Posting of Vacancy
Elementary School Principal (PK-4)

2024-2025

GOAL:
The elementary school principal will develop and execute data-driven long-term goals and objectives; make administrative decisions in accordance with applicable laws, regulations, and district policies and procedures; successfully address the academic needs of all students, including a robust early learning curriculum, through a data review and a tiered intervention process; successfully lead social-emotional learning; and, create a welcoming, inclusive, and nurturing school climate conducive for every student, family, and staff member to be successful.

 

QUALIFICATIONS:

• Master's Degree from an accredited institution, with substantial graduate study in educational administration, supervision, child development, curriculum, and early childhood education required
• MA DESE Licensed (Elementary Principal/Asst. Principal) Required
• SEI Administrator Endorsement
• 3-5 years of teaching experience minimum
• Successful experience in Early Childhood and Elementary Education
• Special Education classroom teacher experience preferred
• Excellent interpersonal and communication skills
• Demonstrated success in leading a team of educators to improve student achievement
• Experience with diverse populations and commitment to Falmouth’s goals of diversity and inclusion
• Safety Care certified or willing to be trained 

RESPONSIBILITIES:

• Promote the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning the central focus of schooling
• Oversee the implementation of early childhood curriculum, best instructional practices in content areas, assessment, special education, and elementary data analysis
• Promote and model understanding of developmental instruction, differentiated instruction, Multi-Tiered Systems of Support, student learning styles, positive behavioral interventions, SEI, and  individualized education programs (IEPs) and processes
• Successfully communicate with families, teachers, and community members through strong interpersonal, written, and verbal communication skills
• Ensures implementation of federal and state statutes and regulations pertaining to special education, Section 504, and Multilingual Learners
• Knows and follows appropriate Massachusetts Law, School Committee Policies, and Administrative Procedures relative to personnel, instructional programs, student attendance, ethics, safety, and other administrative functions
• Oversee and ensure a productive student assessment process that clearly articulates student achievement in accordance with State curriculum standards using data to adjust instruction and monitor growth
• Ensure that all special education and SEI instruction is coordinated with and integrated into the general instructional program
• In collaboration with early learning faculty and staff, assist in sustaining consistent early learning practices from PreK to grade 4, including the scope and sequence of early learning curricula and corresponding assessments
• Ensure staffing and training supports students' overall academic and behavioral success
• Plan and facilitate meetings to guide progress with school and district goals
• Support the organization of early childhood screenings and assist with preschool placement
• Facilitate weekly conversations about outcomes of the scope and sequence of units/ the curriculum map, assessment results, and proficiency scales during common planning time
• Calibrate exercises/protocols to ensure consistent use of proficiency scales including common expectations and close examination of student work
• Collaborate with instructional leadership to lead the analysis of formal and informal assessments to ensure that essential questions, learning standards, and grading practices are aligned with teaching practices and measures of student learning and growth
• Develop school-based leaders and promote an environment of distributed leadership and collective responsibility among the leadership team
• Supervise the evaluation cycle for all administrators in the school to ensure quality actionable feedback based on evidence, aligned to school/district goals, and educator evaluation
• Ensure that instructional practices in all settings reflect high expectations regarding content and quality of effort and work, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness
• Provide effective and timely supervision and evaluation in alignment with state regulations and contract provisions
• Use multiple sources of evidence related to student learning, including state, district, and school assessment results and growth data to inform school and district goals and improve organizational performance, educator effectiveness, and student learning
• Promote the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment effectively using resources to implement appropriate instruction, staffing and master scheduling
• Promote the learning and growth of all students and the success of all staff through effective partnerships with families, community organizations, and other stakeholders that support the mission, vision, and core values of the school and district
• Address family concerns in an equitable, effective, and efficient timely manner
• Demonstrate a shared commitment to high standards of teaching and learning with a strong focus on early learning, with a belief that all children can learn, and high expectations for achievement for all students
• Ensure that policies and practices enable staff and students to interact effectively in a culturally diverse environment in which students, families, and staff backgrounds, identities, strengths, 
• and challenges are respected
• Develop and nurture a culture in which staff members are reflective about their practice and use student data, current research, and best practices to continuously adapt instructional practices
• Remain current in best instruction and leadership practices through professional readings, attendance at professional learning, and other opportunities
• Any other duties as assigned by the Superintendent of Schools  

 

REPORTS TO: Superintendent of Schools

 

TERMS OF EMPLOYMENT: Non-Union 12-month Position

 

SALARY: Negotiable

 

APPLICATION:  Please apply until filled to: 

 

Falmouth Public Schools: www.falmouth.k12.ma.us

 

#EF-Principal 25-1      Lori Duerr, Ed.D. Superintendent

 

POSTING DATE:  12/12/2024

 

EOE: The School Committee affirms a policy that guarantees equal employment opportunity in the recruitment, application, selection, compensation, retention, transfer, promotion, benefits, work assignment, and career progression process without discrimination for reasons of individual's race, color, religious creed, national origin, sex, gender identity, age, ancestry, citizenship, military status, sexual orientation, disability or genetic information.          

 

*race includes traits historically associated with race, including, but not limited to, hair texture, hair type, hair length, and protective hairstyles."

 

Complete GBA - Affirmative Action Policy can be found here: Falmouth Public Schools Policy Manual