• Student Learning and Achievement
• Shared Leadership
• Data-based decision-making
• Communication and collaboration
• Ongoing professional learning
• Well-being
• Technology
• Equity and cultural responsiveness.
• ESL teaching and programming
• Knowledge of teaching methods, curriculum, and education programs designed for students with disabilities

• Effectively developing, advocating and enacting a shared mission, vision and core values.
• Developing building-level priorities in the context of community and District priorities and student/staff needs.
• Implementing collaborative structures and shared leadership that analyzes data to develop School Improvement which contain strategies to improve teaching and student learning outcomes.
• Collaborating with district administrators, academic managers and external support regarding the school programming.
• Displaying success in leading the improvement of student learning, as evidenced by the improvement of school-based and/or District-based data points.
• Exercising good judgment, insight, self-awareness, integrity, and cultural responsiveness when interacting with diverse employees, students, and stakeholders.
• Facilitating the change process and its relationship to current trends in education.
• Maintaining and modeling high standards of professionalism and ethics.

• Supervising and evaluating the implementation of instructional programming.
• Training of staff with regard to the most effective practices which lead to higher student achievement regardless of race, ethnicity, socioeconomic status, or prior academic achievement.
• Assisting in the development, ongoing improvement, and implementation of the District and school curricular program.
• Demonstrating expertise in curriculum and instruction at the position’s grade level.
• Fostering an environment of effective and rigorous personalized instruction by ensuring each student has equitable access to effective teachers, leaders and learning supports.
• Working effectively with teachers to promote and organize an environment focused on continuous improvement and personal growth to achieve positive outcomes for each student.
• Demonstrating commitment and the ability to continue one’s own lifelong learning, to develop talent and leadership skills in others, to provide critical feedback, and to receive critical feedback in order to maintain high standards for one’s self and one’s school.

• Leading and collaborating with staff in the implementation of District and building-level goals relating to equity and inclusive student learning opportunities.
• Developing and sustaining positive, collaborative and productive partnerships with families and the surrounding community.
• Using the school as a resource to identify and address community needs and understanding the context of the school within the larger community.
• Establishing a school climate which promotes equity and inclusiveness for all students, where the school has a positive, safe and orderly learning environment.
• Establishing a set of culturally responsive standard operating procedures, practices, and routines.
• Providing effective communication; collaborating and resolving conflicts with others, and sustaining positive partnerships with and among students, staff and stakeholders
• Demonstrating the ability and desire to establish positive relationships with persons regardless of race, gender, physical limitations, sexual orientation, or religious belief, with an active commitment to equal opportunity for all students and staff.

• Interpreting and implementing Board policies and administrative regulations.
• Facilitating and collaborating with staff in the hiring, orientation, training, assignment, and reassignment of culturally competent and diverse school staff.
• Supervising and evaluating the performance of all assigned personnel.
• Engaging staff in the development of professional growth activities designed to support individual school/District goals, cultural competence and opportunities for leadership.
• Collaborating to ensure effective implementation of the school's extracurricular program.
• Supervising the maintenance and operation of the building, grounds, and property assigned to the building.
• Collaborating in the planning and the development of the school's budget with input from staff regarding the allocation and adjustments of fiscal and material resources, and assuring timely completion of reports.
• Demonstrating effectiveness in reaching logical conclusions and making high quality decisions using appropriate decision-making processes, and accepting responsibility for actions and consequences.
• Demonstrating effectiveness representing the school in the community through business partnerships and activities.

• Master’s Degree from an accredited University (Educational Leadership or similar preferred)
• Valid Ohio Principals License
• Minimum of three (3-5) years classroom teaching experience and/or administrative experience
• Minimum of one (1) year of school-based administrative experience (principal or assistant principal) highly preferred

CPS Commitment to Equity and Excellence in Education