Burlington is a vibrant, picturesque community on Lake Champlain and the most culturally diverse city in Vermont.  Burlington has an international airport, and is in close proximity to a number of large cities, including Montreal (90 minutes away by car), Boston (45 minutes by air), and New York City (one hour by air).  With our excellent schools system, parks and Lake Champlain, and local ski mountains within an hour’s drive, it is not surprising that Burlington routinely finds itself on the “best places in the country to raise children” lists.

The Mission of the Burlington School District is to graduate students who:

• Value different cultures;
• Engage with the community;
• Communicate effectively;
• Think creatively;
• Skillfully solve problems; and
• Achieve at their highest academic, intellectual and personal potential
  

The Burlington School District is seeking applications for an anticipated opening for a High School Principal to join the District’s dynamic Administrative Team. Burlington School District’s Principals serve as instructional leaders, learners, and managers of the school environment guided by the District mission, vision and strategic goals. They must possess the ability to enhance student performance, especially in identifying strategies that close the opportunity and achievement gap while raising the bar for student achievement. Our leaders promote a collaborative, positive and professional climate for student, staff and community to succeed.   

The Burlington School District believes a diverse and culturally proficient faculty and staff are pivotal to the creation of a strong learning and working environment that supports student achievement and success. BSD administrators lead inclusive school communities with our vision: "Cultivating caring, creative, and courageous people. - Join the journey.”

1. ESSENTIAL FUNCTIONS: 

This section outlines the fundamental job functions that must be performed in this position.  This includes: 

• Qualifications/Basic Job Requirements 
• Physical and Mental/Reasoning Requirements 
• Work Environment 

These areas state the underlying requirements that an employee must meet in order to perform these essential functions.  In accordance with the Americans with Disabilities Act, reasonable accommodations may be made to qualified individuals with disabilities to perform the essential functions of the position.

• Thorough knowledge of curriculum, instructional leadership, and administrative theory.

• Understands the physical, emotional, and intellectual development of children.

• Promotes internal and external responsibility and accountability for student achievement and well being.

• Formulates and carries out effective plans for internal and external communications to parent/guardian, teacher, and child.

• Encourages an inclusive school culture and promotes shared knowledge and shared responsibility for outcomes.

• Fosters genuine trusting relationships with students, staff, families and community.

• Articulates organizational purpose and priorities to the community and media.

• Demonstrate an understanding of conflict resolution and problem solving strategies.

• Understands the importance of cultural competency and equity in the school environment.

• Provide a safe, orderly climate for learning.

• Establish and maintain a positive school climate that promotes learning.

• Foster and model good interpersonal relations among students and staff.

• Exercise decisive leadership, including in the midst of crisis situations.

• Exhibit an understanding of human development and learning and demonstrate understanding of how these factors relate to instruction and curriculum.

• Explore, assess, develop, and implement evidence-based educational practices that enhance teaching and learning (e.g.: Response to Intervention; Universal Screening; Positive Behavior Intervention; etc.).

• Direct and evaluate the school’s educational program using both formative and summative evaluation procedures and school-wide or grade-based data teams.

• Monitor curriculum and instruction to ensure that the appropriate content and sequence are followed.

• Ensure that adequate time is allocated toward learning of the district’s curricula.

• Regularly assess the teaching methods and strategies being used and ensure that they are evidence-based, appropriate, varied, and effective. 

• Apply principles of teaching and learning for both children and adults.

• Articulate effectiveness of teaching and learning for both children and adults.

• Help teachers understand and apply teaching strategies that align with the varied learning needs of students and that reflect principles of differentiated instruction.

• Inspire teachers at all levels of skill and experience to acquire new competencies and experiences.

• Encourage and develop the leadership of others;

• Assure that a multicultural, nonsexist, and developmentally appropriate program is provided for each child;

• Identify and employ appropriate support services.

• Ensure that a Comprehensive Educational Support System, including an Educational Support Team (EST) is available to support students who require special or additional assistance.

• Work with the district special education administrator to ensure that state and federal special education procedures are followed and that a continuum of appropriate remedial and special education programs in the least restrictive environment are available to meet individual student needs.

• Work with district special education administrator to ensure appropriate training and support for classroom teachers to implement accommodations, alternatives, and specialized instruction outlined in Educational Support Team plans, Section 504 plans, and Individual Education Plans.