Job: Principal

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Posted: 03/06/2018

Job Reference #: 5401

Job Description

Openings as of 3/16/2018

  • Principal JobID: 5401
  • Position Type:

  • Date Posted:

  • Location:
    Human Resources

  • Date Available:

  • Closing Date:

  •   Thank you for your interest in the principal position for the Washington Elementary School District!

    Below you find the hiring process of the principal position along with the job description outlining the essential functions of the instructional leader position.

    If you have any questions, please contact me at your earliers convenience. Thank you,

    Justin Wing, Director of Human Resources
    Washington Elementary School District | Grades K - 8
    4650 West Sweetwater Avenue | Glendale, AZ 85304
    P 602-347-2801 | F 602-347-2840 | E

    Hiring Process for the School Principal Position

    I. Application Process

    Qualified external candidates, as well as internal candidates who do not currently hold a principal position in the District, may complete an online principal application.

    Only complete applications will be considered. In addition to providing all requested application information, a complete application also requires each of the following items:
    • Current résumé (to be uploaded with application)
    • Three recent letters of recommendation (to be uploaded with application)
    • Copy of valid Arizona principal certificate, principal reciprocal certificate or superintendent certificate, or proof of having passed the Arizona Educator Proficiency Assessment for principals or superintendents (to be uploaded with application)
    • Copy of most recent performance evaluation (to be uploaded with application)
    • A minimum of three online reference checks (to be completed by the applicant’s current and two most recent supervisors in accordance with the instructions provided in the online principal application cover letter; for internal applicants, only one online reference check by the applicant’s current supervisor is required)

    II. Interview Process

    1. Preliminary Principal Selection Process

    The Human Resources Department will review all applications and invite selected candidates to complete an initial interview using a video interview system. The Human Resources Director and selected district personnel will screen each candidate to determine candidates for the Central Interview Process.

    2. Central Interview Process

    Applicant interviews selected during the preliminary selection process will be conducted by the central interview team. The central interview team will be comprised of Human Resources and administrator representatives.

    3. Site-Level Interview Process

    Applicant interviews selected during the central interview process will be conducted by the site-level interview team. The site-based interview team will be comprsied of site teachers, site program coach, assistant principal (if applicable), support staff, parents and community members, a peer principal, and District administrative representatives.

    4. Administration-Level Interview Process

    The Superintendent’s leadership team and designee(s) will interview each of the candidates whose name has been forwarded to them through the site-based interview team.

    III. Job Description

    Starting Salary Range:
    $77,708 - $92,203
    Administrative Services

    CLASS SUMMARY: Under general direction, incumbent(s) creates, maintains, and facilitates leadership, supervisory, administrative, and managerial proficiencies to meet the needs, mission, goals, and objectives of the school and its stakeholders.


    1. Exhibits behaviors that demonstrate enabling and inclusive leadership by:
    • Formulating and articulating a clear vision regarding the qualities of an effective school, the indicators of those qualities and the behaviors that contribute to the attainment of those qualities;
    • Facilitating the collective development and articulation of a shared vision that defines the qualities of an effective school, the indicators of those qualities and the behaviors that contribute to the attainment of those qualities;
    • Designing, implementing and facilitating structures and processes that enable representative stakeholders to participate in collaborative decision-making focused upon ongoing, responsive renewal;
    • Developing and implementing communication systems that provide stakeholders with information that enables them to effectively contribute to the decision-making process;
    • Developing, implementing and participating in programs that recognize and celebrate accomplishments related to established school goals;
    • Developing and implementing formal and informal accountability systems;
    • Facilitating the school budget development process;
    • Articulating political issues and situations that influence the school to all stakeholders; and
    • Formulating and articulating a personnel structure that supports the attainment of the school's vision.

    2. Exhibits behaviors that demonstrate relevant and effective professional development programs/activities by:
    • Developing and implementing professional development plans that focus on objectives related to school and/or individual improvement plans;
    • Developing, implementing and monitoring professional development plans that reflect program designs that incorporate knowledge building, practice and adjustments;
    • Implementing supervisory practices that are collaborative, collegial, and focused on the “core” behaviors related to the school’s values;
    • Designing and implementing plans for staff to learn about current educational programs and practices; and
    • Designing plans that provide for sufficient time for professional development.
    3. Exhibits behaviors that ensure focused and effective instructional practices by:
    • Ensuring that lessons and classroom activities focus on the established curriculum, the Arizona State Standards and the components of effective instruction;
    • Establishing and maintaining schedules, procedures, and materials to provide maximum use of instructional time;
    • Ensuring lessons and classroom activities provide a variety of instructional strategies and grouping practices that engage students and allow multiple pathways for students to acquire knowledge and meet the needs of diverse learners;
    • Ensuring lessons and classroom activities enable students to use technology to achieve curricular objectives;
    • Developing procedures to incorporate research-based instructional practices in the design and delivery of instruction as defined by School Improvement Plans and District initiatives;
    • Facilitating a collaborative process that ensures that resources that align with instructional practices; and
    • Recruiting, selecting, assigning and organizing staff to support implementation of effective instructional practices.
    4. Exhibits behaviors that ensure consistent, systematic, focused, and responsive monitoring of student progress by:
    • Facilitating structures and process for the use of curriculum-aligned assessments;
    • Developing, implementing, and participating in procedures that require teachers and administrators to collaboratively analyze assessment data to determine current needs in relation to the established curriculum;
    • Developing, implementing and participating in systematic procedures for collaboration with teachers to analyze achievement data that defines program effectiveness and identified improvement;
    • Designing and implementing processes that facilitate staff participation in analyzing and interpreting assessment data to measure student growth in relation to the established curriculum;
    • Facilitating and monitoring the collective implementation of instructional modifications resulting from program monitoring;
    • Articulating an interpretatino of assessment procedures and results to affected stakeholders; and
    • Developing practices and procedures that assure appropriate confidential collection and use of school and student data.
    5. Exhibits behaviors that provide for a productive culture by:
    • Formulating and articulating the school’s value statements and core behaviors to maintain their consistency with advancing the goals of the school;
    • Developing and implementing decision-making procedures in collaboration with stakeholders;
    • Articulating the goals of the school and exhibiting the behaviors that contribute to the attainment those goals;
    • Developing, implementing and participating in programs that recognize and celebrate accomplishments related to established school goals;
    • Establishing student behavioral standards and discipline procedures that are fair and relevant to established standards for student behavior;
    • Establishing implementation guidelines for providing uniform curriculum and assessment programs for all students;
    • Establishing implementation guidelines for special programs (special education, remedial, gifted, ELL) that align with established curriculum and core behaviors; and
    • Articulating guidelines and practices pertaining to confidential information.
    6. Exhibits behaviors that provide for a safe and inviting environment by:
    • Developing and implementing procedures that will ensure the availability of instructional space that is appropriately equipped and motivating in appearance;
    • Facilitating the development and implementation of procedures and schedules that allow for the smooth transition of students and staff from one area to another;
    • Maintaining standards for school cleanliness and safety.
    • Developing and implementing schedules that will provide for adult supervision of students at all times;
    • Developing and articulating strong disciplinary consequences for individuals who jeopardize the safety of others;
    • Facilitating the development and implementation of a School-wide prevention program; and
    • Facilitating the development and implementation of support programs for students who disrupt the learning environment.
    7. Exhibits behaviors that demonstrate meaningful parent involvement by:
    • Formulating and facilitating structures and processes that provide parents the means and opportunity to participate in and support the school’s instructional program; and
    • Developing, articulating, and facilitating a process that ensures parent participation and collaboration in school-related decision making and supports their involvement in school/district-related activities.
    8. Exhibits behaviors that demonstrate mutually beneficial school/community relationships by:
    • Formulating and facilitating activities that provide opportunities for students and staff to perform service(s) in conjunction with established partnerships and allowing reciprocal opportunities for partners; and
    • Facilitating the design, development, and implementation of community education and partnership recruitment programs.
    9. Performs other duties of a similar nature or level.
    To be eligible for this position, an applicant must meet the following required qualifications. In addition, verification of these required qualifications is necessary.
    • Three years of verified teaching experience in grades Prekindergarten-12;
    • Completion of a program in educational administration for principals;
    • A practicum as a principal or 2 years of verified experience as a principal or assistant principal in grades Prekindergarten-12.
    • A valid Fingerprint Clearance Card from the Arizona Department of Public Safety.
    • A valid Arizona Principal Certification or evidence of eligibility to receive Arizona Principal Certification prior the first day of the contract.
    In addition to the required qualifications listed above, it is preferred that applicant also possess the following preferred qualifications as well. However, the following qualification(s) are not required to be eligible for this position.
    • Five years experience as a principal in grades Prekindergarten-12.
    To perform the job successfully, an individual must be able to perform each essential duty satisfactorily. The qualifications for this job description are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

    Skills required, but not limited to, for this position include:
    • Demonstrating leadership theories and practices;
    • Knowing and implementing laws, rules and regulations governing education;
    • Recognizing open meeting law requirements;
    • Knowing budget preparation;
    • Demonstrating site-based management;
    • Knowing District’s constituents;
    • Supervising and evaluating support staff;
    • Implementing organizational theories;
    • Developing and monitoring curriculum guidelines;
    • Implementing educational policies and procedures;
    • Applying leadership techniques;
    • Developing and evaluating school programs;
    • Making group presentations;
    • Promoting positive public relations;
    • Enforcing student management procedures;
    • Crisis management procedures;
    • Engaging and encouraging communication skills while interacting with supervisors, staff, students, etc. to exchange information.
    The physical requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

    While performing the duties of this job, the employee is regularly required to talk or hear. The employee frequently is required to stand and walk. The employee is occasionally required to sit; use hands to finger, handle, or feel; reach with hands and arms; climb or balance; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.

    The working environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

    While performing the duties of this job, the employee is occasionally exposed to wet and/or humid conditions; moving mechanical parts; high, precarious places; fumes or airborne particles; toxic or caustic chemicals; and outside weather conditions. The noise level in the work environment is usually moderate.

Application Instructions

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