Assistant Principal Middle School

• Assists the principal in administering and evaluating the instructional programs of the school.

• Provides leadership in initiating in-service programs and organizational improvements.

• Serves as an assistant to the principal. Provides leadership and direction to the school’s teachers and support staff.  Coordinates curriculum development with Instructional Services, administrators, specialists and teachers.  Communicates division wide policy, procedures, and guidelines to school staff.

• Interprets School Board policy, procedures, and guidelines to parents and public.  Ensures compliance with existing applicable federal and state statutes, policies, and guidelines related to public schools, and in particular, the operation of programs for the academically talented and special education.  Assists principal in directing  extra-curricular programs, to include athletic, performing arts, and academic activities.

• Provides a climate conducive to effective communications through the use of faculty meetings, committees, and individual conferences.

• Communicates with parents by means of school programs, letters, telephone calls, and personal contact.

• Serves as an instructional leader; reviews and analyzes data to lead the school’s efforts in achieving high academic performance for all students.

• Assists the principal in determining staffing needs with the appropriate Director of Middle or High School Education and the Human Resources Department, recommending staffing changes. Participates in the recruitment, selection, and assignment of school staff.

• May represent school at meetings, conferences, hearings, and other public forums; gathers citizen and parental input.  

• Responsible for completion of school master schedule, as designated by the principal.

• Provides planning for faculty professional development for the academic year.

• Provides oversight in the summer for custodial and maintenance work pace and completion.

• Demonstrates commitment to improving professional competence. Participates in professional development activities to enhance preparation for principalship. 

• Performs other duties as required.

Budgetary Responsibility:

Provides assistance to the Principal in developing the budget; monitors school and activity fund budgets.

Report Preparation:  

As required.

Equipment Operation: 

Uses standard office equipment and equipment related to education.

Contacts:  

Contact with all levels of CCPS personnel, students, and parents. Occasional contact with School Board members and state administrators, as well as community members.

Work Direction/Supervision:

Provides work direction to teachers and staff, and assists the principal in supervising teachers and staff in assigned school.

Decision Making:

High level of independent decision making is required.

Formal Policy-Setting Responsibilities:

May provide input or recommendations related to policy changes.

Physical Demands:

The physical demands described here represent those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to use hands to lift, support, handle or feel objects, tools, equipment and/or controls; reach with hands and arms; and talk and hear.  This is a moderately physically active position which includes extended periods of walking and standing.  The employee is occasionally required to sit, climb or balance and stoop or kneel. 

Work Environment:

Work is typically performed in a school setting to include classrooms, cafeteria, and recreational areas. Regular coordination with school bus scheduling requiring outside activity in frequent inclement weather is necessary. Daily liaison activity throughout the school building and grounds is necessary. Occasional attendance to school related activities throughout the state and after normal working hours is necessary. Daily contact is made with students, teachers, and school administrators. Regular contact is made with parents and the community. These contacts may be non-cooperative.