Beginning August 12 or ASAP

10.5 months

 

Letter of Interest and Resume to:
Sarah Burns, Principal

burnss@davie.k12.nc.us

 

Jinda Haynes, Assistant Superintendent

haynesj@davie.k12.nc.us

 

 

JOB DESCRIPTION OF THE ASSISTANT PRINCIPAL

 

REPORTS TO:    Principal 

SUPERVISES:    Will supervise as assigned by the principal. 

PURPOSE:         The assistant principal serves as a member of the administrative team to                             develop and implement the total school program.

 

 

DUTIES AND RESPONSIBILITIES 

 

 

• STRATEGIC LEADERSHIP School executives will create conditions that result in strategically re-imaging the school's vision, mission, and goals in the 21st century. Understanding that schools ideally prepare students for an unseen but not altogether unpredictable future, the leader creates a climate of inquiry that challenges the school community to continually re-purpose  itself  by  building  on its core values and beliefs about its  preferred  future and  then developing a pathway to reach it. 

• INSTRUCTIONAL LEADERSHIP School executives will set high standards for the professional practice of 21st century instruction and assessment that result in a no nonsense accountable environment. The school executive must be knowledgeable of best instructional and school practices and must use this knowledge to cause the creation of collaborative structures within the school for the design of highly engaging schoolwork for students, the on-going peer review of this work and the sharing of this work throughout the professional community.

•  CULTURAL LEADERSHIP School executives will understand and act on the understanding of the important role a school's culture contributes to the exemplary performance of the school. School executives must support and value the traditions, artifacts, symbols and positive values and norms of the school and community that result in a sense of identity and pride upon which to build a positive future. A school executive must be able to "re-culture'" the school if needed to align with school's goals of improving student and adult learning and to infuse the work of the adults and students with passion, meaning and purpose. Cultural leadership implies understanding the school as the people in it each day. How they came to their current state, and how to connect with their traditions in order to move them forward to support the school's efforts to achieve individual and collective goals.

• HUMAN RESOURCE LEADERSHIP School executives will ensure that the school is a professional learning community.  School executives will ensure that processes and systems are in place that result in the recruitment, induction, support, evaluation, development and retention of a high performing staff. The school executive must engage and empower accomplished teachers in a distributive leadership manner, including support of teachers in day-to-day decisions such as discipline, communication with parents, and protecting teachers.

• MANAGERIAL LEADERSHIP School executives will ensure that the school has processes and systems in place for budgeting, staffing, problem solving, communicating expectations and scheduling that result in organizing the work routines in the building. The school executive must be responsible for the monitoring of the school budget and the inclusion of all teachers in the budget decisions so as to meet the 21st century needs of every classroom. Effectively and efficiently managing the complexity of everyday life is critical for staff to be able to focus its energy on improvement. 

•  EXTERNAL DEVEOLPMENT LEADERSHIP A school executive will design structures and processes that result in community engagement, support, and ownership. Acknowledging that schools no longer reflect but in fact build community, the leader proactively creates with staff opportunities for parents, community and business representatives top participate as "stockholders" in the school such that continued investments of resources and good will are not left to chance.

• MICRO-POLITICAL LEADERSHIP The school executive will build systems and relationships that utilize the staffs diversity, encourage constructive ideological conflict in order to leverage staff expertise, power and influence to realize the school's vision for success. The executive will also creatively employ an awareness of staffs professional needs, issues, and interests to build social cohesion and to facilitate distributed governance and shared decision making.

• Duties may include managing transportation/buses, coordinating standardized testing, and handling discipline.

 

MINIMUM TRAINING AND EXPERIENCE
 

Master’s degree in Education Administration, 3 to 5 years of experience as a classroom teacher or any equivalent combination of training and experience which provides the required knowledge, skills and abilities.

 

SPECIAL REQUIREMENTS
 

Must possess a teaching certificate from the State of North Carolina. Must possess a valid North Carolina driver's license.

 

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
 

Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, calculators, cellular phones, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree.

 

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.

 

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments, or directions to subordinates or assistants.

 

Language Ability: Requires the ability to read a variety of correspondence, reports,

forms, charts, strategic plans, etc. Requires the ability to prepare correspondence, reports, forms, appraisals, charts, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control, and confidence.

 

Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

 

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English.

 

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra, descriptive statistics, statistical inference, and statistical theory.

 

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.

 

Motor Coordination: Requires the ability coordinate hands and eyes rapidly and accurately in using office equipment.

 

Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

 

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

 

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

 

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.

 

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.