Principal

Required Qualifications:

• Master’s degree and hold a proper and valid administrative licensure from the Minnesota State Department Education.
• Previous elementary principal experience strongly desired.
• Thorough knowledge, and practical understanding of, instructional methods, learning theories and their implementation, the principles of educational administration and school-based shared decision making.
• Thorough knowledge of the theories and practices of equity and cultural competency as it relates to an inclusive educational environment and student learning.
• Thorough knowledge of state and federal laws and regulations affecting education.
• Considerable knowledge of strategic planning and organizational goal setting.
• Highly proficient communication skills.
• Considerable skill in team development and leadership.
• Considerable skill as a systems thinker.
• Considerable ability to interact effectively with students, parents, community members, school staff, district administration and other district staff.
• Considerable ability to implement a culturally competent, inclusive and positive learning environment.
• Considerable ability as an instructional leader.
• Considerable ability to manage, coach and develop staff.
• Considerable ability to establish and manage a budget.
• Considerable ability to implement laws, policies and contract provisions consistent with their intent.

Job Responsibilities:

• Serve as the instructional leader for the building by setting clear goals; managing the delivery of curriculum; allocating resources to instruction; ensuring that teachers get the training, direction and support they need to delivery quality instruction to every student; evaluating teachers and related activities.
• Create a culturally equitable and competent environment at the school where diversity is valued and all students and adults thrive and achieve at the highest levels by developing staff through related training, providing support for diverse groups in the school, initiating direct conversations about culture and diversity and integrating learning opportunities that come from a diverse community into the school’s educational opportunities.
• Lead the utilization of the multiple forms of student-level data and student work available to increase student achievement and identify student interventions including utilizing data to identify areas for instructional improvement, to refine and adapt instructional practices, and to determine appropriate strategies across all grades and content areas.
• Establish processes and systems to ensure a high-quality, high-performing staff including those for recruiting and hiring new staff, staff training and mentoring of staff, staff recognition and performance management; ensure that leadership and professional development growth opportunities are available for staff; analyze staff evaluations and utilize the results to direct professional development activities.
• Visit classrooms regularly; observe and gather data to make adjustments as necessary and appropriate to meet district and school goals and objectives relating to curriculum, best teaching practices, cultural competency and related factors.
• Manage school staff; assign staff to focus on specific goal areas; establish a structure and groups for encouraging professional learning; create a culture of on-going learning; participate in professional development activities.
• Develop a shared vision for the school by effectively engaging the school community in identifying factors critical to student achievement; ensure that all stakeholders are aware of the school’s goals for instruction and achievement.
• Facilitate strategic planning through analysis of the school’s strengths and weaknesses based upon multiple data sources and staff and community feedback; develop a school improvement plan and establish goals for the school based upon this analysis; lead staff in maintaining focus on these plans.
• Direct major initiatives taking into consideration the needs and concerns of stakeholders; facilitate change processes; communicate progress on change processes as appropriate.
• Plan and manage a fiscally responsible budget that supports student achievement; ensure the strategic allocation and equitable use of financial and human capital resources to meet instructional goals and support staff needs; evaluate the success of funding and program decisions.
• Design a system of open, clear and effective communication for the school; ensure that teaching staff communicate to families about student progress and specific ways to support their children’s learning; utilize feedback from school staff, parents, students and community groups to improve school -wide processes; adapt modes and styles of communication that make materials meaningful and engaging to staff, parents, students and community groups.
• Create processes to resolve problems and/or areas of conflict; address conflicts openly and work to resolve them; monitor discussion about solutions to ensure that all interests are heard and taken into consideration.
• Lead efforts to design, or design, opportunities for family and community involvement at the school; create a school wide-culture that makes school feel accessible to families and the community. Participate in community events and/or meetings to become known in the community and become knowledge about issues facing the community. 
• Perform other related duties as assigned.