Burlington School District
High School Principal
Burlington is a vibrant, picturesque community on Lake Champlain and the most culturally diverse city in Vermont. Burlington has an international airport, and is in close proximity to a number of large cities, including Montreal (90 minutes away by car), Boston (45 minutes by air), and New York City (one hour by air). With our excellent schools system, parks and Lake Champlain, and local ski mountains within an hour’s drive, it is not surprising that Burlington routinely finds itself on the "best places in the country to raise children/ work in education" lists.
The Mission of the Burlington School District is to graduate students who:
Value different cultures;
Engage with the community;
Skillfully solve problems; and
Achieve at their highest academic, intellectual and personal potential
The Burlington School District is seeking applications for an anticipated opening for a High School Principal to join the District’s dynamic Administrative Team. Burlington School District’s Principals serve as instructional leaders, learners, and managers of the school environment guided by the District mission, vision and strategic goals. They must possess the ability to enhance student performance, especially in identifying strategies that close the opportunity and achievement gap while raising the bar for student achievement. Our leaders promote a collaborative, positive and professional climate for student, staff and community to succeed.
The Burlington School District believes a diverse and culturally proficient faculty and staff are pivotal to the creation of a strong learning and working environment that supports student achievement and success. BSD administrators lead inclusive school communities with our vision: "Cultivating caring, creative, and courageous people. – Join the journey."
This section outlines the fundamental job functions that must be performed in this position. This includes:
Qualifications/Basic Job Requirements
Physical and Mental/Reasoning Requirements
These areas state the underlying requirements that an employee must meet in order to perform these essential functions. In accordance with the Americans with Disabilities Act, reasonable accommodations may be made to qualified individuals with disabilities to perform the essential functions of the position.
Thorough knowledge of curriculum, instructional leadership, and administrative theory.
Understands the physical, emotional, and intellectual development of children.
Promotes internal and external responsibility and accountability for student achievement and well being.
Formulates and carries out effective plans for internal and external communications to parent/guardian, teacher, and child.
Encourages an inclusive school culture and promotes shared knowledge and shared responsibility for outcomes.
Fosters genuine trusting relationships with students, staff, families and community.
Articulates organizational purpose and priorities to the community and media.
Demonstrate an understanding of conflict resolution and problem solving strategies.
Understands the importance of cultural competency and equity in the school environment.
Provide a safe, orderly climate for learning.
Establish and maintain a positive school climate that promotes learning.
Foster and model good interpersonal relations among students and staff.
Exercise decisive leadership, including in the midst of crisis situations.
Exhibit an understanding of human development and learning and demonstrate understanding of how these factors relate to instruction and curriculum.
Explore, assess, develop, and implement evidence-based educational practices that enhance teaching and learning (e.g.: Response to Intervention; Universal Screening; Positive Behavior Intervention; etc.).
Direct and evaluate the school’s educational program using both formative and summative evaluation procedures and school-wide or grade-based data teams.
Monitor curriculum and instruction to ensure that the appropriate content and sequence are followed.
Ensure that adequate time is allocated toward learning of the district’s curricula.
Regularly assess the teaching methods and strategies being used and ensure that they are evidence-based, appropriate, varied, and effective.
Apply principles of teaching and learning for both children and adults.
Articulate effectiveness of teaching and learning for both children and adults.
Help teachers understand and apply teaching strategies that align with the varied learning needs of students and that reflect principles of differentiated instruction.
Inspire teachers at all levels of skill and experience to acquire new competencies and experiences.
Encourage and develop the leadership of others;
Assure that a multicultural, nonsexist, and developmentally appropriate program is provided for each child;
Identify and employ appropriate support services.
Ensure that a Comprehensive Educational Support System, including an Educational Support Team (EST) is available to support students who require special or additional assistance.
Work with the district special education administrator to ensure that state and federal special education procedures are followed and that a continuum of appropriate remedial and special education programs in the least restrictive environment are available to meet individual student needs.
Work with district special education administrator to ensure appropriate training and support for classroom teachers to implement accommodations, alternatives, and specialized instruction outlined in Educational Support Team plans, Section 504 plans, and Individual Education Plans.
Minimum Required: Master’s degree in educational administration or related areas.
Licensed or eligible for Vermont Educators License.
Endorsement as a Principal or eligible for Vermont Provisional endorsement.
Eligible to work in the United States without sponsorship.
Administrative High School experience preferred.
High school teaching experience, preferred.
Experience with School Improvement and Transformation.
Experience and knowledge of Restorative Practices.
Experience effectively working with culturally and linguistically diverse groups.
Training and/or experience with group facilitation and process management.
Knowledge, Skills, And Abilities:
Working knowledge: Sufficient familiarity with the subject to know basic principles and terminology and to understand and solve simple problems.
General knowledge: Sufficient knowledge of a field to perform most work in normal situations. The work calls for comprehension of standard situations and includes knowledge of most of the significant aspects of the subject.
Thorough knowledge: Advanced knowledge of the subject matter. The work calls for sufficient comprehension of the subject area to solve unusual as well as common work problems, to be able to advise on technical matters and to serve as a resource on the subject for others in the organization.
Comprehensive knowledge: Requires complete mastery and understanding of the subject. This term should be used sparingly and only for unusually exacting or responsible positions required to originate hypotheses, concepts, or approaches.
List Specific Skills And/Or Abilities Required:
Ability to lead, counsel, and supervise a variety of personnel and programs.
Strong decision-making, analytical and organizational skills.
Ability and interest in direct and effective communications.
Ability to improve instruction and increase student learning.
Ability to define problems and formulate alternatives and arrive at solutions when information and/or objectives are ambiguous.
Ability to decide among alternative uses of limited resources.
Planning and organizing abilities.
Ability to handle the complications of authority, power, and dependence with subordinates.
Ability to supervise and manage instructional and support staff within existing agreements.
Skills in the area of program and performance evaluation.
Effective conflict resolution skills (Equity lens necessary).
Skilled facilitator and presenter.
Strong Interpersonal skills.
Such alternatives to the above qualifications as the Superintendent may find appropriate and acceptable.
Equal Opportunity Employer
Burlington School District is an Equal Opportunity Employer and is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.
Applications from women, veterans, individuals with disabilities and people from diverse racial, ethnic, and cultural backgrounds are encouraged.
The Burlington School District will provide reasonable accommodations for qualified individuals with disabilities.