Principal Elementary Rahn Elementary

Elementary Principal - Rahn Position Summary

FTE: 1.0

Compensation / Benefits:
Per Unit Agreement

ISD 191 is a suburban Minneapolis system of 7,100 students comprised of the communities of Burnsville, Eagan, and Savage. The District is seeking a high quality, innovative educational leader for the position of Elementary Principal. District 191's dynamic leadership team is highly committed to working each day to align the work of adults throughout our system, and within our community, around improving the learning of each of our students.

We are committed to finding innovative leaders who value working in a collaborative culture with colleagues and staff and building a culturally proficient environment.

License /

Education Requirements:

Valid Minnesota K-12 Principal or Elementary Principal license required. 3+ years Elementary administrative and 5 years teaching experience preferred.

The successful candidate for the Elementary Principal position will provide leadership and build systems to support staff, schools, and the district in increasing appropriate instructional capacity that allows all students to meet or exceed expected growth each year, graduate from high school, and eliminate predictability in achievement through practices of educational equity. This position will: lead the building's efforts in creating a culturally competent and racially inclusive learning environment so that all students are successful;

lead the design and implementation of the district's instructional delivery and professional development in alignment with the district's operational plan and individual school improvement plans; lead the design and implementation of the district's instructional methodology and professional development programs aligned with the district operational plan; actively support district planning and improvement processes.

The successful Elementary Principal will be an individual who

• all students can learn and that their learning can be directly influenced by focusing on factors over which we have control
• that student learning guides practice and decision-making throughout the school and system
• in shared accountability and responsibility through working interdependently
• in fostering a commitment among staff and parent communities to create the conditions for equity and excellence resulting in elimination of the achievement gap through developing and promoting a culturally proficient environment
• in a model that promotes professional reflection and continuous improvement

• successful experience in facilitating high-quality professional learning and remarkable outcomes through application
• the ability to effectively manage and lead change, including changing practices and structures in a school system that may perpetuate inequities based on race and class
• outstanding skills in written and oral communication, talent management, and school operations
• effective facilitation and personal use of technology as a communication tool to improve student achievement and manage work
• personal professional learning and development through a strong understanding of literature related to education, student learning, and leadership
• the ability to manage dialog effectively, valuing alternative points of view in planning and decision-making
• that he or she is a visible instructional leader
• courage to do what is best for students