Job Title:  Assistant Principal

 

Reports To:  Building Principal

 

General Job Description: Student-focused, inclusive, and data-driven instructional leader. Applies performance and change management theories to support the district’s instructional leadership vision. Works collaboratively to establish a positive campus culture for academic learning and the social emotional well-being of students and staff.  Acknowledges and activates principles of diversity, equity, and inclusion to meet the learning needs of all students. Ability to provide effective oversight of day-to-day operations, campus safety, and campus activities, while following all of the State and District competencies, domains and expectations.

 

Essential Duties and Responsibilities:

  1. Ethical Leadership: Models a respect for the rights of others in regards to confidentiality and dignity; Engages in honest interactions with all groups and individuals; Demonstrates the ability to combine objectivity, sensitivity, fairness and ethical considerations in decisions, as well as, interactions with others.
  2. Visionary Leadership: Demonstrates the ability to use data-based research strategies and strategic planning processes that focus on student learning to develop a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and analysis of community needs required to assess progress toward a district’s vision, mission and goals; Demonstrates the ability to bring together and communicate effectively with stakeholders within the district and the large community concerning implementation and realization of the vision.
  3. Instructional Leadership: Uses qualitative and quantitative data, appropriate research methods, technology, and information systems to develop a long-range plan for improvement and accountability systems; Understands and applies human development theory, proven learning, and motivational theories, and concern for diversity to the learning process; Demonstrates knowledge of adult learning strategies and the ability to apply technology and research to professional development design focusing on authentic problems and tasks, mentoring, coaching, conferencing, and other techniques that promote new knowledge and skills in the workplace; Provide leadership to ensure high standards of instructional service is followed utilizing standards based instruction.
  4. Personal and Professional Leadership: Keeps current with school district guidelines, policies, and professional literature that enhance the educational opportunities for all learners; Nurtures and Mentors the development of other educators; Models life-long learning.
  5. Multicultural Leadership: Ensures that programs for linguistically and culturally diverse students are implemented and fully integrated into all district curricula and programs; Disaggregates and analyzes student achievement data by home languages, race/ethnicity, gender and disability in order to ensure all students are learning; Facilitates staff development for school personnel to recognize, appreciate and value diversity in language, culture and social class.
  6. Disability Leadership: Ensures that programs for students with disabilities are fully implemented and fully integrated into all district curricula and programs; Understands and facilitates that the needs and concerns of students with disabilities are adequately identified and integrated into the educational process.
  7. Community Relations Leadership: Demonstrates the ability to effectively and appropriately assess, research, and plan for diverse district and community conditions and dynamics and capitalize on the diversity of the community to improve district performance and student achievement; Applies an understanding of community relations models, identifying and building relationships with key community members, marketing strategies and processes, data driven decision-making, and communication theory to craft frameworks for school, business, community, government, and higher education partnerships.
  8. Political Leadership: Demonstrates the ability to communicate regularly with all segments of the district community concerning trends, issues, and policies affecting the district; Demonstrates the ability to advocate for policies and programs that promote equitable learning opportunities and success for all students including students with disabilities and students who are culturally and linguistically diverse regardless of socioeconomic background, ethnicity, gender, disability, or other characteristics.
  9. Legal and Fiscal Leadership: Demonstrates effective organization of fiscal, human, and material resources, giving priority to student learning and safety, and demonstrating an understanding of district budgeting processes and fiduciary responsibilities; Uses problem-solving skills and knowledge of strategic, long range, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation that focuses on teaching and learning.
  10. Other duties as assigned by the Building Principal or Superintendent.

Required Leadership Mindsets: Servant Leader, Student Focused, Growth Mindset, Urgency for Results, Intentionality, Empathy, Equity, Collaborator, Data Driven, Conceptual and Analytical Thinker, Passionate, Driven, Motivator

 

Supervisory Responsibilities:  As assigned by the building Principal.

 

Qualifications:

 

Required:

  1. A Master’s Degree from an accredited college or university.
  2. Must possess or be able to acquire a New Mexico PED school administrative license.
  3. Must be able to pass employment verification and background check

Preferred:

  1. Three years of experience working with Native American and/or Hispanic populations.
  2. Have previously demonstrated at least five (5) years of successful licensed teaching experience.

 

 

Physical Requirements:

Sitting, standing, lifting, and carrying (up to 50 pounds), reaching, climbing, squatting, kneeling, and moving light furniture may be required.

 

Equipment/Material Handled:

Must know how to properly operate, or be willing to learn to operate, multi-media equipment including current technology as needed.

 

Work Environment:

Must be able to work within various degrees of noise, temperature, and air-quality.  Job responsibilities may require weekend and after-hours work.

 

Terms of Employment:

210 Days

 

Transportation Increment: Each staff member who works full-time at Santo Domingo School or Chochiti School, and lives more than 20 miles from their worksite, shall receive an annual increment of $2000. Home Address will be verified by staff member's home untility bill. 

 

* All BPS Positions are Dependent on Funding