High School Assistant Principal Freshmen House/Special Education

EXECUTIVE SUMMARY

The position is responsible for the oversight and leadership of a large urban high school.  Serves as a key member of the high school administrative team.  The position also assists the principal in the daily management and operations of high school.  Position includes the responsibility of assisting in the discipline and attendance of students.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

Serves as an administrative team member for the building.  The position serves as an advisor to the Building Principal and other District Administrators.

Provide leadership to staff and encourage creative and innovative instruction.  Assist in the in-service orientation and training of staff, with special responsibility for staff administrative procedures and instructions.

Assist in the development, revision, and evaluation of the curriculum and interpret school goals and objectives to students, teachers, and parents.

Structure and make use of regular and systematic classroom observations to increase teacher effectiveness demanding high quality of performance from all staff members. 

Maintain high standards of student conduct and enforce discipline as necessary, affording due process for the rights of students.  Act as liaison between the school and the community, interpreting activities and policies of the school and encouraging community participation in school life.

Keep abreast of changes and developments in the profession by attending professional meetings, reading professional journals and other publications, and discussing problems of mutual interest with others in the field.

Implement and carry out district policies.

The position has significant supervisory responsibility with direct and indirect reporting relationships.

QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, education, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Competencies - To perform the job successfully, an individual should demonstrate the following competencies as defined and approved by the Iowa Department of Education.

Educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.

Educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.

Education leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.

Educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.

Educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.

Educational leaders develop the professional capacity and proactive of school personnel to promote each student’s academic success and well-being.

Educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.

Educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.

Educational leaders manage school operations and resources to promote each student’s academic success and well-being.

Educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.

EDUCATION and/or EXPERIENCE

Master’s Degree in Secondary School Administration and Evaluator Certification required.  The individual should have secondary school leadership experience. The employee is expected to demonstrate continued professional growth.

FINANCIAL MANAGEMENT SKILLS

Must possess a thorough understanding of developing and budgeting for student activities.

Must have the ability to keep accurate and timely records for inventories of supplies, injuries, discipline, performance, attendance, travel, and other accounts as they relate to activities.  A strong understanding of prioritizing budgeted funds and expenditures for student activities.

Respond to requests for activity information from the Building Principal and other district administrators.

LISTENING AND INFLUENCING SKILLS 

The individual must have careful listening skills and possess influencing/persuasion skills when working with staff and parents to implement programs intended to positively impact student achievement.  Influencing skills are also important when working through conflict toward problem resolution.

ORGANIZATIONAL SKILLS

The individual must maintain records and timelines relative to extracurricular programs and building usage.  The efficient organization of these records is critical to the smooth operation of activities in the building.

TECHNOLOGY SKILLS

The position requires the individual to be competent in a variety of methods in research and information gathering through technology. The ability to present and communicate through technology is required.

COMMUNICATION SKILLS

Strong written and verbal communication skills are critical to the success of this position.  Must possess the ability to communicate effectively with a variety of individuals and groups.  Communication will include individual to large group presentations including Board, community, and media presentations. Must be able to effectively communicate with parents in often difficult situations.

DECISION-MAKING SKILLS

The individual is often called upon to make decisions and offer recommendations with limited and/or conflicting information or to prioritize requests for resources from competing building needs.  Must be able to set a course of action to reach a logical conclusion.  Decisions made by this position can have a significant impact on building climate and student achievement.

OTHER SKILLS

Position requires the individual to possess strong analytical and reasoning skills, as well as academic leadership and interpersonal skills. 

PHYSICAL DEMANDS AND WORK ENVIRONMENT

Normal office physical demands.  May periodically have moderate physical demands and may be required to lift up to 50 pounds occasionally. The noise level in the work environment is usually moderate. Generally, the employee works inside.

OTHER DUTIES AS ASSIGNED

Will perform other duties as may be assigned by the superintendent or designee, necessary and appropriate to the achievement of the program and/or District goals and objectives.

The Sioux City Community School District offers career and technical programs in the following areas: Business & Marketing, Family & Consumer Science, Health Science, and Industrial Arts, Technology, & PLTW.

The Sioux City Community School District is an equal opportunity/affirmative action employer and does not discriminate on the basis of race, creed, color, sex, sexual orientation, gender identity, genetic information (for employment), national origin, religion, age (for employment), disability, socioeconomic status (for programs), marital status (for programs), or veteran status (for employment) in its educational programs and its employment practices.  The District is required by Title IX and 34 CFR Part 106 not to discriminate on the basis of sex in its programs, activities, or employment.  

Inquiries or grievances under Section 504  and Title II of the Americans with Disabilities Act may be directed to Dr. Dora Jung, Director of Student Services & Equity Education/Title IX Coordinator at 627 4th Street, Sioux City, IA 51101, (712) 279-6075,  jungd@live.siouxcityschools.com. Inquiries about the application of Title IX and its regulations to the District may be referred to the Title IX Coordinator, the Assistant Secretary of the U.S. Department of Education, or both. Please see District Board policies 103 and 504.4 for additional information on available grievance procedures.