Long-Term Campus Principal Substitute - Retirees

Long-Term Campus Principal Substitute - Retirees Welcome to Apply!

Apply for the Long-Term Campus Principal Substitute role at Region 18 ESC

Job Title: Long Term Campus Principal Substitute

Department: Administration

Reports To: Regional Director

FLSA Status: Exempt

General

Purpose:

Oversee instructional programs, daily operations, and personnel at campus level. Demonstrate leadership to ensure high standards of instructional service. Ensure compliance with district charter policies, State and Federal laws, success of instructional programs, and operations of all campus activities.

Primary Duties And Responsibilities: The following duties are not intended to serve as a comprehensive list of all duties performed by all employees in this classification, only a representative summary of the primary duties and responsibilities. Incumbent(s) may not be required to perform all duties listed and may be required to perform additional, position‑specific duties. This employee may be required to work with at‑risk students.

• Inspire stakeholders by building strong relationships with teachers, students, parents, and community members.
• Display professionalism at all times as the "face" of the campus.
• Prioritize communication with all stakeholder groups as one of the most important aspects of the principal position.

• Oversee instructional and managerial programs to validate effectiveness of program outcomes and use results to make adaptations.
• Inspect for adherence to district curriculum, scope and sequence, assessment and alignment.
• Collaborate with the campus committee on planning, operation, supervision and evaluation of the district's education program. Involve parents, students and community members when appropriate.
• Ensure all campus personnel have a clear, written job description.
• Monthly, weekly, or daily events and activities need to be communicated to all stakeholders (e.g. calendars, Remind app, staff meetings, etc).
• Host and oversee weekly or bi‑weekly PLC meetings utilizing the latest data.
• Articulate and advertise requirements for high‑level performance to staff and students. (Practice the 7 Habits)
• Meet with instructional coaches and teachers for proper assessment and adjustment to lesson plans, instructional practices, objectives, activities, differentiation, and individual or classroom goals.
• Communicate regularly with your director. Be prepared for weekly or bi‑weekly meetings.
• Performance expectations are clearly communicated, are written, are measurable and developed to align with personal and campus goals.
• Lead and mentor teaching staff in discovering, monitoring and being proactive in planning for identification of student learning gaps, missing or diminished skills.
• Guide teachers in development of T‑TESS goals and/or Student Learning Objectives (SLOs) and monitor for progress.

• Maintain an orderly environment on a daily basis, ensuring that supervision before school, during passing periods, during lunch, and after school is structured, orderly, and safe at all times.
• Ensure that teachers use best practices in classroom management that lead to orderly classroom environments in classrooms across the campus.
• Decision making process should incorporate an alignment with our Mission, Vision, Values, our Handbooks, and State and Federal Law.
• Base enforcement of campus rules and student discipline as provided in District disciplinary rubric.
• Align parent/teacher/student conferences with District Mission, Vision, and Values and local policy.

• Develop strong, personal relationships with personnel, students and families.
• Establish resources and materials to aid teaching staff in achieving instructional goals.
• Encourage partnership and team building among stakeholders. Include stakeholders in the decision‑making process.
• Use positive communication practices with central office staff, campus staff, students, parents and community.
• Handle conflicts quickly and efficiently.

• Interview, hire and orient new employees. Setting them up for success is critical.
• Guide campus staff to performance requirements, instructional strategies, classroom management,…