Purpose and Objectives of the Position: The building principal is responsible for the collective success of the school including the learning, growth, and achievement of both students and staff. As the schools primary instructional leader, the building principal will enable dialogue and data-informed reflection about curriculum, assessment, instruction and student progress. The building principal will collaborate with variety of internal and external stakeholders to create and improve systems that maximize the utilization of resources and human capital, foster collaboration and facilitate constructive change. The building principal will collaborate with stakeholders to establish and propagate a vision of learning that is shared and supported by the school community.
Essential Job Functions:
I. Setting Direction: Building leaders, as instructional leaders, create climates of inquiry that challenge the schools community to continually improve by building on its core values and beliefs and developing the pathway to reach them. Demonstration of the building leaders proficiency in setting direction is evidenced by:
Participation in a Team to Create a Vision and Mission: The building leader participates in a committee of stakeholders that is representative of the community in order to facilitate the development or adaptation of a vision of learning that is shared and supported by all participants. The vision, mission and goals are aligned to those of the district.
Participation in a Team to Develop an Implementation Plan and a School Improvement Plan: The building leader organizes and participates in a committee of stakeholders that is representative of the school community in order to facilitate the collaborative development of an implementation plan that includes strategies for sharing and encouraging support of the vision by the school community and processes to ensure that the school (vision, mission, values, beliefs, and goals, which are all student focused) guide decisions and enhance the culture of the school.
Implementation of the School Improvement Plan: The building leader facilitates the implementation of a school improvement plan that meets all district and state requirements. The building leader articulates and monitors the school improvement plan, making adjustments as necessary based on the collection and analysis of data.
II. Developing All Students: Building leaders, as instructional leaders, create and maintain an environment that supports the academic, emotional, social and attitudinal development of every student. Student learning data is made available to teachers and other stakeholders so that the instructional program can be differentiated and support services provided based on on-going analysis of student data. Likewise, co-curricular activities are designed to address a variety of student needs and interests and are scheduled in a way that provides easy access for all students. Building leaders develop and implement a plan for monitoring and evaluating intra-curricular and extracurricular activities so that all students have access to those programs and services that are successful in meeting their needs. Demonstration of the building leaders proficiency in developing all students is evidenced by:
Monitoring Student Progress and the Instructional Program: The building leader ensures that all students are making academic progress by monitoring the instructional program. The building leader ensures that instructional guidelines are in place, teachers are following the districts course/grade level standards, and teachers are implementing the curriculum with fidelity. The building leader ensures that all students have access to the core curriculum and that teachers differentiate instruction and interventions based on student test data results and other student information.
Sharing Student Learning Results: The building leader communicates data and provides access to all stakeholders; i.e., staff, students, parents, district administrators, board of education, etc., as the law permits. The building leader ensures that teachers have time and guidance and/or support as needed to analyze and respond to student data results.
Implementing a Variety of Student Activities: The building leader ensures that all students have access to a variety of student activities which support their leadership, physical, emotional, social and attitudinal growth.
Providing Student Support Services: The building leader ensures that all students have access and are supported with services that promote mental, physical, and emotional wellness for students.
III. Developing Staff: Building leaders, as instructional leaders, understand the relationship between quality instruction and student learning. Therefore, they promote the success of every student by providing a culture of learning and development for all staff in the school. Building leaders supervise instruction in order to gather information about the strengths and weaknesses of staff and students. The building leader analyzes and uses this information to determine professional learning needs, and creates plans to address those needs. The professional learning opportunities are varied and differentiated in order to develop the instructional and leadership capacity of staff. Demonstration of the building leaders proficiency in developing staff is evidenced by:
Staff Evaluation: The building leader evaluates teachers and other staff members for the purpose of improving student growth, identifying professional learning needs, promoting teacher leadership, and making decisions. Evaluations include the use of a variety of techniques for collecting multiple sources of evidence throughout the year. The building leader follows established guidelines and timelines for the evaluations.
Professional Learning: The building leader promotes a culture of learning and collaboration by providing opportunities for staff to acquire, enhance, and refine the knowledge, skills, and commitment necessary to create and support high levels of learning for all students. The building leader uses data to determine professional learning opportunities for the purpose of improving student growth, enhancing staff practice, and promoting teacher leadership. Effective professional learning is provided in many different forms (learning communities, coaching, mentoring, courses, workshops, job-embedded activities, collegial sharing, etc.), and differentiated to meet staff and student needs. The professional learning plan is part of the school improvement plan and is aligned to district and state curriculum, instruction and assessments. The building leader evaluates the implementation and impact of professional learning to determine what is working and what needs to be modified.
Distributed Leadership (Instructional Leadership): The building leader establishes and sustains a culture of distributed leadership within the school, district and community. The building leader develops the capacity for distributed leadership as part of the process of shared governance. The building leader models distributed leadership and expected staff to take an active role in decision making and serve in leadership roles according to their areas of expertise.
IV. The Principal leads the school in developing constructive student/adult relations and school/community relations:
Helps students develop responsibility for their conduct.
Cultivates staff behaviors that promote respect of authority, tolerance of diversity, and appreciation of each students potential.
Promotes positive relationships among all persons in the school community.
Facilitates effective site councils.
V. The Principal practices responsible fiscal, facility, and resource management:
Organizes effective budget-planning procedures.
Ensures building expenditures do not exceed the limits set forth by the Board-approved budget.
Maintains building records and property.
VI. The Principal models positive professional attributes:
Engages in professional growth activities as directed.
Uses written and spoken language well.
Makes all necessary administrative decisions in a timely fashion.
Delegates supervision when appropriate.
Maintains office hours as determined by the Superintendent.
Performs other duties as assigned by the supervisor and in accordance with the provisions of the USD 450 Board of Education.
Knowledge, Skills and Abilities Required:
A valid building leadership license issued by the Kansas State Board of Education.
Ability to work cooperatively and constructively with others, including the ability to communicate effectively with broad and diverse audiences.
Ability to handle a fast-paced, intense work environment.
Ability to manage job responsibilities and meet the established building outcomes.
Ability/willingness to work a daily schedule that could demand an extended workday.
Ability to observe and follow all school district policies at all times.
Ability to react to change and frequent interruptions in a productive and positive manner, meeting deadlines as assigned.
Ability to implement and follow all district health and safety policies, including all precautions of the Bloodborne Pathogens Exposure Control Plan.
Must verify good health by passing a physical examination, which includes TB and drug test as required.
Desire to continue career improvement by enhancing skills and job performance.
Ability to keep student and personnel information and records confidential.
Evaluation: Performance of this job will be evaluated in accordance with the provisions of the USD 450 Board of Educations policy on Evaluation of Professional Personnel and this job description.
Shawnee Heights U.S.D. 450 is a Class 5A suburban school district located between the two major population centers of Topeka and Lawrence, Kansas.
The district has a student population of approximately 3500 students in grades Pre-Kindergarten through 12th grade. Four elementary schools, a 7/8 middle school and a 9-12 high school comprise the attendance centers of the district.
Shawnee Heights has an ideal location, 8 miles from downtown Topeka, 16 miles from Lawrence, 50 miles from Kansas City, 62 miles from Manhattan and 50 miles from Emporia.
Over 55% of the faculty in the Shawnee Heights district hold a Masters degree or beyond in Education.
The district is noted for its dedication to students, staff, and the community, and its focus for providing a comprehensive program of instruction to meet the varied needs of all students.
