REPORTS TO:    Supervisor for High Schools (Lead Principal, High School)

Supervises: Career and techinical education, manual high school programs, teachers and staff, CTE curriculum development staff.

POSITION PURPOSE:  To use leadership, management, supervisory, and monitoring skills to promote the educational development of each student.  To provide high school students with a professional, innovative, and entrepreneurial education through career-oriented experiences that are both hands-on and real world, and to increase industry credentials for students who participate.

QUALIFICATIONS: The incumbent must possess a Kansas building or district administrator license, and possess the necessary planning, organizational, supervisory, and evaluation skills which the position requires. The incumbent should also demonstrate skills in curriculum and instructional leadership, business development, personnel guidance, revenue, budget, scheduling processes, policy, law, school/community relations, and professional renewal. Must submit resume, professional credentials, and application. 

Preferred Qualifications:

Doctorate and 3 years public school administrative experience.  Prior experience in instruction and administration in a career education environment.

Physical/Emotional Requirements:

The incumbent may be required to utilize the following skills and abilities during any part of the working day:  speaking, hearing, visual skills, walking/mobility, standing, consistency of temperament, ability to work with a variety of problems at the same time, stamina for working long hours.

Responsibilities:

1.    Curriculum Development, Supervision and Evaluation

• Leads in the development, determination of appropriateness, and monitoring of the instructional program.
• Supervises the school’s co-curricular and educational programs.
• Approves the master teaching schedule and any special personnel assignment.
• Facilitates and monitors the school accreditation process.
• Understands school curriculum, ensures the teaching of the written curriculum, helps staff to use curriculum resources.
•  Participates in and/or leads curriculum development activities commensurate with school and district goals.
• Provides opportunities and encouragement for staff to increase professional expertise.
• Assists in identifying curricular and extracurricular needs by analyzing current programs and student achievement.
• Regularly uses the results of student assessment data to identify problems and implement program improvements and/or pacing. 
• Defines career strand offerings in partnership with economic development and business leaders and the Board.
• Oversees TCALC curriculum, including R & D for future curriculum and program innovations.
• Promotes and monitors successful enrollment and completion of CTE pathway courses.
• Manages and progressively monitors strand effectiveness, according to established success metrics, and adjusts accordingly.

 2.    Student Assessment and Monitoring

• Emphasizes student achievement as the primary outcome of schooling.
• Systematically assesses and monitors student progress using objective and verifiable information whenever possible.
• Works with staff to systematically identify and respond to at-risk students; makes referrals to appropriate community agencies when needed.
• Assures the proper educational placement of students.
• Manages the student body in adherence to TCALC business ethics and expectations, implementing disciplinary actions as needed.
• Oversees the implementation of the TCALC professional skills training and certification for students.
• Ensures that 50% or more of the students are gaining industry credentials.
• Imprements partnerships with local industries.
• Engages with local stakeholders to do community projects. 

3.   Student and Staff Relations

• Models and facilitates good human relations skills; effectively interacts with others.
• Solicits information from school personnel and community in gauging the school climate.
• Recognizes efforts of students and teachers.
• Promotes the improvement of student and staff self-images.
• Communicates high expectations for both staff and students and provides appropriate motivation to reach expectations.
• Fosters collegial relationships with and among teachers and staff.
• Develops and maintains member school partnerships, advocating for TCALC as an essential component of secondary education.
• Develops and manages effective parent communication strategies.
• Collaborates with high school building principals, school counselors, community business and industry representatives.

4.    Establishing an Effective Workplace

• Develops and maintains positive staff morale.
• Facilitates and/or works with the leaders to effectively:
  • Implement a discipline code that is fair and promotes orderliness and student learning.
  • Protect instructional time by minimizing interruptions to the instructional process.
  • Coordinate teacher and student schedules to promote maximum learning and minimize conflict.
  • Maintain high visibility in the school.
  • Provide for adequate supervision and acceptable student behavior at all school functions planned and operated by school personnel.
  • Lead and direct the school leadership team.
  • Establish and maintain an effective learning climate in the school and ensure that the staff follows effective school tenets.
  • Plan, organize, and direct the implementation of school activities.
  • Maintain appropriate and consistent standards of student conduct and enforce discipline, as necessary, according to due process for the rights of students.
  • Delegate authority to responsible personnel to assume responsibility for the school in the absence of the Principal.

5.    Staff Supervision and Personnel Evaluation

• Supervises (directly or through others) all professional, paraprofessional, administrative, and nonprofessional personnel assigned to the school.
• Assists in the recruiting, screening, hiring, training, assigning, and evaluating of the school’s professional staff.
• Assures the orientation of newly-assigned staff members and assists in their development, as appropriate.
• Recommends, according to established procedures, the removal of a staff member whose work is unsatisfactory.
• Establishes professional culture expectations and an environment of collaboration, transparency, and accountability for all who engage with TCALC.
• Survey school personnel and department staff to determine in-service needs related to career technical education.
• Assist vocational education teachers meet requirements for certification.

6.    Communication and Community Relations

• Keeps the Assistant Superintendent informed of the school’s activities and problems.
• Maintains ongoing communication with staff, students and parents.
• Ability to communicate and collaborate with educators.  The proven ability to develop business contacts and excellent relationships with a variety of stakeholders must be evident.
• Collaborates to engage diverse stakeholders in problem solving around a common purpose.
• Demonstrates skills in leadership, including the ability to identify and motivate talent to deliver exceptional learning experiences.
• Demonstrates the ability to achieve results.
• Demonstrates the ability to bridge the unique cultures of business and education and identify common value propositions for both as an outcome of the TCALC program.
• Demonstrates the ability to interpret educational, scientific, and technical journal articles, financial reports, board reports, regulations, and legal documents.
• Demonstrates the ability to listen and respond appropriately.
• Demonstrates the ability to make effective public presentations.
• Demonstrates the ability to define problems, collect data, verify facts, make valid conclusions, and deal with abstract concepts.
• Demonstrates the ability to effective use electronic devices, such as computers, tablets, phones, etc.
• Attends events held to recognize student achievement and school-sponsored activities and functions.
• Conducts meetings with the staff as necessary for the proper functioning of the school.
• Assures arrangements are made for special conferences between parents, teachers, community members, agencies, and other stakeholders.
• 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 problems.
• Grows partnerships between business, post-secondary institutions, the community and public education designed to increase the relevance of high school curriculum.
• Serves, or causes a member of the leadership team to serve, as an ex-officio member of all committees and councils within the school.
• Speaks and writes effectively.
• Communicates and works with central office and other principals to share ideas, problems, expertise, and personnel.
• Encourages parent visits and involvement in decision making.
• Effectively utilizes community resources and volunteers to promote student learning.
• Recruits, develops, and retains business partners, ensuring curriculum input and relevance, mentorship, internship, and other gifting of assets and/or financial support.
• Conducts appropriate staff meetings and maintains consistent communication with Lead HS Principal.
• Provides essential information on programs to all stakeholders.
• Maintain an open line of communication with school level personnel and uses effective communication strategies to interact with a variety of audiences.

7.    Decision Making and Problem Solving

• Utilizes the TPS Strategic Plan and TPS Learning Principles to guide decisions.
• Considers research when making decisions.
• Considers alternatives and consequences in the decision-making process.
• Makes decisions in a timely fashion and maximizes decisions' effectiveness by follow-up actions.
• Clearly communicates decisions and rationale to all affected.
• Interprets and ensures compliance with district policies and state and federal regulations.
• Asserts leadership in times of civil disobedience in school, in accordance with established Board policy.
• Participates in principals' meetings, negotiations meetings, and such other meetings as required or appropriate.
• Identifies problem areas and seeks solutions before crisis situations develop.
• Effectively delegates decision making and problem solving to appropriate personnel.

8.    Program Operations

• Establishes annual financial budget and manages it within Board guidelines.
• Manages student enrollment and application processes, including recruiting and marketing activities.
• Oversees internships, as well as curriculum components of the program.
• Establishes and maintains highly-effective methods of student assessment, informed by real-work expectations.
• Establishes and oversees post-secondary relationships to meet dual credit and matriculation expectations.
• Is the face of the program, providing marketing and informational presentations to stakeholders and interested external parties in support of Board-developed strategic goals.
• Demonstrates and communicates an up to date knowledge of the state, federal and local program standards and expectations.
• Determine current and projected educational needs of students, busniess and community, and develops short and long range plans related to those needs.
• Works with guidance and counseling staff to ensure articulation of basic elementary, middle, secondary, and post secondary program standards and objectives.
• Coordinates ongoing program evaluation and design improvement plans to target identified areas of need.
• Determines, through appropriate research, community needs (jobs, training, etc) and develops programs to meet those needs.
• Evaluates status of programs and recommends processes for improving delivery of services to students.
• Uses public and private agencies in planning, developing, implementing and evaluating programs.

9.    Professional Development

• Keeps abreast of changes and developments in the profession by attending professional meetings, reading professional journals and other publications, and discussing problems of mutual interest with others in the field.
• Effectively utilizes the expertise of school personnel, including self, in staff development.
• Provides opportunities for teachers to share and demonstrate successful practices.
• Views self as a role model for expected staff behavior.
• Helps teachers implement objectives for themselves and students.
• Assumes responsibility for his/her own professional growth and development through membership and participation in professional organizations and through attendance at regional, state, and national meetings.
• Assists in identifying, cultivating, and promoting teacher leaders.
• Assists the professional development department in locating and providing appropriate programs to meet in-service needs.
• Keep abreast of current research, trends, methods, and practices in community, career and technical education.

10.    Building Management, Recordkeeping, and Financial Management

• Prepares and administers the school budget and supervises school finances.
• Prepares or supervises the preparation of the maintenance and distribution of reports, records, lists, and other paperwork required or appropriate to the school’s administration, transportation, special services, and other aspects of school management.
• Monitors and controls the various local funds generated by student activities.
• Assumes responsibility for the safety and administration of the school facilities, including security personnel.
• Provides for adequate inventories of property under his/her jurisdiction and for the security and accountability of that property. Ensures the building(s) and grounds are safe and that drills, evacuations, and other emergency management activities conform to state directives.
• Monitors and maintains appropriate oversight for all Perkins funding resources.
• Assures the allocation of instructional resources for optimum teaching and learning, including supplies, equipment, space, etc.
• When appropriate, ensures a quality food service program.
• Effectively copes with crises and emergencies.
• Maintains accurate personnel, student, and fiscal records.
• Anticipates future building and equipment needs, and plans appropriately to remedy.
• May act as a hearing officer for discipline.

11. CTE

• Maintains and expands CTE pathways in alignment with KSDE requirements to ensure continued growth of programs.
• Facilitates the writing and management of grants to support CTE programs.

12.  Performs other Duties as Assigned by the Superintendent and His/Her Designee.

TERMS OF EMPLOYMENT

Salary and work year to be determined by Board of Education.

EVALUATION:

Performance of this position will be evaluated in accordance with provisions of the Board’s policy on evaluation of administrators.