OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → ASSISTANT PRINCIPAL, ALTERNATIVE EDUCATION PROGRAMS

Sorted by job title: A - C | D - H | I - Q | R - Z

Assistant Principal, Alternative Education Programs

MONTGOMERY COUNTY PUBLIC SCHOOLS
CLASS DESCRIPTION
OFFICIAL TITLE: Principal Asst Middle CODE: 0531 SQ/OQ: Not Applicable
WORKING TITLE: Assistant Principal, Alternative Education Programs GRADE: N MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: Under direction of the principal, assists with administering and supervising the total school program and providing educational leadership for students and staff members consistent with the educational goals of the community. Functions include establishing a climate conducive to learning, planning and coordinating programs, affecting change, and decision making. Leads innovative and creative work to adapt Montgomery County Public Schools (MCPS) curriculum in order to reengage students with a history of chronic academic and behavioral disengagement. Provides educational leadership for students and staff consistent with the vision and mission of alternative education. Monitors and analyzes data from the implementation of student discipline policies and participates in suspensions, request for expulsion hearings, and crisis management. Supports the professional development of resource teachers, teachers, and support staff to implement effective 21st Century skills, strategies, and learning outcomes for special population. Creates a climate conducive to learning, defining roles, planning and coordinating programs, effecting change, and decision making.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Knowledge of the MCPS curriculum, learning theory, differentiated instruction, data collection, and research-based instructional practices for special population students, i.e., alternative education students. Ability to monitor special population instruction and analyze data to improve the achievement of special population students. Ability to appropriately adapt instructional programs and materials for special population students with a history of instructional disengagement. Ability to work well with chronically academically and behaviorally disengaged students, students with coded disabilities, teachers, other professionals, administrators, and parents of disengaged students. Committed to building and modeling positive relationships with students. Thorough knowledge of the MCPS special education program and Individualized Education Programs (IEPs). Ability to work effectively with students/adults in a professional learning community; observe and analyze teaching skills and assess delivery of curriculum to students. Knowledge of current best instructional practices with special population students. Demonstrates evidence of continuing professional study and work related to student growth. Excellent oral and written communication and human relations skills.
EDUCATION, TRAINING, AND EXPERIENCE: Masters degree from an accredited college or university with an emphasis in supervision, educational administration, secondary or elementary school curriculum, or a closely related field. Successful teaching experience; at least one of those years must be in MCPS. Three years of school-based leadership experience, assistant school administrator, or central services administrator/central services instructional specialist; resume must provide evidence. Other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.
CERTIFICATE AND LICENSE REQUIREMENTS: Meets Maryland certification requirements for Administrator I and in the assigned discipline. Completion of OAT I or II, or completion within one year of the position start date.
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) None
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Attendance at evening and weekend student activities, Parent Teacher Association (PTA) meetings, and other functions, as required.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

Works with the principal to analyze, share, and use school and student achievement data to develop and implement the school improvement plan.

Works with the principal to implement systematic procedures to assess program effectiveness.

Shares responsibility for establishing and maintaining a welcoming environment that demonstrates respect for the students and families served by the school.

Solicits input from diverse stakeholder groups in a variety of ways (e.g., surveys, e-mails, phone calls, meetings, focus groups, discussions, advisory groups, etc.) to identify and solve problems, and ensures input is analyzed and implemented for continuous improvement.

Responds equitably to all school and family requests, and works with staff and stakeholders to organize and celebrate differences in cultures through program materials and activities for students and families.

Assumes responsibility for specific areas of administration and management assigned by the principal; uses administrative and management practices to promote the efficient and effective operation of the school.

Works with principal to establish and maintain relationships with the PTA and other community organizations to ensure ongoing, two-way communication and initiate activities which foster productive parent and community involvement.

Handles behavior problems promptly and positively.

Works with the principal, teachers, parents, the Educational Management Team, and the Collaborative Problem-Solving Team to ensure appropriate programming for all students.

Assumes specific responsibilities assigned by the principal in the selection, orientation, assignment, supervision, and evaluation of staff; uses administrative and management practices to promote the efficient and effective operation of the school.

Assists with identification of staff training needs and the development and implementation of school improvement training plan to meet those needs.

Prepares a variety of written reports and correspondence.

Assumes responsibility for operation of the school in the absence of the principal.

Performs related work as required.

Class Established: 5/83
Date(s) Revised: 4/13, 10/2017, 4/2018
Last Reviewed:

This description may be changed at any time.

Click here to log in