Assistant Principal- Cesar E. Chavez Elementary

To perform this job successfully an individual must be able to perform the essential job functions satisfactorily. Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein employees may be required to perform duties not specifically spelled out in the job description but which may be reasonably considered to be incidental in the performing of their duties just as though they were actually written out in this job description.

GRPS MISSION: Our mission is to ensure that all students are educated self-directed and productive members of society.

Assistant Principal

Department: Instruction

Unit: Professional and Administrative Exempt

Salary: Elementary Grade 108 Specific salary based on experience

Middle/K-8 Grade 109 Specific salary based on experience

High Grade 110 Specific salary based on experience

Location: Cesar E. Chavez Elementary

JOB SUMMARY

The Assistant Principal serves as a school leader and is committed to and responsible for assisting the building principal in fulfilling duties related to the daily supervision of school operational and instructional issues while supporting the Grand Rapids Public Schools goal for increased student achievement and rigorous and relevant instruction. The incumbent will implement the school philosophy and beliefs by helping teachers and students become successful while creating and fostering positive relationships between teachers students and parents. Position reports to the principal.

ESSENTIAL JOB FUNCTIONS

Essential functions under the Americans with Disabilities Act may include any of the following duties knowledge and skills. This list is illustrative only and is not a comprehensive listing of all functions and duties performed by employees in this position. Regular on time and in person attendance is an essential function of this job. Other essential functions may include but are not limited to the following:

• Works with the building principal and Instructional Leadership Team (ILT) to coordinate and implement the districts instructional program ensuring that student achievement is the focus.
• Provides leadership and assists the principal to support teaching and learning for the following structures:
• Observing and conferring with teachers.
• Learning Walks to ensure that all elements of the rigorous and relevant curriculum and instructional model are implemented in an environment where all students experience success.
• Professional Learning Communities (PLCs) in one or more content areas as assigned.
• Credit/Unit Recovery.
• Data Reviews/Governance Board process.
• District Level Professional Development supporting Disciplinary Literacy.
• Monitoring of Grade Book including the use of Common.
• Assessments Common Syllabi and appropriate pacing.
• Monitoring of Failure Rates by content area.
• Processes that provide for incremental ongoing improvement in each content area.
• Designs plans for student support and academic intervention with the building Instructional Leadership Team.
• Assists principal in implementing a character education program and the Restorative Justice process.
• Follows the District evaluation processes timelines and procedures.
• Assists the principal in providing a safe and orderly school environment in a climate of high expectations for self staff students and parents.
• Ensures building compliance with the:
• Districts Uniform Discipline Code of Student Conduct.
• Student uniform and dress code policies.
• District attendance and discipline policies and procedures notification documentation reporting.
• Assists the building principal with an efficient process for student scheduling and monitors the implementation of that process.
• Supports the building principal in school adherence to district policies and procedures for all staff and students.
• Supports the buildings work in establishing and maintaining working relationships with the community and parents.
• Actively cultivates positive relationships with students and parents.
• Monitors student failure rates absenteeism rates and suspension rates of all individual teachers.
• Interacts with co-workers administration district internal and external customers in positive supportive and cooperative ways.
• Ensures compliance of discipline and attendance notification documentation and reporting.
• Demonstrates regular and predictable attendance.

Primary Management Functions (Operational):

• Ensures that the procedures and policies of the School District are implemented.
• Prepares discipline and attendance records per District procedures and policies.
• Assists principal with:
• Coordinating the unique needs of students and human services agencies through inter-agency collaboration.
• Planning and coordinating extra-curricular activities for students.
• Assuming responsibility for reporting to parents.
• Providing for the supervision of students during non-instructional hours (before school lunch after school and bus loading and unloading).
• Maintaining an up-to-date inventory of equipment books and supplies.
• Performs other duties as assigned.

QUALIFICATIONS

Education and Experience:

• A bachelors degree.
• A minimum of three years successful teaching (Pre-K12 college or university level) or
• A minimum of three years of recent successful experience as an Instructional Lead Teacher (ILT) member.

• A valid Michigan school administrators certificate or not later than 6 months after employment begins enroll in a program leading to certification as a school of the program must occur within 3 years of hire.

Preferred Qualifications:

• Masters Degree in secondary administration supervision curriculum or education.
• A minimum of three years successful teaching in secondary.
• Knowledge of Mastery or Standard focused grading processes and Project/Place Based Education pedagogies.

Knowledge Skills and Abilities:

• Skill in leadership in effective problem solving human relations interpersonal communication skills and providing a safe and orderly learning environment that is conducive to learning.
• Skill in the use of technology to includemail internet Microsoft Office and ability to learn and utilize District standard software.
• Ability to demonstrate advocacy for students and staff.
• Ability and desire in managing diversity by creating an environment for all in the school community regardless of differences and similarities to reach their full potential in accomplishing the objectives of the school and the district.
• Ability and experience as a change agent including awareness flexibility and adaptability.
• Ability to provide demonstrated evidence of leadership and positive relationships with staff students and parents.

ADA REQUIREMENTS

The physical demands work environment factors and mental functions described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

PHYSICAL DEMANDS

The work is medium work which requires exerting up to 50 pounds of force occasionally and/or up to 30 pounds of force frequently and/or up to 10 pounds of force constantly to move objects. While performing the duties of this job the employee is required to stand walk sit use hands to finger handle or feel reach with hands and arms climb or balance stoop kneel crouch or crawl talk hear (in a quiet or noisy environment). Specific vision abilities required by this job include close vision distance vision and ability to adjust/focus.

WORK ENVIRONMENT

The noise level in the work environment is usually loud to moderate. Work is performed indoors although there will be required outdoor activities. The employee is directly responsible for the safety well-being and work output of students.

MENTAL FUNCTIONS

While performing the duties of this job the employee is required to compare analyze communicate both orally and in writing copy coordinate instruct compute synthesize evaluate use interpersonal skills compile and negotiate.

Non-Discrimination

The Grand Rapids Public Schools will not discriminate against any person based on race sex sexual orientation gender gender identity and expression height weight color religion national origin age marital status pregnancy disability veteran or military status.

Americans with Disabilities Act accommodations: Assistance with the application process may be requested through the Human Resources Department at ( or