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The Assistant Principal supports the principal in the overall administration and instructional leadership of the school, focusing on creating a positive and engaging learning environment for students, fostering professional growth among staff, and ensuring effective school operations. This role involves collaboration with teachers, parents, and the broader community to promote the educational success and well-being of all students. Responsible for day-to-day building administration, the safety and welfare of students, staff, and activities, and ensuring compliance with all regulatory requirements, including Head Start, NAC, Young Star, DPI, and DCF Licensing standards.

Maintains active supervision of all students at all timesand ensures that safety protocols are followed in classrooms, hallways, playgrounds, and other school settings. May be required to provide administrative coverage or support at other UCC school buildings and Early Learning Programs when absences or operational needs arise.

UCC School Administrators are mission-driven, dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, data-driven, and committed to the academic and social-emotional development and excellence of all students.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Instructional Leadership:

• Collaborate with the Principal and school leadership to develop and implement instructional programs that align with educational standards, regulatory requirements (DPI, Head Start, Young Star, NAC), and promote student achievement.
• Support teachers in implementing effective instructional strategies and differentiated instruction to meet the needs of diverse learners.
• Conduct classroom observations, provide feedback, and facilitate professional development opportunities to enhance teaching practices.
• Collaborates with the implementation of a sequential curriculum to ensure students are prepared for future academic experiences.
• Attend meetings, workshops, seminars, university courses, and professional activities approved by school and agency leadership.
  

Student Support and Discipline:

• Promote a safe, respectful, and inclusive school climate where students feel supported academically and socially.
• Implement and enforce school policies and procedures regarding student conduct and discipline, ensuring fairness, consistency, and compliance with DCF Licensing and DPI guidelines.
• Maintain active supervision of all studentsduring classroom instruction, transitions, recess, lunch, and other school activities.
• Collaborate with counselors, social workers, and other support staff to address student behavior and provide interventions when necessary.
• Interact with students on concerns proactively or as referred by staff members.
  

Family and Community Engagement:

• Foster positive relationships with parents/guardians through communication, meetings, and involvement in school activities.
• Collaborate with community organizations, local businesses, and stakeholders to enhance educational opportunities and resources for students.
• Organize and participate in family events, workshops, and informational sessions to promote parental involvement.
• Aid and assist the Parent Involvement Committee with objectives and activities, ensuring Head Start parent engagement standards are met.
• Communicate with parents regarding injury, illness, absences, misbehavior, academic performance, Special Education referrals, and program updates.
  

Administrative Oversight:

• Assist the Principal in day-to-day management of school operations, including staff coverage, curriculum implementation, instructional leadership, supervision, evaluation, budgeting, and resource allocation.
• Provide administrative coverage for other UCC school buildings and Early Learning Programs as needed.
• Coordinate standardized testing and assessment activities in alignment with DPI requirements.
• Manage student enrollment, attendance records, and other administrative tasks.
• Expedite staff or parent requests for student evaluation for Special Education placement.
  

Professional Development and Staff Support:

• Support professional growth and development of teachers through mentoring, coaching, and professional learning communities.
• Assist in recruiting, interviewing, and hiring new staff members, ensuring alignment with school's mission and regulatory standards.
• Observe and supervise staff performance to maintain compliance with DPI, Head Start, and NAC requirements.
  
• Provide orientation for new staff and encourage teacher participation in building and agency-wide planning.

Agency and Administrative Team:

• Attend and participate in the school leadership team and other meetings as directed by the Principal.
• Accept duties assigned by school leadership or committees.
• Prepare reports and communicate effectively with staff, administration, and agency leadership.

• Adhere to provisions of the employee handbook, the early learning programs handbook, and contracts when making decisions affecting working conditions.

Administrative Tasks:

• Disseminate relevant information to staff, parents, and students through memos, newsletters, announcements, or meetings.
• Maintain accurate records of student activities and performance, including proper handling of Special Education records and student files in accordance with DCF Licensing and DPI regulations.
• Attend IEP and other Special Education meetings.
• Review teacher absences and provide recommendations for coverage and approvals.
• Develop school rules and procedures that comply with Head Start, NAC, Young Start, and DCF Licensing requirements.

Time Management:

• Allocate personal time to maximize presence in classrooms (approximately 80% of the workday) and direct interaction with staff and students.
• Collaborate with administrators to create teacher schedules that balance instruction, preparation, and supervisory duties.
• Ensure administrative presence at school events, including evenings and weekends.

Maintenance:

• Maintain general knowledge of building cleanliness, repair, and operational efficiency.
• Coordinate with the Maintenance Director regarding safety, inventory, and proper storage of equipment.

Other:

• Maintain licensure and certification requirements, including ongoing professional development.
• Perform other duties assigned to support students, colleagues, and the UCC school and Early Learning Programs community.
  

WORKING RELATIONSHIPS:

• Reports to and is evaluated by the School Principal.
• Works with all levels of school administration and Special Services.
• Supervises building-level staff.
• Interacts positively with all staff.

WORK SCHEDULE:

• The schedule typically follows school hours with additional hours for meetings, events, and administrative tasks.
• Occasional evening or weekend work may be required for school events or meetings.
• Maintains active supervision of students during all school activities.
• May provide coverage in other UCC schools or Early Learning Programsas needed.
  

INTENDED OUTCOMES AND SUCCESS MEASURES:

• Improved student academic achievement and growth
• Improved schoolwide attendance and reduction in chronic absenteeism.
• High-quality instruction and engagement across classrooms.
• Increase in students meeting or exceeding grade-level expectations.
• Consistent application of schoolwide disciplinary protocols.
• High staff morale and retention.
• Successful implementation of school curriculum programs and practices.
• Increased use of positive behavioral interventions.
• High levels of student safety and belonging.
• Positive family engagement as measured by surveys.
  

KNOWLEDGE, SKILLS, AND ABILITIES:

• Strong leadership, management, and judgment skills.
• Knowledge of regulatory compliance (Head Start, NAC, Young Star, DPI, DCF Licensing).
• Ability to develop and implement policies, procedures, and instructional practices.
• Strong interpersonal, communication, problem-solving, and organizational skills.
  

COMPLIANCE AND POLICY ADHERENCE

• Ensure compliance with all Head Start Program Performance Standards, including child safety, documentation, supervision, and classroom quality standards.
• Adhere to all State Licensing regulations (DPI and DCF), including mandated ratios, health and safety protocols, and staff training requirements.
• Support and uphold Young Star quality standards by implementing developmentally appropriate practices, continuous quality improvement, and family engagement.
• Maintain program quality in accordance with the National Accreditation Commission (NAC) criteria, including curriculum implementation, assessments, and teacher-child interactions.
• Follow the guidelines and expectations outlined in the Early Learning Staff Handbook, including attendance, communication, professional conduct, and daily responsibilities.
• Comply with all UCC Personnel Policies, including confidentiality, workplace expectations, and team collaboration.
• Participate in required professional development and training hours to meet federal, state, and accreditation requirements.
• Ensure active supervision of children at all times, as required by Head Start, licensing, United Community, and NAC guidelines.
• Accurately complete and submit required documentation (e.g., lesson plans, child observations, incident reports) in a timely manner.
• Demonstrate cultural competency and uphold program values of equity, inclusion, and respect in all interactions with children, families, and colleagues.
• Check and respond to emails to ensure timely communication with supervisors, team members, and families, in alignment with agency expectations and professional responsibilities.

• Master's degree in administration, Educational Leadership, or related field.
• State licensure/certification for Early Childhood Education.
• Teaching experience at the early childhood education level is preferred.
• Administrative experience preferred.
• Strong oral and written communication skills.
• Valid driver's license and reliable transportation.

PHYSICAL REQUIREMENTS:

• Ability to meet deadlines and interact with staff, students, and the public.
• Physical capability to move around the school environment, assist students, and lift up to 40 lbs.
• Manual dexterity for technology and instructional tools.

WORKING CONDITIONS:

• Classroom, school, and office environments; occasional outdoor supervision.
• Maintaining active supervision of students throughout all school activitiesis required.
• Ability to stand, sit, walk, bend, and go up and down stairs most of the time.
• Exposure to noise, interruptions, and fast-paced situations.
• Occasional motor vehicle operation required.