, and continuous improvement
• Manage conflict constructively at all levels
• Develop systems and a school culture that promotes peer feedback, support, and collaboration
• Carefully select and effectively assign staff
• Support the professional growth of staff members in a differentiated manner based on identified needs and individual goals
• Deliberately build leadership capacity among staff
• Collect, analyze, and use multiple sources of data to guide continuous improvement in student achievement, student and staff well-being, and professional development for staff
• Develop positive and collaborative relationships with families
• Self-motivated to initiate and sustain relationships with community business, cultural and not for profit partners
• Manage the school budget, requisitions, and all school funds
• Oversee the upkeep of school facilities and physical plant

MENTAL TASKS

• Communicates. Comprehends. Develops plans and evaluates school programs and curriculum.
• Collaborates with staff to coordinate school events. Determines student disciplinary action.
• Performs functions from written and oral instructions and from observing and listening to others. Utilizes problem-solving techniques.

PHYSICAL TASKS

• Work involves the performance of duties where physical exertion is required only to supplement normal sedentary work.
• Assistance is available in the event heavy physical exertion is required. Work may involve occasional lifting and carrying weights up to 25 pounds.
• Moderate walking, stooping, bending, reaching, and sitting for extended periods may be required as a normal part of the job.
• Employees may be required to obtain a driver's license.
• Visual weakness must not prohibit the performance of assigned duties.
• Verbal communicative ability may be required of public contact positions.

EQUIPMENT, AIDS, TOOLS, MATERIALS

• Utilizes standard office equipment and computers as needed to increase effectiveness.

WORKING CONDITIONS

• Indoors. Office and classroom environment.
• Outdoor. Campus environment.
• Contact with employees, students, parents, and the public. Exposure to all weather conditions/temperatures, noise.

CONTROL, SUPERVISION

• Supervision of school faculty and staff. Supervision of students during the school day and during extracurricular