Principal, Creek Schools

Department: Student Services

Program: Special Education Services

Reports to: Director of Student Services

Classification/Range: Confidential Contracted/PRIN

Schedule: 230 days

POSITION PURPOSE:

The Creek Schools Principal serves on the Creek Schools administrative team and shares collective responsibility for the leadership management and coordination of programs across the Arata Creek Burlingame Creek and Knott Creek schools. Working in close collaboration with the other Creek principal and under the direction of the Director of Student Services this position leads and coordinates learning instruction activities schedules assessments and student outcomes for assigned programs and sites. The Principal supervises staff facilitates structural needs and allocates resources to meet the specific needs of students with identified behavioral challenges and disabilities served through MESDs Social-Emotional Skills Behavioral Health and Transition classrooms. Central to this role is maintaining fidelity to the Creek schools structured four-phase continuum model which guides student progress through clear academic and behavioral benchmarks toward the goal of successful return to home school placement or transition to adult life. The Principal leads with integrity and focus on high-quality instruction targeted student learning outcomes continuous improvement and excellence in behavior interventions and supports.

NATURE & SCOPE:

This position operates within a multi-site multi-program administrative structure and carries shared leadership responsibility across the Creek school system. The principal works in close coordination with the other Creek principal to ensure consistent program fidelity staff support and student outcomes across all sites. Depending on program needs and direction from the Director of Student Services this role may provide coverage and leadership support at any Creek school location.

The scope of this role encompasses direct supervision and evaluation of certified and classified staff administrative oversight of IEP implementation and due process compliance program monitoring across assigned sites and active participation in system-level planning with the broader Student Services leadership team. This position must exercise sound administrative judgment manage competing priorities across programs and locations and serve as a visible consistent presence for staff and students.

This position carries specific administrative authority consistent with the responsibilities described in this job description. All commitments outside of authorized programs and services are subject to prior approval by the Director of Student Services.

ESSENTIAL JOB FUNCTIONS:

1. Instruction Student Support & Special Education Compliance

• Develop and maintain internal accountability systems to monitor active learning student data attendance outcomes Positive Behavioral Support Plans reward systems PBIS implementation and program incentives with a focus on measurable student progress.
• Oversee the planning implementation and monitoring of Individual Education Programs (IEPs) and all related due process requirements. Ensure TSPC-licensed state-licensed and classified personnel are meeting their obligations under IDEA and Oregon administrative rules.
• Oversee and participate in the annual review evaluation and revision of program service objectives for each Creek school program.
• Develop implement and evaluate annual school improvement plans and staff development aligned with IDEA the State of Oregons continuous improvement requirements MESD Superintendent goals and Department of Student Services priorities.
• Ensure compliance with all applicable board policies administrative rules and state and federal regulations governing the operation of the Creek programs.
• Conduct parent and family conferences; provide timely progress reports on student goals and IEP outcomes.
• Provide direct instructional support or serve in a teaching role on an emergency short-term basis only when no licensed staff is available and continuity of services requires it. This is not a regular expectation of the position.
• Collaborate with district representatives and school administrators to ensure smooth transitions between component schools and other MESD programs.

1. Community Agency & District Partnerships

• Serve as MESD liaison for Creek school placements; create and sustain collaborative relationships with component district contacts and student services leads.
• Communicate effectively with school personnel families professionals advisory groups ODE and community agency partners to coordinate services for referred and enrolled students.
• Participate in IEP meetings behavioral health and social service agency coordination district partnerships and ODE interactions as required.

1. Leadership Culture Personnel & Labor Relations

• Build and sustain a positive safe and structured school climate across Creek school buildings and programs.
• Lead professional learning and development for all program staff including identifying training needs maintaining required certifications (crisis intervention First Aid CPR) and building internal coaching mentoring and feedback structures that support instructional growth and retention across certified and classified positions.
• Lead equity initiatives with demonstrated commitment to recruiting retaining and developing staff who reflect the student population served and who apply culturally responsive and trauma-informed practices.
• Lead supervise and evaluate all assigned staff including teachers related service providers educational support staff and other classified personnel.
• Make recommendations to the Director of Student Services on staff selection assignment discipline and other personnel matters. Exercise delegated authority to manage and evaluate personnel within assigned programs.
• Apply collective bargaining agreements board policies and district administrative rules accurately and consistently in day-to-day management decisions. Consult with the Director of Student Services and HR on matters with labor relations implications.
• Conduct required individual small group and school-wide staff meetings.
• Model the professional behaviors attendance and leadership expectations consistent with MESDs values and this positions supervisory authority.
• Safety Crisis Response & Restraint/Seclusion- Ensure all staff are trained in and adhere to MESDs approved crisis intervention protocols; oversee compliance with Oregon restraint and seclusion rules including proper documentation parent notification incident review and corrective action. Maintain current school safety plans and emergency operations procedures across all assigned sites.

1. Data Reporting Budget & Resources

• Collect and synthesize program data; submit written and verbal reports to districts regional programs and state and local agencies as required by agreements and contracts.
• Establish and monitor procedures for the selection and purchase of evaluation instruments protocols adaptive equipment instructional materials and curriculum.
• Develop submit implement and monitor program budgets in accordance with MESD guidelines. Pursue grants and contracts that support Creek school programs and align with component district needs.
• Maintain accurate program and personnel records in compliance with MESD records management requirements.

1. Other Duties

• Perform other duties as assigned.

ESSENTIAL QUALITIES:

• Equity: Lead and support regional equity initiatives
• Vision: Lead with vision follow-through and student focus.
• Trust: Develop trust among coworkers and students through honesty and fairness.
• Communication: Communicate in an inclusive effective and collaborative manner.
• Personal Qualities: Be respectful responsive to families staff and partner districts caring humble and courageous.
• Attendance: Daily consistent attendance and punctuality are paramount as they provide consistency and alignment with students peers and programming outcomes.
• Agency-wide perspective: Be involved in and supportive of continuous overall improvement of MESD programs and services.

MINIMUM QUALIFICATIONS SKILLS ABILITIES:

• Demonstrated knowledge skills and abilities consistent with the nature and scope of this position including those generally required of a principal leading specialized behavioral and special education programs in a multi-site environment. Including but not limited to:
• Knowledge of best practices in behavioral supports teaching strategies learning styles evidence-based instructional practices data-driven decision making and classroom behavior management for students with behavioral disabilities.
• Ensure a safe and secure environment for staff and students while promoting high levels of engagement and academic rigor and leading the integration of social-emotional learning across all disciplines and content areas.
• Strong knowledge of Individualized Education Programs IDEA requirements and special education due process mandates.
• Ability to objectively evaluate and document student learning staff performance and program outcomes.
• Effective oral and written communication skills to collaborate with school personnel families outside agencies and community stakeholders.
• Proficiency in data systems word processing and the ability to compile and analyze data for required reporting.
• Ability to organize and prioritize multiple projects and meet concurrent timelines.
• Ability to lead equity initiatives and recruit retain and develop diverse staff reflective of the student population.
• Knowledge of Oregon restraint and seclusion rules and crisis intervention best practices; ability to lead compliance systems and staff training in this area.
• Valid Oregon drivers license with acceptable driving record and access to transportation for job-related travel.

PREFERRED QUALIFICATIONS SKILLS ABILITIES:

• Bilingual or multilingual in Spanish Vietnamese Chinese Russian and/or Somali
• Strong background in leading professional development in: Trauma-Informed Practices Collaborative Problem Solving Restorative Practices equity leadership and/or social-emotional skills training.
• Experience with Positive Behavioral Interventions and Supports (PBIS) implementation and data-based decision making in a tiered system.

MINIMUM EDUCATION & EXPERIENCE REQUIREMENTS:

• Current Oregon Teaching License with a Special Education endorsement or a Personnel Services License (School Psychology or School Counseling) issued by TSPC.
• Current Oregon Principal License issued by TSPC.
• Masters degree in Education Special Education or School Administration.
• Minimum three years of experience teaching in a special education classroom or working as a school psychologist counselor or administrator.
• Minimum three years of experience leading evidence-based practices within Tier 3 SEL Programs such as district behavior support teams specialized classrooms and/or special school programs.
• Experience in program evaluation curriculum development alignment with state standards and continuous improvement and evidence-based program development.
• Experience overseeing or contributing to transition planning for students with IEPs including interagency coordination.

WORKING CONDITIONS:

Work is performed across multiple Creek school sites. Work involves frequent site visits extended periods of standing and walking attendance at evening and community meetings and frequent local and regional travel between sites. The ability to work in environments with students who may exhibit significant behavioral challenges is required. This position requires use of computers and office equipment. Occasional out-of-state travel may be required.

PHYSICAL DEMANDS:

The physical and mental demands described here are representative of those employees must meet to perform the essential functions of this classification successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Mobility: Ability to sit stand walk and move for long periods of time.

• Lifting: Ability to occasionally lift carry or hold up to 150 pounds related to crisis intervention or physical restraint support aligned with Safety Care training

• Vision: Visual acuity to read and interpret written and electronic information.

• Dexterity: Ability to use hands and fingers to handle feel and operate objects tools or controls.

• Hearing/speaking: Ability to communicate and exchange accurate information so others will understand.

• Emotional/Psychological: Ability to maintain composure and professionalism in challenging situations remain empathetic and understanding towards individuals with diverse backgrounds and needs handle stress and pressure effectively and adapt to change in the workplace.

The description contained herein reflects general details as necessary to describe the principal functions of this job the level of knowledge and skill typically required and the scope of responsibility but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or provide relief to equalize peak work periods or otherwise balance the workload.

This position is subject to board policies administrative rules and procedures department regulations and applicable state and federal statutes. This position carries administrative authority. All commitments outside of authorized programs and services are subject to prior approval by the supervisor of this position.

EQUAL OPPORTUNITY EMPLOYER

MESD recognizes the diversity and worth of all individuals and groups. It is the policy of MESD that there will be no discrimination or harassment of individuals or groups based on race color religion gender sexual orientation gender identity gender expression national origin marital status age veteran status genetic information or disability in any educational programs activities or employment.

Reasonable accommodations for the application and interview process will be provided upon request and as required in accordance with the Americans with Disabilities Act of 1990. Individuals with disabilities may contact the Human Resources Director for additional information or assistance. Speech- or hearing-impaired persons may contact the district for assistance through the Oregon Telecommunications Relay Service at 1-.