Essential Function NFDL:
Your role is to come to school prepared to be the best version of yourself, as an individual who is concerned for others and gives respect to all.
Enter each day curious and work to contribute as well as demonstrate your skills.
Participate in the NFDL school community and represent yourself in the best possible way in and out of school always
Qualities you need to do the job to be successful in NFDL:
- Time management
- Management and preparation for learning
- Ability to work with others
- Respect for others’ stories
- Willingness to take risks
- Acceptance of the learning associated with failure
- Completion of your tasks
- Ownership of your success
- Demonstration of your knowledge and learning
- Be present using active listening
Leadership Responsibilities: (you influence others in every experience)
- Maintain optimism
- Be curious
- Be gritty
- Be kind
- Care for others and yourself
- Care for school, halls, classrooms, and campus
- Represent our school, our staff in the community with dignity and pride
- Be a role model for your fellow colleagues and students
Responsibilities, Tasks & Duties:
- Ability to demonstrate strong instructional orientation, including an emphasis on instructional time, current strategies/best practices and their application to change, if needed
- A commitment to work collaboratively with staff, students, alumni, and the community toward continuous improvement of educational programming for all students
- Demonstration of a collaborative style: supportive, approachable, and responsive to the professional educators’ skills and expertise; provide for individual creativity
- Experience in providing internal visibility to students and staff and external school visibility to students, parents and the school community
- Demonstrated ability to work with students, staff and a community of diverse cultural backgrounds
- Ability to advocate for school and community needs
- Embrace forward thinking and research-based analysis
- Experience with site-based budget management
- Knowledge of Special Education, EL, TAG, and At-Risk programming
- Knowledge of Rtl framework desired
- Prior successful experience as a building level administrator or experience in a similar leadership role is highly desired
DUTIES: The Principal is expected to be an instructional leader. This individual will exemplify leadership and responsibility in facilitating the staff in the creation of a positive learning environment for the educational community. The Principal is responsible for school/community relations, budget (site-based environment), staff and student relationships in a collaborative environment, and support for District initiatives, as needed.
Developing Effective Educators
Recruiting and Selecting
- Use systematic, fair, and consistently-applied hiring process so that staff have the competencies to contribute to the school’s mission and goals;
- Use multiple methods to collect information that is likely to predict future effectiveness;
- Take an active role in recruiting a diverse staff;
- Involve other staff in the recruitment and hiring process; and
- Anticipate staff vacancies, plan for new staff recruiting.
Assignment of Teachers and Instructional Staff
- Anticipate staff vacancies, plan for new staff recruiting, change assignments of existing staff, and make assignments based on both student needs and staff qualifications and effectiveness;
- Consider the composition of grade or subject teams to facilitate staff cooperation and build professional community; and
- Orientate new staff to the school’s goals, policies, and procedures.
Performance Evaluation and Feedback
- Accurately assess professional practice, provide high quality feedback and other supports, such as instructional coaching;
- Foster a cycle of continuous improvement, and
- Regularly engage in calibration activities to improve evaluation accuracy.
Leading Professional Learning
- Provide staff with learning opportunities that improve practice and ability to respond positively to student cultural, economic, or linguistic diversity;
- Diagnostic use of staff practice and student learning data to inform the design and monitor the impact of the opportunities provided;
- Align learning resources to the school’s improvement priorities; and
- Work with staff to set learning goals, provide relevant learning opportunities, and monitor learning accomplishments.
- Draw upon staff expertise to address tasks and school priorities;
- Identify opportunities based on school needs and goals and encourage staff to take on leadership roles that contribute to meeting school goals; and
- Support emerging leaders with feedback, coaching, and monitoring.
Vision and Mission
- Cultivate collective responsibility for student learning through the collaborative development of the vision and mission that emphasizes the shared belief that each student is an active learner;
- Align initiatives to the goals identified in the school improvement plan; and
- Engage stakeholders in goal assessment and practice adjustments to guarantee equitable student access to effective instruction and a rich curriculum.
Student Achievement Focus
- Ensure that each student has the opportunity to graduate college, career, and community ready;
- Consistently monitor and address achievement gaps in and across student groups;
- Engage in frequent observation and feedback cycles to ensure equitable access to quality programs and instruction; and
- Foster community partnerships to enhance access to the rich curriculum and authentic learning experiences.
- Create opportunities for collaboration aligned to school and district goals and that focus on instruction, teaching, and learning and
- Promote reflective inquiry and collective responsibility through formal and informal collaborative opportunities around student learning and instructional practices.
Schoolwide Use of Data
- Provide the time and space for data-based cycles of inquiry;
- Model, facilitate, and empower staff in the use of relevant data to make instructional decisions;
- Foster a culture of inquiry as principals and teachers engage in the continuous review of student academic growth, teacher professional learning, school improvement plans, and School/Student Learning Objective data to address equitable opportunity and achievement gaps in and across groups of students.
Student Learning Objectives (Teacher SLOs)
- Understand SLO criteria and help teachers meet the criteria through access to resources and
- Encourage SLOs that represent teacher goals and priorities and align with and support school improvement priorities.
- Assists with the creation of the master schedule for current school year/balances classes and provides students with accurate schedule in the beginning of each semester
- Assists with the grade reporting processes (mid-quarter, quarter, semester, academic and CLS grades)
- Responsible for managing(assisting with) all state and District mandated testing and Advanced Placement
- Assists with the course selection process for the upcoming school year; working with school counselors/advisories, secretaries, etc. & assists in providing students with accurate schedules each semester.
- Demonstrate a positive demeanor and set an example for professional behavior of others;
- Consistently address negative actions, fostering an environment where staff share accountability for ethical practice;
- Lead others in culturally responsive practice; and
- Contribute to the profession by participating in and occasionally leading activities that promote school leadership and organizational effectiveness.
Time Management and Priority Setting
- Engage in decision-making that prioritizes time for teaching and learning and
- Set clear and realistic action steps and adhere to them to achieve school goals.
Personal Professional Learning
- Promote professional learning in others and actively pursue their own professional learning;
- Solicit feedback from others, including their supervisors, teachers, and other stakeholders;
- Keep current with research on leadership practice, student learning, and organizational development; and
- Apply research-derived practices to meet personal and school goals.
- Shape and support the school climate by fostering a shared understanding of the school’s values, beliefs, goals, and standards for interactions that are inclusive and representative of the different perspectives and
- Develop trusting relationships that contribute to a climate where educators and students feel ownership and are encouraged to take risks aligned to school goals.
- Develop a shared organizational purpose representative of high expectations that are specific to the school context and student population;
- Provide the direction and develop understanding and motivation around school goals and improvement efforts through clear communication;
- Tailor messages to the audience (i.e., staff, parents, students, community);
- Evaluate and modify messages to increase effectiveness; and
- Respond in timely and meaningful ways to the inquiries received.
Change Management and Shared Commitment
- Transform schools by building shared commitment and ownership within the school and in the broader community and
- Effectively manage change by cultivating collaborative leadership, building consensus by demonstrating the value of change, and integrating district and state initiatives into school improvement goals.
Learning Environment Management
- Create environments conducive to learning;
- Manage the operations of the school building; and
- Through proactive planning and shared responsibility for safety, maintain an environment that is supportive of learning and promotes the physical and emotional well-being of students and staff.
- Collaboratively develop budgets by identifying learning priorities and the financial needs to support them;
- Manage funds flexibly and responsibly; and
- Manage budgets aligned with school improvement goals and promote equitable practices.
- Promote understanding, implementation, and compliance with policies, procedures, laws, and regulations to provide safeguards that the school is meeting the needs of all students and staff
*Serve as the Public Charter High School Principal or support the Public Charter High School within the High School Campus
- Performs such other related responsibilities as may be assigned.
- Principal License (5051)
WORK EXPECTATIONS: Follows expectations included in the Administrator Guide and Board Policies
Candidates who apply prior to the deadline will receive first consideration. The School District of North Fond du Lac is an Equal Opportunity employer and does not discriminate against applicants or employees based on race; age; sex or sexual orientation; gender or gender identity; creed or religion; color; handicap or disability; marital, citizenship, or veteran status; membership in the National Guard, state defense force, or reserves; national origin or ancestry; arrest or conviction record; use or non-use of lawful products off the District’s premises during non-working hours; or any other characteristic protected by law. The District encourages applications from all segments of the population.
– An Equal Opportunity Employer-