The School District of Lancaster is a leader in urban education in the Commonwealth of Pennsylvania. Serving more than 11,000 students, our district is known for its rich diversity and highly professional faculty and staff. We are located in Lancaster, Pa., a flourishing small city that has become a regional hub of culture, arts, dining and history. SDoL is actively seeking candidates that add to the diversity of experience and talents of our team and support our mission to ensure that every child in our community receives an excellent education.

We have full-time and part-time opportunities available. 

QUALIFICATIONS:

1. Administrative (Principal) Certificate
2. Three or more years of teaching experience
3. Demonstrated excellence in teaching practice (Planning and Preparation, Classroom Environment, Instructional Delivery, Professionalism)
4. Adept at establishing an effective and respectful learning environment
5. Adept at using differentiated instructional strategies with experience in addressing the needs of students with IEPs and English Language Learners
6. Ability to work collaboratively with district leaders to implement and advocate for District policies and initiatives
7. Experience in working with culturally diverse students, parents, and staff
8. Experience with providing professional development, coaching and/or mentoring support to staff
9. Proficiency in using technology to communicate and manage records
10. Ability to work collaboratively with content area Coordinators and Coaches to integrate Literacy, Mathematics and Instructional Technology across the curriculum,
11. Demonstrated sensitivity to the needs of others
12. Strong written and oral communications skills using both formal and informal styles as appropriate
13. Interpersonal, problem-solving, and organizational skills to effectively facilitate training, and efficiently manage resources and budgets
14. Commitment to maintain confidentiality
15. Willingness to work a flexible, extended daily schedule including after-school hours to provide support for students and staff
16. Knowledgeable about restorative practices and other models that support SEL
17. Proven ability to plan strategically
18. Alternatives to the above that the School Board may find appropriate

REPORTS TO: Principal

SUPERVISES: Staff Members designated by the Principal

JOB GOAL: To assist the Principal in the establishment of a positive school culture with high expectations for behavior, attendance, promotion/graduation and achievement through excellent teaching and personalized support for students that aligns with the goals and objectives of the School Improvement Plan and the School District of Lancaster’s policies and initiatives; engages students in high-quality instruction; connects students with interests, future educational/opportunities and careers; and increases the promotion/graduation rate and achievement of students.

ESSENTIAL FUNCTIONS:

1. Assist the Principal in the establishment of a positive school culture with high expectations for behavior, attendance, promotion/graduation instruction and achievement, which includes the following:

Instructional Leadership

• Work with the Principal and school staff to analyze and use data to develop, implement, and monitor a School Improvement Plan that addresses root-cause issues;
• Collect and review teacher lesson plans and provide feedback to support the development of lesson plans based on PA Standards that align with the curriculum, interests and needs of the students, including students with IEPs and English Language Learners;
• Promote the integration of literacy and mathematics across the curriculum and the use of instructional technology in classrooms;
• Work collaboratively with the Principal and Coach(es) to plan and facilitate embedded professional development;
• Ensure an effective guidance program that supports learning;
• Provide ongoing training and support new teachers in meeting expectations; and      
• Use the district O/S/E process to provide specific, meaningful feedback to teachers that informs their practice.

Organizational Leadership

• Clearly communicate school and classroom expectations to staff and students;
• Be visible and ensure staff’s presence to monitor student behavior and model effective responses in classrooms, hallways, cafeteria and other school environments, including school grounds before and after school;
• Support teachers in creating learning environments with high expectations for student achievement;
• Support teachers in establishing rules and procedures to more effectively manage student behavior in classrooms, especially with new teachers;
• Implement and monitor operations according to Board Policy and district and school expectations to ensure a safe, efficient and effective learning environment;
• Assist in the evaluation and revision of curriculum and programs;
• Work collaboratively with the Principal to allocate resources equitably; and
• Visit classrooms with substitute teachers to ensure lesson plans, seating charts and resources are available and provide support, as needed;
• Attend special events held to recognize student achievement and attend school sponsored activities, functions, and events.

Personal and Public Leadership

• Report on and establish a plan to improve student attendance and behavior;
• Ensure that school staff use the Support Process to document concerns and interventions for individual students and complete paperwork for Judicial Reviews;
• Ensure that clear communications of expectations are provided for parents and staff
• Ensure that personal contacts are made by a school staff member to inform parents of student progress, goals, opportunities, accomplishments and concerns, such as chronic attendance, tardiness, or behavior problems;
• Monitor and document student behaviors using the district tracking system;
• Meet with parents to discuss specific discipline issues and consequences;
• Provide instructional school leadership under the direction of the Principal and in his/her absence.

2. Meet with students to establish a positive school culture with high expectations for behavior, attendance, promotion/graduation and achievement, which includes the following:

• Monitor student academic success, behavior, attendance and tardiness. Meet with students individually to address needs and concerns;
• Guide students to appropriate tutoring and test prep opportunities to help them prepare for mandated assessments and post-secondary placement tests; and
• Provide positive recognition for all students through awards, incentives and assemblies;
• Ensure student are treated equitably and without bias;
• Provide opportunities for students to grow emotionally;
• Reduce suspensions and expulsions and providing appropriate supports and services through appropriate staffing resources. 

MARGINAL FUNCTIONS:

1. Work with the Principal, Cabinet Team, and Central Office staff to implement and monitor policies and procedures related to budget, human resources, facilities, technology, community and parent relations, and school improvement;
2. Work with the Principal and Director of Schools and Student Services to implement and monitor curriculum, instruction, assessment and professional development that is aligned with district goals and expectations;  
3. Work with Principal to supervise all staff; provide building level professional development, based on identified building needs;
4. Provide leadership or support for scheduling of students, as needed;
5. Maintain discipline records and other records accurately;
6. Support school staff with scheduling and administration of assessments;
7. Assign duties, such as tutoring, substituting, and cafeteria coverage, across school-level staff in an equitable manner
8. Collect data from benchmark and summative data to utilize in building wide decision making and instructional conversations;
9. Assume responsibility for the building when the principal is absent;
10. Perform other duties as assigned by the Principal.

TERMS OF EMPLOYMENT:  Full year. Salary to be established by the Board.

EVALUATION: Performance is evaluated in accordance with the Compensation and Performance Evaluation Plan for School and District Leaders.

PHYSICAL/MENTAL/ENVIRONMENTAL DEMANDS:

Physical Demands:

          Sitting at a desk for extended periods of time.

          Standing for extended periods of time.

          Occasional bending, crouching, stooping, twisting, reaching and grasping

          Light lifting up to 15 pounds.        

          Repetitive movement of fingers and hands for keyboarding.

Sensory Abilities:

          Visual acuity to read correspondence and computer screens.

          Auditory acuity to be able to use telephones.

          Ability to speak clearly and distinctly.

Temperament:        

          Ability to work as a member of a team.

          Must be courteous and able to deal effectively with people.

          Must be cooperative, congenial, and service oriented.

          Ability to work with limited supervision.

          Ability to be flexible.

Mental Demands:

          Ability to interpret detailed written and verbal communications.

          Ability to function in fast-paced and high-pressure work setting.

            Ability to write detailed communications.

Environment:

          Office setting and school setting.

          Ability to travel to other locations for training and meetings.