Minimum Requirements:

•    Master’s degree from an accredited college or university.
•    Six years of full-time, paid, professional experience in an urban secondary educational setting, at least three of which have been in a leader capacity (e.g. mentor teacher, AA, or AP).
•  Certificates/Licenses:  

• Valid Commonwealth of Pennsylvania Administrative certificate for K-12 AND Principal 
  
• Valid Commonwealth of Pennsylvania Principal Certification
• Valid Commonwealth of Pennsylvania Superintendent’s Letter of Eligibility.

           OR

•    Any equivalent combination of training and experience determined to be acceptable by the Office of Talent with a Master’s degree as an educational minimum

NOTE: An applicant who does not meet the minimum education or work experience requirements listed above may be considered if, at the sole discretion of the Talent Office, they have a unique combination of education and work experiences that indicates potential for success in this role.

Knowledge, Skills and Abilities:

Demonstrated knowledge of:

o    periodic assessments and on-going informal assessments and strategies to support students based on the results.
o    site visit protocols for walk-throughs.
o    the modern principles, practices and methods of educational administration.
o    the principles and theories of adult learning.
o    curriculum development and implementation as well as authentic assessment practices.
o    instructional strategies related to curriculum and content.
o    governmental statues and regulations relating to instruction and curriculum
o    the effective use of technology in the delivery of staff development programs.
o    supervisory methods and techniques.
o    current research regarding communities of learners, instructional practices linked to student achievement, differentiated instruction, mentoring, coaching and emergent technologies.
o    project-based learning, blended learning and experiential learning.
o    instructional practices which contribute to a college going culture among non-traditional students.
o    national standards, the current trends, developments, practices, objectives and theories of staff development.
o    curriculum development and implementation and instructional strategies related to curriculum, content and problem solving.
o    the principles, practices and methods of education in Literacy, Math, Science, Social Studies, or World Languages.
o    a variety of pedagogical modalities.
o    standards and current curriculum frameworks.
o    research-based school improvement designs and current issues facing urban public education.
o    governmental mandates impacting education.
o    differentiated instruction.
o    current best practices in curriculum, instruction and assessment.
o    research related to the field of expertise and the ability to apply this research to practical situations.

Demonstrated skill in:

o    collecting, analyzing and using data.
o    the use of technology to access student assessment results for informing instruction.
o    data management including interpretation, solutions and applications.
o    coaching and modeling for school-based staff and leaders.

Demonstrated ability to:

o    supervise implementing interventions (strategy groups, conferencing, guided reading groups, etc.) based on formal and informal assessment results.
o    design and facilitate school led workshops for staff development incorporating assessments and interventions into current curriculum.
o    build relationships and help teachers and principals feel comfortable with and understand instruction.
o    provide leadership in professional development design and implementation.
o    coordinate, facilitate and implement diversified professional development programs.
o    engage adult learners in meaningful, research-based staff development designs.
o    use disaggregated student data to determine adult learning priorities, monitor progress and help sustain continuous improvement.
o    use multiple sources of information to guide improvement and demonstrate its impact.
o    prepare educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement.
o    deepen educators’ content knowledge and provide them with research-based instructional strategies to assist students in meeting rigorous academic standards.
o    evaluate, manage, and interpret data and prepare cogent recommendations.
o    plan, develop, conduct and oversee a comprehensive instructional support program and staff development program for a large urban school district.
o    review, select and adapt resources to better support schools in academic achievement.
o    assess staff development and instructional support needs.
o    review, select and adapt course materials for a variety of staff development sessions.
o    oversee and review formative assessment content and design.
o    interpret all relevant District and federal rules and regulations concerning program administration.
o    guide and channel resources, ideas for recommendations for problem solution and refinement.
o    manage and interpret data.
o    use a personal computer.
o    communicate effectively, both orally and in writing.
o    establish and maintain effective working relationships.

Disclaimer:
The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. 

Nondiscrimination:
The School District of Philadelphia provides equal employment opportunities to all employees and applicants for employment without regard to race, color, age, creed, religion, sex, sexual orientation, ancestry, national origin, disability, pregnancy, marital status, gender identity, or genetic information. Please refer to Board Policy 348 for further information regarding the District's commitment to Nondiscrimination in Employment Practices.