Principal: Elementary/Middle (TK-8) - Melrose Leadership Academy Elementary (2022-23)
Company: Oakland Unified School District
Location: Oakland
Posted on: January 27, 2023
Job Description:
Applications will be accepted beginning
Monday, January 16, 2023 12:00 AM
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Send me a copy Principal: Elementary/Middle (TK-8) - Melrose
Leadership Academy Elementary (2022-23) Job Description Ref:
PCN307Position must be posted for a minimum of 10 days The vision
of Melrose Leadership Academy is to partner with families and
students to create an environment that enables students to be
bilingual, creative, thoughtful, self-motivated learners. We will
nurture a culture of mutual respect and multiculturalism, where
dialogue among students and adults is central to learning. Melrose
Leadership Academy will be a place where students can exercise
their curiosity, their voice, make meaningful choices and challenge
themselves and each other academically and where students develop
their sense of responsibility to transform our school, community
and world. About Our SchoolMLA is a TK-8, dual-language immersion
school (Spanish/English) using EL Education practices. Through its
curriculum, MLA strives to engage students in active, challenging,
meaningful, public and collaborative learning. To learn more about
EL Education, click -here . -Through the use of Restorative Justice
practices, MLA students, families, teachers and staff work together
in community to repair harm and build strong, healthy
relationships. These practices bolster student leadership,
encourage responsibility and create a better learning environment.
To learn more about Restorative Justice, click -here . -Our
AgreementsWe have three school-wide agreements developed by staff
and parents applicable to all community members:--- We are kind and
create safe spaces--- We teach and learn--- We take responsibility
for ourselves and our communityTITLE:Community Schools Principal,
Elementary Large* and MiddleREPORTS TO:Assigned
SupervisorDEPARTMENT:Assigned School
SiteCLASSIFICATION:Certificated ManagementFLSA:ExemptWORK
YEAR/HOURSISSUED:Created: January 2014SALARY GRADE:A219 82ABASIC
FUNCTION : Under assigned supervisor, serves as the instructional
leader and chief executive of the school. Responsible for the
direction, assessment, and evaluation of student progress,
instructional and adjunct programs, performance of assigned
certificated and classified personnel, operation and maintenance of
the school facility, and of the fiscal integrity of all school
elements. Identifies goals for the school and delegates duties
appropriately. The principal serves as immediate supervisor of
employees at the site. REPRESENTATIVE DUTIES: (Incumbents may
perform any combination of the essential functions shown below.
This position description is not intended to be an exhaustive list
of all duties, knowledge, abilities, or dispositions associated
with this classification, but is intended to reflect the principal
job elements accurately.) ESSENTIAL FUNCTIONS:
- Demonstrate the ability to establish and maintain an authentic,
transparent, authoritative and accessible leadership presence.
- Demonstrate the ability to foster and deepen relational trust
among all constituents as a primary resource for school
improvement.
- Demonstrate responsiveness in order to strengthen the awareness
of inequity, structural issues of race and poverty, and cultural
discontinuity; advocate for culturally responsive pedagogy and
effective collective responses to the structural issues facing
schools and society among teachers and staff, students,
families/caregivers, partnerships and community.
- Develop, facilitate and engage the school and community in a
cultural awareness that builds individual and collective advocacy
with, and for students, and families/caregivers.
- Articulate the civic goal of education and systematically
reinforce an equitable school culture that values and uses
participatory structures in governance and in decision-making.
- Engage the community in collectively developing, publicizing
and adhering to collaborative vision; adhere to the vision in
decision making, communicating to school staff and community,
hiring, coaching, etc; set processes in place for mutual
accountability toward the vision of the school and community.
- Communicate key purposes, beliefs and values of the school and
community to ensure sensitivity to the community's core beliefs and
values in decision making; adopt and maintain a culturally
appropriate and sensitive demeanor and tone with the community;
exhibit the ability to make deliberate and thoughtful decisions and
take action based on core community beliefs and vision.
- Include and engage the community in examining and implementing
decisions and actions that are in line with the vision; incorporate
shared practices that foster mutual respect in actualizing the
vision. -
- Integrates personal and professional real-life experiences to
engage students families/caregivers, teachers and staff and
community for the purpose of growing and maintaining mutually
trusting relationships.
- Engage the entire school community and partners to form and
deepen personal and productive relationships with each other.
- Demonstrate optimism and resolve in the face of difficulty;
develop methods to communicate and implement systematic choices
that take into account institutional barriers to learning and
achieving, but frame the work as possible; form and maintain
personal and professional relationships to ensure the school
community is a place of safety and belonging to share and learn
despite challenges.
- Develop, practice and advocate for an individual and
organizational mindset that embraces challenges as learning
opportunities, persists in the face of setbacks, sees effort as
path to mastery, learns from feedback and finds inspiration to
ensure continued growth of students, teachers, staff, families and
community.
- Support and uphold collective decisions and creatively resolve
conflicts and differences in order to engage and move the
collaborative agenda forward.
- Demonstrate working knowledge of curriculum and instruction
that is appropriate go school and grade level, and focuses on
access and equity for all students.
- Participate in peer mentoring and collaboration to nurture the
development of professional capital.
- Communicate high expectations, knowledge and positive intent to
teachers, staff, parents and students; provide instructional
systems that support teachers to achieve and succeed to ensure all
students have highly qualified and effective teachers.
- Collaborate with teachers and district staff to plan,
establish, maintain, facilitate and monitor effective systems for
ongoing adult professional development that support the goals of
the teacher, school and district.
- Align fiscal, human, time and material resources to support the
learning goals of students and core values; monitor and adjust
resource allotments as necessary.
- Maintain the capacity to change direction in order to grow and
thrive while retaining the core values of the school and
community.
- Evaluate, analyze, design, align, and implement operational and
school level structures that support equitable school learning
goals and district strategic goals; analyze legal requirements with
school operations and governance systems.
- Monitor organizational and programmatic systems that support
equitable student academic, civic and social-emotional outcomes;
make continuous improvements to organizational systems that better
serve the school goals and objectives.
- Demonstrate expertise, insight and appropriate judgment in
forming partner relationships and assessing viability of
appropriate partnerships for the needs of the school; communicate
the value of collaborate problem-solving, of multiple resources in
serving students and families, and the importance of shared
outcomes.
- Engage partners, students, parents, teachers and staff in
mapping the school and community assets, resources, and issues that
need to be addressed.
- Foster coalitions and organizational relationships that are
beneficial to the school and community for the purpose of
maintaining effective democratic governance structures for
community partnership work; ensure the participation of family and
caregivers.
- Monitor and assess the success of the partnerships to ensure
shared outcomes meet the full service community model; communicate
and celebrate successes of alliances and individuals; regularly
formally and informally evaluate the partners and make
adjustments.
- Perform related duties as assigned. - MINIMUM
QUALIFICATIONSPREPARATION, EDUCATION AND EXPERIENCE: A Master's
degree from an accredited college or university, 5 years classroom
teaching experience and 2 years administrative experience. LICENSES
AND OTHER REQUIREMENTS:
- Valid California Teaching Credential with English Learner
authorization
- Valid and appropriate Administrative Services Credential
- Employment eligibility will include fingerprints, tuberculosis
and/or other employment clearance DESIRABLE QUALIFICATIONS:
- Successful experience as an administrator -
- Fiscal expertise that enables first-hand oversight of and
responsibility for school budgets
- Previous experience working effectively with culturally and
linguistically diverse groups
- Ability to speak a language in addition to English
- Successful experience in areas of violence prevention, conflict
resolution and restorative justice
- Visibility and involvement in education and the community
- Previous experience in leadership, coaching and teambuilding
skills to strengthen and cultivate relationships
- Strategic and analytical thinking skills and the ability to
apply deductive reasoning and draw conclusions in order to solve
problems and facilitate decision-making processes KNOWLEDGE AND
ABILITIESKNOWLEDGE OF:
- California Department of Education Frameworks governing work
scope such as: Common Core Standards, Content Standards,
Curriculum, Response to Intervention, Full Service Community
Schools
- Current state and district curriculum and school instructional
programs in assigned area
- Utilization of various forms of assessment to guide and design
instruction
- Effective pedagogy for ethnic populations, English, and
Standard English Learners
- Applicable federal, state, and district codes, regulations,
policies and procedures governing work scope
- Labor relations law and employee contracts
- State plant facility requirements
- Budget preparation and control
- Principles and practices of administration, supervision and
training
- Interpersonal skills using tact, patience and courtesy
- Organizations, operations, policies and objectives of public
education
- Diverse academic, socio-economic, cultural, ethnic, and
disability backgrounds of District students
- Excellent English usage, grammar, spelling, vocabulary and
punctuation
- Computer software, hardware, and related technology ABILITY TO:
- Continuously seek quality service and process improvements in
order to support a mission and strategic vision
- Use a consultative approach to resolving work related
issues
- Plan, organize and direct the operations, plant and personnel
of assigned school.
- Organize, direct, evaluate and supervise assigned certificated
and classified staff.
- Direct activities regarding personnel, the physical plant,
budget, student services and activities, curriculum and
instruction, and communications and articulation
- Train, supervise and evaluate certificated and classified
personnel
- Plan and direct the budget and business operations of the
school
- Establish, coordinate and maintain communication with community
and parent groups
- Plan, implement, direct and evaluate instructional and
categorical programs in accordance with applicable laws
- Plan and organize work
- Analyze situations accurately and adopt an effective course of
action
- Complete work with many interruptions
- Read, interpret, apply and explain rules, regulations, policies
and procedures
- Communicate effectively both orally and in writing
- Prepare and deliver oral presentations
- Operate personal computer, related software, and other office
equipment WORKING CONDITIONSENVIRONMENT: Office environment and
diverse school site environments; May be required to work outside
normal workdays and office hours to meet operational deadlines; may
be required to work in emergency situations; driving a vehicle to
conduct work; fast-paced work; constant interruptions; some
exposure to childhood and other diseases in a school environment
PHYSICAL REQUIREMENTS: Consistent mental alertness; sitting or
standing for extended periods of time; lifting, carrying, pushing,
and pulling objects up to 30 pounds, occasionally 30+ pounds;
bending and twisting at the waist, reaching overhead, above the
shoulders and horizontally; dexterity of both hands and fingers
while performing duties; seeing to read, write and use the
computer; hearing and speaking to exchange information, in person
or on the telephone, and make presentations. NON-DISCRIMINATION
POLICY: The Oakland Unified School District does not discriminate
in any program, activity, or in employment on the basis of actual
or perceived race, religion, color, national origin, ancestry, age,
marital status, pregnancy, physical or mental disability, medical
condition, genetic information, veteran status, gender, sex, or
sexual orientation.
1000 Broadway Suite 150
Oakland, CA 94607
510-879-0202
recruitment@ousd.org
Keywords: Oakland Unified School District, Oakland , Principal: Elementary/Middle (TK-8) - Melrose Leadership Academy Elementary (2022-23), Education / Teaching , Oakland, California
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