UCAN
Prinicpal (Academy South)
UCAN, Chicago, Illinois, United States, 60290
Position Title:
Principal (Academy South)
Department:
UCAN Academy
Reports to:
Vice President of Educational Services
Direct Reports:
Assistant Principal and Teachers
Position Objective and Summary:
The Principal assesses, develops, and monitors educational programming to meet the developmental and academic needs of the students. The Principal supervises and facilitates day-to-day operations of the program and assumes the responsibility for the implementation of the Behavior Management Plan and System. The Principal facilitates healing through Trauma Informed services and utilizes UCAN’s Clinical Philosophy and Positive Youth Development.
Essential Functions and Responsibilities:
Program Administration and Planning
Plans, implements, and evaluates programming that will increase the efficiency of the program and improve the delivery of services to students.
Develops and researches Common Core aligned curriculum.
Uses student achievement data to strengthen instruction, behavior management, and overall school program.
Uses clinical and population-specific knowledge to develop and plan appropriate services and programming for clients.
Accurately completes all reports and documentation required by CPS and other contracting and regulatory bodies.
Ensures all documentation is completed and submitted as required.
Ensures that Crisis Management protocols for the department are followed.
Manages departmental budget by following Finance Dept. procedures in approving petty cash, payments, check requests, mileage and expense reimbursements, and other program expenses.
Manages employee job performance by following HR procedures and documentation requirements for hiring, job scheduling and assignment, disciplinary actions, recommendations for salaries, raises, promotions, demotions, and terminations.
Makes decisions on program plans and approves detailed plans submitted by staff.
Works closely with Clinical Director to design and implement the school behavioral system; monitor implementation for fairness, consistency, and compliance with CPS Discipline Code and Academy policies and procedures.
Maintains and monitors accurate records in Infinite Campus including but not limited to lesson plans, grades, attendance, behavioral referrals, etc.
Responsible for the administration of standardized tests to students to determine performance level of child.
Fully participates in AdvancEd accreditation process.
Fully implements The Danielson Framework to move instruction and produce quality student outcomes. Special attention and work towards successful outcomes in the following domains:
Domain 1: Planning and Preparation
Content knowledge and content-related pedagogy
Demonstrating knowledge of students
Setting instructional outcomes
Knowledge of resources
Designing coherent instruction
Designing student assessment
Domain 2: Classroom environment
Creating an environment of respect and rapport
Establishing a culture of learning
Managing classroom procedures
Managing student behaviors
Organizing the physical space
Domain 3: Instruction
Communicating with students
Using questioning and discussion techniques
Engaging students in learning
Using assessment in instruction
Demonstrating flexibility and responsiveness
Domain 4: Professional responsibilities
Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in a professional community
Growing and developing professionally
Showing professionalism
Identifying and Addressing Program and Student Needs.
Provides consultation and direction for student interventions and problem resolution.
Guides all school employees to base interventions on clinically appropriate, best practice, and ethical considerations.
Guides and directs employees during crises to minimize trauma for the student and to support the employee’s efforts.
Uses the Mental Health and/or educational diagnoses of students to assist employees with appropriate interventions.
Considers any cultural factors that may be impacting the student or the appropriateness of services, and proficiently addresses them to provide needed services.
Developing and Leading Employees
Orients and trains new employees according to program and department guidelines to ensure all new employees are ready and able to perform as necessary.
Sets and evaluates clear and collaborative individual performance goals for direct reports.
Encourages school employee development by supporting training, assigning challenging work, and delegating tasks when appropriate.
Coaches and mentors direct reports around employee interests and career goals.
Provides critical feedback to school employees around areas of development for increased performance.
Assumes responsibility for staff development through continuous research of latest trends in education.
Recognizes and rewards school employee performance, initiative, and decision-making.
Completes meaningful Annual Performance Reviews for all direct reports and submits them on time.
Supervises and provides leadership to school program staff in order to achieve maximum utilization of personnel.
Accountability and Compliance
Follows all applicable regulatory standards, including but not limited to: COA standards, IDCFS policy and procedure, CPS regulations, and Medicaid procedures.
Strategizes with Quality Improvement and other management staff, on program evaluation and methods for CQI measures regarding file quality, client outcomes, staff development, supervision, client services, and other issues related to program quality.
Leads program in accountability, quality, and compliance through example and modeling behavior.
Ensures compliance with UCAN CQI initiatives and corrective plans.
Implements policy, practice, and procedural changes to better serve students and to comply with regulations.
Team Building and Agency Networking
Collaborates with other Academy & High School Administrators in the development of plans, policies, and programs to ensure the children in the school learn in a nurturing, warm, and positive educational environment.
Builds strong interpersonal relationships with team and among the team members.
Facilitates regular and productive program meetings and encourages participation.
Defines each employee’s role and responsibilities within the program.
Delegates in an effective manner while considering individual skills and workloads.
Accepts feedback and ideas from team and is constructive when giving feedback.
Discusses alternative problem-solving and is open to new ideas and ways of doing things.
Shares specialized knowledge and resources with team and other UCAN departments.
Coordinates services with multiple UCAN programs to ensure appropriate services for clients and teamwork between programs.
Plans for client transitions to other UCAN programs to provide seamless transition for clients and a cooperative team process.
Professionalism and Work Conduct
Behaves with integrity, demonstrates high ethical standards, and displays a positive image of UCAN.
Acts in a professional manner at all times and maintains appropriate boundaries with students.
Demonstrates accountability for results and keeps commitments to others.
Reports to work, meetings, training, and job-related activities prepared and as scheduled.
Demonstrates openness and respect for cultural and socioeconomic characteristics of clients and coworkers.
Understands and supports UCAN’s standard of cultural proficiency and strives to meet it.
Responds to students and their families, UCAN staff, CPS, service providers, and other stakeholders in a timely manner and ensures follow-up to adequately address their needs.
Maintains current knowledge through participation in training sessions, seminars, etc.
Performs other related tasks as required or assigned.
Education/Job Experience/Certification:
Master’s Degree in Special Education or Related Field required.
Type 75 Administrative Certification required.
Minimum of five (5) years Supervisory experience required.
Minimum of three (3) years teaching experience.
Special Knowledge and Qualifications:
Has an understanding of trauma-informed practice.
Has an understanding of Positive Youth Development.
Ability to supervise teachers with different educational disciplines.
Calm, professional manner; objective, balanced decision-making; teambuilding and active listening.
Ability to deal effectively with children with behavioral and emotional difficulties.
Is open and respectful of cultural and socioeconomic characteristics of clients and is willing and competent to work with a diverse client population.
Effective verbal and written communication skills.
Working knowledge of the child welfare system.
Ability to work both independently and as part of a high functioning team.
Experience and ability to use computers for data entry, communication, and report writing.
Car and valid Illinois driver’s license and insurance required.
Position Status:
(Full Time/Exempt)
Work Environment:
This position requires direct contact with students in a school setting. Hazards include risk of exposure to communicable diseases and risks of injury associated with emotionally disturbed students with the potential to lose control.
#J-18808-Ljbffr
Principal (Academy South)
Department:
UCAN Academy
Reports to:
Vice President of Educational Services
Direct Reports:
Assistant Principal and Teachers
Position Objective and Summary:
The Principal assesses, develops, and monitors educational programming to meet the developmental and academic needs of the students. The Principal supervises and facilitates day-to-day operations of the program and assumes the responsibility for the implementation of the Behavior Management Plan and System. The Principal facilitates healing through Trauma Informed services and utilizes UCAN’s Clinical Philosophy and Positive Youth Development.
Essential Functions and Responsibilities:
Program Administration and Planning
Plans, implements, and evaluates programming that will increase the efficiency of the program and improve the delivery of services to students.
Develops and researches Common Core aligned curriculum.
Uses student achievement data to strengthen instruction, behavior management, and overall school program.
Uses clinical and population-specific knowledge to develop and plan appropriate services and programming for clients.
Accurately completes all reports and documentation required by CPS and other contracting and regulatory bodies.
Ensures all documentation is completed and submitted as required.
Ensures that Crisis Management protocols for the department are followed.
Manages departmental budget by following Finance Dept. procedures in approving petty cash, payments, check requests, mileage and expense reimbursements, and other program expenses.
Manages employee job performance by following HR procedures and documentation requirements for hiring, job scheduling and assignment, disciplinary actions, recommendations for salaries, raises, promotions, demotions, and terminations.
Makes decisions on program plans and approves detailed plans submitted by staff.
Works closely with Clinical Director to design and implement the school behavioral system; monitor implementation for fairness, consistency, and compliance with CPS Discipline Code and Academy policies and procedures.
Maintains and monitors accurate records in Infinite Campus including but not limited to lesson plans, grades, attendance, behavioral referrals, etc.
Responsible for the administration of standardized tests to students to determine performance level of child.
Fully participates in AdvancEd accreditation process.
Fully implements The Danielson Framework to move instruction and produce quality student outcomes. Special attention and work towards successful outcomes in the following domains:
Domain 1: Planning and Preparation
Content knowledge and content-related pedagogy
Demonstrating knowledge of students
Setting instructional outcomes
Knowledge of resources
Designing coherent instruction
Designing student assessment
Domain 2: Classroom environment
Creating an environment of respect and rapport
Establishing a culture of learning
Managing classroom procedures
Managing student behaviors
Organizing the physical space
Domain 3: Instruction
Communicating with students
Using questioning and discussion techniques
Engaging students in learning
Using assessment in instruction
Demonstrating flexibility and responsiveness
Domain 4: Professional responsibilities
Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in a professional community
Growing and developing professionally
Showing professionalism
Identifying and Addressing Program and Student Needs.
Provides consultation and direction for student interventions and problem resolution.
Guides all school employees to base interventions on clinically appropriate, best practice, and ethical considerations.
Guides and directs employees during crises to minimize trauma for the student and to support the employee’s efforts.
Uses the Mental Health and/or educational diagnoses of students to assist employees with appropriate interventions.
Considers any cultural factors that may be impacting the student or the appropriateness of services, and proficiently addresses them to provide needed services.
Developing and Leading Employees
Orients and trains new employees according to program and department guidelines to ensure all new employees are ready and able to perform as necessary.
Sets and evaluates clear and collaborative individual performance goals for direct reports.
Encourages school employee development by supporting training, assigning challenging work, and delegating tasks when appropriate.
Coaches and mentors direct reports around employee interests and career goals.
Provides critical feedback to school employees around areas of development for increased performance.
Assumes responsibility for staff development through continuous research of latest trends in education.
Recognizes and rewards school employee performance, initiative, and decision-making.
Completes meaningful Annual Performance Reviews for all direct reports and submits them on time.
Supervises and provides leadership to school program staff in order to achieve maximum utilization of personnel.
Accountability and Compliance
Follows all applicable regulatory standards, including but not limited to: COA standards, IDCFS policy and procedure, CPS regulations, and Medicaid procedures.
Strategizes with Quality Improvement and other management staff, on program evaluation and methods for CQI measures regarding file quality, client outcomes, staff development, supervision, client services, and other issues related to program quality.
Leads program in accountability, quality, and compliance through example and modeling behavior.
Ensures compliance with UCAN CQI initiatives and corrective plans.
Implements policy, practice, and procedural changes to better serve students and to comply with regulations.
Team Building and Agency Networking
Collaborates with other Academy & High School Administrators in the development of plans, policies, and programs to ensure the children in the school learn in a nurturing, warm, and positive educational environment.
Builds strong interpersonal relationships with team and among the team members.
Facilitates regular and productive program meetings and encourages participation.
Defines each employee’s role and responsibilities within the program.
Delegates in an effective manner while considering individual skills and workloads.
Accepts feedback and ideas from team and is constructive when giving feedback.
Discusses alternative problem-solving and is open to new ideas and ways of doing things.
Shares specialized knowledge and resources with team and other UCAN departments.
Coordinates services with multiple UCAN programs to ensure appropriate services for clients and teamwork between programs.
Plans for client transitions to other UCAN programs to provide seamless transition for clients and a cooperative team process.
Professionalism and Work Conduct
Behaves with integrity, demonstrates high ethical standards, and displays a positive image of UCAN.
Acts in a professional manner at all times and maintains appropriate boundaries with students.
Demonstrates accountability for results and keeps commitments to others.
Reports to work, meetings, training, and job-related activities prepared and as scheduled.
Demonstrates openness and respect for cultural and socioeconomic characteristics of clients and coworkers.
Understands and supports UCAN’s standard of cultural proficiency and strives to meet it.
Responds to students and their families, UCAN staff, CPS, service providers, and other stakeholders in a timely manner and ensures follow-up to adequately address their needs.
Maintains current knowledge through participation in training sessions, seminars, etc.
Performs other related tasks as required or assigned.
Education/Job Experience/Certification:
Master’s Degree in Special Education or Related Field required.
Type 75 Administrative Certification required.
Minimum of five (5) years Supervisory experience required.
Minimum of three (3) years teaching experience.
Special Knowledge and Qualifications:
Has an understanding of trauma-informed practice.
Has an understanding of Positive Youth Development.
Ability to supervise teachers with different educational disciplines.
Calm, professional manner; objective, balanced decision-making; teambuilding and active listening.
Ability to deal effectively with children with behavioral and emotional difficulties.
Is open and respectful of cultural and socioeconomic characteristics of clients and is willing and competent to work with a diverse client population.
Effective verbal and written communication skills.
Working knowledge of the child welfare system.
Ability to work both independently and as part of a high functioning team.
Experience and ability to use computers for data entry, communication, and report writing.
Car and valid Illinois driver’s license and insurance required.
Position Status:
(Full Time/Exempt)
Work Environment:
This position requires direct contact with students in a school setting. Hazards include risk of exposure to communicable diseases and risks of injury associated with emotionally disturbed students with the potential to lose control.
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