Assistant Principal (Position to start July 1, 2026)

Position is open until filled. To be considered during the first round of screening applications must be received by 5:00 p.m. on Friday March 13 2026.

DEFINITION OF POSITION: To assist in developing and maintaining a positive school and learning environment that promotes student learning and social development.

IMMEDIATE SUPERVISOR: Pullman High School Principal

Pullman High School is consistently ranked in the top ten percent of all high schools in the state of Washington based on state assessments regardless of size or demographics. Our recently modernized facility has the latest technology upgrades and includes state of the art instructional labs for science art audiovisual and Project Lead the Way. The high school teaching staff is dedicated to providing a high-quality educational experience for all students. Our staff thoroughly enjoy working with all students and pride themselves on helping students expand their academic horizons during this often challenging time of life.

POSITION RESPONSIBILITIES: As an instructional leader the Assistant Principal is a collaborating member of the Superintendents and District leadership team sharing responsibility for the overall success of the Districts programs. A component of the position will be to provide the leadership necessary to successfully promote an effective learning/social environment and quality extracurricular activities for students from diverse ethnic racial and socio-economic backgrounds and to prepare students for college and career including Washington State and Pullman Public School Academic Standards. The essential job duties are as follows:

• School Culture: Influence establish and sustain a school culture conducive to continuous improvement for students and staff; provide leadership vision and inspiration to staff and students; promote a culture of equity inclusion student voice and excellence setting high expectations for all students particularly for those who have traditionally been vulnerable to failure
• Ensure School Safety: Provide leadership in the implementation of a buildingwide and activities student management plan that includes prevention intervention crisis response and recovery; plan for school safety; establish and maintain a safe and encouraging learning environment
• Plan with Data: Along with the Principal lead development implementation and evaluation of a data-driven plan for improvement of student achievement and Title IX compliance; plan for increasing student achievement using multiple student data elements
• Align Curriculum: Assist instructional staff in aligning curriculum instruction and assessment with state and local learning goals; help develop and promote teacher leadership for student success; ability to lead staff in the analysis of student achievement data; help develop school improvement and student academic achievement plans specific to the needs of students; help implement and evaluate plans throughout the school year; maintain a primary focus on instruction to improve student achievement for all students while closing achievement gaps
• Improve Instruction: Monitor assist and evaluate staff implementation of the school improvement plan effective instruction and assessment practices for all students; provide leadership and support for district improvement initiatives; evaluate teachers according to the eight state criteria established by E2SSB 6696 and described by the Charlotte Danielson Framework for Teaching
• Engage Communities: Communicate and partner with school community members to promote student learning and activities; along with the high school leadership team help create a sense of community through a collaborative culture that includes students parents and the community at large to develop recommendations; help ensure a school climate that promotes effective teaching learning and social/club/sport experiences for each and every child
• Close Achievement Gaps: Demonstrate commitment to closing achievement gaps; along with the high school leadership team promote best practices in student learning student activities including accelerating student achievement for vulnerable student populations; administer all programs including state and federal special purpose program effectively and according to established laws guidelines and best practices; monitor achievement and student growth data adjusting plans accordingly to optimize results

REQUIRED QUALIFICATIONS:

• Washington State Administrator Certificate with K-12 Principal endorsement
• Masters degree in educational administration or related field
• A minimum of three (3) years teaching experience
• Ability to structure time and manage multiple priorities independently

PREFERRED QUALIFICATIONS:

• Demonstrated successful administrative experience as a Principal/Assistant Principal
• Three years of successful school-based leadership
• Successful experience as a classroom teacher for five or more years at more than one level
• Training and experience evaluating teaching using the eight Washington State criteria established in E2SSB 6696 and the Charlotte Danielson Framework for Teaching

(Allowable substitutions: any equivalent combination of education experience and training that is deemed to provide the applicant with the desired knowledge skills and abilities required to perform the job responsibilities may be allowed at the Superintendents discretion.) Certification requirements must be met.

DESIRED COMPETENCIES:

• Vision: Is a leader who communicates a compelling and inspired vision or sense of core purpose; makes the vision sharable by everyone; encourages distributive leadership among teachers and support staff; can inspire and motivate an entire staff
• Collaborative Goal Orientation: Develop and supervise cohesive teams of people within a high school setting; guide collaborative teams to establish and achieve student learning goals; create a climate in which people want to do their best; promote confidence and optimistic attitudes; is someone people like working for and with; understanding of teaming model and sound ideas to implement
• Human Resources: Assist with hiring the best and most qualified people available and assemble talented teams; good judge of talent; accurately predicts what people are likely to do across a variety of situations; helps employees acquire meaning and satisfaction from their work; able to delegate responsibilities throughout the staff
• Supervision of Staff: Supervise instructional and support staff by establishing clear directions; set stretching goals and assign responsibilities that bring out the best in people; promote staff development and professional growth; establish a good work plan and distribute the workload appropriately; tactfully dispense direct and actionable feedback; is open and direct with others without being intimidating; strives to develop talents and capabilities in others
• School Safety Management: Foster a climate that promotes student trust respect and cooperation; sound decision making skills that value participation by staff students and parents; sound knowledge of Positive Behavior and Intervention Supports and how this is implemented at the secondary level; promote positive student relationships while maintaining discipline in schools
• Organization and Planning: Effectively plan schedule and use resources; spend own time and the time of others on what is important; quickly sense what will help or hinder the accomplishment of a goal; accurately determine the length and difficulty of tasks and projects; set clear realistic and measurable goals; anticipate roadblocks and develop contingencies to redirect tasks so momentum is not lost
• Cultural Competency: Strong multicultural and ethnic understanding; support dignity equity fair treatment and opportunity for all; foster a climate of inclusion and promote culturally responsive instruction and leadership where diverse thoughts are freely shared and integrated; build positive strong relationships with all students; knowledge of and experience with students who access Section 504 and special education services
• Fiscal Technical and Resource Management: Successfully manage budgets and programs; use computer technologies to enhance classroom instruction and school management; possess required functional and technical knowledge and skills to perform job at a high level of accomplishment; demonstrate active interest and ability to enhance and apply new functional skills
• Evidence Based Decisions: Use analysis insight experience and logical methods to make quality decisions and to solve difficult problems with effective solutions; appropriately incorporate multiple inputs to establish shared ownership and effective action; steadfastly strive for results and persevere in the face of resistance or setbacks
• Integrity and Trust: Is widely trusted in the school community at large; is seen as a direct truthful individual; presents truthful information in an appropriate and helpful manner; has a willingness to listen to opposing viewpoints; keeps confidences admits mistakes and does not misrepresent themselves for personal gain; is warm and easy to approach for students staff and parents; builds constructive positive and effective relationships with students and staff; uses diplomacy and tact to diffuse tense situations and always looks for a win-win outcome; is someone people like working for and with
• Communications and Public Relations: Represents the school as facilities coordinator in the community at large through partnerships and other public service activities; is effective in a variety of formal and informal presentation settings; commands attention and manages group process during the presentation; builds positive long lasting relationships with parents and community members; possesses excellent oral and written communication skills

TERMS OF CONTRACT:

• Salary: $136159 - $148785 per year
• Length of Contract: 260 days/year (includes 30 vacation days and 13 paid holidays)
• Benefits/Leaves: Medical dental vision life and long-term disability coverage is provided through SEBB (School Employee Benefits Board) for employees who work at least 630 hours per academic year. Retirement benefits areprovided through the Washington State Department of Retirement Systems (DRS). Additional leave benefits are provided per board policies.

TIMELINE:

To be considered during the first round of screening applications must be received by 5:00 p.m. on Friday March 13 2026. The position is open until filled.

The Pullman School District Board of Directors and the Pullman School District shall provide equal educational opportunity and treatment for all students in all aspects of the academic and activities programs without regard to race religion creed color national origin age honorably-discharged veteran or military status sex sexual orientation (including gender expression or identity) marital status the presence of any sensory mental or physical disability participation in the Boy Scouts of America or the use of a trained dog guide or service animal by a person with a disability. The district will provide equal access to the Boy Scouts of America and all other designated youth groups listed in Title 36 of the United States Code as a patriotic society. District programs will be free from sexual harassment. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator and Title IX Coordinator Assistant Superintendent and Section 504/ADA Coordinator Assistant Director of Special Services . 240 SE Dexter Street Pullman WA 99163. Applicants with disabilities may request reasonable accommodations in the application process by contacting the Personnel Coordinator at .Title IX inquiries may also be directed toward the U.S. Department of Education Office for Civil Rights (OCR): ocr/. Information about the nondiscrimination and sex-based discrimination policies and grievance procedures and how to report a concern or complaint: SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY EMPLOYER

Required Experience:

Staff IC