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Elementary Co-Principal - White Center Heights

Employer
Highline Public Schools
Location
Burien, WA, US
Salary
Competitive

Job Details

Job Number:2019-6909
Elementary Co-Principal - White Center Heights
White Center Heights Elementary
1.000
FTE:
8.00
Hours Per Day:
Position Type: Continuing
Start Time:
End Time:
Salary: $139,309.00 - $145,113.00
03/11/2019 - To be considered for this position, please submit a completed
Closing Date:
online application and upload required documents on or before this date.
Additional Information: Co-Principal model, two positions available.
** Based on community feedback, we have extended this posting to close
March 11**
Check for additional Information
JOB TITLE:
ELEMENTARY SCHOOL CO-PRINCIPAL

GROUP:
Building Administrators LEVEL: Elementary Principal

FLSA STATUS
: Exempt

WORK DAYS PER FISCAL YEAR
: 247 HOLIDAYS: 13 (Co-principals are two full-time positions)

SUMMARY:
The position of Elementary School Co-Principal requires a forward thinking, results oriented, equity minded instructional leader who has a strong vision and philosophy for teaching and learning to lead within our schools. Candidates must have successful instructional leadership experience, a passionate commitment to student-centered education that dismantles systemic racism, a very strong background in high quality instructional frameworks and classroom instructional and assessment practices, and the confidence and expertise to lead a dynamic, talented faculty and staff. In the co-principal model of leadership both principals will retain the essential job duties listed in this job description. The principals, along with the ILED responsible for supervising the school, will determine which individual will take a lead role regarding facilities and construction while balancing duties described below. As a reflective, equity-driven, achievement-based district, we recognize that a culture of learning focused upon academic and social-emotional success for every student is critical. We believe principals in our district are a driving motivator for both teacher professional learning and student success. Highline Public Schools principals contribute greatly to building a collaborative and positive school-based learning community. Because Highline Public Schools values schools that are centered on the importance of preparing students for the future, we seek to recruit principals who value teacher and student learning experiences based on real life skills such as evaluating and selecting pertinent information, organizing and reorganizing this information in logical and novel ways, generating new information or new interpretations of existing information and presenting one's interpretations of existing information and presenting them in a clear, logical and compelling manner; and being able to defend and amend one's interpretation based on substantive feedback. Highline Public Schools principals enjoy the ideal opportunity to establish instructional programs that foster collaboration and shared leadership among staff, students, and school community. Highline Public Schools affords principals the opportunity to learn together in learning networks and to create and maintain results-focused learning environments of continuous improvement. Our district principals are actively involved with vision, mission, and culture building; improving instructional practice; strategically allocating resources in support of high quality teaching and learning; and managing people and processes in ways that support learning, growth, and development.

CONTEXT AND MISSION:
Highline Public Schools serves approximately 19,000 students in the communities of Burien, Des Moines, Normandy Park, SeaTac, and White Center in Washington State. In 2013, parents, students, community members, and staff at all levels of the district came together to develop a strategic plan that reflects our goals and dreams for our students. The plan was updated in 2018 to guide our work through 2023. The plan's promise is that every student in Highline Public Schools is known by name, strength, and need, and graduates prepared for the future they choose. The strategic plan is centered on Our Promise. It includes five big goals for Highline students, supported by Our Foundation. * Equity. We will disrupt institutional biases and end inequitable practices so all students have an equal chance at success.

JOB DESCRIPTION:
ELEMENTARY SCHOOL CO-PRINCIPAL * Instruction. We will reduce achievement and opportunity gaps by using culturally responsive, inclusive, standards-based instruction. * Relationships. We will know our students by name, strength and need and have open, two-way communication with students, families and community partners. * Support. We will increase student success by supporting their social-emotional and academic needs.

ESSENTIAL DUTIES AND RESPONSIBILITIES
include the following based on the leadership framework from AWSP. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. As an Equity-Driven Instructional Leader of the School: Creating a culture * Fosters collaborative and shared leadership among faculty and staff. * Creates and sustains a reflective, equity-driven, achievement-based culture of learning focused upon academic success for every student. * Works toward clear goals focused on student learning. Establishes a school environment that is culturally responsive and communicates high expectations for every student and every adult. * Provides leadership such that essential conversations take place in ways that maintain trust, dignity, and ensures mutual accountability. * Lead by creating powerful, equitable learning opportunities for students, professionals, and the system, and motivating or compelling participants to take advantage of these opportunities. Ensuring School Safety * Implements a school safety plan that staff, students, and community are aware of and follow. * Assumes responsibility for creating practices that maximize the social, emotional and intellectual safety of all staff and students. Planning with Data * Leverage data to promote improvement in all aspects of the school and across all eight criteria. * Influences others to achieve mutually agreed upon purposes for the improvement of teaching and learning through consistent use of data. * Supports the cultural norm of acting on the knowledge achieved through data. Aligning Curriculum * Assists staff in aligning curricula to state and local district learning goals. * Assists staff in aligning best instructional practices to state and district learning goals. * Assists staff in aligning assessment practices to best instructional practices. Improving Instruction * Maintains knowledge about and remains deeply involved in the design and implementation of the instructional program. * Prioritizes effective teaching by visiting classrooms regularly and working with teachers on instructional issues. Highline Public Schools 21BPRINCO Elementary School Co-Principal Page 2 of 5

JOB DESCRIPTION:
ELEMENTARY SCHOOL CO-PRINCIPAL * Consistently supports colleagues in their efforts to strengthen teaching and learning in classrooms. * Works tirelessly to support staff in doing their best work. Managing Resources * Manages human and fiscal resources in transparent ways such that the capacity of the school community to make complicated decisions grow. * Makes decisions about resources that result in improved teaching and learning while allowing staff to feel empowered throughout the process. Engaging Communities * Engages with the community in sensitive and skillful ways such that the community understands the work of the school and is proud to claim the school as their own. * Understands and acts on the belief that the greater community is a valuable resource and works to establish a genuine partnership model between home and school. * Understands and acts on the belief that aligning school and community efforts and values is ongoing work in progress that must be nurtured, sustained and monitored, and is able to influence others to adopt the same understanding. Closing the Gap * Improves achievement for groups of students that share an historic disadvantage as well as the achievement of individual students who are not realizing learning potential. * Collects and uses evidence from multiple sources to support student improvement.

MINIMUM QUALIFICATION
EDUCATION and EXPERIENCE: Master's degree in educational administration or related field Three (3) years of administrative experience either as a principal, assistant principal, administrative assistant or as a district-level administrator REQUIRED LICENSES AND CERTIFICATIONS: Washington State Principal Certification Washington State Teaching Certificate

CONDITION OF EMPLOYMENT:
Criminal background clearance Valid WA State driver's license and proof of insurance Certified proficient on Teachscape - Charlotte Danielson Instructional Frameworks within 90 days of hire Complete online FEMA IS-100.sca course within 90 days of hire - web address follows https://training.fema.gov/EMIWeb/IS/courseOverview.aspx?code=IS-100.sca



PREFERRED QUALIFICATIONS:
:
Bilingual in Spanish and/or Vietnamese Leadership experience with Dual Language Embraces strengths and diversity of WCH community - staff, students, families and organizations Exercises emotionally intelligent leadership in service of equity Values innovation for partnering with families and the WCH community Highline Public Schools 21BPRINCO Elementary School Co-Principal Page 3 of 5

JOB DESCRIPTION:
ELEMENTARY SCHOOL CO-PRINCIPAL Understands developmental stages across ages 3 - 12. Experience with the development and implementation of high quality instruction Working knowledge and expertise of district instructional framework Knowledge and application of best practices and effective learning theories and strategies Experience with administrative supervision and evaluation that focuses on instructional growth of personnel and student learning Commitment to lifelong professional learning and growth Working knowledge of the use of technology in the classroom for purposes of high quality student learning and professional management systems Working knowledge of the use of assessment data to inform ongoing instructional improvement decisions

KNOWLEDGE OF:
Current educational research and implementation of effective instructional practices Budget planning, administration and monitoring of allocated resources How to give feedback to staff that improves effective instruction and practice Staff and administrative evaluation expectations School board policies and procedures

ABILITY TO:
Communicate effectively and work effectively with administrative colleagues, staff, students, and parents - excellent listening, speaking and writing skills Model excellence, provide leadership, and change within the school Develop community partnerships and parent support for school programs Motivate staff in the development and achievement of objectives and goals Establish and maintain effective and influential working relationships with students, parents, staff, and the public and outside agencies in a multi-ethnic and multi-cultural environment Demonstrate abilities in transformational leadership Manage staff, facilities, programs and budgets effectively and independently Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP:
Instructional Leadership Executive Director (ILED)

EVALUATION:
The Elementary School Co-Principal will be evaluated periodically by the Instructional Leadership Executive Director (ILED) pursuant to the currently established district procedures and evaluative criteria for certificated administrators. Such evaluations shall include an evaluation of the performance of the duties and responsibilities set forth above together with such specific objectives as may be developed from time to time by the Instructional Leadership Executive Director (ILED) and the Elementary School Co-Principal.

PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Employee is regularly required to sit, stand and transfer between office or work locations. Employee is often required to sit or stand for prolonged periods of time. Employee is frequently required to use fingers, hands, and arms in the course of employment and requires the ability to listen carefully while filtering out normal office noise. Ability to listen effectively, speak clearly and visually observe staff and students on a routine basis is required. Employee must be able to lift 25 pounds or more and perform occasional bending, stooping, twisting and reaching above the shoulders. Highline Public Schools 21BPRINCO Elementary School Co-Principal Page 4 of 5

JOB DESCRIPTION:
ELEMENTARY SCHOOL CO-PRINCIPAL

WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is typically performed in an office or school environment. Some travel to and between school sites is necessary. Attendance at extra-hours meetings is required along with the ability to deal effectively with distraught, angry or hostile individuals while representing the District on potentially sensitive or controversial matters. The employee must adjust to frequent interruptions in their work schedule. Exposure to normal levels of office dust, VDT screens, and office machines and associated chemicals are frequently encountered. The noise level in the work environment is usually moderate. Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.

CLASSIFICATION HISTORY
Created by Human Resources, 2019.02.14 Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate in admission, access, treatment, or employment in education programs or hiring practices on the basis of race, creed, religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital status, honorably-discharged veteran or military status, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. This holds true for all students who are interested in participating in educational programs and/or extracurricular activities. Any person having inquiries should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative Action, Civil Rights Act (employees), and Title IX: Chief Talent Officer, 206.631.3121, titleixofficer@highlineschools.org; Civil Rights Act: Executive Director of Student Support and Family Engagement, 206.631.3100, 206.631.3100, civilrightscoordinator@highlineschools.org; Section 504 of the Rehabilitation Act- Director of Health and Social Services, 206.631.3011, 504coordinator@highlineschools.org Highline Public Schools 21BPRINCO Elementary School Co-Principal Page 5 of 5

Company

Company info
Location
Burien
WA
98166
US

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