Glennwood Elementary School Principal

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 225 days.

SUMMARY: The position of 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 CSDs 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. CSD 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 plan with the objective of increasing student achievement across all student demographics.

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

• Works 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 towards 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 students 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 the CSD 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

• Uses tools to strategically apportion resources (fianace 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 which 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

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

CORE COMPETENCIES:

• Good decision making and problem solving skills

• Ability to plan implement oversee and monitor curriculum delivery

• Confidentiality and maintaining such in handling sensitive student issues and concerns

• Ability to remove barriers to student achievement

• Inclusiveness and relationship building

• Skillful at managing through change

• Ability to work cooperatively with others

• Ethics and Integrity

• Excellent oral and written communication skills

• Develop community partnerships and parent support for school programs

• Manage staff facilities programs and budgets effectively and independently

• Awareness of the influence of personal racial identity and implicit biases

REQUIRED EDUCATION and/or EXPERIENCE:

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

• Fifth year level certification in leadership (L-5)

• Valid Georgia Educators Certificate

• Five years classroom teaching experience

• Three years experience as an Assistant Principal

• A working knowledge and understanding of Georgia Public Education rules regulations and laws

• Ability to understand and work within local district charter

• Other education or experience deemed equivalent by the Superintendent

PREFERRED EDUCATION and/or EXPERIENCE:

• Sixth Year certification in leadership (L-6)

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

• Two years 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 boards policy on 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 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.