ASSISTANT PRINCIPAL

STANDARD POSITION DESCRIPTION

Classification: Assistant Principal Location: Assigned School

Reports to: Principal FLSA Status: Exempt

Bargaining Unit: Principals

This is a standard position description to be used for certificated administrative positions with
similar duties and responsibilities. Administrators assigned to the position description may or
may not be assigned all of the duties identified herein.

This job description does not constitute an employment agreement between the employer and
employee and is subject to change by the employer as the needs of the employer and
requirements of the job change.

Part I: Position Summary: As the Assistant Principal, serves to support the Principal as the
school and educational leader responsible for development, implementation, supervision, and
evaluation of a comprehensive program of educational and student services. Administers the
program in accordance with board policies, statutory requirements, administrative rules and
regulations, and consistent with collective bargaining agreements. Serves as an advocate for
the staff, school, and school community as appropriate.

Part II: Supervision and Controls over the Work: Works under the general supervision of
principal and support carrying out the guidance and direction of the Board of Directors. Utilizes
the strategic plan, district goals, district policy, and the approved school improvement plan to
guide both personal leadership and the work of the school staff. Annual evaluation will be
based upon this job description, goals and objectives specific to the school or the position,
student achievement data, and the performance of the Assistant Principal.

Part III: Major Duties and Responsibilities:

1. Creating a school culture that promotes the ongoing improvement of learning and
teaching for students and staff: Develops and sustains focus on a shared mission and clear
vision for improvement of learning and teaching. Engages stakeholders in the essential
conversations for ongoing improvement. Facilitates collaborative processes with
stakeholders leading toward continuous improvement. Creates opportunities for shared
leadership within the school.

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2. Monitoring, assisting, and evaluating effective instruction and assessment practices: An
effective leader is knowledgeable about and deeply involved in the design and
implementation of the instructional program; prioritizes effective teaching by visiting
classrooms regularly and working with teachers on instructional issues. Develops a working
knowledge and ability to lead school initiatives. Participates in professional development
regarding school initiatives. Monitors instruction and assessment practices ensuring
alignment with the School Improvement Plan. Assists staff in developing required student
growth plan and identifying valid, reliable sources of evidence to effectiveness. Assists staff
in implementing effective instruction and assessment practices. Reliably and validly
evaluates staff in effective instruction and assessment practices.

3. Providing for school safety: Effectively engages the entire community to develop a more
nuanced/expanded understanding of what it means to be safe. Provides for the physical,
intellectual, and emotional safety in order for effective teaching and learning to take place.

4. Leads the development, implementation and evaluation of a data-driven plan for

increasing student achievement, including the use of multiple student data elements:
Recognizes and seeks out multiple data sources. Analyzes and interprets multiple data
sources to inform school-level improvement efforts. Implements data driven plan for
improved teaching and learning. Assists staff in using data to guide, modify and improve
classroom teaching and learning.

5. Assisting instructional staff with alignment of curriculum, instruction and assessment with
state and local district learning goals: Provides leadership that ensures fidelity to the
prescribed curricula that is in alignment to state and local district learning goals. Ensures
alignment and implementation of best instructional practices to state and district learning
goals. Provides that assessment practices are aligned with both curriculum and instruction.

6. Managing both staff and fiscal resources to support student achievement and legal
responsibilities: Manages human and fiscal resources in transparent ways such that the
capacity of the school community to make complicated decisions grows. The support of
hiring, assignments, evaluations, ongoing professional development and the fulfillment of
legal responsibilities is required. Decisions are made about resources that result in
improved teaching and learning.

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7. Partnering with the school community to promote student learning: Understands the
greater community and works to establish a genuine partnership model between home and
school. Aligns school and community efforts and values as a work in progress that must be
nurtured, sustained, and monitored, and is able to influence others to adopt the same
understanding. Community engagement decisions are made that result in improved
teaching and learning.

8. Demonstrating commitment to closing the achievement gap:

Uses evidence to support student improvement. Identifies barriers to achievement and

knows how to close resulting gaps. Demonstrates a commitment to close the achievement
gap. Provides evidence of growth in student learning.

9. Leadership and Governance:

a. Consistently demonstrates high moral, ethical, and professional standards of

performance and personal integrity, which includes addressing problems and issues in
an open, honest, and timely manner. Ensures proper conduct which goes beyond the
practice of avoiding what is wrong and instead focusing on choosing to do what is right.
Serves as a champion for the school and the district, avoiding actual or perceived
behavior personally or among the staff which may cast a negative impression on the
school, the District, or the Board.

b. Models and promotes trust, enthusiasm, rapport, respect and openness among faculty,
staff, students, and members of the community. Celebrates successes and recognizes
the achievements of others.

c. Creates a professional environment by assuring that personal and staff interactions with
others in the school, community, and board are conducted with utmost respect and
professionalism.

d. Honors the ideas of others even when in disagreement with those ideas. Works
collaboratively to resolve disagreements and seek mutually respectful solutions.

e. Actively participates in meetings, workshops and conferences that involve decisions

affecting the district and/or the school. Advocates for the school needs by providing
input to the decision making process of the district. Respects, supports, and
implements decisions once made, and acts to ensure that staff are equally supportive.

f. Participates in school academic, athletic, and co-curricular activities to supervise and

advocate for the school.

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10. Required to follow board policies; stay abreast of updates/changes.
11. Performs other duties as assigned.

Part IV: Minimum Qualifications:

1. Valid Washington State Secondary School Administrative credentials.
2. Five (5) successful years of teaching experience.
3. Ability to create a safe, orderly, positive school climate for students and staff.
4. Ability to foster growth, creativity, and flexibility using a variety of techniques.
5. Ability to facilitate resolution of complex interpersonal issues.
6. Demonstrate successful experience in shared decision making, program development, staff
supervision and evaluation.
7. Knowledge and skill in fiscal management, staff development, and human relations.
8. Ability to work with District initiative around the Common Core State Standards and the
Smarter Balance assessments.
9. Ability to evaluate teachers using the Danielson Framework for Teaching.
10. Knowledge and demonstrative skills in the use of technology for teaching and learning.
11. Managerial skill in planning, organizing, delegating, and listening.
12. Ability to gain and demonstrate knowledge of District and State laws that govern budget
procedures and expenditures.
13. Knowledge about laws, rules and regulations governing the operation of public schools,
including school reform legislation.
14. Knowledge of innovations in education; alternative instructional strategies, alternative
assessment methods; blended instructional support; in-class support for special needs
students, instruction based on student performance and decision making, peer tutoring,
cooperative learning.
15. Qualified (or be willing to qualify) to operate district-owned vehicles to transport students
to and from school activities; however, ADA/504 accommodations will be considered.
16. Ability to react in emergency situations to include intervening and, as necessary, consistent
with District policy, restraining students.

Part V: Desired Qualifications:

For the purpose of facilitating community interaction, residence within the District
boundaries is preferred.

Part VI: Physical and Environmental Requirements of the Position:

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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.

The employee must lift and/or move 25 to 50 pounds, and may assist, move, or restrain
students with greater weight when required to intervene in student safety issues.

While performing the duties of this job, the employee is frequently required to sit, talk, lift,
carry, move about, hear and speak. Employee may be required to perform extensive work at a
computer display terminal.

Specific vision abilities required by this job include close vision, distance vision, color vision,
peripheral vision, depth perception, and the ability to adjust focus.

While performing the duties of this job, the employee occasionally works in outside weather
conditions. The employee is occasionally exposed to wet and/or humid conditions, fumes or
airborne particles, toxic or caustic chemicals. It may be expected that the individual could be
exposed to blood or other potentially infectious materials during the course of their duties. The
noise level in the work environment is usually moderate but can be loud on occasion.

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