Principal K-8

Principal K-8 The Principal shall be designated by the Superintendent of Schools to have the general responsibility, on a full-time basis, for the proper and efficient operation of the School in all matters of building operations and management, including providing for leadership of the school's academic program and social-emotional and mental health services. Required Experience: A Master's degree in Education from an accredited institution in Elementary or Secondary Administration Five years of teaching experience Massachusetts Department of Elementary and Secondary Education Certification as a Principal/Assistant Principal, Grades K-8 SEI Endorsement Preferred Experience: Familiarity with an urban school district. Proficiency in reading, writing, and speaking in another language in addition to English. Experience working with students with disabilities and multilingual learners preferred Candidate Should Possess: Strong background in curriculum and instruction to meet the needs of diverse learners, specifically English learners and students with disabilities, with experience in program design, evaluation, and management. Ability to articulate the school's goals and objectives to the Everett community. Ability to lead a large, complex, comprehensive school. Ability to develop the full potential of a highly competent staff. A proven record in the management of student discipline and student activities. Knowledge of Massachusetts Curriculum Frameworks and effective culturally responsive teaching strategies to meet the diverse needs of students. Effective culturally responsive communication skills with staff and families. Knowledge of the data cycle and data analysis for action planning and accountability to leaders to disrupt patterns of inequity and well-serve richly diverse student bodies with varied educational needs. Extensive knowledge of the ASPEN student management system, including scheduling. Extensive knowledge of Massachusetts student and staff reporting (EPIMS/SIMS). -Ability to administer and schedule MCAS and ACCESS testing. Experience developing positive, caring relationships with students, family members, and staff to ensure that school community members feel valued, respected, equitably supported, and a sense of belonging in the school community. Ability to provide effective, timely, and meaningful supervision and evaluation of staff. Knowledge of compliance with state and federal laws and mandates, policies, and collective bargaining agreements. Essential Duties: Instructional Leadership Establish and communicate a clear vision for curriculum and instruction that is aligned to school and district priorities and reflects high expectations for all students through the use of evidence-based, culturally and linguistically sustaining practices. Ensures that instructional materials and professional learning support this vision. Ensure that all educators have access to and skillfully use high-quality instructional materials through evidence-based, inclusive, culturally and linguistically sustaining practices, including identifying opportunities to create meaningful, relevant connections rooted in the local context. Provide teachers with professional learning, feedback, and resources (e.g., models) to support the implementation of high-quality instructional materials. Monitor implementation to ensure the enacted curriculum supports and engages all students to meet and exceed high expectations. Provide professional learning, feedback, and support for educators to engage all students as active participants in their own learning of meaningful, standards-aligned, and grade-appropriate content. Implement and monitor a balanced and coherent system for using various formal and informal assessments, including those embedded in high-quality instructional materials, to eliminate learning inequities across race, gender, ethnicity, language, disability and ability, and other aspects of student identities. Support educators to collaborate with students and their families in an accessible format and language to communicate specific, timely, and data-informed feedback on student progress towards grade-level standards and/or individual learning goals. Provide effective, timely, and meaningful supervision and evaluation in alignment with state regulations, collective bargaining agreements, and district/school improvement goals by providing high-quality (specific, actionable, timely) feedback based on multiple sources of evidence, including regular observations, student feedback, and student learning measures. Review and approve the Individual Professional Development Plans of teachers. Management and Operations: Foster a positive, inclusive, and equitable school community by building positive, caring relationships with students, family members, and staff to ensure that school community members feel valued, respected, equitably supported, and a sense of belonging in the school community. Establish transparent and consistent school-wide routines, policies, and systems that respect and affirm students' backgrounds, identities, and intellect. Provide staff with relevant learning opportunities and resources to support them in developing culturally and linguistically sustaining practices and promoting a culture that affirms individual differences. Consistently examining policies, procedures, and systems to identify and eliminate bias or systemic barriers to inclusive and culturally and linguistically sustaining practice, including policies and practices that reinforce systemic inequities and/or disproportionately impact student groups. Establish operational systems, procedures, and routines that ensure a safe learning environment for all students. Implement effective systems for attendance, student entry, dismissal, meals, class transitions, assemblies, and recess. Partner with and support custodial/maintenance workers, transportation staff, clerical and administrative assistants, food service workers, and other staff effectively. Ensure that all physical spaces are safe, accessible, and welcoming, and honor and celebrate the diversity and achievements of the school community. Provide ongoing training and support to staff that ensure student health, safety, and well-being by developing age-appropriate and culturally and linguistically sustaining social-emotional competencies in students (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making). Prevent and address bullying and other unsafe behaviors with timely responses and restorative practices. Foster and utilize partnerships with outside agencies and organizations to address student needs proactively and systematically. Lead, in collaboration with stakeholders (including students, families, staff, and community members, particularly those from historically marginalized communities), an inclusive process to recruit and hire diverse and effective educators and examine recruitment and hiring policies and procedures to identify and eliminate bias. Provide educators with access to, and monitor the impact of, high-quality and differentiated professional learning opportunities, including professional learning differentiated by educators' goals, strengths, and areas for growth. Create and maintain a school schedule and related systems and practices that: Ensure equitable access to effective educators, grade-level learning, advanced coursework and elective opportunities, and tiered supports. Prioritize scheduling for students needing additional support or services, such as English learners and students with disabilities. Understand and comply with state and federal laws and mandates, school committee policies, and collective bargaining agreements. Identifies and advocates for changes to laws, mandates, policies, and guidelines that inhibit equity. Establish systems and structures, including common planning time, to support effective communication and collaboration among educators, including general education, special education, paraeducators, English learner education, and support staff, in support of shared goals for student learning. Plan and supervise the use of building space and make recommendations to the Superintendent. Develop an equity-centered school budget that reflects data-informed decision-making for improved and more equitable learning outcomes for all students. Allocates and manages expenditures aligned with district/school goals and available resources to promote an equitable and culturally responsive school community and ensure equitable access to resources for staff and students, including access to high-quality instructional materials and aligned professional learning. Family and Community Engagement: Model, set clear expectations for, and provide appropriate support to educators regarding partnering with families through regular, two-way communication in a manner that is culturally and linguistically sustaining, aligned with family preferences, in the language(s) that families understand, and in approachable language and formats. Ensures access to high-quality translation and interpretation as needed. Engage with families in an equitable and collaborative manner by working with staff and families (e.g., SEPAC, ELPAC, etc.) to identify and remove barriers to all families' involvement. Provide a variety of frequent, inclusive, and culturally and linguistically sustaining opportunities for all families to engage as partners in the school community. Clearly communicate information about family engagement opportunities in ways that are accessible to all community members and that adhere to open meeting laws. Provide educators with professional learning, feedback, and support to partner with families on students' learning and well-being by leveraging families' cultural and linguistic knowledge and expertise as assets and engaging families in dialogue about what students are learning in the classroom and expectations for student success. Collaborate with stakeholders in identifying and seeking feedback on strategies and resources for supporting student learning and growth in and out of school. Ensures that all families understand and have opportunities to inform district and school-based policies and resources that support student learning and well-being by: Support families to engage with policies, resources, and routines such as parent teacher organizations, school-site councils, parent advisory councils (e.g., ELPAC and SEPAC), child study/intervention teams, IEP referral processes, ESL supports, and student attendance policies. Set clear expectations regarding how specialized support staff should partner with families in accessing support services within and outside of school and monitor adherence to these policies. Approach concerns raised by family members promptly, effectively, and transparently. Professional Culture: Continuously engage staff, students, families, and community members in developing and implementing a shared, equity-oriented educational vision and school mission grounded in high expectations for achievement, community engagement, and postsecondary success for all students. Create, monitor, and share progress on focused, measurable, and equity-centered school goals aligned to the school's mission by partnering with diverse stakeholders and conducting close analyses of disaggregated data from multiple sources of evidence, including measures of student, from staff, students, and families, school culture and climate data, and classroom observation and educator evaluation data. Plan and execute accessible, engaging, ongoing opportunities for collaboration with educators, staff, students, families, and community members that focus on matters of consequence to the school community and engage participants in thoughtful and meaningful contributions. Uses two-way channels to communicate frequently and effectively with faculty, staff members, students, families, and community members in a culturally and linguistically responsive manner with a student-centered, asset-based focus. Develop a culture of continuous, data-focused, growth-oriented reflection and adjustments to practice by setting expectations for educators to reflect on the effectiveness of instruction and how one's identities, biases, and practices impact student learning and well-being. Employ various strategies to build consensus within the school community around critical school decisions. Respond to disagreement and dissent in ways that build trust, mitigate power dynamics, and repair harm while maintaining a commitment to decisions that are in the best interest of promoting equity and advancing student well-being. Perform other duties and assume other responsibilities the Superintendent or designee assigns. Physical Demands and Work Environment: While performing the duties of this job, the employee is regularly required to communicate effectively. The employee must frequently stand, walk, sit, use hands, reach with hands and arms, and stoop, kneel, crouch, crawl, climb, and run. The employee must occasionally be able to lift and/or move children/objects. The employee must be able to work in a noisy, stressful, high-pressure environment and still be able to concentrate and keep children safe. Ability to respond to emergencies (e.g., injured student, fights, behavior problems, abusive students, etc). The job is performed under conditions with exposure to the risk of injury and/or illness, although in a clean environment. Salary: Negotiated during the hiring process. Working Time: The Principal will be required to work 226 days, exclusive of holidays. Performance Evaluation: The Principal will be evaluated by the Superintendent or their designee. The Everett Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to learn or work.

Location: Everett, MA, US

Posted Date: 5/8/2025