The posting
1.0 FTE Continuing Position (8.00 hours per day, 260 days per year)
Start Date: July 1, 2018
Application Requirements:
All uploads should be in pdf format.
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To be considered for this position, applicant must complete the following prior to the job closing date.
- Add a cover letter
- Add Administrator certificate information and upload a copy of Valid WA Administrator certificate
- Add Teacher or ESA certificate information and upload a copy of Valid WA Teacher or Educational Staff Associate certificate
- Add education information and upload a copy of your unofficial Bachelor transcript
- Add relevant administrator and/or teaching experience for past 10 years
- Add 3 references (e.g. current supervisor, past supervisor(s), co-worker). NO PERSONAL REFERENCES ACCEPTED.
- Upload a resume – Include current and previous supervisor(s) contact information
- Complete Qualification Questions
- Complete Educator's Professional Inventory (EPI)
Starting Salary: $129,982.00 annually
Salary Schedule: Admin B Salary Schedule at http://www.msd25.org/employee-groups.
Position Goal:
The primary responsibility of the principal is the daily improvement of classroom instruction that results in high levels of student academic performance. The principal is responsible for all aspects of the building instructional program (curriculum materials, instructional capacity, use of assessment) to achieve high standards for student academic performance and to do so with a high level of integrity.
Minimum Qualifications:
- Valid Washington State Administrator credential with Principal endorsement
- Valid Washington State Teaching certificate
- Masters' degree in educational administration
- Bilingual preferred
- Demonstrated experience (in a previous administrative assignment) developing a strong culture of improved achievement
- Experience in implementing curriculum, assessment, instruction that improve learning performance
- Prior experience in designing and implementing a secondary school master schedule that supports cross content grade level teaming
- Demonstrated experience in implementing research-based, best practices that have increased student achievement and for preparing students for college and/or career readiness
- Successful teaching and instructional leadership experience
- Experience at the middle school level preferred
- Experience and/or training with cultural, ethnic, and language diversity preferred
Desired Skills:
- Ability to assign classrooms and schedule common planning periods to support collaboration and integration of curriculuar areas
- Uses data to know learners, monitor and measure progress, establish targets and determine next steps to improve instructional practice and student learning
- Experience in using data to:
- Assign teaching staff based on student need and teacher expertise
- Identify, monitor, and intervene with students most at risk of failure
- Identify groups of students that are underperforming and to establish specific achievement goal increases for each group
- Evidence of the ability to provide constructive and/or directive feedback to classroom teachers and the subsequent monitoring of progress toward the suggested/directed goal that resulted in a change of behavior or practice
- Ensure that every student meets or exceeds standards by: creating understanding and a sense of urgency among teachers, students and the community and to do what it takes to guarantee success for every student
- Demonstrated ability to bring people and resources together around best practices that improve instruction
- Demonstrated experience in resolving and/or managing conflict
- Demonstrated ability to work well with people, maintain positive working relationships, and solve problems
- Model listening to and partnering with students, staff, and adults from diverse ethnic and cultural backgrounds
- Strong supporter of teacher leadership and collaborative processes
- Demonstrated ability to create a professional learning community focused on quality instruction and learning
- Demonstrated experience of the ability to set, model, monitor, and enforce the adherence to clear expectations/standards for behavior for both staff and students
- Demonstrated ability to create a professional learning community focused on quality instruction and learning
- Demonstrated ability to work well with people, maintain positive working relationships, and solve problems
- Demonstrated ability to bring people and resources together around best practices that improve instruction
- Demonstrated experience of the ability to set, model, and monitor and enforce the adherence to clear expectations/standards for behavior for both staff and students
- Demonstrated experience in resolving and/or managing conflict
- Evidence of the ability to provide constructive and/or directive feedback to classroom teachers and the subsequent monitoring of progress toward the suggested / directed goal that resulted in a change of behavior or practice
- Ability to assign classrooms and schedule common planning periods to support collaboration and integration of curricular areas
- Experience in implementing curriculum, assessment, instruction that improve learning performance
- Effective oral and written communications
- Model listening to and partnering with students, staff, and adults from diverse ethnic and cultural backgrounds
- Value staff, student, parent and community input in creating a positive, respectful and welcoming environment
- Strong supporter of teacher leadership and collaborative processes
Essential Job Functions:
This list of essential job functions is not exhaustive and may be supplemented as necessary. Depending upon individual assignment, the employee may perform all or a combination of several of the following duties:
- Supervise and evaluate instructional and operational staff at the building level
- Monitor student activities for the purpose of providing a safe and optimal learning environment
- Value staff, student, parent, and community input in creating a positive, respectful and welcoming Small Learning Community
- Communicate effectively both orally and in writing
- Manage resources to meet legal requirements, achieve building purposes for improved instruction
- Professionally interact with students, staff, and public
- Establish and maintain professional contacts with students
- Comply with all district policies and procedures
- Comply with the Code of Professional Conduct
- Perform related duties as assigned
Marysville School District complies with all federal and Washington State rules and regulations and will provide equal employment opportunity and treatment for all applicants and staff in recruitment, hiring, retention, assignment, transfer, promotion and training. Such equal employment opportunity will be provided without discrimination with respect to race, creed, national origin, age, honorably-discharged veteran or military status, sex, sexual orientation including gender expression or identity, marital 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. The district will provide equal access to school facilities to the Boy Scouts of America and all other designated youth groups listed in Title 36 of the United States Code as a patriotic society. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator - Gregg Kuehn, Risk Management Supervisor, [email protected], 360-965-0110; Title IX Officer - Jason Thompson, Deputy Superintendent, [email protected] , 360-965-0004; Section 504 Coordinator, Nancy Smith, Director of Categorical Programs, [email protected], 360-965-0051; ADA Coordinator – Ginger Merkel, Executive Director of Special Education, [email protected], 360-965-0174. Address: 4220 80th Street NE, Marysville, WA 98270. Website: www.msd25.org Marysville School District is a drug- and tobacco-free workplace.
