Central High School Principal

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. To be responsible for student outcomes based on annual student outcome goals of reading, math, and closing the achievement gap.

Qualifications

FLSA Status

Exempt

Supervisor

Superintendent

Supervises

Assigned Certified, Professional and Support Personnel

Required knowledge, skills, and abilities

Essential functions

• • Responsible for ensuring school and students make yearly academic progress.
  • Meets yearly goals as identified in collaboration with the superintendent.
  • Implements the school system’s strategic plan.
  • Studies, makes recommendations, coordinates, interprets, and implements approved curriculum.
  • Partners with teachers to evaluate the effectiveness of instruction and individual teacher performance.
  • Coordinates and promotes professional growth plans and opportunities for faculty and staff.
  • Provides leadership and oversight for the instructional, co-curricular, and extra-curricular programs.
  • Responsible for horizontal and vertical articulation and curricular alignment.
  • Works with teachers and parents to implement student interventions which differentiate instruction based on student need.
  • Reviews curriculum development proposals.
  • Oversees all school-level assessment programs.
  • Establishes, develops, monitors, and evaluates school continuous improvement goals as documented in the Continuous Improvement Plan.
  • Uses data to make decisions about curriculum, assessment, instruction, and all school improvement efforts.
  • Establishes a culture of mutual respect and excellence through dialogue and relationships with staff, students, central office administrators, and community members.
  • Develops, monitors, and evaluates programs to enhance positive school culture and climate.
  • Responsible for staffing, enrollment, and budget decisions involving master schedule development.
  • Facilitates the development of programs and monitors implementation of curriculum that meets the needs of all the students.
  • Analyzes and utilizes all summative, formative, and common assessment data for the improvement of curriculum for instruction and student achievement.
  • Maintains a school-wide climate and organization for learning (high expectations, cooperation, support, positive attitudes, etc.).
  • Facilitates the development of curriculum/instructional programs based on theories, research findings, and needs assessment results.
  • Identifies and communicates effective teaching strategies, classroom management strategies, and strategies for altering pupil behaviors.
  • Incorporates computer and other technology into the management and instructional processes.
  • Provides on-going technical assistance to teachers.
  • Works 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.
  • Works with staff to implement plans such as RtI and 504 plans for students to appropriately modify instruction and services.
  • Supports his/her assistant principal (if supervising), with executing the assistant principal job description.

2. School Improvement Planning and Progress

• • Identifies and communicates effective instructional planning strategies.
  • Engages regularly with a school leadership team and staff to develop and analyze school processes that impact student achievement
  • Shares responsibility with leadership team in implementing school initiatives and curriculum
  • Creates a well-rounded set of data points that create a clear picture of a student’s overall learning experience.
  • Establishes a systematic and ongoing cycle of continuous improvement that includes data collection, analysis, planning, and evaluation.
  • Involves the entire staff in the monitoring and accountability process; regularly discuss the progress toward goal achievement.
  • Uses results of data analysis to make needed revisions in the strategic plan.
  • Determines priorities based on assessed needs, sound theories, financial capabilities, expertise, time-lines, and resources.
  • Creates opportunities and time for teachers to observe, problem-solve, and engage in discussion that focus on supporting student achievement at high levels.
  • Coaches teachers in the specific strategies associated with student growth.
  • Monitors the implementation of programs/services through a systematic design.
  • Collaboratively creates 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.
  • Supervises the re-evaluation and the adjustment of curriculum/instructional programs as needed.
  • Supervises the guidance program to enhance individual student education and development.
  • Utilizes staff in curriculum and instructional improvement.
  • Organizes for maximum time with academic learning.
  • Plans, organizes, and directs implementation of all school activities.
  • Develops 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.
  • Develops schedules for classroom observations, conferences, and follow-up activities.
  • Works with the Athletic Director in coordinating the athletic programs in conjunction with all rules and regulations of the AHSAA.

3. School Operations and Planning

• • Utilizes an effective interview and selection process to select most competent and qualified candidate.
  • Follows school system’s hiring process.
  • Assigns personnel to positions, which ensure optimum performance and equitable disruption of assignments.
  • Systematically evaluates the performance of personnel to improve competencies per the system observation instrument.
  • Plans and conducts staff development activities to improve competencies of school personnel.
  • Utilizes strategies which lead to a higher level of motivation.
  • Organizes and supervises support service personnel for optimum performance.
  • Facilitates positive faculty and staff attitudes.
  • Conducts classified and certified staff meetings to keep members informed of policy changes, new programs, and related concerns.
  • Rewards faculty, staff, and students for quality work.
  • Establishes the guides for proper student conduct and maintaining student discipline according to board of education approved policies, procedures, and practices.
  • Provides due process procedures required by law in the management of school employees and students.
  • Prepares and supervises the preparation of reports, records, lists, and all other paperwork required or appropriate to the schools administration, attendance, and reporting student progress.
  • Plans and supervises fire drills, weather drills, lockdown drills, and emergency preparedness programs.
  • Delegates responsibility for certain tasks to assistant principals and counselors.

4. Stakeholder Support and Engagement

• • Involves parents in the activities of the school.
  • Collaborates 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.
  • Sets and communicates a school vision connected to the school system’s focus.
  • Involves stakeholders in long-range planning; collaboratively analyzes data concerning forecasted enrollment, facility equipment, and operating needs.
  • Responds to questions and concerns from the students, parents, and the community with openness, respect, and timely information (customer service culture).
  • Assesses community expectations and perceptions of school performance.
  • Communicates with community by a variety of means (i.e., media, newsletters, and meetings).
  • Utilizes community resources to support programs and services including parent volunteers.
  • Conducts regular parent advisory committee meetings.
  • Accommodates appropriate request to use school facilities per system’s facility usage policy.
  • Establishes and maintains favorable relationships with local community groups and individuals to foster understanding and solicit support for overall school objectives and programs.
  • Works with other schools and organizations in a professional manner.

5. Business Management

• • Maintains fiscal accountability system.
  • Collects input from staff to establish priorities for budget and resource allocation.
  • Allocates resources strategically to support teacher needs and to meet learning goals; effectively manages fiscal and non-fiscal resources.
  • Develops and monitors financial plan (budget) based on programs/service priorities and financial capabilities.
  • Organizes and involves 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.
  • Utilizes a system for purchasing and inventory control (i.e. textbooks).
  • Manages financial resources in a most cost-effective manner.
  • Applies local and state school board regulations to business management decisions.

6. School Culture and Interpersonal Relationships

• • Manages new programs by utilizing effective change and pacing strategies.
  • Creates structures and opportunities for shared decision making and collaboration.
  • Encourages teachers to be innovative in practice and take risks.
  • Facilitates positive relationships among staff in order to retain quality staff; celebrates staff accomplishments.
  • Uses tools such as focus groups and surveys to assess staff satisfaction; works to improve school climate and working conditions.
  • Ensures that all points of view are heard and honored in open dialogue and problem-solving, respecting relationships with community members.
  • Anticipates potential areas of conflict; resolves differences proactively.
  • Makes decisions from a base of relative information.
  • Utilizes a process for involving personnel in shared decision-making activities, including faculty meetings, grade or department meetings, etc.
  • Builds leadership capacity in teachers.
  • Facilitates discussions and decision making sessions efficiently and productivity.
  • Plans and facilitates meetings for optimum use of time and resources.
  • Is perceived as an effective listener.
  • Keeps the Superintendent informed of the school activities and problems.

7. Professional Growth and Learning

• • Creates a plan for professional growth, based on current research about effective school leadership and student achievement data.
  • Uses data from several sources (e.g., classroom observations, student assessments, teacher evaluations, PLPs, school improvement goals) to identify strengths and needs for professional development.
  • Engages faculty in designing and implementing job-embedded professional development which uses data sources to identify the needs of the staff.
  • Systemically evaluates teachers’ professional development requests and ensures alignment with school’s continuous improvement plan and system’s strategic plan.
  • 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).
  • Regularly reflects 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 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, Teacher Accountability Act and the Board's Salary Schedule – Principals.

Evaluation

Performance of this job will be evaluated annually in accordance with provisions of the Board’s policy on Evaluation of Certified and Professional Personnel and with the knowledge every principal is responsible 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

REVISED: 10/1/96

9/5/17