Principal

POSITION TITLE: Principal

LOCATION: Asheville Middle School

REPORTS TO: Superintendent

FLSA STATUS: Exempt

WORK SCHEDULE: 12 Month

DATE REVIEWED: 4/2024

SALARY SCHEDULE: NC Salary Schedule for School Administrators

TERMS OF EMPLOYMENT: The Board of Education, upon recommendation of the Superintendent of Schools, shall appoint the Principal. The annual period of service for the Principal shall be 12 months.

SUMMARY: The position of the principal requires a forward-thinking, achievement-oriented, equity-minded instructional leader who has a strong vision and philosophy for teaching and learning. Candidates must have successful instructional leadership experience, a passion, and commitment to student-centered education, a very strong background in high-quality instructional frameworks and classroom practices, and the confidence and expertise to lead a dynamic and talented faculty and staff.

As a reflective, equity-driven, achievement-based district, Asheville City School's commitment to achieving equitable outcomes for students must be at the forefront of the work our principals lead each and every day at their schools. ACS principals must be ready to engage in courageous conversations with staff and lead equity work at the local school level.

PRIMARY FUNCTION: The Principal is the instructional leader and administrative officer of the school, responsible for the overall organization and operation of the school along with the supervision of teachers, school staff, students, and all activities. The Principal builds a common vision and executes a strategic improvement plan with the objective of increasing student achievement across all student demographics and eliminating disproportionate student outcomes in all areas.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

Builds an Equitable School Community, Vision, Mission, and Culture

• Fosters collaborative and shared leadership among faculty and staff

• Creates and sustains a reflective, equity-driven, achievement-based culture of learning focused on the academic success of every student

• Work towards clear goals focused on student learning with measurable academic outcomes.

• Establishes a school environment that is culturally responsive and communicates high expectations for every student and adult.

• Communicates clearly and consistently about the specific aspects of the vision, mission, and culture, including progress toward goals

• Communicates with transparency with parents, staff, and students in all matters

Improves Instructional Practice to Achieve Equitable Outcomes for Students

• Is focused on the results of standards-based learning and strives for continuous improvement responsive to student's diverse needs

• Uses data, evidence, and inquiry to analyze student learning as well as to assess both teacher and leadership practice

• Gives clear and compelling feedback based on knowledge of staff member goals and practice

• Uses an instructional framework to observe teacher practice, engage in cycles of inquiry, and plan individual and collective professional development and coaching needs

• Understands the importance of using data and evidence of student learning and teacher practice to inform feedback to teachers on instruction

• Supervises reporting of student progress to parents

Lead Role-Model and Learner for the School

• Encourages a positive self-image among staff and students, promotes high morale

• Deals constructively with interpersonal problems and is respectful of individual differences

• Monitors own performance, solicits feedback from staff, parents, students, and district leaders

• Formulates and achieves appropriate goals for personal and professional growth

• Continues short-term and long-term professional studies and activities to ensure a cutting edge knowledge of educational matters

• Develops a school improvement plan that is focused on achieving equitable outcomes for students, increased overall student achievement, and a positive culture and climate

Allocates Resources

• Equitably allocates resources (finance, time, facilities, technology, and partnerships) to accomplish the vision and mission of the district

• Makes equitable decisions about the distribution of resources based on data and evidence of student achievement

Manages People and Processes

• Clearly articulates processes and procedures for instructional support

• Recruits hires, retains and supports a diverse staff of exceptional quality

• Plans, implements, advocates, supports, communicates, and monitors all curricular, instructional and school improvement planning leadership responsibilities

• Creates a supportive working environment that includes professional development opportunities, time and space for collaboration, and access to ongoing professional learning communities

• Utilizes a restorative and culturally responsive approach to preventing, intervening, and managing conflict among members of the school community.

• Ensures all staff are evaluated according to district policies and procedures

Building Administration

• Administers instructional programs and support services, including classroom teaching, office administration, special programs and services, maintenance services, food services, volunteers, and others

• Uses district/community resources to support student and program needs

• Seeks inclusive and diverse staff, student, and community input in planning and implementing district goals and school programs

• Maintains accurate personnel, pupil, and fiscal records; monitors budgets and expenditures

• Follows legal codes, district policies, and procedures

• Implements problem solving, conflict resolution, restorative, and anti-racist practices

• Responsible for maintenance, security, safety, and health standards

• Attends and engages with the community at school events

• Maintains accurate inventory of all equipment, technology, materials, and any other school or district assets

• Supports and interprets building and district policy to the public and staff

• Keeps direct supervisor and the superintendent informed

Expected Dispositions and Behaviors

• Communication

• Effectively updates the Superintendent on all matters related the school.

• Prepares the Superintendent and Executive Leadership team for effective decision-making, anticipates and organizes information to support productive discussions to align decisions with district priorities and values

• Engages with Stakeholders to seek input from a diverse and representative group from all stakeholder groups (students, families, staff, community members etc.) as needed and builds the necessary runway of communication before implementation.

• Pay close attention to which voices are not being heard and invite them to express their perspectives.

• Strategic Planning, Effective Execution, and Performance Accountability

• Create processes that promote the recruitment, support, and retention of diverse staff at all levels in your department.

• Demonstrates excellent planning, execution, and project management; including high level attention to detail, ability to balance the big picture with detailed steps and the ability to balance multiple projects.

• Exhibits a strong focus on goals and results driven by clear metrics for success on Key Performance Indicators (KPI).

• When decisions are being made guide the team to examine which groups are benefiting or being left out and why.

• Regularly examines data for signs of inequity with direct reports.

• Recognizes that increasing overall student performance along with ensuring equitable outcomes for students are the key responsibilities of the district and models this belief through actions and decision-making.

• Holds self and team accountable for showing up in ways that align with the district's core beliefs and commitments, theory of action, and the district's priorities.

• Plans ahead of time to avoid the domino effect of isolated decisions and contradictory actions.

• Executive Leadership

• Uses language that promotes a belief in the ability that each student can achieve at high levels and each adult can perform at high levels.

• Openly values the diversity in our community through demonstrating your belief in eliminating inequalities and providing each student with what they need to be successful.

• Publicly discusses the work you are doing to become more aware of your own biases and model vulnerability by acknowledging where there are gaps in your own knowledge and skills related to equity.

• Build team members' capacity to learn and practice language and behaviors that are responsive to differences across lines of race, ethnicity, language, class, religion, ability, gender identity and expression, sexual orientation, and other aspects of identity by providing space, tools, and support for reflection on any biases that come up in these areas.

SUPERVISORY RESPONSIBILITIES: Supervises teachers, staff, students, parents, and volunteers.

QUALIFICATION REQUIREMENTS: 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 and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

REQUIRED EDUCATION and/or EXPERIENCE:

• Graduate degree in Education, middle grades, elementary or secondary content area

• School Administrator: Principal Certification

• Valid NC Educators Certificate

• Five years of classroom teaching experience

• Three years of experience as an Assistant Principal

• Working knowledge and understanding of North Carolina Public Education regulations and laws

• Ability to understand and work within local district

• Other education or experience deemed equivalent by the Superintendent

PREFERRED EDUCATION and/or EXPERIENCE:

• Specialists level degree or higher in Education, or related subject area

• Two years of experience as a school principal at the level being applied for

EVALUATION: Performance of this job shall be evaluated annually in accordance with provisions of the board's policy on the evaluation of certified personnel.

WORK HOURS AND PHYSICAL DEMANDS: This position may require non-standard work hours (nights and limited occasional weekends) and the ability to lift and carry files and materials up to 25 pounds. The employee is required to move freely throughout the facility, and sit for prolonged periods of time. Adequate vision, hearing, and manual dexterity to interact with people in writing, over the phone, and in-person are required. Applicants must be able to perform the essential functions of the job with or without reasonable accommodations.