Job Postings
Early Childhood Supervisor/Assistant Principal (Anticipated)
Early Childhood Supervisor/Assistant Principal (Anticipated)
Woodland School District 50 - Gurnee, Illinois
Woodland School District 50 is an Equal Opportunity Educator/Employer. We are committed to building a culturally diverse workforce and educational environment by hiring individuals who support and contribute to the diversity and excellence of our student and academic programs through their teaching and service to our students, parents and the community we serve.
If you welcome inclusion, equity and diversity, have an unwavering commitment to the success of all students, embrace and celebrate the individuality of our student population with respect to race, ethnicity, and economic status, and seek to celebrate the cultures that contribute to making our district so rich, please join our team! Minority candidates encouraged to apply.
TITLE: Early Childhood Supervisor/Assistant Principal (Anticipated)
Applicants are instructed to deal specifically with qualifying factors mentioned in the following posting.
POSITION TYPE: Administration: Primary School
DATE POSTED: July 19, 2024
LOCATION : Woodland Primary School
DATE AVAILABLE: July 31, 2024
PRIMARY FUNCTION: The Assistant Principal/Early Childhood Supervisor supervises and evaluates district early childhood programs including special education and Woodland Early Learning Experience (WELE), a Preschool for All grant program. The Assistant Principal/Early Childhood Supervisor also assists the principal in the administration, organization, safety, supervision, and overall educational leadership of the school.
QUALIFICATIONS:
1. License:
Required – Professional Educator License (PEL) with a General Administrative Endorsement in the State of Illinois.
Preferred - Professional Educator License (PEL) with a General Administrative, Early Childhood, School Service Personnel or Special Education endorsement in the State of Illinois.
2. Education:
Required – Master’s Degree
Preferred – Master’s Degree in Special Education or Educational Leadership
3. Experience:
Required – Proven record of educational leadership. Experience in supporting the supervision of the instructional program of the school. Experience working with a diverse population of students. Illinois Qualified Teacher Evaluator before the start of the school year. Five (5) years of successful early learning or related experience. Working knowledge of Illinois and federal law and appropriate rules and regulations as they apply to Early Childhood/Special Education.
Preferred – Five plus (5+) years of successful early learning or related experience in a public-school district setting. Illinois Qualified Teacher Evaluator. Three (3) years of successful school administrative experience. Experience working with a diverse population of students, families, and staff. Experience in effectively leading the academic growth of all students. Experience in the supervision and evaluation of an Early Childhood program. Spanish speaking a plus.
ESSENTIAL PERFORMANCE RESPONSIBILITIES:
Transition from Early Intervention:
Attends all early intervention transition meetings as scheduled by Early Intervention (EI).
Communicates with family and community agencies during the transition from EI regarding the evaluation process and programming available through the district.
Works with the evaluation team to develop annual calendar(s) for early intervention evaluations and IEP meetings.
Assists the evaluation team with scheduling, evaluation, reports, and teaming.
Secures bilingual evaluators as needed.
Reviews program procedures and adjust as needed.
Monitors state listing of students residing in the district receiving early intervention.
Preschool for All:
Oversees and coordinates preschool screenings.
Schedules students into appropriate classes and maintains a waitlist for program enrollment when necessary.
Oversees the Woodland Early Learning Experience (WELE) program and all special education programs.
Provides supervision and consultation to each classroom teacher (special education and Woodland Early Learning Experience).
Assists teachers in the preparation of appropriate and legally defensible Individualized Education Plans (IEPs) including correlation with Illinois Early Learning Standards.
Remains informed of the requirements of the Preschool for All grant and keeps teachers abreast of the information.
Maintains Compliance Checklist and necessary documents and ensures compliance with all grant requirements.
Monitors classrooms and practices for alignment with the Early Childhood Environment Rating Scale (ECERS).
Leadership:
Serves as District representative for IEP and Section 504 meetings for students with disabilities.
Assists parents in understanding student needs and District programming.
Assists the principal in the overall administration of the school.
Serves as an instructional leader of the school regarding curriculum, instruction, data-based decision-making, and staff development.
Evaluates staff performance which includes providing staff with accurate feedback following the district teacher evaluation plan and the administrative procedures and practices.
Under the direction of the principal, leads the school in the absence of the principal.
Assists with safety drills including fire, evacuation, shelter-in-place, lockdown, and bus drills.
Monitors the attendance and conduct of students, and assigns discipline as authorized by the Board of Education.
Attends and participates in administrative team meetings and other meetings as directed by the principal.
Participates in the design and implementation of a school-wide Multi-Tiered Systems of Support (MTSS) plan.
Works collaboratively with staff in the best interest of students.
Assists in recruiting and hiring staff.
Keeps the school and district leadership informed regarding the condition of the school, its operation, and activities.
OTHER PERFORMANCE RESPONSIBILITIES:
Assist in other areas as needed.
Completes 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, select appropriate instructional activities, and assess student learning.
Classroom Environment – Responsible for creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student’s behavior, and organizing 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, databases, spreadsheets, Microsoft Office, district email system, and the district’s attendance system.
Interpersonal: Ability to develop and maintain positive relationships with students, staff, parents, businesses, and community. Strong organization, communication, and interpersonal skills. Comprehensive strategic thinking and rapid problem-solving skills to effectively handle crises that arise. 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. 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:
Support the establishment of mutual respect and equal human dignity across the entire school community.
Welcomes inclusion, equity, and diversity.
Have an unwavering commitment to the success of all students.
Understanding that your identity may be different than students, parents, and staff. You are willing to put those differences aside for the success of all students.
Regardless of the identities of students, staff, or parents, works collaboratively to build a successful relationship with them.
Willingly anticipate, identify, and adopt change.
Engage in all job-related interactions and activities, with contacts from within and outside the District, courteously and professionally.
Communicate with styles that are approachable and respectful.
Participate in professional development and training to become more effective and efficient.
Take initiative to manage multiple tasks.
Effectively organize work to be as productive as possible.
PHYSICAL DEMANDS:
Manual Dexterity: Work requires definite skilled and accurate physical operations requiring some close 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 able to travel to meetings and conferences as needed. Must be available to works nights and weekends as needed.
TERMS OF EMPLOYMENT: Full-Time 260-Day Exempt 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.
HOW TO APPLY: Internal applicants should apply online at www.dist50.net and attach a resume to the online application. External applicants should apply online at www.dist50.net and attach three letters of recommendations, resume and transcript(s) to the online application. All applicants must be willing to interview in person and demonstrate skills through a situational analysis. Applicants will be contacted within three weeks if invited for an interview. Minority candidates are encouraged to apply. Further information regarding this position may be obtained by contacting:
CONTACT PERSON:
Mrs. Vasiliki Vourvahis Frake
Director of Educational Services
vfrake@dist50.net
(847) 596-5630
APPLICATION DEADLINE: When filled
Woodland School District 50 is an Equal Opportunity Employer with established policies prohibiting discrimination on the basis of race, color, creed, religion, national origin, sex, sexual orientation, age, ancestry, marital status, arrest record, military status, order of protection status, unfavorable military discharge, citizenship status provided the individual is authorized to work in the United States, use of lawful products while not at work, being a victim of domestic or sexual violence, genetic information, physical or mental handicap or disability, if otherwise able to perform the essential functions of the job with reasonable accommodation, pregnancy, childbirth, or related medical conditions, or other legally protected categories. The Associate Superintendent of Educational Services (847-596-5631) addresses questions regarding student discrimination and serves as the Districts Title IX Coordinator, and the Executive Director of Human Resources (847-596-5640) answers questions concerning employment discrimination.
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