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EXECUTIVE SUMMARY
This position is responsible for the overall leadership and direction of a large urban high school. Must possess an ability to identify professional development needs through employee input, data analysis, research, and identification of best practices. This position is a key facilitator of change that positively affects student achievement. The position supervises and evaluates certified and non-certified staff. Fosters the development of leadership through coaching and supervision, and through identification of training programs and opportunities.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.
Provide leadership and supervision of staff and encourage creative and innovative instruction. Conduct meetings of the staff as necessary for the proper function of the school. Assist in the professional development orientation and training of staff, with special responsibility for staff administrative procedures and instructions.
Assume responsibility for the implementation and observance of all Board policies and regulations by the school’s staff and students. Responsible for managing and reporting the needs of the school with respect to personnel, curriculum, budgeting, and the physical plant.
Makes recommendations and has oversight of policies and practices and has responsibility for the implementation and the assessment of results linked to ensuring gains for all students. Assist in the development, revision, and evaluation of the curriculum and interpret school goals and objectives to students, teachers, and parents.
Maintain high standards of student conduct and enforce discipline as necessary, affording due process for the rights of students. Act as liaison between the school and the community, interpreting activities and policies of the school and encouraging community participation in school life.
Structure and make use of regular and systematic classroom observations to increase teacher effectiveness demanding high quality of performance from all staff members. Must possess the ability to identify professional development strategies that will positively impact teachers’ professional growth and student achievement.
Keep abreast of changes and developments in the profession by attending professional meetings, reading professional journals and other publications, and discussing problems of mutual interest with others in the field.
Responsible for promoting the District through positive public relations. May be called upon to present information to the media and/or Board.
QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the minimum knowledge, skill, education, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Competencies - To perform the job successfully, an individual should demonstrate the following competencies as defined and approved by the Iowa Department of Education.
Educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.
Educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being.
Education leaders strive for equity of educational opportunity and culturally responsive practices to promote each student’s academic success and well-being.
Educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.
Educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.
Educational leaders develop the professional capacity and proactive of school personnel to promote each student’s academic success and well-being.
Educational leaders foster a professional community of teachers and other professional staff to promote each student’s academic success and well-being.
Educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student’s academic success and well-being.
Educational leaders manage school operations and resources to promote each student’s academic success and well-being.
Educational leaders act as agents of continuous improvement to promote each student’s academic success and well-being.
EDUCATION and/or EXPERIENCE
Master’s degree in secondary education with administrative license and evaluator certification required. Three to five years administrative experience (or equivalent) in secondary education with proven leadership experience. The employee is expected to demonstrate continued professional growth during tenure in the position and remain current on new educational strategies.
ACADEMIC LEADERSHIP SKILLS
The individual must possess a proven understanding of secondary education, secondary curriculum, assessment, professional development, and school improvement. Must be able to ask appropriate questions and determine best practices both within and outside the district and then communicate and implement best practices where appropriate. Is often required to facilitate change through professional development programs.
COMMUNICATION SKILLS
Strong written and verbal communication skills are critical to the success of this position. Must possess the ability to communicate effectively with a variety of individuals and groups from diverse backgrounds. Communication will include individual to large group presentations as well as Board and media presentations. Must be an effective listener and have the ability to resolve conflict through strong communication and facilitation skills. Dual language skills are preferred.
LISTENING AND INFLUENCING SKILLS
The individual must have careful listening skills and possess influencing/persuasion skills when working with the Board, staff, and parents to create new opportunities to embrace and implement change intended to positively impact student achievement. Influencing skills are also important when working through conflict toward problem resolution.
ANALYTICAL and REASONING SKILLS
The individual must have an applied background in data-driven leadership and the ability to interpret data, measure program success, and determine appropriate changes necessary. The individual must be able to apply principles of complex thinking to a wide range of problems and issues that may not have any historical precedent and determine solutions where none are apparent. The ability to identify resources and gather input is critical to the success of this position. Often must be able to react quickly with limited data and have the ability to reach a decision and clearly articulate that decision.
DECISION-MAKING SKILLS
The individual is often called upon to make decisions and offer recommendations with limited and/or conflicting information or to prioritize requests for resources from competing building needs. Must be able to set a course of action to reach a logical conclusion. Decisions made by this position can have a significant impact on building climate and student achievement.
TECHNOLOGY SKILLS
Position requires the individual to be competent in a variety of methods in research and information gathering through technology. Must be knowledgeable of the secondary student scheduling process. The ability to present and communicate through technology is required.
FINANCIAL MANAGEMENT SKILLS
Must possess a thorough understanding of developing and budgeting for school buildings. Must have the ability to keep accurate and timely records for inventories of supplies, injuries, discipline, performance, attendance, travel, and other accounts as they relate to the daily operations of the building. A strong understanding of prioritizing budgeted funds and expenditures for maintaining operations.
OTHER SKILLS
Position requires the individual to possess strong organizational, interpersonal, and conflict resolution skills. The individual must also be able to handle a large number of complex tasks and assignments at the same time through effective multi-tasking and time management skills.
PHYSICAL DEMANDS AND WORK ENVIRONMENT
Normal office physical demands. May periodically have moderate physical demands and may be required to lift up to 50 pounds occasionally. The noise level in the work environment is usually moderate. Generally, the employee works inside.
OTHER DUTIES AS ASSIGNED
Will perform other duties as may be assigned by the superintendent or designee, necessary and appropriate to the achievement of the program and/or District goals and objectives.
The Sioux City Community School District offers career and technical programs in the following areas: Business & Marketing, Family & Consumer Science, Health Science, and Industrial Arts, Technology, & PLTW.
The Sioux City Community School District is an equal opportunity/affirmative action employer and does not discriminate on the basis of race, creed, color, sex, sexual orientation, gender identity, genetic information (for employment), national origin, religion, age (for employment), disability, socioeconomic status (for programs), marital status (for programs), or veteran status (for employment) in its educational programs and its employment practices. The District is required by Title IX and 34 CFR Part 106 not to discriminate on the basis of sex in its programs, activities, or employment.
Inquiries or grievances under Section 504 and Title II of the Americans with Disabilities Act may be directed to Dr. Dora Jung, Director of Student Services & Equity Education/Title IX Coordinator at 627 4th Street, Sioux City, IA 51101, (712) 279-6075, jungd@live.siouxcityschools.com. Inquiries about the application of Title IX and its regulations to the District may be referred to the Title IX Coordinator, the Assistant Secretary of the U.S. Department of Education, or both. Please see District Board policies 103 and 504.4 for additional information on available grievance procedures.
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