Summer School - Secondary Principal - Temporary (Internal Applicants Only)

MUST BE A CURRENT EMPLOYEE WITH THE DISTRICT.

Employment Begins:  2024-2025 School Year

• A responsibility stipend contract will be drafted that is based on the current per diem rate of pay of the individual who is hired for this position. That contract total will include the following:
• 60 hours of planning/closing down time in February-August. Planning responsibilities include the hiring of staff using a simplified hiring process designed specifically for the Summer Scholars program.
• 4 days @ 5.5 hours/day during the week of June 23rd when the office will be open, staff meetings/professional development held, and school site organization overseen. The specific dates will be identified by the principal and communicated to the Director of Student Achievement and key summer school patrons.
• 23 days of secondary summer school service to students @ 5.5 hours per day. The dates of summer school are as follows:
• June 30th through August 7^th (no school on July 3^rd for the holiday) – Monday through Thursday.
• Total Hours of the Responsibility Contract: 60 (planning) 22 (on site PD & office open) 126.5 (summer school) = 203

SUMMER SCHOOL SECONDARY PRINCIPAL

STANDARD POSITION DESCRIPTION

Classification:  Principal                                                            Location: Timberline High School

Reports to: Superintendent or Superintendent Designee           FLSA Status:  Exempt

Bargaining Unit:  Principals

This is a standard position description to be used for certificated administrative positions with similar duties and responsibilities.  Administrators assigned to the position description may or may not be assigned all of the duties identified herein. 

This job description does not constitute an employment agreement between the employer and employee and is subject to change by the employer as the needs of the employer and requirements of the job change.

Part I:  Position Summary:  As principal, serves as the school and educational leader responsible for development, implementation, supervision, and evaluation of a summer program of educational and student services.  Administers the program in accordance with board policies, statutory requirements, administrative rules and regulations, and consistent with collective bargaining agreements.  Serves as an advocate for the staff, school, and school community as appropriate.

Part II:  Supervision and Controls over the Work:  Works under the general supervision of the Superintendent and/or Superintendent Designee, who is responsible for carrying out the guidance and direction of the Board of Directors.  Utilizes the strategic plan, district goals, district policy, and the approved school improvement plan to guide both personal leadership and the work of the school staff. 

Part III:  Major Duties and Responsibilities: 

1. Creating a school culture that promotes the ongoing improvement of learning and teaching for students and staff: Develops and sustains focus on a shared mission and clear vision for improvement of learning and teaching.  Engages stakeholders in the essential conversations for ongoing improvement.  Facilitates collaborative processes with stakeholders leading toward continuous improvement. Creates opportunities for shared leadership within the school.

1. Providing for school safety: Effectively engages the entire community to develop a more nuanced/expanded understanding of what it means to be safe.  Provides for the physical, intellectual, and emotional safety in order for effective teaching and learning to take place.

1. Leads the development, implementation and evaluation of a data-driven plan for increasing student achievement, including the use of multiple student data elements: Recognizes and seeks out multiple data sources. Analyzes and interprets multiple data sources to inform school-level improvement efforts.  Implements data driven plan for improved teaching and learning.  Assists staff in using data to guide, modify and improve classroom teaching and learning.

1. Assisting instructional staff with alignment of curriculum, instruction and assessment with state and local district learning goals: Provides leadership that ensures fidelity to the prescribed curricula that is in alignment to state and local district learning goals. Ensures alignment and implementation of best instructional practices to state and district learning goals. Provides that assessment practices are aligned with both curriculum and instruction.

1. Monitoring, assisting, and evaluating effective instruction and assessment practices: An effective leader is knowledgeable about and deeply involved in the design and implementation of the instructional program; prioritizes effective teaching by visiting classrooms regularly and working with teachers on instructional issues.  Develops a working knowledge and ability to lead district initiatives.  Participates in professional development regarding district initiatives. Monitors instruction and assessment practices ensuring alignment with the School Improvement Plan. Assists staff in developing required student growth plan and identifying valid, reliable sources of evidence to effectiveness. Assists staff in implementing effective instruction and assessment practices. Reliably and validly evaluates staff in effective instruction and assessment practices.

1. Managing both staff and fiscal resources to support student achievement and legal responsibilities: Manages human and fiscal resources in transparent ways such that the capacity of the school community to make complicated decisions grows.  The management of hiring, assignments, evaluations, ongoing professional development and the fulfillment of legal responsibilities is required.  Decisions are made about resources that result in improved teaching and learning.

1. Partnering with the school community to promote student learning: Understands the greater community and works to establish a genuine partnership model between home and school.  Aligns school and community efforts and values as a work in progress that must be nurtured, sustained, and monitored, and is able to influence others to adopt the same understanding.  Community engagement decisions are made that result in improved teaching and learning.

1. Demonstrating commitment to closing the achievement gap: Uses evidence to support student improvement. Identifies barriers to achievement and knows how to close resulting gaps. Demonstrates a commitment to close the achievement gap. Provides evidence of growth in student learning.

1. Leadership and Governance:

1. Consistently demonstrates high moral, ethical, and professional standards of performance and personal integrity, which includes addressing problems and issues in an open, honest, and timely manner. Ensures proper conduct which goes beyond the practice of avoiding what is wrong and instead focusing on choosing to do what is right.  Serves as a champion for the school and the district, avoiding actual or perceived behavior personally or among the staff which may cast a negative impression on the school, the District, or the Board.

1. Models and promotes trust, enthusiasm, rapport, respect and openness among faculty, staff, students, and members of the community. Celebrates successes and recognizes the achievements of others.

1. Creates a professional environment by assuring that personal and staff interactions with others in the school, community, and board are conducted with utmost respect and professionalism.

1. Honors the ideas of others even when in disagreement with those ideas. Works collaboratively to resolve disagreements and seek mutually respectful solutions. 

1. Actively participates in meetings, workshops and conferences that involve decisions affecting the district and/or the school. Advocates for the school needs by providing input to the decision making process of the district.  Respects, supports, and implements decisions once made, and acts to ensure that staff are equally supportive.

1. Participates in school academic, athletic, and co-curricular activities to supervise and advocate for the school.

1. Required to follow board policies; stay abreast of updates/changes.

1. Performs other duties as assigned. 

Part IV:  Minimum Qualifications:

1. Valid Washington State Secondary School Administrative credentials.

1. Five (5) successful years of teaching experience.

1. Prior experience as secondary administrator.

1. Ability to create a safe, orderly, positive school climate for students and staff.

1. Ability to foster growth, creativity, and flexibility using a variety of techniques.

1. Ability to facilitate resolution of complex interpersonal issues.
2. Demonstrate successful experience in shared decision making, program development, staff supervision and evaluation.

1. Knowledge and skill in fiscal management, staff development, and human relations.

1. Ability to work with District initiative around the Common Core State Standards and the Smarter Balance assessments.

1. Ability to evaluate teachers using the Danielson Framework for Teaching.

1. Knowledge and demonstrative skills in the use of technology for teaching and learning.

1. Managerial skill in planning, organizing, delegating, and listening.

1. Ability to gain and demonstrate knowledge of District policy and State laws that govern budget procedures and expenditures.

1. Knowledge about laws, rules and regulations governing the operation of public schools, including school reform legislation.

1. Knowledge of innovations in education; alternative instructional strategies, alternative assessment methods; blended instructional support; in-class support for special needs students, instruction based on student performance and decision making, peer tutoring, cooperative learning.

1. Qualified (or be willing to qualify) to operate district-owned vehicles to transport students to and from school activities; however, ADA/504 accommodations will be considered.

1. Ability to react in emergency situations to include intervening and, as necessary, consistent with District policy, restraining students.

Part V:  Desired Qualifications:

1. For the purpose of facilitating community interaction, residence within the District boundaries is strongly preferred.

Part VI:   Physical and Environmental Requirements of the Position:

The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The employee must lift and/or move 25 to 50 pounds, and may assist, move, or restrain students with greater weight when required to intervene in student safety issues.

While performing the duties of this job, the employee is frequently required to sit, lift, carry, move about, hear and speak. Employee may be required to perform extensive work at a computer display terminal.

Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

While performing the duties of this job, the employee occasionally works in outside weather conditions. The employee is occasionally exposed to wet and/or humid conditions, fumes or airborne particles, toxic or caustic chemicals.  It may be expected that the individual could be exposed to blood or other potentially infectious materials during the course of their duties. The noise level in the work environment is usually moderate but can be loud on occasion.

Insurance Benefits

Employees who are anticipated to work 630 hours  during the school year (September 1 through August 31) are eligible for medical, dental, vision, long term disability and basic life insurance benefits.

North Thurston Public Schools benefits are administered by the Washington State Healthcare Authority under the School Employees Benefits Board (SEBB). Click on the link https://www.hca.wa.gov/employee-retiree-benefits/school-employees for information on available benefit options.

Retirement and Deferred Compensation

Eligible employees  are required to be a member of the Washington State Department of Retirement Systems Plan. .  For eligibility  information, check on the link to the Department of Retirement Systems' web site.

Employees also have the ability to participate in tax deferred 403(b) and 457 Deferred Compensation Plans (DCP). These are supplemental retirement savings programs that allows you control over the amount of pre-tax salary dollars you defer as well as the flexibility to choose between multiple investment options.

Clink on the link https://www.drs.wa.gov/plan/dcp/  for information on 457 plan (DCP)  with the Department of Retirement Systems.

To enroll in an eligible 403(b) plan, employees must consult with their own financial planner that is an approved vendor.

THIS IS A UNION POSITION 

Equal Opportunity Employer

North Thurston School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups.  The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator and Title IX Officer: executivedirectorHR@nthurston.k12.wa.us, 360-412-4453; Section 504 Coordinator at 360-412-4465, 504@nthurston.k12.wa.us  Address for both: 305 College St. NE. Lacey, WA 98516.

IMPORTANT INFORMATION: Effective June 11, 1992, pursuant to Public Law 92544 all new employees must complete a satisfactory fingerprint and sexual misconduct background check. All employment is considered temporary until receipt of satisfactory check. Proof that the fingerprinting process has begun must be supplied to Human Resources prior to the first day of employment.