School Principal

Position Summary:

The school principal, under the supervision of the School General Principal, serves as the co-educational leader, responsible for managing the policies, regulations, and procedures to ensure that all students are supervised in a safe learning environment that meets the approved curricula and mission of the school.

Inherent in the position are the responsibilities for scheduling, curriculum development, extracurricular activities, instructional budget, personnel management, emergency procedures, and facility operations.

Major Responsibilities:

• Empowers faculty and staff to become better leaders and teachers(attending classes and evaluating teachers performance ).
• Improves school's communication and collaboration vertically and horizontally.
• Participates in curriculum selection and updates.
• Supervises the school accreditation process.
• Provides school improvement plans including school climate and behavior/responsibility plans.
• Leads the data-based decision process for student progress including continuous student intervention programs based on local and international pre-assessment and post-assessment.
• Supervises K-12 (currently we have Grade 4 to Grade 7) academic counseling and post-secondary planning for students to ensure smooth transition into universities and careers – including expanded opportunities through AP and/or Dual Credit Programs.
• Stays up-to-date on the school strategic planning with aligned budgeting,
• Efficient in electronic student information systems including Grade book, attendance, achievement, and behaviors, and post secondary endeavors.
• Establishes and promote high standards and expectations for all students, faculty and staff for academic performance and responsibility for behavior.
• Works in cooperation with other teachers and curriculum coordinators.
• Evaluates student progress using research-based formative and summative assessment practices on a regular basis.
• Communicates regularly with parents, seeking their support and advice, so as to create a co-operative relationship to support the student in the school.
• Organizes and supervises procedures for identifying and addressing special needs of students including health-related concerns, and physical, emotional and spiritual needs.
• Attends required committee meetings and extra school sponsored functions and events.
• Oversees the development of Curriculum and School Improvement Committees.
• Demonstrates instructional leadership to enhance school effectiveness by improving instruction and augmenting student performance.
• Provides purpose and direction for school.
• Demonstrates cognitive skills to gather analyze and synthesize information to reach goals.
• Manage group behaviors to achieve consensus.
• Enhances quality of total school/community organization.
• Organizes and delegates to accomplish goals.
• Assumes responsibility for assisting in the general supervision of all school activities involving students, teachers, and other school personnel.
• Establishing and maintaining an effective learning climate in the school.
• Provision of a school-wide discipline program.
• Maintains high standards of student conduct and enforces discipline according to due process for the rights of students and in accordance with schools policies and regulations.
• Maintains school records in areas such as discipline and grades.
• Performs additional reasonable job-related responsibilities assigned by the administration.
• Takes up teaching duties if necessary.

Competencies:

Staff relations, including, but not limited to, the development and use of skills necessary to make a positive use of faculty senates, to manage faculty and staff with courtesy and mutual respect, coach and motivate employees and to build consensus as a means of management;

School community leadership qualities, including, but not limited to, the ability to organize and leverage community initiative, communicate effectively, work effectively with local school improvement councils, manage change, resolve conflict and reflect the highest personal values;

Educational proficiencies, including, but not limited to, knowledge of curriculum, instructional techniques, student learning styles, student assessment criteria, school personnel performance, evaluation skills and family issues;

• Promotes teaching thinking skills approach that involves infusing instruction in generic thinking skills into content instruction
• Converts content learning from textbook learning to problem-based learning.
• Understands differentiation and inclusion in instruction and capable of understanding students’ different learning needs

Administrative skills, including, but not limited to, organizational, fiscal, public policy and total quality management skills and techniques.

Preferable Qualifications:

1. Master’s Degree from an accredited university in Education Administration or equivalent.

2. Teaching Certificate.

3. Minimum of three years teaching experience.

4. Excellent command of oral and written English language.

5. Previous experience working in an international school preferred.

6. Good computer skills.