Teaching Principal

WINDHAM CENTRAL SUPERVISORY UNION

JOB DESCRIPTION

JOB TITLE: Teaching Principal

REPORTS TO: Superintendent of Schools

APPROVED BY: Superintendent of Schools

UPDATED: 2/2023

FLSA STATUS: Exempt

POSITION OBJECTIVE(S): The Teaching Principal is responsible for providing effective instructional leadership and is accountable for the school’s operation.  Major responsibilities include the educational program, professional and classified staff, student development, facility maintenance and management, fiscal management activities, and developing effective community relations. The teaching principal will also help all students learn subject matter, master Common Core State Standards (CCSS) and the social and emotional skills that will contribute to meeting the WCSU mission and vision.

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

• Oversees the development and implementation of high quality local assessments to meet state requirements and track student progress on state standards.

• Develops and administers the district’s assessment program.
• Develops and implements program evaluations for all District programs.
• Assists teachers and administrators in interpreting assessment and evaluation information in making programmatic and instructional decisions.
• Collaborates with other District personnel in developing and implementing quality educational programs and evaluations.
• Provides technical assistance in research, analysis, and assessment design to District personnel.
• Manages and supports technology-based assessment systems.
• Approves and monitors applications to conduct research.
• Participates in Leadership team activities.
• Follows all Hazing, Harassment and Bullying (HHB) policies and procedures.

PLANNING & PREPARATION

• Effectively integrates solid content knowledge into the curricula, makes connections between the content and other parts of the student discipline(s), and develops relationships among topics and concepts in teaching plans and practices.  
• Integrates current evidence based instruction practices, research, and pedagogical strategies into teaching plans and practice, to assure the most effective educational program for our students.  
• Demonstrates knowledge and understanding of students including: intellectual, academics, social, and emotional characteristics of age group; students' varied approaches to learning; student skills and knowledge; student interests and cultural heritage; and student family, school and community context.  
• Selects and integrates instructional goals that are valuable, clearly stated, measurable, suitable for diverse students, and that create opportunities for different types of learning. 
• Seeks and effectively utilizes all available school and district teaching and student resources to enhance instruction and learning.  
• Designs coherent instruction (including learning activities, instructional materials and resources, instructional groups, lesson and unit structure and the like) that reflects current best practices in the field, is evidence based,  and supports the instructional goals. 
• Accurately and thoroughly assesses student learning using instructional goals; clearly communicates assessment criteria and standards to students; and effectively utilizes assessment results to plan for individuals and groups of students. Plans should be made available upon request.
• Uses student assessment information to collaborate with other professional staff in developing responsive intervention strategies (IEP, EST, 504, ELL) for diverse learners.  

LEARNING ENVIRONMENT

• Creates and maintains an environment of respect and rapport. Develops a positive and engaging classroom culture.
• Establishes a culture for learning that incorporates the importance of the content, student pride in high quality work, and high expectations for student achievement.  
• Effectively and efficiently manages classroom procedures including instructional groups, transitions, materials and supplies handling, and the performance of non-instructional duties. 
• Assures productive, effective, and efficient use of para-educators and volunteers in the classroom.  
• Effectively manages student behavior by clearly communicating expectations, monitoring student behavior at all times, and successfully and respectfully responding to student behavior and misbehavior.  Develops and implements effective student behavior support plans, as needed, and aligns behavior management to school expectations.
• Follows all Hazing, Harassment and Bullying (HHB) policies and procedures.
• Effectively organize classroom furniture and other physical resources to promote learning, safety and accessibility. 
• Takes all necessary and reasonable precautions to protect students, equipment, materials and facilities.  
• Provides an emotionally safe learning environment where students are encouraged to take risks, support their peers, and grow as a community.

INSTRUCTION

• Communicates directions and procedures clearly, accurately and effectively both in spoken and written language.  Provides a variety of modalities to accommodate different learning needs of students.
• Effectively utilizes questioning and discussion techniques in the classroom to promote student participation and to successfully engage students in the discussion. 
• Effectively and appropriately engages students in learning to maximize student comprehension of the lesson through representation of content, activities and assignments, instructional groupings, instructional materials and resources, structure and pacing, and the like.  
• Uses research based best practices and design and implement units and lesson plans (Backward Design, UDL, etc)
• Creates standards based lesson plans based on CCSS by content area and grade level bands.
• Uses a multi-tiered system to deliver instruction and provide support for all students.
• Uses formative assessment to inform daily practice, adjust instruction and provide leveled supports for all students.
• Adheres to the WCSU LCAS to ensure data-driven lessons and skills are a part of daily practice.
• As applicable, designs lessons using proficiency based learning outcomes.
• Provides all accommodations and notifications necessary for students to access their education.
• Provides accurate, substantive, constructive, specific and timely feedback on student progress and performance to students, parents, and other professionals as needed or required.  
• Demonstrates flexibility and responsiveness to student needs by effectively making adjustments to the lesson, persistently seeking thoughtful alternative approaches/strategies/resources, and successfully accommodating students’ questions or interests to enhance student learning.  

OTHER RESPONSIBILITES

• Inform appropriate central office personnel of problems, progress, and plans in the building as they occur and identify.
• Support and participates in parent/community activities.
• Provide an orientation program for new staff members.
• Participate in developing building goals according to the educational goals of the district.
• Approve absences and hourly timesheets.
• Accurately and thoroughly assesses a lesson’s effectiveness and the extent to which it achieved its goals, and effectively modifies the lesson plan for future use to enhance student learning.  
• Develops and implements an effective system to maintain accurate, complete and confidential student records including student completion of assignments, student progress in learning, and other non-instructional records.  
• Prepares and submits accurate, complete, timely and effective reports as required by law, district policy, and/or administrative regulations.  
• Participates in the WCSU Supervision and Evaluation system, following the professional expectations of the Framework for Teaching (Danielson)
• Participates in and support School initiatives.
• Communicates/collaborates effectively and regularly with parents to keep families informed of the instructional programs and individual student progress, and effectively responds to parent concerns and engages families to help meet the educational needs of the student.  Means of communication may include annual open house, observation sessions for parents, conferences, sessions for program discussion, making home visits, phone, email, and other individual meetings as necessary.  
• Works effectively, cooperatively and respectfully with supervisors, colleagues, subordinates, and other professionals and outside agencies.  
• Participates in EST and Special Education processes including (but not limited to) meetings, providing information for the referral processes, screening referred students, providing thoroughly documented supplemental support, and consulting services as requested.  
• Actively participates in school events, workshops, in-service meetings, teacher trainings, building level staff meetings, district meetings, and other school and district committees/projects, making substantial contributions.  
• Seeks out and actively participates in opportunities for professional development to enhance content knowledge and teaching skills, to support district goals and school action/strategic plans, and/or as may be directed by the Administration.  
• Keeps abreast of current best practices, research findings, and other developments in the field. 
• Actively participates in assisting and supporting other educators and administrators in the school and/or district.  
• Shows professionalism and considers "What's best for students" in serving and advocating for students, and in decision making.  
• Follows and assists in upholding and enforcing school rules, administrative regulations and procedures, schedules, policies of the WCSU, and corresponding school policies.  
• Maintains confidentiality of all students at all times.
• Maintains timely and accurate student records (report cards, student plans, grading, etc) including LCAS and progress monitoring records.
• Other duties as assigned by the superintendent.

SUPERVISION RECEIVED: 

Reports to and receives general administrative direction from the Superintendent of Schools. 

SUPERVISORY RESPONSIBILITIES:

• Responsible for training, planning, and directing the activities of school building staff.
• Responsible for yearly evaluations of staff

QUALIFICATIONS:  To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• Education and Experience.  Minimum of three (3) years teaching experience. 
• Certifications and Licenses.  Holds a Vermont Teaching License with principal endorsement.
• Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community.  Ability to write reports, business correspondence, and procedure manuals that conform to school/district standards or regulations.  Ability to effectively present information to and respond to questions from administrators, parents, peers, board members and the public.
• Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles.  Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.  Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• Computer Skills and Experience.  Excellent basic computer skills and understanding of the integration of academic technology strategies required.
• Communication & Interpersonal Skills.  Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations.  Ability to effectively resolve conflicts and handle stress.

• Additional Competencies.  The individual in this position must possess the following:

• Dependability – being reliable, punctual, responsible and fulfilling obligations.
• Self-Control – maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
• Stress Tolerance – accepting criticism and dealing calmly and effectively with high stress situations.
• Cooperation – being pleasant with others on the job and displaying a good-natured, cooperative attitude.
• Concern for Others – being sensitive to others’ needs and feelings and being understanding and helpful on the job.
• Attention to Detail – being careful about detail and thorough in completing work tasks.
• Integrity – being honest and ethical.
• Adaptability/Flexibility – being open to change (positive or negative) and to considerable variety in the workplace.
• Independence – guiding oneself with little or no supervision and depending on oneself to get things done.
• Social Orientation – preferring to work with others rather than alone and being personally connected with others on the job.

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This general outline illustrates the type of work, which characterizes the Job Classification. It is not an all-encompassing statement of the specific duties, responsibilities and qualifications of individual positions assigned to the classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

This job description in no way states or implies that these are the only duties to be performed by an employee occupying this position. Employees may be required to perform other related duties as assigned, to ensure workload coverage. Employees are required to follow any other job-related instructions and to perform any other job-related duties requested by their supervisor. This job description does NOT constitute an employment agreement between the employer and employee and is subject to change by the employer as the organizational needs and requirements of the job change. The job specification requirements stated are representative of minimum levels of knowledge, skills, and abilities to perform this job successfully. Any satisfactory equivalent combination of experience and training which ensures the ability to perform the work may substitute for the above so that the employee will possess the abilities or aptitudes to perform each duty proficiently.