Elementary School Assistant Principal

POSITION SUMMARY:

The Assistant Principal supports the Principal in the overall administration and instructional leadership of the school, focusing on creating a positive and engaging learning environment for students, fostering professional growth among staff, and ensuring effective school operations. This role involves collaboration with teachers, parents, and the broader community to promote the educational success and well-being of all students. Responsible for day-to-day building administration and the safety and welfare of students, staff, and activities. Ensures a safe, pleasant and effective educational atmosphere; provides discipline as necessary and enforces school policy while interacting with parents on a regular basis.

UCC School Administrators are mission-driven, dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, data-driven, and committed to the academic and social-emotional development and excellence of all students.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Instructional Leadership:
• Collaborate with the Principal and school leadership to develop and implement instructional programs that align with educational standards and promote student achievement.
• Support teachers in implementing effective instructional strategies and differentiated instruction to meet the needs of diverse learners.
• Conduct classroom observations, provide feedback, and facilitate professional development opportunities to enhance teaching practices.
• Collaborates with the implementation of the K-5 sequential curriculum to ensure students are prepared for future academic experiences.
• Attends meetings, participates in workshops or seminars, takes university courses, and participates in professional activities which relate directly to staff relationships as approved by school and/or agency leadership.
• Student Support and Discipline:
• Promote a safe, respectful, and inclusive school climate where students feel supported and encouraged to excel academically and socially.
• Implement and enforce school policies and procedures regarding student conduct and discipline, ensuring fairness and consistency.
• Work with counselors, social workers, and other support staff to address student behavior and provide interventions when necessary.
• Interacts with students directly on any items of concern on personal initiative or when referred by staff members.
• Provides for safe, healthful and stimulating surroundings; a variety of learning opportunities and adequate directions for student expectations.

Family and Community Engagement:

• Foster positive relationships with parents/guardians through effective communication, meetings, and involvement in school activities.
• Collaborate with community organizations, local businesses, and stakeholders to enhance educational opportunities and resources for students.
• Organize and participate in family events, workshops, and informational sessions to promote parental involvement in their child's education.
• Aids and assists the Parent Involvement Committee in pursuit of its objectives and in the accomplishment of its activities.
• Communicates with parents on matters which concern their child's school life: phone calls for injury, illness, unexplained absence, and severe misbehavior; parent conferences and report cards for student academic achievement and motivation; parent conferences for Special Education referrals, suspension readmission and Special Education assignment; small group conferences for activities like test interpretation; general invitation meetings when new programs begin, i.e. report cards; general distribution of written notices such as newsletters, announcements of parent organization meetings or related community activities.

Administrative Oversight:

• Assist the Principal in the day-to-day management of school operations, including scheduling, coverage of staff absences, curriculum implementation, instructional leadership, supervision and evaluation of staff, budgeting, and resource allocation.
• Steps in to support building operations and leadership in the absence of the principal. May be asked to provide administrative coverage and/or support to other UCC school buildings when absences arise.
• Coordinate standardized testing and assessment activities, ensuring compliance with state and district regulations.
• Manage student enrollment, attendance records, and other administrative tasks as needed.
• Evaluates and expedites, where necessary, staff or parent requests for student evaluation for possible Special Education placement.

Professional Development and Staff Support:

• Support the professional growth and development of teachers and staff through mentoring, coaching, and facilitating professional learning communities.
• Assist in recruiting, interviewing, and hiring new staff members, ensuring alignment with the school's mission and values.
• Collaborate with the Principal in conducting performance evaluations and providing constructive feedback to staff.
• Observes and supervises the performance of all staff members so as to be acquainted with the status, atmosphere, and tone of the total school environment and with the point of improving their effectiveness in the performance of their assigned tasks and duties, meeting DPI requirements.
• Assists administrative team in determining staff needs based on curricular requirements, student population projections, and teaching station availability.
• Provides orientation for new staff members or staff members in new assignments when and as needed.
• Encourages and recruits where/when necessary, teacher participation in all future planning, building or agency-wide work.
• Provides guidance to necessary personnel as appropriate for positive resolutions to issues.

Agency and Administrative Team:

• Attends and participates in the school leadership team and other meetings called or as directed by the school principal.
• Accepts and performs duties as member of school leadership or staff committees as may be directed by the school principal.
• Prepares and provides in proper format all reports required or requested.
• Communicates to all school and agency leadership and administration in a suitable manner, information on all aspects of the school operation.
• Communicates with staff members on all pertinent topics and matters of mutual concern through use of such devices as teacher handbook, parent handbook, building rules and regulations, periodic meetings, individual conferences, written bulletins, directives and memos, parent newsletters and bulletin board postings.
• Adheres to the provisions of the employee handbook and contracts when making decisions affecting working conditions of employees

Administrative Tasks:

• Promulgates via memos/emails to teachers, parent newsletters, distribution of flyers, class visits or PA announcements needed information or of potential value to students.
• Maintains appropriate records of student activities and performance for internal and external use when needed. Reviews (with parent present, if requested), refines, and forwards such records when they are properly requested by the receiving school after student withdrawal.
• Requests from the former school for the records of newly enrolled students.
• Assists staff and administrators in assigning students to appropriate classes or classes to ensure the best possible learning opportunities.
• Attends IEP and other Special Education meetings.
• Evaluates all submissions relating to teacher absence and provides necessary recommendations for coverage and approvals for time off requests.
• Develops cooperatively with staff, such rules and regulations as will best serve the day-to-day needs of school operations and for special circumstances as needed.

Time:

• Budgets personal time in a manner that will allow maximum time (approximately 80% of the work day) in classrooms, observing instruction, and directly interacting with staff members during their workday, and students during their school day.
• Collaborates with the building administrator to:

o Devise teacher work schedules to allow for balanced teaching, preparation, and supervisory assignment patterns which will meet contract and employee handbook requirements, and agency needs.

o Assign non-teaching personnel and traveling staff members to work shifts that will ensure that their service will best meets operational needs.

o Arrange facility use (multi-purpose areas) to provide for a change of physical set-up.

• Administrative presence is required in all school and agency events, including evenings and weekends.

Maintenance:

• Develops a general personal knowledge of the overall state of cleanliness, repair, and/or operational efficiency of the major building components, service systems, major implements or tools, and equipment/installations located on the school premises.
• Consults when needed with the Maintenance Director on all aspects of operation, safety, proper and secure storage, inventory, and staff use of required goods and services.
• In consultation with building administrators, establishes guidelines for receipt, refusal, and quality evaluation, proper and secure storage, inventory, and staff use of required goods and services.

OTHER:

• Maintains all necessary licensure and certification requirements of the position. Pursues necessary coursework, training, and professional development to fulfill licensure and certification requirements.
• Accepts and follows through on other responsibilities as assigned by the Board of Directors, Executive Director, Agency and School Leadership, and/or his/her designee.
• Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.

WORKING RELATIONSHIPS: Reports to and is evaluated by the School Principal; works with all levels of school administration and Special Services; supervises building level staff; interacts positively with all staff.

WORK SCHEDULE: Typically works during school hours, with additional hours for meetings, events, and administrative tasks. May involve occasional evening or weekend work for school events or meetings. Regular work hours may be adjusted or changed at the discretion of the school principal based on the needs of the building.

INTENDED OUTCOMES AND SUCCESS MEASURES:

• Improved schoolwide student academic achievement and growth as observed through relevant assessments (aimswebPLUS, NWEA MAP data, Forward data, summative/formative assessments, and/or EE data).
• Improved school-wide attendance.
• Reduction in chronic absenteeism rates.
• High-quality instruction and engagement are present across classrooms as observed through classroom observations.
• Increase the number of students meeting or exceeding grade level expectations across core content areas.
• Effective management and reduction in office referrals and suspensions.
• Consistent application of schoolwide disciplinary protocols and policies.
• High staff morale and engagement as reflected in schoolwide and agency staff surveys.
• High rates of staff retention from one year to the next.
• Successful implementation of school curriculum programs and practices with fidelity.
• Increased use of supportive interventions and positive behavior interventions for students.
• High levels of student belonging and safety as reflected in student survey data.
• Increased rates of positive feedback and families feeling supported and connected to the school community, as reflected on family and client surveys.
• Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.

KNOWLEDGE, SKILLS, AND ABILITIES

• Strong leadership and management skills in a school setting.
• Must exhibit sound judgment in dealing with students, teachers, school staff, leaders, families, and community stakeholders.
• Ability to develop and implement effective policies and procedures.
• Knowledge of effective classroom and behavioral management techniques to engage students in meaningful learning.
• Ability to handle sensitive and confidential information with discretion.
• Demonstrates urgency to support students, staff, and promote the academic excellence of the school environment.
• Demonstrates attention to detail and problem-solving skills
• Demonstrates strong understanding of curriculum development, instructional practices, teacher evaluation, and educational trends.
• Ability to work collaboratively with diverse stakeholders to achieve common goals.
• Ability to read, analyze, and interpret general business and educational periodicals, professional journals, technical procedures and governmental regulations.
• Ability to write reports, business correspondence, and procedural manuals.
• Ability to effectively present information and respond to questions from administrators, staff, parents and the public.
• Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, and basic algebraic equations.
• Ability to define problems, collect data, establish facts, and draw valid conclusions.
• Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
• Ability to speak clearly and concisely, both in oral and written communication.

QUALIFICATIONS:

• Master's Degree in administration, education leadership, or related field; state licensure or certification appropriate for an elementary principal; must have strong leadership and communication skills; background in teaching and building-level administration preferred. Previous teaching experience at the elementary level; administrative experience preferred. Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills.
• Must have a valid driver's license and reliable transportation.

PHYSICAL REQUIREMENTS:

• The employee is regularly required to meet deadlines with severe time constraints and interact with the public and staff, in addition to meeting multiple demands from several people. The employee is frequently required to work irregular or extended hours.
• Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.
• Visual and auditory acuity to supervise students and respond to classroom needs.
• Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.
• Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).
• Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing).
• May require extended screen time for instructional planning, staff evaluations, or communication and to work frequently at close visual range
• Ability to receive and respond to oral communication

WORKING CONDITIONS:

• Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).
• The schedule is generally hectic.
• May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)
• Frequent contact with students, parents/guardians, support staff, and school administration.
• May involve occasional exposure to childhood illnesses, noise, and frequent interruptions.
• Must be able to manage multiple tasks in a dynamic, fast-paced educational setting.
• Work schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).
• Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices)
• Regular use of stairs and walking short distances is required daily.
• May be required to operate a motor vehicle during the course of duties.
• Reasonable accommodations may be made to help perform essential functions.
• UCC provides reasonable accommodation to qualified individuals with disabilities.