Duties
Primary Function
The Principal is charged with the following responsibilities:
- Living a Mission and Vision Focused on Results
- Leading and Managing Systems Change
- Improving Teaching & Learning
- Building & Maintaining Collaborative Relationships
- Leading with Integrity & Professionalism
- Creating & Sustaining a Culture of High Expectations
Supervisory Responsibilities
The following positions report to the Principal:
- Teachers, including special education teachers
- All other certified staff assigned to the building, including social workers, social workers, therapists, etc.
- Teaching Assistants, including special education, library aides, parent liaisons
- Provide input to Buildings and Grounds supervisors regarding custodians assigned to the building
- Secretaries and clericals assigned to the building
- Volunteers
Qualifications
Qualifications
Illinois Type 75 Certification
Such alternatives to the above qualifications as the Board of Education may find appropriate and acceptable.
Salary/Benefits
Starting Salary Range: $85,000 - $99,000 based on years of experience.
Board paid TRS
210 day contract
Additional Notes
Essential Duties and Performance Responsibilities
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
- Uphold the established Board of Education policies, regulations and administrative procedures.
- Support, implement, promote and enhance the district’s educational program through effective management practices.
Job Requirements: Skills, Knowledge, Abilities and Responsibilities
The qualifications listed are representative of the knowledge, skill, ability, physical demands and working conditions required for this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
- Interest in the well-being of all students.
- Maintain confidentiality in matters relating to staff, students and administrators.
- Learn and observe safety practices.
- Attentive to detail, exercise good judgment, and work without close supervision.
- Communicate with diverse groups, follow written and verbal instructions in English, and establish and maintain effective working relationships
- Meet deadlines and schedules, set priorities, and multi-tasking.
- Work under limited supervision following standardized practices and/or methods.
- Leading, guiding, and/or coordinating with others.
- Effectively utilize positive interpersonal skills in relating to staff, parents, students and colleagues.
- Communicate clearly in oral and written form.
- Assume initiative in identifying and solving problems.
- Exercise good judgment and democratic processes in decision making.
- In addition to the standards, indicators, and elements listed below, the Principal is responsible for:
- Supervising the instructional program by observing classrooms and activities.
- Supervising teachers as they implement the curriculum.
- Evaluating personnel in accordance with district guidelines.
- Interviewing and selecting staff, ultimately making hiring recommendations.
- Provide ongoing, consistent communication of the school’s vision as it relates to instructional practices, with scheduled and purposeful intermittent follow through. This purpose should be to determine whether the school is moving forward, the level of employee engagement in fulfilling the vision, and the resources needed tocontinue the school’s journey.
- Actively engage and support district initiatives by aligning building goals and strategies with the district goals and strategies.
- Set achievable goals for the school, teams, departments, and individual teachers.
- Determine “what” key instructional systems, strategies, and interventions need to be implemented and provide ongoing and continuous facilitation to instructional staff as to “how” to implement the instructional systems, strategies, and interventions.
- Formulate a building leadership team that focuses on improvement of instruction for all students (ELL, special education, low income, at-risk, and gifted).
- Facilitate and sustain open dialogue with parents to maximize parent involvement in all aspects of the educational process (improvement of instruction and climate of the school as well as activities and sports).
- Develop an understanding of the learning targets for each content area, and demonstrate an understanding of effective instructional strategies that teachers must use to help students reach those targets.
- Lead regular meetings with grade levels/teams/departments to discuss ongoing instructional pacing and delivery of instruction.
- Facilitate the development of teacher capacity within grade level teams/curricular departments to function as effective groups with action plans to accomplish specific student achievement goals.
- Guide grade level teams/departments in the development of common formative and summative assessments related to learning targets, stressing the appropriate use of each, and working with teachers to analyze results to improve student achievement.
- Participate in regular formative observations of teachers, know and be able to identity best instructional practices, and provide coaching in the use of effective instructional strategies.
- Facilitate dialogue with staff on effective grading practices, with particular emphasis on how teachers can adapt grading practices to meet the overall district goal of having grades be a meaningful representation of what students know and are able to do based on established learning targets.
- Facilitate and participate in the design and implementation of a problem solving process that includes a specific and purposeful emphasis on data collection and academic intervention.
- Understand and speak to the appropriateness of using specific interventions.
- All others duties as assigned by the Superintendent.
Term of Employment
10 Months – Salary and work year to be established by the Board of Education
Evaluation
Performance of this job will be evaluated in accordance with provisions of 1) Public Act 94-1039 (ILCS 24A-15), 2) the Performance Evaluation Reform Act (PERA – 105 ILCS 5/24-25, and 3) the Board of Education’s policy on evaluation of professional personnel.
Working Conditions
- Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
- Outdoor schoolyard and grounds, field trips; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
- Regular work attendance.
How to Apply
Use the provided link below or go to our website www.rcs137.org
Link to District/Third Party Online Application Web Page
http://rcs137.tedk12.com/hire