North Iberville Elementary School- Principal

Position Type:Administration/PrincipalDate Posted:6/1/2026Location:North Iberville ElementaryClosing Date:06/11/2026QUALIFICATIONS:Ed Leader CertificationPhysical and mental stamina and ability to perform job functions, tasks, and duties.REPORTS TOSupervisor of Elementary and Academy ProgramsSUPERVISES: Assistant Principals & assigned teachers and staffTERMS OF EMPLOYMENT: 12 MonthsPAY FACTOR: 1.400-1.475 (based on size of school)JOB GOAL: To provide vision, culture, and instructional leadership that efficiently and effectively results inincreased student achievement.PERFORMANCE RESPONSIBILITIES/JOB DUTIES:1.1. Goal-Setting and Monitoring1.1.1. Establishes rigorous and obtainable data-driven goals and comprehensive action plans to ensureachievement.1.1.2. Disaggregates current and relevant data in depth in order to create, support, and monitor school goals.1.1.3. Strategically uses current and relevant student data to impact significant student achievement.1.1.4. Plans, implements, supports, monitors and/or evaluates/refines action steps, including acceleration andinterventions.1.1.5. Systematically enlists teachers to analyze student data and student work to monitor attainment of goals, andto guide and inform instruction.1.2. Communication of Mission, Vision, and Goals1.2.1. Establishes and communicates a school mission and vision that drives instruction and school activities.1.2.2. Communicates the mission, vision, and goals of the school with staff members, students, families, and otherstakeholders.1.2.3. Invests teachers, students, and stakeholders in contributing to the school vision in order to reach establishedgoals.1.3. Expectations1.3.1. Advocates for the best interests and needs of all students to ensure student achievement.1.3.2. Establishes high standards for students, teachers, and staff members.1.3.3. Models expectations and creates opportunities for students, teachers, and staff to establish high anddemanding expectations.INSTRUCTIONAL LEADERSHIP2.1. Curriculum and Assessment2.1.1. Develops all teachers' abilities to effectively utilize established schoolwide instructional plans wherehigh-quality instructional materials are consistent with schoolwide goals.2.1.2. Develops teachers to set clear, measurable objectives aligned to the depth and rigor of the state standards.2.1.3. Develops teachers to utilize systems where teachers analyze formative and summative data to monitor andsystematically adjust teaching and learning as needed to meet student achievement goals and increase theirproficiency.2.1.4. Plans and monitors professional learning to ensure that teachers grow in the areas of curriculum,assessment, and instructional practices.2.1.5. Utilizes existing structures (e.g. TC, ILT) to strategically engage in conversations about assessments andstudent progress.2.2. Teacher Effectiveness2.2.1. Develops and organizes a leadership team's (e.g. ILT) ability to utilize a schoolwide evaluation system andcoaching plans to increase teacher effectiveness.2.2.2. Develops and supports a leadership team's ability to evaluate teaching and learning through current andrelevant student data.2.2.3. Develops and supports a leadership team's ability to provide evidence from the observed lesson thatconnects to an overall area of strength, an area of growth, and a specific recommendation for the next steps.2.2.4. Develops and supports a leadership team's ability to use teacher and student data gathered throughobservations to determine what development activities or instructional strategies will best meet the needs ofeach teacher to improve overall teacher effectiveness.2.2.5. Develops, organizes, and supports a system that ensures teachers receive a differentiated targeted coachingplan based on classroom evaluations.2.2.6. Strategically develops, organizes, and supports opportunities for teachers to implement learning in differentways and ensures teacher ownership of new learning.2.2.7. Organizes and supports opportunities where teachers work and plan together to impact studentachievement.2.3. Meeting Student Needs2.3.1. Develops teachers' abilities to utilize data to identify students in need of intervention, acceleration, extension,or other additional supports.2.3.2. Creates and implements a systematic monitoring process where all educators monitor, evaluate, and reviewstudent progress to ensure the academic needs of all students are being met.2.3.3. Develops teachers to adjust instruction by utilizing instructional supports within high-quality instructionalmaterials, when available, to ensure that all students master the content.2.3.4. Creates and implements systems that develop teachers in implementing instructional practices that meet theneeds of all learners.2.3.5. Develops teachers' abilities to implement systems so all students access rigorous, on-grade-level instruction.2.4. Instructional Focus2.4.1. Creates and implements a schoolwide schedule and routines that maximize instructional time; monitorseffectiveness and makes adjustments when necessary with input from other instructional leaders or keypersonnel.2.4.2. Plans and prioritizes his/her schedule in order to engage in instructional leadership activities focused onteaching and learning.2.4.3. Ensures teachers have access to and effectively use high-quality instructional materials to instruct allstudents; regularly monitors teachers' use of these materials and evaluates the impact on studentachievement.2.4.4. Plans and prioritizes instructional practices based on system and school goals when making decisions.2.4.5. Develops schoolwide systems that ensure that there are specific roles for other instructional leaders oncampus in supporting and building teacher capacity in order to meet both teacher and student goals.2.4.6. Develops instructional leaders who lead instructional staff meetings and/or ongoing applied professionallearning with adult learning principles.CAPACITY BUILDING3.1. Reflective Practices3.1.1. Openly/transparently reflects on his/her own leadership practice resulting in strategic action plans that lead toa significant increase in student achievement and teacher proficiency.3.1.2. Self-reflects to determine areas of growth and sets rigorous goals routinely to strengthen his/her ownleadership practice.3.1.3. Implements and adjusts schoolwide action plans based on feedback and data collected in order to enhancestudent achievement and educator effectiveness.3.1.4. Collaborates with colleagues at the school and system levels to implement local and schoolwide initiativesthat consistently result in gains in student achievement and educator effectiveness.3.2. Leadership Development3.2.1. Develops school leaders to utilize teacher and student observational data to increase teacher effectivenessand ensure student growth.3.2.2. Fosters self-reflection in teacher leaders by creating systems for strong collaboration and coaching resultingin ongoing capacity-building and student achievement.3.2.3. Develops his/her leadership skills and those of others by establishing a career pipeline to assume additionalresponsibilities.3.2.4. Provides opportunities for teachers and staff members to participate and apply new learning3.3. Collaborative Practices3.3.1. Ensures collaborative opportunities/ structures for capacity-building of teachers to continuously examineevidence of student learning and make strong instructional adjustments to ensure student success.3.3.2. Fosters a strong sense of purpose by ensuring meaningful contribution from teachers that includes analysisof significant student or teacher data to inform decisions, build teacher capacity, and increase studentachievement.3.3.3. Monitors and actively supports the quality of content within collaborative opportunities/structures (e.g., TC,ILT) to ensure it is a logical continuum that results in significant increases in student learning and teachereffectiveness.3.4. Continuous Improvement3.4.1. Prepares, plans, and monitors new staff by providing induction and mentoring systems and support.3.4.2. Systematically fosters and empowers the continuous learning and improvement of teachers and staff to thehighest levels of practice through job-embedded professional learning opportunities.3.4.3. Ensures individualized professional learning, aligned to the coaching plan, is provided to support teachers'and staff members' skills, is guided by an understanding of adult learning principles, and is measured withstudent data.SCHOOL & COMMUNITY ENVIRONMENT4.1. School Atmosphere4.1.1. Establishes systems that ensure a safe and positive campus atmosphere for students, staff members,families, and community stakeholders.4.1.2. Manages conflict among stakeholders effectively.4.1.3. Develops structures and processes that result in ongoing, positive collaboration with a school leadershipteam.4.2. Community Engagement4.2.1. Develops productive and positive relationships with stakeholders.4.2.2. Uses communication to enhance student learning and build support for goals.4.2.3. Provides services for students, families, and the community during and beyond school hours.4.2.4. Creates opportunities for diverse and broad stakeholder engagement to support learning.4.3. Discipline4.3.1. Develops, implements, and monitors a campus-wide discipline system/plan to promote a positive learningenvironment for all students.4.3.2. Addresses student misconduct in a positive, and fair manner.4.3.3. Incorporates problem-solving skills to manage student behavioral challenges.4.3.4. Supports and coaches teachers in resolving discipline concerns.4.4. Access to High-Quality Education4.4.1. Implements and monitors systems that allow all students to have access to effective teachers.4.4.2. Develops and monitors initiatives to ensure all students have learning opportunities and academic and socialsupports that lead to academic success.4.4.3. Supports and coaches teachers with identifying and utilizing resources for providing all students witheducational opportunities.4.5. Responsiveness to Stakeholders4.5.1. Incorporates and articulates a commitment to all students in the school mission and vision.4.5.2. Incorporates the history, values, and background of students' communities in the curriculum.4.5.3. Creates organizational structures at the school and system levels that empower all students and parentsacross communities.PROFESSIONALISM & INTEGRITY5.1. Professional Norms5.1.1. Monitors and supports an established environment that is open, productive, caring, professional, and trustingfor teachers and staff.5.1.2. Monitors and promotes accountability among teachers and staff for each student's success and theeffectiveness of the school as a whole.5.2. Professional Behavior5.2.1. Models professional behavior by acting respectfully and responsibly in personal conduct, and in relationshipswith others, and monitors staff and students to do the same.5.2.2. Demonstrates and promotes the values of integrity, trust, collaboration, perseverance, and continuousimprovement.5.2.3. Makes all decisions based on what is best for children and holds self and others responsible for the academic achievement and well-being of all students.5.3. Policy5.3.1. Understands, implements, and supports school personnel in following school and system expectations andpolicies to maintain consistency and impartiality.5.3.2. Models and ensures that all stakeholders understand, comply, and adhere to federal, state, and local laws,rights, policies, and regulationsSCHOOL OPERATIONS/MANAGEMENT6.1. Administrative Operations6.1.1. Models and manages the governance processes and internal and external politics toward achieving theschool's mission and vision.6.1.2. Recruits, hires, retains and builds the instructional capacity of a diverse group of highly qualified professionalstaff.6.1.3. Establishes and monitors a system that ensures all staff members (including but not limited to clerical,cafeteria, custodial, and transportation) are productive and use their time effectively by focusing on studentneeds and student achievement.6.2. Fiscal and Physical Management6.2.1. Seeks, acquires, and manages fiscal, physical, and other resources to support student learning andcommunity engagement.6.2.2. Creates systems for all stakeholders to routinely analyze allocated resources and provides recommendationsfor adjustments in order to maximize student achievement.TERMS OF EMPLOYMENT: As set by the Iberville Parish School Board and applicable by law.EVALUATIONEvaluation shall be conducted in accordance with the Iberville Parish School Board Personnel Evaluation Plan.PROFESSIONAL ETHICSMaintains good attendance.Reports to work on time.Displays professional ethics on and off duty.Adheres to all Iberville Parish School Board's PoliciesReports job-related injuries within 24 hours of work accident to the immediate supervisor.Assumes responsibility for the implementation of emergency procedures.Seeks and maintains a positive attitude toward promoting school and community relations.Participates in and promotes harmonious working relationships with students, colleagues, parents, and community members.Attends meetings as directed.Serves on task force and decision-making committees, when appropriate.Additional DutiesSupervise events related to the profession including but not limited to: faculty meetings, open house, family nights,graduation, athletic events, awards programs, co- and extracurricular events, and other types of related activities as part ofjob duties associated with the school building leader.Fulfill duties and/or supervise activities traditionally associated with the education profession.Ensure submission of lesson plans and alignment to state standards.Supervise instruction of students, ensure timely submission and integrity of grades, and parent collaboration, whenappropriate.Supervision of students when students are on campus and/or at all times while representing the school - including betweenclasses, recess, breakfast/lunch, assemblies, extra-curricular activities, etc.Supervision of students prior to school/morning arrival process and after school/afternoon dismissal process.Facilitate and/or attend meetings generally associated with the instruction and well-being of students.Facilitate faculty, staff, and department meetings.Facilitate training sessions, when needed.Serve as ODR for IEP/504 meetings.Attend parent-teacher conferences, upon request.Facilitate back-to-school and open-house events.Communicate attendance and IPSB policies to students, staff, and parentsCoordinates with appropriate District personnel and parents the placement of students into alternative educational programsCollaborates with school personnel in gathering and utilizing data on a case-by-case basis, and assists in planning strategiesfor modifying inappropriate student behaviorCommunicate with parents regarding alternative placements and discipline decisionsServes as mediator in conflicts between patrons and administrators, faculty and staff, when necessaryActs as student advocate in matters involving students in the programGives notice to all sites, no later than one week prior to returning any student to the regular school settingOversees and participates in the design of a strong transition plan for studentsEnsures a thorough transition process is used with every student returning to their home school so the returning student isre-acclimated to the regular school settingProvides individual and small group counseling to students in the programCoordinates school guidance services with the students in the program;Works with students and parents to prevent students from dropping out of school;Signs off on and reviews all individualized education plans for each student entering the IAAPS programSchedules conferences with parents as needed;Performs any additional duties assigned by the superintendent and/or evaluator.