Assistant Principal / Academic Coach

Position Type:

Administration/Assistant Principal

Date Posted:

5/20/2025

Location:

Level Grove Elementary School

Date Available:

July 2025

Closing Date:

Until Filled

Title: Principal

Reports to: Superintendent

Location: School

Position: Certified

Contract Days: High-228, Middle-218, Elementary & Success Academy-209

Retirement: TRS

FLSA Status: Exempt

Pay Scale: Administrative

Minimum Requirements:

Education: Master’s Degree in administration and supervision.

Experience: Minimum of five years of acceptable school experience, preferably including some experience in the area of administration or supervision. Experience must agree with area of assignment, e.g. elementary, middle grades, or secondary. Any exception is left to the discretion of the superintendent.

Skills, Knowledge, and Abilities: Ability to work with people, especially teachers, parents and pupils; knowledge of what constitutes a good instructional program; ability to communicate with the public; consistent in relationships with teachers, pupils and general public.

Primary Requirements: To direct and supervise all activities of the school in order to develop and maintain the best possible educational program within the policies of the Board of Education and administration regulations of the Superintendent.

Performance Responsibilities:

Implements an appropriate school curriculum.

Evaluates the implementation of the school’s curriculum.

Implement appropriate student performance assessment programs.

Reports results of student assessment programs to appropriate persons.

Uses student assessment results to improve and enhance the instructional program.

Implements a staff performance evaluation plan.

Uses results of the staff performance evaluation to plan staff development activities.

Sets high expectations for staff performance in accordance with state and local policies.

Promotes maximum use of instructional time.

Sets high expectations for student academic performance.

Sets high expectations for student behavior.

Communicates effectively with individuals and groups within the school and system setting.

Communicates effectively with individuals and groups external to the school and system setting.

Communicates effectively with a variety of publics.

Demonstrates effective interpersonal skills.

Establishes conditions in the school which support a safe, secure, and well-maintained physical environment for the students and the staff.

Uses resources to enhance instruction.

Collaborates in developing and updating an appropriate annual comprehensive improvement plan.

Bases the annual comprehensive improvement plan on current program, student and staff evaluation data.

Maintains a systematic and efficient accounting system for all funds within the school in accordance with state and local regulations.

Requisitions, distributes, and maintains inventories of materials, supplies, and equipment used in the school.

Assists in the selection and retention of staff members.

Gives direction to the athletic program and/or other special activities.

Attends and supervises athletic events (home & away) and other extra-curricular activities.

Conducts school level attendance support meetings.

Attends to student discipline in a timely manner.

Serves on disciplinary tribunals.

Performs other duties as assigned by the Superintendent. Evaluation Instrument:

LKES

Title: Academic Coach

Reports to: Building Principal

Location: School

Position: Certified

Contract Days: 195

Retirement: TRS

FLSA Status: Exempt

Pay Scale: Teacher

Minimum Requirements:

Education: Valid Georgia Teaching certificate at the master’s level or higher; Reading/Math Specialist or Endorsement preferred.

Experience: A minimum of three years teaching experience in the fields of mathematics or reading/language arts; Prior coaching experience; Experience leading professional learning activities.

Skills, Knowledge, and Abilities: Skills in working effectively with people; effective writing and speaking skills; ability to employ a variety of instructional strategies that connect the curriculum to the learners; ability to deal with multiple tasks.

Primary Function: Provides support of instruction designed to improve instructional practices and student achievement; provides faculty leadership and support to the administration for the implementation of the curriculum and instructional process;

Performance Responsibilities:

Collaborating

Facilitating the development of the school’s professional learning plan to target curriculum, assessment, and instruction.

Collaborating with administration and teachers to design both formative and summative assessments for determining the impact of instruction on student achievement.

Guiding the teachers through on-going, on-site professional learning to improve lesson design and classroom instruction, and the development of a quality teaching style.

Serving on the District’s Professional Learning Committee.

Participating in professional networks at the RESA, Regional, State, and/or National level Distributing Teacher Leadership

Providing opportunities for individual teachers to develop leadership and facilitation skills.

Providing guidance and professional learning in differentiating the curriculum and identifying strategies and how they align with the Tiers of the Pyramid of Interventions.

Assessing team and classroom progress toward meeting district goals and school objectives.

Guiding teams of teachers and individual teachers in analyzing student data to identify student learning goals by grade level/content. Supporting Learning

Guiding teams of teachers in the development and implementation of action plans that target a specific annual measurable objective and identify instructional strategies or interventions for meeting the objective.

Facilitating on-going collaboration of teachers to effectively monitor and adjust curriculum to ensure equity and excellence of student learning.

Facilitating teacher proficiency with the new strategies through classroom follow-up observations.

Guiding teachers in planning and implementing strategies in a standard’s based classroom.

Ensuring that the progression of teacher skill development is aligned with changing student needs.

Providing classroom follow-up with individual teachers based on teacher need by coaching, modeling, critiquing videos, co-teaching, etc.

Designing on-going, site-based professional development where teachers support each other’s growth and focus on the school’s goals and needs

Provide professional learning that supports Habersham County’s instructional frameworks by showing its relevance, by monitoring its implementation and by evaluating its effectiveness. Developing Self

Engaging in professional learning to promote personal growth and better support the development of classroom, content area team, and whole school practices Evaluation Instrument:

In Praise of Learning