School Principal jobs in Connecticut

Job Details

Competencies:

• Initiative
• Empathy
• Self reflection and growth
• Time Management
• Conflict Resolution & De-escalation
• Effective Communication
• Organization Skills
• Knowledge of Microsoft Office/Video Conferencing/Google Classroom

Basic Function:

Responsible for management, leadership, and supervision of all functions for the Upper school Program of the Education department including all instruction, special education, vocational programs, curriculum development, implementation and evaluation, staff supervision and development, coordination of related services, and supervision of Education volunteers and interns. Establishes and maintains programs which respond to the educational needs of each child and maintain full compliance with the requirements of the Connecticut State Department of Education, Federal/State regulations, and Waterford Country School Policy. Build and maintain positive relationships within the School, the Agency, and the community. Provide for each student a program reflecting educational excellence and equality.

Duties and Responsibilities:

Instructional Leadership

1. Collaboratively develop, implement and sustain the shared vision, mission and goals to support high expectation for all students and staff.
2. Develop a shared understanding of standards-based practices in curriculum, instruction and assessment.
3. Use assessments, data systems and accountability strategies to monitor and evaluate progress and close achievement gaps.
4. Function as instructional leader for Upper School Teachers. Suggest and help develop alternate curriculum and instructional strategies as needed.
5. Assist the Director of Education to develop and evaluate annual Education Department performance objectives and work plans in accordance with the goals of the Agency.
6. Supervise Special Education and related academic and special area teachers, ensuring a comprehensive and individualized academic program for each student.
7. Maintain current knowledge of educational programs and practices in regular and special education through attendance at professional conferences, reading of professional journals, and other self-improvement activities.
8. Utilize the CARE and TCI models to influence all interactions and components of behavioral support through the full spectrum of a student’s baseline behavior to crisis level and recovery.
9. Uphold and model for our students the Agency’s Health and Wellness model.

Talent Management

1. Recruits, selects, supports and retains effective educators needed to implement the school or district’s vision, mission and goals.
2. Establishes a collaborative professional learning system that is grounded in a vision of high-quality instruction and continuous improvement through the use of data to advance the school’s vision mission and goals.
3. Ensures high-quality, standards based instruction by building the capacity of educators to lead and improve teaching and learning.
4. Manage appropriate substitute coverage for all absences of Education staff.
5. Observe and monitor all instructional activity on an ongoing basis.
6. Serve as a resource to staff in the development of instructional units.
7. Play an active role in the recruitment and hiring process of qualified staff for all of the Department's positions and to assist in an ongoing process of orientation, training, supervision and performance evaluation for all staff assigned to the Department.
8. Manage personnel related matters and record keeping for assigned staff in accordance with Agency procedures.
9. Develop, monitor, and assess individual supervisory plans for all assigned education staff which encompass goals and objectives in line with individual, Department, and agency goals and in accordance with State and Federal guidelines and regulations.
10. Coordinate all activities of volunteers within the Education Department providing supervision, training and evaluation to assigned volunteers in accordance with Agency procedures.
11. Assist assigned Education staff in establishing professional development goals and objectives in keeping with their individual department and agency needs.
12. Assist in planning and coordinating the professional development and staff training activities for the Education Department.
13. Develop and implement procedures for evaluating the professional development activities of the department.

Organizational systems

1. Strategically align organizational systems and resources to support student achievement and school improvement.
2. Establish a system for fiscal, educational and technology resources that operate in support of teaching and learning.
3. Monitor the Education Department budget holding the authority to authorize departmental expenditures.
4. Assist in maintaining and coordinating an appropriate system of student record keeping including Individual Education Plans (IEP), Individual Transition Plans (ITP), progress reports, placement contracts, and other such documentation as may be required by law and/or by agency procedures.
5. Ensure the security of all educational records.
6. Maintain a master schedule of Education Department classes and activities.
7. Share with the Director of Education the duties of chairing and coordinating the functions of the Education Department Teams in accordance with established procedures.
8. Establish and chair educational committees as needed.

Culture and Climate

1. Use professional influence to promote the growth of all students by actively engaging and collaborating with families, community partners and other stake holders, to promote the vision, mission, and goals of the Education Department.
2. Establish a positive climate for student achievement as well as high-expectations for adult and student conduct.
3. Maintain a focus on ethical decisions, cultural competencies, social justice and inclusive practice for all members of the Education department and agency community.
4. Provide for the transition of eligible students to public school and off-grounds vocational programs, referring them to appropriate educational agencies in accordance with directions from the Planning and Placement Team (PPT) and the Waterford Country School Interdisciplinary Teams.
5. Use the CARE model to influence and guide all interactions and philosophy of support for students, families, colleagues, and stake holders.

Communication

1. Maintain effective communication with other departments in the agency regarding all aspects of the education program.
2. Maintain effective communication with outside organizations and agencies (e.g., State Department of Education (SDE), Department of Children and Families (DCF), regarding the Educational Program.
3. Cooperate with other agency departments and outside agencies in transition planning for students to public school or other appropriate community settings.
4. Meet on a regular basis, or when otherwise indicated with the Director of Education, keeping him/her aware of existing problems and activities as well as needs and plans regarding new program services.
5. Cooperate with other agency departments and outside agencies in transition planning for students to public school or other appropriate community settings.

Other

1. Demonstrate competence of the TCI model by passing a written test annually and physical skills assessment every 6 months.
2. Maintain knowledge of and follow Agency policies and procedures as contained in the WCS Personnel Handbook, WCS Procedure Manual, and departmental manuals.
3. Ensure that Education Department staff comply with all Agency and Department policies and procedures.
4. In the absence of the Director of Education will plan for admission of and admit day students in accordance with Agency program objectives.
5. When appropriate will represent the Education Department at conferences, PPT meetings, or other meetings regarding enrolled students.
6. Function as a positive role model for all students and staff at the Waterford Country School.
7. Maintain an awareness of and sensitivity to the cultural and socioeconomic differences present among the service population and fellow staff members of WCS, ensuring that cultural needs are respected and supported through the delivery of services and the development and implementation of agency programs and policies in a manner that is free from discrimination and bias relating to race, ethnicity, age, disability, gender, sexual orientation, status as a victim of domestic violence or religious beliefs.
8. Demonstrate competence in the CARE model by passing a written test annually.
9. Maintain a Connecticut or other home state Driver’s License.
10. Incumbent will maintain access to and comply with current and ethical professional standards of the discipline in which he/she is credentialed.
11. Other duties as assigned by the Director of Education.

Limited Telework Capability

Limited ability to work remotely in necessary circumstances as approved by a direct Supervisor, or in the event of a declared weather or other emergency. Telework should be performed in accordance with the Remote Work Policy in the WCS Personnel Handbook.

THIS JOB DESCRIPTION SHOULD NOT BE INTERPRETED AS ALL-INCLUSIVE. IT IS INTENDED TO IDENTIFY THE MAJOR RESPONSIBILITIES AND REQUIREMENTS OF THIS JOB. THE INCUMBENT MAY BE REQUIRED TO PERFORM JOB-RELATED TASKS OTHER THAN THOSE STATED IN THIS DESCRIPTION.