Position Type:
ADMINISTRATION- CERTIFIED/ Principal

Date Posted:
12/1/2020

Location:
Tara High

  
EAST BATON ROUGE PARISH SCHOOL SYSTEM (EBRPSS) JOB DESCRIPTION

POSITION TITLE: School Principal (Check v only one) Elementary Middle High

SALARY RANGE: See most recently approved online or hard copy EBRPSS Salary Schedule.

PREPARED BY: Interim Executive Director of Human Services

APPROVED DATE: June 2012

SUMMARY
The School Principal is responsible for the effective management of programs, personnel, materials, and facilities in order to develop an optimum learning climate for the unique needs of a particular school site. He or she shall direct the operation of the school in accordance with policies established by the Board of Elementary and Secondary Education, the Louisiana Department of Education, and the East Baton Rouge Parish School Board. He or she has the primary responsibility to provide an educational program which is responsive to student needs; while at the same time, addresses the goals and objectives of the EBRPSS and the school. The School Principal shall plan, implement, monitor, and evaluate functions of the overall management and leadership of the school. He or she shall be responsible for the school's operation within the financial limitations of the EBRPSS and site.

The minimal administrator standards, the Performance Expectations and Indicators for Educational Leaders, approved in 2008 and as approved by the Board of Elementary and Secondary Education (BESE) in Bulletin 130 , inclusive of the responsibility for growth in student learning and/or student achievement, are as follows:

PERFORMANCE EXPECTATION 1:
Vision, Mission, and Goals
Education leaders ensure the achievement of all students by guiding the development and implementation of a shared vision of learning, strong organizational mission, and high expectations for every student.

Element A. High Expectations for All
The vision and goals establish high, measurable expectations for all students and educators; therefore an educational leader:
1. Uses varied sources of information and analyzes data about current practices and outcomes
to shape a vision, mission, and goals with high, measurable expectations for all students and educators.
2. Aligns the vision, mission, and goals to school, district, state, and federal policies (such as content standards and achievement targets).
3. Incorporates diverse perspectives and crafts consensus about vision, mission, and goals that are high and achievable for every student when provided with appropriate, effective learning opportunities.
4. Advocates for a specific vision of learning in which every student has equitable, appropriate, and effective learning opportunities and achieves at high levels.

Element B. Shared Commitments to Implement the Vision, Mission, and Goals
The process of creating and sustaining the vision, mission, and goals is inclusive, building common understandings and genuine commitment among all stakeholders; therefore, an educational leader:
1. Establishes, conducts, and evaluates processes used to engage staff and community in a shared vision, mission, and goals.
2. Engages diverse stakeholders, including those with conflicting perspectives, in ways that build shared understanding and commitment to vision, mission, and goals.
3. Develops shared commitments and responsibilities that are distributed among staff and the community for making decisions and evaluating actions and outcomes.
4. Communicates and acts from shared vision, mission, and goals so educators and the community understand, support, and act on them consistently.
5. Advocates for and acts on commitments in the vision, mission, and goals to provide equitable, appropriate, and effective learning opportunities for every student.

Element C. Continuous Improvement toward the Vision, Mission, and Goals
Education leaders ensure the achievement of all students by guiding the development and implementation of a shared vision of learning, strong organizational mission, and high expectations for every student; therefore, an educational leader:
1. Uses or develops data systems and other sources of information (e.g., test scores, teacher reports, student work samples) to identify unique strengths and needs of students, gaps between current outcomes and goals, and areas for improvement.
2. Makes decisions informed by data, research, and best practices to shape plans, programs, and activities and regularly review their effects.
3. Uses data to determine effective change strategies, engaging staff and community stakeholders in planning and carrying out changes in programs and activities.
4. Identifies and removes barriers to achieving the vision, mission, and goals.
5. Incorporates the vision and goals into planning (e.g., strategic plan, school improvement plan), change strategies, and instructional programs.
6. Obtains and aligns resources (such as learning technologies, staff, time, funding, materials, training, and so on) to achieve the vision, mission, and goals.
7. Revises plans, programs, and activities based on systematic evidence and reviews of progress toward the vision, mission, and goals.

PERFORMANCE EXPECTATION 2:
Teaching and Learning
Education Leaders ensure achievement and success of all students by monitoring and continuously improving teaching and learning.

Element A. Strong Professional Culture
A strong professional culture supports teacher learning and shared commitments to the vision and goals; therefore, an educational leader:
1. Develops shared understanding, capacities, and commitment to high expectations for all students and closing achievement gaps.
2. Guides and supports job-embedded, standards-based professional development that improves teaching and learning and meets diverse learning needs of every student.
3. Models openness to change and collaboration that improves practices and student outcomes.
4. Develops time and resources to build a professional culture of openness and collaboration, engaging teachers in sharing information, analyzing outcomes, and planning improvement.
5. Provides support, time, and resources for leaders and staff to examine their own beliefs, values, and practices in relation to the vision and goals for teaching and learning.
6. Provides ongoing feedback using data, assessments, and evaluation methods that improve practice.
7. Guides and monitors individual professional development plans and progress for continuous improvement of teaching and learning.

Element B. Rigorous Curriculum and Instruction
Improving achievement of all students requires all educators to know and use rigorous curriculum and effective instructional practices, individualized for success of every student; therefore, an educational leader:
1. Develops shared understanding of rigorous curriculum and standards-based instructional programs, working with teams to analyze student work, monitor student progress, and redesign curricular and instructional programs to meet diverse needs.
2. Provides coherent, effective guidance of rigorous curriculum and instruction, aligning content standards, curriculum, teaching, assessments, professional development, assessments, and evaluation methods.
3. Provides and monitors effects of differentiated teaching strategies, curricular materials, educational technologies, and other resources appropriate to address diverse student populations, including students with disabilities, cultural and linguistic differences, gifted and talented, disadvantaged social economic backgrounds, or other factors affecting learning.
4. Identifies and uses high-quality research and data-based strategies and practices that are appropriate in the local context to increase learning for every student.

Element C. Assessment and Accountability
Improving achievement and closing achievement gaps require that leaders make appropriate, sound use of assessments, performance management, and accountability strategies to achieve vision, mission, and goals; therefore, an educational leader:
1. Develops and appropriately uses aligned, standards-based accountability data to improve the quality of teaching and learning.
2. Uses varied sources and kinds of information and assessments (such as test scores, work samples, and teacher judgment) to evaluate student learning, effective teaching, and program quality.
3. Guides regular analyses and disaggregation of data about all students to improve instructional programs.
4. Uses effective data-based technologies and performance management systems to monitor and analyze assessment results for accountability reporting and to guide continuous improvement.
5. Interprets data and communicates progress toward vision, mission, and goals for educators, the school community, and other stakeholders.

PERFORMANCE EXPECTATION 3:
Managing Organizational Systems and Safety
Education leaders ensure the success of all students by managing organizational systems and resources for a safe, high-performing learning environment.

Element A. Effective Operational Systems
Leaders distribute leadership responsibilities and supervise daily, ongoing management structures and practices to enhance teaching and learning; therefore, an educational leader:
1. Uses effective tools such as problem-solving skills and knowledge of strategic, long-range, and operational planning to continuously improve the operational system.
2. Maintains the physical plant for safety, ADA requirements, and other access issues to support learning of every student.
3. Develops and facilitates communication and data systems that assure the timely flow of information.
4. Oversees acquisition and maintenance of equipment and effective technologies, particularly to support teaching and learning.
5. Distributes and oversees responsibilities for leadership of operational systems.
6. Evaluates and revises processes to continuously improve the operational system.

Element B. Aligned Fiscal and Human Resources
Leaders establish an infrastructure for finance & personnel that operates in support of teaching and learning; therefore, an educational leader:
1. Operates within budget and fiscal guidelines and directs them effectively toward teaching and learning.
2. Allocates funds based on student needs within the framework of federal and state rules.
3. Aligns resources (such as time, people, space, and money) to achieve the vision and goals.
4. Implements practices to recruit and retain highly qualified personnel.
5. Assigns personnel to address diverse student needs, legal requirements, and equity goals.
6. Conducts personnel evaluation processes that enhance professional practice, in keeping with district and state policies.
7. Seeks and secures additional resources needed to accomplish the vision and goals.

Element C: Protecting the Welfare and Safety of Students and Staff
Leaders ensure a safe environment by addressing real and potential challenges to the physical and emotional safety and security of students and staff that interfere with teaching and learning; therefore, an educational leader:
1. Advocates for & creates collaborative systems & distributed leadership responsibilities that support student & staff learning and well-being.
2. Involves parents, teachers, and students in developing, implementing, and monitoring guidelines and norms for accountable behavior.
3. Develops and monitors a comprehensive safety and security plan.

PERFORMANCE EXPECTATION 4:
Collaborating with Families and Stakeholders
Education leaders ensure the success of all students by collaborating with families and stakeholders who represent diverse community interests and needs and mobilizing community resources that improve teaching and learning.

Element A. Collaboration with Families and Community Members
Leaders extend educational relationships to families and community members to add programs, services, and staff outreach and provide what every student needs to succeed in school and life; therefore, an educational leader:
1. Brings together the resources of schools, family members, and community to positively affect student and adult learning, including parents and others who provide care for children.
2. Involves families in decision making about their children's education.
3. Uses effective public information strategies to communicate with families and community members (such as email, night meetings, and written materials in multiple languages).
4. Applies communication and collaboration strategies to develop family and local community partnerships.
5. Develops comprehensive strategies for positive community and media relations.

Element B. Community Interests and Needs
Leaders respond and contribute to community interests and needs in providing the best possible education for their children; therefore, an educational leader:
1. Identifies key stakeholders and is actively involved within the community, including working with community members and groups that have competing or conflicting perspectives about education.
2. Uses appropriate assessment strategies and research methods to understand and accommodate diverse student and community conditions and dynamics.
3. Seeks out and collaborates with community programs serving students with special needs.
4. Capitalizes on diversity (such as cultural, ethnic, racial, economic, and special interest groups) as an asset of the school community to strengthen educational programs.
5. Demonstrates cultural competence in sharing responsibilities with communities to improve teaching and learning.

Element C. Building on Community Resources
Leaders maximize shared resources among schools, districts, and communities that provide key social structures and gathering places, in conjunction with other organizations and agencies that provide critical resources for children and families; therefore, an educational leader:
1. Links to and collaborates with community agencies for health, social, and other services to families and children.
2. Develops mutually beneficial relationships with business, religious, political, and service organizations to share school and community resources (such as buildings, playing fields,
parks, medical clinics, and so on).
3. Uses public resources and funds appropriately and effectively.
4. Secures community support to sustain existing resources and add new resources that address emerging student needs.

PERFORMANCE EXPECTATION 5:
Ethics and Integrity
Education leaders ensure the success of all students by being ethical and acting with integrity.

Element A. Ethical and Legal Standards
Leaders demonstrate appropriate ethical and legal behavior expected by the profession; therefore, an educational leader:
1. Models personal and professional ethics, integrity, justice, and fairness and expects the same of others.
2. Protects the rights and appropriate confidentiality of students and staff.
3. Behaves in a trustworthy manner, using professional influence and authority to enhance education and the common good.

Element B. Examining Personal Values and Beliefs
Leaders demonstrate their commitment to examine personal assumptions, values, beliefs, and practices in service of a shared vision and goals for student learning; therefore, an educational leader:
1. Demonstrates respect for the inherent dignity and worth of each individual.
2. Models respect for diverse community stakeholders and treats them equitably.
3. Demonstrates respect for diversity by developing cultural competency skills and equitable practices.
4. Assesses own personal assumptions, values, beliefs, and practices that guide improvement of student learning.
5. Uses a variety of strategies to lead others in safely examining deeply held assumptions and beliefs that may conflict with vision and goals.
6. Respectfully challenges and works to change assumptions and beliefs that negatively affect students, educational environments, and every student learning.

Element C. Maintaining High Standards for Self and Others
Leaders perform the work required for high levels of personal and organizational performance, including acquiring new capacities needed to fulfill responsibilities, particularly for high-stakes accountability; therefore, an educational leader:
1. Reflects on own work, analyzes strengths and weaknesses, and establishes goals for professional growth.
2. Models lifelong learning by continually deepening understanding and practice related to content, standards, assessment, data, teacher support, evaluation, and professional development strategies.
3. Develops and uses understanding of educational policies such as accountability to avoid expedient, inequitable, or unproven approaches that meet short-term goals (such as raising test scores).
4. Helps educators and the community understand and focus on vision and goals for students within political conflicts over educational purposes and methods.
5. Sustains personal motivation, optimism, commitment, energy, and health by balancing professional and personal responsibilities and encouraging similar actions for others.

PERFORMANCE EXPECTATION 6: The Education System
Education leaders ensure the success of all students by influencing interrelated systems of political, social, economic, legal, and cultural contexts affecting education to advocate for their teachers' and students' needs.

Element A. Exerting Professional Influence
Leaders improve the broader political, social, economic, legal, and cultural context of education for all students and families through active participation and exerting professional influence in the local community and the larger educational policy environment; therefore, an educational leader:
1. Facilitates constructive discussions with the public about federal, state, and local laws, policies, regulations, and statutory requirements affecting continuous improvement of educational programs and outcomes.
2. Actively develops relationships with a range of stakeholders and policymakers to identify, respond to, and influence issues, trends, and potential changes that affect the context and conduct of education.
3. Advocates for equity and adequacy in providing for students' and families' educational, physical, emotional, social, cultural, legal, and economic needs, so every student can meet educational expectations and policy goals.

Element B. Contributing to the Educational Policy Environment
Leaders contribute to policies and political support for excellence and equity in education; therefore, an educational leader:
1. Operates consistently to uphold and influence federal, state, and local laws, policies, regulations, and statutory requirements in support of every student learning.
2. Collects and accurately communicates data about educational performance in a clear and timely way, relating specifics about the local context to improve policies and inform progressive political debates.
3. Communicates effectively with key decision makers in the community and in broader political contexts to improve public understanding of federal, state, and local laws, policies, regulations, and statutory requirements.
4. Advocates for increased support of excellence and equity in education.

Element C. Policy Engagement
Working with policymakers informs and improves education policymaking and effectiveness of the public's efforts to improve education; therefore, an educational leader:
1. Builds strong relationships with the school board, district and state education leaders, and policy actors to inform and influence policies and policymakers in the service of children and families.
2. Supports public policies that provide for present and future needs of children and families and improve equity and excellence in education.
3. Advocates for public policies that ensure appropriate and equitable human and fiscal resources and improve student learning.
4. Works with community leaders to collect and analyze data on economic, social, and other emerging issues that impact district and school planning, programs, and structures.

STANDARDS OF EFFECTIVENESS
Fifty-percent of the evaluation for administrators shall be composed of applicable measures of growth in student learning and the remaining fifty-percent shall be based upon a qualitative assessment of administrator performance. For administrators, the fifty-percent of the evaluation based upon growth in student learning shall incorporate a school-wide measure of growth. The 50% of the evaluation that is based on a qualitative measure of administrator performance shall include a minimum of one formal observation and at least one informal observation. This portion of the evaluation may include additional evaluative evidence, such as walkthrough observation data and the evaluation of written work products. The combination of the applicable measure of growth in student learning and the qualitative assessment of performance shall result in a composite score used to distinguish if the level of effectiveness is highly effective, effective proficient, effective emerging, or ineffective. A value-added model shall be used to measure student growth for the purposes of administrator evaluation, where available.

GENERAL OPERATIONS
• Supervises all personnel assigned to the school
• Maintains a visible and accessible presence in the school
• Protects instructional time when scheduling events and communication efforts
• Ensures that school facilities are conducive to a positive school environment
• Assumes responsibility for all physical properties assigned to the school
• Plans, prepares, and distributes student and faculty handbooks
• Cooperates with community agencies whose purpose relates to the health, safety, and welfare of students
• Assumes responsibility for graduation and/or closing of school activities SUPERVISORY RESPONSIBILITIES
The School Principal 1) manages several subordinate supervisors who supervises employees in the school district, 2) is responsible for the overall direction, coordination, and evaluation of the school building-level 3) carries out supervisory responsibilities in accordance with the organization's policies and applicable laws, 4) must conduct interviews and hire employees, 5) plans, assigns, and directs work, 6) appraises performance, and 7) addresses complaints and resolves problems. ESSENTIAL FUNCTIONS AND QUALIFICATIONS
The essential functions for the position of a School Principal include the physical and mental involvement requirements noted in this position description in addition to regular reliable attendance given the limited number of employees available to perform the essential functions of this position. It is also essential that the School Principal be able to follow the directives of superiors in insuring the harmonious operation of the school.

EDUCATION AND EXPERIENCE
The School Principal will meet the legal requirements for principals in Louisiana and possess a Master's and/or Advanced Degree in educational administration or possess the required endorsements of Louisiana Department of Education (LDE) to lead a school. The School Principal will perform administrative tasks which promotes an exemplary educational program.

LANGUAGE SKILLS
The School Principal must have the ability to 1) read, analyze, and interpret scientific and technical journals, financial reports, and legal documents, 2) respond to inquiries or complaints, 3) write speeches and articles for publication that conform to prescribed style and format, 4) effectively present information to top management, public groups, and the EBRP School Board.

REASONING ABILITY
The School Principal must have the ability to 1) define problems, collect data, establish facts, and draw valid conclusions, and 2) interpret an extensive variety of technical instructions in mathematical or diagram forms and deal with several abstract and concrete variables.

PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by the School Principal to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. While performing the duties of this job, the School Principal is frequently required to sit or to stand for long periods of time. The School Principal is required to use hands to handle or feel controls, to talk, and to hear. The School Principal must occasionally lift or move light weight up to 20 pounds.

MENTAL INVOLVEMENT
The School Principal must 1) possess sufficient interpersonal skills to function compatibly with others, and 2) respond positively to supervision and to accept suggestions for improvement.

WORK ENVIRONMENT
The work environment characteristics described here are representative of those the School Principal encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

PROFESSIONAL CONDUCT & TRAITS
The School Principal acknowledges that he or she is required to maintain a high standard of professional conduct. Breach of said professional conduct includes but is not limited to: neglect of duty, dishonesty, engagement in acts that are contrary to East Baton Rouge Parish School Board policy, unlawful activities, or any other conduct which is seriously prejudicial to the school system. In terms of professional traits, the teacher is poised, self-confident, enthusiastic, optimistic, punctual, dependable, unbiased, fair, flexible, articulate, writes effectively, handles confidential information discreetly, attends work regularly, dresses and behaves professionally, presents accurate and timely records and other documents.

CLASSIFICATION UNDER FAIR LABOR STANDARDS ACTS (FLSA)
The EBRPSS in compliance with FLSA considers this position EXEMPT from any and all overtime payments.

TERMS OF EMPLOYMENT: Twelve (12) month