Equity Focused Instructional Leader/Associate Principal
The Sun Prairie Area School District is seeking an equity focused and dynamic instructional leader with expertise and extensive experience in special education to become the next Associate Principal of Creekside Elementary School. Our next Associate Principal will be passionate, resilient, and committed to equitable outcomes for ALL students. They will remain committed to growing in their anti-racist approach, and continually reflect on their own experiences and biases. They will collaborate with staff across the building to dismantle systems that have served as barriers for traditionally marginalized students for far too long. They will ask questions and stay curious when the work becomes challenging and uncomfortable.
The specifics of the elementary associate principal job description are unique to Sun Prairie. A special education/student services license and experience are required for this job. Potential applicants should carefully review the job description and certification requirements to ensure the licensure and teaching experiences to serve in this role.
Creekside Elementary School is a Title 1 school serving approximately 353 students in grades 4K-5. Creekside Elementary has a 15% mobility rate and 40% of the student body qualify for free/reduced lunch. 15% of students at Creekside meet criteria under IDEA as students with disabilities. 41% of students identify as white, 23% African American, 14% Hispanic, 12% two or more races, 9% Asian, and 1% American Indian and Pacific Islander.
The principal & associate principal leadership team of Creekside Elementary School will work together to lead the success of ALL students. Only individuals with a strong personal mission for the success of ALL students and a body of work that provides evidence of these skills should apply.
Interviews will be held on July 10th. If you would like to be considered, please have application materials submitted no later than 11:59 pm on Sunday, July 6th. This position will be held open until it is filled.
If you meet our leadership criteria and are a student-centered leader who wants to partner in putting scholars first in all that we say and do, please apply. We look forward to reviewing your application materials!
SUMMARY:
An Elementary Associate Principal supports the Principal and the Director of Student Services in promoting the success of all students by:
- Leading toward the merger of all services to wrap around all students based on needs.
- Building the vision with staff and providing support to staff as their roles evolve to meet better the needs of all students.
- Participating as a member of proactive, collaborative problem-solving teams that invent solutions from the ground up in support of all students.
- Securing and developing experienced staff to assist others in meeting the needs of all students.
- Securing resources to enable staff to meet the needs of all students.
ESSENTIAL RESPONSIBILITIES include the following: Other duties may be assigned.
- Ensures Individuals with Disabilities Education Act (IDEA) compliance including timelines, content and implementation of IEP programs and placements.
- Ensures Section 504 compliance including evaluation procedures, plan implementation, and student protections.
- Assists with posting positions, interviewing and hiring staff.
- Leads staff in development and implementation of instructional methods, materials, assistive technology and techniques and service delivery for all students.
- Acts as a primary resource to teachers, administrators and parents when problems occur involving a student with a disability or a student who is struggling academically or behaviorally.
- Assists the Executive Director of Student Services, Principals and other staff in the development, implementation and evaluation of individual programs, services offered, diagnostics and class lists.
- Facilitates effective communication between all staff members and parents.
- Joins the building Principal in serving as Local Education Agency (LEA) representative at IEP meetings.
- Assists student services staff members in review of records of transfer students to ensure proper student placement and appropriate service provision.
- Trains staff in the use of Functional Behavioral Assessments, the development of Positive Behavioral Support Plans, the use of non-violent crisis intervention techniques and the legal requirements of seclusion and restraint.
- Coordinates Extended School Year services.
- Collaborate with the principal to regularly examine data, apply equitable teaching and behavioral management practices and constantly review professional practice.
- Works closely with principal and leadership teams to develop, implement, teach, and support school-wide systems and processes such as PBIS, RtI, and the teams associated with ensuring the academic and behavioral success of all students.
- Plans, coordinates, and implements professional development focused on PBIS and RtI for ongoing understanding and implementation in the school.
- Works to support and promote shared responsibility, collaboration, engagement and inclusive practices for all students, reflecting the merging of instructional services and student services at the building level.
- Works with the principal to address behavior issues and follow through with student interviews, contact with parents, and necessary logical consequences.
- Facilitates coordination of state and district assessments.
- Plans, coordinates and implements professional development for staff meetings, grade level meetings, and common team meetings.
- Facilitates systematization of services and programs between levels by overseeing student transitions.
- Serves as “person in charge” when the principal must be out of the building.
- Ensures that teachers and staff are aware of the most current theories and practices of learning and make the discussion of these a regular aspect of the school’s culture.
- Inspires and lead new and challenging innovations.
- Fosters shared beliefs and a sense of community and cooperation.
- Communicates and operates from solid values about education.
- Maintains current knowledge base about best practices in curriculum, instruction, and assessment.
- Supports school’s goals and keeps those goals in the forefront of the school’s attention while protecting teachers from issues or influences that would detract from their teaching time or focus.
- Implements a clearly understood, fair discipline code that promotes student learning, orderliness, and safety.
SUPERVISORY RESPONSIBILITIES:
Provides supervision and evaluation of support staff, special education teachers and student services staff members.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to eligible individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE:
Master’s Degree in education with a minimum of three years experience as special education program support teacher, special education coordinator, lead special education teacher or other type of instructional leadership role in a public school system. Must possess or be enrolled in a program to possess a principal license. Director of pupil service license also preferred. Experience in providing inservice training for staff in the area of instructional practice. Experience in using technology for instructional and administrative applications.
COMMUNICATION AND LANGUAGE SKILLS:
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or government regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of students, staff, parents, administrators, school board, and community.
MATHEMATICAL SKILLS:
Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply basic concepts of algebra and geometry. Ability to work with mathematical statistics.
OTHER SKILLS AND ABILITIES:
Ability to apply knowledge of current research and theory in specific field. Working knowledge of word processing, spreadsheet, database, and presentation software applications. Ability to establish and maintain effective working relationships with students, staff, and the community. Ability to communicate clearly and concisely both in written and written format. Ability to perform duties with awareness of all district and school board policies.
ANALYTICAL AND REASONING ABILITY:
Ability to define problems, collect data, establish facts, and draw conclusions. Ability to interpret an extensive variety of technical instructions in mathematical and diagram form and deal with several abstract and concrete variables.
TEMPERAMENTS:
Ability to direct others, deal with people, and influence people in their opinions, attitudes, and judgments. Ability to perform a variety of duties. Ability to work with people who express conflicting opinions. Ability to solve problems, make judgments, and reach conclusions.
PHYSICAL ATTRIBUTES: 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 stand, walk, sit, talk, and hear. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close visions, distance vision, peripheral vision, and depth perception.
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.
The noise environment is quiet to loud depending upon the activity in the particular part of the day and the location.
CERTIFICATES, LICENSES:
Must possess or be currently enrolled in a program to possess a Wisconsin Department of Public Instruction license for Principal, or Pre K-12 Principal License, Code 51. Must possess and maintain or be eligible to obtain a current Wisconsin Department of Public Instruction license to teach. Driver’s License.
PHYSICAL REQUIREMENTS:
Shall complete a physical examination as required by Wisconsin Statute 118.25.