Assistant Principal, East Valley High School
We are seeking a transformational and student-centered leader to join the East Valley High School leadership team as an Assistant Principal. The Assistant Principal will work collaboratively with students, staff, families, and community partners to create a culture where every student is known, valued, challenged, and supported. This leader will be a visible presence throughout the school, fostering positive relationships, high expectations, and a strong sense of belonging for all students.
The successful candidate will be an experienced school administrator with a proven record of leading student-centered systems that improve academic achievement, student behavior, attendance, engagement, and post-secondary readiness. The ideal candidate will demonstrate successful leadership in student discipline, MTSS/PBIS implementation, 9th Grade Success initiatives, AVID schoolwide systems, Special Education services, instructional leadership, and the development of authentic student voice opportunities. This leader will possess exceptional interpersonal skills and the ability to build trust, inspire collaboration, and develop the collective capacity of students and staff.
The successful candidate will understand how to leverage data, relationships, and evidence-based practices to create equitable outcomes for all learners. They will serve as a catalyst for continuous improvement by empowering staff, partnering with families, amplifying student voice, and leading systems that ensure every student graduates future ready. Through transformational leadership, the Assistant Principal will cultivate a culture of belonging, accountability, and excellence while advancing the school's vision for student success.
This list of essential job functions is not exhaustive and may be supplemented as necessary. Depending upon individual assignment, the employee may perform all or a combination of several of the following duties:
- Collaborate with Special Education staff, administrators, and service providers to ensure compliance, equitable access, inclusive practices, and successful academic and behavioral outcomes for students receiving special education services.
- Provide transformational instructional leadership that inspires a culture of continuous improvement, innovation, collaboration, and high expectations for all students and staff.
- Serve as a relationship-centered leader who builds trust and fosters meaningful connections with students, families, staff, and community partners.
- Lead school-wide systems for student discipline and behavior support through restorative, equitable, and relationship-based practices that promote student growth, accountability, and belonging.
- Develop, implement, and continuously improve Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS) to ensure students receive timely academic, behavioral, and social-emotional interventions.
- Lead and coordinate schoolwide 9th Grade Success initiatives, including transition programs, progress monitoring, interventions, and collaborative support systems designed to improve attendance, engagement, credit attainment, and on-time graduation.
- Provide leadership for Special Education programs and services by supporting inclusive practices, ensuring compliance, collaborating with case managers and teachers, and promoting equitable access to rigorous learning opportunities.
- Lead and support implementation of AVID school-wide systems that strengthen college, career, and future readiness for all students.
- Lead systems that elevate student voice and student leadership by engaging students in decision-making, school improvement efforts, climate initiatives, and feedback processes that improve the student experience.
- Establish and maintain a safe, welcoming, and inclusive school climate that promotes student well-being, social-emotional learning, and culturally responsive practices.
- Provide leadership, supervision, evaluation, coaching, and support for instructional staff with a focus on improving teaching, learning, and student achievement.
- Use student achievement, behavioral, attendance, and engagement data to inform decisions, evaluate program effectiveness, and monitor progress toward school improvement goals.
- Demonstrate knowledge of Washington's BECCA Bill law on compulsory attendance and oversee systems that support attendance improvement and student engagement.
- Lead the planning and implementation of the community truancy board, compulsory attendance laws, and interventions designed to improve student attendance and connectedness.
- Collaboratively develop and implement a comprehensive school improvement plan that advances equitable outcomes and aligns with district strategic priorities.
- Support Professional Learning Communities (PLCs) by facilitating collaborative inquiry, data analysis, intervention planning, and instructional improvement.
- Maintain high visibility throughout the school day and at school events while cultivating a culture of respect, connection, and student engagement.
- Supervise and evaluate assigned personnel while developing leadership capacity and professional growth opportunities aligned to school and district goals.
- Assist in the implementation of district and school curricular programs that support rigorous instruction and equitable learning experiences for a diverse student population.
- Assist with the planning and development of the school's budget and allocation of resources to support student achievement, intervention systems, and strategic priorities.
- Work collaboratively with district and building administrators to support district initiatives and ensure alignment of programs and services.
- Professionally interact with colleagues, students, families, and community members while modeling integrity, professionalism, and a commitment to service.
- Fulfill other responsibilities as assigned by the supervisor.
Required Skills:
- Demonstrate knowledge of 9th Grade Success and use timely data to provide support and intervention for students' successes.
- Knowledge of the PLC process and how to help facilitate department progression on answering the 4 questions.
- Demonstrated commitment and ability to continue one's own lifelong learning, to develop talent and leadership skills in others, to provide critical feedback, and to receive critical feedback in order to maintain high standards for one's self and the organization.
- Demonstrate a Growth Mindset in tandem with a belief that all students have the ability to learn.
- Demonstrated knowledge and understanding of school philosophy, curriculum and instruction, including an understanding of the instruction process and a variety of instructional techniques as well as a commitment to the improvement of instructional programs.
- Demonstrated understanding of effective instruction, assessment, and socially just practices.
- Demonstrated leadership experience in supervision, evaluation and the ability to work effectively with teachers to improve instruction using data to drive decision-making.
- Demonstrated commitment to leading and facilitating professional learning communities.
- Knowledge and understanding of state academic learning standards and graduation requirements.
- Demonstrated understanding of the change process and its relationship to current trends in school education.
- Demonstrated effectiveness in planning, scheduling, and allocating resources, reaching logical conclusions, and making high-quality decisions using appropriate decision-making processes; accepting responsibility for actions and consequences.
- Demonstrated effectiveness in using technology to enhance instruction and to manage building functions.
- Demonstrated effectiveness representing the school and district in the community as an advocate and spokesperson for all stakeholders.
- Demonstrated commitment to providing equal opportunities to all staff and students.
- Demonstrated ability in utilizing culturally responsive strategies to work effectively with administrators and teachers to improve classroom instruction.
- Demonstrated ability to foster an environment that focuses on quality results while motivating, developing, and supporting a diverse staff. Ability to encourage continuous improvement while working effectively as a member of a diverse team.
- Demonstrated ability to use student achievement data to guide instructional decisions.
- Knowledge and experience with implementation of school-wide AVID.
- Demonstrated ability to connect progress monitoring techniques (walkthroughs, assessment results, classroom observations, rounds) to the design, implementation and evaluation of the School Improvement Process.
- Demonstrated success in exercising good judgment, insight, self-awareness, integrity, and cultural responsiveness when interacting with all stakeholders.
- Demonstrated strong commitment to the principles of trust, teamwork, accessibility, problem solving, and collaboration.
- Demonstrated ability to establish effective working relationships and interact successfully with diverse instructional, support services, and administrative staff, including perceiving the needs and concerns of others; assisting others in resolving conflicts; motivating others.
- Ability to reach logical conclusions and make high quality decisions, skilled in identifying educational needs and setting priorities.
- Ability to develop budgets and manage fiscal resources.
- Demonstrated ability to assume responsibility and work for change in a positive manner.
- Working knowledge of the district-adopted software, including Apple MacBooks/Software, Google/G-Suite programs, Skyward, and Microsoft Office.
- Ability to handle confidential matters and information in a professional manner.
- Ability to establish cooperative working relationships with all staff within the East Valley School District to enhance the completion of assigned tasks.
- Flexible in learning new concepts, cooperates with others, and adapts to a variety of assignments and conditions.
- Demonstrated ability to communicate clearly and effectively in both oral and written communication.
- Sets and attains a high level of expectations with a commitment to using available resources to ensure that goals are met.
- Demonstrated ability to work effectively with a diverse group of students, colleagues, parents, and administrators.
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