Job Description

Title Principal Location Highlands, Markham Park, and Nob Hill Elementary Schools Employment Type Full Time Work Days 260 days /12-month position FLSA Exempt Reports to Superintendent Salary/Benefits Salary as approved by the Board of Education after consideration of the recommendation of the Superintendent. Job Description The School Principal serves as the primary instructional leader and chief administrator, responsible for ensuring high levels of student learning, fostering a positive and inclusive school culture, and developing staff professional capacity. The principal leads through a clear vision of academic excellence, equity, and continuous improvement, ensuring all students have access to rigorous, engaging, and standards-aligned instruction. As the leader of teaching and learning, the principal builds and sustains systems that support effective instruction, data-driven decision-making, and collaborative professional practice, while also managing school operations in alignment with district priorities, state requirements, and the overall goal of improving outcomes for every student. Additionally, the principal actively cultivates strong partnerships with families and the broader community, fostering meaningful parent involvement and supporting the school's unique needs to ensure a connected, engaged, and supportive learning environment. Instructional Leadership and School Improvement Lead the development, implementation, and evaluation of instructional programs aligned with Illinois Learning Standards, with a strong emphasis on early childhood education (PreK-Grade 2) and foundational skill development through Grades 4-5 Ensure a coherent, vertically aligned instructional program that prioritizes early literacy, reading comprehension, writing development, and foundational mathematics skills across all grade levels Monitor student achievement data (including early literacy benchmarks, MAP, IAR, and other assessments) and implement targeted, research-based strategies to accelerate reading and math proficiency Support, coach, and evaluate teaching staff to ensure high-quality, developmentally appropriate instruction, particularly in early learning and foundational skill-building Promote the use of evidence-based literacy practices (e.g., phonemic awareness, phonics, fluency, comprehension) and mathematics instruction focused on number sense, problem-solving, and conceptual understanding Implement and monitor the School Improvement Plan with a clear focus on increasing reading proficiency by third grade and strengthening math outcomes across intermediate grades (3-5) Provide ongoing, job-embedded professional development to build staff capacity in early childhood instruction, literacy development, and effective math pedagogy Operations, Culture, and Community Engagement Establish and sustain a safe, inclusive, and developmentally responsive learning environment that supports the academic and social-emotional needs of PreK-5 students Foster a culture of respect, equity, and high expectations, ensuring all students, especially early learners, build strong academic foundations Lead hiring, assignment, development, and retention of high-quality staff with expertise in early childhood education, literacy instruction, and elementary mathematics Manage school resources, including budgets, materials, and facilities, to support early learning environments, literacy initiatives, and math interventions Ensure compliance with Illinois School Code, Board policies, and all state and federal regulations, particularly those related to early childhood and elementary education programs Build strong relationships with families and community stakeholders, emphasizing family engagement in early literacy and numeracy development Maintain accurate records and reporting related to student achievement, attendance, and discipline, with a focus on early identification and intervention for struggling learners Minimum Qualifications Master's Degree in Education or related field required Valid Illinois Professional Educator License (PEL) with Principal Endorsement required Minimum of three (3) years of school leadership experience (e.g., assistant principal, instructional coach, or teacher leader) Experience in elementary settings (PreK-5) with knowledge of early childhood and foundational learning practices Demonstrated ability to improve student achievement, particularly in literacy and mathematics Experience with PLCs, data-driven instruction, and teacher coaching/evaluation Experience working with diverse student populations and implementing MTSS or similar support systems Professional Experience and Skills Proven leadership experience as an assistant principal, instructional coach, or school leader with demonstrated success in improving student achievement, particularly in early literacy and mathematics, as well as school climate and engagement Extensive experience leading PreK-5 school improvement efforts through data-driven decision-making aligned to district and state standards Strong background in supervising, coaching, and evaluating staff to ensure high-quality, developmentally appropriate instruction, especially in early childhood and foundational skill development Demonstrated ability to lead equitable systems, including MTSS, to address the academic and behavioral needs of diverse elementary learners Experience managing school operations, including budgets, resources, personnel, and compliance with district, state, and federal regulations Proven ability to build a positive, inclusive elementary school culture that supports student engagement, attendance, and high expectations from early learning through 5th Grade Skilled in fostering collaborative relationships with staff, families, and community stakeholders, with an emphasis on family engagement in literacy and numeracy development Strong organizational, problem-solving, and decision-making skills, with the ability to manage multiple priorities in a dynamic school environment High level of professionalism, integrity, confidentiality, and adaptability Proficient in the use of technology systems for communication, instructional data analysis, and school management to support continuous improvement Success Indicators (First Three-to-Five Years) Improved Illinois School Report Card ratings and State School Quality metrics, demonstrating sustained academic growth and a positive school designation trajectory Measurable gains in student achievement and growth across all subgroups, with a focus on early literacy (PreK-3) and mathematics (Grades 3-5) Increased percentage of students reading at or above grade level by third grade and improved math proficiency in intermediate grades Improved student attendance, engagement, and school climate, including reductions in disciplinary incidents Fully implemented MTSS systems and high-functioning PLCs, resulting in data-driven instruction and targeted interventions Strengthened instructional practice and increased family engagement through effective coaching, professional development, and partnerships supporting literacy and numeracy #J-18808-Ljbffr Prairie-Hills Elementary School District 144

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