Position Profile
Position: Assistant Principal
School: Doherty High School
Reports To: Principal
FTE: 1.0
Days/Year: 207 Flex
Salary Schedule: 2025–2026 Executive Professional Salary Schedule (Group C)
Paygrade: E80
FLSA Status: Exempt
The Assistant Principal serves as a key member of the school’s leadership team, supporting the Principal in advancing Colorado Springs School District 11’s mission to Inspire every mind. This role focuses on implementing high-impact instructional practices, maintaining safe and supportive learning environments, and ensuring equitable access to quality education for all students.
Assistant Principals share responsibility for all aspects of school leadership, including supervision of staff and students, development of academic and behavioral systems, family and community engagement, and operational management. They model professionalism, integrity, and collaboration in every aspect of their work.
This role requires a leader who can translate vision into action, provide consistent coaching and feedback to staff, and foster a culture of continuous improvement. Assistant Principals help ensure effective instructional delivery, implementation of Multi-Tiered Systems of Support (MTSS), restorative practices, and positive behavior frameworks.
Assistant Principals are expected to demonstrate skill in managing complex situations with empathy, clarity, and sound judgment, while maintaining a deep focus on student growth and equity.
Leaders at Colorado Springs School District 11 are collaborative, student-centered professionals who inspire excellence through vision, accountability, and care. They embody the district’s core values of integrity, equity, innovation, and service.
All leaders are expected to:
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Cultivate safe, inclusive, and equitable environments where all students and staff feel valued.
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Support the design and implementation of rigorous, standards-aligned instructional programs.
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Use data to guide continuous improvement and close opportunity gaps.
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Manage personnel, budgets, and operations with efficiency, transparency, and integrity.
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Build partnerships with families and community organizations that strengthen student learning.
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Model lifelong learning and professional reflection to drive organizational growth.
Instructional Leadership and School Improvement
Support the Principal in implementing the school’s instructional vision aligned with Colorado Springs School District 11’s mission and strategic priorities.
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Monitor and support high-quality instructional practices that promote rigorous, engaging, and standards-aligned learning experiences for all students.
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Assist in the development, implementation, and monitoring of the School Improvement Plan.
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Use student performance data to support instructional decision-making and guide improvement efforts.
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Facilitate professional learning opportunities that strengthen instructional practices and student outcomes.
Staff Supervision, Coaching, and Evaluation
Supervise, support, and evaluate assigned instructional and support staff in accordance with district policies and evaluation systems.
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Provide ongoing coaching, feedback, and professional development to strengthen instructional effectiveness and classroom management.
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Foster a collaborative professional culture focused on continuous improvement and shared accountability for student success.
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Support staff in implementing evidence-based instructional and behavioral strategies.
Student Support and Behavioral Systems
Support the implementation of schoolwide behavioral frameworks, including Positive Behavioral Interventions and Supports (PBIS), restorative practices, and Multi-Tiered Systems of Support (MTSS).
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Oversee systems that promote a safe, inclusive, and supportive school climate for all students.
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Address student discipline matters using restorative and educational approaches that promote accountability and growth.
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Collaborate with counselors, intervention teams, and student services staff to ensure appropriate supports are in place for students.
School Operations and Management
Assist in managing the day-to-day operations of the school, including supervision of students, scheduling, and coordination of school activities and events.
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Ensure compliance with district policies, procedures, and applicable state and federal regulations.
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Support the coordination of emergency preparedness, safety procedures, and crisis response efforts.
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Contribute to effective management of school resources, facilities, and operational systems.
Family and Community Engagement
Build strong partnerships with families, community organizations, and stakeholders to support student success and well-being.
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Communicate regularly and effectively with families regarding student progress, school initiatives, and opportunities for engagement.
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Represent the school in meetings, events, and community activities as appropriate.
Culture, Climate, and Equity
Promote a positive, inclusive, and equitable school culture that supports the success and well-being of all students and staff.
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Model professionalism, integrity, and collaborative leadership in all interactions.
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Support practices that ensure equitable access to rigorous learning opportunities and resources.
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Contribute to a school environment that reflects the district’s core values of integrity, equity, innovation, and service.
Leadership and Professional Growth
Collaborate with the Principal and leadership team to advance school goals and district priorities.
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Demonstrate sound judgment, problem-solving, and decision-making in complex situations.
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Engage in ongoing professional learning to strengthen leadership capacity and effectiveness.
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Perform other duties as assigned to support the overall success of the school and district.
Knowledge of
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Instructional leadership, curriculum, assessment, and evidence-based practices that support high-quality teaching and student achievement.
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School improvement planning, continuous improvement processes, and implementation of strategic goals.
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Multi-Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Supports (PBIS), restorative practices, and student support frameworks.
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Effective staff supervision, evaluation, coaching, and professional learning practices.
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Child and adolescent development, learning theory, and culturally responsive educational practices.
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Federal, state, and local laws, regulations, policies, and procedures governing public education.
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Special education, Section 504, English Learner programs, and related student services.
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School safety, emergency preparedness, crisis response, and risk management practices.
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School operations, including scheduling, budgeting, resource allocation, and organizational systems.
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Family and community engagement practices that support student success and strengthen school partnerships.
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Student-centered leadership principles that promote access, opportunity, belonging, and positive outcomes for all students.
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Improving instructional practice through classroom observation, feedback, coaching, and professional development.
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Analyzing and using academic, behavioral, attendance, and operational data to inform decision-making and improvement efforts.
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Supervising, evaluating, and developing instructional and support staff.
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Implementing and monitoring behavioral, intervention, and student support systems.
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Facilitating collaboration, professional learning, and continuous improvement among staff and teams.
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Resolving conflicts and addressing sensitive situations through effective communication, mediation, and problem-solving.
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Building and maintaining collaborative relationships with students, staff, families, community partners, and district personnel.
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Planning, organizing, prioritizing, and managing multiple responsibilities and competing priorities.
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Leading change initiatives and implementing school and district priorities.
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Facilitating meetings, presentations, and stakeholder engagement activities.
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Using technology and information systems to support instruction, communication, operations, and decision-making.
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Advance the school's vision, mission, and improvement goals through effective leadership and decision-making.
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Foster a safe, inclusive, and supportive environment that promotes student and staff success.
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Establish and maintain productive relationships with diverse stakeholders.
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Exercise sound judgment and make effective decisions in complex or sensitive situations.
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Inspire, motivate, and support staff in achieving high levels of performance and professional growth.
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Identify challenges, develop solutions, and implement effective courses of action.
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Balance accountability with relationship-building and organizational trust.
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Manage student discipline matters using restorative, educational, and growth-oriented approaches.
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Communicate expectations, feedback, and organizational priorities clearly and effectively.
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Maintain confidentiality and exercise discretion in handling sensitive information.
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Adapt to changing priorities, emerging needs, and evolving educational environments.
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Lead collaborative teams, build consensus, and facilitate productive group decision-making.
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Represent the school and district professionally in interactions with families, community members, and external stakeholders.
Qualifications
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Masters degree in educational leadership, curriculum, or related field.
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Valid Colorado Principal License (or eligibility for licensure) issued by the Colorado Department of Education.
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Minimum of five (5) years of successful classroom or equivalent instructional experience.
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Demonstrated leadership experience in instructional coaching, student support, or staff supervision.
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Experience supporting school improvement, data-driven decision-making, and restorative practices.
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Preferred qualifications include experience as a dean, instructional coach, or assistant principal; administrative endorsement; and/or bilingual proficiency (English/Spanish or other district-identified languages).
Working Conditions and Physical Demands
Work is performed in a school office environment and throughout the school campus, with frequent interaction among students, staff, families, and community members. The position may require extended hours, attendance at evening events, and availability during emergencies or high-need periods.
Duties are primarily sedentary with periods of light physical activity. Typical responsibilities may require standing or walking for extended periods; lifting and carrying up to 20 pounds; climbing stairs; bending, reaching, holding, grasping, and turning objects; and using fingers to operate computer keyboards and other office equipment.
The position requires the ability to communicate effectively and to use normal or aided vision and hearing. All duties must be performed with or without reasonable accommodation.
Employees in this category will also receive the following for the 2026-2027 school year:
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Non-Recurring Pay: 8% of base salary in Non-Recurring Pay (distributed as 4% on November paycheck and 4% on May paycheck).
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Professional Development Fund (PDF): __EXEC Pro employees will be allocated $1,500 annually towards a Professional Development Fund (PDF) to be used for professional growth opportunities. Amount allocated will be prorated based upon date and length of hire.
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Staffing Stability Incentive (Mitchell High School Only): __EXEC Pro employees will receive the equivalent of one salary step divided over 12 pay periods (calculated as the difference between the placed step and the next step x number of hours per week x 4 weeks x 12 months).
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Pay for Performance (Mitchell High School): __EXEC Pros will receive a Pay for Performance Bonus that is paid out in the fall (utilizing criteria from the previous year).
Base Salary Setting: Employment, assignment and salary placement, is in accordance with job description requirements. A work history is required to demonstrate job title, job duties and time worked in the position. Reference the linked How Your Compensation Is Determined for more details.
Salary Setting (New Hires): Newly-employed Executive Professionals will be placed on the twenty (20) step system. Each step represents two years of experience, based upon equivalent experience. Beginning in July 2025, The maximum number of years of experience granted is 14, which is equivalent to placement on step seven (7). Steps are determined by experience listed on the application and resume.
Salary Setting (Rehires): Returning employees who have previously resigned or separated from the District will be rehired at the same step they were on at the time of resignation/separation plus any new experience gained in the same job, provided step increases were approved by the Board during the years in question.
Employees with experience in the District who have left the District and then returned to the same position shall be hired at the same pay grade (refers to the __EXEC Pro placement on salary schedule by job title) and step at time of resignation. Additional relevant experience gained after resignation may be evaluated from the employee’s application and updated resume.
See Employee Handbook (located on the D11 website) for information on salary setting for rehires (after retirement), promotions and lateral transfers.
School District 11 is committed to a policy of nondiscrimination in relation to disability, need for special education services (whether actual or perceived), race, creed, color, sex, marital status, sexual orientation, transgender status, gender identity, gender expression, national origin, religion, ancestry, age, genetic information, or protected activity in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. Any harassment/discrimination of students and/or staff, based on the aforementioned protected areas, will not be tolerated and must be brought to the immediate attention of the school principal, D11 administrator/supervisor or D11 nondiscrimination compliance/grievance coordinator.
NONDISCRIMINATION COMPLIANCE COORDINATOR, the Office of Equal Opportunity Programs and Ombudservices, has been designated to coordinate compliance with: Equal Pay Act of 1963, Civil Rights Act of 1964, as Amended, Age Discrimination in Employment Act of 1967, Title IX – Education Amendments Act of 1972, Section 504 of Rehabilitation Act of 1973, Pregnancy Discrimination Act of 1978, and Americans with Disabilities Act of 1990. For additional information, please contact the District 11 Office of Equal Opportunity Programs & Ombudservices at 1115 North El Paso Street, Colorado Springs, CO 80903-2599, Phone: 719-520-2288, FAX: 719-520-2442
The following Board policies address nondiscrimination in District 11: AC, AC-R, GBA, GBAA, JBB, JBB-R
