Director: Comprehensive Community, High School; Principal

Comprehensive Community High School Director

Under assigned supervisor, serves as the instructional leader and chief executive of the comprehensive high school. Responsible for the direction, assessment, and evaluation of student progress, instructional and adjunct programs, performance of assigned certificated and classified personnel, operation and maintenance of the school facility, and of the fiscal integrity of all school elements;
Coordination of partners and programs. Identifies goals for the school and delegates duties appropriately. The Director serves as immediate supervisor of employees at the site.

Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, abilities, or dispositions associated with this classification, but is intended to reflect the principal job elements accurately.

Essential Functions:

• Demonstrate the ability to establish and maintain an authentic, transparent, authoritative and accessible leadership presence.
• Demonstrate the ability to foster and deepen relational trust among all constituents as a primary resource for school improvement.
• Demonstrate responsiveness in order to strengthen the awareness of inequity, structural issues of race and poverty, and cultural discontinuity; advocate for culturally responsive pedagogy and effective collective responses to the structural issues facing schools and society among teachers and staff, students, families/caregivers, partnerships and community.
• Develop, facilitate and engage the school and community in a cultural awareness that builds individual and collective advocacy with, and for students, and families/caregivers.
• Articulate the civic goal of education and systematically reinforce an equitable school culture that values and uses participatory structures in governance and in decision-making.
• Engage the community in collectively developing, publicizing and adhering to collaborative vision; adhere to the vision in decision making, communicating to school staff and community, hiring, coaching, etc; set processes in place for mutual accountability toward the vision of the school and community.
• Communicate key purposes, beliefs and values of the school and community to ensure sensitivity to the community's core beliefs and values in decision making; adopt and maintain a culturally appropriate and sensitive demeanor and tone with the community; exhibit the ability to make deliberate and thoughtful decisions and take action based on core community beliefs and vision.
• Include and engage the community in examining and implementing decisions and actions that are in line with the vision; incorporate shared practices that foster mutual respect in actualizing the vision.
• Integrates personal and professional real-life experiences to engage students families/caregivers, teachers and staff and community for the purpose of growing and maintaining mutually trusting relationships.
• Engage the entire school community and partners to form and deepen personal and productive relationships with each other.
• Demonstrate optimism and resolve in the face of difficulty; develop methods to communicate and implement systematic choices that take into account institutional barriers to learning and achieving, but frame the work as possible; form and maintain personal and professional relationships to ensure the school community is a place of safety and belonging to share and learn despite challenges.
• Develop, practice and advocate for an individual and organizational mindset that embraces challenges as learning opportunities, persists in the face of setbacks, sees effort as path to mastery, learns from feedback and finds inspiration to ensure continued growth of students, teachers, staff, families and community.
• Support and uphold collective decisions and creatively resolve conflicts and differences in order to engage and move the collaborative agenda forward.
• Demonstrate working knowledge of curriculum and instruction that is appropriate go school and grade level, and focuses on access and equity for all students.
• Participate in peer mentoring and collaboration to nurture the development of professional capital.
• Communicate high expectations, knowledge and positive intent to teachers, staff, parents and students; provide instructional systems that support teachers to achieve and succeed to ensure all students have highly qualified and effective teachers.
• Collaborate with teachers and district staff to plan, establish, maintain, facilitate and monitor effective systems for ongoing adult professional development that support the goals of the teacher, school and district.
• Align fiscal, human, time and material resources to support the learning goals of students and core values; monitor and adjust resource allotments as necessary.
• Maintain the capacity to change direction in order to grow and thrive while retaining the core values of the school and community.
• Evaluate,…