Please download the attached document for a full Job Description.
Primary Function: Living a mission and vision focused on results, leading and managing systems change, improving teaching and learning, building and maintaining collaborative relationships, leading with integrity and professionalism and creating and sustaining a culture of high expectations.
Reports To: Superintendent
Supervisory Responsibilities: Supervises teachers, licensed staff, including SOWIC psychologists, social workers, therapists, teacher associates, as well as custodians, secretaries and volunteers assigned to the building.
Salary: Minimum Salary Starting at $103,000 – Commensurate experience and qualifications.
Qualifications:
1. A Master’s degree in Education is required for this position.
2. Illinois Professional Educator License with a General Administrative Endorsement required.
3. Previous experience in an administrative position is required.
4. Previous experience as Principal is preferred.
5. Successful experience in the development and implementation of student discipline, behavioral supports, and related systems is required.
6. Learning Behavior Specialist Endorement (LBS1) or relevant experience in Special Education is preferred.
7. Successful completion of PERA training, Teacher training required; Principal training preferred.
8. 5 years of successful teaching experience is required.
9. Knowledge and understanding of best instructional practices and systemic processes is required.
10. Experience and/or understanding of working in a diverse community is required.
11. Ability to use technology for data analysis and communication is required.
12. Strong written and verbal communication skills.
13. Passage of pre-employment medical examination, including Tuberculosis (TB) test and any other job specific required medical testing.
14. Pass a Regional Office of Education Fingerprint based Background Clearance including Federal Bureau of Investigation.
15. Alternatives to the above qualifications that the Board finds appropriate and acceptable may be approved.
Physical Demands:
1. This position requires some standing, ability to bend and physical dexterity.
2. Prolonged periods of sitting at a desk and working on a computer.
3. Must be able to meet the essential requirements with or without reasonable accommodations.
Essential Duties and Responsibilities:
1. Demonstrate support for the Mission, Beliefs and Goals of District 30-C.
2. Uphold the established Board of Education policies, regulations and administrative procedures.
3. Demonstrate professionalism and contribute to a positive work environment.
4. Support, implement, promote and enhance the district’s educational program through effective management practices.
5. Have interest in the well-being of all students.
6. Maintain confidentiality in matters relating to staff, students and administrators.
7. Learn and observe safety practices.
8. Communicate with diverse groups, follow written and verbal instructions in English, and establish and maintain effective working relationships
9. Meet deadlines and schedules, set priorities, and multi-tasking and work under limited supervision following standardized practices and/or methods.
10. Effectively utilize positive interpersonal skills in relating to staff, parents, students and colleagues.
11. Assume initiative in identifying and solving problems.
12. Exercise good judgment and democratic processes in decision making.
13. Supervise teachers as they implement the curriculum and the instructional program by observing classrooms and activities.
14. Evaluate personnel in accordance with district guidelines.
15. Interview and select staff, ultimately making hiring recommendations.
16. Provide ongoing, consistent communication of the school’s vision as it relates to instructional practices, with scheduled and purposeful intermittent follow through. This purpose should be to determine whether the school is moving forward, the level of employee engagement in fulfilling the vision, and the resources needed to continue the school’s journey.
17. Actively engage and support district initiatives by aligning building goals and strategies with the district goals and strategies.
18. Set achievable goals for the school, teams, departments, and individual teachers.
19. Determine “what” key instructional systems, strategies, and interventions need to be implemented and provide ongoing and continuous facilitation to instructional staff as to “how” to implement the instructional systems, strategies, and interventions.
20. Formulate a building leadership team that focuses on improvement of instruction for all students (ELL, special education, low income, at-risk, and accelerated/gifted).
21. Facilitate and sustain open dialogue with parents to maximize parent involvement in all aspects of the educational process (improvement of instruction and climate of the school as well as activities and sports).
22. Develop an understanding of the learning targets for each content area, and demonstrate an understanding of effective instructional strategies that teachers must use to help students reach those targets.
23. Lead regular meetings with grade levels/teams/departments to discuss ongoing instructional pacing and delivery of instruction.
24. Facilitate the development of teacher capacity within grade level teams/curricular departments to function as effective groups with action plans to accomplish specific student achievement goals.
25. Guide grade level teams/departments in the development of common formative and summative assessments related to learning targets, stressing the appropriate use of each, and working with teachers to analyze results to improve student achievement.
26. Participate in regular formative observations of teachers, know and be able to identify best instructional practices, and provide coaching in the use of effective instructional strategies.
27. Facilitate dialogue with staff on effective grading practices, with particular emphasis on how teachers can adapt grading practices to meet the overall district goal of having grades be a meaningful representation of what students know and are able to do based on established learning targets.
28. Facilitate and participate in the design and implementation of a problem solving process that includes a specific and purposeful emphasis on data collection and academic intervention.
29. Understand and speak to the appropriateness of using specific interventions.
30. Facilitate a PDSA decision making process in which the group develops essential outcomes related to the school’s scorecard strategies, learning targets, common formative andsummative assessments, instructional pacing guides, and instructional strategies differentiated to reach learners at different readiness levels. 31. Perform other duties as assigned within the guidelines of this position.
Terms of Employment:
Administrative/12 Months
Non-Union
Completion of mandated training through Global Compliance Network within 45 days of start date.
Evaluation:
Performance of this job will be evaluated in accordance with provisions of 1) Public Act 94-1039 (ILCS 5/24A-15), 2) the Performance Evaluation Reform Act (PERA – 105 ILCS 5/24-25, and 3) the Board of Education’s policy on evaluation of professional personnel.