Vice Principal (Elementary-PK-8)

Waterbury Public Schools | Waterbury, CT, United States

Posted Date 6/10/2024

Vice Principal (Elementary-PK-8)
School Administrators of Waterbury
Receives administrative direction from the Building Principal or other District level administrator

This class is accountable for maintaining focus on the adaptive work of building instructional skills, developing leadership capacity, and cognitive coaching abilities of the building leadership team, while effectively guiding them in the fundamentals of common planning and data driven instructional practices. This position exists to facilitate school-wide student achievement (as measured by standardized test scores) and attendance by providing collaborative, data driven, adaptive and instructionally-centered teacher leadership for all academic departments. This class is charged with the school's collective teacher quality as measured through the value that teachers add to test scores and attendance through their instructional practice.
General Experience:
  1. Master’s degree in education or closely-related field plus three (3) years of professional level experience working in an educational setting.
  1. Evidence of leadership in an educational setting.
Special Requirement:
  1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.

  1. Connecticut State Board of Education certification as an Intermediate Administrator/Supervisor (092) will be required at time of appointment.
  2. Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator License.
  • Considerable knowledge of how to use data to drive the instructional practices of a school;
  • Considerable knowledge of academic curriculum and pedagogical techniques that is effective across diverse populations;
  • Considerable knowledge of and ability to apply curriculum development, implementation, and evaluation procedures and strategies;
  • Knowledge of and ability to apply management principles and techniques and educational administration;
  • Knowledge of and ability to apply management, budgeting, and contract administration principles and practices;
  • Knowledge of and application of methods used in improving academic achievement;
  • Knowledge of current educational theories and practices;
  • Knowledge of educational assessment practices and techniques;
  • Knowledge of effective intervention, academic and behavior techniques;
  • Knowledge of effective supervision and discipline;
  • Knowledge of evidence-based research and best practices in educational interventions;
  • Knowledge of common Core Standards;
  • Knowledge of instructional technology;
  • Knowledge of philosophy and methods of education and teaching;
  • Knowledge of procedures, methods and strategies pertaining to the administration of an elementary/secondary level program operation;
  • Knowledge of relevant Federal and State statutes, guidelines and regulations;
  • Knowledge of Response to Intervention (RtI) and how to improve core instruction while building a system of interventions;
  • Knowledge of school curriculum and instruction;
  • Knowledge of school safety procedures;
  • Knowledge of Connecticut Code of Professional Responsibility for Educators and District policies and procedures governing teacher conduct;
  • Knowledge of Every Student Succeeds Act (ESSA) requirements;
  • Knowledge of the philosophy and methods of education and teaching;
  • Knowledge of the principles and practices of education for special needs population;
  • Knowledge of the school improvement and quality review processes;
  • Knowledge of the social, emotional, intellectual, and physical needs of the high school age students;
  • Knowledge of theory and research in education;
  • Excellent verbal and written communication skills;
  • Excellent technological skills;
  • Considerable problem-solving skills;
  • Administrative skills;
  • Crisis management, handling emergencies and de-escalation techniques skills;
  • Ability to apply leadership skills within a shared decision-making model;
  • Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RtI);
  • Ability to be part of an effective management team;
  • Ability to communicate well both orally and in writing;
  • Ability to compose clear, complete, and concise correspondence and reports independently using correct grammar, syntax, punctuation, and spelling;
  • Ability to connect College Readiness and Common Core Standards;
  • Ability to demonstrate high moral and ethical standards;
  • Ability to develop a strong school culture;
  • Ability to develop and foster a professional learning community that supports student success;
  • Ability to effectively evaluate curriculum and instructional programming;
  • Ability to establish and maintain effective working relationships with students, staff and the community;
  • Ability to evaluate and develop staff instructional skills and overall performance;
  • Ability to facilitate high student achievement;
  • Ability to interact successfully with staff, parents, board members and community;
  • Ability to lead and supervise staff and students;
  • Ability to lead the adaptive work of building instructional skills, developing leadership capacity, and the cognitive coaching of the school's leadership team;
  • Ability to maintain high student morale, attendance and general discipline;
  • Ability to manage budgets with varying sources and levels of revenue;
  • Ability to mentor and develop staff to become master teachers;
  • Ability to multi-task complex issues;
  • Ability to plan, organize and coordinate the activities of an educational program;
  • Ability to produce an effective school climate;
  • Ability to remain flexible and develop alternative strategies to achieve established goals;
  • Ability to understand the underlying philosophy for a high school that matches the intellectual social, emotional, and physical needs of young adolescents;
  • Ability to work well in a community with high expectations for its students and schools;
  • Supervisory ability;
  • Ability to work with individuals from diverse backgrounds.

  1. Supervises licensed staff including teachers, social workers, school psychologists, and other licensed and non-licensed staff as assigned.

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
  • Advises, counsels, and assists instructional and support personnel in problem-solving activities pertaining to student performance and behavior to determine appropriate solutions;
  • Assistants the principal, when requested, with the supervision of high school instruction by classroom visualization and actual teaching;
  • Assists Principal in setting up master schedule for computer and in making adjustments in any conflicting schedules;
  • Assists in developing, implementing, and monitoring of program goals and objectives for the high school;
  • Assists in developing, implementing, and sustaining program plans and organizational procedures for the health, safety, discipline, and conduct of students;
  • Assists in ensuring that students are assigned in such a way as to encourage their optimal growth and make periodic appraisals of their progress;
  • Assists in ensuring that the educational program is in compliance with Federal and State regulations and Board policies and District procedures;
  • Assists in ensuring the operational effectiveness of the school including planning, supervising and directing the business operation of the school in accordance with Board policy and District procedures;
  • Assists in formulating, articulating, and administering District policies and programs;
  • Assists in organizing staff schedules and school calendar to meet State guidelines and program needs;
  • Assists in the allocation of resources within the educational program in order to maximize efficiency and effectiveness of service;
  • Assists in the coordination of all educational services provided by the school;
  • Assists in the direction of the maintenance of educational records;
  • Assists in the evaluation of the effectiveness and efficiency of existing educational programs;
  • Assists in the organization and implementation of assessment programs;
  • Assists in the preparation and administration of allocated budget;
  • Assists in the recruitment, screening, selection, and talent management of staff;
  • Assists in the selection and orientation of new teachers;
  • Assists in the supervision of educational staff in academic and special education programs;
  • Attends team and Individual Educational Planning (IEP) meetings as appropriate;
  • Conducts a wide variety of special investigations and research and makes informal and formal reports as directed by the Principal;
  • Continually reflects on and document the effectiveness of school-wide interim assessments and make mid-course adjustments when necessary;
  • Coordinates testing schedules for a variety of standardized testing;
  • Coordinates the library services program with the instructional program;
  • Coordinates the placement of student teachers and substitute teachers and supervises and evaluates their performance;
  • Coordinates various building meetings including those related to student progress, student attachment, and staff development;
  • Develops and leads school-based professional development and faculty meetings centered around teaching and learning;
  • Develops and promotes articulation of instruction at the high school;
  • Develops creative ways to deliver a successful curriculum to students;
  • Develops, implements, evaluates, and revises curriculum at the school;
  • Ensures proper implementation of chosen curricula for the school;
  • Evaluates staff performance;
  • Exercises administrative supervision over cafeteria and student council activities;
  • Facilitates team and professional meetings, professional learning, and other trainings and updates staff with pertinent information;
  • Guides departments in facilitating focused, data-centered, healthy and effective common planning meetings;
  • Guides implementation of selected curriculum with fidelity, differentiated instructional practices, and full use of interim assessments;
  • Maintains effective community relations in an effort with outside organizations to foster mutual respect for and collaboration on joint educational initiatives;
  • Maintains the safety security and well-being of students and staff;
  • Manages special assignments and initiatives as assigned;
  • Mediates staff-staff, staff-student, and student-student issues as needed;
  • Models strong teaching by planning a wide array of engaging activities and professional development exercises that demonstrate proficiency in pedagogical best practices and knowledge of adult learning styles;
  • On an individual and group basis, discusses educational and other problems with teachers and recommends solutions;
  • Oversees an orientation program for new teachers;
  • Oversees the disciplining of students who are tardy and guilty of infractions of other routine school regulations;
  • Oversees the receipt and accounting for school funds received in connection with special activity programs;
  • Participates in staff selection, evaluation, and professional development;
  • Performs a wide variety of other assignments, which may be delegated by the Principal;
  • Plans and coordinates a program of extracurricular activities;
  • Plans and supervises the implementation of staff development programs;
  • Prepares master schedule in consultation with the Principal;
  • Presents information about the school to parents, students, and others;
  • Promotes a positive school climate through recognition programs;
  • Promotes average daily attendance;
  • Promotes continuous growth in student achievement;
  • Promotes positive student behavior;
  • Provides consultation to staff in curriculum development and program planning;
  • Provides feedback, support and assistance to licensed instructional staff regarding Individualized Education Plans (IEPs), Behavioral Improvement Plans (BIPs), Three-Year Re-evaluations, Child Study documentation, and other related areas;
  • Provides leadership to the professional staff in determining objectives and identifying program long- and short-range needs;
  • Recommends policies and procedures that are consistent with the goals and objectives of the District and Federal and State mandates;
  • Reviews and analyzes data and develops plans for the improvement of curriculum and instruction;
  • Reviews and recommends instructional methods and materials;
  • Supervises and evaluates certificated and classified staff;
  • Supervises staff in the development, implementation, revision, and evaluation of curriculum;
  • Supports the school’s teachers by continually observing them in their classrooms and engaging in developmental post-conferences;
  • Works closely with building leadership to analyze school-wide summative data and devise an effective Targeted Instructional Area (TIA);
  • May create and maintain extra duty schedule;
  • May manage building School Emergency and Crisis Response Plan.
  • Performs related work as required.

The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.
Administration | Education

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