Assistant Principal, Middle School

Assistant Principal

The purpose of the position is to increase student achievement by engaging in the following:

Supervises all professional and support staff as assigned.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education and/or

Experience:

Appropriate Master's Degree required;
Minimum five years teaching experience preferred. Demonstrated leadership ability and knowledge in instructional best practices is required. Experience teaching at the level of the position (i.e. Elementary teaching experience for Elementary level AP position; Secondary or Mid-Level teaching experience for Secondary or Mid-Level AP positions) is preferred but not required. Past experience with instructional coaching, design and delivery of professional development and building/district level committee involvement and experience working in an urban environment is strongly preferred.

Certificates, Licenses, Registrations: PA Teaching Certificate, PA Administrative Certification K-12 Principal (or appropriate level K-6 or 7-12 Principal Certification)

Other duties may be assigned. The essential functions of this position include, but are not limited to the following fundamental duties:

• Supervision of Teachers:
  Possess a deep knowledge regarding best practices, current instructional programs, and content in order to make professional and quality judgment on instruction. Observe and evaluate professional staff accurately, consistently and based on evidence while aligning with the philosophy, mission and goals of the Reading School District.
• Data:
  Manage, interpret and utilize data to organize differentiated groups and address all students' individual academic needs in collaboration with the leadership team.
• Professional Support for Teachers:
  Possess deep content knowledge in order to provide professionals and para professionals with strategies and activities that will support instruction in core curriculum. Monitor and facilitate high quality professional development through turn around training while working with staff (in teams or individually) to refine knowledge and skills, based on district and school data. Provide small group or individual support as needed following professional development.
  
  Identify school teaching and learning needs as well as barriers and weaknesses by analyzing students' data and implementing problem-solving actions with teachers. Demonstrate instructional leadership to facilitate meetings that focus on student achievement. Instruct teachers in using data for instructional planning that will have a positive impact on student achievement.
• Professionalism:
  Participate in professional development that enhances knowledge of instructional practice, delivery and student achievement. Establish a professional rapport with staff built on mutual respect. Display the highest ethical and professional behavior and standards when working as serving as a role model to teachers. Use effective interpersonal skills to communicate professionally with staff, students and parents that lead to positive relationships.
• Program Implementation:
  Conduct professional development and follow up support for successful implementation of all programs or initiatives. Support and encourage teachers to effectively implement and integrate district programs and initiatives into daily instruction.
• District level Responsibility:
  Facilitate district level curriculum committees that work to develop and write a vertically aligned and standards based curriculum. Monitor and facilitate high quality professional development through turn around training, working with staff (in teams or individually) to refine knowledge and skills, based on district and school data.

Ability to read, analyze and interpret common professional and technical journals, financial reports, governmental regulations and legal documents. Ability to respond to common inquiries or complaints from the public, staff, regulatory agencies, or members of the community. Ability to write reports, correspondence and procedure manuals. Ability to effectively present information and respond to questions and concerns from professional and support staff, pubic groups, governmental agencies and District Administrators.

Ability to communicate effectively.

Ability to work with mathematical concepts. Ability to apply concepts such as fractions and percentages. Ability to apply financial concepts.

Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to interpret a variety of technical instructions.

Ability to use correct grammar, sentence structure and…