Principal ?? Yorktown High School

Employer
Arlington Public Schools
Location
Arlington, VA
Posted
Mar 20, 2017
Closes
Mar 21, 2017
Hours
Full Time
PRINCIPAL ?? YORKTOWN HIGH SCHOOL JOB NUMBER P/E16-17.050 APPLICATIONS MUST BE SUBMITTED ONLINE BY THURSDAY, APRIL 13, 2017. AND WILL ONLY BE CONSIDERED IF ALL REQUIRED INFORMATION IS INCLUDED. Human Resources announces an opening for the position of Principal of Yorktown High School, effective July 1, 2017. This is a twelve-month position, Grade P-18, on the administrative and supervisory salary scale with a salary range of $106,739 to $160,763 (2016-2017 Salary Schedule ?? If needed, salary will be revised to reflect the 2017-18 salary adjustment once it is finalized). Yorktown High School (grades nine through twelve) is part of Arlington Public Schools (APS), a system of approximately 25,000 students located directly across the Potomac River from Washington, DC Students in the system come from 124 countries and speak over 90 languages. The school system is financially strong, with wonderful teachers and staff, and a high level of community support, along with multiple programs to meet individual student needs. DISTINGUISHING FEATURES OF YORKTOWN HIGH SCHOOL Yorktown High School serves a population of approximately 1,900 students and a professional staff of 150 employees. Reflecting the diverse population of Arlington, many ethnic groups and cultures are represented at Yorktown. Yorktown, accredited by the Southern Association of Colleges and Secondary Schools, serves students in grades nine through twelve. As a comprehensive high school with a focus on providing a variety of elective options beyond the regular curriculum, Yorktown has many unique features, including the following: Providing First Rate Education to All: Yorktown??s primary goal is to provide all students a first-rate academic education, while fostering the development of the whole child. Yorktown addresses the needs of each student through a broad curriculum, a large number of individualized programs, and a support network that includes both members of the community and of the school staff. Yorktown offers numerous academic structures to foster student success. These structures include team-taught World History and English courses in ninth grade to provide a transition from middle school to high school. Educating the Whole Child/SEL (Social Emotional Learning) Over 15 years ago, the faculty at Yorktown voted to work towards two fundamental goals in the education we provide our students: a first-rate academic education for every student; along with that, the deliberate emphasis on skills and attitudes which promote social-emotional intelligence. Some of the skills and attitudes we collectively try to foster: self-management; communication; responsible decision making; self-awareness; respect for self, others and the community. We work towards developing a safe, caring and orderly environment conducive to student learning. The relationship our faculty have with students can best be characterized as ??caring and respectful??, with a commitment to help all students develop their academic potential through high expectations. Yorktown AP Scholars Program The Yorktown AP Scholars Program is an opportunity designed for students who are academically capable, curious, and motivated. The program provides college level course work that is aligned to the National Advanced Placement Program. It provides students the opportunity to develop unique personal interest and talents with the support of an AP Scholars advisor. Extensive Activities Program Yorktown offers extra-curricular activities in 60 clubs and 25 interscholastic teams. Center for Leadership and Service/Senior Experience In 2004, Yorktown established a ??Center for Leadership and Public Service?? to coordinate its varied student programs in leadership, service and social-emotional learning. A cornerstone of Yorktown??s whole-child focus is Senior Experience, which originated at Yorktown to provide seniors the opportunity to explore their possible career paths through real life, hands-on learning. DISTINGUISHING FEATURES OF WORK The principal is responsible for directing the instructional program and the general operation of a senior high school of approximately 1,900 students. The principal is responsible for planning, organizing, and coordinating the educational program and supervising a staff of approximately 230 employees, including teachers, assistant principals, director of student activities, director of counseling services, guidance counselors, librarians, office personnel, custodians and para-professionals. Considerable emphasis is given to the systematic planning for instructional improvement, including effective staff development, and to conducting an effective community relations programs. Within the limits of prescribed programs and policies, the principal has wide latitude in the exercise of independent judgement in conducting the daily operations of the school. The principal is expected to work collaboratively with staff and community in preparing performance goals for the work of the school, in developing strategies to achieve them, and in assessing the extent to which the goals are being met. ILLUSTRATIVE EXAMPLES OF WORK (May not include all duties performed ?? These are intended as an illustration of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.) Provides instructional leadership that promotes positive student achievement, provides a model for working towards the goals of SEL/ROCS (Social Emotional Learning/Respect for Others, Community and Self) program. Challenges all students in a positive manner to achieve their highest potential. Supports and capitalizes on teachers' strengths as they implement the instructional program. Interacts in a positive manner with students, staff and parents on a daily basis, and sets a positive tone for the school. Promotes an understanding of diversity while demonstrating the value of diversity among students and staff. Initiates and coordinates new school programs. Works well with the community while demonstrating acceptance of the uniqueness of individuals that make up the diverse community; allowing for diversity in learning styles and personal expression. Works collaboratively with students, staff and parents in the process of discipline, decision-making, and addressing school issues. Helps facilitate communication among staff, students, parents, the school system and the greater community. Establishes policies and procedures for the administration of the school and develops the annual plan for school improvement. Participates in the selection of teaching staff, supervises classroom teaching techniques, coordinates efforts of teaching staff, and arranges and conducts programs of staff development. Evaluates the effectiveness of staff, the instructional program and instructional arrangements. Plans, assigns and inspects the use of building space and equipment for teaching purposes. Recommends changes in curriculum and changes in personnel, space and equipment requirements. Collaborates with central office staff to promote ongoing improvement in the curriculum and the instructional program. Arranges meetings and conferences with parents, plans recreational activities related to the elementary program, and addresses community groups on problems; authorizes the use of school facilities for civic activities related to the school program. Participates in county school meetings and in local, state and national conferences on education; keeps informed on current teaching methods and techniques. Maintains sound public relations by cooperating and consulting with officials of various groups and organizations. Coordinates with the PTA, confers with parents, directs student activities related to the school program, and addresses community groups on school problems. Approves the expenditure of school funds and funds allocated to the school from the School Board budget. Performs related work as required. MINIMUM EDUCATION, TRAINING AND EXPERIENCE REQUIREMENTS Completion of a master's degree in school administration. Extensive or progressively more responsible experience in high school teaching and as a high school principal or assistant principal or any equivalent combination of training and experience that would provide the above noted knowledge, skills and abilities. Possession of or eligible for the Postgraduate Professional License issued by the Virginia State Board of Education indicating endorsement for Administration and Supervision K-12,Secondary Principal, or eligible for the same. PREFERRED QUALIFICATION REQUIREMENTS Experience working with students, families, and staff from various cultural and linguistic backgrounds. Bilingual skills preferred but not required. Knowledge of supervisory teaching principles, practices and methods related to the high school curriculum. Demonstrated ability to plan, organize, coordinate, and direct varied and extensive major instructional programs that set high standards for all students. Knowledge of duties and responsibilities for special education and ESOL/HILT programs, including regulations governing implementation of high quality integrated programs. Functional knowledge of instructional technology. Ability to be responsive to internal and external events, serve as a role model with an open door policy. Ability to plan, organize and coordinate teaching programs, and to take appropriate measures to assure their successful operation. Ability to organize and conduct effective training programs, and to take appropriate measures to assure their successful operation. Ability to speak and to write effectively. Understands the importance of high visibility in the school and a strong presence. Ability to develop a positive strong relationship with the community. Ability to identify and utilize outside resources. Ability to identify and retain good teachers who work in the best interest of all students. Knowledge of the needs of the school community and ways to be accessible to parents, staff and students. Ability to establish and maintain effective relationships with associates, subordinates, parents and children. Ability to maintain necessary classroom discipline and implement various disciplinary approaches which demonstrate respect for students and staff. Ability to support and build on the present Yorktown program and develop a vision of where Yorktown should be five to ten years from now. Ability to be open to innovative ideas while being sensitive to the demands of teaching. Ability to recognize teachers as professionals and implement a leadership style based on consultation, collegiality, flexibility and participatory management. Ability to organize and conduct effective programs with staff, and to maintain high morale in the teaching staff. APPLICATION PROCESS Candidates must submit an application online and attach a resume, a written statement of interest in and qualifications for this position which include recent staff development activities. Please complete the online Administrative/Technical application on the APS website in the Employment section: www.apsva.us. A minimum of three letters of recommendation must be submitted. (Recommendation letters may be sent in separately.) Candidates must also submit a written paper of no more than three pages on the topic: As principal, how would you design and implement a transition plan in a new school community? SELECTION PROCESS All selected candidates will be interviewed by a screening committee composed of representatives from the community, school faculty, student body and members of the Superintendent??s staff. The screening committee will submit a report to the Superintendent who will interview and forward a recommendation to the School Board for final selection. APPLICATIONS MUST BE SUBMITTED ONLINE BY THURSDAY, APRIL 13, 2017. AND WILL ONLY BE CONSIDERED IF ALL REQUIRED INFORMATION IS INCLUDED. EQUAL OPPORTUNITY EMPLOYER It is the policy of the Arlington School Board, as stated in the School Board Policy 35-4.4, that employment opportunities shall not be restricted, abridged or otherwise adversely affected on the basis of race, national origin, creed, color, religion, gender, age, economic status, sexual orientation, marital status, genetic information, gender identity or expression, and/or disability.