NP Baltimore - Principal/Director of School

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    "jobTitle": "NP Baltimore - Principal/Director of School",
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    "description": "<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\"><b>Are you interested in working with an organization transforming the way America cares for and educates its children? </b></span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The Principal is the instructional leader of the school, the supervisor of the teaching staff. Inclusive of the role is to administer, evaluate, and modify the instructional programs offered by the school, as necessary. In addition, the principal is responsible for managing school, human, and financial resources, buildings, grounds, and equipment. Establishes effective relationships with students, parents, staff, community groups, and The Children&#39;s Guild support staff. Responsible for providing a safe and secure learning environment for students and staff. Further duties of the principal is to create a school community, assure regulatory compliance, serve as the Children&#39;s Guild&#39;s representative to the Local Education Agencies that refer students to the school, monitor the IEP process, and create a motivating and engaging learning environment. The Principal is the final authority over hiring all educational and related service staff. </span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\">&nbsp;</p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\"><b><i>Summary </i></b></span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The Children&#39;s Guild Alliance is a nonprofit organization serving children, families, and child-serving organizations. We are dedicated to transforming how America educates and cares for its children through education, behavioral health, national training, and consultation services. Affiliates of The Children&#39;s Guild Alliance include The Children&#39;s Guild, Monarch Academy public charter and contract schools, Monarch Preschool College Park, TranZed Academy for Working Students, TranZed Apprenticeships, The Children&#39;s Guild DC Public Charter School, Transformation Education Institute, and The National Children&#39;s Guild Fund. We are among the most experienced child-serving organizations in the Greater Baltimore/Washington region and are currently expanding in national and international programs. Each year, the agency&#39;s continuum of care and hundreds of professional staff help thousands of youth and young adults and their families achieve excellence and success. We operate public charter and contract schools, special education schools; preschool; apprenticeships, pre-career programs; therapeutic group homes; treatment foster care; and behavior health services. We invite you to be part of our innovative team!</span></span></span></p>\r\n",
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    "salaryRange": "$100,000.00 - $145,000.00 Salary",
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Inclusive of the role is to administer, evaluate, and modify the instructional programs offered by the school, as necessary. In addition, the principal is responsible for managing school, human, and financial resources, buildings, grounds, and equipment. Establishes effective relationships with students, parents, staff, community groups, and The Children&#39;s Guild support staff. Responsible for providing a safe and secure learning environment for students and staff. Further duties of the principal is to create a school community, assure regulatory compliance, serve as the Children&#39;s Guild&#39;s representative to the Local Education Agencies that refer students to the school, monitor the IEP process, and create a motivating and engaging learning environment. The Principal is the final authority over hiring all educational and related service staff. \\r\\n\\r\\n&nbsp;\\r\\n\\r\\nSummary \\r\\n\\r\\nThe Children&#39;s Guild Alliance is a nonprofit organization serving children, families, and child-serving organizations. We are dedicated to transforming how America educates and cares for its children through education, behavioral health, national training, and consultation services. Affiliates of The Children&#39;s Guild Alliance include The Children&#39;s Guild, Monarch Academy public charter and contract schools, Monarch Preschool College Park, TranZed Academy for Working Students, TranZed Apprenticeships, The Children&#39;s Guild DC Public Charter School, Transformation Education Institute, and The National Children&#39;s Guild Fund. We are among the most experienced child-serving organizations in the Greater Baltimore/Washington region and are currently expanding in national and international programs. Each year, the agency&#39;s continuum of care and hundreds of professional staff help thousands of youth and young adults and their families achieve excellence and success. We operate public charter and contract schools, special education schools; preschool; apprenticeships, pre-career programs; therapeutic group homes; treatment foster care; and behavior health services. We invite you to be part of our innovative team!\\r\\nQualificationsQualifications, Education &amp; Experience\\r\\n\\r\\nTo perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. \\r\\n\\r\\n\\r\\n\\tBachelor&rsquo;s degree or higher from an accredited college or university \\r\\n\\tNon-public school experience\\r\\n\\tCompletion of a state-approved program K-12 School Leadership \\r\\n\\tCompletion of two years of full-time PreK-12 school-based teaching or student services experience or two years of other full-time PreK-12 school-based instructional leadership&nbsp; \\r\\n\\tCurrent possession of a valid school administrator&rsquo;s license \\r\\n\\tCompletion of a state-approved principal preparation program (and thus a valid principal-level license from the state in which the program was completed) \\r\\n\\tA passing score on the school leadership licensure exam in the state of the current license\\r\\n\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nEssential Duties and Responsibilities \\r\\n\\r\\nThe successful candidate: \\r\\n\\r\\n\\r\\n\\tHas a thorough understanding of COMAR regulations pertaining to educating children &amp; understanding of PL 105-17I.D.E.A. \\r\\n\\tDemonstrates staff supervision and capacity-building skills. \\r\\n\\tExperience in training education staff in lesson planning, assessment practices, classroom management, behavior interventions, brain-based learning, experiential instructional strategies, sensory integration techniques, crisis intervention, data-based decision making and problem-solving employing brain-based learning strategies, staff engagement, and the power of culture. \\r\\n\\tKnowledge and understanding of brain-based learning, experiential education, assessment tools, project-based instruction, and integrated curriculum instructional delivery. \\r\\n\\tUnderstanding of educational disabilities &amp; Demonstrates public relations skills. \\r\\n\\tKnowledge of the Continuous Quality Improvement process and its use in an educational setting. \\r\\n\\tExperience with implementation and analysis of educational assessment results. \\r\\n\\tThorough understanding of the program philosophy, policies, procedures, and operating systems of The Children&rsquo;s Guild. \\r\\n\\tAble to build a school culture that takes account of the richness and diversity of the schools&rsquo; communities. \\r\\n\\tDemonstrate the ability to work effectively with diverse populations. \\r\\n\\tAbility to recruit and maintain a teaching and support staff that reflects the diversity of the student population and community. \\r\\n\\tSkillset to create a team that works collaboratively and promotes high expectations for all students. \\r\\n\\tDemonstrate ability to garner support and resources, engage community organizations, individual education supporters, and businesses to support student achievement. \\r\\n\\tDemonstrate positive interpersonal skills inside and outside of school. \\r\\n\\tMust maintain a record of excellent attendance (attendance records will be closely evaluated upon application for this position. \\r\\n\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nAccountability: \\r\\n\\r\\nThe Principal reports to the VP of School Operations and supervises the classroom teachers, teaching assistants, classroom assistants, one-to-one assistants, and the assistant principal(s). \\r\\n\\r\\n&nbsp;\\r\\n\\r\\nCompetencies \\r\\n\\r\\nTo perform the job successfully, an individual will retain accountability for the following Key Result Areas (KRAs). \\r\\n\\r\\nKey Result Area #1: Regulatory Compliance\\r\\n\\r\\nThis key result area will be achieved when: \\r\\n\\r\\n\\r\\n\\tThe educational program meets or exceeds the minimum requirements set forth in the COMAR regulations pertaining to operating a school IEPs are current and services are provided as stated in the plan.\\r\\n\\r\\n\\r\\nKey Result Area #2: School Administration\\r\\n\\r\\nThis key result area will be achieved when: \\r\\n\\r\\n\\r\\n\\tIEP meetings are scheduled, attended, and led in a way that meets the needs of the LEA, the parents, the students, and the faculty. \\r\\n\\tOversees student disciplinary issues \\r\\n\\tManages the budget. \\r\\n\\tPhysical plant exemplifies TranZed culture. \\r\\n\\tA positive relationship exists between the school and the representatives of the referring Local Education Agencies. \\r\\n\\tThe program, and organizational philosophy(Transformation Education), and policies of The Children&rsquo;s Guild are institutionalized and maintained. \\r\\n\\tRequests for information by the Maryland State Department of Education, District of Columbia Public Schools, Local Education Agencies, government entities, and the Children&rsquo;s Guild executive management staff are responded to in a thorough and prompt way. \\r\\n\\tA positive and effective working relationship exists between the school administrative team, The Children&rsquo;s Guild executive management team, and the other Program Managers. \\r\\n\\tCommencement, school assemblies, student recognition systems, parent meetings, field trips, summer school, professional development, and school functions are planned, organized, and executed in a way that fosters learning and reflects a positive image of the students, the school, and The Children&rsquo;s Guild. \\r\\n\\tthe school has the educational equipment, materials, and books it needs to operate effectively and in compliance with certification requirements and organizational expectations. \\r\\n\\tA multi-sensory De-escalation room is utilized in accordance with the operation manual. \\r\\n\\tParents are kept informed of and involved in school activities on a regular basis. \\r\\n\\tCollaboration between the Director of Admissions and the Principal results in placement referrals being responded to in an efficient and effective way. \\r\\n\\tPerformance reviews of education staff are conducted annually and are up to date. \\r\\n\\tThe principal provides input for performance reviews of related service staff, clinical services supervisor, support staff, school secretary, medical staff, and psychiatrists to the appropriate supervisor. \\r\\n\\r\\n\\r\\nKey Result Area #3: Training \\r\\n\\r\\nThis key result area will be achieved when: \\r\\n\\r\\n\\r\\n\\tThe Principal facilitates, conducts, and evaluates professional development activities \\r\\n\\tThe Principal ensures instructional staff develop effective lesson plans, IEP/BIP, report cards, leveraging instructional strategies, assessment tools, data interpretation, instructional technology, and behavior management strategies \\r\\n\\tThe Principal evidence self-directed learning through attendance at conferences, seminars, and workshops aligned with the agency mission \\r\\n\\r\\n\\r\\nKey Result Area #4:Instructional Leadership \\r\\n\\r\\nThis key result area will be achieved when: \\r\\n\\r\\n\\r\\n\\tTeachers are provided with the resources and staff development needed to grow professionally. \\r\\n\\tAll teachers implement lesson plans, and project-based learning plans aligned with standards \\r\\n\\tTeaching staff and their assistants are monitored, supervised, and mentored in accordance with their needs and level of teaching skill. \\r\\n\\tPrincipals conduct walk-throughs to determine program needs, staff training needs, evaluate progress and provide feedback and coaching to grow instructional staff. \\r\\n\\tThe principal assures implementation of PBIS in alignment with the Children&rsquo;s Guild philosophy and is a member of the PBIS team \\r\\n\\tTeachers are prepared in advance for IEP meetings. \\r\\n\\tAll program services are integrated and in support of the students Individual Education Plan. \\r\\n\\tAble to build a school culture that takes account of the richness and diversity of the schools communities. \\r\\n\\tDemonstrate the ability to work effectively with diverse populations. \\r\\n\\tHave the ability to recruit and maintain a teaching and support staff that reflects the diversity of the student population and community. \\r\\n\\tAbility to create a team that works collaboratively and promotes high expectations for all students. \\r\\n\\tDemonstrate ability to garner support and resources, engage community organizations, individual education supporters, and businesses to support student achievement. \\r\\n\\tDemonstrate positive interpersonal skills inside and outside of school. \\r\\n\\r\\n\\r\\nKey Result Area #5:Audit Management \\r\\n\\r\\nThis key result area is achieved when: \\r\\n\\r\\n\\r\\n\\tContinuous Quality Improvement reports are accurate and submitted quarterly. \\r\\n\\tThe related service tracking system is in place and audited on a monthly basis. This will involve auditing of clinical and educational services as stipulated on the IEP. \\r\\n\\tTracking system is in place for recording IEP reviews. \\r\\n\\tReport cards are reviewed and distributed on a quarterly basis. \\r\\n\\tThe school environment reflects the Children&rsquo;s Guilds philosophy, values, and culture. \\r\\n\\r\\n\\r\\nKey Result Area #6:Operations \\r\\n\\r\\nThe Principal has responsibility for all operational functions. He/she may delegate responsibility but must maintain oversight of all functions. The Principal assures all aspects of operations are implemented and managed effectively. \\r\\n\\r\\n\\r\\n\\tMonitor food services documentation: completed, submitted and audited monthly \\r\\n\\tEnvironmental safety regulations are in compliance \\r\\n\\tPurchasing and ordering of materials is within a designated budget \\r\\n\\tCredit card accounts are audited monthly \\r\\n\\tSecurity and Emergency Response procedures are enforced at all times. \\r\\n\\r\\n\\r\\nKey Result Area #7:Additional Duties \\r\\n\\r\\nThis Key result area is achieved when: \\r\\n\\r\\n\\r\\n\\tAll duties assigned are carried out in a timely and effective way. \\r\\n\\tThe Principal engages in his or her own professional growth and development and demonstrates an interest in being a lifelong learner. \\r\\n\\tOther duties as assigned. \\r\\n\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nPhysical Demands \\r\\n\\r\\nThe physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. \\r\\n\\r\\nWhile performing the duties of this Job, the employee is frequently required to stand; walk; sit; reach with hands and arms, and talk or hear. \\r\\n\\r\\nAll Children&rsquo;s Guild employees are expected to demonstrate an awareness of, respect for, and attention to the diversity of the people with whom they interact (person served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structure, policies, and services.\\r\\n\\r\\n&nbsp;\\r\\n\",\"responsibilities\":\"Are you interested in working with an organization transforming the way America cares for and educates its children? \\r\\n\\r\\nThe Principal is the instructional leader of the school, the supervisor of the teaching staff. Inclusive of the role is to administer, evaluate, and modify the instructional programs offered by the school, as necessary. In addition, the principal is responsible for managing school, human, and financial resources, buildings, grounds, and equipment. Establishes effective relationships with students, parents, staff, community groups, and The Children&#39;s Guild support staff. Responsible for providing a safe and secure learning environment for students and staff. Further duties of the principal is to create a school community, assure regulatory compliance, serve as the Children&#39;s Guild&#39;s representative to the Local Education Agencies that refer students to the school, monitor the IEP process, and create a motivating and engaging learning environment. The Principal is the final authority over hiring all educational and related service staff. \\r\\n\\r\\n&nbsp;\\r\\n\\r\\nSummary \\r\\n\\r\\nThe Children&#39;s Guild Alliance is a nonprofit organization serving children, families, and child-serving organizations. 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We operate public charter and contract schools, special education schools; preschool; apprenticeships, pre-career programs; therapeutic group homes; treatment foster care; and behavior health services. We invite you to be part of our innovative team!\\r\\n\",\"employmentType\":\"FULL_TIME\",\"hiringOrganization\":{\"@type\":\"Organization\",\"name\":\"CHILDRENS GUILD INC\",\"logo\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=54A1B5238E106133791F7F2A5C9D797F\"},\"jobLocation\":{\"@type\":\"Place\",\"address\":{\"streetAddress\":\"410 E Jeffrey St\",\"addressLocality\":\"Baltimore\",\"addressRegion\":\"MD\",\"postalCode\":21225,\"addressCountry\":\"USA\"}},\"qualifications\":\"Qualifications, Education &amp; Experience\\r\\n\\r\\nTo perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. \\r\\n\\r\\n\\r\\n\\tBachelor&rsquo;s degree or higher from an accredited college or university \\r\\n\\tNon-public school experience\\r\\n\\tCompletion of a state-approved program K-12 School Leadership \\r\\n\\tCompletion of two years of full-time PreK-12 school-based teaching or student services experience or two years of other full-time PreK-12 school-based instructional leadership&nbsp; \\r\\n\\tCurrent possession of a valid school administrator&rsquo;s license \\r\\n\\tCompletion of a state-approved principal preparation program (and thus a valid principal-level license from the state in which the program was completed) \\r\\n\\tA passing score on the school leadership licensure exam in the state of the current license\\r\\n\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nEssential Duties and Responsibilities \\r\\n\\r\\nThe successful candidate: \\r\\n\\r\\n\\r\\n\\tHas a thorough understanding of COMAR regulations pertaining to educating children &amp; understanding of PL 105-17I.D.E.A. \\r\\n\\tDemonstrates staff supervision and capacity-building skills. \\r\\n\\tExperience in training education staff in lesson planning, assessment practices, classroom management, behavior interventions, brain-based learning, experiential instructional strategies, sensory integration techniques, crisis intervention, data-based decision making and problem-solving employing brain-based learning strategies, staff engagement, and the power of culture. \\r\\n\\tKnowledge and understanding of brain-based learning, experiential education, assessment tools, project-based instruction, and integrated curriculum instructional delivery. \\r\\n\\tUnderstanding of educational disabilities &amp; Demonstrates public relations skills. \\r\\n\\tKnowledge of the Continuous Quality Improvement process and its use in an educational setting. \\r\\n\\tExperience with implementation and analysis of educational assessment results. \\r\\n\\tThorough understanding of the program philosophy, policies, procedures, and operating systems of The Children&rsquo;s Guild. \\r\\n\\tAble to build a school culture that takes account of the richness and diversity of the schools&rsquo; communities. \\r\\n\\tDemonstrate the ability to work effectively with diverse populations. \\r\\n\\tAbility to recruit and maintain a teaching and support staff that reflects the diversity of the student population and community. \\r\\n\\tSkillset to create a team that works collaboratively and promotes high expectations for all students. \\r\\n\\tDemonstrate ability to garner support and resources, engage community organizations, individual education supporters, and businesses to support student achievement. \\r\\n\\tDemonstrate positive interpersonal skills inside and outside of school. \\r\\n\\tMust maintain a record of excellent attendance (attendance records will be closely evaluated upon application for this position. \\r\\n\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nAccountability: \\r\\n\\r\\nThe Principal reports to the VP of School Operations and supervises the classroom teachers, teaching assistants, classroom assistants, one-to-one assistants, and the assistant principal(s). \\r\\n\\r\\n&nbsp;\\r\\n\\r\\nCompetencies \\r\\n\\r\\nTo perform the job successfully, an individual will retain accountability for the following Key Result Areas (KRAs). \\r\\n\\r\\nKey Result Area #1: Regulatory Compliance\\r\\n\\r\\nThis key result area will be achieved when: \\r\\n\\r\\n\\r\\n\\tThe educational program meets or exceeds the minimum requirements set forth in the COMAR regulations pertaining to operating a school IEPs are current and services are provided as stated in the plan.\\r\\n\\r\\n\\r\\nKey Result Area #2: School Administration\\r\\n\\r\\nThis key result area will be achieved when: \\r\\n\\r\\n\\r\\n\\tIEP meetings are scheduled, attended, and led in a way that meets the needs of the LEA, the parents, the students, and the faculty. \\r\\n\\tOversees student disciplinary issues \\r\\n\\tManages the budget. \\r\\n\\tPhysical plant exemplifies TranZed culture. \\r\\n\\tA positive relationship exists between the school and the representatives of the referring Local Education Agencies. \\r\\n\\tThe program, and organizational philosophy(Transformation Education), and policies of The Children&rsquo;s Guild are institutionalized and maintained. \\r\\n\\tRequests for information by the Maryland State Department of Education, District of Columbia Public Schools, Local Education Agencies, government entities, and the Children&rsquo;s Guild executive management staff are responded to in a thorough and prompt way. \\r\\n\\tA positive and effective working relationship exists between the school administrative team, The Children&rsquo;s Guild executive management team, and the other Program Managers. \\r\\n\\tCommencement, school assemblies, student recognition systems, parent meetings, field trips, summer school, professional development, and school functions are planned, organized, and executed in a way that fosters learning and reflects a positive image of the students, the school, and The Children&rsquo;s Guild. \\r\\n\\tthe school has the educational equipment, materials, and books it needs to operate effectively and in compliance with certification requirements and organizational expectations. \\r\\n\\tA multi-sensory De-escalation room is utilized in accordance with the operation manual. \\r\\n\\tParents are kept informed of and involved in school activities on a regular basis. \\r\\n\\tCollaboration between the Director of Admissions and the Principal results in placement referrals being responded to in an efficient and effective way. \\r\\n\\tPerformance reviews of education staff are conducted annually and are up to date. \\r\\n\\tThe principal provides input for performance reviews of related service staff, clinical services supervisor, support staff, school secretary, medical staff, and psychiatrists to the appropriate supervisor. \\r\\n\\r\\n\\r\\nKey Result Area #3: Training \\r\\n\\r\\nThis key result area will be achieved when: \\r\\n\\r\\n\\r\\n\\tThe Principal facilitates, conducts, and evaluates professional development activities \\r\\n\\tThe Principal ensures instructional staff develop effective lesson plans, IEP/BIP, report cards, leveraging instructional strategies, assessment tools, data interpretation, instructional technology, and behavior management strategies \\r\\n\\tThe Principal evidence self-directed learning through attendance at conferences, seminars, and workshops aligned with the agency mission \\r\\n\\r\\n\\r\\nKey Result Area #4:Instructional Leadership \\r\\n\\r\\nThis key result area will be achieved when: \\r\\n\\r\\n\\r\\n\\tTeachers are provided with the resources and staff development needed to grow professionally. \\r\\n\\tAll teachers implement lesson plans, and project-based learning plans aligned with standards \\r\\n\\tTeaching staff and their assistants are monitored, supervised, and mentored in accordance with their needs and level of teaching skill. \\r\\n\\tPrincipals conduct walk-throughs to determine program needs, staff training needs, evaluate progress and provide feedback and coaching to grow instructional staff. \\r\\n\\tThe principal assures implementation of PBIS in alignment with the Children&rsquo;s Guild philosophy and is a member of the PBIS team \\r\\n\\tTeachers are prepared in advance for IEP meetings. \\r\\n\\tAll program services are integrated and in support of the students Individual Education Plan. \\r\\n\\tAble to build a school culture that takes account of the richness and diversity of the schools communities. \\r\\n\\tDemonstrate the ability to work effectively with diverse populations. \\r\\n\\tHave the ability to recruit and maintain a teaching and support staff that reflects the diversity of the student population and community. \\r\\n\\tAbility to create a team that works collaboratively and promotes high expectations for all students. \\r\\n\\tDemonstrate ability to garner support and resources, engage community organizations, individual education supporters, and businesses to support student achievement. \\r\\n\\tDemonstrate positive interpersonal skills inside and outside of school. \\r\\n\\r\\n\\r\\nKey Result Area #5:Audit Management \\r\\n\\r\\nThis key result area is achieved when: \\r\\n\\r\\n\\r\\n\\tContinuous Quality Improvement reports are accurate and submitted quarterly. \\r\\n\\tThe related service tracking system is in place and audited on a monthly basis. This will involve auditing of clinical and educational services as stipulated on the IEP. \\r\\n\\tTracking system is in place for recording IEP reviews. \\r\\n\\tReport cards are reviewed and distributed on a quarterly basis. \\r\\n\\tThe school environment reflects the Children&rsquo;s Guilds philosophy, values, and culture. \\r\\n\\r\\n\\r\\nKey Result Area #6:Operations \\r\\n\\r\\nThe Principal has responsibility for all operational functions. He/she may delegate responsibility but must maintain oversight of all functions. The Principal assures all aspects of operations are implemented and managed effectively. \\r\\n\\r\\n\\r\\n\\tMonitor food services documentation: completed, submitted and audited monthly \\r\\n\\tEnvironmental safety regulations are in compliance \\r\\n\\tPurchasing and ordering of materials is within a designated budget \\r\\n\\tCredit card accounts are audited monthly \\r\\n\\tSecurity and Emergency Response procedures are enforced at all times. \\r\\n\\r\\n\\r\\nKey Result Area #7:Additional Duties \\r\\n\\r\\nThis Key result area is achieved when: \\r\\n\\r\\n\\r\\n\\tAll duties assigned are carried out in a timely and effective way. \\r\\n\\tThe Principal engages in his or her own professional growth and development and demonstrates an interest in being a lifelong learner. \\r\\n\\tOther duties as assigned. \\r\\n\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nPhysical Demands \\r\\n\\r\\nThe physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. \\r\\n\\r\\nWhile performing the duties of this Job, the employee is frequently required to stand; walk; sit; reach with hands and arms, and talk or hear. \\r\\n\\r\\nAll Children&rsquo;s Guild employees are expected to demonstrate an awareness of, respect for, and attention to the diversity of the people with whom they interact (person served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structure, policies, and services.\\r\\n\\r\\n&nbsp;\\r\\n\",\"experienceRequirements\":\"Qualifications, Education &amp; Experience\\r\\n\\r\\nTo perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. \\r\\n\\r\\n\\r\\n\\tBachelor&rsquo;s degree or higher from an accredited college or university \\r\\n\\tNon-public school experience\\r\\n\\tCompletion of a state-approved program K-12 School Leadership \\r\\n\\tCompletion of two years of full-time PreK-12 school-based teaching or student services experience or two years of other full-time PreK-12 school-based instructional leadership&nbsp; \\r\\n\\tCurrent possession of a valid school administrator&rsquo;s license \\r\\n\\tCompletion of a state-approved principal preparation program (and thus a valid principal-level license from the state in which the program was completed) \\r\\n\\tA passing score on the school leadership licensure exam in the state of the current license\\r\\n\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nEssential Duties and Responsibilities \\r\\n\\r\\nThe successful candidate: \\r\\n\\r\\n\\r\\n\\tHas a thorough understanding of COMAR regulations pertaining to educating children &amp; understanding of PL 105-17I.D.E.A. \\r\\n\\tDemonstrates staff supervision and capacity-building skills. \\r\\n\\tExperience in training education staff in lesson planning, assessment practices, classroom management, behavior interventions, brain-based learning, experiential instructional strategies, sensory integration techniques, crisis intervention, data-based decision making and problem-solving employing brain-based learning strategies, staff engagement, and the power of culture. \\r\\n\\tKnowledge and understanding of brain-based learning, experiential education, assessment tools, project-based instruction, and integrated curriculum instructional delivery. \\r\\n\\tUnderstanding of educational disabilities &amp; Demonstrates public relations skills. \\r\\n\\tKnowledge of the Continuous Quality Improvement process and its use in an educational setting. \\r\\n\\tExperience with implementation and analysis of educational assessment results. \\r\\n\\tThorough understanding of the program philosophy, policies, procedures, and operating systems of The Children&rsquo;s Guild. \\r\\n\\tAble to build a school culture that takes account of the richness and diversity of the schools&rsquo; communities. \\r\\n\\tDemonstrate the ability to work effectively with diverse populations. \\r\\n\\tAbility to recruit and maintain a teaching and support staff that reflects the diversity of the student population and community. \\r\\n\\tSkillset to create a team that works collaboratively and promotes high expectations for all students. \\r\\n\\tDemonstrate ability to garner support and resources, engage community organizations, individual education supporters, and businesses to support student achievement. \\r\\n\\tDemonstrate positive interpersonal skills inside and outside of school. \\r\\n\\tMust maintain a record of excellent attendance (attendance records will be closely evaluated upon application for this position. \\r\\n\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nAccountability: \\r\\n\\r\\nThe Principal reports to the VP of School Operations and supervises the classroom teachers, teaching assistants, classroom assistants, one-to-one assistants, and the assistant principal(s). \\r\\n\\r\\n&nbsp;\\r\\n\\r\\nCompetencies \\r\\n\\r\\nTo perform the job successfully, an individual will retain accountability for the following Key Result Areas (KRAs). \\r\\n\\r\\nKey Result Area #1: Regulatory Compliance\\r\\n\\r\\nThis key result area will be achieved when: \\r\\n\\r\\n\\r\\n\\tThe educational program meets or exceeds the minimum requirements set forth in the COMAR regulations pertaining to operating a school IEPs are current and services are provided as stated in the plan.\\r\\n\\r\\n\\r\\nKey Result Area #2: School Administration\\r\\n\\r\\nThis key result area will be achieved when: \\r\\n\\r\\n\\r\\n\\tIEP meetings are scheduled, attended, and led in a way that meets the needs of the LEA, the parents, the students, and the faculty. \\r\\n\\tOversees student disciplinary issues \\r\\n\\tManages the budget. \\r\\n\\tPhysical plant exemplifies TranZed culture. \\r\\n\\tA positive relationship exists between the school and the representatives of the referring Local Education Agencies. \\r\\n\\tThe program, and organizational philosophy(Transformation Education), and policies of The Children&rsquo;s Guild are institutionalized and maintained. \\r\\n\\tRequests for information by the Maryland State Department of Education, District of Columbia Public Schools, Local Education Agencies, government entities, and the Children&rsquo;s Guild executive management staff are responded to in a thorough and prompt way. \\r\\n\\tA positive and effective working relationship exists between the school administrative team, The Children&rsquo;s Guild executive management team, and the other Program Managers. \\r\\n\\tCommencement, school assemblies, student recognition systems, parent meetings, field trips, summer school, professional development, and school functions are planned, organized, and executed in a way that fosters learning and reflects a positive image of the students, the school, and The Children&rsquo;s Guild. \\r\\n\\tthe school has the educational equipment, materials, and books it needs to operate effectively and in compliance with certification requirements and organizational expectations. \\r\\n\\tA multi-sensory De-escalation room is utilized in accordance with the operation manual. \\r\\n\\tParents are kept informed of and involved in school activities on a regular basis. \\r\\n\\tCollaboration between the Director of Admissions and the Principal results in placement referrals being responded to in an efficient and effective way. \\r\\n\\tPerformance reviews of education staff are conducted annually and are up to date. \\r\\n\\tThe principal provides input for performance reviews of related service staff, clinical services supervisor, support staff, school secretary, medical staff, and psychiatrists to the appropriate supervisor. \\r\\n\\r\\n\\r\\nKey Result Area #3: Training \\r\\n\\r\\nThis key result area will be achieved when: \\r\\n\\r\\n\\r\\n\\tThe Principal facilitates, conducts, and evaluates professional development activities \\r\\n\\tThe Principal ensures instructional staff develop effective lesson plans, IEP/BIP, report cards, leveraging instructional strategies, assessment tools, data interpretation, instructional technology, and behavior management strategies \\r\\n\\tThe Principal evidence self-directed learning through attendance at conferences, seminars, and workshops aligned with the agency mission \\r\\n\\r\\n\\r\\nKey Result Area #4:Instructional Leadership \\r\\n\\r\\nThis key result area will be achieved when: \\r\\n\\r\\n\\r\\n\\tTeachers are provided with the resources and staff development needed to grow professionally. \\r\\n\\tAll teachers implement lesson plans, and project-based learning plans aligned with standards \\r\\n\\tTeaching staff and their assistants are monitored, supervised, and mentored in accordance with their needs and level of teaching skill. \\r\\n\\tPrincipals conduct walk-throughs to determine program needs, staff training needs, evaluate progress and provide feedback and coaching to grow instructional staff. \\r\\n\\tThe principal assures implementation of PBIS in alignment with the Children&rsquo;s Guild philosophy and is a member of the PBIS team \\r\\n\\tTeachers are prepared in advance for IEP meetings. \\r\\n\\tAll program services are integrated and in support of the students Individual Education Plan. \\r\\n\\tAble to build a school culture that takes account of the richness and diversity of the schools communities. \\r\\n\\tDemonstrate the ability to work effectively with diverse populations. \\r\\n\\tHave the ability to recruit and maintain a teaching and support staff that reflects the diversity of the student population and community. \\r\\n\\tAbility to create a team that works collaboratively and promotes high expectations for all students. \\r\\n\\tDemonstrate ability to garner support and resources, engage community organizations, individual education supporters, and businesses to support student achievement. \\r\\n\\tDemonstrate positive interpersonal skills inside and outside of school. \\r\\n\\r\\n\\r\\nKey Result Area #5:Audit Management \\r\\n\\r\\nThis key result area is achieved when: \\r\\n\\r\\n\\r\\n\\tContinuous Quality Improvement reports are accurate and submitted quarterly. \\r\\n\\tThe related service tracking system is in place and audited on a monthly basis. This will involve auditing of clinical and educational services as stipulated on the IEP. \\r\\n\\tTracking system is in place for recording IEP reviews. \\r\\n\\tReport cards are reviewed and distributed on a quarterly basis. \\r\\n\\tThe school environment reflects the Children&rsquo;s Guilds philosophy, values, and culture. \\r\\n\\r\\n\\r\\nKey Result Area #6:Operations \\r\\n\\r\\nThe Principal has responsibility for all operational functions. He/she may delegate responsibility but must maintain oversight of all functions. The Principal assures all aspects of operations are implemented and managed effectively. \\r\\n\\r\\n\\r\\n\\tMonitor food services documentation: completed, submitted and audited monthly \\r\\n\\tEnvironmental safety regulations are in compliance \\r\\n\\tPurchasing and ordering of materials is within a designated budget \\r\\n\\tCredit card accounts are audited monthly \\r\\n\\tSecurity and Emergency Response procedures are enforced at all times. \\r\\n\\r\\n\\r\\nKey Result Area #7:Additional Duties \\r\\n\\r\\nThis Key result area is achieved when: \\r\\n\\r\\n\\r\\n\\tAll duties assigned are carried out in a timely and effective way. \\r\\n\\tThe Principal engages in his or her own professional growth and development and demonstrates an interest in being a lifelong learner. \\r\\n\\tOther duties as assigned. \\r\\n\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nPhysical Demands \\r\\n\\r\\nThe physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. \\r\\n\\r\\nWhile performing the duties of this Job, the employee is frequently required to stand; walk; sit; reach with hands and arms, and talk or hear. \\r\\n\\r\\nAll Children&rsquo;s Guild employees are expected to demonstrate an awareness of, respect for, and attention to the diversity of the people with whom they interact (person served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structure, policies, and services.\\r\\n\\r\\n&nbsp;\\r\\n\",\"validThrough\":\"2026-06-15\",\"educationRequirements\":\"4 Year Degree\"}",
    "applyAvailable": true,
    "educationLevel": "4 Year Degree",
    "qualifications": "<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\"><b><i>Qualifications, Education &amp; Experience</i></b></span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. </span></span></span></p>\r\n\r\n<ul style=\"margin-bottom:11px\">\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Bachelor&rsquo;s degree or higher from an accredited college or university </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\"><b><u>Non-public school experience</u></b></span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Completion of a state-approved program K-12 School Leadership </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\"><b><u>Completion of two years of full-time PreK-12 school-based teaching or student services experience or two years of other full-time PreK-12 school-based instructional leadership&nbsp; </u></b></span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Current possession of a valid school administrator&rsquo;s license </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Completion of a state-approved principal preparation program (and thus a valid principal-level license from the state in which the program was completed) </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">A passing score on the school leadership licensure exam in the state of the current license</span></span></span></span></li>\r\n</ul>\r\n\r\n<p style=\"margin-bottom:11px\">&nbsp;</p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\"><i>Essential Duties and Responsibilities </i></span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The successful candidate: </span></span></span></p>\r\n\r\n<ol style=\"margin-bottom:11px\">\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Has a thorough understanding of COMAR regulations pertaining to educating children &amp; understanding of PL 105-17I.D.E.A. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Demonstrates staff supervision and capacity-building skills. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Experience in training education staff in lesson planning, assessment practices, classroom management, behavior interventions, brain-based learning, experiential instructional strategies, sensory integration techniques, crisis intervention, data-based decision making and problem-solving employing brain-based learning strategies, staff engagement, and the power of culture. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Knowledge and understanding of brain-based learning, experiential education, assessment tools, project-based instruction, and integrated curriculum instructional delivery. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Understanding of educational disabilities &amp; Demonstrates public relations skills. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Knowledge of the Continuous Quality Improvement process and its use in an educational setting. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Experience with implementation and analysis of educational assessment results. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Thorough understanding of the program philosophy, policies, procedures, and operating systems of The Children&rsquo;s Guild. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Able to build a school culture that takes account of the richness and diversity of the schools&rsquo; communities. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Demonstrate the ability to work effectively with diverse populations. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Ability to recruit and maintain a teaching and support staff that reflects the diversity of the student population and community. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Skillset to create a team that works collaboratively and promotes high expectations for all students. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Demonstrate ability to garner support and resources, engage community organizations, individual education supporters, and businesses to support student achievement. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Demonstrate positive interpersonal skills inside and outside of school. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Must maintain a record of excellent attendance (attendance records will be closely evaluated upon application for this position. </span></span></span></span></li>\r\n</ol>\r\n\r\n<p style=\"margin-bottom:11px\">&nbsp;</p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\"><b><i>Accountability: </i></b></span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The Principal reports to the VP of School Operations and supervises the classroom teachers, teaching assistants, classroom assistants, one-to-one assistants, and the assistant principal(s). </span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\">&nbsp;</p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\"><b><i>Competencies </i></b></span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">To perform the job successfully, an individual will retain accountability for the following Key Result Areas (KRAs). </span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Key Result Area #1: Regulatory Compliance</span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">This key result area will be achieved when: </span></span></span></p>\r\n\r\n<ol style=\"margin-bottom:11px\">\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The educational program meets or exceeds the minimum requirements set forth in the COMAR regulations pertaining to operating a school IEPs are current and services are provided as stated in the plan.</span></span></span></span></li>\r\n</ol>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Key Result Area #2: School Administration</span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">This key result area will be achieved when: </span></span></span></p>\r\n\r\n<ol style=\"margin-bottom:11px\">\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">IEP meetings are scheduled, attended, and led in a way that meets the needs of the LEA, the parents, the students, and the faculty. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Oversees student disciplinary issues </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Manages the budget. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Physical plant exemplifies TranZed culture. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">A positive relationship exists between the school and the representatives of the referring Local Education Agencies. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The program, and organizational philosophy(Transformation Education), and policies of The Children&rsquo;s Guild are institutionalized and maintained. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Requests for information by the Maryland State Department of Education, District of Columbia Public Schools, Local Education Agencies, government entities, and the Children&rsquo;s Guild executive management staff are responded to in a thorough and prompt way. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">A positive and effective working relationship exists between the school administrative team, The Children&rsquo;s Guild executive management team, and the other Program Managers. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Commencement, school assemblies, student recognition systems, parent meetings, field trips, summer school, professional development, and school functions are planned, organized, and executed in a way that fosters learning and reflects a positive image of the students, the school, and The Children&rsquo;s Guild. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">the school has the educational equipment, materials, and books it needs to operate effectively and in compliance with certification requirements and organizational expectations. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">A multi-sensory De-escalation room is utilized in accordance with the operation manual. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Parents are kept informed of and involved in school activities on a regular basis. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Collaboration between the Director of Admissions and the Principal results in placement referrals being responded to in an efficient and effective way. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Performance reviews of education staff are conducted annually and are up to date. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The principal provides input for performance reviews of related service staff, clinical services supervisor, support staff, school secretary, medical staff, and psychiatrists to the appropriate supervisor. </span></span></span></span></li>\r\n</ol>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Key Result Area #3: Training </span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">This key result area will be achieved when: </span></span></span></p>\r\n\r\n<ol style=\"margin-bottom:11px\">\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The Principal facilitates, conducts, and evaluates professional development activities </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The Principal ensures instructional staff develop effective lesson plans, IEP/BIP, report cards, leveraging instructional strategies, assessment tools, data interpretation, instructional technology, and behavior management strategies </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The Principal evidence self-directed learning through attendance at conferences, seminars, and workshops aligned with the agency mission </span></span></span></span></li>\r\n</ol>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Key Result Area #4:Instructional Leadership </span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">This key result area will be achieved when: </span></span></span></p>\r\n\r\n<ol style=\"margin-bottom:11px\">\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Teachers are provided with the resources and staff development needed to grow professionally. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">All teachers implement lesson plans, and project-based learning plans aligned with standards </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Teaching staff and their assistants are monitored, supervised, and mentored in accordance with their needs and level of teaching skill. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Principals conduct walk-throughs to determine program needs, staff training needs, evaluate progress and provide feedback and coaching to grow instructional staff. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The principal assures implementation of PBIS in alignment with the Children&rsquo;s Guild philosophy and is a member of the PBIS team </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Teachers are prepared in advance for IEP meetings. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">All program services are integrated and in support of the students Individual Education Plan. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Able to build a school culture that takes account of the richness and diversity of the schools communities. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Demonstrate the ability to work effectively with diverse populations. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Have the ability to recruit and maintain a teaching and support staff that reflects the diversity of the student population and community. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Ability to create a team that works collaboratively and promotes high expectations for all students. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Demonstrate ability to garner support and resources, engage community organizations, individual education supporters, and businesses to support student achievement. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Demonstrate positive interpersonal skills inside and outside of school. </span></span></span></span></li>\r\n</ol>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Key Result Area #5:Audit Management </span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">This key result area is achieved when: </span></span></span></p>\r\n\r\n<ol style=\"margin-bottom:11px\">\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Continuous Quality Improvement reports are accurate and submitted quarterly. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The related service tracking system is in place and audited on a monthly basis. This will involve auditing of clinical and educational services as stipulated on the IEP. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Tracking system is in place for recording IEP reviews. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Report cards are reviewed and distributed on a quarterly basis. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The school environment reflects the Children&rsquo;s Guilds philosophy, values, and culture. </span></span></span></span></li>\r\n</ol>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Key Result Area #6:Operations </span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The Principal has responsibility for all operational functions. He/she may delegate responsibility but must maintain oversight of all functions. The Principal assures all aspects of operations are implemented and managed effectively. </span></span></span></p>\r\n\r\n<ol style=\"margin-bottom:11px\">\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Monitor food services documentation: completed, submitted and audited monthly </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Environmental safety regulations are in compliance </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Purchasing and ordering of materials is within a designated budget </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Credit card accounts are audited monthly </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Security and Emergency Response procedures are enforced at all times. </span></span></span></span></li>\r\n</ol>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Key Result Area #7:Additional Duties </span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">This Key result area is achieved when: </span></span></span></p>\r\n\r\n<ol style=\"margin-bottom:11px\">\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">All duties assigned are carried out in a timely and effective way. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The Principal engages in his or her own professional growth and development and demonstrates an interest in being a lifelong learner. </span></span></span></span></li>\r\n\t<li style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"tab-stops:list .5in\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">Other duties as assigned. </span></span></span></span></li>\r\n</ol>\r\n\r\n<p style=\"margin-bottom:11px\">&nbsp;</p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\"><b><i>Physical Demands </i></b></span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. </span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">While performing the duties of this Job, the employee is frequently required to stand; walk; sit; reach with hands and arms, and talk or hear. </span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\"><span style=\"font-size:12pt\"><span style=\"line-height:115%\"><span style=\"font-family:Aptos,sans-serif\">All Children&rsquo;s Guild employees are expected to demonstrate an awareness of, respect for, and attention to the diversity of the people with whom they interact (person served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structure, policies, and services.</span></span></span></p>\r\n\r\n<p style=\"margin-bottom:11px\">&nbsp;</p>\r\n",
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