ESSENTIAL DUTIES AND RESPONSIBILITIES: Curriculum Development, Supervision, and Evaluation Serves as a curricular leader; understands school curriculum, ensures teaching of the written curriculum, helps staff use curriculum resources Participates in curriculum development activities commensurate with school and district goals Provides opportunities and encouragement for staff to increase professional expertise Identifies curricular and extra-curricular needs by analyzing current programs and student achievement Regularly uses the results of student assessment data to identify problems and implement program improvements and/or pacing. Provides continuous supervision and evaluation of the regular and special education programs and operational activities within the school Interpret and implement the approved curriculum program and ensure that instruction aligns with state standards Student Assessment and Monitoring Excellence in assessment; emphasizes student achievement as the primary outcome of schooling Systematically assesses and monitors student progress using objective and verifiable information Works with staff to systematically identify and respond to at-risk students; makes referrals to appropriate community agencies when needed Provides meaningful information to parents/guardians and others regarding student progress Maintains policies and practices for grading, reporting, and promoting Student, Staff and Community Relations Communicates high expectations for both staff and students and provides appropriate motivation to reach expectations Solicits information from school personnel and community in gauging the school climate Recognizes efforts of students and teachers Promotes the improvement of student and staff self-images. Models and facilitates good human relations skills; effectively interacts with others Establishing an Effective Workplace Develops and maintains positive staff morale Provides orientation for newly assigned staff members and assists in their professional development Conducts meetings of the staff as necessary for the proper functioning of the school Implements a discipline code that is fair and promotes orderliness and student learning Maintains high visibility in the school Provides for adequate supervision and acceptable student behavior Staff Supervision and Personnel Evaluation Supervises all staff Assists in personnel evaluation and demonstrates objectivity in the process Assists with recruiting, screening, hiring, training, and evaluation of the school personnel Communication and Community Relations Interacts, listens, and responds appropriately to staff, student, and community concerns Respects differences of opinion and fosters open communications among staff Communicates effectively with students individually and in groups Maintains communication with the appropriate central office administrators informed of school activities and problems such as special services, discipline, etc. Collaborates with central office and other personnel to share ideas and concerns Interacts with school personnel and parent groups to promote positive outcomes Encourages parent visits and involvement in decision making Keeps the community informed about school activities through newsletters, news releases, and attendance at parent meetings, etc. Decision Making and Problem Solving Considers research, alternatives, and consequences in the decision-making process Effectively delegates decision-making and problem solving to appropriate personnel Makes decisions in a timely fashion and maximizes decision effectiveness by follow-up actions Implements needed change with appropriate support of staff, students, and community Delegates authority to responsible personnel to assume responsibility for the school in the absence of the director Professional Development Keeps abreast of changes and developments in the profession by attending professional meetings, reading professional journals, and discussing problems of mutual interest with others in the field Assumes responsibility for his/her own professional growth and development. Views self as a role model for expected staff behavior. Perceives self as a change agent; works for self and organizational renewal Provides leadership in the development, direction, and innovation of educational programs designed to meet the needs of student groups, including English learners and Special Education Effectively utilizes the expertise of school personnel, including self, in staff development Helps teachers implement objectives for themselves and students Qualifications QUALIFICATIONS Required knowledge, skills & abilities: Demonstrated commitment to students and learning Demonstrated knowledge of curriculum development and program design Excellent communication, presentation and interpersonal skills with demonstrated ability to write clearly and persuasively Excellent organization, time management and follow-up skills; high sense of urgency; demonstrated ability to successfully Handle multiple projects concurrently; ability to work as a team Strong community-building skills Entrepreneurial passion ADDITIONAL QUALIFICATIONS Note: To be hired, you must provide evidence that you meet one of these additional qualifications. Evidence takes the form of a permit or a copy of the relevant degrees and transcripts. A permit issued by the Commission on Teacher Credentialing authorizing supervision of a child care and development program operating in multiple sites. This can be either of the following permits: Child Development Program Director Permit Children's Center Supervision Permit OR A current credential issued by the Commission on Teacher Credentialing authorizing teaching service in elementary school or a single subject credential in home economics, and six units in administration/supervision of early childhood education/child development (ECE/CD) (not required to any person who was employed as a program director prior to 1/1/93 in a child care and development program receiving funding by the Early Learning and Care Division [ELCD]) and 12 units of ECE/CD or at least two years’ experience in an ECE/CD program; OR An Administrative Services Credential authorizing administration or supervision in public schools in California that includes a preschool authorization; OR 15 units in Child Development; Child, Family, & Community; ECE Program and Curriculum; ECE Administration; and any other ECE course with four years of experience working in a licensed child care center; OR Possess an AA degree in Child Development/ECE with 3 units in ECE Administration and two years of experience working in a licensed child care center; OR Possess a BA degree in Child Development/ ECE with 3 units in ECE Administration and one year of experience working in a licensed child care center. EDUCATION AND EXPERIENCE Demonstrative track record of producing high levels of growth in academic student achievement on standardized state testing Valid Administrative Services Credential Five or more years of successful educational experience 8 hours of EMSA-certified Preventative Health and Safety and Lead Poisoning Prevention for Child Care Providers and 8 hours of EMSA certified CPR/ First Aide Childcare Center Part II Orientation certificate CA AB1207 Mandated Reporter Training certificate WORKING CONDITIONS Physical Abilities Hearing and speaking to conduct group training, exchange information in person, electronically, and on the telephone Ability to read printed material and computer screens. Ability to understand speech at normal levels Dexterity of hands and fingers to operate a computer keyboard and other office equipment Ability to climb stairs, walk, and sit for extended periods of time. Ability to lift and carry 10 pounds Reasonable accommodations will be made to enable individuals with disabilities to perform the essential job functions Fortune School of Education provides equal employment opportunities to all employees and applicants and prohibits discrimination and harassment of any kind based on race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other protected characteristic. This position description intends to describe the general nature and level of work being performed by people assigned to this position. It is not intended to include all duties and responsibilities. The order in which duties and responsibilities are listed is not significant.