Openings as of 4/3/2025
Administration/Professional Services (Certified)

IB Diploma Programme Coordinator 2025-2026 SY

JobID: 5915

Position Type:
  Administration/Professional Services (Certified)/Coordinator


Date Posted:
  3/7/2025


Location:
  La Joya Community HS


  Additional Information:  Show/Hide

Tolleson Union High School District #214
IB Diploma Programme Coordinator 
Purpose
 
The job of the IB Diploma Programme Coordinator is to lead IB teachers and staff to implement the IB framework with fidelity. Managing the IB program, includes curriculum development, teacher training, and assessment.
 
 
Qualifications
 
Required
 
1. Valid Arizona secondary teaching and administrative certificate.
2. Master’s degree in Education, Administration, or other related field.  
3. Minimum of five (5) years teaching experience at the secondary level. 4. Must have a minimum of three (3) years IB-related experience and/or training.
 
5. Valid AZ Department of Public Safety (DPS) Identity Verified Print (IVP) Fingerprint Clearance Card.
6. Experience in supervising and evaluating classroom instruction.
7. Expertise in curriculum and instructional strategies and development; student assessment development and analysis; and instructional technology. 8. Demonstrated background in instructional leadership and ability to work collaboratively.
 
9. Demonstrated leadership and ability to work effectively with various groups, individuals, and a demonstrated ability to organize ideas and present with clarity and conciseness. 
10. Knowledge of dropout intervention best practices that lead to connection to the school community and student success.
 
Preferred
 
11. Bilingual in English and Spanish.
12. Knowledge of the school district and its departments, policies, and procedures.
  
Essential Functions
 
1. Market the school’s programme via weekly\monthly school newsletters, school letterhead, email signature, school marquee, visual school aesthetics, PTO/PTA meetings, school website, etc.
2. Utilize school and/or district social media to share information about the school’s IB culture.
3. Provides leadership in the development, implementation and assessment of the IB instructional program, including preparation of a formal annual reflection prepared for the International Baccalaureate Organization (IBO).
4. Consistently promote Learner Profiles and Attitudes
5. Attend summer IB leadership workshops/training as appropriate.
6. Maintain and monitor the school’s IB programme documentation
7. Manage and monitor the school’s IB Committee
8. Organize training needs and manage training documents
9. Meet with staff regularly and collaboratively to support vertical and horizontal articulation of the Programme
10. Research and present information on inquiry-based best practices during PD sessions
11. Ensure teachers receive consistent training around IB
12. Take a lead role in curriculum planning, design, delivery and review by working with staff (subject teachers, counselors, administrators) and external stakeholders (parents and IBO) to continuously model highly effective principles of teaching and instructional differentiation.
13. Assist teachers with orientation to subject or grade level curriculum and to develop appropriate learning targets for students.
14. Oversees IB curriculum review and facilitates curriculum development.
15. Counsels students and parents on appropriate curriculum/course choices for each IB Program.
16. Plans and facilitates all staff development and IB workshop participation as required by IBO and as necessary for effective program implementation.
17. Design controls to continuously monitor, record and analyze DP Teaching and Learning efficacy.
18. Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
  
Skills, Knowledge, and Abilities
 
SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including utilizing pertinent software applications; planning and managing projects; preparing and maintaining accurate records; maintaining confidential and sensitive information; communicating effectively with individuals of varied cultural and educational backgrounds; communicate in oral and written form; prepare and present materials in a professional manner; manage personnel and programs; and work collaboratively with colleagues and the public.
 
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledgebased competencies required to satisfactorily perform the functions of the job include: knowledge of classroom management, collaboration, communication, curriculum development, lesson planning, curriculum management software, curriculum mapping, education technology, instruction, leadership, pedagogy, andragogy, and training skills; knowledge of federal, state, county, local, and District codes; knowledge of federal, state, county, local, and district policies, regulations, and laws.
 
ABILITY is required to schedule activities, meetings, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to direct others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is high. Specific ability-based competencies required to satisfactorily perform the functions of the job include: ability to provide consistent, fair, and policy-based direction to others and make independent judgments; ability to possess a high moral personal standard; maintain a high degree of integrity in all facets of work; ability to meet deadlines; ability to be courteous and able to effectively manage job responsibilities as well as being cooperative, congenial, service oriented, and to promote these qualities; ability to work in an environment with frequent interruptions; ability to be respectful and empathetic; and ability to promote team-building and shared responsibilities among administrative and professional personnel.
 
Responsibility
 
Responsibilities include daily monitoring of IB program implementation, assess and react to teacher training needs, and ensure our actions are in alignment with being an IB World School.
 
 
Working Environment
 
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. The employee may occasionally lift and/or move up to 50 pounds and occasionally move up to 120 pounds. Generally, the job requires 50% sitting, 15% walking, and 35% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. Working conditions may require work to be performed in both the field with extreme weather conditions and in an indoor environment with minimal temperature variations and some hazardous conditions. The employee will regularly work indoors and outdoors. The noise level in the work environment is moderate to extreme. Travel between District campuses and to locations outside the District is required. The working hours are somewhat flexible as the job may require hours beyond normal business hours.
 
 
Reports to:                             Assistant Principal of Curriculum and Instruction
 
Term of Employment:           Twelve-month, full time
 
Evaluation:                            This position will be evaluated annually as outlined in Governing 
                                                 Board Policy Manual.
 
FLSA Status:                         Exempt            
 
Salary Range:                                   Initial Placement Salary Schedule for Administrative/Support
                                                            Exempt Personnel, Coordinator
 
Board Approval:                   August 1994 (original adoption)
                                                May 13, 2010 (Revised)
                                                April 14, 2011 (Revised)
                                                January 23, 2024 (Revised)
                                                February 6, 2024 (Revised)
                                                February 25, 2025 (Revised)
                                                March 4, 2025 (Revised)
 
 
 





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Openings as of 4/3/2025
Administration/Professional Services (Certified)

Career and Technical Education Work-Based Learning Coordinator - 2025-2026 School Year

JobID: 5923

Position Type:
  Administration/Professional Services (Certified)/Coordinator


Date Posted:
  3/20/2025


Location:
  District Office


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

Tolleson Union High School District #214
Career and Technical Education Work-Based Learning Coordinator
 
Purpose
 
 
The job of the Career and Technical Education (CTE) Work-Based Learning Coordinator is as the coordinator of diversified cooperative education. The Work-Based Learning Coordinator is responsible for graduates and CTE students in related employment, collection of placement data required by the Arizona Department of Education, development and implementation of workbased experiences for CTE students, job readiness seminars for CTE students, coordination of business/industry in CTE programs and dual enrollment programs. The CTE coordinator helps provides students with the academic and technical skills, knowledge and training necessary to succeed in future careers.
 
Qualifications
 
 
Required
 
 
 
1. Valid Arizona CTE teaching certificate.
2. Master’s degree in education or related field.
3. Minimum of 5 years in a CTE classroom or administrative experience in CTE.
4. Minimum of 3 years of leadership experience.
5. Must be able to obtain a DPS Identity Verified Print (IVP) Fingerprint Clearance Card.
6. Evidence of experience in the design, implementation, and evaluation of Arizona Academic Standards.
7. Experience in professional staff development and dual enrollment approval process.
8. Evidence of collaborative leadership.
9. Experience in curriculum design, alignment, and articulation.
 
Preferred
 
 
 
1. Arizona Administrative Certificate.
2. Endorsements in any related field.
3. Bilingual in English and Spanish.
 
 
 
Essential Functions
 
 
 
1. Assist CTE program graduates in obtaining related employment. 
2. Conduct the annual follow-up survey of district CTE program graduates and provide required documentation for the Arizona Department of Education. 
3. Establish work-based experience options for district CTE programs, assist with the implementation and monitor the ongoing activities. 
4. Coordinate job readiness seminars for district CTE students and follow-up activities with students and employers. 
5. Work with district CTE teachers and counselors in placing CTE students in appropriate part-time jobs. 
6. Prepare and submit a monthly summary of the total number of students participating in job readiness seminars and the number of student referrals and placements. 
 
 
 
7. Establish and coordinate activities for business/industry involvement in partnerships and CTE advisory committees. 
8. Coordinate dual enrollment process between Maricopa Community Colleges and district CTE programs including Tech Prep activities and data collection. 
9. Assist in public relations activities for district CTE programs. 
10. Assists in recruiting and retaining highly qualified teaching staff.
11. Works with feeder districts in developing a comprehensive explicit plan for vertical articulation of curriculum and professional staff development.
12. Works with curriculum and instruction leadership to interpret data for purposes of department, school wide and district goal setting and planning.
13. Provides information for updating district Course Catalog and takes part in review of proposed new courses.
14. Performs classroom observations and provides feedback/input to teachers, staff developers and administrative staff on implementation of curriculum and instructional practices.
15. Assesses staff development needs in assigned content areas and conducts staff development workshops.
16. Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
 
 
 
Skills, Knowledge, and Abilities
 
 
SKILLS are required to perform multiple tasks with a potential need to upgrade skills to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including utilizing pertinent software applications; planning and managing projects; preparing and maintaining accurate records; maintaining confidential and sensitive information; communicating effectively with individuals of varied cultural and educational backgrounds; communicate in oral and written form; prepare and present materials in a professional manner; manage personnel and programs; and work collaboratively with colleagues and the public.
 
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge- based competencies required to satisfactorily perform the functions of the job include knowledge of Human Resource Standards; knowledge of federal, state, county, local, and District codes; and knowledge of federal, state, county, local, and district policies, regulations, and laws.
 
ABILITY is required to schedule activities, meetings, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to direct others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or
Groups; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is low. Specific ability-based competencies required to satisfactorily perform the functions of the job include: ability to provide consistent, fair, and policy-based direction to others and make independent judgments; ability to possess a high moral personal standard; maintain a high degree of integrity in all facets of work; ability to meet deadlines; ability to be courteous and able to effectively manage job responsibilities as well as being cooperative, congenial, service oriented, and to promote these qualities; ability to work in an environment with frequent interruptions; ability to be respectful and empathetic; and ability to promote team-building and shared responsibilities among administrative and professional personnel.
 
 
Responsibility
 
 
Responsibilities include working independently under broad organizational guidelines to achieve unit objectives; directing other persons within a small work unit; and supervising the use of funds. The Work-Based Learning Coordinator assists site principals and CTE teachers in administering, monitoring, and implementing the requirements for a quality CTE and dual enrollment program and all associated grant requirements. The Work-Based Learning Coordinator provides leadership and support for the staff and collaborates with administrators, instructional staff, and community members in assuring industry partnerships are made and students are exposed to.
 
 
Working Environment
 
 
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 70% sitting, 15% walking, and 15% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. The noise level in the work environment is usually moderate to low. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
Reports to:                               Director of Career and Technical Education
 
Term of Employment:    Eleven-month, full time
 
           
Evaluation:		This position will be evaluated annually as outlined in Governing
		Board Policy Manual.
FLSA Status:		Exempt
Salary Range:		Placement Salary Schedule for Administrative/Support Exempt Personnel, Coordinator
Board Approval:		November 19, 2024 (Revised)
		February 25, 2025 (Revised)
 
 





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Openings as of 4/3/2025
Administration/Professional Services (Certified)

Director of Human Resources - Certified Staff - 2025-2026 School Year

JobID: 5914

Position Type:
  Administration/Professional Services (Certified)/Director


Date Posted:
  3/7/2025


Location:
  District Office


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

Tolleson Union High School District #214
Director of Human Resources – Certified Staff
 
 
Purpose
The Director of Human Resources for Certified Staff will be responsible for the planning, organizing and operation of the office of Human Resources including strategic planning, policy formation, program development and implementation, delivery of services including benefits and insurance management, employment and recruitment, and employee relations and development for certified staff.
 
Qualifications
 
Required:        
1. Master’s degree in educational administration, personnel administration, or closely related area.
2. Arizona teaching and administrator certificate.
3. Valid AZ Department of Public Safety (DPS) Identity Verified Print (IVP) Fingerprint Clearance Card.
4. Arizona and national fingerprint-based background investigation per A.R.S. § 41-1750.
5. Three (3) years in a managerial capacity; or any equivalent combination of experience and/or education from which comparable knowledge, skills, and abilities have been achieved.
Preferred:
6. School leadership experience.
7. Five (5) years’ experience in the Human Resources management area, preferably in a school district.
8. Professional Human Capital Leader in Education (pHCLE) certification.
9. Bachelor’s degree in human resources, Business, Public Administration, or related field. 10. Bilingual English/Spanish 
  
Essential Functions
 
1. Under the supervision of the Executive Director for Human Resources, provides day-to-day leadership and direction for the Office of Human Resources.
2. Under the supervision of the Executive Director for Human Resources, evaluates the schools’ master schedules and student enrollment needs to ensure adequate certified staffing to all school sites.
3. Assist the Executive Director for Human Resources with the overall development, administration and evaluation of Human Resources policies, procedures and programs, ensuring the delivery of human resources to District employees and the community.
4. Provides a proactive, service-oriented approach to Human Resources while ensuring compliance with appropriate District policies and procedures and State and Federal Laws.
5. Participates in the development of short and long-range planning for the District.
6. Develops, revises, interprets, and communicates related policies for employees.
7. Presents information to staff and Governing Board.
8. Administers a wide variety of personnel policies and processes (e.g. recruitment, selection, hiring, orientation, employment contracts/agreements, compensation schedule, reclassification studies, job descriptions, etc.) for the purpose of conforming to District policies, relevant laws, contracts, and agreements.
9. Consults and advises administrators on a wide variety of sensitive personnel issues (e.g. discipline, hiring, transfers, reduction in force, etc.) for the purpose of assisting in effective decision making and enforcing all relevant policies, procedures, and regulations.
10. Coordinates the recruitment process (e.g. advertising vacancies, screening applicants, conducting interviews, making recommendations for hire, new employee orientation, etc.) for maintaining a highly qualified and effective staff.
11. Monitors the maintenance of records and procedures for professional growth and salary placement.
12. Monitors, assists, advises certificated staff with credentials, licensing, and certification, and informs administrators and certificated personnel of state and federal changes to teacher and administrator credentialing, licensing, and certification.
13. Assures appropriate credentialing and legally required compliance for specified certificated personnel assignments.
14. Coordinates personnel activities with other administrative divisions, departments, and offices within the school district. 15. Oversees the District’s student teacher placements for all school sites.
 
16. Participates in meetings, workshops, job fairs and seminars for the purpose of conveying and gathering information regarding a wide variety of subjects to support the District’s goals.
17. Conducts investigations, compiles information and prepares reports of findings as assigned by the Executive Director for Human Resources  18. Supervises and evaluates assigned staff.
19. Performs other assignments as determined by the Executive Director for Human Resources.
 
Skills, Knowledge, and Abilities
 
SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: regularly required to talk and hear; frequently required to use hands to touch, handle, or feel objects, tools, or controls and use a keyboard or keypad; regularly type or enter data using a computer keyboard; operating standard office equipment including utilizing pertinent software applications; planning and managing projects; and preparing and maintaining accurate records.
 
KNOWLEDGE is required to perform advanced math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include classroom management, and concepts of grammar and punctuation.
 
ABILITY is required to schedule classroom activities, discussions, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is high. Specific ability-based competencies required to satisfactorily perform the functions of the job include communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working with frequent interruptions; setting priorities; and establishing and maintaining effective working relationships. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision depth perception, and the ability to adjust focus. 
 
Responsibility
 
The Human Resource Director will plan, lead, direct, develop, and coordinate the policies, activities, and staff of the Human Resource (HR) department, ensuring legal compliance and implementation of the organization's mission and talent strategy.
 
Working 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. The noise level in the work environment is usually moderate. The working hours are somewhat flexible as the job may require hours beyond normal business hours.
 
Reports to:                            Executive Director for Human Resources.
                                               
Terms of Employment:       Twelve-months, full-time           
Evaluation:	This position will be evaluated annually as outlined in Governing Board Policy
FLSA Status:	Exempt
Salary:	Administrative/Support Exempt Personnel Initial Placement Salary  Schedule, Director II
Board Approval:	June 26, 2007
	March 3, 2008(Revised)
 
                                                June 28, 2012 (Revised)
                                                August 25, 2021 (Revised)
                                                March 26, 2024 (Revised)
                                                February 25, 2025 (Revised)
                                                March 4, 2025 (Revised)
 





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Openings as of 4/3/2025
Administration/Professional Services (Certified)

Executive Director of School Leadership - Certified - 2025-2026 School Year

JobID: 5917

Position Type:
  Administration/Professional Services (Certified)/Executive Director


Date Posted:
  3/7/2025


Location:
  District Office


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

Tolleson Union High School District #214
Executive Director of School Leadership
 
 
Purpose 
 
The job of the Executive Director of School Leadership is responsible for the supervision and leadership for translation of the district’s educational philosophy, strategic goals, and objectives into active services and programs that directly benefit each student. The Executive Director of School Leadership will effectively assist the Superintendent in the task of providing support and mentoring to novice and continuing assistant principals and principals, to increase their effectiveness as leaders. The Executive Director of School Leadership will support assistant principals and principals’ development in identified areas including instructional leadership, school culture and climate, performance and management, and data-informed decision-making practices. 
 
Qualifications 
  
Required:  
1. Possess Arizona Secondary Principal or Provisional Principal Certification.   
2. Possess a Master's Degree in educational administration.  
3. Minimum of five (5) years’ experience as a high school principal.  
4. Minimum of five (5) years’ experience as a secondary school teacher.   
5. Must be able to obtain a DPS Identity Verified Print (IVP) Fingerprint Clearance Card. 
6. Strong oral and written communication skills. 
7. Have training or experience in the supervision, coaching and evaluation of personnel including administrators, teachers and staff.   
8. Have working knowledge of instructional improvements based on current educational research.   
9. Experience in student registration procedures, data processing, budget management, business administration, counseling, and student discipline is preferred.   
10. Possess demonstrated administrative skills and leadership ability; must have established themselves as an educational leader at the secondary level. 
  
Preferred: 
 
1. Principal of a Tolleson Union High School District school. 
2. Professional Doctorate in a related field. 
3. Bilingual in English or Spanish. 
   
Essential Functions 
 
1. Assist the school leader in goal setting activities:  gather pre-assessment data, set individual development goals and monitor growth through mid-year and end-year progress assessments.   
2. Build the school leader’s capacity to develop, implement and monitor opportunities for continuous improvement and professional growth.   
3. Provide high quality, relevant professional development for new principals through Principal Meetings, Cadres, and other activities.  
4. Collaborate with the Human Resources and Office of Learning and Student Achievement departments and others to insure the delivery of high-quality, job-embedded, professional learning for district and school administrators.   
5. Develop, implement and monitor professional development which creates lasting change in administrator practices by building and/or deepening the knowledge in school leaders on how to actively monitor progress, including direct observation, providing timely actionable feedback and engaging in reflective practices.  
6. Assist with the development/selection of and coordination of instructional programs and related services to ensure efficient implementation and creation of a systematic approach to curriculum and instructional planning, development, execution, and evaluation.   
7. Encourage educational support and community involvement in parents.  Assist in empowering parents to recognize, understand, and utilize their voice to become active advocates in quality education. 
8. Demonstrate the highest standards of moral and ethical behavior, flexibility and responsiveness; through a leadership role with colleagues, and maintaining norms of confidentiality. 
9. Provides leadership for collaborative teams to ensure that initiatives related to administration are results-oriented, increase student achievement, and are aligned with districts mission, beliefs, and strategic goals. 
10. Directs and provides leadership to assign personnel, conducts performance appraisals, makes recommendations for appropriate employment actions, and promotes professional growth. 
11. Facilitates solutions and identifies discrepancies between goals and current status for areas of responsibility in order to stimulate achievement and provide support for assigned administrators’ continuous improvement objectives and strategies. 
12. Maintains good public relations with parents, businesses, and community groups to provide information and receive feedback. 
13. Provides input in the development of policies and administrative guidelines for school leadership and supports the implementation of programmatic goals and objectives on a district-wide basis. 
14. Directs the development, maintenance, updating, and distribution of the district's administrative procedural guidelines, employee agreements, and school board policies, and ensures compliance with Board rules and applicable federal and state laws and regulations. 
15. Advises and counsels the Superintendent and the Superintendent's cabinet on school leadership and recommends necessary actions for the most efficient operation. 
16. Exercises proactive leadership in promoting the vision and mission of the District and empowers others to make decisions and carry out responsibilities in support of the District's objectives. 
17. Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. 
  
Skills, Knowledge, and Abilities 
  
SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Skill-based competencies required to satisfactorily perform the functions of the job include operating standard office equipment including utilizing pertinent software applications; planning and managing projects; and preparing and maintaining accurate records. Specific skill-based competencies include skill in creating, preparing, and managing a variety of documents for distribution; skill in establishing and maintaining effective working relations with co-workers, vendors, and others having business with the school district; and skill in operating a personal computer utilizing a variety of hardware, software applications, and peripheral office equipment. Specific content-based skills include strong organizational and interpersonal skills; and strong leadership/management skills. 
  
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledgebased competencies required to satisfactorily perform the functions of the job include: business telephone etiquette; knowledge of general office operations and records and database management; knowledge of spreadsheets, including managing tables with functions of sorting, subtotals, conditional statements, and use of formulas; knowledge of the principles of Business English, grammar, spelling, and preparation of correspondence. Content based knowledge required to satisfactorily perform the functions of the job include:  knowledge of best practices in regards to coaching, mentoring, and adult learning; and knowledge of curriculum instruction, assessment, personnel administration, and educational technology. 
 
ABILITY is required to schedule activities, meetings, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific abilitybased competencies required to satisfactorily perform the functions of the job include communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working with frequent interruptions; setting priorities; and establishing and maintaining effective working relationships. Specific content-based abilities required to satisfactorily perform the functions of the job include ability to maintain and update a coaching calendar reflecting scheduled meetings as well as time and attendance records; ability to effectively communicate both verbally and in writing, creating and delivering presentations; and the ability to work on fast-paced, multiple projects of varying complexity with tight deadlines while continually adapting to changing priorities 
  
  
  
  
Responsibility 
 
Responsibilities include working under little supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; tracking budget expenditures. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to have great impact on the organization’s services. 
 
Working Environment 
 
 
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 70% sitting, 15% walking, and 15% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. The noise level in the work environment is usually moderate to low. 
 
 
Reports to:                              Superintendent  
  
Terms of Employment:          Twelve months, full-time   
  
Evaluation:                            This position will be evaluated annually as outlined in                              Governing Board Policy. 
  
FLSA Status:                         Exempt  
  
Salary Range:                        Administrative/Support Exempt Personnel Initial Placement Salary                                      Schedule, Executive Director 
 
Board Approval:                 Approved 
 





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Openings as of 4/3/2025
Administration/Professional Services (Certified)

Principal 2025-2026 School Year

JobID: 5913

Position Type:
  Administration/Professional Services (Certified)/Principal


Date Posted:
  3/7/2025


Location:
  Various


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

Principal 
Purpose
 
The job of a Principal is for the purpose of the Instructional Leader of their school. The Principal is responsible for creating the vision for the school and translating that vision into reality. The Principal is responsible for managing the staff, students, and overall operations of a high school. The Principal will uphold academic standards by overseeing the curriculum and assessing student progress. The Principal will also work closely with teachers to create an inclusive learning environment and provide resources to help them succeed. In addition, the Principal manages school budgets and ensures that facilities are properly maintained. The Principal is also responsible for enforcing school policies and procedures to maintain a positive learning environment. The Principal is directly responsible for the academic achievement of all students and for creating a positive climate for the growth of students and staff, and community involvement.
 
 
Qualifications
 
 
Required:
 
 
1. Master’s degree in Education, Administration, or other related field.  
2. Minimum of five (5) years teaching experience at the secondary level.
3. Minimum three (3) years of leadership experience.
4. Valid Arizona teaching and principal certificate.         
5. Valid AZ Department of Public Safety (DPS) Identity Verified Print (IVP) Fingerprint Clearance Card. 
6. Specific administrative experience through internship and/or previous employment in public schools including experience as a secondary assistant principal.
7. Expertise in curriculum and instructional strategies and development; student assessment development and analysis; and instructional technology.
8. Demonstrated background in instructional leadership and ability to work collaboratively.  
9. Demonstrated leadership and ability to work effectively with various groups, individuals, and a demonstrated ability to organize ideas and present with clarity and conciseness. 
10. Knowledge of dropout intervention best practices that lead to connection to the school community and student success.
11. Ability to assume responsibility, exercise sound judgment, and handle confidential material and information.
12. Knowledge of Arizona academic standards and ability to interpret test data to improve instruction and achievement.
13. Effective professional relationships with students, teachers, administrators, parents, and the community.
14. Experience and knowledge in Career and Technical Education (CTE), Advanced Placement (A.P.), Dual Enrollment and Alternative Education programs.
15. Educational leadership in the profession through membership and participation in the community and in the professional organizations, as well as activities with students, teachers, community, and individual projects.
16. Forward-looking in educational views and evidence of a willingness to accept change.
17. Demonstrated competence in planning and developing educational facilities.
 
 
Preferred:
 
 
1. Bilingual in English and Spanish.
2. Knowledge of the school district and its departments, policies, and procedures.
 
 
 
Essential Functions
 
 
 
1. Provide strong instructional leadership for implementation of Arizona academic standards addressed in the District’s curriculum.
2. Develop, monitor, and evaluate the school’s Continuous Improvement Plan.
3. Develop, organize, and plan for an educational program and school climate which provides the greatest learning opportunities for all students.
4. Administers and maintains discipline throughout the student body and staff. 
5. Ensures the implementation of the District-approved program of instruction: creating a total school atmosphere conducive to optimum student progress, leads the ongoing development and evaluation of the District's educational programs, ensures implementing effective guidance and health services for all students, and leads in interpreting data for program improvement. 
6. Responsible for personnel management functions of the school: making recommendations regarding the selection of school personnel, interviewing prospective teachers for assigned curriculum area, supervise classroom instruction and evaluates teaching performance for assigned curriculum area, supervise classified staff, evaluates achievement and placement of students in assigned curriculum area, coordinates Summer School program, gathers members of the textbook selection committee for assigned area, developing effective lines of communication and staff input in educational planning, and disseminates budgets to all curriculum areas. 
7. Involve and lead staff in interpreting test data to improve instruction and achievement.
8. Provide leadership to the implementation of a system for monitoring student performance, identifying student needs and communicating students’ educational development.
9. Explicitly assess staff professional development needs.
10. Maintain and improve the physical aspects of the school plant to insure the health and safety of all constituents.
11. Provide appropriate supervision and constructive evaluation of certified and classified staff to promote professional growth and increase effectiveness.
12. Provide leadership in the selection and orientation of staff.
13. Demonstrate fiscal accountability for all funds allotted or collected by the school.
14. Maintain high standards of student conduct and enforce discipline as necessary.
15. Maintain favorable working relationships and communication with the schools’ stakeholders, students, parents, and other members of the community.
16. Supervise the overall maintenance of accurate student records.
17. Supervise the organization and execution of graduation, Open House, Future Freshman Night, Financial Aid Night, campus/community events, site testing, and daily campus activities.
18. Maintain an active interest through participation in professional and community activities related to education.
19. Participate in district educational meetings for the purpose of developing a stronger educational program. 
20. Coordinates administrative extracurricular supervision.
21. Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
 
 
 
Skills, Knowledge, and Abilities
 
 
SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including utilizing pertinent software applications; planning and managing projects; preparing and maintaining accurate records; maintaining confidential and sensitive information; communicating effectively with individuals of varied cultural and educational backgrounds; communicate in oral and written form; prepare and present materials in a professional manner; manage personnel and programs; and work collaboratively with colleagues and the public.
 
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: knowledge of classroom management, collaboration, communication, curriculum development, lesson planning, curriculum management software, curriculum mapping, education technology, instruction, leadership, pedagogy, andragogy, and training skills; knowledge of federal, state, county, local, and District codes; knowledge of federal, state, county, local, and district policies, regulations, and laws.
 
ABILITY is required to schedule activities, meetings, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to direct others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is low. Specific ability-based competencies required to satisfactorily perform the functions of the job include: ability to provide consistent, fair, and policy-based direction to others and make independent judgments; ability to possess a high moral personal standard; maintain a high degree of integrity in all facets of work; ability to meet deadlines; ability to be courteous and able to effectively manage job responsibilities as well as being cooperative, congenial, service oriented, and to promote these qualities; ability to work in an environment with frequent interruptions; ability to be respectful and empathetic; and ability to promote team-building and shared responsibilities among administrative and professional personnel.
 
 
Responsibility
 
 
Responsibilities include: working as an Administrator using standardized practices and/or methods; leading, guiding, and/or coordinating others; tracking budget expenditures. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to have some impact on the organization’s services.
 
 
Working Environment
 
 
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 80% sitting, 10% walking, and 10% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. Working conditions may require work to be performed in both the field with extreme weather conditions and in an indoor environment with minimal temperature variations and some hazardous conditions. The employee will regularly work indoors. The noise level in the work environment is moderate. Travel between District campuses and to locations outside the District is required. The working hours are somewhat flexible as the job may require hours beyond normal business hours.
 
 
Reports to:                           Superintendent
                                     
Terms of Employment:      Twelve-month, full time
           
Evaluation:	This position will be evaluated annually as outlined in Governing Board Policy
FLSA Status:	Exempt
Salary:	Initial Placement Salary Schedule for Administrative/Support Exempt Personnel, Principal
Board Approval:	August 1994 (Revised)  April 2011 (Revised)  March 26, 2024 ( Approved)
 
 





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