Frontline Applicant Tracking - West Fargo Public Schools

Openings as of 4/25/2025
Administration

High School Assistant Principal

JobID: 4025

Position Type:
  Administration/Assistant Principal


Date Posted:
  4/17/2025


Location:
  Horace High School


Closing Date:
  04/27/2025


  Additional Information:  Show/Hide
         
Job Description Position Title: Assistant High School Principal Location: Horace High School Department: Instruction Reports To: High School Principal Term: Renewing 230-day contract beginning with 2025-26 school year Schedule: Mon-Fri Full-time following school hours of operation Salary: Positions follows the  Admin Salary Schedule 2024-2025 at Grade 24 Date of last review: April 2025











SUMMARY: Under the direction of the High School Principal, the Assistant High School Principal focuses on providing innovative, personalized, competency-based learning opportunities designed for all learners, regardless of background or identity.
 
The Assistant High School Principal is responsible for providing educational leadership within the High School; creating a culture of empowerment that supports a growth mindset, self-efficacy, and learner agency; and for directing, supervising, and overseeing all school operations, personnel, and activities.
The Assistant High School Principal prioritizes building and nurturing strong teams, supporting the implementation of personalized, competency-based learning; and continuous improvement among all educators. Portfolios are distributed among Assistant Principal positions in each High School.
 
To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Assists in providing instructional leadership, supervision, and management of personnel.
• Assists with, and participates in, staff development activities.
• Assists with supervision and performance evaluation of designated certified and classified personnel, assigns duties to staff as appropriate to school objectives, and conducts and prepares evaluation reports in accordance with District guidelines and requirements.
• Observes and evaluates an assigned group of educators within the building.
• Collaborates and works with other district administrators (e.g., Superintendent, Director of Human Resources, Assistant Superintendent, Coordinators, other district principals, etc.) to coordinate building-level programs and activities with district goals, objectives, policies, and procedures.
• Serves as a liaison between educators and district administration interpreting district policies and procedures.
• Develops collaborative relationships between the school and the community.
• Develops parent/guardian involvement/partnerships.
• Collaborates and works closely with PTA/ PTO, after school childcare programs, and parenting programs.
• Partners with staff and district personnel to assure the educational needs of learners are being met and addressed.
• Partners with Special Education Director and staff to understand and implement IDEA and early intervention strategies. Working to promote accountability for learner goals and ensuring compliance.
• Collaborates with the Director of Building & Grounds in the maintenance, renovation, and upkeep of the campus. Makes recommendations concerning building improvements and needs, addresses concerns regarding educator’s performance issues or problems within the building, and addresses building and physical plant needs and maintenance services.
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.
Communication:
• Assists the High School Principal concerning building-level issues and serves as a liaison between the building and District administrators and officials.
• Establishes, coordinates, and maintains communication with community and guardian groups; attends and conducts a variety of meetings and events; develops correspondence to promote school activities and achievements.
• Performs a variety of public relation functions for the building and within the District.
• Provides learner centered leadership for educators and learners.
• Provides direction to the school's guidance and counseling services.
• Coordinates teaching activities by assisting High School Principal with making personnel assignments, determining class size and composition, and prepares timetables and schedules.
• Explains rules of conduct and building policies/consequences to learners and families; supports teacher expectations; and explains, interprets or answers procedural questions regarding school or district policies.
• Prepares and distributes information to the community, staff and parents via newsletters, orientation meetings, parent training workshops, parent/teacher conferences, PTA/PTO meetings, correspondence, parent meetings, and building/district website.
• Prepares newsletters, memos, emails, handbooks and manages communications with the media/press.
• Communicates with parents/guardians and educators regarding learner progress, achievement and building outcomes.
• Mediates, disputes, and resolves conflicts between learners, educators, parents, and the public.
• Articulates the school’s vision and mission to the educators, parents/guardians, and the community.
• Summarizes building-level funding requests, justifications and priorities and submits to the Business Manager.
• Shares assessment, achievement and testing results with learners, families and staff.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Establishes and clearly articulates procedures and routines that promote efficiency and appropriate use of time.
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
Compassion:
• Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
• Assists with and participates in staff development activities. • Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion. • Proactively seeks to understand the ideas, opinions, and skills of others.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Develops and implements an effective, positive learner management system within the building.
• Utilizes creative, critical thinking skills when faced with challenges.
• Establishes a culture that values high expectations, work ethic, and a growth mindset.
Critical Thinking:
• Partners with High School Principal in the recruitment process and selection of new faculty and staff.
• Prepares and maintains a variety of District, County, State, and federally mandated records and reports regarding learner attendance, discipline, cumulative records, and academic achievement.
• Assists in monitoring learner achievement to ensure learners meet or exceed local and state academic standards.
• Assists in evaluating and assessing the results of learner academic performance and factors that may be influencing their learning.
• Assists in implementing building emergency plans and procedures in alignment with the district’s emergency operations plan and associated materials.
• Assists in determining the classification, promotion, or retention of learners within the building.
• Assists in prepares and administering the budget for the elementary school.
• Establishes building timelines for submitting requests and needs related to budget management.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Demonstrates understanding of the diverse social, emotional and developmental learning needs of learners.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Manages learner relations and management activities within the building.
• Monitors learner progress and collaborates with building staff to meet high curriculum standards, performance goals, and objectives.
• Provides learner-centered leadership for staff, faculty, and learners.
• Supervises, manages, and participates in the oversight of the learners, creating a culture of empowerment that supports a growth mindset, self-efficacy, and learner agency.
• Assists with development and administration of disciplinary procedures in accordance with District policies and State laws; receives referrals and confers with learners, guardians, teachers, and community agencies; responds to and resolves guardian, learner, and staff complaints; serves on discipline or expulsion panels as assigned.
• Serves as the educational leader and administrator within the building.
• Supervises learners on campus before and after school; monitors learners during lunch, recess, extra/co-curricular activities, and other activities; maintains learner conduct consequences according to established guidelines.
• Supervises emergency response protocols (safety drills, BERT management and meetings, etc.)
• Assists in supervising the activities and procedures in all standardized testing within the building including NAEP, STAR, NDSA, FAST and other assessment testing.
• Provides leadership, coordination and participation in all special education, English Language Learners, and 504 planning and meetings.
• Attends IEP meetings, 504 meetings, learner profile and post evaluation meetings, EL IAP’s, and Teacher Assistance Team meetings.
• Manages the ordering of all approved budgetary items. Resolves and addresses ordering discrepancies and problems.
• Monitors the budget throughout the years and ensures the building budgets are within approved fiscal guidelines.
• Prepares various reports pertaining to finances, attendance, ordering and requisition of supplies, materials and equipment.
• Coordinates and manages the collection, registration, and deposits of monies collected under various auspices or fund-raising activities.
• Supervises, evaluates, counsels, mentors and develops, and disciplines educators within the building.
• Conducts and prepares evaluation reports in accordance with district guidelines and requirements.
• Assists in monitoring and organizing attendance functions, including communication with families as needed regarding absences and tardies to ensure and safeguard the health of learners.
• Intervenes and manages cases of learner truancy and persistent absences and implements procedures to improve attendance.
• Supports the utilization of district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Supports the utilization of district behavioral plans as a backbone to promote positive learner behavior.
• Supports the utilization of the district protocol for maintaining information on learner progress.
• Supports the utilization of applicable federal and state laws regarding education and learners.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• High School Principal credential or Provisional High School Principal license at time of application.
• North Dakota Teaching License.
• Master's Degree from an accredited college or university with Educational Leadership/Administration preparation.
• Prior administrative experience supervising instructional programming and staff.
• Prior experience handling learner management and behavioral issues with dignity, respect, and proper interpretation of organizational policies and procedures.
• Minimum 4 years of classroom teaching experience at a High School level.
• Experience with Marzano instructional framework is preferred.
• Experience with Infinite Visions is preferred.
• Experience leading a Title I school including an emphasis in working with low-income and culturally diverse populations is preferred.
• Knowledge of Title I regulations and guidelines is preferred.
• Experience with educational equity and cultural competency.
• Experience and evidence of visionary leadership and data-driven decision making.
   
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• Directs and supervises educators, licensed personnel, and support personnel with an emphasis on building and nurturing strong teams.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.
 


Attachment(s):
• WFPS - Assistant High School Principal - HHS.pdf



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Openings as of 4/25/2025
Administration

Assistant Elementary Principal

JobID: 4081

Position Type:
  Administration/Assistant Principal


Date Posted:
  4/18/2025


Location:
  Aurora Elementary


Closing Date:
  05/02/2025


  Additional Information:  Show/Hide
         
Job Description Position Title: Elementary Assistant Principal Location: Aurora Elementary School Department: Administration Reports To: Head Principal Term: Ongoing 210-day contract beginning with the 2024-2025 school year Schedule: Mon-Fri Full-time following school hours of operation Salary: Position follows the Admin Salary Schedule 2024-2025 at Grade 22 Date of last review: April 2025
 










SUMMARY: Under the direction of the Elementary Principal, the Elementary Assistant Principal is responsible for organizing, coordinating, and administering assigned programs and activities related to learner discipline, attendance and instruction at an assigned elementary school. The Elementary Assistant Principal supports the Head Principal with administrative duties involving learner conduct, curriculum development, operations, and supervision/evaluation of assigned personnel. The Elementary Assistant Principal prioritizes building and nurturing strong teams, supporting the implementation of personalized learning, and continuous improvement among all educators.
 
To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Assists the Head Principal in providing instructional leadership, supervision, and management of personnel.
• Assists in the recruitment process and selection of new faculty and staff.
• Assists with, and participates in, staff development activities.
• Assists with supervision and evaluation of the performance of designated certified and classified personnel, assigns duties to staff as appropriate to meet school
objectives, and conducts and prepares evaluation reports in accordance with District guidelines and requirements.
• Partners with Special Education Director/Coordinators to ensure compliance and implementation of IDEA.
• Partners with Special Education Director and staff to understand and implement IDEA and early intervention strategies. Working to promote accountability for learner goals and ensuring compliance.
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.
• Observes and evaluates an assigned group of educators within the building.
• Collaborates and partners with other district administrators (e.g., Superintendent, Director of Human Resources, Assistant Superintendent, Coordinators, other district principals, etc.) to coordinate building-level programs and activities with district goals, objectives, policies, and procedures.
• Serves as a liaison between educators and district administration interpreting district policies and procedures.
• Develops parent/guardian involvement/partnerships.
• Collaborates and works closely with PTA/PTO, after school childcare programs, and parenting programs.
• Partners with staff and district personnel to assure the educational needs of learners are being met and addressed.
Communication:
• Performs a variety of public relation functions for the building and within the District.
• Assists the Head Principal concerning building-level issues and serves as a liaison between the building and District administrators and officials.
• Establishes, coordinates, and maintains communication with community and guardian groups; attends and conducts a variety of meetings and events; develops correspondence to promote school activities and achievements.
• Communicates with guardians and staff regarding learner progress, achievement and building outcomes.
• Provides direction to the school's guidance and counseling services.
• Coordinates teaching activities by assisting Head Principal with making personnel assignments, determining class sizes and compositions, and preparing timetables and schedules.
• Explains rules of conduct and building policies/consequences to learners and families; supports teacher expectations; and explains, interprets or answers procedural questions regarding school or district policies.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Prepares and distributes information to the community, staff and guardians via newsletters, orientation meetings, parent training workshops, parent/teacher conferences, PTA/PTO meetings, correspondence, parent meetings, and building/district website.
• Mediates, disputes, and resolves conflicts between learners, educators, guardians, and/or the public.
• Articulates the school’s vision and mission to the educators, guardians, and the community.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Assists in establishing and clearly articulate procedures and routines that promote efficiency and appropriate use of time.
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
Compassion:
• Assists with, and participates in, staff development activities.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Develops and implements an effective, positive learner-management system within the building.
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Utilizes creative, critical thinking skills when faced with challenges.
Critical Thinking:
• Partners with Head Principal on the hiring of all educators and specialists, including teachers and support staff, at the elementary school.
• Prepares and maintains a variety of District, County, State and federally mandated records and reports regarding learner attendance, discipline, cumulative records and academic achievement.
• Assists in monitoring learner achievement to ensure learners meet or exceed local and state academic standards.
• Assists in evaluating and assesses the results of learner academic performance and factors that may be influencing their learning.
• Assists in implementing building emergency plans and procedures in alignment with the district’s emergency operations plan and associated materials.
• Assists in determining the classification, promotion, or retention of learners within the building.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Demonstrates understanding of the diverse social, emotional and developmental learning needs of elementary school learners.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Manages learner relations and management activities within the building.
• Monitors learner progress and collaborates with building staff to meet high curriculum standards, performance goals and objectives.
• Provides learner-centered leadership for staff, faculty, and learners.
• Supervises, manages, and participates in the oversight of the learners, creating a culture of empowerment that supports a growth mindset, self-efficacy, and learner agency.
• Assists with development and administration of disciplinary procedures in accordance with District policies and State laws; receives referrals and confers with learners, guardians, teachers, and community agencies; responds to and resolves guardian, learner, and staff complaints; serves on discipline or expulsion panels as assigned.
• Serves as the educational leader and administrator within the building.
• Supervises learners on campus before and after school; monitors learners during lunch, recess, and other activities; maintains learner conduct consequences according to established guidelines.
• Supervises emergency response protocols (safety drills, BERT management and meetings, etc.).
• Assists in supervising the activities and procedures in all standardized testing within the building including NAEP, STAR, NDSA, FAST and other assessment testing.
• Assists in providing leadership, coordination and participation in all Special Education, English Language Learners, and 504 planning and meetings.
• Attends IEP, 504, learner profile and post evaluation, EL IAP’s, and Teacher Assistance Team meetings.
• Supervises, evaluates, counsels, mentors and develops, and disciplines educators within the building.
• Conducts and prepares evaluation reports in accordance with district guidelines and requirements.
• Assists in monitoring and organizing attendance functions, including communication with families as needed regarding absences and tardies to ensure and safeguard the health of learners.
• Intervenes and manages cases of learner truancy and persistent absences and implements procedures to improve attendance.
• Supports the utilization of district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Supports the utilization of district behavioral plans as a backbone to promote positive learner behavior.
• Supports the utilization of the district protocol for maintaining information on learner progress.
• Supports the utilization of applicable federal and state laws regarding education and learners.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• Elementary Principal credential or Provisional license at time of application.
• North Dakota Teaching License.
• Master's Degree from an accredited college or university with Educational Leadership/Administration preparation.
• Minimum 4 years of classroom teaching experience at an elementary level.
• Prior experience coaching or working with instructional programming and leading staff.
• Prior experience handling learner management and behavioral issues with dignity, respect, and proper interpretation of organizational policies and procedures.
• Experience working in an elementary school setting is preferred.
• Experience with Marzano instructional framework is preferred.
• Experience and evidence of Visionary leadership and data-driven decision making.
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• Directs and supervises educators, licensed personnel, and support personnel with an emphasis on building and nurturing strong teams.

-----
The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.

 
 
 


Attachment(s):
• WFPS - Elementary Assistant Principal - AES.pdf



Email To A Friend
Print Version

Openings as of 4/25/2025
Administration

Assistant Principal Middle School

JobID: 4083

Position Type:
  Administration/Assistant Principal


Date Posted:
  4/17/2025


Location:
  Heritage Middle School


Closing Date:
  04/27/2025


  Additional Information:  Show/Hide
         
Job Description Position Title: Middle School Assistant Principal Location: Heritage Middle School Department: Administration Reports To: Head Principal Term: Ongoing 225-day contract beginning with the 2024-2025 school year Schedule: Mon-Fri Full-time following school hours of operation Salary: Position follows the Admin Salary Schedule 2024-2025 at Grade 23 Date of last review: April 2025
 











SUMMARY: Under the direction of the Middle School Principal, the Middle School Assistant Principal is responsible for organizing, coordinating, and administering assigned programs and activities related to learner discipline, attendance and instruction at an assigned middle school. The Middle School Assistant Principal supports the Head Principal with administrative duties involving learner conduct, curriculum development, operations, and supervision/evaluation of assigned personnel. The Middle School Assistant Principal prioritizes building and nurturing strong teams, supporting the implementation of personalized learning, and continuous improvement among all educators.
 
To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
• Assists the Head Principal in providing instructional leadership, supervision, and management of personnel.
• Assists the Head Principal in the implementation of new building initiatives, programs, policies, or procedures.
• Assists in the recruitment process and selection of new faculty and staff.
• Assists with, and participates in, staff development activities.
• Assists with supervision and evaluation of the performance of designated certified and classified personnel, assigns duties to staff as appropriate to meet school
objectives, and conducts and prepares evaluation reports in accordance with District guidelines and requirements.
• Partners with Special Education Director/Coordinators to ensure compliance and implementation of IDEA.
• Partners with Special Education Director and staff to understand and implement IDEA and early intervention strategies. Working to promote accountability for learner goals and ensuring compliance.
• Develops positive, effective working relationships with learners and staff.
• Engages with other district staff in the professional learning community process.
• Observes and evaluates an assigned group of educators within the building.
• Collaborates and partners with other district administrators (e.g., Superintendent, Director of Human Resources, Assistant Superintendent, Coordinators, other district principals, etc.) to coordinate building-level programs and activities with district goals, objectives, policies, and procedures.
• Serves as a liaison between educators and district administration interpreting district policies and procedures.
• Develops parent/guardian involvement/partnerships.
• Collaborates and works closely with PTA/PTO, after school childcare programs, and parenting programs.
• Partners with staff and district personnel to assure the educational needs of learners are being met and addressed.
Communication:
• Performs a variety of public relation functions for the building and within the District.
• Assists the Head Principal concerning building-level issues and serves as a liaison between the building and District administrators and officials.
• Establishes, coordinates, and maintains communication with community and guardian groups; attends and conducts a variety of meetings and events; develops correspondence to promote school activities and achievements.
• Communicates with guardians and staff regarding learner progress, achievement and building outcomes.
• Provides direction to the school's guidance and counseling services.
• Coordinates teaching activities by assisting Head Principal with making personnel assignments, determining class sizes and compositions, and preparing timetables and schedules.
• Explains rules of conduct and building policies/consequences to learners and families; supports teacher expectations; and explains, interprets or answers procedural questions regarding school or district policies.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Prepares and distributes information to the community, staff and guardians via newsletters, orientation meetings, parent training workshops, parent/teacher conferences, PTA/PTO meetings, correspondence, parent meetings, and building/district website.
• Mediates, disputes, and resolves conflicts between learners, educators, guardians, and/or the public.
• Articulates the school’s vision and mission to the educators, guardians, and the community.
• Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
• Assists in establishing and clearly articulate procedures and routines that promote efficiency and appropriate use of time.
• Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
Compassion:
• Assists with, and participates in, staff development activities.
• Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
• Develops and implements an effective, positive learner-management system within the building.
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Utilizes creative, critical thinking skills when faced with challenges.
Critical Thinking:
• Partners with Head Principal on the hiring of all educators and specialists, including teachers and support staff, at the middle school.
• Prepares and maintains a variety of District, County, State and federally mandated records and reports regarding learner attendance, discipline, cumulative records and academic achievement.
• Assists in monitoring learner achievement to ensure learners meet or exceed local and state academic standards.
• Assists in evaluating and assesses the results of learner academic performance and factors that may be influencing their learning.
• Assists in implementing building emergency plans and procedures in alignment with the district’s emergency operations plan and associated materials.
• Assists in determining the classification, promotion, or retention of learners within the building.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Reflection:
• Demonstrates understanding of the diverse social, emotional and developmental learning needs of middle school learners.
• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
• Manages learner relations and management activities within the building.
• Monitors learner progress and collaborates with building staff to meet high curriculum standards, performance goals and objectives.
• Provides learner-centered leadership for staff, faculty, and learners.
• Supervises, manages, and participates in the oversight of the learners, creating a culture of empowerment that supports a growth mindset, self-efficacy, and learner agency.
• Assists with development and administration of disciplinary procedures in accordance with District policies and State laws; receives referrals and confers with learners, guardians, teachers, and community agencies; responds to and resolves guardian, learner, and staff complaints; serves on discipline or expulsion panels as assigned.
• Serves as the educational leader and administrator within the building.
• Supervises learners on campus before and after school; monitors learners during lunch, recess, and other activities; maintains learner conduct consequences according to established guidelines.
• Supervises emergency response protocols (safety drills, BERT management and meetings, etc.).
• Assists in supervising the activities and procedures in all standardized testing within the building including NAEP, STAR, NDSA, FAST and other assessment testing.
• Assists in providing leadership, coordination and participation in all Special Education, English Language Learners, and 504 planning and meetings.
• Attends IEP, 504, learner profile and post evaluation, EL IAP’s, and Teacher Assistance Team meetings.
• Supervises, evaluates, counsels, mentors and develops, and disciplines educators within the building.
• Conducts and prepares evaluation reports in accordance with district guidelines and requirements.
• Assists in monitoring and organizing attendance functions, including communication with families as needed regarding absences and tardies to ensure and safeguard the health of learners.
• Intervenes and manages cases of learner truancy and persistent absences and implements procedures to improve attendance.
• Supports the utilization of district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
• Supports the utilization of district behavioral plans as a backbone to promote positive learner behavior.
• Supports the utilization of the district protocol for maintaining information on learner progress.
• Supports the utilization of applicable federal and state laws regarding education and learners.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment 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.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may be required to lift up to ~30 pounds.
• The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
• The employee will work in an environment that has a quiet to loud noise level.
   
Education and/or Experience:
• Secondary Principal credential or Provisional license at time of application.
• North Dakota Teaching License.
• Master's Degree from an accredited college or university with Educational Leadership/Administration preparation.
• Minimum 4 years of classroom teaching experience at a middle school level.
• Prior experience coaching or working with instructional programming and leading staff.
• Prior experience handling learner management and behavioral issues with dignity, respect, and proper interpretation of organizational policies and procedures.
• Experience working in a middle school setting is preferred.
• Experience with Marzano instructional framework is preferred.
• Experience and evidence of Visionary leadership and data-driven decision making.
Language Skills:
• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
• Directs and supervises educators, licensed personnel, and support personnel with an emphasis on building and nurturing strong teams.

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The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual’s race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran’s Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran’s status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.


Attachment(s):
• WFPS - Dean of Students - Heritage Middle School.pdf



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