HARDY COUNTY SCHOOLS
JOB DESCRIPTION
Qualifications:
Reports to: Superintendent
Supervises: Teachers/Staff at school
Terms of Employment: Determined by the Board
Evaluation: As specified in Board Policy
Performance Responsibilities:
In addition to established laws, policies, rules and regulations, the following responsibilities shall be used in evaluating administrators:
1) Demonstrates instructional leadership to enhance school effectiveness by improving instruction and augmenting student performance.
2) Provides purpose and direction for the school(s)/county.
3) Demonstrates cognitive skills to gather, analyze and synthesize information to reach goals.
4) Manages group behaviors to achieve consensus.
5) Enhances the quality of the total school(s)/county organization.
6) Organizes and delegates to accomplish goals.
7) Communicates effectively.
8) Provides leadership in the implementation of technology standards (effective July 1, 2003).
The following performance characteristics have been developed to clarify the administrator’s responsibilities and help provide guidance to the employee in understanding job expectations. These indicators may be used to evaluate the job performance of each administrator.
1) Instructional Leadership: Demonstrates instructional leadership to enhance school effectiveness by improving instruction and augmenting student achievement.
a) Demonstrates a knowledge of supervision to improve instruction.
b) Uses the evaluation process to improve instruction effectively.
c) Analyzes a variety of educational data to focus on student achievement.
d) Guides teachers in their professional growth.
e) Facilitates a climate that is conducive to student learning and development.
2) Purpose and Direction: Provides purpose and direction for school(s)/county through proactive orientation by viewing self as the school’s/county’s leader, initiating action, taking responsibility and motivating others to assist in setting and achieving the goals.
a) Accepts authority and assumes responsibility.
b) Analyzes negative and positive forces affecting the school(s)/county.
c) Takes immediate steps when problems arise.
d) Focuses resources on strategic goals.
e) Uses problem-solving strategies.
f) Exhibits a positive attitude.
g) Encourages and facilitates meaningful and effective parent-teacher communication.
h) Commands respect by example in appearance, manners, behaviors and language.
3) Educational Values: Manifests values about the school(s)/county including students’ welfare, fairness to staff, effective communication with parents and demonstrates behavior consistent with the values.
a) Promotes the welfare of students, faculty and staff.
b) Sets high expectations and articulates them to the community, parents, staff and students.
4) Cognitive Skills: Exhibits good interpersonal skills, utilizes appropriate problem analysis skills and uses sound judgment in making decisions.
a) Interpersonal Skills: Listens, understands, and verbalizes the concepts, thoughts and ideas held by others to ensure an understanding of their feelings and position.
- Encourages other individuals to express their perspectives.
- Respects other individuals’ perspectives.
- Listens to other individuals’ perspectives.
b) Problem Analysis: Searches for relevant data and analyzes complex information using formal and informal observations, research and interaction in gathering information before arriving at an understanding of an event or a problem.
- Gathers information about the school, county, students, parents and community as appropriate.
- Attends professional development sessions that are relevant to goals.
- Accesses computer and management information systems.
c) Judgment: Generates, evaluates and selects effective solutions in making decisions and solving problems.
- Values divergent thinking.
- Compares consequences of options.
- Makes decisions after data are analyzed.
5) Leadership: Utilizes effective management skills, uses positive persuasive skills, and is sensitive to others.
a) Management Interaction: Demonstrates effective use of group processes and facilitative skills.
- Identifies self as a team leader.
- Intervenes, negotiates and resolves conflict as needed.
- Facilitates communication.
- Creates a cooperative atmosphere.
b) Persuasiveness: Gains and sustains the attention and interest of others.
- Relates needs to established goals.
- Articulates expected outcomes.
- Develops trust by modeling desired behaviors.
c) Sensitivity: Understands the diversity among different groups and modifies interaction style to fit the situation.
- Understands how one’s own behavior may affect other people’s behavior.
- Adjusts strategies to be effective.
- Exhibits appropriate interactive skills.
- Deals effectively with emotional issues.
6) Quality Enhancement: Motivates self and others, uses effective management skills, and coaches others to foster positive results.
a) Personal Motivation: Establishes high work standards for self and others.
- Promotes excellence by evaluating goals.
- Sets standards for goal accomplishment.
- Considers feedback.
- Assesses one’s own strengths and limitations.
b) Management: Devises opportunities to receive adequate information on the progress of work accomplishments, delegates activities and offers timely feedback relating to quality and productivity.
- Supervises and monitors performance of staff.
- Collects and records performance data.
- Judges performance using established criteria.
- Reinforces desirable behavior.
- Accesses computer and management information systems.
- Demonstrates effective school financial management.
c) Coaching: Creates opportunities for development of human resources through effective use of coaching and the use of staff development to foster individual growth.
- Builds a supportive environment for learning.
- Provides timely and specific feedback.
- Reinforces growth and development.
- Exhibits effective conferencing skills.
7) Organization: Exhibits good organizational skills and delegates authority.
a) Organizational Ability: Develops a plan to meet goals by focusing on timelines and flow of activities, and identifies resources needed to accomplish a task.