JOB DESCRIPTION:  Assistant Principal, Elementary School

CONTRACT TERMS:  210-day calendar 

REPORTS TO:  Building Principal / Assistant Superintendent

SALARY SCHEDULE:  SCCS School & Central Office Administrative Salary Schedule - Grade 2

FAIR LABOR STANDARDS ACT:  Exempt

OVERALL PURPOSE:
The job of the Assistant Principal is to support the instructional process, with specific responsibility for directing assigned school site programs and services, providing information and serving as a resource to others, supervising assigned staff, coordinating school activities, and addressing issues, situations, and problems that arise on campus or with enrolled students.

MINIMUM QUALIFICATIONS:

• Education
  • Master’s Degree or higher with Educational Leadership certification as required by the Professional Standards Commission
• Experience
  • Minimum of five successful years as an educator preferred
  • Such alternatives to the above qualifications as may be appropriate and acceptable.

KNOWLEDGE & SKILLS:

• Strong organizational skills
• Skills-based Competencies
  Required to perform multiple technical tasks with a need to periodically upgrade skills to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include analyzing data; applying assessment instruments; applying job-related codes, regulations, and laws; conducting interviews; conducting meetings; counseling and mentoring employees; critical observation; enforcing discipline policies; facilitating meetings; operating standard office equipment and office technology; performing standard bookkeeping procedures; planning agendas/meetings.
• Knowledge-based Competencies
  Required to perform algebra and/or geometry; review and interpret highly technical information; write technical materials and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the job's functions include age-appropriate behavior, bookkeeping practices, interviewing techniques and practices, job-related codes/laws/rules/regulations/policies, knowledge of community resources, personnel administration practices, and school safety and security practices.
• Ability-based Competencies
  Required to schedule many activities, meetings, and/or events; gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to work independently with others in a wide variety of circumstances, work with data utilizing defined but different processes, and operate equipment using defined methods. Ability is also required to work with a significant diversity of individuals and/or groups, work with a variety of data, and utilize specific, job-related equipment. Independent problem-solving is required to analyze issues and create action plans. Problem-solving with data frequently requires independent interpretation of guidelines, and problem-solving with equipment is limited. Specific ability-based competencies required to satisfactorily perform the functions of the job include accuracy and attention to detail; adapting to changing work priorities; communicating with persons of diverse backgrounds; diffusing argumentative behavior; displaying tact and courtesy; maintaining confidentiality; meeting deadlines and schedules; working with detailed information/data; working with frequent interruptions.

ESSENTIAL FUNCTIONS & DUTIES: 

• Assists the Principal in the overall operation of the school, assuming delegated authority in their absence (e.g., interviewing and hiring instructional staff, conducting classroom walkthroughs, reviewing fiscal policies, etc.) to ensure the school's effective operation.
• Collaborates with various district stakeholders (Assistant Principals, instructional staff, parents, community agencies, etc.) to improve the overall quality of student outcomes and achieve established classroom objectives.
• Compiles data from various sources (district databases, research papers, Georgia Department of Education, etc.) to develop and /or evaluate programs and/or comply with financial, legal, and administrative requirements.
• Evaluate assigned certified and support staff to ensure that standards are achieved and performance is maximized.
• Monitors standards-based curriculum instruction and quality learning (development, communication, implementation, evaluation, etc.) to enhance excellence, equality, and equity for staff and students.
• Implements policies, procedures, and processes (emergency plan, end-of-course testing, Special Education eligibility, etc.) to provide direction and/or comply with mandated requirements.
• Manages various school administrative functions (student disciplinary policy, interview committees, school schedule, teacher mediation, etc.) to enforce school, district, and state policy while maintaining safe and efficient school operations.
• Participates in meetings, workshops, and seminars (grade-level or subject-area instructional planning, teacher mediation, IEP meetings, emergency planning, etc.) to convey and/or gather information while facilitating productive outcomes.
• Prepares a wide variety of materials (quantity reports, student activities, athletics, attendance/truancy, correspondence, etc.) to document activities, provide written references, and/or convey information.
• Reports suspected child-related issues to the assigned site administrator (child abuse, use of illegal substances, etc.) to maintain students' safety, and a positive learning environment, and adhere to regulatory requirements and established guidelines.
• Represents the school within community forums to maintain ongoing community support for educational goals and/or assist with issues related to the school environment.
• Performs other related duties as assigned to ensure the efficient and effective functioning of the work unit.

MTSS COORDINATOR PERFORMANCE RESPONSIBILITIES

• Coordinates and chairs the District Multi-Tiered Systems of Supports Committee to provide leadership and support for MTSS initiatives.
• Collaborates with a variety of stakeholders to plan, implement, and evaluate a District-wide system for academic progress monitoring, interventions, and support, including Tier I, II, and III interventions 
• Participates in the development, coordination, adoption, implementation, and facilitation of professional development, coaching, and technical assistance for Social-Emotional Learning (SEL), Positive Behavioral Interventions and Supports (PBIS), Restorative Practices, and Trauma-Informed Practices.
• Assists with student data collection and utilizes various school-wide information systems and other data-tracking systems to collect and analyze data to determine patterns and trends and increase program effectiveness. 
• Participates in regional, statewide, and national training to learn, implement, and share innovative research-based practices.
• Represents the District on committees, works teams, parent and community committees, and at local, state, and national meetings and conferences, including partnerships to increase student and family wrap-around services.
• Develops and prepares related plans, reports, policies, and presentations, including Board, state, and federal reports

WORK ENVIRONMENT & PHYSICAL REQUIREMENTS:

The usual and customary methods of performing the job's functions require the following physical demands: lifting, carrying, pushing, and/or pulling, stooping, kneeling, crouching, and/or crawling, and significant fine finger dexterity. Generally, the job requires 20% sitting, 40% walking, and 40% standing.  

CONTINUING EDUCATION/TRAINING:
Maintains all licenses and certifications

EVALUATION:
This job's performance will be evaluated in accordance with the provisions of the Leader Keys Effectiveness System. (LKES)

CLEARANCES:
Criminal Justice Fingerprint
Background Clearance

NONDISCRIMINATION NOTICE

The Social Circle City School District does not discriminate on the basis of race, color, national origin, religion, age, disability, or sex in its employment practices.  It is the policy of the Board of Education to comply fully with the requirements of Title VI, Title VII, Title IX, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA), the Age Discrimination in Employment Act (ADEA), and all accompanying regulations.