Assistant Principal, Middle School in Reading

Position Overview

Position Type: RSAA Act 93 Administrative/Supervisory Positions/ Assistant Principal

Location: Reading School District

Role Details

• Classification: RSAA Range: High School / Middle School at Range 5, Elementary at Range 6
• Reports To: Building Principal

Position Goal: Increase student achievement by engaging in the following supervisory responsibilities.

Supervisory Responsibilities

• Supervises all professional and support staff as assigned.

Qualifications

• Education: Appropriate Master's Degree required; minimum five years teaching experience preferred.
• Experience: Demonstrated leadership ability and knowledge in instructional best practices required. Experience teaching at the level of the position is preferred but not required.
• Past experience with instructional coaching, professional development delivery, and district or building committee involvement; strong preference for urban environment experience.
• Certificates, Licenses, Registrations: PA Teaching Certificate; PA Administrative Certification – K‑12 Principal (or appropriate level K‑6 or 7‑12 Principal Certification).

Essential Functions

Supervision of Teachers

• Possess deep knowledge of best practices, current instructional programs, and content to make professional judgments on instruction.
• Observe and evaluate professional staff accurately, consistently, and based on evidence, aligning with the district’s philosophy, mission, and goals.

Data

• Manage, interpret, and utilize data to organize differentiated groups and address all students’ individual academic needs in collaboration with the leadership team.

Professional Support for Teachers

• Provide strategies and activities that support instruction in core curriculum.
• Facilitate high‑quality professional development, including turnaround training, working with staff individually or in teams to refine knowledge and skills based on district and school data.
• Offer small group or individual support following professional development.
• Identify teaching and learning needs and barriers by analyzing student data and implementing problem‑solving actions with teachers.
• Demonstrate instructional leadership to facilitate meetings focused on student achievement.
• Instruct teachers in using data for instructional planning that positively impacts student achievement.

Professionalism

• Participate in professional development that enhances instructional practice and student achievement.
• Establish a professional rapport with staff built on mutual respect.
• Display the highest ethical and professional behavior as a role model to teachers.
• Use effective interpersonal skills to communicate professionally with staff, students, and parents to build positive relationships.
• Perform other duties as assigned by the Superintendent or designee.

Program Implementation

• Conduct professional development and follow‑up support for the implementation of all programs or initiatives.
• Encourage teachers to effectively implement and integrate district programs and initiatives into daily instruction.
• Facilitate district‑level curriculum committees that develop a vertically aligned and standards‑based curriculum.
• Refine knowledge and skills through targeted professional development based on district and school data.

Language Skills

• Read, analyze, and interpret professional and technical journals, financial reports, governmental regulations, and legal documents.
• Respond to inquiries or complaints from the public, staff, regulatory agencies, or community members.
• Write reports, correspondence, and procedure manuals.
• Present information and respond to questions from professional staff, public groups, governmental agencies, and district administrators.
• Communicate effectively.

Mathematical Skills

• Work with mathematical concepts and apply fractions, percentages, and financial concepts.

Reasoning Ability

• Define problems, collect data, establish facts, and draw valid conclusions.
• Interpret a variety of technical instructions.

Other Skills and Abilities

• Use correct grammar, sentence structure, and spelling.
• Compose clear, concise sentences and paragraphs.
• Organize office setting to efficiently accomplish tasks.
• Work under the supervision of the high school principal and make appropriate work‑related decisions.
• Exercise good judgment in prioritizing tasks.
• Work as a member of a team.
• Work in an environment with frequent interruptions.
• Be courteous and deal effectively with people.
• Be cooperative, congenial, and service‑oriented.
• Operate a computer and related software.

Physical Demands

The physical demands described here are representative of those required to perform the essential functions: talk or hear regularly; stand, walk, sit frequently; reach with hands; bend, twist, and stoop occasionally; lift and move up to 20 lbs; vision and depth perception required; some driving necessary.

Work Environment

Noise level is usually moderate. The position demands meeting deadlines with severe time constraints and may require additional time to meet reporting deadlines.

Terms of Employment

FLSA Exempt; Act 93

Evaluation

The employee will be formally evaluated regularly by the Building Principal per Act 93 agreement and Board Policy.

ADA Compliance

Reasonable accommodations may be made. The employee must inform the designated supervisor of any required accommodations.

EEO Statement

The Reading School District is an equal opportunity employment, educational and service organization.