Assistant Director of Schools
Tacoma Public Schools
Expected Start Date: To Be Determined
FTE: 1.0
Salary Level: $123,247 - $146,379 DOE
Union/Days per year: Exempt, 260 days
Benefits: This job has the full range of benefits offered by Tacoma Public Schools.
Additional Information: This vacancy is posted as open until filled with a first consideration date of February 14, 2022.
Please include a letter of interest and resume with your online application.
Position requires both a valid WA state teaching certificate AND a valid principal or program administrator certificate.
Additional Information: In accordance with Governor Jay Inslee’s announced Proclamation 21-14.1 on August 18, 2021, all K-12 school district employees are required to be fully vaccinated against COVID-19 by October 18, 2021. Candidates who are extended a conditional offer of employment with Tacoma Public Schools will be required to submit proof of vaccination status in compliance with Governor Inslee’s mandate, prior to official hire with the district. Individuals qualifying for a medical and/or religious exemption outlined under the Governor’s directive will be required to provide proof of exemption prior to official hire with the district. Tacoma Public Schools Human Resources will work directly with candidates to finalize proof of compliance with the Governor’s mandate prior to official hire.
Additional Resources and Information:
· Press Release from WA Governor’s Office
· Proclamation by the Governor: COVID-19 Vaccination Requirement (Download PDF reader)
· OSPI Vaccination Requirement FAQ (Download PDF reader)
· Vaccine Mandate FAQs (Download PDF reader)
· DOH Vaccine fact sheet (Download PDF reader)
SUMMARY
This position provides support, and partners with, the Directors of Schools, in the areas of principal and assistant principal professional development in alignment with District-wide goals and initiatives; provides specific support to the principals and assistant principals in the development and implementation of systems leadership skills; oversees the Verification of Acceptance at Next Institution (VANI) plan at schools/buildings; serves as a point of contact and a resource for principals, assistant principals, counselors, and other District staff in regard to student complaints and disciplinary investigations.
ESSENTIAL JOB FUNCTIONS
1. Supports the development, planning, and implementation of principals and assistant principals’ professional development.
2. Works cooperatively with District administrators in supporting District initiatives; actively participates in the General Support Team (GST).
3. Serves as a first point of contact in working with, and serving, District administrators to identify and get resolution for a variety of issues, such as student discipline; facilitates student placement for optimum student achievement where needed and appropriate in the resolution of issues; serves as a lead in organizing and facilitating discipline appeals.
4. As first point of contact, assists District principals and/or assistant principals regarding how to respond appropriately to disciplinary complaints; maintains knowledge, develops, and trains appropriate building staff in policies, regulations, and reporting procedures relevant to all state and federal laws; collaborates with District staff to conduct training, prevention, education efforts, and review of climate and culture of school/building.
5. Coordinates human relations within the school and between the school and its stakeholders such as, students, families, parent groups, community agencies, and business community; ensures and promotes student welfare; exercises good judgment in dealings with students, staff, parents, and public.
6. Develops appropriate recommendations when necessary for issues needing further review by the Directors of Schools.
7. Participates in the formulation, interpretation, and execution of the policies and regulations of the State Board of Education and Tacoma Public Schools (TPS).
8. Oversees the VANI plan where students work with school staff and their family to create their own personalized school work plan that begins in middle school and is revised, as needed; monitors the VANI protocol and recommends improvements; advises administrators in use and implementation of VANI at schools/buildings site.
9. Prepares reports and maintains current records as required; analyzes and utilizes attendance, academic, and other data that leads to achievement and program improvement; promotes timely and proactive communications to flow between school/building sites and the rest of the District.
10. Participates in the development and provision of training for interns and assistant principals; participates in learning walks at assigned schools/buildings; supports and mentors principals, assistant principals and interns; may work with institutions of higher learning in training of assistant principals and interns.
11. Responds to questions and concerns from parents and follows up appropriately.
OTHER JOB DUTIES
1. Participates at staff meetings and in-service training programs sponsored by District administration; maintains and updates knowledge and skills necessary for success in the position by participating in professional development activities as needed or as assigned.
2. Maintains a high standard of ethics in all professional relationships, actions, and decisions.
3. Performs related duties as assigned.
4. Regular, reliable, predictable attendance or physical presence is an essential job requirement and critical to the performance of the work.
CONDITIONS
Exposed to difficult and sensitive situations and/or people that may require ability to defuse the situation, if appropriate; exposed to public controversy; required to attend meetings and activities beyond regular work hours; required to travel within the District and the community; may be required to lift and carry up to 20 pounds, bend, squat, stoop, kneel, crouch, walk, twist, climb, and/or be mobile.
MINIMUM QUALIFICATIONS
Education and Experience
Master’s degree and three years of progressive educational experience including successful experience as a building administrator; experience as a building administrator at the desired level is preferred; or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work.
Licenses/Special Requirements
Valid Washington State Principal’s Certificate at appropriate level.
Valid Washington State Teacher’s or ESA certificate.
Valid Washington state driver’s license and access to personal transportation.
Fingerprints and successful WSP and FBI background clearance/sexual misconduct clearance.
Knowledge, Skills and Abilities
Knowledge of leadership principles.
Knowledge of technology related to public schools.
Knowledge of supervisory principles and practices.
Knowledge of applicable Washington State and Federal rules and regulations.
Knowledge of HIB and Title IX requirements for students and staff.
Knowledge of theories, concepts, principles and practices in instruction, curriculum, learning, and education administration.
Knowledge of best practices that can be integrated with curriculum and school improvement action plans that can accomplish educational goals in a K-12 environment.
Skills in human relations for conducting presentations to diverse audiences to facilitate management level training and mentoring, conflict resolution, and performance.
Skill in obtaining, clarifying, and exchanging information.
Skills with excellent written and verbal communication.
Skill in critical thinking and problem solving.
Skill in providing quality customer service.
Ability as a communicator, mediator, and problem solver.
Ability to communicate effectively in both oral and written forms with all levels of management, both internal and external to the District.
Ability to organize, prioritize, and maintain good follow-through procedures.
Ability to provide energetic, positive, visible, and creative leadership and to implement change.
Ability to interact with parties in an equitable and productive manner.
Ability to exercise critical thinking and use sound judgment.
Ability to work with difficult and/or sensitive situations to provide appropriate resolutions.
Ability to maintain confidentiality.
Ability to model and encourage excellence for staff and students.
Ability to support the school/building, School Board, District and state curriculum, policies, and initiatives for student achievement.
Ability to demonstrate regular, reasonable, and reliable attendance.
Ability to develop community and parental support for all aspects of the schools’ program.
Ability to establish and maintain effective working relationships with a variety of people in a multicultural, diverse, socio-economic setting.