PRINCIPAL GRIZZLY MOUNTAIN HOMELINK

 

 

SALARY INFORMATION:

225 Day Contract

• $113,949 - $126,337 TSPC PRINCIPAL LICENSE 

REQUIRED QUALIFICATIONS:

Holds an Oregon TSPC Teaching License as well as TSPC Principal/Administrative License

 

PREFERRED QUALIFICATIONS:

Principal/Administrative License

 

APPLICATION DEADLINE:  Open Until Filled

 

COMPLETE JOB DESCRIPTION:

 

Job Title:             Secondary Principal

Work Days:         225

Reports To:         Superintendent

FLSA Status:       Exempt

 

JOB SUMMARY:  

Each Secondary Principal is part of the Administrative Team with responsibility for assisting in the screening and hiring of building personnel, supervising and coaching assigned teachers, monitoring implementation of curriculum goals and program fidelity, oversight of student discipline and assuring a positive building environment as well as promoting positive working relationship(s) with constituents and area agencies.

            

ESSENTIAL DUTIES AND RESPONSIBILITIES: 

• Reports directly to Superintendent
• Collaborates and cooperates with other District Principals as well as District Managers
• Responsive and accountable to District Directors
• Shared oversight of building custodians and engineer
• Shared oversight, supervision of respective assigned building and grounds
• Evaluates teachers as assigned via Danielson and evaluates classified staff in collaboration with Directors/Managers
• Monitors and evaluates curriculum implementation and best instructional practices
• Active member of Parent Teacher Organization
• Represents District interests on Professional Committees or Community Organizations as assigned
• Oversight of implementation of District and Federal laws/guidelines/policies
• Active member of academic and RTI teams
• Oversight of fidelity for 504, TAG plans
• Assists in monitoring Special Education Classes
• Oversight of after school supervision

 

MINIMUM QUALIFICATIONS:

• Hold an Oregon TSPC Teaching License as well as Building Administrator License
• 3 years successful elementary teaching experience
• 2 years successful administrator experience
• Holds a current first-aid card
• Ability to hold self and staff and students accountable
• Willing and capable of participating in additional training as directed
• Embodies and practices a life-long learning perspective and strives for Continuous Improvement
• Believes that all students can learn, perform and that a student failing is not an option
• Models appropriate customer and interpersonal behavior
• Models Oregon Teacher Ethical Educator Standards
• Holds a valid Oregon driver’s license
• Embodies a strong work ethic, maintains regular attendance, willing to work evenings and occasional Saturdays, performs the physical, mental and emotional requirements associated with successful performance
• Visible on campus and in community
• Excellent verbal, written, math, computer and organizational skills

 

PREFERRED QUALIFICATIONS: (All minimum plus) 

• Successful completion of School Law, Student Rights, Human Resource Management, Contract Law, Title IX, Budget, Accounting courses, . . . .
• Training (skill sets) in curriculum development, implementation and review:
• Performance data analysis
• Understands the need for and oversight of Fidelity in Effective Instructional Practices and Curriculum Implementation
• Baldrige or similar program Continuous Improvement
• Response to Intervention (RTI) Models for Improvement
• Danielson Instructional Improvement Model
• Standards and Power Standards Based Instruction and Assessment (Performance)
• Effective Research Based Instructional Methods
• Classroom Management
• Conflict Resolution / Mediation
• Data based decision making
• Zero-based budgeting
• Basic Bookkeeping
• Training or Experience/Skill Sets:
• Organization of and supervision of after school programs
• Developing Building and Program Budgets/Zero-based budgeting practices
• Auditing program budgets
• Building-wide Behavior implementation strategies (PBIS)
• Experience with restorative practices
• Student Incident Investigation Strategies
• Team Building Principles – Organizational Development 

EXAMPLE OF PERFORMANCE RESPONSIBILITIES: (Include but not limited to)

• Maintain teaching endorsement(s) and principal endorsements;
• Implement and supervise district’s instructional and student assessment programs at the building level as assigned;
• Base decisions on relevant data analysis;
• Consistent decision making and implementation of best practices;
• Develop and recommend Building Administrative Rules, data tracking strategies/process;
• Support and hold others accountable for adhering to District policies and Administrative Rules;
• Train (coach) licensed staff in classroom management and instructional strategies;
• Train licensed staff in assessment strategies and interpretation of assessment data;
• Build master class schedule(s), supervision schedules;
• Monitor Student-Body Bookkeeper in Student Body Accounting, Fund Accounting, Tracking Fund Raising Revenue;
• Undertake program evaluation as directed;
• Maintain CPR Trainer Certification – train coaches and teachers as directed;
• Maintain a First Aid Card;
• Coordinate selection, supervision and perform formative and summative evaluations of, personnel and assigned instructional programs and staff;
• Maintain a learning and working environment that is conducive for learning and work – protects the health, safety and welfare of students and staff;
• Perform Periodic Safety Inspections of assigned school and facilities;
• Collaborates with Curriculum Director supporting continued staff development;
• Regularly visits classrooms and is willing to teach a class to allow for teacher peer observation and review;
• Represent the District at ESD or Regional meetings as directed;
• Promote good public relations within and outside the District, attend community special events and school sponsored activities;
• Maintain a total digital/video and written inventory of all equipment and submit copies to Chief Financial Officer every other year;
• Conduct staff meetings as necessary for proper functioning of school environment;
• Prepare zero-based budgets and maintain oversight building/program expenditures, including student body accounts;
• Provide fund-raising framework and document same per Board policy and Administrative Rule;
• Oversight of Accident Forms and maintain file of same with copies to Business Office;
• Oversight of Travel (Field Trip) forms and maintain file of same with copies Business Office;
• Oversight for supervision of respective building/property use after school;
• Oversee Student Teacher Placement and monitor Student Teacher performance as well as Mentor Teacher Role;
• Keep Safety Officer and Superintendent informed of any necessary maintenance and safety hazards;
• Oversight of State Testing and Strategic Testing Practices for assigned students;
• Perform other responsibilities and duties as required by the task or directed by the Principal or Superintendent or Superintendent’s designee.

TERMS OF EMPLOYMENT:                                                      

Superintendent makes recommendation to the School Board for acceptance.  At-Will employee for first three years with a salary contingent upon the Board’s adopted Administrator Pay Schedule. 

 

EVALUATION/PERFORMANCE REVIEW:  

Administrators’ evaluations shall be customized based on collaborative efforts and include the educational leadership-administrator standards adopted by the State Board of Education. 

The standards include:

1. Visionary leadership;
2. Instructional improvement;
3. Effective management;
4. Inclusive practice;
5. Ethical leadership;
6. Socio-political context; and
7. Performance measures.

 Evaluations must attempt to:

1. Strengthen the knowledge, skills, disposition and administrative practices of administrators;
2. Refine the support, assistance and professional growth opportunities offered to an administrator, based on the individual needs of the administrator and the needs of the school and district;
3. Allow the administrator to establish a set of administrative practices and student learning objectives that are based on the individual circumstances of the administrator;
4. Establish a formative growth process for each administrator that supports professional learning and collaboration with other administrators;
5. Use evaluation methods and professional development, support and other activities that are based on curricular standards and are targeted to the needs of the administrator; and
6.  Establish goals and methodology leading to increased student growth on state and district achievement measures and other district goals.  

WORKING CONDITIONS AND PHYSICAL DEMANDS:

May work alone at times but usually must interact with students, parents, coaches and staff.  During any day may: 

• Stand/walk 6-8 hours or more
• Drive 1-5 hours or more at a time
• Engage students, parents, teachers, coaches, other administrators and managers
• Use hands repetitively on computer, grasping pushing
• Sit 1-4 hours or more
• May need to bend, squat, climb, lift 50 or more pounds, administer CPR or first aid

 

Note:  This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job.  This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment.  The school district may add to, modify, or delete any aspect of this (or the position itself) at any time as it deems advisable.