Job: Assistant Principal, High School

This posting has expired and is no longer available.

Job Description

Job Number:2017-2453

Assistant Principal, High School
Highline High School

FTE: 1.000
Hours Per Day: 8.00
Position Type: Continuing

Start Time:
End Time:

Salary: $130,221.00 - $135,647.00

Closing Date: Open Until Filled - To be considered for this position, please submit a
completed online application and upload required documents on or before
this date.

Additional Information:


GROUP: Building Administrators LEVEL: H.S. Assistant Principal

: Exempt

: 247 HOLIDAYS: 13

SUMMARY: The position of Assistant Principal at the High School level is to assist in providing a school environment

which promotes the development of each student by fulfilling all duties and responsibilities which have been assigned

by the principal. The High School Assistant Principal should demonstrate a strong commitment to the vision and

mission of the Highline School District to prepare all students for college, career, and citizenship through a rigorous

course of study and a belief that it is possible to simultaneously prepare students for the rigors of college work

and the performance demands of a high-tech, global workplace. This position should have a commitment and

ability to support the instructional staff in facilitating the learning goals: develop students’ understanding of

methods of inquiry and how the big ideas of each discipline are applied in real-world endeavor; build the

necessary foundation of reasoning and communication ability learners need to succeed in college courses and an

independent-study senior project; and prepare students to take part in and shape our modern democracy, global

community, and 21st-Century workplace.

CONTEXT AND MISSION: Highline Public Schools serves approximately 19,000 students in the communities of

Burien, Des Moines, Normandy Park, SeaTac, Boulevard Park and White Center Heights in Washington State.

Starting in the fall of 2012, the Highline community came together to develop a four-year strategic plan outlining

the community’s bold goals and big dreams for its children. The plan’s promise is that every student in Highline

Public Schools is known by name, strength, and need, and graduates prepared for college, career, and citizenship.

The collective commitment embodied in the plan is grounded in the community’s deep belief that Highline

students are capable of reaching the plan’s ambitious goals and is driven by students’ aspirations for their future.

The instructional vision articulated in the plan is organized around Four Pillars that guide professional and

organizational practices:

- Equitable access to rigorous, standards-based instruction. High-quality instruction for all students.

- Results-focused professional learning and collaboration. Investing in our people so they continuously fine-tune
their craft and grow in their profession.

- Strong partnerships with families and community. Schools can’t do it alone. We are better when students,
families, community and educators work hand-in-hand.

- A culturally responsive organization. Our diversity is a strength and an asset. We are committed to equity,
excellent service for all, and continuous improvement.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not

exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also

be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the

essential functions.

* Assist the principal in the general administration of the school and serve as acting principal when the principal

is absent.

* Supervise student discipline and welfare and maintain records of individual disciplinary actions.

* Coordinate matters of student discipline and welfare with parent/guardian, teacher and support personnel.


* Supervise attendance and truancy matters.

* Assist in coordinating student activities with the instructional goals of the school.

* Assist counselors and teachers in promoting and maintaining appropriate classroom management.

* Assist in the development of school policy.

* Counsel students.

* Act as liaison with community agencies, such as the police department, in connection with student problems.

* Supervise systems for registering and programming students and maintaining permanent academic records for

every student.

* Assist in the planning and developing of an annual master schedule.

* Assist in developing and maintaining good community relations.

* Assist in student orientation.

* Assist in orientation of new staff members.

* Assist in conducting safety inspections and safety drill activities.

* Assist in planning of and participation in faculty meetings.

* Assist in selection, supervision and evaluation of certificated and classified staff.

* Assist in the preparation of the student and teacher handbooks.

* Assist in the procurement of substitute teachers.

* Assist in coordinating transportation, custodial, cafeteria and other support services.

* Assist in requisitioning of supplies and equipment, conducting inventories, maintaining records and checking

receipts for such materials.

* Assist, as assigned, in the supervision of extra-curricular activities.

* Develop goals and objectives annually in consultation with the principal. These may include, but are not limited

to the duties and responsibilities listed above.

* Assist in the supervision and coordination of all special programs, e.g., Special Education, English as a Second

Language, etc.

* Assist in developing and maintaining all components of the high school program.

* Perform such other related duties and assume such other related responsibilities as may be assigned by the




Master's degree, preferably in educational administration

Three years of teaching/counseling experience


Washington State Secondary Principal Certification

Washington State Teaching Certificate


Experience in master scheduling, handled student discipline, facilitated professional development, and

supervising and evaluating staff

Bilingual in Spanish


Criminal background clearance

Valid Washington State Driver’s License

Certified proficient on Teachscape - Charlotte Danielson Instructional Frameworks within 90 days of hire


Complete online FEMA course within 90 days of hire - web address follows


Supervising, selecting, training, motivating, monitoring and evaluating certificated and classified staff

Providing leadership and guidance to staff and to educational programs

Conflict management and problem resolution

Budget planning, monitoring and administration

Planning, organizing, prioritizing, scheduling and evaluating programs

Current educational research and application

Effective decision making

Student behavior management and discipline

Assessing educational/instructional/curricular effectiveness and recommending improvements

Team building

Conflict management and problem resolution

Computer and related application programs

School board policies and procedures


Communicate effectively verbally and in writing

Operate a microcomputer and related software

Demonstrate understanding of and experience with cultural competence

Remain flexible to changes in assignments or situations

Organize activities, set priorities, and follow instructions

Comply with district board policies

Supervise, train, motivate, monitor and evaluate classified and certificated staff

Provide leadership and guidance to staff and to educational programs

Establish and maintain effective working relationships with students, parents, staff, outside agencies and the public

in a multi-ethnic and multi-cultural environment.

Keep accurate budget, supply, attendance and other student and administrative records

Plan, organize, prioritize, schedule and evaluate programs

Make decisions

Set and meet goals and objectives

Assess educational / instructional / curricular effectiveness and recommend improvements

Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP: Building Administrator

EVALUATION: The High School Assistant Principal will be evaluated periodically by the Principal pursuant to the

currently established district procedures and evaluative criteria for certificated administrators. Such evaluations shall

include an evaluation of the performance of the duties and responsibilities set forth above together with such specific

objectives as may be developed from time to time by the Principal and the High School Assistant Principal.

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. The employee frequently is

required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee is

occasionally required to stand and walk. The employee must regularly lift and/or move up to 10 pounds and

occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision,

and ability to adjust focus.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an

employee encounters while performing 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 regularly works in indoor conditions and regularly works

near video display. The noise level in the work environment is usually moderate. The employee must deal with

angry and upset students, parents, and community members. The employee must adjust to frequent

interruptions in their work schedule.

Transferred to newest format by Human Resources, 2014.01.23
Updated by H.R. to include district introduction, 2013.10.07
Updated by the Human Resources, 06/11
Updated by the Human Resources Department, 3/97
Revised by Personnel, 7/92
Revised by E. A. Walsh and Company, 7/87

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not

intended to include, every possible activity and task performed by every specific employee.