Job Description


Job Number:2018-2737

Principal, Elementary School
Various Locations

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

Start Time:
End Time:

Salary: $135,120.00 - $140,750.00

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: The location of this position will to be determined at a later date.

JOB TITLE: PRINCIPAL - ELEMENTARY SCHOOL

GROUP: Building Administrators LEVEL: Elementary Principal

FLSA STATUS
: Exempt



WORK DAYS PER FISCAL YEAR
: 247 HOLIDAYS: 13

SUMMARY: The position of Elementary Principal requires a forward thinking, achievement oriented, equity

minded instructional leader who has a strong vision and philosophy for teaching and learning to lead within our

schools. Candidates must have successful instructional leadership experience, a passionate commitment to

student-centered education, a very strong background in high quality instructional frameworks and classroom

practices, and the confidence and expertise to lead a dynamic, talented faculty and staff.

As a reflective, equity-driven, achievement-based district, we recognize that a culture of learning focused upon

academic success for every student is critical. We believe principals in our district are a driving motivator for both

teacher professional development and student academic achievement. Highline School District principals

contribute greatly to building a collaborative and positive school-based learning community.

Because Highline School District values schools that are centered on the importance of preparing students for the

future -- college and beyond -- we seek to recruit principals who value teacher and student learning experiences

based on real life skills such as evaluating and selecting pertinent information, organizing and reorganizing this

information in logical and novel ways, generating new information or new interpretations of existing information

and presenting one’s interpretations of existing information and presenting them in a clear, logical and compelling

manner; and being able to defend and amend one’s interpretation based on substantive feedback.

Highline School District principals enjoy the ideal opportunity to establish instructional programs that foster

collaboration and shared leadership among staff, students, and school community. Highline School District affords

principals the opportunity to create and maintain results-focused learning environments of continuous

improvement. Our district principals are actively involved with vision, mission, and culture building; improving

instructional practice; strategically allocating resources in support of high quality teaching and learning; and

managing people and processes in ways that support learning, growth, and development.

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.

JOB DESCRIPTION: PRINCIPAL - ELEMENTARY SCHOOL

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.

As Instructional Leader of the School:

Builds Vision, Mission, and Culture

- Fosters collaborative and shared leadership among faculty and staff

- Creates and sustains a reflective, equity-driven, achievement-based culture of learning focused upon

academic success for every student

- Works toward clear goals focused on student learning. Establishes a school environment that is culturally

responsive and communicates high expectations for every student and every adult.

Improves Instructional Practice

- Is focused on the results of learning and strives for continuous improvement responsive to students’

diverse needs

- Uses data, evidence, and inquiry to analyze student learning as well as to assess both teacher and

leadership practice

- Gives clear and compelling feedback based on knowledge of staff member goals and practice

- Uses research-based instructional frameworks to observe teacher practice, engage in cycles of inquiry,

and plan individual and collective professional development and coaching needs

- Understands the importance of using data and evidence of student learning and teacher practice to inform

feedback to teachers on instruction

Allocates Resources

- Strategically apportions resources - finances, time, facilities, technology, and partnerships - to accomplish

the goal of powerful teaching and learning for all students

- Makes equitable decisions about the distribution of resources based on data and evidence of student

achievement

Manages People and Processes

- Clearly articulates processes and procedures for instructional support

- Recruits, hires, retains and supports qualified faculty and staff

- Plans, implements, advocates, supports, communicates, and monitors all curricular, instructional, and

school improvement planning leadership responsibilities

- Creates a supportive working environment which includes professional development opportunities, time

and space for collaboration, and access to ongoing professional learning communities

As Key Administrator of the Building:

- Administers instructional programs and support services, including classroom teaching, office administration,

special programs and services, maintenance service, food service, volunteers and others.

- Plans use of district/community resources to support student and program needs.

- Seeks staff, student and community input in planning for district goals; develop process for planning and

implementation.

- Maintains accurate personnel, pupil and fiscal records; monitor budget and expenditures.

JOB DESCRIPTION: PRINCIPAL - ELEMENTARY SCHOOL

- Follows legal codes, district policies and practices.

- Implements problem-solving and conflict resolution.

- Be responsible for maintenance, security, safety and health standards.

- Maintains accurate inventory of equipment and materials.

As Facilitator of School/Community Interpersonal Climate:

- Encourages a positive self-image among staff and students, promoting high morale.

- Deals constructively with interpersonal problems, respecting individual judgments.

- Maintains discipline through open communication among parents, staff and students.

- Supervises reporting of student progress to parents.

- Supports and interpret building and district policy to public.

- Works with parent/community organizations; coordinate as necessary with police, child protective services

and other agencies.

- Serves as a member of district management team.

As an Educational Administrator Committed to Professional Growth:

- Monitors own performance; encourage feedback from others.

- Formulates and achieve appropriate personal goals for professional improvement.

- Continues short-term and long-term professional study and activity; maintains cutting edge knowledge on

educational matters.

- Develops objectives annually in compliance with Board policy and procedures.

MINIMUM QUALIFICATION

EDUCATION and EXPERIENCE:

Master's degree in educational administration or related field

Three (3) years of administrative experience either as a principal, assistant principal, administrative assistant or a

district-level administrator

REQUIRED LICENSES AND CERTIFICATIONS:

Washington State Principal Certification

Washington State Teaching Certificate

CONDITION OF EMPLOYMENT:

Criminal background clearance

Valid WA State driver’s license and proof of insurance

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

Complete online FEMA IS-100.sca course within 90 days of hire - web address follows

https://training.fema.gov/EMIWeb/IS/courseOverview.aspx?code=IS-100.sca

PREFERRED QUALIFICATIONS::

Bilingual in Spanish

Experience with the development and implementation of high quality instruction

Working knowledge and expertise of district instructional framework

Knowledge and application of best practices and effective learning theories and strategies

Experience with administrative supervision and evaluation that focuses on instructional growth of personnel and

student learning

JOB DESCRIPTION: PRINCIPAL - ELEMENTARY SCHOOL

Commitment to lifelong professional learning and growth

Working knowledge of the use of technology in the classroom for purposes of high quality student learning and

professional management systems

Working knowledge of the use of assessment data to inform ongoing instructional improvement decisions

KNOWLEDGE OF:

Current educational research and implementation of effective instructional practices

Budget planning, administration and monitoring of allocated resources

How to give feedback to staff that improves effective instruction and practice

Staff and administrative evaluation expectations

School board policies and procedures

ABILITY TO:

Communicate effectively and work effectively with administrative colleagues, staff, students, and parents -

excellent listening, speaking and writing skills

Model excellence and provide leadership and change within the school

Develop community partnerships and parent support for school programs

Motivate staff in the development and achievement of objectives and goals

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

outside agencies in a multi-ethnic and multi-cultural environment

Demonstrate abilities in transformational leadership

Manage staff, facilities, programs and budgets effectively and independently

Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP: Instructional Leadership Executive Director (ILED)

EVALUATION: The Elementary School Principal will be evaluated periodically by the Instructional Leadership

Executive Director (ILED) 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

Instructional Leadership Executive Director (ILED) and the Elementary School 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.

Employee is regularly required to sit, stand and transfer between office or work locations. Employee is often

required to sit or stand for prolonged periods of time. Employee is frequently required to use fingers, hands, and

arms in the course of employment and requires the ability to listen carefully while filtering out normal office noise.

Ability to listen effectively, speak clearly and visually observe staff and students on a routine basis is required.

Employee must be able to lift 25 pounds or more and perform occasional bending, stooping, twisting and reaching

above the shoulders.

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.

JOB DESCRIPTION: PRINCIPAL - ELEMENTARY SCHOOL

Work is typically performed in an office or school environment. Some travel to and between school sites is

necessary. Attendance at extra-hours meetings is required along with the ability to deal effectively with

distraught, angry or hostile individuals while representing the District on potentially sensitive or controversial

matters. The employee must adjust to frequent interruptions in their work schedule. Exposure to normal levels of

office dust, VDT screens, and office machines and associated chemicals are frequently encountered. The noise

level in the work environment is usually moderate.

CLASSIFICATION HISTORY
Updated by Human Resources to add Teachscape and FEMA requirements and revise Superintendent’s statement, 2014.09.29
Transferred to newest format by Human Resources, 2014.01.22
Created by Human Resources, 2013.12.06

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.

Application Instructions

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