Interim Principal 2026-2027 School Year- Salish Elementary School

Interim Principal Salish Elementary School

Are you an experienced school leader looking for an opportunity to serve as an interim principal at Salish Elementary School for the 2026-27 school year? Reynolds School District is seeking a highly visible, supportive, and collaborative leader to provide strong instructional and operational leadership while building upon the strengths of the Salish Elementary community.

The interim principal will work closely with students, staff, families, and community partners to maintain stability, support a positive school culture, and advance student learning and achievement. The successful candidate will be a relationship-centered leader who values collaboration, communicates transparently, and is committed to fairness, equity, and inclusive practices.

The interim principal will bring knowledge and experience in multi-tiered systems of support (MTSS), positive behavioral interventions and supports (PBIS), restorative practices, special education processes and procedures, trauma-informed practices, social-emotional learning, and K5 curriculum and instruction. The leader will support staff in analyzing student data to inform instruction, facilitate collaborative problem-solving and intervention processes, and leverage the strengths and expertise of staff to improve outcomes for every student.

If you are a flexible and reflective leader who understands the importance of relationships, equity, and shared leadershipand who is ready to support the Salish Elementary communitywe invite you to apply for this interim leadership opportunity.

Qualifications

• Minimum of two years of experience as a building administrator in a K12 school setting preferred.
• Master's degree from an accredited college or university.
• Appropriate Oregon administrative license or eligibility for licensure.
• Experience leading in a diverse elementary school setting preferred.
• Demonstrated commitment to equity, culturally responsive practices, and inclusive school communities.
• Knowledge and experience with MTSS, PBIS, restorative practices, special education, and trauma-informed practices.
• Strong instructional leadership skills and knowledge of elementary curriculum, assessment, and effective teaching practices.
• Bilingual/multilingual skills and experience working with multilingual learners preferred.
• Valid driver's license.
• Successful completion of Oregon-required fingerprinting and criminal background clearance.

Reports To

Director of Elementary Schools and/or Superintendent

Job Goal

To provide effective instructional, operational, and relational leadership that promotes racial equity, student well-being, academic growth, and achievement while maintaining a safe, welcoming, and inclusive learning environment for every student.

Essential Job Functions

I. Leadership

• Provide visible, accessible, and collaborative leadership for the Salish Elementary community.
• Maintain continuity and stability while supporting the school through the interim leadership period.
• Build trust and strong working relationships with students, staff, families, and community partners.
• Establish and communicate a clear, shared vision aligned with the district's mission, vision, values, and strategic priorities.
• Support implementation of school improvement goals and strategies through distributed and shared leadership.
• Facilitate transparent, timely, and effective communication with staff, students, families, and district leadership.
• Collaborate with staff to collect, analyze, and use student achievement, attendance, behavior, and other relevant data to inform decisions and improve outcomes.
• Support Data Teams, Professional Learning Teams, Child Study Teams, and other collaborative structures that promote student success.
• Use data and evidence to identify and address opportunity gaps and improve academic and behavioral outcomes.
• Provide meaningful, timely feedback and support to licensed and classified staff.
• Conduct staff evaluations and performance conversations in accordance with district expectations and applicable agreements.
• Support professional learning and opportunities for staff growth.
• Encourage innovation, creativity, reflection, and continuous improvement.
• Identify and leverage the strengths, skills, and expertise of staff and community partners.
• Support extended learning and enrichment opportunities that provide rigorous, engaging experiences for students.

II. Curriculum, Instruction, and Assessment

• Provide instructional leadership grounded in Oregon academic standards, district curriculum, and research-based best practices.
• Support effective curriculum planning, implementation, differentiation, and assessment.
• Promote instructional practices that respond to the academic, linguistic, cultural, social-emotional, and individual needs of students.
• Support effective strategies for multilingual learners and students receiving special education services.
• Use student data to identify instructional needs, monitor progress, and adjust supports.
• Support staff in establishing rigorous, attainable, and measurable student learning goals.
• Provide meaningful feedback to staff focused on instructional improvement and student engagement.
• Support effective use of assessment and accountability systems.
• Promote practices that maximize instructional time and student learning.
• Stay current on educational research, curriculum, instructional practices, and assessment.
• Encourage the effective and purposeful use of technology to support teaching and learning.
• Maintain a strong focus on eliminating opportunity gaps and improving outcomes for every student.

III. Building Management and Operations

• Manage the school in accordance with district policies, administrative procedures, collective bargaining agreements, legal requirements, and professional standards.
• Treat all students, staff, families, and community members with respect, integrity, professionalism, and confidentiality.
• Manage school resources effectively and responsibly.
• Maximize the effective use of human, financial, and physical resources.
• Develop and manage the building budget in alignment with district priorities and student needs.
• Develop and maintain effective systems for communication, scheduling, supervision, and school operations.
• Develop and maintain a master schedule that maximizes resources and responds to student and program needs.
• Support effective transitions between grade levels, programs, and schools.
• Coordinate and oversee building and community partners to ensure their work aligns with school and district priorities.
• Plan, implement, and lead change effectively while balancing competing priorities.
• Identify challenges, explore solutions, and make timely, thoughtful decisions.
• Demonstrate openness to feedback, reflection, and professional growth.
• Ensure accurate records, reports, and required documentation are maintained.
• Respond appropriately to personnel, student, safety, and operational concerns in collaboration with district leadership and Human Resources.

IV. School Culture, Equity, and Community Engagement

• Foster a safe, welcoming, caring, inclusive, and culturally responsive school environment.
• Build positive and trusting relationships with students, staff, families, and community members.
• Promote an environment where all students feel a sense of belonging, connection, and pride.
• Model and promote equity, cultural responsiveness, and respect for diverse perspectives and experiences.
• Support restorative approaches to student behavior and conflict resolution.
• Implement and strengthen systems that promote positive behavior, student engagement, and social-emotional well-being.
• Engage families and community partners as meaningful partners in student success.
• Communicate consistently and effectively, providing reliable and accessible information to stakeholders.
• Seek and utilize community resources that enhance student and family support.
• Promote understanding and appreciation of cultural, linguistic, and individual differences.
• Demonstrate cultural competence and the ability to listen to, understand, and respond respectfully to differing perspectives.
• Ensure school practices and decisions reflect a commitment to fairness, equity, inclusion, and access for all students.

Knowledge, Skills, and Abilities

Knowledge of:

• Elementary curriculum, instruction, assessment, and educational best practices.
• MTSS, PBIS, restorative practices, and trauma-informed approaches.
• Special education processes, procedures, and legal requirements.
• Culturally responsive and sustaining practices.
• Multilingual learner supports and language acquisition.
• Social-emotional learning and student well-being.
• Oregon education laws, administrative rules, district policies, and collective bargaining agreements.
• Personnel practices, school operations,