Assistant Principal; Success Academy

• Position Type:
  Administration/ Assistant Principal
• Date Posted: 12/18/2025
• Location:
  
  Success Academy at MHS

Job Title:
Assistant Principal - Success Academy

Location:
Mascoutah High School’s Success Academy

Reports To: MHS Principal / District Superintendent

FLSA Status:
Exempt

Work Days: 215 days - Effective Date of employment is July 2026

Salary:
Salary range is $76,000 - $96,000 plus Board paid TRS and benefits options available. Salary placement will be determined by graduate degree/hours and level of experience.

JOB SUMMARY

Under the general supervision of the High School Principal and District Administration, the Success Academy Assistant Principal provides specialized leadership and supervision for the Success Academy. This role is responsible for administering an alternative educational environment designed for students facing barriers to success, including chronic attendance issues, social/emotional challenges, and academic at-risk factors. The Director ensures that the program promotes educational achievement, credit recovery, and emotional well‑being in accordance with Board of Education policies and state law.

Illinois Professional Educator License (PEL) with General Administrative Endorsement (formerly Type 75).

Bachelor’s and Master’s Degree from an accredited college or university in School Administration, Special Education, or related field.

Extensive successful teaching experience at the secondary level, specifically with "at‑risk" populations or alternative settings.

Successful experience as a school administrator or program coordinator is preferred.

Valid Motor Vehicle Operator’s License.

Develops and administers the Success Academy’s programming to meet the unique needs of students who are at risk of not graduating.

Coordinates with medical teams, social workers, and counselors to support students recommended for the program due to social/emotional reasons.

Provides leadership in the implementation of individualized instructional plans and credit recovery programs; modifies methods to fit diverse learning styles.

Develops and implements innovative strategies to improve chronic attendance issues and re‑engage students in their educational journey.

Promotes a trauma‑informed school environment that is safe, supportive, and conducive to individualized instruction.

Supervises and evaluates assigned teaching and support staff, encouraging professional growth in alternative education strategies.

Oversees the execution of Special Education (IEP) and 504 programming and accommodations within the Success Academy.

Conducts ongoing assessment of student learning and graduation progress; uses data to formulate action plans for student success.

Maintains proactive and empathetic communication with parents/guardians regarding student progress, behavioral goals, and attendance.

Prepares specialized master schedules that allow for flexibility, internships, or blended learning opportunities.

Assists in the recruitment and selection of staff members who possess the specific skill sets required for alternative education.

Deep knowledge of trauma‑informed care, restorative practices, and social‑emotional learning (SEL).

Knowledge of credit recovery software, differentiated instruction, and non‑traditional teaching methods.

Understanding of applicable federal and state laws regarding alternative education, attendance requirements, and special education.

Exceptional ability to build rapport with students who may feel disenfranchised by the traditional school system.

Ability to manage multiple tasks, student crises, and conflicting time constraints effectively.

Ability to establish cooperative working relationships with the high school leadership team, medical professionals, and community partners.

The physical demands include some lifting, carrying, pushing, and/or pulling; some stooping, kneeling, or crouching. Generally, the job requires a balance of sitting, walking, and standing. The Director must be able to maintain a calm, professional demeanor in high‑stress situations involving student emotional needs.