Principal 2025-2026 bei Emanuel County Public Schools
Emanuel County Public Schools · Swainsboro, Vereinigte Staaten Von Amerika · Onsite
- Senior
- Optionales Büro in Swainsboro
- Position Type:
Administration/Principal - Date Posted:
10/22/2025 - Location:
Swainsboro Elementary School
(High-Needs School) - Date Available:
01/05/2026 - Closing Date:
10/31/2025 Additional Information: Show/Hide
| Principal 2025-2026 | JobID: 1415 |
| EDUCATION & EXPERIENCE: | |||||||||
| Minimum of a Master's degree with a major in school administration and supervision or education leadership. At least three years of successful teaching and three years of successful administrative supervisory experience as an assistant principal. | |||||||||
| CERTIFICATES, LICENSES, PERMITS: | |||||||||
| Hold L5 or higher with a clear renewable Georgia leadership certificate in School Administration and Supervision or Educational Leadership (building level) | |||||||||
| QUALIFICATIONS: | |||||||||
| Incumbent must be able to satisfactorily perform each essential function of the position. When appropriate, reasonable accommodations will be provided to afford persons with disabilities an opportunity to perform the essential functions of the position. | |||||||||
| Incumbent must be able to provide a Criminal Background Check with results that adhere to Emanuel County Board of Education Policy GAK(1). | |||||||||
| PERFORMANCE FUNCTIONS: Demonstrates the ability to: | |||||||||
| Implement a systems approach to instruction in a standards-based environment by leading collaborative efforts to prioritize curriculum, develop aligned assessments, and plan instruction to improve student achievement. | |||||||||
| Lead teams to analyze multiple sources of data to identify improvements needs, symptoms, and root causes. | |||||||||
| Identify and map core processes and results to create action plans designed to improve student achievement. | |||||||||
| Strategically plan, organize, measure, monitor and manage school systems and processes necessary to improve student achievement. | |||||||||
| Identify and develop relationships among customer and stakeholder groups and communicate school goals and priorities focused on student learning | |||||||||
| Apply proven, systematic processes for improvement through analyzing human performance; planning for improvements; and designing, developing and supporting implementation of solutions to close performance gaps. Help individuals make full use of their strengths toward personal and organizational goals, working to create a collaborative teaching and learning organization which develops leaders at all levels | |||||||||
| Effectively and efficiently organize resources, processes, and systems to support teaching and learning. | |||||||||
| Drive and sustain change in a collegial environment focused on continuous improvement in student achievement. | |||||||||
| SPECIFIC RESPONSIBILITIES: | |||||||||
| Provides documented evidence of a vision and mission for the school. | |||||||||
| Assist teachers in standards-based instructional delivery of state-mandated curriculum, coordinating, supervising, and evaluating the total educational program of all students. | |||||||||
| Leads team(s) to analyze classroom, grade level, and school results and to develop school-wide plans and goals based on analyzed data, assisting team(s) in monitoring goal progression throughout the school year and making needed adjustment. | |||||||||
| Demonstrates building presence by being highly visible during class changes before and after school, and provides evidence of frequent classroom visits and frequent feedback to teachers on lesson plans and classroom performance. | |||||||||
| Plans, implements, and maintains a strong relationship with the many publics served by the school including parent and citizen organizations, the business community, volunteer programs, and parents and citizens to foster continued support of the students, the school staff, and the school, addressing issues, complaints, and perceptions. | |||||||||
| Establishes school goals and priorities in collaborations with an active and involved school advisory council composed of staff members, parents, and community members. | |||||||||
| Provide evidence of professional conduct with direct reports, colleagues, central office, parents, and students, including demonstrating timeless in daily correspondence and forms. | |||||||||
| Leads professional growth for all staff including developing learning plans using results of student achievement needs and mandated surveys, as well as professional learning communities related to student achievement and identified needs. | |||||||||
| Prepares the annual school budget to support the School Improvement Plan, providing evidence of fiduciary responsibility and accountability. | |||||||||
| Monitor the maintenance of accurate personnel, student, financial and property records. | |||||||||
| Operates within school district legal restraints by adhering to federal and state regulations, statutes and laws, as well as local board policy and procedures governing all areas, including equal opportunity employment in decisions when hiring or recommending the firing of personnel. | |||||||||
| Ensures school Compliance with Title IX, Title VI of the Civil Rights Act, Title XXIS of the Age Discrimination Act, the Fair Labor Standards Act, Section 504, Individuals with Disability Education Act and other applicable local policies, state and federal statutes standards. | |||||||||
| Coordinates the planning, implemetation and evaluation of unique and innovative programs to meet the needs of all students. Develops strategies for assisting the school community with change such as new programs, attendance zones, instructional practices, school calendar, etc. by supporting identified initiatives. | |||||||||
| Monitors the coordination, supervision and professional growth of all support services including, but not limited to, custodial, security, nutrition services, inter-and intra- scholastic activities, transportation, maintenance, as well as financial and accounting. | |||||||||
| Coordinate school programs with district programs through planning with central office personnel. | |||||||||
| Ensures school safety by recommending and implementing proven security practices. Takes appropriate action to ensure that the school environment is safe, healthy, clean, well-maintained and attractive. Ensure school structure and student discipline so students can learn. teachers can teach, and parents and other citizens are encouraged to be involved, observe, and meet with appropriate members of the staff. | |||||||||
| Recommends qualified professional and support personnel for employment in cooperation with appropriate central office personnel and within staff allocations. | |||||||||
| Evaluates the performance of all members of the school staff using identified observation instrument consistently and with the assistance of designated administrative staff and central office personnel, including the Assistant Superintendent of Human Resources and the Superintendent of Schools. | |||||||||
| Leads in such a manner as to ensure an atmosphere of teamwork, mutual respect, and involvement, promoting an atmosphere of high expectations for the school staff and student body. | |||||||||
| Performs related duties as assigned by the Superintendent of School or his/her designee. | |||||||||
| Carry out such other duties which may be assigned by direct supervisor. | |||||||||
| PERFORMANCE FACTORS: | |||||||||
| Light Work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and or a negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of force greater than that for sedentary work and the worker sits most of the time, the job is rated light work. | |||||||||
| Interaction with Others: Ability to maintain, on a regular and consistent basis, relationships that are characterized by high expectations, teamwork, and collaboration. Ability to be flexible relative to daily routines. Ability to demonstrate sensitivity to the differences among diverse populations. | |||||||||
| Concentration: Ability to maintain workflow and thought processes in the presence of frequent distractions. Ability to ignore irrelevant sights or sounds and intrusive thoughts or stimuli. Ability to manage multiple tasks simultaneously with only few or no errors. | |||||||||
| Stressful Circumstances: Ability to produce quality work when short or unexpected deadlines are presented. Ability to adjust work processes without incident when new and unexpected directions are given relative to a project that may be in process. Ability to maintain composure and not compound a situation when interacting with persons who may be angry, demanding or otherwise less than polite. | |||||||||
| Independent Judgment: Ability to complete work tasks without being given precise directions relative to work steps or the final project. | |||||||||
| Organizational Skills: Ability to establish priorities, simultaneously manage multiple tasks; and deliver a quality work product by a designated deadline. | |||||||||
| Public Contact: Ability to communicate professionally and effectively, both verbally and in writing, with superiors, colleagues, parents, and other individuals within and external to the school system. Ability to demonstrate professionalism while interacting with others and to maintain constructive working relationships. | |||||||||
| Attendance and Dependability: Ability to report to work at the scheduled time and to seldom be absent from work. Demonstrate prompt and regular work attendance. Process appropriate paperwork to authorize absences in accordance with school system procedures. Ability to complete work in a timely, accurate manner and to be conscientious about work performance. | |||||||||
| EVALUATION: Performance will be evaluated annually by the Superintendent or designated Supervisor in accordance with Policy GBI - Evaluation of Personnel. |
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