PRIMARY PURPOSE:Lead and supervise the Bob Hope School elementary campuses located in Port Arthur and Baytown, Texas. Oversee the implementation of the Montessori/Dual Language model and managerial processes to ensure that program activities are related to program outcomes. Ensure that high standards of instructional service are met and align with the District Improvement Plan.
QUALIFICATIONS: Education: - Mid-Management Certificate or Principal Standard Certificate
- Valid Texas Teaching or Principal Standard Certificate
Special Knowledge/Skills: - Working knowledge of curriculum and instruction
- Ability to evaluate instructional program and teaching effectiveness
- Ability to manage budget and personnel and coordinate campus functions
- Ability to interpret and explain policy, procedures, and data
- Ability to implement policy and procedures
- Effective student discipline techniques
- Strong organizational skills
- Proactive and timely with reports and assignments
- Experience in personnel management
- Strong communications, public relations, and interpersonal skills
- Other qualifications deemed necessary by the Board
- Ability to manage budget and personnel, and to coordinate district function
- Ability to meet established deadlines
- Ability to remain flexible and adapt to changing demands.
Experience: - Three years of experience as Campus Director/Principal
- Minimum of two years of experience in an instructional leadership role
- Three years of experience as a Classroom Teacher
MAJOR RESPONSIBILITIES AND DUTIES - Supervise the elementary campuses in Port Arthur, Beaumont, and Baytown, Texas.
- Develop a training model on Montessori / Dual Language.
- Follow up on MAP, Grades, Interim Assessments, Unit Assessments, Previous STAAR, Scores, Tutorial decisions which are to be reviewed and approved by Administration.
- Review and approve all teacher placements.
- Approve recommendations for hiring in Baytown then furnish recommendations to C.E.O.
- Train teachers on the model of Montessori / Dual Language.
- Serve as the hearing officer for expulsions.
- Serve as the source of appeal with parents who have an issue with the Campus Director.
- Oversee instructional and managerial processes to ensure that program activities are related to program outcomes and use these findings for corrective action and improvement, as well as for recognition of success.
- Facilitate effective and timely resolution of conflicts.
- In collaboration with campus leadership staff, determine and build a common vision for school improvement; direct planning activities and implement program to ensure attainment of school's mission.
- Identify, analyze, and apply research findings to facilitate school improvement.
- With the assistance of the site-based decision-making committee, oversee the development of annual campus performance objectives for each of the Academic Excellence Indicators.
- Oversee the development, maintenance, and use of appropriate information systems and records necessary for attainment of campus performance objectives addressing each academic excellence indicator.
- Interview and select new staff and approve all campus personnel assigned.
- Define expectations for staff performance regarding instruction strategies, classroom management, and communication with the public.
- Observe employee performance, record observation, and conduct evaluation conferences with all staff.
- Make recommendations relative to personnel placement, transfer, retention, promotion, and dismissal.
- Confer with subordinates regarding their professional growth; work jointly with them to develop and accomplish improvement goals.
- Comply with district policies, as well as state and federal laws and regulations affecting the schools.
- Develop budgets based upon documented program needs, estimate enrollment, personnel, and other fiscal needs; implement programs within budget limits; maintain fiscal control; accurately report fiscal information.
- Manage the use of school facilities; supervise maintenance of facilities to ensure a clean, orderly, and safe campus.
- Work with faculty and encourage student input to develop a student management system that results in positive student behavior and enhances the school climate.
- Ensure that school rules are uniformly observed and enforced, and that student discipline is appropriate and equitable.
- Ensures all disciplinary records and reports required by state law are prepared.
- Conduct conferences with parents, students, and teachers concerning school and student issues.
- Use information and insights provided through assessment instruments, the district appraisal process, and evaluative feedback from line supervisors, and professional development programs to improve performance.
- Provide leadership in addressing challenges facing the profession; pursue professional development activities to improve skills related to job assignment; disseminate ideas and information to other professionals.
- Observe professional ethical standards in accordance with generally accepted community standards and the Texas Education Agency code of ethics.
- Articulate the school's mission to the community and solicit its support in realizing the mission.
- Demonstrate awareness of school/community needs and initiate activities to meet those identified needs.
- Use appropriate and effective techniques for community and parent involvement.
- Involve campus staff in the planning of staff development activities.
- Model behavior that is professional, ethical, and responsible.
- Adapt to changing demands by planning, preparing and making necessary adjustments for distance learning.
- Perform other duties and responsibilities as assigned.
SUPERVISORY RESPONSIBILITIES: Supervise and evaluate the performance of elementary Campus Directors.
WORKING CONDITIONS Mental Demands: Ability to communicate effectively (verbal and written); interpret policy, procedures, and data; coordinate district functions; maintain emotional control under stress; work with frequent interruption.
Physical Demands/Environmental Factors: Frequent district-wide travel; occasional travel; frequent prolonged and irregular hours; steady phone interactions; frequent standing, walking, stooping, bending, pulling and pushing, and carrying small stacks of textbooks, media, desks, and other classroom; may have exposure to biological hazards; occasional moderate lifting.
