Assistant Principal Visa Sponsorship Jobs in Colorado

ASSISTANT PRINCIPAL

DEFINITION

To fulfill responsibilities assigned by the principal and assist the principal in the development and continuous operation of a school to ensure that every student develops the enduring knowledge, skills and character to thrive in a changing world.

SUPERVISION RECEIVED AND EXERCISED

Receives direct supervision from the Principal. Supervises licensed staff and non-licensed staff.

PRIMARY DUTIES

The following are examples of primary duties assigned to the Assistant Principal. Other related primary duties and responsibilities may be assigned.

• Strategic Leadership: Work in partnership with the principal to develop the vision, mission, values, expectations and goals of the school; Provide for data-based progress monitoring; Collaborate with staff and school community to implement strategies to move those goals forward.
• Instructional Leadership: Create processes and schedules which maximize student success and instructional time; Support teachers through ongoing, actionable feedback and needs-based professional development; Hold all staff accountable for setting and achieving rigorous performance goals for all students, and empower staff to achieve these goals across content areas.
• School Cultural and Equity Leadership: Articulate, model and positively reinforce a clear vision and values of the school’s culture, and involve students, families and staff in creating an inclusive and welcoming climate that supports it.
• Human Resource Leadership: Establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff.
• Managerial Leadership: Establish systems to improve student learning and overall healthy development for all students; Proactively manage interactions and relationships, including those among and between parents/guardians, students and staff; Ensure that the school provides a supportive environment that fosters a climate of safety, respect, and well-being; Provide supervision of the school campus during school hours and at extracurricular activities sponsored by the school.
• External Leadership: Design and/or utilize structures and processes, which result in family and community engagement, support and ownership for the school; Develop systems and relationships to leverage the school district and community resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families.

QUALIFICATIONS

Knowledge of:
- Educational needs of middle school students
- Knowledge of curriculum development and effective instructional practices
- Knowledge of using data to promote student achievement
- Positive discipline and classroom management techniques
- Effective public speaking and presentation techniques
- Principles of supervision, training and performance evaluation
- Pertinent federal, state and local laws, codes and regulation
- English usage, spelling, grammar and punctuation
- Extensive knowledge of office and educational software programs
- Principles of business and letter writing and basic report preparation

Ability to:
- Supervise, plan and direct standards based instructional practices, curriculum development, and assessment
- Implement school and district programs
- Oversee, direct and coordinate the work of staff, projects and teams
- Recruit, select, supervise, develop and evaluate staff
- Analyze situations and generate effective strategies
- Develop goals and implement plans, systems and procedures to achieve them
- Attend professional development, conferences and meetings (including evenings and weekends)
- Attend and supervise student and community activities (including evenings, weekends and holidays)
- Make presentations as required; create excitement for learning
- Be reflective on performance and have a continuous improvement mindset
- Communicate clearly and concisely, both orally and in writing
- Establish and maintain effective working relationships with those contacted in the course of work
- Motivate staff and students to achieve high levels of engagement and performance

Principal/director candidates are assessed using the following Roaring Fork Schools Leadership Competencies (derived from research about effective school leadership and from feedback from the GSES School community):
- Engages in shared decision-making and collaborative leadership, partners with the principal to develop a school vision, and takes on the perspectives of others.
- Holds staff and students to rigorous performance goals, provides clear and specific feedback, and demonstrates high expectations and consistent follow-through. Acts as a present, empathetic listener and communicates clearly and concisely with staff, students, and families.
- Acts proactively, is not conflict-averse, is willing to have hard conversations, and advocates strongly for resources and staff support.
- Sees the big picture, follows through on details, and uses data-based progress monitoring to promote student achievement.
- Values diversity, supports all students, leads with an equity lens, and creates a welcoming, inclusive climate.

Connection to/appreciation of the GSES community:
- The GSES AP should see bilingualism as an asset and be genuinely excited about the school's unique population. Bilingualism is highly desired.
- Understands the student population, values restorative practices, and uses positive discipline techniques to foster a safe, respectful environment.
- Has deep knowledge of elementary school-specific programming and possesses previous elementary classroom or administrative experience.
- Brings a background in culturally and linguistically diverse education (CLDE) and Special Education (SPED).
- Maximizes instructional time, supports curriculum development, and provides varied, needs-based professional development to help staff take the next step.
- Maintains an approachable, highly visible, and hands-on presence in the school; willing to jump in and help.
- Displays an even-tempered, kind, and fun personality, while remaining regulated and authoritative when interacting with children and adults.

EXPERIENCE & TRAINING GUIDELINES

Experience: A minimum of three years teaching, preferably in an elementary school, with leadership experience.

Training: Equivalent to the completion of a Master’s degree from an accredited college in education or a related field.

License or Certificate: Possession of or enrollment in a program to obtain a Principal’s license through the Colorado Department of Education. Possession of, or the ability to obtain, a valid Colorado driver’s license.

WORKING CONDITIONS

Office environment; exposure to computer screens; travel from site to site. Primary functions may require maintaining physical condition necessary for sitting for prolonged periods of time; use of computer keyboard; light lifting and carrying.

SALARY RANGE AND DAYS WORKED

Salary range: School administrators are paid on this salary schedule, dependent on education and years of experience. Wages will be earned during the school calendar at the number of days required below, but will be paid over the twelve-month contract period.

Benefits: The Roaring Fork School District offers full district-paid employee health benefits as well as voluntary vision, dental, and dependent coverage. Other benefits include: paid personal and sick leave, paid parental leave for mothers and fathers, a robust retirement plan under Colorado PERA with a district contribution of over 20% of an employee’s wages each month, Employee Assistance programs, a district wellness program, and access to discounted ski passes and other community benefits.

Days worked: this is an exempt position, scheduled to work 204 days/year.

ABOUT THE ROARING FORK SCHOOL DISTRICT

With 13 schools and 5,600 students, the Roaring Fork School District is located in the culturally vibrant and naturally stunning Roaring Fork Valley serving the communities of Glenwood Springs, Carbondale, and Basalt. The Roaring Fork Schools believe that teachers are our most important asset, and our teachers enjoy a true teacher voice in decision-making; clear and collaborative leadership; small class sizes (average - 21); a highly competitive and progressive salary schedule; access to our affordable housing program; and a culture of self-care and well-being. We believe diversity is a strength, and our staff makes a real difference for our students who come from different ethnicities, cultures, and socio-economic backgrounds.