Principal or Vice Principal Glenwood Springs High School Assistant Principal
Job Description
Glenwood Springs High School serves 1000 students in grades 9 to 12 in a small Rocky Mountain resort town of outstanding natural beauty.
According to Jay Mathews of the Washington Post, Glenwood Springs High School is ranked ‘in the top 3 or 4 percent (of high schools) nationally’. Mathews’ Challenge Index is the country’s oldest high school ranking system and recognizes schools with high achievement despite significant socio-economic challenges. The US News and World Report ranks the school as #563 out of 22,000 for college readiness. The school has twice won the Colorado Governor’s Distinguished Improvement Award. Our successes have only increased our appetite for further raising student achievement.
Do you have what it takes to lead this school, committed as it is to changing students’ real-life chances?
We seek an inspiring assistant principal with the skills, knowledge, and experience to contribute to a committed, enthusiastic, established senior management team. The successful candidate will be capable of taking a vital role in the continuous work of school improvement, which means raising academic achievement and developing a culture where all students can thrive.
We are disciples of Ron Edmonds, who said in the mid-1970s: “We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do this. Whether we do it or not must finally depend on how we feel about the fact that we have not done it so far.”
DEFINITION
To fulfill responsibilities assigned by the principal and assist the principal in developing and continuously operating the school, ensuring that every student develops the enduring knowledge, skills, and character to thrive in a changing world.
SUPERVISION RECEIVED AND EXERCISED
Receives direct supervision from the principal. Is expected to act as an executive in their own right, exercising considerable delegated powers.
Supervises licensed staff and non-licensed staff.
PRIMARY DUTIES
The following are examples of primary duties assigned to the Assistant Principal, but other related primary duties and responsibilities may be assigned.
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Strategic Leadership: Work in partnership with the principal to develop the school’s vision, mission, values, expectations, and goals; provide for data-based progress monitoring; collaborate with staff and the school community to implement strategies to move those goals forward.
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Instructional Leadership: Create processes and schedules that maximize student success and instructional time; Support teachers through ongoing, actionable feedback and needs-based professional development; Hold all staff accountable for setting and achieving rigorous performance goals for all students; and empower staff to achieve these goals across content areas.
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School Cultural and Equity Leadership: Articulate, model, and positively reinforce a clear vision and values of the school’s culture, and involve students, families, and staff in creating an inclusive and welcoming climate that supports it.
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Human Resource Leadership: Establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff.
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Managerial Leadership: Establish systems to improve student learning and overall healthy development for all students; Proactively manage interactions and relationships, including those among and between parents/guardians, students, and staff; Ensure that the school provides a supportive environment that fosters a climate of safety, respect, and well-being; Provide supervision of the school campus during school hours and at extracurricular activities sponsored by the school.
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External Leadership: Design and/or utilize structures and processes that result in family and community engagement, support, and ownership for the school; develop systems and relationships to leverage the school district and community resources available to them both within and outside of the school to maximize the school’s ability to serve the best interests of students and families.
QUALIFICATIONS
Knowledge of:
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Educational needs of high school students
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Curriculum development and effective instructional practices
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Using data to promote student achievement
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Positive discipline and classroom management techniques
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Effective public speaking and presentation techniques
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Principles of supervision, training, and performance evaluation
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Pertinent Federal, State, and local laws, codes, and regulation
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English usage, spelling, grammar, and punctuation
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Extensive knowledge of office and educational software programs
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Principles of business and letter writing and essential report preparation
Ability to:
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Supervise, plan, and direct standards-based instructional practices, curriculum development, and assessment
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Implement school and district programs
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Oversee, direct, and coordinate the work of staff, projects, and teams
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Recruit, select, supervise, develop, and evaluate staff
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Analyze situations and generate effective strategies
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Develop goals and implement plans, systems, and procedures to achieve them
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Attend professional development, conferences, and meetings (including evenings and weekends)
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Attend and supervise student and community activities (including evenings, weekends, and holidays)
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Make presentations as required; create excitement for learning
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Be reflective on performance and have a continuous improvement mindset
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Communicate clearly and concisely, both orally and in writing
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Establish and maintain effective working relationships with those contacted in the course of work
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Motivate staff and students to achieve high levels of engagement and performance
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Principal/director candidates are assessed using the following Roaring Fork Schools Leadership Competencies
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EXPERIENCE & TRAINING GUIDELINES
Experience: A minimum of five years teaching experience, including high school, and experience in school administration through having played an extensive role as a building leader are required. Deep knowledge of curriculum is required, and district leadership experience managing complex projects is highly desirable. The ability to speak Spanish would be an asset.
Training: Equivalent to the completion of a Master’s degree from an accredited college in education or a related field.
License or Certificate: Possession of or enrollment in a program to obtain a Principal’s license through the Colorado Department of Education. Possession of or the ability to obtain and maintain an appropriate valid Colorado driver’s license.
WORKING CONDITIONS
Office environment; exposure to computer screens; travel from site to site. Primary functions may require maintaining the physical condition necessary for sitting for prolonged periods, using the computer keyboard; light lifting, and carrying.
SALARY RANGE AND DAYS WORKED
Starting salary range: $91,396 – $109,276 depending on qualified years of experience.
Wages will be earned during the school calendar at the number of days required below, but they will be paid over the twelve-month contract period.
Benefits: The Roaring Fork School District offers full district-paid employee health benefits as well as voluntary vision, dental, and dependent coverage. Other benefits include: paid personal and sick leave, paid parental leave for mothers and fathers, a robust retirement plan under Colorado PERA with a district contribution of over 20% of an employee’s wages each month, Employee Assistance programs, a district wellness program, and access to discounted ski passes and other community benefits.
Days worked: this is an exempt position, scheduled for 206 days/year.
This posting will remain open until filled.
ABOUT THE ROARING FORK SCHOOL DISTRICT
With 14 schools and 5,600 students, the Roaring Fork School District is located in the culturally vibrant and naturally stunning Roaring Fork Valley serving the communities of Glenwood Springs, Carbondale, and Basalt. The Roaring Fork Schools believe that teachers are our most important asset, and our teachers enjoy a true teacher voice in decision-making; clear and collaborative leadership; a highly competitive and progressive salary schedule; access to our affordable housing program; and a culture of self-care and well-being. We believe diversity is a strength, and our staff makes a real difference for our students who come from different ethnicities, cultures, and socio-economic backgrounds.
