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Home › Companies › CA382F966749E8D17241DC2E78C3B094 › Elementary School Assistant Principal

Elementary School Assistant Principal

CA382F966749E8D17241DC2E78C3B094 · Bruce Guadalupe Elementary - Milwaukee, WI 53204; Milwaukee, WI, 53204, USA · On Site · Active · Paycom ATS

Job facts

FieldValue
CompanyCA382F966749E8D17241DC2E78C3B094
TitleElementary School Assistant Principal
Normalized title-
Department / team-
LocationMilwaukee, WI, United States
Work modelOn Site
Employment typeFull Time
Salary-
Statusactive
ATS providerPaycom ATS
Posted / first seen2026-05-14 / 2026-05-31
Changed / last seen2026-05-31 / 2026-06-06

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CompanyCA382F966749E8D17241DC2E78C3B094
Source8fb05460-40f1-4301-b315-f384db9ae206
ATS providerPaycom ATS

Description

Description POSITION SUMMARY: The Assistant Principal supports the principal in the overall administration and instructional leadership of the school, focusing on creating a positive and engaging learning environment for students, fostering professional growth among staff, and ensuring effective school operations. This role involves collaboration with teachers, parents, and the broader community to promote the educational success and well-being of all students. Responsible for day-to-day building administration and the safety and welfare of students, staff, and activities.  Ensures a safe, pleasant, and effective educational atmosphere; provides discipline as necessary and enforces school policy while interacting with parents on a regular basis. UCC School Administrators are mission-driven, dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, data-driven, and committed to the academic and social-emotional development and excellence of all students. ESSENTIAL DUTIES AND RESPONSIBILITIES Instructional Leadership: Collaborate with the Principal and school leadership to develop and implement instructional programs that align with educational standards and promote student achievement. Support teachers in implementing effective instructional strategies and differentiated instruction to meet the needs of diverse learners. Conduct classroom observations, provide feedback, and facilitate professional development opportunities to enhance teaching practices. Collaborates with the implementation of the K-5 sequential curriculum to ensure students are prepared for future academic experiences. Attends meetings, participates in workshops or seminars, takes university courses, and participates in professional activities which relate directly to staff relationships as approved by school and/or agency leadership. Student Support and Discipline: Promote a safe, respectful, and inclusive school climate where students feel supported and encouraged to excel academically and socially. Implement and enforce school policies and procedures regarding student conduct and discipline, ensuring fairness and consistency. Work with counselors, social workers, and other support staff to address student behavior and provide interventions when necessary. Interacts with students directly on any items of concern on personal initiative or when referred by staff members. Provides for safe, healthful and stimulating surroundings; a variety of learning opportunities and adequate directions for student expectations. Family and Community Engagement: Foster positive relationships with parents/guardians through effective communication, meetings, and involvement in school activities. Collaborate with community organizations, local businesses, and stakeholders to enhance educational opportunities and resources for students. Organize and participate in family events, workshops, and informational sessions to promote parental involvement in their child’s education. Aids and assists the Parent Involvement Committee in pursuit of its objectives and in the accomplishment of its activities. Communicates with parents on matters which concern their child’s school life: phone calls for injury, illness, unexplained absence, and severe misbehavior; parent conferences and report cards for student academic achievement and motivation; parent conferences for Special Education referrals, suspension readmission and Special Education assignment; small group conferences for activities like test interpretation; general invitation meetings when new programs begin, i.e. report cards; general distribution of written notices such as newsletters, announcements of parent organization meetings or related community activities. Administrative Oversight: Assist the Principal in the day-to-day management of school operations, including scheduling, coverage of staff absences, curriculum implementation, instructional leadership, supervision and evaluation of staff, budgeting, and resource allocation. Steps in to support building operations and leadership in the absence of the principal. May be asked to provide administrative coverage and/or support to other UCC school buildings when absences arise. Coordinate standardized testing and assessment activities, ensuring compliance with state and district regulations. Manage student enrollment, attendance records, and other administrative tasks as needed. Evaluates and expedites, where necessary, staff or parent requests for student evaluation for possible Special Education placement. Professional Development and Staff Support: Support the professional growth and development of teachers and staff through mentoring, coaching, and facilitating professional learning communities. Assist in recruiting, interviewing, and hiring new staff members, ensuring alignment with the school’s mission and values. Collaborate with the Principal in conducting performance evaluations and providing constructive feedback to staff. Observes and supervises the performance of all staff members so as to be acquainted with the status, atmosphere, and tone of the total school environment and with the point of improving their effectiveness in the performance of their assigned tasks and duties, meeting DPI requirements. Assists administrative team in determining staff needs based on curricular requirements, student population projections, and teaching station availability. Provides orientation for new staff members or staff members in new assignments when and as needed. Encourages and recruits where/when necessary, teacher participation in all future planning, building or agency-wide work. Provides guidance to necessary personnel as appropriate for positive resolutions to issues. Agency and Administrative Team: Attends and participates in the school leadership team and other meetings called or as directed by the school principal. Accepts and performs duties as member of school leadership or staff committees as may be directed by the school principal. Prepares and provides in proper format all reports required or requested. Communicates to all school and agency leadership and administration in a suitable manner, information on all aspects of the school operation. Communicates with staff members on all pertinent topics and matters of mutual concern through use of such devices as teacher handbook, parent handbook, building rules and regulations, periodic meetings, individual conferences, written bulletins, directives and memos, parent newsletters and bulletin board postings. Adheres to the provisions of the employee handbook and contracts when making decisions affecting the working conditions of employees Administrative Tasks: Promulgates via memos/emails to teachers, parent newsletters, distribution of flyers, class visits or PA announcements needed information or of potential value to students. Maintains appropriate records of student activities and performance for internal and external use when needed.  Reviews (with parent present, if requested), refines, and forwards such records when they are properly requested by the receiving school after student withdrawal. Requests from the former school for the records of newly enrolled students. Assists staff and administrators in assigning students to appropriate classes or classes to ensure the best possible learning opportunities. Attends IEP and other Special Education meetings. Evaluates all submissions relating to teacher absence and provides necessary recommendations for coverage and approvals for time off requests. Develops cooperatively with staff, such rules and regulations as will best serve the day-to-day needs of school operations, and for special circumstances as needed. Time: Budgets personal time in a manner that will allow maximum time (approximately 80% of the work day) in classrooms, observing instruction, and directly interacting with staff members during their workday, and students during their school day. Collaborates with the building administrator to: Devise teacher work schedules to allow for balanced teaching, preparation, and supervisory assignment patterns which will meet contract and employee handbook requirements, and agency needs. Assign non-teaching personnel and traveling staff members to work shifts that will ensure that their service will best meets operational needs. Arrange facility use (multi-purpose areas) to provide for a change of physical set-up. Administrative presence is required in all school and agency events, including evenings and weekends. Maintenance: Develops a general personal knowledge of the overall state of cleanliness, repair, and/or operational efficiency of the major building components, service systems, major implements or tools, and equipment/installations located on the school premises. Consults when needed with the Maintenance Director on all aspects of operation, safety, proper and secure storage, inventory, and staff use of required goods and services. In consultation with building administrators, establishes guidelines for receipt, refusal, and quality evaluation, proper and secure storage, inventory, and staff use of required goods and services. OTHER: Maintains all necessary licensure and certification requirements of the position.  Pursues necessary coursework, training, and professional development to fulfill licensure and certification requirements. Accepts and follows through on other responsibilities as assigned by the Board of Directors, Executive Director, Agency, and School Leadership, and/or his/her designee. Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. WORKING RELATIONSHIPS :  Reports to and is evaluated by the School Principal; works with all levels of school administration and Special Services; supervises building level staff; interacts positively with all staff. WORK SCHEDULE: Typically works during school hours, with additional hours for meetings, events, and administrative tasks. May involve occasional evening or weekend work for school events or meetings. Regular work hours may be adjusted or changed at the discretion of the school principal based on the needs of the building. INTENDED OUTCOMES AND SUCCESS MEASURES: Improved schoolwide student academic achievement and growth as observed through relevant assessments (aimswebPLUS, NWEA MAP data, Forward data, summative/formative assessments, and/or EE data). Improved school-wide attendance. Reduction in chronic absenteeism rates. High-quality instruction and engagement are present across classrooms as observed through classroom observations. Increase the number of students meeting or exceeding grade level expectations across core content areas. Effective management and reduction in office referrals and suspensions. Consistent application of schoolwide disciplinary protocols and policies. High staff morale and engagement as reflected in schoolwide and agency staff surveys. High rates of staff retention from one year to the next. Successful implementation of school curriculum programs and practices with fidelity. Increased use of supportive interventions and positive behavior interventions for students. High levels of student belonging and safety as reflected in student survey data. Increased rates of positive feedback and families feeling supported and connected to the school community, as reflected on family and client surveys. Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. KNOWLEDGE, SKILLS, AND ABILITIES Strong leadership and management skills in a school setting. Must exhibit sound judgment in dealing with students, teachers, school staff, leaders, families, and community stakeholders. Ability to develop and implement effective policies and procedures. Knowledge of effective classroom and behavioral management techniques to engage students in meaningful learning. Ability to handle sensitive and confidential information with discretion. Demonstrates urgency to support students, staff, and promote the academic excellence of the school environment. Demonstrates attention to detail and problem-solving skills Demonstrates strong understanding of curriculum development, instructional practices, teacher evaluation, and educational trends. Ability to work collaboratively with diverse stakeholders to achieve common goals. Ability to read, analyze, and interpret general business and educational periodicals, professional journals, technical procedures and governmental regulations. Ability to write reports, business correspondence, and procedural manuals. Ability to effectively present information and respond to questions from administrators, staff, parents and the public. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, and basic algebraic equations. Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. Ability to speak clearly and concisely, both in oral and written communication. Qualifications Master’s Degree in administration, education leadership, or related field; state licensure or certification appropriate for an elementary principal; must have strong leadership and communication skills; background in teaching and building-level administration preferred. Previous teaching experience at the elementary level; administrative experience preferred.  Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills. Must have a valid driver’s license and reliable transportation. PHYSICAL REQUIREMENTS: The employee is regularly required to meet deadlines with severe time constraints and interact with the public and staff, in addition to meeting multiple demands from several people.  The employee is frequently required to work irregular or extended hours. Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for instructional planning, staff evaluations, or communication and to work frequently at close visual range Ability to receive and respond to oral communication WORKING CONDITIONS: Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). The schedule is generally hectic. May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) Regular use of stairs and walking short distances is required daily. May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.

Full job record

Job ID8f9394ef34805086eeb68bb9399800eccf264773
Org ID73f6c27b-3727-4cc5-8d99-a365b5c4d9b0
Source ID8fb05460-40f1-4301-b315-f384db9ae206
Board ID8fb05460-40f1-4301-b315-f384db9ae206
Providerpaycom
Provider Job Key229547
TitleElementary School Assistant Principal
Normalized Title—
Statusactive
Activeyes
Location TextBruce Guadalupe Elementary - Milwaukee, WI 53204; Milwaukee, WI, 53204, USA
Department—
Team—
Employment Typefull_time
Workplace Typeon_site
Remote Policy—
CountryUnited States
RegionWI
CityMilwaukee
Salary RawDescription POSITION SUMMARY: The Assistant Principal supports the principal in the overall administration and instructional leadership of the school, focusing on creating a positive and engaging learning environment for students, fostering professional growth among staff, and ensuring effective school operations. This role involves collaboration with teachers, parents, and the broader community to promote the educational success and well-being of all students. Responsible for day-to-day building administration and the safety and welfare of students, staff, and activities.  Ensures a safe, pleasant, and effective educational atmosphere; provides discipline as necessary and enforces school policy while interacting with parents on a regular basis. UCC School Administrators are mission-driven, dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, data-driven, and committed to the academic and social-emotional development and excellence of all students. ESSENTIAL DUTIES AND RESPONSIBILITIES Instructional Leadership: Collaborate with the Principal and school leadership to develop and implement instructional programs that align with educational standards and promote student achievement. Support teachers in implementing effective instructional strategies and differentiated instruction to meet the needs of diverse learners. Conduct classroom observations, provide feedback, and facilitate professional development opportunities to enhance teaching practices. Collaborates with the implementation of the K-5 sequential curriculum to ensure students are prepared for future academic experiences. Attends meetings, participates in workshops or seminars, takes university courses, and participates in professional activities which relate directly to staff relationships as approved by school and/or agency leadership. Student Support and Discipline: Promote a safe, respectful, and inclusive school climate where students feel supported and encouraged to excel academically and socially. Implement and enforce school policies and procedures regarding student conduct and discipline, ensuring fairness and consistency. Work with counselors, social workers, and other support staff to address student behavior and provide interventions when necessary. Interacts with students directly on any items of concern on personal initiative or when referred by staff members. Provides for safe, healthful and stimulating surroundings; a variety of learning opportunities and adequate directions for student expectations. Family and Community Engagement: Foster positive relationships with parents/guardians through effective communication, meetings, and involvement in school activities. Collaborate with community organizations, local businesses, and stakeholders to enhance educational opportunities and resources for students. Organize and participate in family events, workshops, and informational sessions to promote parental involvement in their child’s education. Aids and assists the Parent Involvement Committee in pursuit of its objectives and in the accomplishment of its activities. Communicates with parents on matters which concern their child’s school life: phone calls for injury, illness, unexplained absence, and severe misbehavior; parent conferences and report cards for student academic achievement and motivation; parent conferences for Special Education referrals, suspension readmission and Special Education assignment; small group conferences for activities like test interpretation; general invitation meetings when new programs begin, i.e. report cards; general distribution of written notices such as newsletters, announcements of parent organization meetings or related community activities. Administrative Oversight: Assist the Principal in the day-to-day management of school operations, including scheduling, coverage of staff absences, curriculum implementation, instructional leadership, supervision and evaluation of staff, budgeting, and resource allocation. Steps in to support building operations and leadership in the absence of the principal. May be asked to provide administrative coverage and/or support to other UCC school buildings when absences arise. Coordinate standardized testing and assessment activities, ensuring compliance with state and district regulations. Manage student enrollment, attendance records, and other administrative tasks as needed. Evaluates and expedites, where necessary, staff or parent requests for student evaluation for possible Special Education placement. Professional Development and Staff Support: Support the professional growth and development of teachers and staff through mentoring, coaching, and facilitating professional learning communities. Assist in recruiting, interviewing, and hiring new staff members, ensuring alignment with the school’s mission and values. Collaborate with the Principal in conducting performance evaluations and providing constructive feedback to staff. Observes and supervises the performance of all staff members so as to be acquainted with the status, atmosphere, and tone of the total school environment and with the point of improving their effectiveness in the performance of their assigned tasks and duties, meeting DPI requirements. Assists administrative team in determining staff needs based on curricular requirements, student population projections, and teaching station availability. Provides orientation for new staff members or staff members in new assignments when and as needed. Encourages and recruits where/when necessary, teacher participation in all future planning, building or agency-wide work. Provides guidance to necessary personnel as appropriate for positive resolutions to issues. Agency and Administrative Team: Attends and participates in the school leadership team and other meetings called or as directed by the school principal. Accepts and performs duties as member of school leadership or staff committees as may be directed by the school principal. Prepares and provides in proper format all reports required or requested. Communicates to all school and agency leadership and administration in a suitable manner, information on all aspects of the school operation. Communicates with staff members on all pertinent topics and matters of mutual concern through use of such devices as teacher handbook, parent handbook, building rules and regulations, periodic meetings, individual conferences, written bulletins, directives and memos, parent newsletters and bulletin board postings. Adheres to the provisions of the employee handbook and contracts when making decisions affecting the working conditions of employees Administrative Tasks: Promulgates via memos/emails to teachers, parent newsletters, distribution of flyers, class visits or PA announcements needed information or of potential value to students. Maintains appropriate records of student activities and performance for internal and external use when needed.  Reviews (with parent present, if requested), refines, and forwards such records when they are properly requested by the receiving school after student withdrawal. Requests from the former school for the records of newly enrolled students. Assists staff and administrators in assigning students to appropriate classes or classes to ensure the best possible learning opportunities. Attends IEP and other Special Education meetings. Evaluates all submissions relating to teacher absence and provides necessary recommendations for coverage and approvals for time off requests. Develops cooperatively with staff, such rules and regulations as will best serve the day-to-day needs of school operations, and for special circumstances as needed. Time: Budgets personal time in a manner that will allow maximum time (approximately 80% of the work day) in classrooms, observing instruction, and directly interacting with staff members during their workday, and students during their school day. Collaborates with the building administrator to: Devise teacher work schedules to allow for balanced teaching, preparation, and supervisory assignment patterns which will meet contract and employee handbook requirements, and agency needs. Assign non-teaching personnel and traveling staff members to work shifts that will ensure that their service will best meets operational needs. Arrange facility use (multi-purpose areas) to provide for a change of physical set-up. Administrative presence is required in all school and agency events, including evenings and weekends. Maintenance: Develops a general personal knowledge of the overall state of cleanliness, repair, and/or operational efficiency of the major building components, service systems, major implements or tools, and equipment/installations located on the school premises. Consults when needed with the Maintenance Director on all aspects of operation, safety, proper and secure storage, inventory, and staff use of required goods and services. In consultation with building administrators, establishes guidelines for receipt, refusal, and quality evaluation, proper and secure storage, inventory, and staff use of required goods and services. OTHER: Maintains all necessary licensure and certification requirements of the position.  Pursues necessary coursework, training, and professional development to fulfill licensure and certification requirements. Accepts and follows through on other responsibilities as assigned by the Board of Directors, Executive Director, Agency, and School Leadership, and/or his/her designee. Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. WORKING RELATIONSHIPS :  Reports to and is evaluated by the School Principal; works with all levels of school administration and Special Services; supervises building level staff; interacts positively with all staff. WORK SCHEDULE: Typically works during school hours, with additional hours for meetings, events, and administrative tasks. May involve occasional evening or weekend work for school events or meetings. Regular work hours may be adjusted or changed at the discretion of the school principal based on the needs of the building. INTENDED OUTCOMES AND SUCCESS MEASURES: Improved schoolwide student academic achievement and growth as observed through relevant assessments (aimswebPLUS, NWEA MAP data, Forward data, summative/formative assessments, and/or EE data). Improved school-wide attendance. Reduction in chronic absenteeism rates. High-quality instruction and engagement are present across classrooms as observed through classroom observations. Increase the number of students meeting or exceeding grade level expectations across core content areas. Effective management and reduction in office referrals and suspensions. Consistent application of schoolwide disciplinary protocols and policies. High staff morale and engagement as reflected in schoolwide and agency staff surveys. High rates of staff retention from one year to the next. Successful implementation of school curriculum programs and practices with fidelity. Increased use of supportive interventions and positive behavior interventions for students. High levels of student belonging and safety as reflected in student survey data. Increased rates of positive feedback and families feeling supported and connected to the school community, as reflected on family and client surveys. Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. KNOWLEDGE, SKILLS, AND ABILITIES Strong leadership and management skills in a school setting. Must exhibit sound judgment in dealing with students, teachers, school staff, leaders, families, and community stakeholders. Ability to develop and implement effective policies and procedures. Knowledge of effective classroom and behavioral management techniques to engage students in meaningful learning. Ability to handle sensitive and confidential information with discretion. Demonstrates urgency to support students, staff, and promote the academic excellence of the school environment. Demonstrates attention to detail and problem-solving skills Demonstrates strong understanding of curriculum development, instructional practices, teacher evaluation, and educational trends. Ability to work collaboratively with diverse stakeholders to achieve common goals. Ability to read, analyze, and interpret general business and educational periodicals, professional journals, technical procedures and governmental regulations. Ability to write reports, business correspondence, and procedural manuals. Ability to effectively present information and respond to questions from administrators, staff, parents and the public. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, and basic algebraic equations. Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. Ability to speak clearly and concisely, both in oral and written communication. Qualifications Master’s Degree in administration, education leadership, or related field; state licensure or certification appropriate for an elementary principal; must have strong leadership and communication skills; background in teaching and building-level administration preferred. Previous teaching experience at the elementary level; administrative experience preferred.  Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills. Must have a valid driver’s license and reliable transportation. PHYSICAL REQUIREMENTS: The employee is regularly required to meet deadlines with severe time constraints and interact with the public and staff, in addition to meeting multiple demands from several people.  The employee is frequently required to work irregular or extended hours. Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for instructional planning, staff evaluations, or communication and to work frequently at close visual range Ability to receive and respond to oral communication WORKING CONDITIONS: Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). The schedule is generally hectic. May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) Regular use of stairs and walking short distances is required daily. May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.
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Source URLhttps://www.paycomonline.net/v4/ats/web.php/jobs/ViewJobDetails?job=229547&clientkey=CA382F966749E8D17241DC2E78C3B094
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First Seen At2026-05-31 19:07:09Z
Last Seen At2026-06-06 09:53:38Z
Last Checked At2026-06-06 09:53:38Z
Last Changed At2026-05-31 19:07:09Z
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Source Posted At2026-05-14 00:00:00Z
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    "description": "<p style=\"text-indent:-0.1pt;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span><span><b>POSITION SUMMARY: </b></span></span></span></span></p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>The Assistant Principal supports the principal in the overall administration and instructional leadership of the school, focusing on creating a positive and engaging learning environment for students, fostering professional growth among staff, and ensuring effective school operations. This role involves collaboration with teachers, parents, and the broader community to promote the educational success and well-being of all students. Responsible for day-to-day building administration and the safety and welfare of students, staff, and activities.  Ensures a safe, pleasant, and effective educational atmosphere; provides discipline as necessary and enforces school policy while interacting with parents on a regular basis. </span></span></span></span></p>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>UCC School Administrators are mission-driven, dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, data-driven, and committed to the academic and social-emotional development and excellence of all students.</span></span></span></span></p>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>ESSENTIAL DUTIES AND RESPONSIBILITIES</u></b></span></span></span></span></p>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Instructional Leadership:</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborate with the Principal and school leadership to develop and implement instructional programs that align with educational standards and promote student achievement.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Support teachers in implementing effective instructional strategies and differentiated instruction to meet the needs of diverse learners.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Conduct classroom observations, provide feedback, and facilitate professional development opportunities to enhance teaching practices.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborates with the implementation of the K-5 sequential curriculum to ensure students are prepared for future academic experiences.     </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Attends meetings, participates in workshops or seminars, takes university courses, and participates in professional activities which relate directly to staff relationships as approved by school and/or agency leadership.       </span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Student Support and Discipline:</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Promote a safe, respectful, and inclusive school climate where students feel supported and encouraged to excel academically and socially.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Implement and enforce school policies and procedures regarding student conduct and discipline, ensuring fairness and consistency.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Work with counselors, social workers, and other support staff to address student behavior and provide interventions when necessary.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Interacts with students directly on any items of concern on personal initiative or when referred by staff members.                     </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Provides for safe, healthful and stimulating surroundings; a variety of learning opportunities and adequate directions for student expectations.       </span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"margin-left:48px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Family and Community Engagement:</b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Foster positive relationships with parents/guardians through effective communication, meetings, and involvement in school activities.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborate with community organizations, local businesses, and stakeholders to enhance educational opportunities and resources for students.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Organize and participate in family events, workshops, and informational sessions to promote parental involvement in their child’s education.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Aids and assists the Parent Involvement Committee in pursuit of its objectives and in the accomplishment of its activities.         </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Communicates with parents on matters which concern their child’s school life: phone calls for injury, illness, unexplained absence, and severe misbehavior; parent conferences and report cards for student academic achievement and motivation; parent conferences for Special Education referrals, suspension readmission and Special Education assignment; small group conferences for activities like test interpretation; general invitation meetings when new programs begin, i.e. report cards; general distribution of written notices such as newsletters, announcements of parent organization meetings or related community activities.  </span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"margin-left:48px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Administrative Oversight:</b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Assist the Principal in the day-to-day management of school operations, including scheduling, coverage of staff absences, curriculum implementation, instructional leadership, supervision and evaluation of staff, budgeting, and resource allocation.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Steps in to support building operations and leadership in the absence of the principal. May be asked to provide administrative coverage and/or support to other UCC school buildings when absences arise.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Coordinate standardized testing and assessment activities, ensuring compliance with state and district regulations.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Manage student enrollment, attendance records, and other administrative tasks as needed.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Evaluates and expedites, where necessary, staff or parent requests for student evaluation for possible Special Education placement.    </span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"margin-left:48px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Professional Development and Staff Support:</b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Support the professional growth and development of teachers and staff through mentoring, coaching, and facilitating professional learning communities.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Assist in recruiting, interviewing, and hiring new staff members, ensuring alignment with the school’s mission and values.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborate with the Principal in conducting performance evaluations and providing constructive feedback to staff.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Observes and supervises the performance of all staff members so as to be acquainted with the status, atmosphere, and tone of the total school environment and with the point of improving their effectiveness in the performance of their assigned tasks and duties, meeting DPI requirements. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Assists administrative team in determining staff needs based on curricular requirements, student population projections, and teaching station availability.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Provides orientation for new staff members or staff members in new assignments when and as needed.     </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Encourages and recruits where/when necessary, teacher participation in all future planning, building or agency-wide work.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Provides guidance to necessary personnel as appropriate for positive resolutions to issues.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"margin-left:48px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Agency and Administrative Team:</b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Attends and participates in the school leadership team and other meetings called or as directed by the school principal.                                                          </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Accepts and performs duties as member of school leadership or staff committees as may be directed by the school principal.                                </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Prepares and provides in proper format all reports required or requested.             </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Communicates to all school and agency leadership and administration in a suitable manner, information on all aspects of the school operation.                          </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Communicates with staff members on all pertinent topics and matters of mutual concern through use of such devices as teacher handbook, parent handbook, building rules and regulations, periodic meetings, individual conferences, written bulletins, directives and memos, parent newsletters and bulletin board postings.        </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Adheres to the provisions of the employee handbook and contracts when making decisions affecting the working conditions of employees                                                </span></span></span></span></li>\n</ul>\n\n<h3 align=\"left\" style=\"text-align:left;text-indent:-0.1pt;\"> </h3>\n\n<h3 align=\"left\" style=\"margin-left:48px;text-align:left;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><strong><span><span>Administrative Tasks:</span></span></strong></span></span></h3>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Promulgates via memos/emails to teachers, parent newsletters, distribution of flyers, class visits or PA announcements needed information or of potential value to students.       </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Maintains appropriate records of student activities and performance for internal and external use when needed.  Reviews (with parent present, if requested), refines, and forwards such records when they are properly requested by the receiving school after student withdrawal. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Requests from the former school for the records of newly enrolled students.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Assists staff and administrators in assigning students to appropriate classes or classes to ensure the best possible learning opportunities.                                       </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Attends IEP and other Special Education meetings.        </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Evaluates all submissions relating to teacher absence and provides necessary recommendations for coverage and approvals for time off requests.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Develops cooperatively with staff, such rules and regulations as will best serve the day-to-day needs of school operations, and for special circumstances as needed.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:278.75pt;\"> </p>\n\n<h3 align=\"left\" style=\"margin-left:48px;text-align:left;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><strong><span><span>Time:</span></span></strong></span></span></h3>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Budgets personal time in a manner that will allow maximum time (approximately 80% of the work day) in classrooms, observing instruction, and directly interacting with staff members during their workday, and students during their school day.          </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborates with the building administrator to:</span></span></span></span>\n\t<ul style=\"list-style-type:circle;\">\n\t\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Devise teacher work schedules to allow for balanced teaching, preparation, and supervisory assignment patterns which will meet contract and employee handbook requirements, and agency needs.                                                       </span></span></span></span></li>\n\t\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Assign non-teaching personnel and traveling staff members to work shifts that will ensure that their service will best meets operational needs.                      </span></span></span></span></li>\n\t\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Arrange facility use (multi-purpose areas) to provide for a change of physical set-up.       </span></span></span></span></li>\n\t</ul>\n\t</li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Administrative presence is required in all school and agency events, including evenings and weekends. </span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"margin-top:6px;margin-bottom:4px;margin-left:48px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Maintenance:</b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Develops a general personal knowledge of the overall state of cleanliness, repair, and/or operational efficiency of the major building components, service systems, major implements or tools, and equipment/installations located on the school premises.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Consults when needed with the Maintenance Director on all aspects of operation, safety, proper and secure storage, inventory, and staff use of required goods and services.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>In consultation with building administrators, establishes guidelines for receipt, refusal, and quality evaluation, proper and secure storage, inventory, and staff use of required goods and services.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"margin-left:48px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>OTHER:</b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Maintains all necessary licensure and certification requirements of the position.  Pursues necessary coursework, training, and professional development to fulfill licensure and certification requirements.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Accepts and follows through on other responsibilities as assigned by the Board of Directors, Executive Director, Agency, and School Leadership, and/or his/her designee.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.</b></span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"margin-left:48px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>WORKING RELATIONSHIPS</u></b><b>:  </b>Reports to and is evaluated by the School Principal; works with all levels of school administration and Special Services; supervises building level staff; interacts positively with all staff.</span></span></span></span></p>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"margin-left:48px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>WORK SCHEDULE:</u></b> Typically works during school hours, with additional hours for meetings, events, and administrative tasks. May involve occasional evening or weekend work for school events or meetings. Regular work hours may be adjusted or changed at the discretion of the school principal based on the needs of the building.</span></span></span></span></p>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"margin-left:48px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>INTENDED OUTCOMES AND SUCCESS MEASURES:</u></b><u> </u></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Improved schoolwide student academic achievement and growth as observed through relevant assessments (aimswebPLUS, NWEA MAP data, Forward data, summative/formative assessments, and/or EE data).</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Improved school-wide attendance.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Reduction in chronic absenteeism rates.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>High-quality instruction and engagement are present across classrooms as observed through classroom observations.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Increase the number of students meeting or exceeding grade level expectations across core content areas.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Effective management and reduction in office referrals and suspensions.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Consistent application of schoolwide disciplinary protocols and policies.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>High staff morale and engagement as reflected in schoolwide and agency staff surveys.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>High rates of staff retention from one year to the next.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Successful implementation of school curriculum programs and practices with fidelity.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Increased use of supportive interventions and positive behavior interventions for students.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>High levels of student belonging and safety as reflected in student survey data.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Increased rates of positive feedback and families feeling supported and connected to the school community, as reflected on family and client surveys.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.</b></span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"margin-left:48px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>KNOWLEDGE, SKILLS, AND ABILITIES</u></b></span></span></span></span></p>\n\n<p style=\"margin-left:48px;text-indent:0in;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Strong leadership and management skills in a school setting.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Must exhibit sound judgment in dealing with students, teachers, school staff, leaders, families, and community stakeholders. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to develop and implement effective policies and procedures.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Knowledge of effective classroom and behavioral management techniques to engage students in meaningful learning.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to handle sensitive and confidential information with discretion.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates urgency to support students, staff, and promote the academic excellence of the school environment.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates attention to detail and problem-solving skills</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates strong understanding of curriculum development, instructional practices, teacher evaluation, and educational trends.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to work collaboratively with diverse stakeholders to achieve common goals.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to read, analyze, and interpret general business and educational periodicals, professional journals, technical procedures and governmental regulations.  </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to write reports, business correspondence, and procedural manuals.  </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to effectively present information and respond to questions from administrators, staff, parents and the public.  </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, and basic algebraic equations.  </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to define problems, collect data, establish facts, and draw valid conclusions.  </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.  </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to speak clearly and concisely, both in oral and written communication.  </span></span></span></span></li>\n</ul>\n\n<p> </p>",
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    "googleJobJson": "{\"@context\":\"https://schema.org/\",\"@type\":\"JobPosting\",\"title\":\"Elementary School Assistant Principal\",\"identifier\":\"J0PA54229547\",\"url\":\"https://www.paycomonline.net/v4/ats/web.php/portal/CA382F966749E8D17241DC2E78C3B094/jobs/229547\",\"image\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=CA382F966749E8D17241DC2E78C3B094\",\"datePosted\":\"2026-05-14\",\"description\":\"Job DetailsJob Location: Bruce Guadalupe Elementary - Milwaukee, WI 53204Position Type: Full TimeEducation Level: Graduate DegreePOSITION SUMMARY: \\n\\nThe Assistant Principal supports the principal in the overall administration and instructional leadership of the school, focusing on creating a positive and engaging learning environment for students, fostering professional growth among staff, and ensuring effective school operations. This role involves collaboration with teachers, parents, and the broader community to promote the educational success and well-being of all students. Responsible for day-to-day building administration and the safety and welfare of students, staff, and activities.  Ensures a safe, pleasant, and effective educational atmosphere; provides discipline as necessary and enforces school policy while interacting with parents on a regular basis. \\n\\n \\n\\nUCC School Administrators are mission-driven, dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, data-driven, and committed to the academic and social-emotional development and excellence of all students.\\n\\n \\n\\nESSENTIAL DUTIES AND RESPONSIBILITIES\\n\\n \\n\\n\\n\\tInstructional Leadership:\\n\\tCollaborate with the Principal and school leadership to develop and implement instructional programs that align with educational standards and promote student achievement.\\n\\tSupport teachers in implementing effective instructional strategies and differentiated instruction to meet the needs of diverse learners.\\n\\tConduct classroom observations, provide feedback, and facilitate professional development opportunities to enhance teaching practices.\\n\\tCollaborates with the implementation of the K-5 sequential curriculum to ensure students are prepared for future academic experiences.     \\n\\tAttends meetings, participates in workshops or seminars, takes university courses, and participates in professional activities which relate directly to staff relationships as approved by school and/or agency leadership.       \\n\\n\\n \\n\\n\\n\\tStudent Support and Discipline:\\n\\tPromote a safe, respectful, and inclusive school climate where students feel supported and encouraged to excel academically and socially.\\n\\tImplement and enforce school policies and procedures regarding student conduct and discipline, ensuring fairness and consistency.\\n\\tWork with counselors, social workers, and other support staff to address student behavior and provide interventions when necessary.\\n\\tInteracts with students directly on any items of concern on personal initiative or when referred by staff members.                     \\n\\tProvides for safe, healthful and stimulating surroundings; a variety of learning opportunities and adequate directions for student expectations.       \\n\\n\\n \\n\\nFamily and Community Engagement:\\n\\n\\n\\tFoster positive relationships with parents/guardians through effective communication, meetings, and involvement in school activities.\\n\\tCollaborate with community organizations, local businesses, and stakeholders to enhance educational opportunities and resources for students.\\n\\tOrganize and participate in family events, workshops, and informational sessions to promote parental involvement in their child’s education.\\n\\tAids and assists the Parent Involvement Committee in pursuit of its objectives and in the accomplishment of its activities.         \\n\\tCommunicates with parents on matters which concern their child’s school life: phone calls for injury, illness, unexplained absence, and severe misbehavior; parent conferences and report cards for student academic achievement and motivation; parent conferences for Special Education referrals, suspension readmission and Special Education assignment; small group conferences for activities like test interpretation; general invitation meetings when new programs begin, i.e. report cards; general distribution of written notices such as newsletters, announcements of parent organization meetings or related community activities.  \\n\\n\\n \\n\\nAdministrative Oversight:\\n\\n\\n\\tAssist the Principal in the day-to-day management of school operations, including scheduling, coverage of staff absences, curriculum implementation, instructional leadership, supervision and evaluation of staff, budgeting, and resource allocation.\\n\\tSteps in to support building operations and leadership in the absence of the principal. May be asked to provide administrative coverage and/or support to other UCC school buildings when absences arise.\\n\\tCoordinate standardized testing and assessment activities, ensuring compliance with state and district regulations.\\n\\tManage student enrollment, attendance records, and other administrative tasks as needed.\\n\\tEvaluates and expedites, where necessary, staff or parent requests for student evaluation for possible Special Education placement.    \\n\\n\\n \\n\\nProfessional Development and Staff Support:\\n\\n\\n\\tSupport the professional growth and development of teachers and staff through mentoring, coaching, and facilitating professional learning communities.\\n\\tAssist in recruiting, interviewing, and hiring new staff members, ensuring alignment with the school’s mission and values.\\n\\tCollaborate with the Principal in conducting performance evaluations and providing constructive feedback to staff.\\n\\tObserves and supervises the performance of all staff members so as to be acquainted with the status, atmosphere, and tone of the total school environment and with the point of improving their effectiveness in the performance of their assigned tasks and duties, meeting DPI requirements. \\n\\tAssists administrative team in determining staff needs based on curricular requirements, student population projections, and teaching station availability.\\n\\tProvides orientation for new staff members or staff members in new assignments when and as needed.     \\n\\tEncourages and recruits where/when necessary, teacher participation in all future planning, building or agency-wide work.\\n\\tProvides guidance to necessary personnel as appropriate for positive resolutions to issues.\\n\\n\\n \\n\\nAgency and Administrative Team:\\n\\n\\n\\tAttends and participates in the school leadership team and other meetings called or as directed by the school principal.                                                          \\n\\tAccepts and performs duties as member of school leadership or staff committees as may be directed by the school principal.                                \\n\\tPrepares and provides in proper format all reports required or requested.             \\n\\tCommunicates to all school and agency leadership and administration in a suitable manner, information on all aspects of the school operation.                          \\n\\tCommunicates with staff members on all pertinent topics and matters of mutual concern through use of such devices as teacher handbook, parent handbook, building rules and regulations, periodic meetings, individual conferences, written bulletins, directives and memos, parent newsletters and bulletin board postings.        \\n\\tAdheres to the provisions of the employee handbook and contracts when making decisions affecting the working conditions of employees                                                \\n\\n\\n \\n\\nAdministrative Tasks:\\n\\n\\n\\tPromulgates via memos/emails to teachers, parent newsletters, distribution of flyers, class visits or PA announcements needed information or of potential value to students.       \\n\\tMaintains appropriate records of student activities and performance for internal and external use when needed.  Reviews (with parent present, if requested), refines, and forwards such records when they are properly requested by the receiving school after student withdrawal. \\n\\tRequests from the former school for the records of newly enrolled students.\\n\\tAssists staff and administrators in assigning students to appropriate classes or classes to ensure the best possible learning opportunities.                                       \\n\\tAttends IEP and other Special Education meetings.        \\n\\tEvaluates all submissions relating to teacher absence and provides necessary recommendations for coverage and approvals for time off requests.\\n\\tDevelops cooperatively with staff, such rules and regulations as will best serve the day-to-day needs of school operations, and for special circumstances as needed.\\n\\n\\n \\n\\nTime:\\n\\n\\n\\tBudgets personal time in a manner that will allow maximum time (approximately 80% of the work day) in classrooms, observing instruction, and directly interacting with staff members during their workday, and students during their school day.          \\n\\tCollaborates with the building administrator to:\\n\\t\\n\\t\\tDevise teacher work schedules to allow for balanced teaching, preparation, and supervisory assignment patterns which will meet contract and employee handbook requirements, and agency needs.                                                       \\n\\t\\tAssign non-teaching personnel and traveling staff members to work shifts that will ensure that their service will best meets operational needs.                      \\n\\t\\tArrange facility use (multi-purpose areas) to provide for a change of physical set-up.       \\n\\t\\n\\t\\n\\tAdministrative presence is required in all school and agency events, including evenings and weekends. \\n\\n\\n \\n\\nMaintenance:\\n\\n\\n\\tDevelops a general personal knowledge of the overall state of cleanliness, repair, and/or operational efficiency of the major building components, service systems, major implements or tools, and equipment/installations located on the school premises.\\n\\tConsults when needed with the Maintenance Director on all aspects of operation, safety, proper and secure storage, inventory, and staff use of required goods and services.\\n\\tIn consultation with building administrators, establishes guidelines for receipt, refusal, and quality evaluation, proper and secure storage, inventory, and staff use of required goods and services.\\n\\n\\n \\n\\nOTHER:\\n\\n\\n\\tMaintains all necessary licensure and certification requirements of the position.  Pursues necessary coursework, training, and professional development to fulfill licensure and certification requirements.\\n\\tAccepts and follows through on other responsibilities as assigned by the Board of Directors, Executive Director, Agency, and School Leadership, and/or his/her designee.\\n\\tPerforms other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.\\n\\n\\n \\n\\nWORKING RELATIONSHIPS:  Reports to and is evaluated by the School Principal; works with all levels of school administration and Special Services; supervises building level staff; interacts positively with all staff.\\n\\n \\n\\nWORK SCHEDULE: Typically works during school hours, with additional hours for meetings, events, and administrative tasks. May involve occasional evening or weekend work for school events or meetings. Regular work hours may be adjusted or changed at the discretion of the school principal based on the needs of the building.\\n\\n \\n\\nINTENDED OUTCOMES AND SUCCESS MEASURES: \\n\\n\\n\\tImproved schoolwide student academic achievement and growth as observed through relevant assessments (aimswebPLUS, NWEA MAP data, Forward data, summative/formative assessments, and/or EE data).\\n\\tImproved school-wide attendance.\\n\\tReduction in chronic absenteeism rates.\\n\\tHigh-quality instruction and engagement are present across classrooms as observed through classroom observations.\\n\\tIncrease the number of students meeting or exceeding grade level expectations across core content areas.\\n\\tEffective management and reduction in office referrals and suspensions.\\n\\tConsistent application of schoolwide disciplinary protocols and policies.\\n\\tHigh staff morale and engagement as reflected in schoolwide and agency staff surveys.\\n\\tHigh rates of staff retention from one year to the next.\\n\\tSuccessful implementation of school curriculum programs and practices with fidelity.\\n\\tIncreased use of supportive interventions and positive behavior interventions for students.\\n\\tHigh levels of student belonging and safety as reflected in student survey data.\\n\\tIncreased rates of positive feedback and families feeling supported and connected to the school community, as reflected on family and client surveys.\\n\\n\\n \\n\\n\\n\\tPerforms other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.\\n\\n\\n \\n\\nKNOWLEDGE, SKILLS, AND ABILITIES\\n\\n \\n\\n\\n\\tStrong leadership and management skills in a school setting.\\n\\tMust exhibit sound judgment in dealing with students, teachers, school staff, leaders, families, and community stakeholders. \\n\\tAbility to develop and implement effective policies and procedures.\\n\\tKnowledge of effective classroom and behavioral management techniques to engage students in meaningful learning.\\n\\tAbility to handle sensitive and confidential information with discretion.\\n\\tDemonstrates urgency to support students, staff, and promote the academic excellence of the school environment.\\n\\tDemonstrates attention to detail and problem-solving skills\\n\\tDemonstrates strong understanding of curriculum development, instructional practices, teacher evaluation, and educational trends.\\n\\tAbility to work collaboratively with diverse stakeholders to achieve common goals.\\n\\tAbility to read, analyze, and interpret general business and educational periodicals, professional journals, technical procedures and governmental regulations.  \\n\\tAbility to write reports, business correspondence, and procedural manuals.  \\n\\tAbility to effectively present information and respond to questions from administrators, staff, parents and the public.  \\n\\tAbility to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, and basic algebraic equations.  \\n\\tAbility to define problems, collect data, establish facts, and draw valid conclusions.  \\n\\tAbility to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.  \\n\\tAbility to speak clearly and concisely, both in oral and written communication.  \\n\\n\\n Qualifications\\n\\tMaster’s Degree in administration, education leadership, or related field; state licensure or certification appropriate for an elementary principal; must have strong leadership and communication skills; background in teaching and building-level administration preferred. Previous teaching experience at the elementary level; administrative experience preferred.  Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills.\\n\\n\\n \\n\\n\\n\\tMust have a valid driver’s license and reliable transportation.\\n\\n\\n \\n\\nPHYSICAL REQUIREMENTS:\\n\\n\\n\\tThe employee is regularly required to meet deadlines with severe time constraints and interact with the public and staff, in addition to meeting multiple demands from several people.  The employee is frequently required to work irregular or extended hours.\\n\\tAbility to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.\\n\\tVisual and auditory acuity to supervise students and respond to classroom needs.\\n\\tAbility to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.\\n\\tMust be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).\\n\\tManual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). \\n\\tMay require extended screen time for instructional planning, staff evaluations, or communication and to work frequently at close visual range \\n\\tAbility to receive and respond to oral communication\\n\\n\\n \\n\\nWORKING CONDITIONS:\\n\\n\\n\\tWork is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).\\n\\tThe schedule is generally hectic.\\n\\tMay require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)\\n\\tFrequent contact with students, parents/guardians, support staff, and school administration. \\n\\tMay involve occasional exposure to childhood illnesses, noise, and frequent interruptions.\\n\\tMust be able to manage multiple tasks in a dynamic, fast-paced educational setting.\\n\\tWork schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).\\n\\tNoise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) \\n\\tRegular use of stairs and walking short distances is required daily.\\n\\tMay be required to operate a motor vehicle during the course of duties.\\n\\tReasonable accommodations may be made to help perform essential functions.\\n\\tUCC provides reasonable accommodation to qualified individuals with disabilities.\\n\\n\\n \\n\\n \\n\\n \\n\\n \\n\\n \\n\\n \",\"responsibilities\":\"POSITION SUMMARY: \\n\\nThe Assistant Principal supports the principal in the overall administration and instructional leadership of the school, focusing on creating a positive and engaging learning environment for students, fostering professional growth among staff, and ensuring effective school operations. This role involves collaboration with teachers, parents, and the broader community to promote the educational success and well-being of all students. Responsible for day-to-day building administration and the safety and welfare of students, staff, and activities.  Ensures a safe, pleasant, and effective educational atmosphere; provides discipline as necessary and enforces school policy while interacting with parents on a regular basis. \\n\\n \\n\\nUCC School Administrators are mission-driven, dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, data-driven, and committed to the academic and social-emotional development and excellence of all students.\\n\\n \\n\\nESSENTIAL DUTIES AND RESPONSIBILITIES\\n\\n \\n\\n\\n\\tInstructional Leadership:\\n\\tCollaborate with the Principal and school leadership to develop and implement instructional programs that align with educational standards and promote student achievement.\\n\\tSupport teachers in implementing effective instructional strategies and differentiated instruction to meet the needs of diverse learners.\\n\\tConduct classroom observations, provide feedback, and facilitate professional development opportunities to enhance teaching practices.\\n\\tCollaborates with the implementation of the K-5 sequential curriculum to ensure students are prepared for future academic experiences.     \\n\\tAttends meetings, participates in workshops or seminars, takes university courses, and participates in professional activities which relate directly to staff relationships as approved by school and/or agency leadership.       \\n\\n\\n \\n\\n\\n\\tStudent Support and Discipline:\\n\\tPromote a safe, respectful, and inclusive school climate where students feel supported and encouraged to excel academically and socially.\\n\\tImplement and enforce school policies and procedures regarding student conduct and discipline, ensuring fairness and consistency.\\n\\tWork with counselors, social workers, and other support staff to address student behavior and provide interventions when necessary.\\n\\tInteracts with students directly on any items of concern on personal initiative or when referred by staff members.                     \\n\\tProvides for safe, healthful and stimulating surroundings; a variety of learning opportunities and adequate directions for student expectations.       \\n\\n\\n \\n\\nFamily and Community Engagement:\\n\\n\\n\\tFoster positive relationships with parents/guardians through effective communication, meetings, and involvement in school activities.\\n\\tCollaborate with community organizations, local businesses, and stakeholders to enhance educational opportunities and resources for students.\\n\\tOrganize and participate in family events, workshops, and informational sessions to promote parental involvement in their child’s education.\\n\\tAids and assists the Parent Involvement Committee in pursuit of its objectives and in the accomplishment of its activities.         \\n\\tCommunicates with parents on matters which concern their child’s school life: phone calls for injury, illness, unexplained absence, and severe misbehavior; parent conferences and report cards for student academic achievement and motivation; parent conferences for Special Education referrals, suspension readmission and Special Education assignment; small group conferences for activities like test interpretation; general invitation meetings when new programs begin, i.e. report cards; general distribution of written notices such as newsletters, announcements of parent organization meetings or related community activities.  \\n\\n\\n \\n\\nAdministrative Oversight:\\n\\n\\n\\tAssist the Principal in the day-to-day management of school operations, including scheduling, coverage of staff absences, curriculum implementation, instructional leadership, supervision and evaluation of staff, budgeting, and resource allocation.\\n\\tSteps in to support building operations and leadership in the absence of the principal. May be asked to provide administrative coverage and/or support to other UCC school buildings when absences arise.\\n\\tCoordinate standardized testing and assessment activities, ensuring compliance with state and district regulations.\\n\\tManage student enrollment, attendance records, and other administrative tasks as needed.\\n\\tEvaluates and expedites, where necessary, staff or parent requests for student evaluation for possible Special Education placement.    \\n\\n\\n \\n\\nProfessional Development and Staff Support:\\n\\n\\n\\tSupport the professional growth and development of teachers and staff through mentoring, coaching, and facilitating professional learning communities.\\n\\tAssist in recruiting, interviewing, and hiring new staff members, ensuring alignment with the school’s mission and values.\\n\\tCollaborate with the Principal in conducting performance evaluations and providing constructive feedback to staff.\\n\\tObserves and supervises the performance of all staff members so as to be acquainted with the status, atmosphere, and tone of the total school environment and with the point of improving their effectiveness in the performance of their assigned tasks and duties, meeting DPI requirements. \\n\\tAssists administrative team in determining staff needs based on curricular requirements, student population projections, and teaching station availability.\\n\\tProvides orientation for new staff members or staff members in new assignments when and as needed.     \\n\\tEncourages and recruits where/when necessary, teacher participation in all future planning, building or agency-wide work.\\n\\tProvides guidance to necessary personnel as appropriate for positive resolutions to issues.\\n\\n\\n \\n\\nAgency and Administrative Team:\\n\\n\\n\\tAttends and participates in the school leadership team and other meetings called or as directed by the school principal.                                                          \\n\\tAccepts and performs duties as member of school leadership or staff committees as may be directed by the school principal.                                \\n\\tPrepares and provides in proper format all reports required or requested.             \\n\\tCommunicates to all school and agency leadership and administration in a suitable manner, information on all aspects of the school operation.                          \\n\\tCommunicates with staff members on all pertinent topics and matters of mutual concern through use of such devices as teacher handbook, parent handbook, building rules and regulations, periodic meetings, individual conferences, written bulletins, directives and memos, parent newsletters and bulletin board postings.        \\n\\tAdheres to the provisions of the employee handbook and contracts when making decisions affecting the working conditions of employees                                                \\n\\n\\n \\n\\nAdministrative Tasks:\\n\\n\\n\\tPromulgates via memos/emails to teachers, parent newsletters, distribution of flyers, class visits or PA announcements needed information or of potential value to students.       \\n\\tMaintains appropriate records of student activities and performance for internal and external use when needed.  Reviews (with parent present, if requested), refines, and forwards such records when they are properly requested by the receiving school after student withdrawal. \\n\\tRequests from the former school for the records of newly enrolled students.\\n\\tAssists staff and administrators in assigning students to appropriate classes or classes to ensure the best possible learning opportunities.                                       \\n\\tAttends IEP and other Special Education meetings.        \\n\\tEvaluates all submissions relating to teacher absence and provides necessary recommendations for coverage and approvals for time off requests.\\n\\tDevelops cooperatively with staff, such rules and regulations as will best serve the day-to-day needs of school operations, and for special circumstances as needed.\\n\\n\\n \\n\\nTime:\\n\\n\\n\\tBudgets personal time in a manner that will allow maximum time (approximately 80% of the work day) in classrooms, observing instruction, and directly interacting with staff members during their workday, and students during their school day.          \\n\\tCollaborates with the building administrator to:\\n\\t\\n\\t\\tDevise teacher work schedules to allow for balanced teaching, preparation, and supervisory assignment patterns which will meet contract and employee handbook requirements, and agency needs.                                                       \\n\\t\\tAssign non-teaching personnel and traveling staff members to work shifts that will ensure that their service will best meets operational needs.                      \\n\\t\\tArrange facility use (multi-purpose areas) to provide for a change of physical set-up.       \\n\\t\\n\\t\\n\\tAdministrative presence is required in all school and agency events, including evenings and weekends. \\n\\n\\n \\n\\nMaintenance:\\n\\n\\n\\tDevelops a general personal knowledge of the overall state of cleanliness, repair, and/or operational efficiency of the major building components, service systems, major implements or tools, and equipment/installations located on the school premises.\\n\\tConsults when needed with the Maintenance Director on all aspects of operation, safety, proper and secure storage, inventory, and staff use of required goods and services.\\n\\tIn consultation with building administrators, establishes guidelines for receipt, refusal, and quality evaluation, proper and secure storage, inventory, and staff use of required goods and services.\\n\\n\\n \\n\\nOTHER:\\n\\n\\n\\tMaintains all necessary licensure and certification requirements of the position.  Pursues necessary coursework, training, and professional development to fulfill licensure and certification requirements.\\n\\tAccepts and follows through on other responsibilities as assigned by the Board of Directors, Executive Director, Agency, and School Leadership, and/or his/her designee.\\n\\tPerforms other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.\\n\\n\\n \\n\\nWORKING RELATIONSHIPS:  Reports to and is evaluated by the School Principal; works with all levels of school administration and Special Services; supervises building level staff; interacts positively with all staff.\\n\\n \\n\\nWORK SCHEDULE: Typically works during school hours, with additional hours for meetings, events, and administrative tasks. May involve occasional evening or weekend work for school events or meetings. Regular work hours may be adjusted or changed at the discretion of the school principal based on the needs of the building.\\n\\n \\n\\nINTENDED OUTCOMES AND SUCCESS MEASURES: \\n\\n\\n\\tImproved schoolwide student academic achievement and growth as observed through relevant assessments (aimswebPLUS, NWEA MAP data, Forward data, summative/formative assessments, and/or EE data).\\n\\tImproved school-wide attendance.\\n\\tReduction in chronic absenteeism rates.\\n\\tHigh-quality instruction and engagement are present across classrooms as observed through classroom observations.\\n\\tIncrease the number of students meeting or exceeding grade level expectations across core content areas.\\n\\tEffective management and reduction in office referrals and suspensions.\\n\\tConsistent application of schoolwide disciplinary protocols and policies.\\n\\tHigh staff morale and engagement as reflected in schoolwide and agency staff surveys.\\n\\tHigh rates of staff retention from one year to the next.\\n\\tSuccessful implementation of school curriculum programs and practices with fidelity.\\n\\tIncreased use of supportive interventions and positive behavior interventions for students.\\n\\tHigh levels of student belonging and safety as reflected in student survey data.\\n\\tIncreased rates of positive feedback and families feeling supported and connected to the school community, as reflected on family and client surveys.\\n\\n\\n \\n\\n\\n\\tPerforms other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.\\n\\n\\n \\n\\nKNOWLEDGE, SKILLS, AND ABILITIES\\n\\n \\n\\n\\n\\tStrong leadership and management skills in a school setting.\\n\\tMust exhibit sound judgment in dealing with students, teachers, school staff, leaders, families, and community stakeholders. \\n\\tAbility to develop and implement effective policies and procedures.\\n\\tKnowledge of effective classroom and behavioral management techniques to engage students in meaningful learning.\\n\\tAbility to handle sensitive and confidential information with discretion.\\n\\tDemonstrates urgency to support students, staff, and promote the academic excellence of the school environment.\\n\\tDemonstrates attention to detail and problem-solving skills\\n\\tDemonstrates strong understanding of curriculum development, instructional practices, teacher evaluation, and educational trends.\\n\\tAbility to work collaboratively with diverse stakeholders to achieve common goals.\\n\\tAbility to read, analyze, and interpret general business and educational periodicals, professional journals, technical procedures and governmental regulations.  \\n\\tAbility to write reports, business correspondence, and procedural manuals.  \\n\\tAbility to effectively present information and respond to questions from administrators, staff, parents and the public.  \\n\\tAbility to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, and basic algebraic equations.  \\n\\tAbility to define problems, collect data, establish facts, and draw valid conclusions.  \\n\\tAbility to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.  \\n\\tAbility to speak clearly and concisely, both in oral and written communication.  \\n\\n\\n \",\"employmentType\":\"FULL_TIME\",\"hiringOrganization\":{\"@type\":\"Organization\",\"name\":\"UNITED COMMUNITY CENTER\",\"logo\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=CA382F966749E8D17241DC2E78C3B094\"},\"jobLocation\":{\"@type\":\"Place\",\"address\":{\"streetAddress\":\"\",\"addressLocality\":\"Milwaukee\",\"addressRegion\":\"WI\",\"postalCode\":53204,\"addressCountry\":\"USA\"}},\"qualifications\":\"\\n\\tMaster’s Degree in administration, education leadership, or related field; state licensure or certification appropriate for an elementary principal; must have strong leadership and communication skills; background in teaching and building-level administration preferred. Previous teaching experience at the elementary level; administrative experience preferred.  Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills.\\n\\n\\n \\n\\n\\n\\tMust have a valid driver’s license and reliable transportation.\\n\\n\\n \\n\\nPHYSICAL REQUIREMENTS:\\n\\n\\n\\tThe employee is regularly required to meet deadlines with severe time constraints and interact with the public and staff, in addition to meeting multiple demands from several people.  The employee is frequently required to work irregular or extended hours.\\n\\tAbility to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.\\n\\tVisual and auditory acuity to supervise students and respond to classroom needs.\\n\\tAbility to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.\\n\\tMust be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).\\n\\tManual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). \\n\\tMay require extended screen time for instructional planning, staff evaluations, or communication and to work frequently at close visual range \\n\\tAbility to receive and respond to oral communication\\n\\n\\n \\n\\nWORKING CONDITIONS:\\n\\n\\n\\tWork is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).\\n\\tThe schedule is generally hectic.\\n\\tMay require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)\\n\\tFrequent contact with students, parents/guardians, support staff, and school administration. \\n\\tMay involve occasional exposure to childhood illnesses, noise, and frequent interruptions.\\n\\tMust be able to manage multiple tasks in a dynamic, fast-paced educational setting.\\n\\tWork schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).\\n\\tNoise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) \\n\\tRegular use of stairs and walking short distances is required daily.\\n\\tMay be required to operate a motor vehicle during the course of duties.\\n\\tReasonable accommodations may be made to help perform essential functions.\\n\\tUCC provides reasonable accommodation to qualified individuals with disabilities.\\n\\n\\n \\n\\n \\n\\n \\n\\n \\n\\n \\n\\n \",\"experienceRequirements\":\"\\n\\tMaster’s Degree in administration, education leadership, or related field; state licensure or certification appropriate for an elementary principal; must have strong leadership and communication skills; background in teaching and building-level administration preferred. Previous teaching experience at the elementary level; administrative experience preferred.  Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills.\\n\\n\\n \\n\\n\\n\\tMust have a valid driver’s license and reliable transportation.\\n\\n\\n \\n\\nPHYSICAL REQUIREMENTS:\\n\\n\\n\\tThe employee is regularly required to meet deadlines with severe time constraints and interact with the public and staff, in addition to meeting multiple demands from several people.  The employee is frequently required to work irregular or extended hours.\\n\\tAbility to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.\\n\\tVisual and auditory acuity to supervise students and respond to classroom needs.\\n\\tAbility to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.\\n\\tMust be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).\\n\\tManual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). \\n\\tMay require extended screen time for instructional planning, staff evaluations, or communication and to work frequently at close visual range \\n\\tAbility to receive and respond to oral communication\\n\\n\\n \\n\\nWORKING CONDITIONS:\\n\\n\\n\\tWork is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).\\n\\tThe schedule is generally hectic.\\n\\tMay require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)\\n\\tFrequent contact with students, parents/guardians, support staff, and school administration. \\n\\tMay involve occasional exposure to childhood illnesses, noise, and frequent interruptions.\\n\\tMust be able to manage multiple tasks in a dynamic, fast-paced educational setting.\\n\\tWork schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).\\n\\tNoise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) \\n\\tRegular use of stairs and walking short distances is required daily.\\n\\tMay be required to operate a motor vehicle during the course of duties.\\n\\tReasonable accommodations may be made to help perform essential functions.\\n\\tUCC provides reasonable accommodation to qualified individuals with disabilities.\\n\\n\\n \\n\\n \\n\\n \\n\\n \\n\\n \\n\\n \",\"validThrough\":\"-0001-11-30\",\"educationRequirements\":\"Graduate Degree\"}",
    "applyAvailable": true,
    "educationLevel": "Graduate Degree",
    "qualifications": "<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span><span>Master’s Degree in administration, education leadership, or related field; state licensure or certification appropriate for an elementary principal; must have strong leadership and communication skills; background in teaching and building-level administration preferred. Previous teaching experience at the elementary level; administrative experience preferred.  Must possess strong oral and written communication skills. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Must have a valid driver’s license and reliable transportation.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"margin-left:48px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>PHYSICAL REQUIREMENTS:</b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>The employee is regularly required to meet deadlines with severe time constraints and interact with the public and staff, in addition to meeting multiple demands from several people.  The employee is frequently required to work irregular or extended hours.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Visual and auditory acuity to supervise students and respond to classroom needs.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Must be able to monitor student safety and physically assist students when necessary <i>(e.g., guiding younger students, supporting classroom transitions).</i></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May require extended screen time for instructional planning, staff evaluations, or communication and to work frequently at close visual range </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to receive and respond to oral communication</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"margin-left:48px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>WORKING CONDITIONS:</b></span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>The schedule is generally hectic.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Frequent contact with students, parents/guardians, support staff, and school administration. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May involve occasional exposure to childhood illnesses, noise, and frequent interruptions.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Must be able to manage multiple tasks in a dynamic, fast-paced educational setting.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Work schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities <i>(e.g., meetings, family nights, or other school events).</i></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Noise level in the work environment is moderate to occasionally loud <i>(examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) </i></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Regular use of stairs and walking short distances is required daily.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May be required to operate a motor vehicle during the course of duties.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Reasonable accommodations may be made to help perform essential functions.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>UCC provides reasonable accommodation to qualified individuals with disabilities.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-align:justify;text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-align:justify;text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-align:justify;text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-align:justify;text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-align:justify;text-indent:-0.1pt;\"> </p>\n\n<p> </p>",
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      "date": "2017-04-25T19:41:10.000Z",
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    "jobTitle": "Elementary School Assistant Principal",
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    "locations": "Bruce Guadalupe Elementary - Milwaukee, WI 53204",
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    "description": "POSITION SUMMARY: \n\nThe Assistant Principal supports the principal in the overall administration and instructional leadership of the school, focusing ...",
    "positionType": "Full Time"
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