Dilworth STEM Academy Assistant Principal

MIDDLE SCHOOL ASSISTANT PRINCIPAL

SUMMARY DESCRIPTION

The assistant principal serves as a key instructional leader and administrative officer of the school. The assistant principal contributes to the schools mission, vision, and core beliefs by promoting academic excellence, equity, and a safe, inclusive learning environment. This role includes full oversight of the Early Childhood Special Education (ECSE) program and requires a strong commitment to early learning and special education compliance and quality. Performs all other related duties as assigned.

ESSENTIAL DUTIES/RESPONSIBILITIES

Leadership and Vision

• Involves staff, students, families, and the community in achieving the schools mission and vision.
• Recognizes and responds to the individual needs of a diverse population of students and staff.
• Applies strong human relations skills and cultivates a positive school climate.
• Encourages and empowers leadership in others across all roles.
• Analyzes relevant information to make informed decisions, delegates responsibilities appropriately, and provides support and follow-up.
• Coordinates the effective use of human, material, and financial resources.
• Bonds the school community through shared values, trust, and collaboration.
• Manages and supports constructive change initiatives aligned with school improvement.
• Participates in professional groups.

Communication

• Articulates and defends school beliefs and decisions clearly and persuasively.
• Demonstrates effective verbal and nonverbal communication, modeling professionalism and integrity.
• Exemplifies the behaviors and values expected of staff and students.
• Maintains consistent, transparent communication with internal and external stakeholders.

Goal Setting and Decision Making

• Actively involves staff, parents, students, and the community in setting school goals.
• Collaboratively develops and applies decision-making processes.
• Applies consensus-building techniques to support inclusive school leadership.

Curriculum and Instruction

• Demonstrates expertise in curriculum, instruction, and assessment practices.
• Encourages staff and students to engage in co-curricular and enrichment activities.
• Supports differentiated instruction, curriculum adaptation, and assessment strategies to meet the needs of all learners across various settings.

Teaching Methods and Strategies

• Regularly evaluates instructional strategies for effectiveness, alignment, and impact.
• Applies best practices in teaching and learning for both children and adult learners.
• Promotes effective classroom management, lesson planning, and student engagement, including the strategies defined through Teacher Clarity work, and Science of Reading.

Expectations and Professional Development

• Sets and maintains high expectations for students, staff, families, and self.
• Guides teachers in using instructional approaches that align with student learning styles and needs.
• Encourages goal-setting and provides support to help staff and students achieve success.
• Designs and facilitates staff development programs based on school and educator needs.
• Encourages ongoing professional growth and learning through various opportunities.
• Actively engages in personal and professional development to model continuous learning.

Assessment and Data Management

• Uses multiple techniques and strategies to evaluate student learning and instructional effectiveness.
• Demonstrates proficiency in student data systems and instructional technology.
• Analyzes achievement data to guide decisions on instruction and interventions.
• Leads high-functioning Professional Learning Communities (PLCs).
• Implements Multi-Tiered Systems of Support (MTSS) and Positive Behavior Intervention Supports (PBIS) to promote student success.
• Understands and supports how assessments and data are used to support students with 504s, IEPs, and EL Learners

Program Improvement

• Welcomes and applies constructive input from students, staff, families, and the community.
• Uses effective observation and conferencing skills to support instructional improvement.
• Motivates and supports staff in acquiring new skills and competencies.
• Ensures that evaluation processes are developmental and non-punitive.
• Collaborates with educators to develop professional growth and improvement plans.

Strategic Planning and Staff Management

• Participates in collaborative strategic planning aligned with school and district goals.
• Recruits, selects, assigns, and organizes staff to maximize student outcomes.
• Facilitates onboarding, training, and ongoing monitoring of staff performance.
• Attracts and utilizes volunteers effectively through purposeful training and engagement.
• Ensures a safe, orderly, and inclusive environment conducive to learning.
• Oversees the maintenance and operation of school facilities to support instructional programs.

Budget and Legal Compliance

• Understands the implications of the district budget on school programs and operations.
• Involves community stakeholders in prioritizing school budget decisions.
• Ensures compliance with federal, state, and district regulations, including Nevada Department of Education mandates.

Principal Responsibilities

• Assumes leadership responsibilities of the principal when delegated or in the principals absence.

Early Childhood Special Education Program Oversight

• Provides leadership and oversight of the Early Childhood Special Education (ECSE) program in accordance with district, state, and federal requirements.
• Serves as the Local Education Agency (LEA) representative at all Individualized Education Program (IEP) meetings to ensure appropriate services and legal compliance.
• Coordinates day-to-day operations of the ECSE program including class schedules, transportation, nutrition, and transitions.
• Develops a continuum of services to meet diverse learning needs, ensuring alignment with IEP goals and Nevada Pre-K standards.
• Leads Child Find evaluations and ensures smooth student transitions from ECSE to zoned kindergarten placements.
• Collaborates with related service providers, general educators, and families to ensure inclusive and supportive learning environments.
• Oversees the recruitment, hiring, placement, and evaluation of ECSE teachers and paraprofessionals.
• Ensures availability of appropriate curriculum and instructional materials tailored to both developmental and individual IEP needs.

QUALIFICATIONS

Any combination of education and experience that would provide the required knowledge and skills is qualifying. A typical way to obtain the knowledge and skills would be:

1. Education: Masters Degree in School Administration or related field;

AND

2. Experience: Five (5) years teaching experience with two (2) concurrent years of site/district/educational leadership in the last five years; When assigned to the early childhood special education program, a preference for experience directly implementing IEPs for students is preferred.

AND

3. Satisfactory evaluations in the last five (5) years.

AND

4. Four current Confidential References returned. One must be from your current supervisor, one must be from your current evaluator, (If your supervisor and evaluator are the same person, you only need one reference from them). One from your most recent previous supervisor, and one or two from people who can speak to your leadership skills.

Licenses/Certificates:

• Nevada School Administrator Endorsement must be obtained prior to placement as an administrator.
• Proper endorsement is necessary for commencement of a contract.
• When assigned to Early Childhood Special Education program, a license in special education is preferred.

COMPETENCIES FOR SUCCESSFUL PERFORMANCE OF JOB DUTIES

Knowledge of:

• Knowledge of modern instructional techniques and curricular concepts, especially as they are related to the middle school.
• Knowledge of the vertical structure of the course of study of the District and understand the importance of articulation in these areas; early adolescent and adolescent youth.
• Knowledge of the Districts philosophy of the comprehensive middle school; principles and practices of school administration, including school finances, teaching methods and techniques, evaluations, and program development, applicable federal, state and local laws, regulations, ordinances and policies; human resources development; school law; conflict resolution; public relations; principles of effective management, staff supervision and administration.

Skill at:

• Skill at planning, organizing, assigning and coordinating the activities of a professional and support staff.
• Skill at presenting ideas effectively, verbally and in writing.
• Skill at dealing constructively with conflict and developing consensus.
• Skill at selecting, supervising and evaluating subordinates.
• Skill at working effectively with people within the community.
• Skill at team building.
• Skill at establishing and maintaining effective working relationships with those contacted in the course of work.
• Skill at working with people, staff supervision and administration.

WORK ENVIRONMENT/ PHYSICAL DEMANDS

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

Work Environment

• Exposure to weather: Frequently
• Exposure to loud noises: Rarely
• Working in confined spaces: Never
• Working at heights: Never
• Working with hazardous materials: Never

Physical Demands

• Lifting/Carrying: Rarely
• Standing/Walking: Continuously
• Bending/Stooping: Rarely
• Reaching: Rarely
• Pushing/Pulling: Rarely
• Climbing: Rarely
• Fine motor skills: Continuously

Definitions:

• Never: The activity or condition does not occur.
• Rarely: The activity or condition occurs less than 10% of the time.
• Occasionally: The activity or condition occurs 10-30% of the time.
• Frequently: The activity or condition occurs 30-60% of the time.
• Continuously: The activity or condition occurs more than 60% of the time.

THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THEIR SUPERVISOR.

The Washoe County School District is committed to providing a safe and respectful learning and working environments for all students, staff, and visitors.? The District prohibits bullying, cyber-bullying, harassment, sexual harassment, and/or discrimination based on an individuals actual or perceived race, color, religion, sex (including pregnancy), national origin, age, sexual orientation, gender identity or expression, genetic information, veterans or military status, marital status, disability or the presence of any sensory, physical or mental handicap in any of its educational programs/activities and employment, or in any program or activity conducted or funded by the U.S. Department of Agriculture. The District prohibits discrimination against any youth group listed in Title 36, as a patriotic society, (i.e. Boy Scouts of America) from access to public school facilities use.

EQUAL OPPORTUNITY EMPLOYER STATEMENT

Washoe County School District is proud to be an equal opportunity employer. The Washoe County School District is committed to providing all applicants and employees equal employment opportunities without regard to race, color, religion, sex, gender identity or expression, sexual orientation, national origin, genetics, disability, age, military status, or other characteristics protected by applicable law. Here at Washoe County School District, we are a diverse group of people who honor the differences that drive innovative solutions to meet the needs of our students and employees. We believe that through a culture of inclusivity, we have the power to reflect on the community we serve.