Analysis Skills, Best Practices, Board of Education, Budgeting, Communication Skills, Conflict Resolution, Consensus Building Skills, Continuous Improvement, Data Analysis, Data Collection, Education Regulations, Educational Administration, Faculty Administration, Federal Laws and Regulations, Leadership, Licensing, Organizational Skills, Philosophy, Presentation/Verbal Skills, Problem Solving Skills, Research Skills, Schedule Development, School Management, Secondary School, State Laws and Regulations, Strategic Planning, Team Lead/Manager, Team Player, Time Management, Training/Teaching, Training/Teaching Curriculum, Trend Analysis, University/School Regulations, Vision Plan
General Definition of Work
The Early College Programming Liaison, under general supervision, performs complex work with limited decision-making discretion supporting the effective implementation and continuous improvement of the early college program. Position is responsible for maintaining program fidelity, supporting student success, and leading collaborative academic planning to ensure rigorous and relevant learning experiences for students. Employee performs school-based work to carry out Board of Education policies under the direction of the Principal.
Qualifications
To perform this job successfully, an individual must be able to perform each essential function satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Salary/Status
Assistant Principal Pay Plan (Grant Funded)/Full-time, 12 months
Position is grant-funded through June 30, 2027 with the possibility to extend through June 2029
Reports To
Principal
Place of Work
The normal place of work is on the premises used by Charlotte-Mecklenburg Schools. Charlotte- Mecklenburg Schools reserves the right to require you to work at such other place(s) as it may reasonably require from time to time.
Essential Functions
- Adhere to all state, federal, and local laws, policies, and procedure
- Oversee the implementation and fidelity of the early college program model at the high school
- Lead strategic planning for the early college program, including ongoing evaluation, goal-setting, and continuous improvement cycles
- Ensure early college programming is aligned with school-based practices, district expectations, and grant requirements
- Serve as the liaison between the principal/school, the Director of Academics or district-level leaders, and grant partners. Facilitate strong communication among school staff, district personnel, and program stakeholders
- Work collaboratively with the principal to ensure the best interest of early college students is incorporated into strategic, school-level decisions
- Collect and analyze data related to student performance and enrollment to identify barriers impacting student participation, persistence, and success in the early college program. Collaborate with the Student Success Coordinator and school teams to develop and implement strategies to remove barriers and improve student retention
- Conduct research to identify best practices, emerging trends, and innovative approaches to pathway and curriculum development
- Lead cross-curricular academic planning teams to ensure cohesive, rigorous, and relevant instructional experiences. Review and approve curriculum across content areas to ensure alignment with program goals and postsecondary expectations
- Design and deliver high-quality professional development for school staff
- Partner with the school's Student Success Coordinator and delegate functional tasks related to the early college program
- Perform related work as assigned or required
Knowledge, Skills, Abilities
- Knowledge of teaching and learning processes
- Knowledge of pertinent federal, state, and local laws, policies, rules and regulations regarding school administration
- Knowledge of organization and management theory and practice
- Knowledge of educational theories, research, trends, developments and techniques that aid in the development and improvement of programs and practices
- Knowledge of the unique needs and characteristics of a school system
- Knowledge of curriculum, instruction, organizational patterns, school operations, and pupil services
- Knowledge of sound fiscal practices, including budget preparation and control and management of school resources
- Knowledge of principles and practices of supervision, evaluation, and training
- Skilled in leadership to respond to the challenges presented by the school community
- Skilled in critical-thinking, analysis, decisiveness, organization, and high internal work standards
- Skilled in communication, both verbal and written, including public speaking techniques
- Ability to demonstrate respect for all students, teachers, administrators, parents, and community leaders using tact, patience and courtesy
- Ability to acknowledge and respect different perspectives
- Ability to build rapport at all levels of the organization
- Ability to manage conflicts and differences in a calm and respectful manner
- Ability to keep others informed of decisions that affect them and the work that they do
- Ability to link future possibilities to current needs and to appreciate interdependency among functions, teams, leaders, associates when making a plan
- Ability to create and continuously adapt future strategy to adjust for change
- Ability to work at setting the expectations in the school that creative ideas and innovative solutions are valued
- Ability to do things before being asked to or being forced to by events and proactively address next steps and prepare strategies to overcome obstacles
- Ability to support the development of tools and processes to identify the skills required to meet school needs and continuously conduct environmental scans identifying new required skills
- Ability to use tools and processes to establish clarity on each role in the school as they relate to the school's mission/vision/improvement plan
- Ability to identify current high potential achievers and high potential talent based on actual performance
- Ability to inspire trust. Possess high levels of self-confidence and optimism. Model high standards of integrity and ethical behavior
- Ability to model and support self-discipline and responsibility
- Ability to demonstrate a willingness to take the risks necessary to build and implement the system's vision and achieve the system's goals
- Ability to enhance student performance, especially in identifying and closing or narrowing the gaps in student achievement
- Ability to use collaborative skills to lead groups within the school community to realize the vision and accomplish goals
- Ability to build consensus and commitment among individuals and groups with emphasis on parental involvement
- Ability to commit to a "student first" philosophy in all decisions
- Ability to recognize, honor, and celebrate successes
- Ability to meet schedules and timelines
- Ability to respond effectively and promptly to issues, and communicate resolutions in a timely manner
- Ability to work confidentially with discretion
Education and Experience
- Master's Degree in Educational Leadership or other relevant field of study that leads to a NC license for K-12 School Administrator-Principal licensure OR Bachelor's Degree with completion of an approved NC Alternative Licensing Program that leads to a license for K-12 School Administrator-Principal licensure in NC required
- Valid K-12 School Administrator-Principal license required
- Five (5) years experience as a classroom teacher required; experience as a school administrator preferred
- Experience in secondary education setting required
- Equivalent combination of education and experience
N
North Carolina Department of Public Instruction