Alternative School Principal

SUMMARY: Leads a student-centered alternative high school focused on re-engaging students who have experienced academic, behavioral, or attendance challenges. Develops alternative pathways for credit attainment and graduation while implementing trauma-informed, restorative, and culturally responsive practices to support student success. Prioritizes post-secondary readiness preparation of graduates. Creates and maintains a positive, safe, and high-standards learning environment, supervising building faculty and staff , and managing all resources in accordance with the District’s mission, goals, and policies. Provides effective evaluation and professional coaching to instructional and support staff and develops and implements professional learning communities. Collaborates closely with other administrators, staff , students, and the public to address and meet the educational needs and goals of the District and community stakeholders. Reports to the Superintendent or their designee. Performance will be evaluated based on student academic growth, credit attainment rates, graduation rates, attendance improvement, student engagement, staff retention, and effective implementation of restorative and intervention systems. 

MINIMUM QUALIFICATIONS: Master's degree in a related fi eld. Three years of administrative experience supervising instructional programming and staff . Prior experience handling student management and behavioral issues with dignity, respect, and proper interpretation of the District’s policies and procedures. Valid Idaho Administrator Certificate endorsed for School Principal Pre-K-12 or Superintendent Pre-K-12, or the ability to obtain by the start of the school year. Valid driver’s license and reliable transportation required. Spanish language skills or bilingualism preferred. Any equivalent combination of education and experience. 

ESSENTIAL DUTIES AND RESPONSIBILITIES: (This list of essential duties is not a comprehensive listing of all functions and tasks performed by positions in this class. It does not imply that all positions within the class perform all of the duties listed, nor does it necessarily list all possible duties that may be assigned.) 

● Leads the creation, implementation, and support of a unifying vision for the school. 

● Implements systems for monitoring attendance and rapid interventions based on student needs. 

● Leads restorative discipline and behavior intervention systems. 

● Leads staff in differentiating instruction for students with credit deficiencies or interrupted schooling. 

● Develops re-entry plans for students transitioning back to traditional settings when appropriate. 

● Supervises and evaluations instructional practices with high expectations for teaching and learning. 

● Leads continuous improvement processes that result in school-wide improved student learning. 

● Prioritizes and uses fiscal resources, time, and expertise to address identified school needs. 

● Contributes meaningfully to the District Leadership Team through collaboration and professional contributions. 

● Leads and supports engagement with parents and community groups. 

● Maintains a high degree of visibility in classrooms, common school areas, and at school events. 

● Communicates, mediates, and problem solves with students, staff , parents, and the community. 

● Leads and supports an effective student discipline system.

● Provides continued evaluation of educational programs, in alignment with the District’s mission, goals, and objectives. 

● Keeps abreast of changes and developments in the profession by attending professional meetings, reading professional journals and other publications, and discussing problems of mutual interest with others in the field. 

● Understands and interprets BCSD policy and procedures, master contract, and State Board of Education rules and regulations. 

● Inspires school spirit and advocates for the school in the District and community. 

● Establishes and maintains favorable relationships with local community groups and individuals to foster understanding and support for overall school objectives and programs. 

KNOWLEDGE, SKILLS AND ABILITIES: Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training eff ects. Knowledge of principles and procedures for personnel recruitment, selection, training, and personnel information systems. Knowledge of human behavior and performance, individual diff erences in ability, personality, and interests, and learning and motivation. Skill in strong leadership capabilities. Ability to read and write reports, business correspondence, and procedure manuals. Ability to eff ectively present information and respond to questions from staff , students, parents, and the general public. Ability to solve practical problems and deal with a variety of concrete variables. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Ability to apply knowledge of current research and theory to instructional programs to plan and implement lessons based on school objectives and the needs and abilities of students. Ability to work in a friendly manner and to develop eff ective working relationships with students, staff , and parents. Ability to perform duties in accordance with Board of Education policies. 

PHYSICAL DEMANDS AND WORK ENVIRONMENT: The job is performed in a generally hazard free environment under minimal temperature variations. While performing the duties of this job, the employee is regularly required to balance, stand, sit, and walk; use mental acuity; use hands to hold, move, feel and manipulate objects. Specifi c vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. Specifi c speaking and hearing abilities required by this job include expressing or exchanging ideas by means of the spoken word, shouting in order to be heard, and receiving detailed information through oral communication. Performs light work exerting up to 20 pounds of force occasionally and/or up to 10 pounds of force frequently or constantly to lift, carry, push, pull, or otherwise move objects.