Seattle Public Schools
26-27 School Leader Pool - Principal
Seattle Public Schools, Olympia, Washington, United States
PLEASE READ BEFORE SUBMITTING YOUR APPLICATION
Prospective candidates seeking priority consideration for school-specific openings, once positions are posted, are encouraged to submit their applications promptly.
Please note that prior paid experience as a principal or assistant principal is required. Additionally, applicants who were previously accepted into the School Leader Principal Pool must re‑apply to be considered for the 2026–27 cycle.
Thank you for your interest in becoming a gap‑eliminating school leader with Seattle Public Schools (SPS). We are committed to attracting and retaining top‑quality staff to best meet the needs of our students and community.
Seattle Public Schools is committed to eliminating the opportunity gap. We value, support, and have the highest expectations of our school leaders. School leadership is second only to teaching and its impact on student learning. Because we believe students, teachers, and parents are worthy of highly skilled and effective school leaders, Seattle Public Schools recruits and invests in school leadership with the expectation that leaders improve and support the performance of adults in service of student learning.
At SPS, our leadership theory of action is if we proactively select, develop, and support highly effective and skilled future and current principals and assistant principals, then the quality of principals and assistant principals will increase, positively impacting the quality of teaching, and create equitable outcomes for each and every student in every classroom and thereby eliminating the opportunity gap.
Leadership Competencies
Champions and Acts on a Vision of Equity
Prioritizes Collaboration based data
Cultivates Instructional Expertise
Aligns Resources for Equity
Builds strong, strategic partnerships
We expect our leaders to be guided, demonstrate, and be committed to the following professional standards: Equity, Adult Learning, Respect, Relationships, Excellence, and Reflection and Action.
IMPORTANT INFORMATION Seattle Public Schools conducts a thorough review of all applications. As part of this process, SPS will request personnel files and verify previous employment based on the authorization you provide in your application. This includes performance evaluations, disciplinary actions (if any), and other information necessary to assess your qualifications. Your authorization allows SPS to obtain this information regardless of whether you selected “yes” or “no” to the question, “May we contact this employer?”
Please ensure all information in your application is complete and accurate. Inaccurate information or omissions will prevent your application from moving forward.
APPLICATION PROCESS
Online Application: Applicants submit application, answer key questions.
Resume: Your resume should include information about your work and leadership experiences, accomplishments, and results.
Cover Letter: Your cover letter should address the following:
Please explain why you are an excellent candidate to lead a Seattle Public School, including any experience or special skills that you will bring as a new leader to enable the school to meet and surpass its goals. Please include relevant information on your experience, skills, and vision for student achievement and how this qualifies you to be an excellent school leader.
Describe one instructional initiative that you undertook that was intended to improve student achievement and eliminate the opportunity gap. Select an initiative where you were responsible for the results and had a significant leadership role. The endeavor could range in scope from a school‑wide program to an initiative that you implemented in your classroom as a teacher leader.
What has been your record of student academic achievement? (Please give measurable outcomes)
What experience have you had influencing adults to achieve significant results for students? (Including but not limited to coaching, mentoring, providing feedback, etc.)
What is your experience working with diverse student populations? (Including but not limited to race, ethnicity, socioeconomic)
References: Three (3) references from your current/most recent supervisors:
Please provide first and last name and accurate email address of your current/most recent supervisors. SPS will then contact the reference to complete the information requested.
If you are a current or former SPS employee one of your references must be your last or current SPS supervisor.
It is your responsibility to notify your references to complete and return the reference information to SPS as soon as possible.
Eligible applicants will not be accepted into the pool until all three (3) references have been received by SPS.
SPS will not be able to confirm for you whether your references have been completed and received. If you have concerns about the status of your references, please contact your reference directly to confirm if they have completed and returned the information to SPS. If references are not received within 30 days, your application will be considered incomplete, and will not be processed and you will have to reapply if still interested.
Pool Interview: Interviews will be conducted with applicants who are determined to be the most qualified based on a thorough review of their submitted application materials, references, and eligibility criteria. These interviews are designed to assess whether applicants demonstrate the qualities and skills that Seattle Public Schools values in our School Leaders.
Notification: Application reviews will begin in January and the screening and selection process may take up to 8 weeks or longer. We will notify you as soon as a decision has been made.
Due to the high volume of applications, we kindly ask for your patience during this time. We appreciate your understanding and request that you refrain from contacting us with individual inquiries, as we are unable to provide updates on specific applications.
NOTICE FOR OUT‑OF‑STATE APPLICANTS All administrators hired must have a Washington State Administrator Certification before the July 1 2026 start date. For information about the certification processes for Washington State please contact the Office of Superintendent of Public Instruction (OSPI). (Link: https://www.k12.wa.us/certification/administrator-certificate/out‑state‑applicants‑administrators)
PRINCIPAL RESPONSIBILITIES (200‑THICK SHAPE) 10%
Leads the development, implementation, and evaluation of efforts related to student academic achievement, including reducing the disproportional gap; ensures that the school meets or makes satisfactory progress towards District standards on the School Effectiveness Profile, the goals in the Comprehensive School Improvement Plan (CSIP).
10%
Provides instructional leadership for school staff; articulates clearly the mission and vision of the school as well as clear expectations of students and staff; leads instructional staff in aligning curriculum, instruction, and assessment with state and local learning goals; identifies, implements, and monitors school‑wide strategies that challenge high achievers and accelerate learning for low achievers; uses strategies that appreciate and recognize diversity; observes teaching and gives feedback based on Best Practices instructional strategies; accesses resources and people to assist instructional staff; provides for the professional development needs of teachers and staff, as identified in the CSIP; is knowledgeable about and complies with all relevant State and Federal laws and regulations and Board policies and Collective Bargaining Agreements.
10%
Leads the development, implementation and evaluation of data‑driven CSIP's in collaboration with the Building Leadership Team and staff; ensures budget and staffing are aligned with CSIP and that the CSIP incorporates Standards Based Learning System (SBLS) and technology; establishes and executes a monitoring plan for instruction of SBLS and the infusion of technology into the instructional program; establishes and executes a monitoring plan for student intervention plans and accelerated learning plans (plans that meet individual student needs); uses data to drive all decisions.
20%
Supervises and evaluates school staff; models District standards of ethics and professionalism; follows District policies and the collective bargaining agreements in evaluation of teachers/staff; visits classrooms and uses observation data to give feedback to teachers and to document performance; monitors, assists, and evaluates staff implementation of school improvement plans and effective instructional and assessment practices; evaluates staff appropriately based on expectations; takes appropriate steps when employees do not meet performance expectations or engage in misconduct; encourages staff to engage in learning; increases understanding and use of best professional practices.
5%
Maintains a safe and orderly environment; prepares emergency procedures and communicates them to students, teachers and staff; collaboratively develops and implements a school discipline plan that contains clear expectations, a system of positive reinforcement, and sequential, consistent, progressive consequences and addresses disproportionality in discipline; reviews it annually and keeps a record of student discipline; takes quick and appropriate action when student or staff safety is at stake; maintains and monitors safety and order by being accessible and visible in hallways, on playgrounds, during arrival/dismissal of students, etc.; maintains a clean and orderly school site; consistently follows through with reasonable judgment.
5%
Influences a school culture conducive to continuous improvement for students and staff; fosters, recognizes, and supports ethnic, cultural, gender, economic and human diversity throughout the school community, while striving to provide fair and equitable treatment and consideration for all; establishes positive relationships with teachers, staff, parents and students with an attitude of appreciation, respect, and the highest level of professionalism; collaborates with Building Leadership Team, all staff, parents, and community when decisions affect them but is appropriately decisive, when appropriate; develops and recognizes teacher/staff leaders; acknowledges employees who exceed performance expectations; provides for school, students, staff celebrations so high performance, customs and traditions can be honored; promotes, maintains and fosters a harassment free environment.
15%
Administers and manages human resources; communicates effectively verbally and in writing; increases understanding and use of current professional skills in technology, systems thinking and other areas; complies with contracts established by the school and District; recommends staffing in accordance with District standards and within the focus of the school; develops systems, personally and within the school, that cause the school to operate efficiently; equitably distributes responsibilities to staff matching strengths with duties, when possible; solves problems effectively and mediates conflict when it occurs; seeks assistance from the central administration in a collaborative manner; makes day‑to‑day decisions needed to run the school.
10%
Administers and manages fiscal resources effectively; collaboratively facilitates the preparation, implementation, and monitoring of the school’s annual budget in alignment with the CSIP and staffing plan; seeks additional resources for school and manages resources effectively; allocates and expends funding to provide for the unique needs of children who are categorized as special education, bilingual, Title I, etc.; seeks staff input on the development of the CSIP, the Professional Development Plan and the school’s budget.
10%
Develops and maintains effective community relationships; seeks community support to form new partnerships as aligned with the school mission, vision, and CSIP; fosters relationships with other organizations and partners; involves staff in partnership activities; promotes the school to attract enrollment; maintains positive media relationships; is responsive to parent concerns.
5%
Participates in activities to enhance personal and professional development, including District leadership development opportunities; expands use of technology; demonstrates and utilizes a variety of group process and facilitation skills; prepares and implements an annual individual professional development plan after self‑reflection and input from supervisor; implements a self‑care plan; increases understanding and use of best professional practices.
OTHER FUNCTIONS
Attends meetings, activities and events; serves on a variety of committees; makes presentations; serves as a mentor or trainer for other administrative staff.
Performs related duties consistent with the scope and intent of the position.
REPORTING RELATIONSHIPS Reports to the Executive Director K‑12 Schools.
KNOWLEDGE, SKILLS, AND ABILITIES Knowledge
Gather, analyze and use data to create, evaluate, and manage a school budget plan.
Involve staff and community in developing the budget plan.
State laws related to special areas (ASB, special programs, grants).
Recruiting and securing the best applicants for the job.
Effective staff development and improvement strategies.
Effective practices, rules and regulations related to staff supervision, coaching, and evaluation.
Probation and non‑renewal procedures.
Addressing difficult issues and discussions.
Aligning school finances and human resources with teaching and learning.
Skills
Articulate a shared vision for continuous improvement and life‑long learning.
Develop an atmosphere of personal responsibility, trust, and collaboration among students and staff.
Promote and ensure respect and equity in staff and student treatment.
Understand the needs and strengths of individuals in the school.
Apply effective group processing skills.
Promote and model life‑long learning and continuous growth.
Recognize and celebrate achievements.
Articulate a vision with students, staff, and parents.
Act proactively in advancing the SIP’s impact on learning.
Guide staff through the change process while maintaining student learning goals.
Assist staff in self‑evaluation to enhance practice.
Engage all instructional staff in decision‑making, implementation, and evaluation of the SIP.
Use data to make informed decisions about instruction and assessment.
Use monitoring structures to improve instruction and assessment.
Communicate effective instructional and assessment practices for staff.
Develop collaboration and peer monitoring among staff.
Effective communication skills for marketing the school, resolving conflicts, and enhancing student learning.
Partner and collaborate with administrative colleagues.
Build collegial relationships within the school.
Share leadership based on situation and need.
Identify and involve business and community leaders.
Communicate about student learning with constituents.
Gather and use community resources data.
Work with local media to promote student learning.
Celebrate success across school and community.
Address diversity issues and barriers.
Use recognition of strengths to guide actions.
Abilities
Shape school climate and implement safety systems.
Use instructional, management, discipline, assessment, and placement options to create quality instruction.
Understand legal and district policies on discipline and safety.
Review, analyze, and revise safety and discipline plans.
Develop open communication systems for proactive intervention.
Establish and implement crisis plans.
Respond effectively when incidents occur.
Communicate confidence in school safety to community.
Understand special education discipline/504 regulations.
Identify and use community resources.
Implement CSIP components and purpose.
Analyze CSIP effectiveness through data.
Communicate data results with staff, parents, and community.
Collaborate, build consensus, and solve problems.
Facilitate group to implement CSIP.
Apply education reform elements (Common Core, EALRs, MSP, state learning goals, etc.).
Use assessment to diagnose learner needs and design interventions.
Focus staff on teaching and learning priorities.
Guide staff in curriculum alignment.
Assist staff with change acceptance.
Guide staff in curriculum alignment across grades.
Apply best instructional practices.
Engage staff in reflection about practice.
Supervise and evaluate staff.
Model ethical professionalism.
Follow policies and agreements.
Use observation data to give feedback.
Monitor staff implementation of improvement plans.
Evaluate staff appropriately.
Take steps when employees underperform or misbehave.
Encourage staff learning.
Promote best professional practices.
CONDITIONS & DISCLAIMERS The above statements describe the general nature and level of work. Employees may be required to perform duties outside normal responsibilities. This description is not exhaustive. Any verbal or written statements by District employees other than the Superintendent are null. Management rights to assign or reassign duties remain.
EDUCATION
Master's degree in education or related field.
YEARS OF EXPERIENCE
Three (3) years of successful certificated school experience or as required to obtain a Washington State principal certificate at the appropriate school level.
CERTIFICATIONS & LICENSES
Valid Washington State Principal's Certificate with appropriate level.
Valid Washington State Driver's License or equivalent mobility.
CLEARANCES
Criminal Justice Fingerprint or Background Check.
APPLICATION MATERIALS
Resume:
Provide information about work and leadership experiences, accomplishments, and results.
Cover Letter:
Address the points in the
Cover Letter
section above.
#J-18808-Ljbffr
Prospective candidates seeking priority consideration for school-specific openings, once positions are posted, are encouraged to submit their applications promptly.
Please note that prior paid experience as a principal or assistant principal is required. Additionally, applicants who were previously accepted into the School Leader Principal Pool must re‑apply to be considered for the 2026–27 cycle.
Thank you for your interest in becoming a gap‑eliminating school leader with Seattle Public Schools (SPS). We are committed to attracting and retaining top‑quality staff to best meet the needs of our students and community.
Seattle Public Schools is committed to eliminating the opportunity gap. We value, support, and have the highest expectations of our school leaders. School leadership is second only to teaching and its impact on student learning. Because we believe students, teachers, and parents are worthy of highly skilled and effective school leaders, Seattle Public Schools recruits and invests in school leadership with the expectation that leaders improve and support the performance of adults in service of student learning.
At SPS, our leadership theory of action is if we proactively select, develop, and support highly effective and skilled future and current principals and assistant principals, then the quality of principals and assistant principals will increase, positively impacting the quality of teaching, and create equitable outcomes for each and every student in every classroom and thereby eliminating the opportunity gap.
Leadership Competencies
Champions and Acts on a Vision of Equity
Prioritizes Collaboration based data
Cultivates Instructional Expertise
Aligns Resources for Equity
Builds strong, strategic partnerships
We expect our leaders to be guided, demonstrate, and be committed to the following professional standards: Equity, Adult Learning, Respect, Relationships, Excellence, and Reflection and Action.
IMPORTANT INFORMATION Seattle Public Schools conducts a thorough review of all applications. As part of this process, SPS will request personnel files and verify previous employment based on the authorization you provide in your application. This includes performance evaluations, disciplinary actions (if any), and other information necessary to assess your qualifications. Your authorization allows SPS to obtain this information regardless of whether you selected “yes” or “no” to the question, “May we contact this employer?”
Please ensure all information in your application is complete and accurate. Inaccurate information or omissions will prevent your application from moving forward.
APPLICATION PROCESS
Online Application: Applicants submit application, answer key questions.
Resume: Your resume should include information about your work and leadership experiences, accomplishments, and results.
Cover Letter: Your cover letter should address the following:
Please explain why you are an excellent candidate to lead a Seattle Public School, including any experience or special skills that you will bring as a new leader to enable the school to meet and surpass its goals. Please include relevant information on your experience, skills, and vision for student achievement and how this qualifies you to be an excellent school leader.
Describe one instructional initiative that you undertook that was intended to improve student achievement and eliminate the opportunity gap. Select an initiative where you were responsible for the results and had a significant leadership role. The endeavor could range in scope from a school‑wide program to an initiative that you implemented in your classroom as a teacher leader.
What has been your record of student academic achievement? (Please give measurable outcomes)
What experience have you had influencing adults to achieve significant results for students? (Including but not limited to coaching, mentoring, providing feedback, etc.)
What is your experience working with diverse student populations? (Including but not limited to race, ethnicity, socioeconomic)
References: Three (3) references from your current/most recent supervisors:
Please provide first and last name and accurate email address of your current/most recent supervisors. SPS will then contact the reference to complete the information requested.
If you are a current or former SPS employee one of your references must be your last or current SPS supervisor.
It is your responsibility to notify your references to complete and return the reference information to SPS as soon as possible.
Eligible applicants will not be accepted into the pool until all three (3) references have been received by SPS.
SPS will not be able to confirm for you whether your references have been completed and received. If you have concerns about the status of your references, please contact your reference directly to confirm if they have completed and returned the information to SPS. If references are not received within 30 days, your application will be considered incomplete, and will not be processed and you will have to reapply if still interested.
Pool Interview: Interviews will be conducted with applicants who are determined to be the most qualified based on a thorough review of their submitted application materials, references, and eligibility criteria. These interviews are designed to assess whether applicants demonstrate the qualities and skills that Seattle Public Schools values in our School Leaders.
Notification: Application reviews will begin in January and the screening and selection process may take up to 8 weeks or longer. We will notify you as soon as a decision has been made.
Due to the high volume of applications, we kindly ask for your patience during this time. We appreciate your understanding and request that you refrain from contacting us with individual inquiries, as we are unable to provide updates on specific applications.
NOTICE FOR OUT‑OF‑STATE APPLICANTS All administrators hired must have a Washington State Administrator Certification before the July 1 2026 start date. For information about the certification processes for Washington State please contact the Office of Superintendent of Public Instruction (OSPI). (Link: https://www.k12.wa.us/certification/administrator-certificate/out‑state‑applicants‑administrators)
PRINCIPAL RESPONSIBILITIES (200‑THICK SHAPE) 10%
Leads the development, implementation, and evaluation of efforts related to student academic achievement, including reducing the disproportional gap; ensures that the school meets or makes satisfactory progress towards District standards on the School Effectiveness Profile, the goals in the Comprehensive School Improvement Plan (CSIP).
10%
Provides instructional leadership for school staff; articulates clearly the mission and vision of the school as well as clear expectations of students and staff; leads instructional staff in aligning curriculum, instruction, and assessment with state and local learning goals; identifies, implements, and monitors school‑wide strategies that challenge high achievers and accelerate learning for low achievers; uses strategies that appreciate and recognize diversity; observes teaching and gives feedback based on Best Practices instructional strategies; accesses resources and people to assist instructional staff; provides for the professional development needs of teachers and staff, as identified in the CSIP; is knowledgeable about and complies with all relevant State and Federal laws and regulations and Board policies and Collective Bargaining Agreements.
10%
Leads the development, implementation and evaluation of data‑driven CSIP's in collaboration with the Building Leadership Team and staff; ensures budget and staffing are aligned with CSIP and that the CSIP incorporates Standards Based Learning System (SBLS) and technology; establishes and executes a monitoring plan for instruction of SBLS and the infusion of technology into the instructional program; establishes and executes a monitoring plan for student intervention plans and accelerated learning plans (plans that meet individual student needs); uses data to drive all decisions.
20%
Supervises and evaluates school staff; models District standards of ethics and professionalism; follows District policies and the collective bargaining agreements in evaluation of teachers/staff; visits classrooms and uses observation data to give feedback to teachers and to document performance; monitors, assists, and evaluates staff implementation of school improvement plans and effective instructional and assessment practices; evaluates staff appropriately based on expectations; takes appropriate steps when employees do not meet performance expectations or engage in misconduct; encourages staff to engage in learning; increases understanding and use of best professional practices.
5%
Maintains a safe and orderly environment; prepares emergency procedures and communicates them to students, teachers and staff; collaboratively develops and implements a school discipline plan that contains clear expectations, a system of positive reinforcement, and sequential, consistent, progressive consequences and addresses disproportionality in discipline; reviews it annually and keeps a record of student discipline; takes quick and appropriate action when student or staff safety is at stake; maintains and monitors safety and order by being accessible and visible in hallways, on playgrounds, during arrival/dismissal of students, etc.; maintains a clean and orderly school site; consistently follows through with reasonable judgment.
5%
Influences a school culture conducive to continuous improvement for students and staff; fosters, recognizes, and supports ethnic, cultural, gender, economic and human diversity throughout the school community, while striving to provide fair and equitable treatment and consideration for all; establishes positive relationships with teachers, staff, parents and students with an attitude of appreciation, respect, and the highest level of professionalism; collaborates with Building Leadership Team, all staff, parents, and community when decisions affect them but is appropriately decisive, when appropriate; develops and recognizes teacher/staff leaders; acknowledges employees who exceed performance expectations; provides for school, students, staff celebrations so high performance, customs and traditions can be honored; promotes, maintains and fosters a harassment free environment.
15%
Administers and manages human resources; communicates effectively verbally and in writing; increases understanding and use of current professional skills in technology, systems thinking and other areas; complies with contracts established by the school and District; recommends staffing in accordance with District standards and within the focus of the school; develops systems, personally and within the school, that cause the school to operate efficiently; equitably distributes responsibilities to staff matching strengths with duties, when possible; solves problems effectively and mediates conflict when it occurs; seeks assistance from the central administration in a collaborative manner; makes day‑to‑day decisions needed to run the school.
10%
Administers and manages fiscal resources effectively; collaboratively facilitates the preparation, implementation, and monitoring of the school’s annual budget in alignment with the CSIP and staffing plan; seeks additional resources for school and manages resources effectively; allocates and expends funding to provide for the unique needs of children who are categorized as special education, bilingual, Title I, etc.; seeks staff input on the development of the CSIP, the Professional Development Plan and the school’s budget.
10%
Develops and maintains effective community relationships; seeks community support to form new partnerships as aligned with the school mission, vision, and CSIP; fosters relationships with other organizations and partners; involves staff in partnership activities; promotes the school to attract enrollment; maintains positive media relationships; is responsive to parent concerns.
5%
Participates in activities to enhance personal and professional development, including District leadership development opportunities; expands use of technology; demonstrates and utilizes a variety of group process and facilitation skills; prepares and implements an annual individual professional development plan after self‑reflection and input from supervisor; implements a self‑care plan; increases understanding and use of best professional practices.
OTHER FUNCTIONS
Attends meetings, activities and events; serves on a variety of committees; makes presentations; serves as a mentor or trainer for other administrative staff.
Performs related duties consistent with the scope and intent of the position.
REPORTING RELATIONSHIPS Reports to the Executive Director K‑12 Schools.
KNOWLEDGE, SKILLS, AND ABILITIES Knowledge
Gather, analyze and use data to create, evaluate, and manage a school budget plan.
Involve staff and community in developing the budget plan.
State laws related to special areas (ASB, special programs, grants).
Recruiting and securing the best applicants for the job.
Effective staff development and improvement strategies.
Effective practices, rules and regulations related to staff supervision, coaching, and evaluation.
Probation and non‑renewal procedures.
Addressing difficult issues and discussions.
Aligning school finances and human resources with teaching and learning.
Skills
Articulate a shared vision for continuous improvement and life‑long learning.
Develop an atmosphere of personal responsibility, trust, and collaboration among students and staff.
Promote and ensure respect and equity in staff and student treatment.
Understand the needs and strengths of individuals in the school.
Apply effective group processing skills.
Promote and model life‑long learning and continuous growth.
Recognize and celebrate achievements.
Articulate a vision with students, staff, and parents.
Act proactively in advancing the SIP’s impact on learning.
Guide staff through the change process while maintaining student learning goals.
Assist staff in self‑evaluation to enhance practice.
Engage all instructional staff in decision‑making, implementation, and evaluation of the SIP.
Use data to make informed decisions about instruction and assessment.
Use monitoring structures to improve instruction and assessment.
Communicate effective instructional and assessment practices for staff.
Develop collaboration and peer monitoring among staff.
Effective communication skills for marketing the school, resolving conflicts, and enhancing student learning.
Partner and collaborate with administrative colleagues.
Build collegial relationships within the school.
Share leadership based on situation and need.
Identify and involve business and community leaders.
Communicate about student learning with constituents.
Gather and use community resources data.
Work with local media to promote student learning.
Celebrate success across school and community.
Address diversity issues and barriers.
Use recognition of strengths to guide actions.
Abilities
Shape school climate and implement safety systems.
Use instructional, management, discipline, assessment, and placement options to create quality instruction.
Understand legal and district policies on discipline and safety.
Review, analyze, and revise safety and discipline plans.
Develop open communication systems for proactive intervention.
Establish and implement crisis plans.
Respond effectively when incidents occur.
Communicate confidence in school safety to community.
Understand special education discipline/504 regulations.
Identify and use community resources.
Implement CSIP components and purpose.
Analyze CSIP effectiveness through data.
Communicate data results with staff, parents, and community.
Collaborate, build consensus, and solve problems.
Facilitate group to implement CSIP.
Apply education reform elements (Common Core, EALRs, MSP, state learning goals, etc.).
Use assessment to diagnose learner needs and design interventions.
Focus staff on teaching and learning priorities.
Guide staff in curriculum alignment.
Assist staff with change acceptance.
Guide staff in curriculum alignment across grades.
Apply best instructional practices.
Engage staff in reflection about practice.
Supervise and evaluate staff.
Model ethical professionalism.
Follow policies and agreements.
Use observation data to give feedback.
Monitor staff implementation of improvement plans.
Evaluate staff appropriately.
Take steps when employees underperform or misbehave.
Encourage staff learning.
Promote best professional practices.
CONDITIONS & DISCLAIMERS The above statements describe the general nature and level of work. Employees may be required to perform duties outside normal responsibilities. This description is not exhaustive. Any verbal or written statements by District employees other than the Superintendent are null. Management rights to assign or reassign duties remain.
EDUCATION
Master's degree in education or related field.
YEARS OF EXPERIENCE
Three (3) years of successful certificated school experience or as required to obtain a Washington State principal certificate at the appropriate school level.
CERTIFICATIONS & LICENSES
Valid Washington State Principal's Certificate with appropriate level.
Valid Washington State Driver's License or equivalent mobility.
CLEARANCES
Criminal Justice Fingerprint or Background Check.
APPLICATION MATERIALS
Resume:
Provide information about work and leadership experiences, accomplishments, and results.
Cover Letter:
Address the points in the
Cover Letter
section above.
#J-18808-Ljbffr