NP Baltimore - Principal/Director of School

Job Details Job Location: The Childrens Guild Brooklyn Campus - Baltimore, MD 21225 Position Type: Full Time

Education Level: 4 Year Degree:

Salary Range: $100,000.00 - $145,000.00 Salary Are you interested in working with an organization transforming the way America cares for and educates its children? The Principal is the instructional leader of the school, the supervisor of the teaching staff. Inclusive of the role is to administer, evaluate, and modify the instructional programs offered by the school, as necessary. In addition, the principal is responsible for managing school, human, and financial resources, buildings, grounds, and equipment. Establishes effective relationships with students, parents, staff, community groups, and The Children's Guild support staff. Responsible for providing a safe and secure learning environment for students and staff. Further duties of the principal is to create a school community, assure regulatory compliance, serve as the Children's Guild's representative to the Local Education Agencies that refer students to the school, monitor the IEP process, and create a motivating and engaging learning environment. The Principal is the final authority over hiring all educational and related service staff.

Summary The Children's Guild Alliance is a nonprofit organization serving children, families, and child-serving organizations. We are dedicated to transforming how America educates and cares for its children through education, behavioral health, national training, and consultation services. Affiliates of The Children's Guild Alliance include The Children's Guild, Monarch Academy public charter and contract schools, Monarch Preschool College Park, TranZed Academy for Working Students, TranZed Apprenticeships, The Children's Guild DC Public Charter School, Transformation Education Institute, and The National Children's Guild Fund. We are among the most experienced child-serving organizations in the Greater Baltimore/Washington region and are currently expanding in national and international programs. Each year, the agency's continuum of care and hundreds of professional staff help thousands of youth and young adults and their families achieve excellence and success. We operate public charter and contract schools, special education schools; preschool; apprenticeships, pre-career programs; therapeutic group homes; treatment foster care; and behavior health services. We invite you to be part of our innovative team!

Qualifications:

Qualifications, Education & Experience To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below 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.

Bachelor’s degree or higher from an accredited college or university Non-public school experience Completion of a state-approved program K-12 School Leadership Completion of two years of full-time PreK-12 school-based teaching or student services experience or two years of other full-time PreK-12 school-based instructional leadership

Current possession of a valid school administrator’s license Completion of a state-approved principal preparation program (and thus a valid principal-level license from the state in which the program was completed) A passing score on the school leadership licensure exam in the state of the current license

Essential Duties and Responsibilities

The successful candidate:

Has a thorough understanding of COMAR regulations pertaining to educating children & understanding of PL 105-17I.D.E.A.

• Demonstrates staff supervision and capacity-building skills.

Experience in training education staff in lesson planning, assessment practices, classroom management, behavior interventions, brain-based learning, experiential instructional strategies, sensory integration techniques, crisis intervention, data-based decision making and problem-solving employing brain-based learning strategies, staff engagement, and the power of culture.:

Knowledge and understanding of brain-based learning, experiential education, assessment tools, project-based instruction, and integrated curriculum instructional delivery. Understanding of educational disabilities & Demonstrates public relations skills. Knowledge of the Continuous Quality Improvement process and its use in an educational setting.

Experience with implementation and analysis of educational assessment results.:

Thorough understanding of the program philosophy, policies, procedures, and operating systems of The Children’s Guild. Able to build a school culture that takes account of the richness and diversity of the schools’ communities.

• Demonstrate the ability to work effectively with diverse populations.

Ability to recruit and maintain a teaching and support staff that reflects the diversity of the student population and community. Skillset to create a team that works collaboratively and promotes high expectations for all students.

• Demonstrate ability to garner support and resources, engage community organizations, individual education supporters, and businesses to support student achievement.
• Demonstrate positive interpersonal skills inside and outside of school.

Must maintain a record of excellent attendance (attendance records will be closely evaluated upon application for this position.

Accountability:

The Principal reports to the VP of School Operations and supervises the classroom teachers, teaching assistants, classroom assistants, one-to-one assistants, and the assistant principal(s). Competencies To perform the job successfully, an individual will retain accountability for the following Key Result Areas (KRAs).

Key Result Area #1: Regulatory Compliance

This key result area will be achieved when:

The educational program meets or exceeds the minimum requirements set forth in the COMAR regulations pertaining to operating a school IEPs are current and services are provided as stated in the plan. Key Result Area #2: School Administration

This key result area will be achieved when:

IEP meetings are scheduled, attended, and led in a way that meets the needs of the LEA, the parents, the students, and the faculty.

• Oversees student disciplinary issues
• Manages the budget.

Physical plant exemplifies TranZed culture. A positive relationship exists between the school and the representatives of the referring Local Education Agencies. The program, and organizational philosophy(Transformation Education), and policies of The Children’s Guild are institutionalized and maintained.

Requests for information by the Maryland State Department of Education, District of Columbia Public Schools, Local Education Agencies, government entities, and the Children’s Guild executive management staff are responded to in a thorough and prompt way. A positive and effective working relationship exists between the school administrative team, The Children’s Guild executive management team, and the other Program Managers.

Commencement, school assemblies, student recognition systems, parent meetings, field trips, summer school, professional development, and school functions are planned, organized, and executed in a way that fosters learning and reflects a positive image of the students, the school, and The Children’s Guild.

the school has the educational equipment, materials, and books it needs to operate effectively and in compliance with certification requirements and organizational expectations. A multi-sensory De-escalation room is utilized in accordance with the operation manual. Parents are kept informed of and involved in school activities on a regular basis.

Collaboration between the Director of Admissions and the Principal results in placement referrals being responded to in an efficient and effective way.

• Performance reviews of education staff are conducted annually and are up to date.

The principal provides input for performance reviews of related service staff, clinical services supervisor, support staff, school secretary, medical staff, and psychiatrists to the appropriate supervisor. Key Result Area #3: Training

This key result area will be achieved when:

The Principal facilitates, conducts, and evaluates professional development activities The Principal ensures instructional staff develop effective lesson plans, IEP/BIP, report cards, leveraging instructional strategies, assessment tools, data interpretation, instructional technology, and behavior management strategies

The Principal evidence self-directed learning through attendance at conferences, seminars, and workshops aligned with the agency mission Key Result Area #4:Instructional Leadership

This key result area will be achieved when:

Teachers are provided with the resources and staff development needed to grow professionally. All teachers implement lesson plans, and project-based learning plans aligned with standards Teaching staff and their assistants are monitored, supervised, and mentored in accordance with their needs and level of teaching skill.

Principals conduct walk-throughs to determine program needs, staff training needs, evaluate progress and provide feedback and coaching to grow instructional staff. The principal assures implementation of PBIS in alignment with the Children’s Guild philosophy and is a member of the PBIS team Teachers are prepared in advance for IEP meetings.

All program services are integrated and in support of the students Individual Education Plan. Able to build a school culture that takes account of the richness and diversity of the schools communities.

• Demonstrate the ability to work effectively with diverse populations.

Have the ability to recruit and maintain a teaching and support staff that reflects the diversity of the student population and community. Ability to create a team that works collaboratively and promotes high expectations for all students.

• Demonstrate ability to garner support and resources, engage community organizations, individual education supporters, and businesses to support student achievement.
• Demonstrate positive interpersonal skills inside and outside of school.

Key Result Area #5:Audit Management

This key result area is achieved when:

Continuous Quality Improvement reports are accurate and submitted quarterly. The related service tracking system is in place and audited on a monthly basis. This will involve auditing of clinical and educational services as stipulated on the IEP.

• Tracking system is in place for recording IEP reviews.
• Report cards are reviewed and distributed on a quarterly basis.

The school environment reflects the Children’s Guilds philosophy, values, and culture. Key Result Area #6:Operations The Principal has responsibility for all operational functions. He/she may delegate responsibility but must maintain oversight of all functions. The Principal assures all aspects of operations are implemented and managed effectively.

• Monitor food services documentation: completed, submitted and audited monthly

Environmental safety regulations are in compliance Purchasing and ordering of materials is within a designated budget Credit card accounts are audited monthly Security and Emergency Response procedures are enforced at all times. Key Result Area #7:Additional Duties

This Key result area is achieved when:

All duties assigned are carried out in a timely and effective way. The Principal engages in his or her own professional growth and development and demonstrates an interest in being a lifelong learner. Other duties as assigned. Physical Demands The physical demands 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 frequently required to stand; walk; sit; reach with hands and arms, and talk or hear. All Children’s Guild employees are expected to demonstrate an awareness of, respect for, and attention to the diversity of the people with whom they interact (person served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structure, policies, and services.