ELEMENTARY ASSISTANT PRINCIPAL
SUMMARY DESCRIPTION
Under direction of the principal, serves as assistant instructional leader and assistant administrative officer of an elementary school. Is responsible, in joint with the principal, for site progress toward achieving the schools mission, vision, and core beliefs. Incumbent performs related work as required.
EXEMPLARY DUTIES/RESPONSIBILITIES
Exercises vision and provides leadership that appropriately involves staff, parents, students, and the community in the identification and accomplishment of the schools mission; recognizes the individual needs of all staff and students, including those of diverse cultures, backgrounds, or abilities; applies effective human relations skills; encourages and develops the leadership of others; analyzes relevant information, makes decisions, delegates responsibility, and provides appropriate support and follow-up; identifies and creatively coordinates the use of available human, material, and financial resources to achieve the schools mission and goals; bonds the school community through shared values and beliefs; initiates and manages constructive change; advances the profession through participation as a member of local, state, and national professional groups.
Articulates beliefs persuasively, effectively defends decisions, explains innovations, and behaves in ways that are congruent with these beliefs and decisions; demonstrates skills in nonverbal communication, including impact of personal image, to communicate a positive image of the school; exemplifies the behavior expected of others; keeps communication flowing to and from the school; communicates effectively with the various constituencies within the school community.
Involves staff, parents, students and the community in setting goals; identifies, in collaboration with staff, parents, and students, the decision-making procedures the school will follow; applies the process of consensus building both as a leader and as a member of the group.
Demonstrates knowledge of curriculum, instruction and assessment and their relationship to program goals and objectives; encourages students and staff to participate in co-curriculum activities that enhance and complement what is learned in the classroom.
Regularly assesses the teaching methods and strategies being used and ensures they are appropriate, varied and effective; applies principles of teaching and learning for both children and adults; articulates effective classroom management and planning processes.
Sets high expectations for students, staff, parents, and self; helps teachers understand and apply teaching styles that complement the varied learning styles of students; encourages students and staff alike to set high personal goals and offers encouragement and support in the achievement of those goals; involves others in designing staff development programs that match the goals of the school with needs of the participants; encourages staff participation in professional development activities; engages in continuing personal and professional development.
Uses a variety of techniques and strategies to assess student performance, individual staff and personal performance, progress toward the achievement of curriculum goals, and the effectiveness of the overall instructional program; be proficient with data management systems and possess the ability to analyze student achievement data, including the ability to lead high functioning Professional Learning Communities (PLCs); demonstrates an understanding of Multi-Tiered System of Support (MTSS) as it relates to student success including familiarity with Positive Behavior Intervention Supports (PBIS).
Fosters constructive suggestions from students, staff, parents, and the community for improving the schools program including safety for all; applies effective observation and conferencing skills; inspires teachers at all levels of skill and experience to acquire new competencies and experiences; demonstrates a level of human relations skills which assures that the evaluation process will be helpful rather than destructive; develops professional growth plan to improve teaching and administrative performance.
Uses collaborative strategic planning to help identify and accomplish the schools mission, goals and objectives; recruits, selects, assigns, and organizes staff in such a way as to assure the greatest potential for the accomplishment of the schools mission; facilitates the identification, training, and monitoring of the staff to insure effective support in accomplishing the strategic plan of the district; attracts volunteers and provides them effective training and meaningful assignments; provides a safe, orderly climate for learning; manages the operation and maintenance of the physical plant.
Applies understanding of the school district budget and its specific implications for the school; involves staff and representative members of the community in the development of school budget priorities, based upon the mission and strategic plan of the district.
Is aware of and subject to appropriate laws of the State of Nevada, and the regulations of the district and the Nevada Department of Education.
Assumes responsibilities of the principal when needed or when delegated by the principal.
When assigned to Positive Approach to Student Success (PASS):
Under general direction of the PASS Principal, the PASS Assistant Principal serves as an instructional leader and administrative officer over a specialized behavior and social skills intervention program which is embedded within ES school classroom curriculum and instruction.
Demonstrates comprehensive and practical knowledge of curriculum, assessment and instructional best practice associated with the implementation of behavioral intervention strategies and social skills development.
Responsible for compliance of District, state, and federal special education laws and regulations including, but not limited to assessments, eligibility, Individual Educational Programs (IEP); placement in least restrictive environment; notification and inclusion of parents in all decisions; mandated timelines; procuring special education records from out-of-district.
Perform the responsibilities of the Local Educational Agency; officiating at IEPs; overseeing participation, procedural safeguards, present levels of academic and functional performance, strengths, concerns, interests and preferences, consideration of special factors, goals and objectives, specially designed instruction, modification, accommodations, and support; related services; extended school year; placement.
EMPLOYMENT STANDARDS
Education/Experience: 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:
AND
AND
Knowledge of:
Modern instructional techniques and curricular concepts, especially as they are related to the elementary school; 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; the Districts philosophy of the comprehensive elementary 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: Planning, organizing, assigning and coordinating the activities of a professional and support staff; presenting ideas effectively, verbally and in writing; dealing constructively with conflict and developing consensus; selecting, supervising and evaluating subordinates; working effectively with people within the community; team building; establishing and maintaining effective working relationships with those contacted in the course of work; working with people, staff supervision and administration.
Licenses/Certificates: Nevada School Administrator Endorsement must be obtained prior to placement as an administrator. Proper endorsement is necessary for commencement of a contract.
Physical Demands: The work is sedentary. Typically, the employee sits comfortably to do the work. However, there may be some walking; standing; bending; carrying of light items, such as papers, books, or small parts; or driving an automobile. No special physical demands are required to perform the work.
Work Environment: The environment involves everyday risks or discomforts that require normal safety precautions typical of such places as offices, meeting and training rooms, libraries, residences, or commercial vehicles, e.g., use of safe work practices with office equipment, avoidance of trips and falls, observance of fire regulations and traffic signals. The work area is adequately lighted, heated, and ventilated.
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 environment 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.