DirectorPosted by: Sandra Reyes
Posted date: 9/23/2013
Key Responsibilities include, but are not limited to:
I. DATA ANALYSIS
A) Serve as instructional leader and implement designated programs.
B) Together with identified Data Dive Leader, uses data to make instructional and program decisions.
C) Understands and manages all school data, use data in decision making and communicate data to a variety of audiences.
D) Lead the OCHS school team in reaching the network goals
E) Monitors weekly lesson plans, interim assessments and other forms of classroom assessment and implements action plans based off of data dives
II. TALENT DEVELOPMENT
A) Establish a professional development plan for yearlong training with CAO, and assigned staff.
B) Promote the ongoing development that supports a strong culture of achievement and responsibility.
C) Together with CAO, AP, and Instructional Leader team, oversee the creation of Professional Growth Plans and monitor progress of all OCHS staff members.
D) Will be the person on site responsible for working with Chief Academic Officer (CAO) when conducting staff observations (formal and informal) and staff evaluations
E) Supervise and evaluate instructional staff and other school personnel.
F) Attend UCLP trainings
G) Advise, support, and mentor individual teachers to improve instruction through things such as:
i. Consistent classroom observation and feedback
ii. Facilitating curriculum planning and evaluate unit and lesson plans
iii. Promoting continuous, high-quality assessment as a means for evaluating student achievement
iv. Coaching classroom management techniques.
III. CULTURE of ACHIEVEMENT and RESPECT
A) Gain a thorough understanding of the overall AMPS values
B) Create a school culture with staff, parents and students focused on strong academic achievement, respect and high expectations for behavior
C) Provide the collaborative leadership necessary to implement the school’s mission; by delegating sufficient work to Assistant Principal, Academic Adviser, and assistant.
D) Work with the Assistant Principal and Adviser to assure they educate all students and families about the OCHS college prep model and increase their commitment to supporting OCHS in their goal to prepare students for college.
E) Communicate effectively and respectfully with students and their families remaining sensitive to their role and guiding different family cultures, values and needs.
A) Practice established school routines and procedures that result in a safe and orderly environment, maximizing instructional time.
B) Represents school at Network meetings, community, authorizer, and other such meetings
D) Manage and evaluate all school programs in a manner that ensures efficiency, effectiveness and compliance.
E) Comply with all federal and local laws, regulations and required reports.
F) Confer with the central administration as needed.
II. CULTURE of ACHIEVEMENT and RESPECT
A) Establish, build and maintain community partnerships and relationships.
B) Puts in an extraordinary amount of time and effort to contribute to student and school success.
A) Timeliness(School Day, Classes, Meetings)
- Always punctual for the school day, scheduled classes/pick-up times, and/or meetings.
- Is conscious about modeling work hour ethic always.
B) Ability to meet Deadlines
- Always meets deadlines for lesson plan reviews, reports, and assessment analysis/reflections.
C) Dress and Attitude
- Dress always models professional attire.
- Attitude is positive, engaging, and most important demanding while being respectful
D) Active, urgent, and persistent during staff meetings and participates actively.
- Has a leadership presence in professional development workshops.
- Actively seeks out and implements professional development strategies in his/her classroom.
- Successfully and quickly implements strategies presented in workshops
- Willing to actively train other teachers in their developed expertise.
E) Relationships with Colleagues
- Relationships with colleagues are extremely positive, collaborative, and generous.
- Assumes leadership among colleagues, often supporting them and engaging in professional exchange.
- Exerts a positive influence on the entire staff
A) Oversee Safety Plan with Safety Coordinator
B) Meet with Central Administration
C) Attends AMPS School Leader Team Meetings with CAO
D) CALPADS requirements, deadlines, and needs with AMPS Data Manager, and Administrative Assistant
E) Oversee the completion of the Student Profile Reports by AP and Adviser
F) Reviews all student attendance reports for internal and external reporting prepared by AP prior to submission.
G) Prepares and presents formal reports to the board, community groups, charter authorizer and other such entities as they arise.
H) Coordinates staff meetings, (i.e. Subject &grade level ). Sets norms and procedures for all meetings with the AP.
I) Reports to internal and external oversight bodies (e.g., AMPS Board, OUSD, CDE, Accreditation, etc.)
The following character traits are essential to the core beliefs of the AMP school leader that preface the leader qualities:
· Conviction: Inspires support for AMPS through own enthusiasm; is evangelical about the work and clearly articulate a core vision, mission, values, and strategies for becoming an AMP leader.
· Self Awareness: Honest and accurate self-assessment, which enables the candidate to be open to feedback and leverage the program and evaluation process. Self awareness involves a curiosity about, and an interest and openness to learning about themselves.
· Drive: A strong commitment to learn, and resolve to continuous improvement to establish strong schools and for the benefit of building strong academic communities.
· Common Sense: The ability to use sound practical judgment at any given moment derived from experience rather than relying solely on study, instructions from others, handbooks, or scripts.
· Altruism: Deeply felt motivation to contribute and desire to make an impact for the well-being of students, and groups who have been neglected in the realm of public education.
· Humility: Modest view of one’s own importance. Recognition and valuing the assets those others bring in relation to their own. Willingness to let others take the spotlight for the good of the cause and/or program.
· Optimism/Resilience: Persistent hope and belief in the ability of students to learn and succeed academically; responding positively in the face of setbacks; self-assurance in one’s own ability to rise to challenges.