Description

JOB TITLE: PRIMARY ASSISTANT PRINCIPAL

JOB SUMMARY: Assist the school principal in the overall administration of instructional programs and campus-level operations. Coordinate assigned student activities and services.

MINIMUM QUALIFICATIONS:

• Master’s Degree in Educational Administration or appropriate related field.
• Valid Washington State Principal Certificate or be eligible for one.
• Successful experience as a classroom teacher and/or in an instructional specialist support position at the primary level.
• Prefer applicants with Positive Behavioral Interventions and Support (PBIS) experience

ESSENTIAL RESPONSIBILITIES:

• Be able to work as a member of a high-performing collaborative team.
• Provide for school safety: physical, emotional, and intellectual in order for effective teaching and learning to take place.
• Develop strong parent and community relationships.
• Demonstrate a commitment to leading and monitoring the successful implementation of building-wide PBIS systems.
• Effectively manage student discipline events. Abide by appropriate laws, policies and procedures; work to build partnerships with relevant staff and families to mitigate future events; identify supports to promote successful student behavior.
• Provide educational leadership in curriculum and instruction with a focus on professional learning communities.
• Assist in efforts to recruit, hire, assign, and evaluate certificated and classified employees as assigned by the building principal in accordance with District protocols.
• Assist in the establishment, implementation, and management of building procedures, budgets, and programs according to district policies, state laws and regulations.
• Articulate and model high expectations and motivate others to achieve high levels of performance.
• Work collaboratively with staff, students, parents, and other members of the school community to help improve student learning using data, judgment, best practices, and problem-solving skills.
• Provide leadership and support for the development and ongoing improvement of a well-integrated system of high-quality core instruction and targeted interventions guided by academic and social-emotional student outcome data.
• Demonstrate effective instructional leadership by helping to lead the learning of adults towards the shared commitment of improving instructional practices and student outcomes.
• Demonstrate a commitment to closing achievement gaps.
• Demonstrate a commitment to leading staff in efforts to promote equitable outcomes for historically underserved populations.
• Serve as an effective member of the district administrative team.
• Attend workshops, classes, conferences, meetings, and/or other training as directed by the supervisor for the purpose of meeting requirements, enhancing knowledge, safety and security, collaborating with colleagues, etc.
• Perform such other tasks and responsibilities as may be assigned by the Principal or Superintendent.

WORK ENVIRONMENT/PHYSICAL DEMANDS: Daily work is generally performed in an indoor school setting. Must have the use of sensory skills in order to effectively communicate and interact with students, staff, and parents as normally defined by the ability to see, read, talk, hear, handle, or feel objects and controls. The position also entails significant walking, bending,
standing, stooping, and possible physical interventions in order to maintain a safe learning environment.

KNOWLEDGE, SKILLS AND ABILITIES:
Knowledge is required: of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavior and affective disorders. Understanding of psychometric properties of various test instruments. Working knowledge of the principles and ethical
standards of School Psychology. Working knowledge of special education laws, rules and regulations, and district policies and procedures; and the ability to apply these to ensure compliance.

Skills in effectively working with special needs students and their programs; active listening; giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Skills for speaking; talking to others to convey information effectively. Skills for critical thinking; using
logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. Skills for monitoring/assessing the performance of yourself, other individuals, or organizations to make improvements or take corrective action. Skills for social perceptiveness; being aware of others’ reactions and understanding why they react as they do. Writing skills; communicating effectively in writing as appropriate for the needs of the audience. Skills in judgment and decision making; considering the relative costs and benefits of potential actions to choose the most appropriate one. Skills for complex problem solving; identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.

Ability to effectively establish positive relationships with students, staff, and community; is required for oral comprehension: the ability to listen and understand information and ideas presented through spoken words and sentences; oral expression: the ability to communicate information and ideas in speaking so others will understand; deductive reasoning: the ability to
apply general rules to specific problems to produce answers that make sense; written comprehension: the ability to read and understand information and ideas presented in writing; inductive reasoning: the ability to combine pieces of information to form general rules or conclusions; problem sensitivity: the ability to tell when something is wrong or is likely to go wrong; speech clarity: the ability to speak clearly so others can understand you; written expression: the ability to communicate information and ideas in writing so others will understand; speech recognition: the ability to identify and understand the speech of another person.