POSITION DESCRIPTION: The Elementary School Principal serves as the instructional leader and operational steward of the school, responsible for implementing the Albany Unified Local Control and Accountability Plan (LCAP) at the site level.

Principals ensure that all students — particularly English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students — experience rigorous instruction, strong support systems, and a deep sense of belonging, with the stated purpose of improving learning for all students, with an exceptional focus on focal subgroups of students who have historically been underserved.

The Principal translates district goals into measurable site actions that improve student outcomes, strengthen school culture, and ensure effective organizational functioning.

The Principal supervises certificated and classified staff and is accountable for instructional quality, student progress, school climate, fiscal stewardship, facility readiness, and community engagement.

REPRESENTATIVE DUTIES: E = Essential Duties,The duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to the position. 

Core Responsibilities Aligned to LCAP Priorities

 Goal Area 1 — Academic Growth & Achievement

1. Lead implementation of site-based strategies that improve literacy, numeracy, and long-term college and career readiness. E
2. Monitor student progress using district assessments, classroom evidence, and subgroup performance data. E
3. Establish and lead Instructional Leadership Team cycles to improve core instruction. E
4. Ensure alignment of professional learning, collaborative teams, intervention structures, and instructional materials to student needs. E
5. Support effective implementation of programs serving multilingual learners and students with disabilities. E
6. Analyze program effectiveness and adjust strategies to accelerate student learning. E

Principals are expected to create school conditions where all students demonstrate continuous academic growth.

Goal Area 2 — Engagement, Attendance & Belonging

1. Implement strategies that reduce chronic absenteeism and strengthen student engagement. E
2. Lead schoolwide systems that foster positive relationships, restorative responses to behavior, and inclusive school climates. E
3. Use attendance and behavior data to identify disparities and coordinate timely interventions. E
4. Ensure safe learning environments and clear behavioral expectations. E
5. Promote student voice and leadership opportunities that strengthen connection to school. E

Principals are expected to ensure that students feel safe, valued, and motivated to attend and participate.

Goal Area 3 — Family Partnership & Community Collaboration

1. Engage families as authentic partners in supporting student learning and well-being. E
2. Facilitate meaningful participation in School Site Council and site planning processes. E
3. Establish collaborative relationships with community organizations and service partners. E
4. Communicate regularly and transparently regarding student progress, school initiatives, and opportunities for involvement. E
5. Recognize and respond to the cultural and linguistic diversity of the community. E

Principals are expected to strengthen trust, shared accountability, and democratic participation in school decision-making.

Goal Area 4 — Staff Capacity & Professional Culture

1. Recruit, hire, supervise, and evaluate certificated and classified staff. E
2. Lead collaborative professional learning aligned to LCAP goals and district priorities. E
3. Provide coaching, feedback, and leadership development opportunities for staff. E
4. Foster a professional culture grounded in relational trust, reflection, collaboration, and continuous improvement. E
5. Resolve conflicts constructively and support collective decision-making processes. E

Principals are expected to build strong adult learning systems that lead to improved student outcomes.

Goal Area 5 — Operational Effectiveness & Resource Stewardship

1. Plan, organize, and direct school operations, including staffing, scheduling, budgeting, facilities, safety, and student services. E
2. Align fiscal, human, and material resources to LCAP priorities and school goals. E
3. Maintain compliance with district, state, and federal policies, laws, and collective bargaining agreements. E
4. Monitor organizational systems and implement improvements that strengthen school effectiveness. E
5. Develop and maintain partnerships that expand student opportunities and support services.

Principals are expected to lead schools that are strategically organized to support teaching and learning.

Professional Expectations

Albany Unified principals are expected to:

1. Demonstrate equity-focused and culturally responsive leadership E
2. Maintain a visible, accessible, and engaged leadership presence E
3. Use data thoughtfully to guide continuous improvement E
4. Communicate with clarity, empathy, and transparency E
5. Demonstrate resilience, optimism, and sound professional judgment E
6. Uphold district values and foster a culture of belonging and high expectations E

Minimum Qualifications

1. Master’s degree from an accredited institution
2. Valid California Administrative Services Credential
3. Valid California Teaching Credential with English Learner authorization
4. Minimum five years of successful teaching experience
5. Demonstrated leadership experience in a school or district setting

Desired Qualifications

1. Successful experience improving outcomes for historically underserved student groups
2. Knowledge of evidence-based instructional practice, including structured literacy aligned with the science of reading
3. Knowledge of MTSS, restorative practices, and inclusive instructional practices
4. Experience leading school improvement planning and site budgeting
5. Experience working effectively with culturally and linguistically diverse communities
6. Bilingual or multilingual communication skills

Working Conditions

School leadership requires flexibility, strong organizational skills, and the ability to manage multiple priorities in a fast-paced educational environment. Evening and occasional weekend work may be required to support school and community needs.