What are the responsibilities and job description for the Assistant Principal PreK-12th Grade position at Caledonia Central Supervisory Union?
Position: Assistant Principal (PreK-12)Our MissionIt is the mission of the Caledonia Central Supervisory Union and its seven member schools to create a learning community in which each individual can achieve the highest standards of excellence in intellectual growth and citizenship.Roles and Responsibilities of the Assistant Principal will include, but are not limited to: Student Culture: Support faculty and staff in building positive relationships and community in classrooms as it relates to discipline, classroom management, and creating a sense of belonging. Coordinate with others and implement a school-wide behavior management system that is student-centered and helps to problem solve from a relationship and restorative perspective.Plan, lead, and oversee the Tier I culture/classroom management and Tier II and Tier III root causes analysis in collaboration with school counselors and principal. Collaborate with school counselors and principal to ensure all students have excellent attendance and arrive at school on time. Support conflict resolution through restorative conversations in partnership with students, faculty, and families.
Hold restorative reentry meetings in response to student discipline. Stakeholder Engagement and Management: Conduct regular school culture walkthroughs and classroom observations to help staff in responses to student behavior and building of relationships. Collaborate and plan with the school leadership team for ongoing student culture and professional development throughout the year. Participate as the LEA in IEP meetings for students in elementary grades.
Track and report student behavior through SWIS (PowerSchool-understanding of what is reportable on there) Support crisis management with the school principal Support and oversee the work of paraeducators Student Discipline: Serve as the point person for responding to student behaviors Strengthen existing systems and develop appropriate new systems for following up on and responding to student behaviors, including meeting with families/students in a positive and effective manner and developing and implementing behavior plans. Keep accurate student discipline records (including investigation documentation), documenting all conferences, suspensions, communications, and phone calls for behaviors.Communicate regularly with faculty regarding student discipline and follow-up. Support students in developing self-regulation and positive, effective coping skills in coordination with the school counselor. Apply appropriate consequences for behavior that includes, when needed, consultation with the school principal Meet with the principal each month to discuss any ongoing updates on any student behavior concerns.
Other: When available, supervise school entry, breakfast, lunch, recess, transitions, and dismissal to ensure they are safe and positive. Be highly visible during school to ensure a supportive stance for school culture, including circulating throughout the school campus. Serve as an active member of the School Leadership Team and attend board meetings. Serve as the Title IX Coordinator Develop and manage a supervision schedule for lunch and recess duties of faculty and staff.Attend evening sporting events or school functions as needed.Meet daily with the school principal for student discussions and to set priorities for the day.
Other duties and tasks as assigned.QualificationsMust have current Vermont Administrator license with the Agency of Education Physical RequirementsWork environment is in a mixed environment, with moderate noise, temperatures that are controlled, and no exposure to chemicals or other negative air quality elements.The work is light/moderate work, requiring exertion of up to 30 pounds of force to move or lift objects.The following physical and mental abilities are representative of those expected to complete the essential functions of the job: Standing for prolonged periodsSitting for prolonged periodsRepetitive motions with the hands, wrists, or fingersRepetitive motions with force on the back or lower bodyAbility to feel, grasp, or hold objects by handDiscernment of colors visuallyDiscernment of letters or numbersDiscernment of objects under low light or distant conditionsUnderstanding and communicating in spoken languageUnderstanding and communicating in written languagePerception of soundsMaking decisions using logic and rational thinkingTo perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations shall be made, as required by law, to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties, just as though they were actually written out in this job description.Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties, just as though they were actually written out in this job description.
Hold restorative reentry meetings in response to student discipline. Stakeholder Engagement and Management: Conduct regular school culture walkthroughs and classroom observations to help staff in responses to student behavior and building of relationships. Collaborate and plan with the school leadership team for ongoing student culture and professional development throughout the year. Participate as the LEA in IEP meetings for students in elementary grades.
Track and report student behavior through SWIS (PowerSchool-understanding of what is reportable on there) Support crisis management with the school principal Support and oversee the work of paraeducators Student Discipline: Serve as the point person for responding to student behaviors Strengthen existing systems and develop appropriate new systems for following up on and responding to student behaviors, including meeting with families/students in a positive and effective manner and developing and implementing behavior plans. Keep accurate student discipline records (including investigation documentation), documenting all conferences, suspensions, communications, and phone calls for behaviors.Communicate regularly with faculty regarding student discipline and follow-up. Support students in developing self-regulation and positive, effective coping skills in coordination with the school counselor. Apply appropriate consequences for behavior that includes, when needed, consultation with the school principal Meet with the principal each month to discuss any ongoing updates on any student behavior concerns.
Other: When available, supervise school entry, breakfast, lunch, recess, transitions, and dismissal to ensure they are safe and positive. Be highly visible during school to ensure a supportive stance for school culture, including circulating throughout the school campus. Serve as an active member of the School Leadership Team and attend board meetings. Serve as the Title IX Coordinator Develop and manage a supervision schedule for lunch and recess duties of faculty and staff.Attend evening sporting events or school functions as needed.Meet daily with the school principal for student discussions and to set priorities for the day.
Other duties and tasks as assigned.QualificationsMust have current Vermont Administrator license with the Agency of Education Physical RequirementsWork environment is in a mixed environment, with moderate noise, temperatures that are controlled, and no exposure to chemicals or other negative air quality elements.The work is light/moderate work, requiring exertion of up to 30 pounds of force to move or lift objects.The following physical and mental abilities are representative of those expected to complete the essential functions of the job: Standing for prolonged periodsSitting for prolonged periodsRepetitive motions with the hands, wrists, or fingersRepetitive motions with force on the back or lower bodyAbility to feel, grasp, or hold objects by handDiscernment of colors visuallyDiscernment of letters or numbersDiscernment of objects under low light or distant conditionsUnderstanding and communicating in spoken languageUnderstanding and communicating in written languagePerception of soundsMaking decisions using logic and rational thinkingTo perform this job successfully, an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations shall be made, as required by law, to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties, just as though they were actually written out in this job description.Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties, just as though they were actually written out in this job description.
