Job Description

Jeffco Public Schools, Colorado’s largest K-12 school district, with 85,000 students and approximately 14,000 employees, has provided educational excellence for more than 60 years. Nearly 10 percent of all Colorado K-12 students attend a Jeffco school and our employees benefit from partnerships with experienced, dynamic school leaders throughout our district. Our Jeffco Generations vision document and strategic plan map out with focus and clarity what we expect our schools to accomplish with our graduates. Come join us!

Jeffco Public Schools is a Single-State Employer.  All candidates hired by Jeffco Public Schools must reside within the state of Colorado.

Our Mission Statement: At Sobesky Academy, we provide an individualized educational and therapeutic environment for students with IEPs which supports social-emotional awareness, inspires personal growth and builds on students’ strengths in order to empower them for success.

Sobesky Academy is a school dedicated to supporting Jeffco students needing specialized support to ensure their success.  Since 100% of the students at Sobesky have IEPs, the school is designed to provide more intensive services than a student is able to receive at a neighborhood or alternative school setting. Students may be in need of service due to determinations of emotional disability, autism, or other heath impairments that create barriers to a student’s ability to learn. Our trained team of educators are invested in promoting growth and skill building in the areas of social emotional learning, behavioral self-regulation and academic gap filling through the provision of a therapeutic and educational environment that is structured, predictable, consistent and supportive. The north star of the Sobesky Academy Team is to meet the individual needs of each student in a way that allows for skill building and practice that results in a student reintegrating into a less restrictive environment with typical peers.

The Ideal Candidate Will Have The Following Attributes:

• Passion and commitment to serve students with IEPs who need extra support and focus to succeed.
• Demonstrated success in building a positive climate and empowering school culture.
• Proven ability to engender supportive relationships with staff, students and community.
• Experience building shared leadership and effective collaboration with all stakeholders.
• Outstanding problem solving skills, flexibility, and creativity to work with students and staff in a controlled setting.
• Exceptional communication skills that promote relationships, community, and support across the school and district.
• A deep understanding of systems that contribute to a continuum of services for a diverse group of students, families, and communities.
• Experience developing comprehensive and aligned programming that leads to measurable results in social emotional skills, academic growth, and post-secondary success with our students.
• Demonstrated success in recruiting, hiring and developing teachers and staff with a skill set to work with students with intensive needs.
• Effective strategic planning, school management and budget oversight experience.

 Pre-Employment Requirements

The successful new hire or rehired candidate will be responsible to complete and incur the fingerprinting and processing fee of $49.50 through an appropriate fingerprinting vendor and the Colorado Bureau of Investigation, within 48 hours of offer acceptance.

Job Requirements:

• Three to five years of successful school leadership required
• Colorado Department of Education Principal License required and Special Education Director’s License preferred

• Instructional Leadership – Effective Instruction
• The school leader ensures a common vision of effective instruction.
• The school leader builds collective capacity of staff through the cultivation of a robust and equitable collaborative framework
• The school leader works with teachers to ensure student engagement, including student voice, is evident in daily lessons
• Instructional Leadership – Observations & Analysis of Instruction & Learning
• The school leader collects data on instructional practices and leverages it to determine next steps for instructional practice and student intervention/enrichment
• The school leader implements a Continuous Improvement Planning and Progress Monitoring process resulting in visible improvement in student outcomes and staff efficacy
• Instructional Leadership – Support for Teacher & School Growth
•  The school leader supports teacher growth using ongoing feedback, professional learning, coaching and a collaborative framework
• The school leader evaluates staff performance using district evaluation resources
• The school leader fosters collaborative structures such as professional learning communities to ensure collaboration, teaching learning, and opportunities for teacher leadership
• The school leader uses evidence of student learning to plan and implement individual and whole-staff professional learning
• The school leader provides for embedded professional learning that is aligned to the school improvement plan and the demonstrated needs of educators
• Operational Leadership – Core Values
• The school leader displays professional behavior, in accordance with all district policies, at all times and addresses inappropriate behaviors by staff members, including conflicts as they arise
• The school leader ensures the School Vision, Mission and Strategic Goals are developed jointly with all stakeholders, aligned to Jeffco Generations, and make visible the expectations that all students will master core competencies.
• The school leader builds a school culture which supports a collaborative and transparent approach to shared leadership and is welcoming to all stakeholders
• The school leader models, and positively reinforces the vision and values of the school’s culture, and involves students, families, and staff in creating an inclusive and welcoming climate
• The school leader demonstrates a commitment to a diverse population and inclusive climate, setting expectations that all students will succeed
• The school leader designs and/or utilizes structures and processes which result in family and community engagement, support, ownership, and advocacy for the school; leverages community and district resources for the school
• The school leader ensures a safe, caring and engaging environment
• Operational Leadership – Safety & Security
• The school leader certifies the Emergency Management Plan (EMP) is current and School Response Team is fully staffed and trained
• The school leader ensures students and staff are trained on all EMP, Code of Conduct, and policies for the school as well as informed on procedures to report concerns to school officials
• The school leader sets clear expectations and utilizes rules and procedures for all students and staff
• Operational Leadership – Managerial Leadership
• The school leader employs Shared Leadership, which includes at a minimum a school accountability committee and the collaborative structures outlined in the negotiated agreement
• The school leader ensures the recruiting, hiring, assignment of staff is collaborative, aligned to school focus, and is determined by needs of students
• The school leader provides for the mentors and dismissal of Staff in a timely manner and is conducted with respect for all stakeholders
• The school leader manages people and resources aligned to the needs of school improvement plans, stakeholder input, and to ensure support for school’s focus on student achievement
• The school leader stays current on knowledge of school laws, district policies, and negotiated agreements
• Leadership Awareness – Clarity and Focus 
• The school leader carefully selects and persistently clarifies expectations for all stakeholders
• The school leader limits distractions to the school improvement plan
• Leadership Awareness – Interpersonal/Emotional Intelligence
• The school leader models and engenders reflective practice, confidence, humility, perseverance, inspiration, empathy and positivity, and uses situational awareness
• Leadership Awareness – Communication Skills
• The School Leader listens to understand and provides convincing rationale for actions through clear communications that are well timed
• The school leader provides sense-making helping stakeholders understand policies and practices.
• Leadership Awareness – Growth Mindset/Continuous Improvement
• The school leader demonstrates leadership which promotes continuous growth, lifelong learning, and risk-taking
• The school leader ensures a focus on results, based primarily on student learning

 

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 enable individuals with disabilities to perform the essential functions.

EXPERIENCE   Requirements follow State of Colorado guidelines for principal licensure.  In addition, the candidate will have a minimum of 2 years educational administrative and/or comparable administrative leadership.

EDUCATION AND TRAINING  Master’s degree.

CERTIFICATES, LICENSES, REGISTRATIONS  Colorado Principal License issued or in process.

SKILLS, KNOWLEDGE, & EQUIPMENT  Demonstrated conflict management, problem solving, resource allocation, prioritization, data analysis, collaborative decision making, relationship building, group facilitation, writing, and speaking skills.  Demonstrated knowledge and use of District policies, procedures, employee contracts, and legal requirements.  Computer and technology skills which include Human Resources; Financial Systems; and communications technology including software, E-mail, and voice mail are a condition of employment and must be obtained within one year after hire.

DECISION MAKING  Ability to determine staffing levels and budget requirements; develop alternatives and make decisions in crises situations; utilize collaborative decision making skills; and apply good judgment to ensure student safety and carry out student discipline.  Errors could lead to legal ramifications and compromise student safety and the learning environment, resulting  in substantial embarrassment or cost to the District.  Final decisions at the school site are the responsibility of this position.

COMMUNITY RELATIONS   Daily contact with parents, students, and law enforcement officials to exchange information and resolve issues.  Regular contact with vendors, media, legislatures, and government entities to exchange information; with higher education, partnerships, and businesses to exchange information, develop and maintain programs, maintain relationships, and foster program participation; with government agencies, community individuals and groups, transportation officials, and community colleges to exchange information and resolve issues; and with district attorneys to exchange information regarding legal matters.

SPAN OF CONTROL   Directly supervise assistant principals, counselors, teachers, school resource officers, coaches, club sponsors, classified employees, and special education personnel.  Carries out supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.

EDUCATIONAL DELIVERY   Support the instructional programs of the District by supervising and evaluating teachers and administrators and by developing and implementing school instructional programs.  Understand the philosophy of standards based education, the processes of curriculum development and effective models of instruction, and lead their implementation in the schools.  Manage the development of curriculum and instructional programs that recognize the contributions of diverse groups and foster success for all students regardless of gender, race, or disability.  Lead the community in the development of challenging performance standards for students and the development of varied supervisory and evaluation processes.  Insure the development of a staff development program that recognizes the principles of adult learning and focuses on student success.  Use data to analyze the current state of student learning and serve as a catalyst for and manager of needed change.  Understand and lead the use of technology in instruction.  The majority of the time is spent at the school site.

COMPLEXITY OF WORK   Requires analytical skills, independent thinking, considerable judgment, and the ability to assess crises and make sound decisions quickly with little time or input from others.  Must manage personnel, curriculum, student success and discipline, and physical plant.  Must have a strong understanding of student behavior, District culture and policies and be able to quickly analyze the impact of decisions on the student, school, District, and community.  Final decisions at the school are the responsibility of this position.  Generally, work is complicated by the volume of students at the school site, large budget management responsibilities, and the diversity and severity of student issues and crises.

The physical demands, work environment factors, and mental functions 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.

PHYSICAL DEMANDS  While performing the duties of this job, the employee is regularly required to stand, walk, reach with hands and arms, talk or hear, and taste or smell.  The employee frequently is required to use hands to finger, handle, or feel.  The employee is occasionally required to sit; climb or balance; and stoop, kneel, crouch, or crawl.  The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 100 pounds.  Specific vision abilities required by this job include distance vision, peripheral vision, depth perception, and ability to adjust focus.

MENTAL FUNCTIONS  While performing the duties of this job, the employee regularly is required to compare, analyze, communicate, evaluate, use interpersonal skills, compile, and negotiate.  The employee frequently is required to copy, instruct, compute, and synthesize.

WORK ENVIRONMENT  While performing the duties of this job, the employee is occasionally exposed to outside weather conditions.  The noise level in the work environment is usually moderate.

Equal Employment Opportunity

The Jefferson County School District does not discriminate on the basis of disability, race, color, creed, religion, national origin, age, sexual orientation, marital status, political aff

How to Apply

Please visit our Job Board to apply, Job ID 9802.

Bureaus: Colorado. Job Categories: Full-Time. Job Types: Principal or Vice Principal. Salaries: 100,000 and above.