Overview Of Position
PLEASE READ BEFORE SUBMITTING YOUR APPLICATION
Thank you for your interest in becoming a Replacement (Substitute) Principal or Assistant Principal with Seattle Public Schools (SPS). Replacement Principals or Assistant Principals are needed on an occasional basis. The length of the assignment can vary from short-term to long-term depending on the need. We are committed to attracting and retaining top-quality staff to best meet the needs of our students and community. This effort also includes the hiring and recruitment of Replacement (Substitute) Principals and Assistant Principals.
Seattle Public Schools is committed to eliminating the opportunity gap. We value, support, and have the highest expectations of our school leaders. School leadership is second only to teaching and its impact on student learning. Because we believe students, teachers, and parents are worthy of highly skilled and effective school leaders, Seattle Public Schools recruits and invests in school leadership with the expectation that leaders improve and support the performance of adults in service of student learning. As such, we expect that these expectations continue even in the event a substitute administrator has to temporary step into the role of one of our administrators.
We expect our Substitute Administrators to be guided, demonstrate, and be committed to the following professional standards: Equity, Adult Learning, Respect, Relationships, Excellence, and Reflection and Action.
The following must be attached to your application for your application to be considered:
• A resume that provides information about your work and leadership experiences, accomplishments, and results
• Cover Letter addressing the following:
• Please explain why you are an excellent candidate to serve as a replacement administrator with Seattle Public School, including any experience or special skills that you will bring as a leader. Please include relevant information on your experience, skills, and vision for student achievement and how this qualifies you to be an excellent school leader.
• What experience have you had influencing adults to achieve significant results for students? (Including but not limited to coaching, mentoring, providing feedback, etc.)
• What is your experience working with diverse student populations? (including but not limited to race, ethnicity, socioeconomic)
• References: Three (3) professional references one being your most recent supervisor. Please provide contact information including a phone number and email address. SPS will then contact the reference to complete the information requested. PLEASE NOTE: It is your responsibility to notify your references to complete and return the reference information to SPS as soon as possible. Eligible applicants will not be considered until all three (3) references have been received by SPS. If you are a former or current SPS employee one of the references must be your last or current SPS supervisor.
• Copy of valid Washington State Principal Certification must be included with your application.
• Applicants who pass the initial screening process will be invited to participate in an interview.
Notification: This process can take up to several weeks. The most-qualified applicants will be invited to participate in interviews. Due to the high volume of applications received we ask for your patience, as we are not able to respond to individual inquiries.
After submitting the online application, you will receive a confirmation e-mail to the address that you specify when you fill out the application. This e-mail confirmation is sent to let you know that we have received your application. DO NOT REPLY TO THIS E-MAIL. The e-mail address is automatically generated by the database and does not go to anyone. If you have received the confirmation e-mail, please be assured that we have received your application and will be reviewing it shortly. Please do not contact us regarding the status of your application. Due to the high volume of applications we receive, we are not able to respond to individual inquiries.
Provides leadership and builds a structure of relationships in the school and community so that all students have an equal opportunity to learn and be productive members of the community.
STATEMENT OF ACCOUNTABILITY: Student achievement in a performance-based school is a shared responsibility involving the student, family, educators, and the community. The Principal's leadership is essential. As leader, the Principal is accountable for the continuous growth of students and increased building performance as measured over time by state standards and locally determined indicators.
Essential Functions
10%
• Leads the development, implementation, and evaluation of efforts related to student academic achievement, including reducing the disproportional gap; ensures that the school meets or makes satisfactory progress towards District standards on the School Effectiveness Profile, the goals in the Comprehensive School Improvement Plan (CSIP).
10%
• Provides instructional leadership for school staff; articulates clearly the mission and vision of the school as well as clear expectations of students and staff; leads instructional staff in aligning curriculum, instruction, and assessment with state and local learning goals; identifies, implements, and monitors school-wide strategies that challenge high achievers and accelerates learning for low achievers; uses strategies that appreciate and recognize diversity; observes teaching and gives feedback based on Best Practices instructional strategies; accesses resources and people to assist instructional staff; provides for the professional development needs of teachers and staff, as identified in the CSIP; is knowledgeable about and complies with all relevant State and Federal laws and regulations and Board policies and Collective Bargaining Agreements. (10% of the time)
10%
• Leads the development, implementation and evaluation of data-driven CSIP's in collaboration with the Building Leadership Team and staff; ensures budget and staffing are aligned with CSIP and that the CSIP incorporates Standards Based Learning System (SBLS) and technology; establishes and executes a monitoring plan for instruction of SBLS and the infusion of technology into the instructional program; establishes and executes a monitoring plan for student intervention plans and accelerated learning plans (plans that meet individual student needs); uses data to drive all decisions.
20%
• Supervises and evaluates school staff; models District standards of ethics and professionalism; follows District policies and the collective bargaining agreements in evaluation of teachers/staff; visits classrooms and uses observation data to give feedback to teachers and to document performance; monitors, assists, and evaluates staff implementation of school improvement plans and effective instructional and assessment practices; evaluates staff appropriately based on expectations; takes appropriate steps when employees do not meet performance expectations or engage in misconduct; encourages staff to engage in learning; increases understanding and use of best professional practices. (20% of the time)
5%
• Maintains a safe and orderly environment; prepares emergency procedures and communicates them to students, teachers and staff; collaboratively develops and implements a school discipline plan that contains clear expectations, a system of positive reinforcement, and sequential, consistent, progressive consequences and addresses disproportionality in discipline; reviews it annually and keeps a record of student discipline; takes quick and appropriate action when student or staff safety is at stake; maintains and monitors safety and order by being accessible and visible in hallways, on playgrounds, during arrival/dismissal of students, etc.; maintains a clean and orderly school site; consistently follows-through with reasonable judgment.
5%
• Influences a school culture conducive to continuous improvement for students and staff; fosters, recognizes, and supports ethnic, cultural, gender, economic and human diversity throughout the school community, while striving to provide fair and equitable treatment and consideration for all; establishes positive relationships with teachers, staff, parents and students with an attitude of appreciation, respect, and the highest level of professionalism; collaborates with Building Leadership Team, all staff, parents, and community when decisions affect them but is appropriately decisive, when appropriate; develops and recognizes teacher/staff leaders; acknowledges employees who exceed performance expectations; provides for school, students, staff celebrations so high performance, customs and traditions can be honored; promotes, maintains and fosters a harassment free environment.
15%
• Administers and manages human resources; communicates effectively verbally and in writing; increases understanding and use of current professional skills in technology, systems thinking and other areas; complies with contracts established by the school and District; recommends staffing in accordance with District standards and within the focus of the school; develops systems, personally and within the school, that cause the school to operate efficiently; equitably distributes responsibilities to staff matching strengths with duties, when possible; solves problems effectively and mediates conflict when it occurs; seeks assistance from the central administration in a collaborative manner; makes day-to-day decisions needed to run the school.
10%
• Administers and manages fiscal resources effectively; collaboratively facilitates the preparation, implementation, and monitoring of the school's annual budget in alignment with the CSIP and staffing plan; seeks additional resources for school and manages resources effectively; allocates and expends funding to provide for the unique needs of children who are categorized as special education, bilingual, Title I, etc.; seeks staff input on the development of the CSIP, the Professional Development Plan and the school's budget.
10%
• Develops and maintains effective community relationships; seeks community support to form new partnerships as aligned with the school mission, vision, and CSIP; fosters relationships with other organizations and partners; involves staff in partnership activities; promotes the school to attract enrollment; maintains positive media relationships; is responsive to parent concerns.
5%
• Participates in activities to enhance personal and professional development, including District leadership development opportunities; expands use of technology; demonstrates and utilizes a variety of group process and facilitation skills; prepares and implements an annual individual professional development plan after self-reflection and input from supervisor; implements a self-care plan; increases understanding and use of best professional practices.
Other Functions
• Attends meetings, activities and events; serves on a variety of committees; make presentations; serves as a mentor or trainer for other administrative staff.
• Performs related duties consistent with the scope and intent of the position.
Reporting Relationships
Reports to the Executive Director K-12 Schools
Knowledge
KNOWLEDGE, SKILLS AND ABILITIES:
• Knowledge and ability to gather, analyze and use data to create, evaluate, and manage a school budget plan
• Involve staff and community in developing the budget plan
• Of laws related to special areas (ASB, special programs, grants)
• In recruiting and securing the best applicants for the job
• Use effective staff development and improvement strategies
• Of effective practices, rules and regulations, related to staff supervision, coaching, and evaluation
• To take someone through probation and non-renewal
• Effectively conduct and confront difficult issues and discussions
• Focus school financial and human resources on teaching and learning
Skills
• Articulate a shared belief vision for continuous improvement and life-long learning
• Develop an atmosphere of personal responsibility, trust, and collaboration among students and staff
• Promote and ensure respect and equity in the treatment of staff and students
• Understand the needs and strengths of the individuals in the school;
• Apply effective group processing skills
• Promote and model life-long learning and continuous growth
• Recognize and celebrate efforts and achievements
• Articulate a vision with students, staff and parents
• Act proactively in advancing the SIP's impact on learning
• Guide staff through the change process while maintaining focus on student learning goals
• Assist staff in self evaluation leading to effective practice
• Engage all instructional staff in decision-making, implementing, and evaluating the SIP
• Use data to make informed decision-making about instruction and assessment
• Use a variety of monitoring structures, e.g., informal observation, assessment analysis, formal lesson observation, etc., to improve instruction and assessment
• To clearly communicate effective instructional and assessment practice for staff
• Develop collaboration and peer monitoring among staff
• Use effective communication skills and strategies to: market the school to enlist community support, resolve conflicts among individuals and groups, build common focus and collaboration to enhance student learning
• Partner and collaborate with administrative colleagues
• Build collegial and collaboration relationships with and among school staff members
• Share leadership based upon situation and need
• Identify and involve business and community leaders and key communicators
• Use a variety of vehicles and tools to communicate about student learning with constituents, both within and outside of the school
• Gather and use relevant data regarding community resources to student learning and their attitudes about the school
• Work with local media to get the word out regarding student learning
• Celebrate success across the school and community
• Break down barriers between school and community; of diversity issues
• Use recognition of strengths and potential areas of conflict to guide actions
Abilities
• Shape school climate and implement systems that promote safety order
• To use a variety of instructional, management, discipline, assessment, and placement options to establish an environment conducive to quality instruction
• Of legal and district policy requirements regarding discipline and safety
• To review, analyze, and revise school safety and discipline plans based on school data
• Develop open communication systems that allow for proactive identification and intervention of potential incidents
• To establish and implement crisis plans and to follow up appropriately
• Respond effectively in a timely manner when incidents occur
• Communicate so that students, parents, and community members are confident the school is safe
• Of special education discipline/504 regulations and laws
• Identify and use community resources
• Implement the components and purpose of the Continuous School Improvement Plan (CSIP)
• Analyze data to assess the effectiveness of CSIPs
• Communicate clearly and interpret data results with constituent groups (staff, parents, board, community)
• Collaborate, consensus build, and problem-solve with individuals and groups
• Create, facilitate and mobilize a group to implement the CSIP
• Implement current education reform elements, e.g., Common Core, EALRs, MSP, state learning goals, classroom-based assessments, etc.
• Use assessment to diagnose learner needs and to design appropriate learning intervention to improve success on state and local measures
• Focus staff on priorities of teaching and learning
• Guide staff in curriculum alignment process
• Assist staff in adjusting to and accepting changes, especially the changes in teaching, learning and assessment
• Guide staff in alignment processes within and across curriculum areas and grade levels
• Of best practices of instruction and assessment
• Engage instructional staff in frequent conversations/reflection about classroom practice
• Supervise and evaluate school staff
• Model District standards of ethics and professionalism
• Follow District policies and the collective bargaining agreements in evaluation of teachers/staff
• Visit classrooms and use observation data to give feedback to teachers and to document performance
• Monitor, assist, and evaluate staff implementation of school improvement plans and effective instructional and assessment practices
• Evaluate staff appropriately based on expectations
• Take appropriate steps when employees do not meet performance expectations or engage in misconduct
• Encourage staff to engage in learning
• Increase understanding and use of best professional practices
Conditions Disclaimers
The above statements are intended to describe the general nature and level of work being performed by those assigned to this position and are not to be construed as an exhaustive list of all responsibilities, duties and skills. Employees may be required to perform duties outside of their normal responsibilities from time to time as needed. District employees are not authorized to make promises of employment for a particular period of time, or promises of a particular level of compensation or benefits to job applicants for certified or classified positions, and that any such agreement must be in writing and signed by the Superintendent. Any verbal or written statements to that effect by District employees other than the Superintendent are null and void. Addi tonally nothing in this job description restricts management's right to assign or reassign duties and responsibilities.
Education
Typical Qualifications
Master's degree in education or related field
Years Of Experience
Three (3) years of successful certificated school experience or as required to obtain a Washington State principal certificate at the appropriate school level.
Certifications Licenses
Valid Washington State Principal's Certificate with appropriate level of school emphasis.
Valid Washington State Driver's License or evidence of equivalent mobility.
Clearances
Criminal Justice Fingerprint or Background Check.
Seattle Public Schools benefits are administered by the Washington State Healthcare Authority (HCA) under the School Employees Benefits Board (SEBB). Click
Eligibility for benefits is determined by the number of hours employees are anticipated to work during the school year (September 1 through August 31). Any employee who is schedule to work 630 hours or more in a year is eligible for benefits.
Salary Schedule
Please find the salary schedule associated with this role and others like it
01
I have a valid Washington State Administrative Certification?
• Yes
• No
02
Do you have prior paid work experience as an Administrator (Principal or Assistant Principal)?
• Yes
• No
03
How many years of experience do you have as an administrator (Principal/ Assistant Principal)
• No experience
• 1 - 3 years experience
• 3 - 5 years experience
• 5 or more years experience
04
What type of administrator position(s) are you interested in subbing?
• Elementary
• K-8
• Middle School
• High School
• Alternative School
• Turn Around School
• All the above
05
Are You Interested In Subbing As
• Principal
• Assistant Principal
• Both
06
What is your availability?
• Short-term 1-30 days
• Mid - term 30-+0 days
• Long-term - +0+ days
• 1-Year Interim Assignment
• All the above
07
Periods of time you are unavailable to sub (ex. month of December)?
08
Do you have experience with any of the following: TPEP, eVAL, or Danielson Framework for Teaching?
• Yes
• No
• Familiarity
• Other eval experience
0+
What region/location are you interested in subbing:
• Central Region
• Northeast
• Northwest
• Southeast
• Southwest
• All locations
10
At SPS each employee plays an important role in carrying out our mission of success for every student in our care. We understand that engaged staff members who feel positive about their work environment are essential to advancing our goal of eliminating opportunity gaps. Board Policy #0030, Ensuring Educational and Racial Equity, guides this work. How has your experience and background prepared you to be effective in this environment?
11
What do you consider strengths and areas of challenge as it relates to being a Substitute Administrator?
12
I have provided contact information for three references, with one of the references being my current or most recent supervisor? I am aware that if this information is not provided my application will not be processed.
• Yes
• No
13
I understand that if I have not attached all the required documents listed in the job announcement when submitting my application and if I have not provided the REQUIRED reference information for my most recent supervisor current or former SPS employees must also include their form SPS supervisor as a reference) my application will not be processed?
14
I understand that by applying for this position I will be required to provide instructional support in-person and will have direct contact with students. This will not be a virtual position.
• Yes
• No
Required Question
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