Principal

Position Type:

Administration/Principal

Date Posted:

6/23/2025

Location:

West Elementary School

Date Available:

25-26 School Year

Minimum Qualifications:

•Possess a Professional Educator License (PEL) with General Administrative or Principal Endorsement and the completion of the Teacher Evaluation Modules.

•A minimum of one year of administrative experience is preferred.

•Understanding and experience with curriculum design, planning, and instruction.

•Strong communication skills (written and oral).

Essential Duties:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.

Uphold the established Board of Education policies, regulations, and administrative procedures

Support, implement, promote and enhance the district's educational program through effective management practices.

Job Requirements: Skills, Knowledge, Abilities, and Responsibilities

The qualifications listed are representative of the knowledge, skill, ability, physical demands and working conditions required for this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Interest in the well-being of students

Maintain confidentiality in matters relating to staff, students, and administrators.

Learn and observe safety practices.

Attentive to detail, exercise good judgment, and work without close supervision.

Communicate with diverse groups, follow written and verbal instructions in English, and establish and maintain effective working relationships

Meet deadlines and schedules, set priorities, and multitask.

Work under limited supervision following standardized practices and/or methods

Leading, guiding, and/or coordinating with others.

Effectively utilize positive interpersonal skills in relating to staff, parents, students, and colleagues.

Communicate clearly in oral and written form.

Assume initiative in identifying and solving problems.

Exercise good judgment and democratic processes in decision making.

In addition to the standards, indicators, and elements listed below, the Principal is responsible for the following:

Administer and assume responsibility for building programs and facilities as directed by the Superintendent

Coordinating educational objectives and activities with the staff, district administrators and the Board of Education

Interviewing and selecting staff and making some hiring recommendations.

Supervising and evaluating the performance of the staff in accordance with District guidelines

Planning, developing, organizing and conducting staff development activities

Curriculum planning and revision tasks

Planning and administering a building-wide public relations program

Promoting positive communication with students staff, parents and community members

Supervising the management of student behavior in cooperation with Social Workers, teachers, parents and community

Remain current with research and trends related to education

Chair various meetings as related to the school and/or district program

Participate in the development and implementation of district procedures, programs and projects

Assume responsibility for professional growth and development through membership and participation in the affairs of professional organizations through attendance at regional, state and national meetings, and /or through enrollment in advanced coursework as it relates to administration

Actively engage and support district initiatives by aligning building goals and strategies with the district goals and strategies.

Facilitate and sustain open dialogue with parents to maximize parent involvement in all aspects of the educational process (improvement of instruction and climate of the school as well as activities and sports)

Develop an understanding of the learning targets for each content area, and demonstrate an understanding of effective instructional strategies that teachers must use to help students reach those targets

Lead regular meetings with grade levels/teams/departments to discuss ongoing instructional pacing and delivery of instruction

Facilitate the development of teacher capacity within grade level teams/curricular departments to function as effective groups with action plans to accomplish specific student achievement goals

Guide grade-level teams/departments in the development of common formative and summative assessments related to learning targets, stressing the appropriate use of each, and working with teachers to analyze results to improve student achievement

Participate in regular formative observations of teachers, know and be able to identify best instructional practices, and provide coaching in the use of effective instructional strategies.

Facilitate dialogue with staff on effective grading practices, with particular emphasis on how teachers can adapt grading practices to meet the overall district goal of having grades be a meaningful representation of what students know and are able to do based on established learning targets

Facilitate and participate in the design and implementation of a problem-solving process that includes a specific and purposeful emphasis on data collection and academic intervention.

Understand and speak to the appropriateness of using specific interventions.

Assists with the administration of the Assessments. Dissemination and collection of booklets, labels

Oversee Accommodations for PARCC.

Assists in analyzing the PARCC data upon its return (individual students, trends, item analysis etc.)

Oversee PBIS

Oversees scheduling case review team meetings, pre-meetings, and/or eligibility meetings.

Coordinates service providers (Psychologist, OT, PT, Speech, and Language)

Attends case review team meetings

Attends annual reviews and EDC's to determine eligibility as needed

Keep building principal abreast and informed of special education program's status

All other duties as assigned by the Superintendent his/her designee.

Evaluation:

Performance of this job will be evaluated in accordance with provisions of 1) Public Act 94-1039 (ILCS 24A-15), 2) the Performance Evaluation Reform Act (PERA – 105 ILCS 5/24-25, and 3) the Board of Education's policy on evaluation of professional personnel.

Mental Demands:

Ability to effectively communicate (verbal and written) with parents, colleagues, administration, and all other members of the educational community.

Ability to instruct students effectively and capably.

Ability to maintain emotional control under stress.

Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.

Working Conditions:

Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass, and possible communicable diseases.

Outdoor schoolyard and grounds, field trips; exposure to temperatures (hot, warm, cool, cold), and exposure to mowed grass.

Regular and consistent work attendance.