Principal

Woodland Community Consolidated School District 50 - Gurnee, Illinois

POSITION TITLE: Principal

LOCATION: Woodland Primary School

REPORTS TO: Superintendent of Schools

PRIMARY FUNCTION: To use leadership, supervisory, and administrative skills so as to
promote the educational development of each student. Also, the Principal administers the
organization, safety, supervision, and overall educational leadership for the school.

QUALIFICATIONS:

1. License:

A. Required – Professional Educator License (PEL) with Endorsements in General Administrative (K-12) or Principal (K-12)
B. Preferred – Professional Educator License (PEL) with Endorsements in General Administrative (K-12) or Principal (K-12), and Early Childhood Education (Self Contained General Education)

2. Education:

A. Required – Master’s Degree
B. Preferred – Master’s Degree in Educational Leadership

3. Experience:

A. Required – Five (5) years of school leadership experience in a public-school environment. Three (3) years teaching or related services experience in a public- school environment. Qualified IL Teacher and Administrator Evaluator.
B. Preferred – Five (5) years principal experience in a public school, plus three (3) years teaching or related services experience in an early childhood public-school environment. Qualified IL Teacher and Administrator Evaluator. Spanish speaking preferred.

ESSENTIAL PERFORMANCE RESPONSIBILITIES:

The Principal will adhere to the following Illinois Performance Standards for School Leaders:

I. Living a Mission and Vision Focused on Results – The principal works with the staff and
community to build a shared mission, and vision of high expectations that ensures all
students are on the path to college and career readiness, and holds staff accountable for
results.

a. Coordinates efforts to create and implement a vision for the school and defines desired
results and goals that align with the overall school vision and lead to student improvement for all learners.
b. Ensures that the school’s identity, vision, and mission drive school decisions.
c. Conducts difficult but crucial conversations with individuals, teams, and staff based on
student performance data in a timely manner for the purpose of enhancing student
learning and results.

II. Leading and Managing Systems Change – The principal creates and implements systems to
ensure a safe, orderly, and productive environment for student and adult learning toward the
achievement of school and district improvement priorities.

a. Develops, implements, and monitors the outcomes of the school improvement plan and
school wide student achievement data results to improve student achievement.
b. Creates a safe, clean and orderly learning environment.
c. Collaborates with staff to allocate personnel, time, material, and adult learning resources
appropriately to achieve the school improvement plan targets.
d. Employs current technologies.

III. Improving Teaching and Learning – The principal works with the school staff and community
to develop a research-based framework for effective teaching and learning that is refined
continuously to improve instruction for all students.

a. Works with staff to develop a consistent framework for effective teaching and learning
that includes a rigorous and relevant standards-based curriculum, research-based
instructional practices, and high expectations for student performance.
b. Creates a continuous improvement cycle that uses multiple forms of data and student
work samples to support individual, team, and school-wide improvement goals, identify
and address areas of improvement and celebrate successes.
c. Implements student interventions that differentiate instruction based on student needs.
d. Selects and retains teachers with the expertise to deliver instruction that maximizes
student learning.
e. Evaluates the effectiveness of instruction and of individual teachers by conducting
frequent formal and informal observations providing timely feedback on instruction as
part of the district teacher appraisal system.
f. Ensures the training, development, and support for high-performing instructional teacher
teams to support adult learning and development to advance student learning and
performance.
g. Develops systems and structures for staff professional development and sharing of
effective practices including providing and protecting time allotted for development.
h. Advances Instructional Technology within the learning environment.
i. Demonstrates knowledge and understanding of early childhood education, curriculum
development and program evaluation, child growth and development, effective
instructional strategies, classroom management, learning assessments and diagnosis
and research related to learning of young children.
j. Provides leadership and coordination in the development of early childhood curriculum
and the implementation of instructional program, evaluating programs and services on a
regular basis to encourage the use of a variety of instructional strategies and materials
with research on early childhood learning and child growth and development.

IV. Building and Maintaining Collaborative Relationships – The principal creates a collaborative
school community where the school staff, families, and community interact regularly and
share ownership for the success of the school.

a. Creates, develops and sustains relationships that result in active student engagement in
the learning process.
b. Utilizes meaningful feedback of students, staff, families, and community in the evaluation
of instructional programs and policies.
c. Proactively engages families and communities in supporting their child’s learning and the
school’s learning goals.
d. Fosters stronger communication with students, families, and staff, ensuring that
language is not a barrier to engagement and collaboration. This leadership helps creates
an inclusive environment where students feel valued and understood, which can positively impact their academic and social-emotional development. Models linguistic and cultural inclusivity, aligning with the community’s needs given the high number of students qualifying for English Language Services and the high number of emergent bilingual Spanish speakers.
e. Demonstrates an understanding of the change process and uses leadership and facilitation skills to manage it effectively.
f. Ensures coordination of services and articulation between the Primary School and Elementary School.

V. Leading with Integrity and Professionalism - The principal works with the school staff and
community to create a positive context for learning by ensuring equity, fulfilling professional
responsibilities with honesty and integrity, and serving as a model for the professional behavior of others.

a. Treats all people fairly, equitably, and with dignity and respect.
b. Demonstrates personal and professional standards and conduct that enhance the image
of the school and the educational profession. Protects the rights and confidentiality of students and staff.
c. Creates and supports a climate that values, accepts and understands diversity in culture and point of view.

VI. Creating and Sustaining a Culture of High Expectations – The principal works with staff and
community to build a culture of high expectations and aspirations for every student by setting clear staff and student expectations for positive learning behaviors and by focusing on students’ social-emotional learning.

a. Builds a culture of high aspirations and achievement and for every student.
b. Requires staff and students to demonstrate consistent values and positive behaviors
aligned to the school’s vision and mission.
c. Leads a school culture and environment that successfully develops the full range of students’ learning capacities – academic, creative, social-emotional, behavioral and physical.
d. Ensures the academic, social and emotional readiness of Kindergarten students to transition to first grade.

In addition, the Principal will also adhere to the following essential performance responsibilities:

1. Defines the Mission of the School
A. Frames and Communicates Goals
1. Serves as the instructional leader of the school regarding curriculum, instruction,
data-based decision-making, and staff development.
2. Keeps the Superintendent informed of the schools’ activities.
3. Maintains active relationships with students and parents.
4. Establishes and maintains favorable relationships with local community groups and individuals to foster understanding and solicit support for overall school objectives and programs; to interpret Board policies and administrative directives; and to discuss and resolve individual student programs.
2. Manages Curriculum and Instruction
A. Knows and Coordinates Curriculum and Instruction
1. Initiates, designs and implements programs to meet specific needs of the school.
2. Makes recommendations concerning the school’s instruction.
3. Leads in the development, determination of appropriateness and monitoring of the instructional program.
4. Programs classes within established guides to meet student needs.
5. Assists in the development, revision and evaluation of the curriculum.
6. Supervises the guidance program to enhance individual student education and development.
7. In collaboration with the Assistant Principals, ensures the development and maintenance of all school-related schedules, including but not limited to bus duty, lunch, recess, and master schedule are completed effectively.
B. Supervises and Evaluates/Monitors Progress
1. Supervises the school’s educational program.
2. Maintains student discipline throughout the student body with the assistance of the Assistant Principals, and assigns discipline when required as authorized by the Board of Education.
3. Supervises all professional, paraprofessional, administrative, and non-professional personnel attached to the school.
4. Assists in the recruiting, screening, hiring, training, assigning, and evaluating of the school’s professional staff.
5. Supervises the school’s teaching process.
6. Evaluates and counsels all staff members regarding their individual and group performance.
7. Recommends according to established procedures, the removal of a teacher whose work is unsatisfactory.
8. Supervises all activities and programs that are outgrowths of the school’s curriculum.
9. Primary responsibility is the improvement of instruction with a majority of time being spent on curriculum and staff development (Reference School Code: Ch 122, new par. 10-20.14 sb 730).
3. Promotes School Climate
A. Sets Standards and Expectations
1. Establishes and maintains an effective learning climate in the school.
2. Maintains active relationships with students and parents.
3. Maintains high standards of student conduct and enforces discipline as necessary, according due process to the rights of students.
4. Establishes guides for proper student conduct and maintains student discipline.
5. Assists in the in-service orientation and training of teachers, with special responsibility for staff administrative procedures and instruction.
B. Protects Time/Promotes Improvement
1. Budgets school time to provide for the efficient conduct of school instruction and business.
2. Assumes responsibility for his/her own professional growth and development through membership and participation in the affairs of professional organizations, through attendance at regional, state, and national meetings, through enrollment in advanced courses, and the like.
3. Keeps abreast of changes and developments in the profession by attending professional meetings, reading professional journals and other publications, and discussion problems of mutual interest with others in the field.
4. Orients newly assigned staff members and assists in their development, as appropriate.
4. Managerial Responsibilities
A. Financial
1. Prepares and submits the school’s budgetary requests, and monitors expenditures of funds.
2. Maintains and controls the various local funds generated by student activities.
B. Record Keeping
1. Supervises the maintenance of all required building records.
2. Prepares or supervises the preparation of reports, records, lists, and all other paperwork required or appropriate to the school’s administration.
3. Supervises the maintenance of accurate records on the progress and attendance of students.
4. Provides for adequate inventories of property under his/her jurisdiction and for the security and accountability for that property.
5. Responds to written and oral requests for information.
6. Assumes responsibility for all official school correspondence and news releases.
7. Assumes responsibility for the attendance, conduct, and maintenance of health of students.
8. Approves the master teaching schedule and any special assignments.
C. Building/Grounds
1. Assumes responsibility for the safety and administration of the school plant.
2. Supervises the daily use of the school facilities for both academic and non- academic purposes.
3. Plans and supervises fire drills and an emergency preparedness program.
4. Works with various members of the central administrative staff on school problems of more than in-school import, such as transportation, special services, and the like.
D. Professional Responsibilities
1. Participates in principals’ meetings, negotiations meetings, and such other meetings as are required or appropriate.
2. Serves as an ex-officio member of all committees and councils within his/her school.
3. Cooperates with college and university officials regarding teacher training and preparation.
4. Serves as a member of such committees and attends such meetings as directed to by the Superintendent.
5. Keeps his/her supervisor informed of events and activities of an unusual nature as well as routine matters related to the supervisor’s accountability.
6. Interprets and enforced district policies and administrative regulations.
7. Attends special events held to recognize student achievement, and attends school sponsored activities/functions, and athletic events.
8. Conducts meetings of the staff as necessary for the proper functioning of the school.

OTHER PERFORMANCE RESPONSIBILITIES:

1. Assist in other areas as needed.
2. Complete other duties as needed.

KNOWLEDGE, SKILLS AND ABILITIES:

 Planning and Preparation – Responsible for demonstrating knowledge of content and pedagogy, students, and resources. Design coherent instruction and select appropriate instructional activities, and has the ability to assess student learning.
 Classroom Environment – Responsible for creating an environment of respect and repor, establishes a culture for learning, manages classroom procedures, manages student’s behavior, and has the ability to organize physical space.
 Instruction – Communicates clearly and accurately, uses questioning and discussion techniques, engages students in learning, provides feedback to students, and demonstrates flexibility and responsiveness.
 Professional Responsibility – Reflects on teaching, must maintain accurate records, communicates professionally, contributes to the school and district, grows and develops professionally, and shows professionalism.
Technical: Competent in digital environments including but not limited to; Google Suite, student management systems, learning management systems, district’s attendance system, databases, spreadsheets, Microsoft Office, district email system, the district’s attendance system, etc.
Interpersonal: Ability to develop and maintain positive relationships with staff, parents, students, businesses and community.  Strong organization, communication and interpersonal skills. Comprehensive strategic thinking and rapid problem-solving skills to effectively handle crisis communications.  Ability to cope with deadline pressures.  Creative problem solver.  Ability to facilitate meetings efficiently. Empathetic, humanistic and open-minded. Strong sense of teamwork.
Strategic thinker.  Must be able to make difficult decisions that impact the organization in a positive sense.  Must be able to work harmoniously with the community, students, parents, staff, and administration, etc. Must be able to communicate effectively with students, parents and staff.  Must exhibit sound judgment in dealing with people.  Must have strong organizational skills.

DISTRICT CORE COMPETENCIES:

1. Support the establishment of mutual respect and equal human dignity across the entire school community.
2. Welcomes inclusion, equity and diversity. 
3. Have an unwavering commitment to the success of all students.
4. Understands that one's identity may be different from students, parents, and staff.  Is willing to put those differences aside for the success of all students.
5. Regardless of the identities of students, staff, or parents, works collaboratively to build a successful relationship with them.
6. Willingly anticipate, identify and adopt change.
7. Engage in all job-related interactions and activities, with contacts from within and outside the District, in a courteous and professional manner.
8. Communicate with styles that are approachable and respectful.
9. Participate in professional development and training to become more effective and efficient.
10. Take initiative to manage multiple tasks.
11. Effectively organize work to be as productive as possible.

PHYSICAL DEMANDS:

Manual Dexterity: Work requires definite skilled and accurate physical operations requiring some closely coordination performance.
Physical Effort: Work requires handling average weight materials or equipment, but not for sustained periods.
Working Conditions: Some exposure to definitely disagreeable elements may exist, i.e., temperature changes, use of steps/stairs, walking long distances throughout the building, etc. Must be available to work nights and weekends as needed, especially for an emergency. Must also be available to attend events outside of the district as needed.

TERMS OF EMPLOYMENT: Exempt, Full-time 260-day non-union position.

SALARY RANGE: Salary and benefits established by the Board of Education

EVALUATION: Conducted annually

This description has been prepared to assist in properly evaluating various classes of responsibilities, skills, working conditions, etc. It is intended to indicate the kinds of tasks and characteristic levels of work difficulty that will be required of positions that will be given this title. It is not intended as a complete list of specific duties and responsibilities. Nor is it intended to limit, or in any way modify the right of the supervisor to assign, direct and control the work of employees under their supervision. Scheduling flexibility is required to accommodate changing school/district needs. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty.

Approved by the Board of Education on October 24, 2024