Job Description


Job Number:2018-5788
Principal/Assist Principal Leave Replacement Pool
Various Locations
1.000
FTE:
8.00
Hours Per Day:
Position Type: Non-Continuing
Start Time:
End Time:
Salary: $117,893.00 - $162,829.00
Open Until Filled - To be considered for this position, please submit a
Closing Date:
completed online application and upload required documents on or before
this date.
Additional Information: This pool is for both Principal and Assistant Principal leave replacements and all
job descriptions are attached. The salary range posted is based upon a full
year of service, this position’s salary will be pro-rated based upon the start
date and type of service.
Check for additional Information
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, and White Center in Washington State. In 2013, parents, students, community members, and staff at all levels of the district came together to develop a strategic plan that reflects our goals and dreams for our students. The plan was updated in 2018 to guide our work through 2023. The plan’s promise is that every student in Highline Public Schools is known by name, strength, and need, and graduates prepared for the future they choose. The strategic plan is centered on Our Promise. It includes five big goals for Highline students, supported by Our Foundation. * Equity. We will disrupt institutional biases and end inequitable practices so all students have an equal chance at success. * Instruction. We will reduce achievement and opportunity gaps by using culturally responsive, inclusive, standards-based instruction. * Relationships. We will know our students by name, strength and need and have open, two-way communication with students, families and community partners. * Support. We will increase student success by supporting their social-emotional and academic needs.

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. Highline Public Schools **PRNELM Principal - Elementary School Page 2 of 5

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 Highline Public Schools **PRNELM Principal - Elementary School Page 3 of 5

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. Highline Public Schools **PRNELM Principal - Elementary School Page 4 of 5

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. 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.

CLASSIFICATION HISTORY
Revised to update Superintendent’s statement, 2018.03.09 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 Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate in admission, access, treatment, or employment in education programs or hiring practices on the basis of race, creed, religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital status, honorably-discharged veteran or military status, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. This holds true for all students who are interested in participating in educational programs and/or extracurricular activities. Any person having inquiries should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative Action, Civil Rights Act (employees), and Title IX: Chief Talent Officer, 206.631.3121, titleixofficer@highlineschools.org; Civil Rights Act: Executive Director of Student Support and Family Engagement, 206.631.3100, 206.631.3100, civilrightscoordinator@highlineschools.org; Section 504 of the Rehabilitation Act- Director of Health and Social Services, 206.631.3011, 504coordinator@highlineschools.org Highline Public Schools **PRNELM Principal - Elementary School Page 5 of 5 Job Description
JOB TITLE:
MIDDLE SCHOOL PRINCIPAL

GROUP:
Building Administrators LEVEL: Middle School Principal

FLSA STATUS
: Exempt

WORK DAYS PER FISCAL YEAR
: 247 HOLIDAYS: 13

SUMMARY:
The position of Middle School Principal administers the school’s total educational program in a manner which will assure, to the greatest extent possible, the attainment of the district’s goals for education.

CONTEXT AND MISSION:
Highline Public Schools serves approximately 19,000 students in the communities of Burien, Des Moines, Normandy Park, SeaTac, and White Center in Washington State. In 2013, parents, students, community members, and staff at all levels of the district came together to develop a strategic plan that reflects our goals and dreams for our students. The plan was updated in 2018 to guide our work through 2023. The plan’s promise is that every student in Highline Public Schools is known by name, strength, and need, and graduates prepared for the future they choose. The strategic plan is centered on Our Promise. It includes five big goals for Highline students, supported by Our Foundation. * Equity. We will disrupt institutional biases and end inequitable practices so all students have an equal chance at success. * Instruction. We will reduce achievement and opportunity gaps by using culturally responsive, inclusive, standards-based instruction. * Relationships. We will know our students by name, strength and need and have open, two-way communication with students, families and community partners. * Support. We will increase student success by supporting their social-emotional and academic needs.

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. A. As key administrator of the building: 1. Administer instructional programs, support and administrative services, and extra-curricular activities, including classroom teaching, office administration, special programs and services, maintenance, food service, volunteers and others. 2. Select, train, organize, motivate, monitor and evaluate staff. 3. Administer the individual school and the general welfare of all pupils, teachers, and other school personnel and maintain proper staff relations with school officials. Share in planning and in actively supporting all approved District-wide activities. 4. Direct, supervise and evaluate the instructional and guidance programs of the school or schools under his/her supervision. 5. Effectively communicate, maintain and apply current knowledge of all district services available and keep staff and parents apprised of same; support and utilize effectively such special programs, participate in evaluation of these services or programs, and recommend others as needed. 6. Work with teachers toward mutually understanding, developing and carrying out a sound educational program based upon and consistent with the educational goals, policies and regulations of the district.

JOB DESCRIPTION:
MIDDLE SCHOOL PRINCIPAL 7. Set aside a regular time for teachers’ meetings for discussion of methods of teaching, discipline and management, and for consideration of other plans for the improvement of the work of the school. B. As instructional leader of the building: 1. Supervise operation and care of buildings, grounds and other school property assigned to his/her care. 2. Administer within the school the approved regulations pertaining to business procedures, being accountable for all school materials and funds under the principal’s control. 3. Direct and evaluate the work of all assigned personnel. 4. Participate in the development of proposed board policies. 5. Participate in interpreting and executing board-adopted policies and approved regulations. 6. Responsible for the expenditure of student body funds and related revenue-providing activities. 7. Work cooperatively with other principals in coordinating the activities of the assigned school with that of other schools in the system. 8. Work with the Human Resources Department with regard to all personnel functions concerning building staff (i.e. personnel selections, transfers, resignations and retirements.) 9. Strive constantly to improve relationships between school and community through interpretation of school services to patrons. C. As facilitator of the school/community interpersonal climate: 1. Be responsible for accurate and complete student school records and return on scheduled dates all statistical and other administrative reports requested or approved by the superintendent or designee. 2. Take every precaution for the safety and welfare of the pupils. 3. Assist in interpreting and carrying out the policies of the Board of Directors regarding transportation of pupils. 4. Responsible for all co-curricular activities that take place in the name or under the auspices of the school. D. General: 1. Evaluate all personnel under his/her supervision at least annually and assist subordinate supervisory personnel with the development of their specific objectives. 2. Develop objectives annually in compliance with board policy and administrative procedures. 3. Perform such other related duties and assume such other related responsibilities as may be assigned by the assigned Executive Director K-12 or designee.

MINIMUM QUALIFICATION


EDUCATION AND EXPERIENCE:
Master’s degree in education Three years teaching/counseling experience REQUIRED LICENSES AND CERTIFICATIONS: Washington State Principal Certification Washington State Teaching Certificate

CONDITION OF EMPLOYMENT:
Criminal background clearance Highline Public Schools **PRNMS Middle School Principal Page 2 of 4

JOB DESCRIPTION:
MIDDLE SCHOOL PRINCIPAL 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:
:
Master’s degree in Educational Administration Five years teaching/counseling experience Teaching/counseling experience at the middle school level Experience working as a school administrator Experience with master scheduling, student discipline, and facilitation of professional development Experience with supervising and evaluating staff Bilingual in Spanish

KNOWLEDGE OF:
Supervising, selecting, training, motivating, monitoring and evaluating certificated and classified staff ELL, Special Needs and high poverty programs and services for students and their families 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 School board policies and procedures

ABILITY TO:
Communicate effectively verbally and in writing Operate a microcomputer and a variety of software Administer a school facility Establish and maintain effective and influential working relationships with students, parents, staff, the general public and outside agencies in a multi-ethnic and multi-cultural environment. Set and meet goals and objectives Remain flexible to changes in assignments or situations Organize activities, set priorities, and follow instructions Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP:
Instructional Leadership Executive Director (ILED)

EVALUATION:
The middle school principal will be evaluated periodically by the Executive Director K-12 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 supervising administrator and the middle school principal. Highline Public Schools **PRNMS Middle School Principal Page 3 of 4

JOB DESCRIPTION:
MIDDLE 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. 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. 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.

CLASSIFICATION HISTORY
Revised to update strategic plan, 2018.03.08 Updated by Human Resources to add Teachscape requirement and revise Superintendent’s statement, 2014.09.29 Transferred to newest format by Human Resources, 2014.03.06 Revised by Human Resources, 2013/01 Revised by Human Resources, 03/11 Revised by Human Resources, 4/00 Reformatted by Human Resources, 7/98 Revised August, 1987 by E.A. Walsh and Company Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate in admission, access, treatment, or employment in education programs or hiring practices on the basis of race, creed, religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital status, honorably-discharged veteran or military status, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. This holds true for all students who are interested in participating in educational programs and/or extracurricular activities. Any person having inquiries should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative Action, Civil Rights Act (employees), and Title IX: Chief Talent Officer, 206.631.3121, titleixofficer@highlineschools.org; Civil Rights Act: Executive Director of Student Support and Family Engagement, 206.631.3100, 206.631.3100, civilrightscoordinator@highlineschools.org; Section 504 of the Rehabilitation Act- Director of Health and Social Services, 206.631.3011, 504coordinator@highlineschools.org Highline Public Schools **PRNMS Middle School Principal Page 4 of 4 Job Description
JOB TITLE:
HIGH SCHOOL PRINCIPAL, SMALL SCHOOL

GROUP:
Building Administration LEVEL: High School Principal (Small School-Category A or B)

FLSA STATUS
: Exempt

WORK DAYS PER FISCAL YEAR
: 247 HOLIDAYS: 13

SUMMARY:
This position of principal requires a visionary instructional leader who has the capacity to work effectively with an experienced staff and a highly diverse student community to assure that each student achieves the district vision of preparing all students for college, career, and global citizenship by engaging all students in rigorous, relevant, and personalized learning.

CONTEXT AND MISSION:
Highline Public Schools serves approximately 19,000 students in the communities of Burien, Des Moines, Normandy Park, SeaTac, and White Center in Washington State. In 2013, parents, students, community members, and staff at all levels of the district came together to develop a strategic plan that reflects our goals and dreams for our students. The plan was updated in 2018 to guide our work through 2023. The plan’s promise is that every student in Highline Public Schools is known by name, strength, and need, and graduates prepared for the future they choose. The strategic plan is centered on Our Promise. It includes five big goals for Highline students, supported by Our Foundation. * Equity. We will disrupt institutional biases and end inequitable practices so all students have an equal chance at success. * Instruction. We will reduce achievement and opportunity gaps by using culturally responsive, inclusive, standards-based instruction. * Relationships. We will know our students by name, strength and need and have open, two-way communication with students, families and community partners. * Support. We will increase student success by supporting their social-emotional and academic needs.

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. A. As key administrator of the building: * Plan, organize, direct, support, and strengthen small high school. Implement practices that support academic rigor, relevance and relationships within the school and for the overall campus. Establish and lead a learning agenda for the school as an instructional leader. * In conjunction with campus-wide leadership team administer campus-wide shared services and programs including; extra-curricular activities, athletics, office administration, special programs and services, maintenance, food service, and transportation. * Supervise and manage office team, coaching especially in organizational change, human capital development, and the creation of a responsive service-delivery department. * Select, train, organize, motivate, monitor and evaluate staff. * Direct, supervise and evaluate the instructional, guidance and counseling services of the school. * Maintain and apply current knowledge of all district services available and keep staff and parents apprised of same; support and utilize effectively such special programs, participate in evaluation of these services or programs, and recommend others as needed.

JOB DESCRIPTION:
HIGH SCHOOL PRINCIPAL, SMALL SCHOOL * Work with teachers toward mutually understanding, developing and carrying out a sound educational program based upon and consistent with the educational goals, policies and regulations of the school and district. B. As instructional leader of the school: * Lead the continuous improvement of instructional practices. * In partnership with District, identify learning competencies for core content courses. * In partnership with District, establish an appropriate assessment system that aligns with learning targets and provides timely and useful information to guide instructional improvements. * Design and deliver targeted professional development for staff. * Develop a professional learning community culture and model the characteristics of a learner. * Analyze small school performance, prepare reports, monitor and hold school accountable for performance. * May be requested to teach students as part of overall school leadership assignment. * Spend time in classrooms as a consistent on-going practice. * Develop and implement annual school improvement plan, including meeting applicable timelines and requirements. C. As facilitator of the school/community climate & culture: * Create and inspire a culture of student achievement aimed at preparing students for college, career and citizenship. * Promote small school through effective outreach programs, various communication tools, and friendly responsiveness to parent and teacher requests for service and placement. * Participate in the development of policies, procedures and best practices (including waivers) that promote and support small school efforts. * Create a safe and conducive learning environment for students and staff. * Be responsible for all activities that take place in the name or under the auspices of the school. D. General: * Evaluate all personnel under his/her supervision at least annually and assist subordinate supervisory personnel with the development of their specific objectives. * Responsible for the accuracy of all student records and school information. * Be responsible for developing and managing school budget including the expenditure of student body funds and related revenue-providing activities. * Work with district departments as necessary by function, but also to inform and share knowledge regarding effective and efficient central office support of small schools. * Develop objectives annually in compliance with board policy and administrative procedures. * Perform such other related duties and assume such other related responsibilities as may be assigned by the Executive Director for Secondary Schools.

MINIMUM QUALIFICATION
: EDUCATION and/or EXPERIENCE: Master’s degree in education Three years of teaching/counseling experience Three years in school administration and/or supervision Highline Public Schools 92PRNHSSM High School Principal - Small School Page 2 of 4

JOB DESCRIPTION:
HIGH SCHOOL PRINCIPAL, SMALL SCHOOL REQUIRED LICENSES AND CERTIFICATIONS: Washington State Principal Certification Washington State Teaching Certificate

CONDITION OF EMPLOYMENT:
Criminal background clearance Valid Washington 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:
:
Master’s degree in Educational Administration Experience with master scheduling, student discipline, and facilitation of professional development Experience with supervising and evaluating staff Bilingual in Spanish

KNOWLEDGE OF:
Secondary education reform, public schools and their organizing structures Working in small high school small learning community settings Organization, activities, goals and objectives of a small personalized learning environment STEM program models and other innovative learning models Critical content and instructional approaches to literacy, mathematics, and English Language Learners (ELL) Working with a diverse ethnic and cultural families, especially Latino Skill in building relationships with students and staff and creating a safe and conducive learning environment Public speaking techniques Coaching in and assessing for best teaching practices for student achievement Budget planning, monitoring and administration Technology for school administration and student learning School board policies and procedures

ABILITY TO:
Communicate effectively verbally and in writing Establish and maintain effective and influential working relationships with students, parents, staff, outside agencies and the public in a multi-ethnic and multi-cultural environment Supervise, select, train, motivate, monitor, and evaluate certificated and classified staff Plan and execute on-going professional development utilizing whole group, small group, and individualized approaches Create a positive, student centered learning culture Work with others to manage campus-wide shared services including facility use Conflict management and problem resolution Negotiate the reallocation of resources Plan, organize, prioritize, schedule, and evaluate programs for continuous improvement Facilitate meetings, decision making, and goal setting Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP:
Instructional Leadership Executive Director (ILED)

EVALUATION:
The position will be evaluated periodically by the Executive Director for Secondary Schools pursuant to current Highline Public Schools 92PRNHSSM High School Principal - Small School Page 3 of 4

JOB DESCRIPTION:
HIGH SCHOOL PRINCIPAL, SMALL SCHOOL district procedures and evaluative criteria for certificated administrators. Such evaluations shall include an evaluation of the performance of duties and responsibilities set forth above together with such specific objectives as may be developed from time to time by the Executive Director of Secondary Education and the High School Principal (Small School).

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. 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. Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate in admission, access, treatment, or employment in education programs or hiring practices on the basis of race, creed, religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital status, honorably-discharged veteran or military status, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. This holds true for all students who are interested in participating in educational programs and/or extracurricular activities. Any person having inquiries should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative Action, Civil Rights Act (employees), and Title IX: Chief Talent Officer, 206.631.3121, titleixofficer@highlineschools.org; Civil Rights Act: Executive Director of Student Support and Family Engagement, 206.631.3100, 206.631.3100, civilrightscoordinator@highlineschools.org; Section 504 of the Rehabilitation Act- Director of Health and Social Services, 206.631.3011, 504coordinator@highlineschools.org

CLASSIFICATION HISTORY
Revised to update Superintendent’s statement, 2018.03.09 Updated Superintendent’s statement, 2014.10.12 Updated by Human Resources to add Teachscape and FEMA requirements, 2014.09.29 Changed job description from two to one for both Cat A & Cat B Small HS Principal, 2014.08.15 Transferred to newest format by Human Resources, 2014.03.04 Updated by Human Resources, 04/11 Updated by Human Resources, February 2010 Created by Human Resources, April 2005 Highline Public Schools 92PRNHSSM High School Principal - Small School Page 4 of 4 Job Description
JOB TITLE:
HIGH SCHOOL PRINCIPAL

GROUP:
Building Administrators LEVEL: H.S. Principal (Comprehensive)

FLSA STATUS
: Exempt

WORK DAYS PER FISCAL YEAR
: 247 HOLIDAYS: 13

SUMMARY:
The position of High School Principal is to administer the school’s total educational program in a manner which will assure, to the greatest extent possible, the attainment of the district’s goals for education.

CONTEXT AND MISSION:
Highline Public Schools serves approximately 19,000 students in the communities of Burien, Des Moines, Normandy Park, SeaTac, and White Center in Washington State. In 2013, parents, students, community members, and staff at all levels of the district came together to develop a strategic plan that reflects our goals and dreams for our students. The plan was updated in 2018 to guide our work through 2023. The plan’s promise is that every student in Highline Public Schools is known by name, strength, and need, and graduates prepared for the future they choose. The strategic plan is centered on Our Promise. It includes five big goals for Highline students, supported by Our Foundation. * Equity. We will disrupt institutional biases and end inequitable practices so all students have an equal chance at success. * Instruction. We will reduce achievement and opportunity gaps by using culturally responsive, inclusive, standards-based instruction. * Relationships. We will know our students by name, strength and need and have open, two-way communication with students, families and community partners. * Support. We will increase student success by supporting their social-emotional and academic needs.

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. A. As key administrator of the building: 1. Administer instructional programs, support and administrative services, and extra-curricular activities, including classroom teaching, office administration, special programs and services, maintenance, food service, volunteers and others. 2. Select, train, organize, motivate, monitor and evaluate staff. 3. Administer the individual school and the general welfare of all pupils, teachers, and other school personnel and maintain proper staff relations with school officials. Share in planning and in actively supporting all approved District-wide activities. 4. Direct, supervise and evaluate the instructional and guidance programs of the school or schools under his/her supervision. 5. Maintain and apply current knowledge of all district services available and keep staff and parents apprised of same; support and utilize effectively such special programs, participate in evaluation of these services or programs, and recommend others as needed.

JOB DESCRIPTION:
HIGH SCHOOL PRINCIPAL 6. Work with teachers toward mutually understanding, developing and carrying out a sound educational program based upon and consistent with the educational goals, policies and regulations of the district. 7. Set aside a regular time for teachers’ meetings for discussion of methods of teaching, discipline and management, and for consideration of other plans for the improvement of the work of the school. B. As instructional leader of the building: 1. Supervise operation and care of buildings, grounds and other school property assigned to his/her care. 2. Administer within the school the approved regulations pertaining to business procedures, being accountable for all school materials and funds under the principal’s control. 3. Direct and evaluate the work of all assigned personnel. 4. Participate in the development of proposed board policies. 5. Participate in interpreting and executing board-adopted policies and approved regulations. 6. Responsible for the expenditure of student body funds and related revenue-providing activities. 7. Work cooperatively with other principals in coordinating the activities of the assigned school with that of other schools in the system. 8. Work with the Human Resources Department with regard to all personnel functions concerning building staff (i.e. personnel selections, transfers, resignations and retirements.) 9. Strive constantly to improve relationships between school and community through interpretation of school services to patrons. C. As facilitator of the school/community interpersonal climate: 1. Responsible for accurate and complete student school records and return on scheduled dates all statistical and other administrative reports requested or approved by the superintendent or designee. 2. Take every precaution for the safety and welfare of the pupils. 3. Assist in interpreting and carrying out the policies of the Board of Directors regarding transportation of pupils. 4. Responsible for all co-curricular activities that take place in the name or under the auspices of the school. D. General: 1. Evaluate all personnel under his/her supervision at least annually and assist subordinate supervisory personnel with the development of their specific objectives. 2. Develop objectives annually in compliance with board policy and administrative procedures. 3. Perform such other related duties and assume such other related responsibilities as may be assigned by the Area Administrator.

MINIMUM QUALIFICATION
: Education and Experience Master’s degree, preferably in educational administration Washington State Secondary Principal Certification Washington State Teaching Certificate Three years of teaching/counseling experience Three years in school administration and supervision Highline Public Schools 00PRNHS High School Principal Page 2 of 4

JOB DESCRIPTION:
HIGH SCHOOL PRINCIPAL

CONDITION OF EMPLOYMENT:
Criminal background clearance Valid Washington State Driver’s License KNOWLEDGE AND SKILL IN: 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 School board policies and procedures

ABILITY TO:
Communicate effectively verbally and in writing Operate a microcomputer and related software Administer a school facility Establish and maintain effective and influential working relationships with students, parents, staff, outside agencies and the general public in a multi-ethnic and multi-cultural environment Set and meet goals and objectives Remain flexible to changes in assignments or situations Organize activities, set priorities, and follow instructions Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP:
Instructional Leadership Executive Director

EVALUATION:
The High 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 duties and responsibilities set forth above together with such specific objectives as may be developed from time to time by the ILED and the High 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. 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. Highline Public Schools 00PRNHS High School Principal Page 3 of 4

JOB DESCRIPTION:
HIGH SCHOOL PRINCIPAL

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. 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.

CLASSIFICATION HISTORY
Revised to update Superintendent’s statement, 2018.03.09 Transferred to newest format by Human Resources, 2013.03.25 Revised by Human Resources, 03/11 Reformatted by Human Resources, 7/98 Revised by E.A. Walsh and Company, 8/87 Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate in admission, access, treatment, or employment in education programs or hiring practices on the basis of race, creed, religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital status, honorably-discharged veteran or military status, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. This holds true for all students who are interested in participating in educational programs and/or extracurricular activities. Any person having inquiries should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative Action, Civil Rights Act (employees), and Title IX: Chief Talent Officer, 206.631.3121, titleixofficer@highlineschools.org; Civil Rights Act: Executive Director of Student Support and Family Engagement, 206.631.3100, 206.631.3100, civilrightscoordinator@highlineschools.org; Section 504 of the Rehabilitation Act- Director of Health and Social Services, 206.631.3011, 504coordinator@highlineschools.org Highline Public Schools 00PRNHS High School Principal Page 4 of 4

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