PRIMARY FUNCTION: This position is responsible for assisting the principal in implementing and supervising the Agency’s program in the areas of instruction and behavioral programming, communication, and community relations. Additionally, the assistant principal supports the principal in creating and maintaining an effective instructional environment that is safe and welcoming to all students, parents, staff, and other agency stakeholders.
QUALIFICATIONS:
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Virginia license in administration and supervision.
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Master’s degree in education or related field is required.
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A minimum of 3 years’ experience working with students with disabilities.
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Must have the physical ability to work effectively with students with challenging behaviors.
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Prior administrative experience is desired.
SUPERVISION: This position reports to Principal-SECEP Suffolk Center
ESSENTIAL RESPONSIBILITIES:
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Provide instructional leadership and assist with the supervision and delivery of assigned programs and/or curricular areas necessary to achieve excellence and continuous improvement consistent with the agency’s vision, mission, and goals.
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Effectively employ various processes for gathering, analyzing, and using data for decision-making.
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Through collaboration with identified stakeholders, assist the principal in the development and implementation of a school improvement plan, resulting in increased student learning.
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Plan, implement, support, and assess instructional programs that enhance teaching and student achievement in the Standards of Learning.
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Communicate a clear vision of excellence and continuous improvement that is aligned with the principal’s vision and with the goals of SECEP.
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Assist the principal in inducting, supporting, evaluating, and retaining quality instructional and support personnel.
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Provide staff development opportunities that are consistent with program evaluation results and school instructional improvement plans.
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Identify, analyze, and resolve problems using effective problem-solving techniques.
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Maintain effective discipline and foster a safe and positive environment for students and staff.
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Effectively coordinate the daily operation of the assigned area of responsibility.
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Assist the principal in effectively managing human, material, and financial resources to ensure student learning and to comply with legal mandates.
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Demonstrate effective organizational skills to achieve school, community, and agency goals.
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Promote effective communication and interpersonal relations with students, parents, staff, community members, and other agency stakeholders.
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Work collaboratively with staff, families, and community members to secure necessary resources that support the success of student transition goals.
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Exhibit professional, moral, and ethical standards as well as personal integrity in all interactions.
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Work in a collegial and collaborative manner with other school personnel and the community to promote and support the vision, mission, and goals of SECEP.
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Participate in a meaningful and continuous process of professional development that models life-long learning and results in the enhancement of student learning.
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Provide service to the profession, the agency, and the community.
The list of essential responsibilities, as outlined herein, is intended to be representative of the tasks performed within this classification. It is not necessarily descriptive of any one position in the class. The omission of an essential function does not preclude management from assigning duties not listed herein if such functions are a logical assignment to the position.
MARGINAL RESPONSIBILITIES:
While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.
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Performs all other duties as directed.
PERFORMANCE APPTITUDES:
Data Utilization: Requires the ability to review, classify, categorize, prioritize and/or analyze data and/or information.
Human Interaction: Requires the ability to maintain a cordial and effective relationship with co-workers, visitors, and clients.
Equipment, Machinery, Tools, and Materials Utilization: Requires capacity to use equipment, devices, and/or materials used in performing essential functions.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and/or advisory data and information.
Mathematical Aptitude: Requires the ability to perform addition, subtraction, multiplication, and division; ability to calculate decimals and percentages; requires the ability to utilize principles of fractions and/or interpret graphs.
Functional Reasoning: Requires the ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to identify problem resolution.
Physical Ability: Tasks may involve the regular and, at times, sustained performance of moderately physically demanding work, typically involving some combination of climbing and balancing, stooping, kneeling, crouching, and crawling and that may involve the lifting, carrying, pushing, and/or pulling of moderately heavy objects and materials. Tasks may involve extended periods at a keyboard or workstation.
Sensory Requirements: Some tasks require visual perception and discrimination. Some tasks require oral communications ability.
SECEP will provide reasonable accommodations to qualified individuals with disabilities to allow them to perform the essential functions of the job when such individuals request an accommodation.
SECEP in accordance with Title I of the Americans with Disabilities Act of 1990 (ADA Amendments Act of 2009), does not discriminate against qualified individuals with disabilities in any aspect of employment and makes reasonable accommodations to the known disabilities of qualified applications or existing employees where it can do so without undue hardship.
EVALUATION:
Performance on this job will be evaluated in accordance with provisions of the Board’s policy on the evaluation of personnel.
