Principal - Middle

Principal

The Principal provides the leadership and management necessary at Memphis-Shelby County Schools to maximize the efforts of teachers, students, parents, and the community. The principal also inspires and influences people to accomplish the District's mission, vision, and strategic goals by motivating our urban community to do their best work for students. They are results-oriented, actionable, and critical thinkers who understand the demographic and culture that makes Memphis unique.

Principals are responsible for directing all daily operations of the school campus, supervising and coordinating the work of all professional and classified personnel, ensuring subordinates' adherence to District policies, regulations and goals. Additionally, the Principal is responsible for preparing the required reports, and performing other professional, administrative, and supervisory work as required. Principals also develop and implement programs within organizational policies;

reports major activities to executive level administrators through conferences and reports.

This position description is not intended to be an exhaustive list of all duties, knowledge or abilities associated with this classification, but is intended to accurately reflect the primary job elements

Builds capacity of educators to provide all students a rigorous curriculum, aligned with Tennessee state standards

• Utilizes shared leadership practices to build capacity of nearly all educators
• Develops an accurate understanding of Tennessee- adopted standards and instructional practices
• Analyzes, evaluates, and understands approved curriculum resources, including texts and district approved technological computer applications
• Maintains shared accountability when making needed adjustments to deepen classroom rigor
• Executes a system for monitoring student work for rigor and curriculum alignment
• Implements on-going strategies and feedback for other colleagues

Collaborates with educators to analyze and use multiple forms of data throughout the year to establish specific goals and strategies targeting student achievement and growth

• Utilizes shared leadership practices and structures
• Builds capacity among the school leadership team and school staff when analyzing and using multiple sources of student, educator, and school-wide data
• Develops and monitors a school- wide data plan that includes the following:
• student progress tracking
• establishing specific strategies to meet or exceed academic and behavioral growth and achievement goals
• baseline comparisons to benchmarks throughout the year
• time for instructional adjustments informed by data
• Maintains shared accountability for instructional decisions, targeting achievement and growth goals
• Establishes data-specific growth and achievement while planning for targeted areas of improvement

Leads educators to develop and execute interventions to address all student learning needs grounded in multiple sources of data (academic, social, and/or emotional).

• Utilizes shared leadership practices that demonstrate support for educators
• Uses multiple sources of data to develop and implement differentiated interventions within and outside normal class structures
• Sets and meets goals and targets for individual students and sub-groups
• Develops intervention schedules
• Monitors and adjusts interventions, as needed
• Establishes an organizational system whereby traditional and special educators jointly develop and deliver appropriate interventions
• Maintains shared accountability for implementation, fidelity, and the quality of intervention outcomes

Systematically monitors and adjusts progress toward established goals and facilitates procedures and practices leading to continuous improvement.

• Incorporates collaborative school- wide planning that addresses students' academic growth and/or behavior growth goals
• Builds the capacity of school staff to lead, monitor, and adjust planned and implemented school, grade, and classroom level strategies
• Regularly leads processes for educators to assess and provide input on practices that present evidence of improvement

Leverages educator strengths to engage all students in meaningful, relevant learning opportunities

• Engages with the school leadership team to review multiple data sources (including school goals and student learning needs) to determine optimal educator grade level and/or content area placement
• Creates a coherent system to extend the impact of educators at all performance levels
• Develops and/or sustains a collegial environment where learning communities use their collective strengths, skills, and experience to improve classroom practice

Fosters a safe, respectful, and orderly learning environment for all

• Leads in setting set expectations for the learning environment that are mission and vision aligned
• Reviews behavioral data to assess the effectiveness of routines and making any needed adjustments
• Identifies classroom-level behavioral/safety targets and recognizing students when targets are met or exceeded

Takes…