The Burlington School District is seeking applications for an Elementary Magnet School Principal to join the District’s dynamic Administrative Team. Burlington School District’s Principals serve as instructional leaders, learners, and managers of the school environment guided by the District's mission, vision, and strategic goals. They must possess the ability to enhance student performance, especially in identifying strategies that close the opportunity and achievement gap while raising the bar for student achievement. Our leaders promote a collaborative, positive, and professional climate for students, staff, and community to succeed. The mission of the Integrated Arts Academy at H.O. Wheeler (IAA) is to explore academic knowledge through intentional art experiences. Our richly diverse community collaborates and celebrates the world through meaningful learning and creative self-expression as we prepare students for success in the 21st Century. IAA has adopted the Kennedy Center definition for Arts Integration: “Arts Integration is an approach to teaching and learning through an art form. Students engage in a creative process which connects an art form and another subject area and meets evolving objectives in both.” We are supported by partnerships with local organizations in the arts, including the Flynn Center for Performing Arts, Burlington City Arts, Lake Champlain Chamber Music Festival, Young Tradition, and the Boys & Girls Club.
IAA is located in the heart of the Old North End of Burlington and is a richly diverse, urban, neighborhood elementary school. IAA serves a population that consists of a high number of English Learners and is a Title 1 school.
The Burlington School District believes a diverse and culturally proficient faculty and3 staff are pivotal to the creation of a strong learning and working environment that supports student achievement and success. BSD administrators lead inclusive school communities with our vision: "Cultivating caring, creative, and courageous people. - Join the journey.”
The Essential Functions of this position include:
Thorough knowledge of curriculum, instructional leadership, and administrative theory.
Understands the physical, emotional, and intellectual development of children.
Promotes internal and external responsibility and accountability for student achievement and well-being.
Formulates and carries out effective plans for internal and external communications to parent/guardian, teacher, and child.
Encourages an inclusive school culture and promotes shared knowledge and shared responsibility for outcomes.
Fosters genuine trusting relationships with students, staff, families, and the community.
Articulates organizational purpose and priorities to the community and media.
Demonstrates an understanding of conflict resolution and problem-solving strategies.
Understands the importance of cultural competency and equity in the school environment.
Provides a safe, orderly climate for learning.
Establishes and maintains a positive school climate that promotes learning.
Fosters and models good interpersonal relations among students and staff.
Exercises decisive leadership, including in the midst of crisis situations.
Exhibits an understanding of human development and learning and demonstrates an understanding of how these factors relate to instruction and curriculum.
Explores, assesses, develops, and implements evidence-based educational practices that enhance teaching and learning (e.g.: Response to Intervention; Universal Screening; Positive Behavior Intervention; etc.).
Directs and evaluates the school’s educational program using both formative and summative evaluation procedures and school-wide or grade-based data teams.
Monitors curriculum and instruction to ensure that the appropriate content and sequence are followed.
Ensures that adequate time is allocated toward learning of the district’s curricula.
Regularly assesses the teaching methods and strategies being used and ensures that they are evidence-based, appropriate, varied, and effective.
Applies principles of teaching and learning for both children and adults.
Articulates effectiveness of teaching and learning for both children and adults.
Helps teachers understand and apply teaching strategies that align with the varied learning needs of students and that reflect principles of differentiated instruction.
Inspires teachers at all levels of skill and experience to acquire new competencies and experiences.
Encourages and develops the leadership of others.
Assures that a multicultural, nonsexist, and developmentally appropriate program is provided for each child.
Identifies and employs appropriate support services.
Ensures that a Comprehensive Educational Support System, including an Educational Support Team (EST) is available to support students who require special or additional assistance.
Works with the district special education administrator to ensure that state and federal special education procedures are followed and that a continuum of appropriate remedial and special education programs in the least restrictive environment are available to meet individual student needs.
Works with district special education administrator to ensure appropriate training and support for classroom teachers to implement accommodations, alternatives, and specialized instruction outlined in Educational Support Team plans, Section 504 plans, and Individual Education Plans.
The required education and experience of this position include:
Education:
Minimum Required: Master’s degree in educational administration or related areas.
Certification Required:
Licensed or eligible for Vermont Educators License.
Endorsement as a Principal or eligible for Vermont Provisional endorsement.
Eligible to work in the United States without sponsorship.
Experience:
Minimum Required:
Administrative Elementary School experience preferred.
Elementary School teaching experience, preferred.
Experience with School Improvement and Transformation.
Experience and knowledge of Restorative Practices.
Preferred:
Experience effectively working with culturally and linguistically diverse groups.
Training and/or experience with group facilitation and process management.
Knowledge, Skills, And Abilities: (please see bolded bullet)
Working knowledge: Sufficient familiarity with the subject to know basic principles and terminology and to understand and solve simple problems.
General knowledge: Sufficient knowledge of a field to perform most work in normal situations. The work calls for comprehension of standard situations and includes knowledge of most of the significant aspects of the subject.
Thorough knowledge: Advanced knowledge of the subject matter. The work calls for sufficient comprehension of the subject area to solve unusual as well as common work problems, to be able to advise on technical matters, and to serve as a resource on the subject for others in the organization.
Comprehensive knowledge: Requires complete mastery and understanding of the subject. This term should be used sparingly and only for unusually exacting or responsible positions required to originate hypotheses, concepts, or approaches.
List Specific Skills And/Or Abilities Required:
Ability to lead, counsel, and supervise a variety of personnel and programs.
Strong decision-making, analytical and organizational skills.
Ability and interest in direct and effective communications.
Ability to improve instruction and increase student learning.
Demonstrates the value of arts integration and arts in education.
Evidence of support for arts focus, training, or background.
Evidence of strong connection with students and families and community partners
Ability to define problems and formulate alternatives and arrive at solutions when information and/or objectives are ambiguous.
Ability to decide among alternative uses of limited resources.
Planning and organizing abilities.
Ability to handle the complications of authority, power, and dependence with subordinates.
Ability to supervise and manage instructional and support staff within existing agreements.
Skills in the area of program and performance evaluation.
Effective conflict resolution skills (Equity lens necessary).
Skilled facilitator and presenter.
Strong interpersonal skills.
Evidence of strong commitment creating equitable, multicultural learning environments that are inclusive of but not limited to: diverse races, ethnicity, places of national origin, citizenships, genders, sexual orientations, religious and spiritual beliefs, ages, physical and learning abilities, and economic class backgrounds
Evidence of cultural competence, as demonstrated through experiences working in diverse, multicultural learning environments or through the creation and implementation of curriculum or training initiatives
Demonstrated knowledge of support services: special education, ELL, mental health, guidance
Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable.
Experience with trauma-informed educational practices.
Candidate applications must include the following:
Resume
Cover letter __ discuss and provide clear evidence of your knowledge and critical skills
Transcripts __ Bachelors degree and all Masters degree/continuing education courses
Three written references
Essay questions
Equal Opportunity Employer
Burlington School District is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws. Minority candidates are encouraged to apply.