Principal Everett High School

Principal Everett High School

The Principal shall be designated by the Superintendent of Schools to have the general responsibility on a full-time basis for the proper and efficient operation of the School in all matters of building operations and management including providing for leadership of the schools academic program and social-emotional and mental health services.

Required Experience:

• A Masters degree in Education from an accredited institution in Secondary Administration
• Five years of teaching experience
• Massachusetts Department of Elementary and Secondary Education Certification as a Principal/Assistant Principal Grades 9-12
• SEI Endorsement

Preferred Experience:

• Familiarity with an urban school district.
• Proficiency in reading writing and speaking in another language in addition to English.
• Experience working with students with disabilities and multilingual learners preferred

Candidate Should Possess:

• Strong background in curriculum and instruction to meet the needs of diverse learners specifically English learners and students with disabilities with experience in program design evaluation and management.
• Ability to articulate the schools goals and objectives to the Everett community.
• Ability to lead a large complex comprehensive school.
• Ability to develop the full potential of a highly competent staff.
• A proven record in the management of student discipline and student activities.
• Knowledge of the Massachusetts Curriculum Frameworks and effective culturally responsive teaching strategies to meet the diverse needs of students.
• Effective culturally responsive communication skills with staff and families.
• Knowledge of the data cycle and data analysis for action planning and accountability to leaders to disrupt patterns of inequity and well-serve richly diverse student bodies with varied educational needs.
• Extensive knowledge of ASPEN student management system including scheduling.
• Extensive knowledge of Massachusetts student and staff reporting (EPIMS/SIMS).
• Ability to administer and schedule MCAS and ACCESS testing.
• Experience developing positive caring relationships with students family members and staff to ensure that school community members feel valued respected equitably supported and a sense of belonging in the school community.
• Ability to provide effective timely and meaningful supervision and evaluation of staff.
• Knowledge of compliance with state and federal laws and mandates policies and collective bargaining agreements.

Essential Duties:

Instructional Leadership

• Establish and communicate a clear vision for curriculum and instruction that is aligned to school and district priorities and reflects high expectations for all students through the use of evidence-based culturally and linguistically sustaining practices. Ensures that instructional materials and professional learning support this vision.
• Ensure that all educators have access to and skillfully use high-quality instructional materials through evidence-based inclusive culturally and linguistically sustaining practices including identifying opportunities to create meaningful relevant connections rooted in the local context.
• Plan professional development and meetings with district and school leaders to support increased student academic achievement.
• Provide teachers with professional learning feedback and resources (e.g. models) to support the implementation of high-quality instructional materials to close literacy and math achievement gaps.
• Monitor implementation to ensure the enacted curriculum supports and engages all students to meet and exceed high expectations.
• Support the creation of a rigorous tiered system of supports for academics social emotional learning and chronic absenteeism that targets at-risk students and provides varied support systems.
• Support the creation of a positive behavior intervention system at the high school that outlines clear behavioral expectations for the community and supports tiered systems of support.
• Provide professional learning feedback and support for educators to engage all students as active participants in their own learning of meaningful standards-aligned and grade-appropriate content.
• Implement and monitor a balanced and coherent system using various formal and informal assessments including those embedded in high-quality instructional materials to eliminate learning inequities across race gender ethnicity language disability and ability and other aspects of student identities.
• Support educators to collaborate with students and their families in an accessible format and language to communicate specific timely and data-informed feedback on student progress towards grade-level standards and/or individual learning goals.
• Provide effective timely and meaningful supervision and evaluation in alignment with state regulations collective bargaining agreements and district/school improvement goals by providing high-quality (specific actionable timely) feedback based on multiple sources of evidence including regular observations student feedback and student learning measures.
• Review and approve the Individual Professional Development Plans of teachers.

Management and Operations:

• Foster a positive inclusive and equitable school community by building positive caring relationships with students family members and staff to ensure that school community members feel valued respected equitably supported and a sense of belonging in the school community.
• Establish transparent and consistent school-wide routines policies and systems that respect and affirm students backgrounds identities and intellect.
• Provide staff with relevant learning opportunities and resources to support them in developing culturally and linguistically sustaining practices and promoting a culture that affirms individual differences.
• Consistently examine policies procedures and systems to identify and eliminate bias or systemic barriers to inclusive culturally and linguistically sustaining practice including policies and practices that reinforce systemic inequities and/or disproportionately impact student groups.
• Establish operational systems procedures and routines that ensure a safe learning environment for all students.
• Implement effective systems for attendance student entry dismissal meals class transitions assemblies and recess.
• Partner with and support custodial/maintenance workers transportation staff clerical and administrative assistants food service workers and other staff effectively.
• Ensure that all physical spaces are safe accessible and welcoming and honor and celebrate the school communitys diversity and achievements.
• Provides ongoing training and support to staff that ensure student health safety and well-being by developing age-appropriate and culturally and linguistically sustaining social-emotional competencies in students (self-awareness self-management social awareness relationship skills and responsible decision-making).
• Prevent and address bullying and other unsafe behaviors with timely responses and restorative practices.
• Foster and utilize partnerships with outside agencies and organizations to address student needs proactively and systematically.
• Lead in collaboration with stakeholders (including students families staff and community members particularly those from historically marginalized communities) an inclusive process to recruit and hire diverse and effective educators and examine recruitment and hiring policies and procedures to identify and eliminate bias.
• Provides educators with access to and monitors the impact of high-quality and differentiated professional learning opportunities including professional learning differentiated by educators goals strengths and areas for growth.
• Create and maintain a school schedule and related systems and practices that ensure equitable access to effective educators grade-level learning advanced coursework elective opportunities and tiered supports.
• Prioritize scheduling for students needing additional support or services such as English learners and students with disabilities.
• Understand and comply with state and federal laws mandates school committee policies and collective bargaining agreements. Identifies and advocates for changes to laws mandates policies and guidelines that inhibit equity.
• Establish systems and structures including common planning time to support effective communication and collaboration among educators including general education special education paraeducators English learner education and support staff to support shared goals for student learning.
• Plan and supervise the use of building space and make recommendations to the Superintendent.
• Develop an equity-centered school budget that reflects data-informed decision-making for improved and more equitable learning outcomes for all students.
• Allocate and manage expenditures aligned with district/school goals and available resources to promote an equitable and culturally responsive school community and ensure equitable access to resources for staff and students including access to high-quality instructional materials and aligned professional learning.

Family and Community Engagement:

• Model set clear expectations for and provide appropriate support to educators regarding partnering with families through regular two-way communication in a manner that is culturally and linguistically sustaining aligned with family preferences in the language(s) that families understand and in approachable language and formats. Ensures access to high-quality translation and interpretation as needed.
• Engage with families in an equitable and collaborative manner by working with staff and families (e.g. SEPAC ELPAC etc.) to identify and remove barriers to all families involvement.
• Provide a variety of frequent inclusive and culturally and linguistically sustaining opportunities for all families to engage as partners in the school community.
• Clearly communicate information about family engagement opportunities in ways that are accessible to all community members and that adhere to open meeting laws.
• Provide educators with professional learning feedback and support to partner with families on students learning and well-being by leveraging families cultural and linguistic knowledge and expertise as assets and engaging families in dialogue about what students are learning in the classroom and expectations for student success.
• Collaborate with stakeholders to identify and seek feedback on strategies and resources for supporting student learning and growth in and out of school.
• Ensure that all families understand and have opportunities to inform district and school-based policies and resources that support student learning and well-being by:
• Support families in engaging with policies resources and routines such as parent-teacher organizations school-site councils parent advisory councils (e.g. ELPAC and SEPAC) child study/intervention teams IEP referral processes ESL supports and student attendance policies.
• Set clear expectations regarding how specialized support staff should partner with families to access support services within and outside of school and monitor adherence to these policies.
• Approach concerns raised by family members promptly effectively and transparently.

Professional Culture:

• Continuously engage staff students families and community members in developing and implementing a shared equity-oriented educational vision and school mission grounded in high expectations for achievement community engagement and postsecondary success for all students.
• Create monitor and share progress on focused measurable and equity-centered school goals aligned to the schools mission by partnering with diverse stakeholders and conducting close analyses of disaggregated data from multiple sources of evidence including measures of student from staff students and families school culture and climate data and classroom observation and educator evaluation data.
• Plan and execute accessible engaging ongoing opportunities for collaboration with educators staff students families and community members that focus on matters of consequence to the school community and engage participants in thoughtful and meaningful contributions.
• Communicate frequently and effectively with faculty staff members students families and community members using two-way channels. Be culturally and linguistically responsive student-centered and asset-based.
• Develop a culture of continuous data-focused growth-oriented reflection and adjustments to practice by setting expectations for educators to reflect on the effectiveness of instruction and how their identities biases and practices impact student learning and well-being.
• Employ various strategies to build consensus within the school community around critical school decisions.
• Respond to disagreement and dissent in ways that build trust mitigate power dynamics and repair harm while maintaining a commitment to decisions that are in the best interest of promoting equity and advancing student well-being.
• Perform other duties and assume other responsibilities the Superintendent or designee assigns.

Physical Demands and Work Environment:

• While performing the duties of this job the employee is regularly required to communicate effectively.
• The employee must frequently stand walk sit use hands reach with hands and arms and stoop kneel crouch crawl climb and run.
• The employee must occasionally be able to lift and/or move children/objects.
• The employee must be able to work in a noisy stressful high-pressure environment and still be able to concentrate and keep children safe.
• Ability to respond to emergencies (e.g. injured student fights behavior problems abusive students etc).
• The job is performed under conditions that expose the worker to the risk of injury and/or illness although in a clean environment.

Salary:

Negotiated during the hiring process.

Working Time:

The Principal will be required to work 226 days exclusive of holidays.

Performance Evaluation:

The Principal will be evaluated by the Superintendent or their designee.

The Everett Public Schools in accordance with its nondiscrimination policies does not discriminate in its programs facilities or employment or educational opportunities on the basis of race color age criminal record (inquiries only) disability homelessness sex/gender gender identity religion national origin ancestry sexual orientation genetics or military status and does not tolerate any form of retaliation or bias-based intimidation threat or harassment that demeans individuals dignity or interferes with their ability to learn or work.

Required Experience:

Staff IC