Assistant Principal

Job goal/Responsibility

To use leadership, supervisory, and administrative skills to promote the educational development of each student as well as staff, parent, and community needs. This position is a springboard to the principalship and, therefore, should assist in the responsibility for student outcomes based on annual student outcome goals of reading, math, and closing the achievement gap.

Qualifications

FLSA Status

Exempt

Supervisor

Principal

Supervises

Assigned Certified, Professional, and Support Personnel

Required knowledge, skills, and abilities

Essential Functions

Assist the principal with:

• Ensuring the school and students make yearly academic progress.
• Meeting his/her yearly goals as identified in collaboration with the principal.
• Implementing the school system’s strategic plan.
• Partnering with teachers to evaluate the effectiveness of instruction and individual teacher performance.
• Coordinating and promoting professional growth plans and opportunities for faculty and staff.
• Providing leadership and oversight for the instructional, co-curricular, and extra-curricular programs.
• Developing horizontal and vertical articulation and curricular alignment.
• Working with teachers and parents to implement student interventions which differentiate instruction based on student need.
• Establishing, developing, monitoring, and evaluating school continuous improvement goals as documented in the Continuous Improvement Plan.
• Using data to make decisions about curriculum, assessment, instruction, and all school improvement efforts.
• Establishing a culture of mutual respect and excellence through dialogue and relationships with staff, students, central office administrators, and community members.
• Developing, monitoring, and evaluating programs to enhance positive school culture and climate.
• Facilitating development of programs and monitors implementation of curriculum that meets the needs of all the students.
• Analyzing and utilizing all summative, formative, and common assessment data for the improvement of curriculum for instruction and student achievement.
• Maintaining a school-wide climate and organization for learning (high expectations, cooperation, support, positive attitudes, etc.).
• Facilitating the development of curriculum/instructional programs based on theories, research findings, and needs assessment results.
• Identifying and communicating effective teaching strategies, classroom management strategies, and strategies for altering pupil behaviors.
• Incorporating computer and other technology into the management and instructional processes.
• Providing on-going technical assistance to teachers.
• Working with special education teachers in implementing the IEP for special education students to appropriately modify instruction, services, and expectations for students referred for special education placement.
• Working with staff to implement plans such as RtI and 504 plans for students to appropriately modify instruction and services.

2. School Improvement Planning and Progress

Assist the principal with:

• Identifying and communicating effective instructional planning strategies.
• Engaging regularly with a school leadership team and staff to develop and analyze school processes that impact student achievement
• Creating a well-rounded set of data points that create a clear picture of a student’s overall learning experience
• Establishing a systematic and ongoing cycle of continuous improvement that includes data collection, analysis, planning, and evaluation
• Involving the entire staff in the monitoring and accountability process; regularly discuss the progress toward goal achievement
• Using results of data analysis to make needed revisions in the strategic plan
• Determining priorities based on assessed needs, sound theories, financial capabilities, expertise, time-lines, and resources.
• Creating opportunities and time for teachers to observe, problem-solve, and engage in discussion that focus on supporting student achievement at high levels
• Coaching teachers in the specific strategies associated with student growth
• Monitoring the implementation of programs/services through a systematic design.
• Collaboratively creating a technology plan, budget, and timeline that takes into account the needs of students with various learning styles; uses multiple sources of data, research, and best practices for its development
• Supervising the re-evaluation and the adjustment of curriculum/instructional programs as needed.
• Supervising the guidance program to enhance individual student education and development.
• Utilizing staff in curriculum and instructional improvement.
• Organizing for maximum time with academic learning.
• Planning, organizing, and directing implementation of all school activities.
• Developing schedules for teachers and students that will provide for the efficient operation of the school and result in a high level of learning for students.
• Developing schedules for classroom observations, conferences, and follow-up activities.
• Working with the Athletic Director in coordinating the athletic programs in conjunction with all rules and regulations of the AHSAA.
• Using data from several sources (e.g., classroom observations, student assessments, teacher evaluations, PLPs, school improvement goals) to identify strengths and needs for professional development
• Engaging faculty in designing and implementing job-embedded professional development which uses data sources to identify the needs of the staff
• Evaluating systemically teachers’ professional development requests and ensures alignment with school’s continuous improvement plan and system’s strategic plan.

3. School Operations and Planning

Assist the principal with:

• Utilizing an effective interview and selection process to select most competent and qualified candidate.
• Assigning personnel to positions, which ensure optimum performance and equitable disruption of assignments.
• Evaluating systemically the performance of personnel to improve competencies per the system observation instrument.
• Planning and conducting staff development activities to improve competencies of school personnel.
• Utilizing strategies, which lead to a higher level of motivation.
• Organizing and supervising support service personnel for optimum performance.
• Facilitating positive faculty and staff attitudes.
• Conducting classified and certified staff meetings to keep members informed of policy changes, new programs, and related concerns.
• Rewarding faculty, staff, and students for quality work.
• Establishing the guides for proper student conduct and maintaining student discipline according to board of education approved policies, procedures, and practices.
• Providing due process procedures required by law in the management of school employees and students.
• Preparing and supervising the preparation of reports, records, lists, and all other paperwork required or appropriate to the schools administration, attendance, and reporting student progress.
• Planning and supervising fire drills, weather drills, lockdown drills, and emergency preparedness programs.

4. Stakeholder Support and Engagement

Assist the principal with:

• Involving parents in the activities of the school.
• Collaborating with stakeholders to secure additional resources for school improvement efforts and innovation in the classroom and learning opportunities for students within the school and community.
• Responding to questions and concerns from the students, parents, and the community with openness, respect, and timely information (customer service culture).
• Assessing community expectations and perceptions of school performance.
• Utilizing community resources to support programs and services including parent volunteers.
• Conducts regular parent advisory committee meetings.
• Accommodating appropriate request to use school facilities per system’s facility usage policy.
• Establishing and maintaining favorable relationships with local community groups and individuals to foster understanding and solicit support for overall school objectives and programs.
• Working with other schools and organizations in a professional manner.

5. Business Management

Assist the principal with:

• Collecting input from staff to establish priorities for budget and resource allocation.
• Allocating resources strategically to support teacher needs and to meet learning goals; effectively manages fiscal and non-fiscal resources.
• Organizing and involving teaching staff in monitoring and developing a financial plan for instructional needs.
• Inspects building and grounds on a daily basis in order to manage the maintenance of the facility and reports maintenance needs to the Facilities Department.
• Utilizing a system for purchasing and inventory control (i.e. textbooks).
• Managing financial resources in a most cost-effective manner.

6. School Culture and Interpersonal Relationships

Assist the principal with:

• Managing new programs by utilizing effective change and pacing strategies.
• Creating structures and opportunities for shared decision making and collaboration.
• Encouraging teachers to be innovative in practice and take risks.
• Facilitating positive relationships among staff in order to retain quality staff; celebrates staff accomplishments.
• Using tools such as focus groups and surveys to assess staff satisfaction; works to improve school climate and working conditions.
• Ensuring all points of view are heard and honored in open dialogue and problem-solving, respecting relationships with community members.
• Anticipating potential areas of conflict; resolves differences proactively.
• Making decisions from a base of relative information.
• Utilizing a process for involving personnel in shared decision-making activities, including faculty meetings, grade or department meetings, etc.
• Building leadership capacity in teachers.
• Facilitating discussions and decision making sessions efficiently and productivity.
• Planning and facilitating meetings for optimum use of time and resources.

7. Professional Growth and Learning

• Creates a plan for professional growth, based on current research about effective school leadership and student achievement data.
• Works with other school leaders to create opportunities for cross-school sharing and collaboration (e.g., vertical teams, cross-school learning teams, subject-area teams, or interdisciplinary teams).
• Reflects regularly on professional learning and how it impacts student learning.
• Demonstrates knowledge of current professional literature and materials including the effective school research.
• Demonstrates effective time management practices (reacts to stress situations in a reasonably calm and positive manner).
• Meets timelines and deadlines as requested.
• Conducts self and administrative office in an organized and business-like manner.
• Exhibits dependability in carrying out assigned responsibilities.
• Accepts constructive criticism.
• Exhibits assertiveness as appropriate in dealing with administrative responsibilities.
• Participates in all meetings in a positive, helpful, and resourceful way.
• Performs professional responsibilities and duties as outlined in the job description including regular attendance and punctuality.
• Assumes shared responsibility for school-related activities that extend beyond the school day.
• Works with Central Office staff and other support personnel on school programs and goals related to instruction, transportation, professional staff development, and special services.
• Takes leave time in accordance with Board policy and reports all absences to the district’s absence management system in a timely manner.
• Reports to work on time and regularly as designated by work schedule.
• Assumes other reasonable and equitable job-related duties as assigned.

Terms of Employment:

The terms of employment shall be in accordance with provisions of the Board's Policy Manual, Students First Act, and the Board's Salary Schedule.

Evaluation:

Performance of this job will be evaluated annually in accordance with provisions of the Board’s policy on Evaluation of Administrative Personnel and with the knowledge this position is a springboard to the principalship and, therefore, should assist in the responsibility for student outcomes based on annual student outcome goals of reading, math, and closing the achievement gap.

SOURCE: Tuscaloosa City Schools, Tuscaloosa, Alabama

DATE: 12/15/77

9/5/17