High School Principal

High School Principal

Plymouth-Canton Community Schools seeks a culturally responsive, equity-centered, instructional leader and principal to lead Salem High School and co-lead the Plymouth-Canton Educational Park as part of a collaborative three-principal team. The successful candidate will create a high-achieving, inclusive environment where all students are known, supported, challenged, and prepared to thrive. The principal will lead the instructional program of a comprehensive high school, including curriculum, instruction, assessment, student support, staff supervision, data analysis, restorative practices, and continuous improvement.

This leader will advance equity-focused practices that improve achievement, access, belonging, and opportunity for all learners. The successful candidate will help students develop toward the P-CCS Profile of a Learner:
Collaborator, Ethical & Global Citizen, Goal Directed & Resilient, Critical Thinker, Communicator, and Innovator. This includes making these dispositions visible through learning, assessment, student voice, school culture, and authentic learning experiences. As a member of the P-CEP Administrative Team, the principal will collaborate with the other P-CEP principals to align expectations, solve complex problems, communicate clearly, preserve each school's unique identity, and advance shared P-CEP-wide and district goals.

The principal will also build positive relationships among students, staff, families, the district, and the community while ensuring adherence to Board of Education policies and procedures.

The ideal candidate will be a thoughtful change leader who can help refine and redesign the high school experience for the 21st century through innovation, teacher collaboration, effective assessment practices, and systems that promote excellence, equity, access, and belonging.

Qualifications:

Possess an advanced degree, Masters or higher, from an accredited institution with emphasis in educational leadership, school administration and/or curriculum or other related field. Possess or immediately qualify for a Michigan Teaching Certificate. Possess or immediately qualify for a Michigan Administrator Certificate. Previous experience as a middle or high school administrator preferred. Three years experience as a middle or high school educator.

Demonstrated ability to provide leadership resulting in teamwork and collaborative working relationships. Demonstrated leadership in the ability to communicate a clear vision and to work cooperatively with colleagues to attain the vision. Evidence of ability to establish working relationships that result in mutual respect. Ability to speak clearly and concisely both in oral and written communication. Strong knowledge base in middle and high school curriculum, instruction and assessment.

Knowledge of federal and state educational mandates. Demonstrate a willingness to take professional risks to improve opportunities for students. Strong interpersonal and public relations skills. Ability to be highly collaborative in working as a team of administrators. Demonstrated ability to lead collaboratively in a complex administrative team structure, including the ability to share leadership, engage in professional debate, resolve conflict constructively, and advance common goals.

Demonstrated commitment to developing students as collaborators, communicators, critical thinkers, ethical and global citizens, goal-directed and resilient learners, and innovators. Evidence of successful leadership in building inclusive school culture, student belonging, student voice, and authentic partnership with families and community members. Demonstrated ability to lead instructional improvement through effective use of student learning evidence, collaborative teacher teams, assessment literacy, and professional learning.

Evidence of successful change leadership, including the ability to engage stakeholders, pilot and refine new practices, monitor implementation, and scale effective innovations. Demonstrated ability to cultivate an adult culture of trust, professional accountability, open communication, and continuous improvement.

Performance Responsibilities:
Provides the leadership to ensure excellence, equity, and access for all students. Provides leadership for and ensure adherence to the approved curriculum, research-based instructional practices, and assessments. Provides leadership to meet and exceed the standards in the state accreditation program, school improvement framework, and federal accountability. Assumes responsibility for the administration of national, state, and local assessments as well as the analysis and reporting of results.

Employs restorative practices to build community, resolve conflicts, and repair harm with students, families, staff, and administrators. Ensures the appropriate supports are in place for students with IEP's, 504 Plans, and English Learners. Creates and maintains a safe environment for all students and…