Job Description

Assistant Principal

The Assistant Principal is an educational leader that will foster high levels of academic achievement in their community school site. The Assistant Principal will deliver student results in line with agreed upon goals set by ICEF Public Schools.

This position reports to the Principal. Exempt. Pay Cycle: 12 months. Salary: Commensurate with Experience. Benefits: Medical, Dental, Vision, Life Insurance, Retirement Plan.

Essential Functions:

• Serves as an administrator and instructional leader of the school, direct and supervise the instructional, discipline, culture, and special education programs
• Provides leadership for, and facilitates collaboration with all stakeholders on identifying goals for student achievement; assess progress towards meeting goals; collaboratively develop the school's Local Control and Accountability Plan (LCAP) and measure the outcome of goals
• Works collaboratively with the ICEF Academic Team on the implementation of ICEF Instructional Initiatives at the school site level.
• Leads the development of high-quality/effective instruction at the school site; observe and coach teachers to improve instructional planning, teaching practice, and the use of data and assessment
• Evaluates the members on his/her team and provides guidance to the Principal in the supervision of team members.
• Provides leadership in the area of curriculum, instruction and modifications/accommodations for students with diverse learning needs.
• Participates in ICEF Professional Development, and provides effective professional development and training when necessary to enhance instruction for all students, including those with behavioral and learning challenges.
• Works collaboratively on the school Attendance Team to support attendance improvement initiatives

Student Support Program:

• Supports teachers/teacher teams in developing student Multi-Tiered Systems of Support (MTSS) academic and/or behavioral intervention plans
• Works collaboratively with the School Counselor and Principal in the development and implementation of the school's social emotional learning and mental wellness programming
• Collaboratively develops a high-quality/effective school-wide discipline team that aligns with Positive Behavior Intervention and Support, trauma-sensitive approaches, and restorative practices
• Supports teachers with the creation and implementation of classroom management plans that are aligned to the PBIS model and are implemented with fidelity
• Ensures the fidelity of implementation of the school's discipline and Positive Behavior Intervention and Support program
• Ensures the use of best practices in the implementation of pre-referral behavioral interventions, and the implementation of behavioral support and intervention, as outlined in the IEP
• Works collaboratively with the Principal to ensure the appropriate identification, educational programming, and services for special education students.
• Ensures due process requirements are met to complete the appropriate development of IEPs and provide ongoing monitoring to ensure IDEA compliance.

Student Achievement and Data Analysis:

• Continuously monitors, tracks and analyzes student achievement data in order to identify needed supports and strategies
• Leads a data-driven school culture that includes the regular use of data by teachers, students and staff.
• Implements effective, high quality data analysis cycles with teachers/teacher teams to facilitate the analysis of data provided by ICEF Common Assessments, unit assessments, and formative assessments.
• Implements Response To Intervention (RTI) strategies and structures for students based on student achievement data

Professional Responsibilities:

• Models how to build strong, mutually respectful, relationships with students and families, and supports teachers and staff to do the same.
• Maintains work hours extending beyond school hours for other professional duties or functions such as staff meetings, school events, Saturday school, Parent Information Meetings, etc. when necessary
• Is available for contact with parents, students, and staff to discuss student issues/concerns after class, at night, or on weekends (via cell phone or in person)
• Supervises Instructional Aides, Campus Aides, and/or Intervention Specialists

Leadership Effectiveness Framework Focus Indicators:

• Implements effective instructional strategies to meet student learning needs
• Provides actionable feedback
• Tracks student data and uses student data to drive improvement and inform academic interventions
• Systems for communicating with and responding to parents

Job Requirements: Minimum Qualifications:

Education and/or Experience:

Bachelor's Degree (required), Master's Degree (preferred)

Hold a valid, Clear California Multiple Subject or Single Subject Teaching Credential, or Pupil Personnel Services Credential (or an equivalent out-of-state credential which is transferrable to California)

Hold a valid, California Administrative Credential

Experience working with adult learners, coaching teachers, and delivering professional development

Significant experience with developing school-wide systems/procedures and driving initiatives with staff

A deep understanding of PBIS, restorative and trauma-informed practices.

Ability to leverage data to make data-driven decisions

At least 5 years of teaching/counseling experience in an urban school setting, serving low income and minority students, at multiple grade levels.

Experience coaching, leading and supporting teachers

Strong record of helping students achieve academic success, primarily with minority and low-income students

Excellence in time management, taking initiative, and follow-through

Experience in analyzing data and using results to modify instructional practices

Multi-faceted, multi-skilled, resourceful, and willing to do whatever it takes to help our students reach a level of academic excellence

Model positive and healthy character traits and habits, including the ICEF Core Values

Unquestioned integrity and commitment to the ICEF mission and willingness to serve the ICEF community

Supervisory Responsibilities:

This position may supervise Teachers, Campus Aides, Instructional Aides, Intervention Specialists, and possibly other positions.

Qualifications:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Must believe in and live out ICEF's Core Values

Must ensure achievement of ICEF's mission

Must have an unwavering belief that all students can learn and achieve success in school

Must have excellent communication skills, both oral and written, with the ability to foster positive working relationships.

Must be able to interact with stakeholders at all levels (including all staff, parents, students, and community members) in a respectful manner and provide excellent customer service.

Must be able to work collaboratively in a team environment

Must have strong organizational, problem-solving, and time-management skills

Must attend and participate in ICEF staff meetings as required

Must attend and participate in ICEF training programs as required

Must have reliable and insured transportation

Must be able to travel between schools and the home office as required as a condition of employment

Must have a valid California Driver's License.

Must show proof and maintain a clear TB, DOJ and FBI Clearance

Must provide documentation of eligibility to work in US

Certificates, Licenses, Registrations:

A valid CA Clear Single Subject or Multiple Subject teaching credential or PPS credential in School Counseling (or an equivalent out-of-state credential which is transferrable to California).

A valid CA Administrative credential/Certificate of Eligibility (or an equivalent out-of-state credential which is transferable to California), or are in the process of obtaining one.

Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit; frequently required to talk or hear; and occasionally required to stand, walk, and reach with hands and arms, and/or use hands to finger, handle, or feel.

While performing the duties of this job, the employee is occasionally required to move and/or lift up to twenty

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