Data-driven decision-making – Identifies, analyzes, and uses key human capital metrics to make updates and changes in support of teacher quality. Shares data with key stakeholders. ? Assists in establishing clear approaches to measuring student growth and measures it by individual student with the intention of ensuring that every student has an opportunity to go to college or post-secondary schooling. ? Lead in implementing a comprehensive instructional improvement system. ? Regularly reviews pertinent student performance data to assess the effectiveness of interventions in helping at-risk students and to devise new action plans to for newly identified and previously identified at-risk student People Management – Actively devotes time to identify and develop top talent. Provides clarity and evaluations about roles, responsibilities, and performance goals and offers direct feedback on how to improve performance. Creates an inclusive environment in which diverse perspectives are valued. Uses relevant data to ensure appropriate staffing of the school. ? Provides supervision, leadership, and evaluation of each professional employee as designated by the Superintendent of Schools.
Effective Influencer – Effectively inspires others to work towards common goals to meet the needs of urban school students, despite obstacles. Emphasizes and advocates the importance of human capital’s role serving schools and especially students in communications with internal and external stakeholders. ? Embodies the school’s goals, mission and visions articulated in its school improvement plan and use data to assess whether the school is on track to achieving the goals. ? Works collaboratively with the all appropriate departments of Central Administration to ensure alignment between district and school programming for the benefit of all stakeholders in the school community.
Strong Collaboration & Cross-Functional Skills – Proactively works in partnership with others to achieve a common goal or necessary objective. Builds rapport and cooperative relationships with others. Provides liaison with students, parents, staff, parent groups, community agencies and promotes positive public and school-community relations. • Establishes and maintains relationships with colleges, community organizations, and other schools to coordinate educational services. • Supervises extracurricular programs and evaluates these programs by regular attendance at these events. ? Establishes and maintains strong relationship with employee associations and relevant stakeholders. Places high priority on team and organizational goals.
Customer Service Orientation – Makes customers and their needs a primary focus. Takes appropriate immediate action to meet customer needs and concerns and continually assesses feedback from customers to make improvements. ? Creating and Sustaining a Culture of High Expectations: establishes and regularly works to maintain a strong, restorative school culture that promotes a culture of high aspirations and achievement for every student and requires staff and students to demonstrate consistent values and positive behaviors aligned to the school’s vision and mission and successfully develops the full range of students’ learning capacities – academic, creative, social-emotional, behavioral, and physical ? Supervises building discipline, student, faculty, and staff attendance, and class schedules, cumulative records, and grade reporting ensuring that all are consistent with district policies and regulations. ? Administers educational programs for students with special needs. ? Reads, analyzes, and interprets professional journals, studies of best practices, and federal, state, and local regulations. ? Performs such other tasks and assumes such other responsibilities as may be assigned or delegated by the Superintendent of Schools, or designee.
Qualifications: 1. Master’s degree with a major in educational leadership, educational supervision, or a related field. 2. Valid and active PA Certification as an Elementary Principal; 3. Five (5) or more years experience in public education, including secondary or elementary school instruction. 4. Skillfully utilize technology and software programs typically used in school administration. 5. Demonstrated success in turning around low performing schools and/or underperforming students. Experience in urban schools preferred. 6. Demonstrated knowledge of a standards-based curriculum required in the Commonwealth of Pennsylvania. 7. Experience in Urban Administration preferred. 8. Satisfactory work record & criminal/child abuse clearances (Acts 34, 114, and 151). 9. 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. 10. Such additional or alternatives to the above qualifications as the board or superintendent may determine appropriate and acceptable.
Principals provide a clear vision for learning for all students; ensure a safe, secure and orderly learning environment; and cultivate strong relationships with, and acts in service to, diverse stakeholders, including families and communities.
Internal Number: 524 & 525
About Allentown School District
The richness of The Allentown School District's diversity is strengthened by its central role in educating our students for America's future through academic excellence and celebrating the culturally responsive, athletic and artistic range of talent in the schools. ASD students originate from 51 countries and speak 26 languages. There are twenty-five academic buildings throughout the city.