Paid in accordance to Board adopted salary schedules
Internal Number: 308001
Chapel Hill High School serves approximately 1,600 students.
Graduation rate >95% for four racial groups (Asian, Multi-Racial, Latinx, and White) with 89.2% for Black students.
While Math 1 and Math 3 proficiency has not fully recovered to 2018-19 levels, Biology proficiency was up 15.6 percentage points from 2018-19 to 85.8% proficient. All groups improved over 2018-19, with the exception of Multilingual Learners.
English II proficiency was up 5.1 percentage points from 2018-19 to 85.2% proficient; all groups had higher proficiency last year compared to 2018-19, except Latinx students with proficiency about one point less than in 2018-19.
The proportion of 11th and 12th graders in an AP course was up to 74.8%, 11.5 percentage points above the 2018-19 level. Every student group had higher participation in AP courses, except for students with disabilities where it was almost the same as in 2018-19.
Based on the above data points, Chapel Hill-Carrboro City Schools is seeking the next Principal of Chapel Hill High School to capitalize on our gains, while holding the school community accountable for improving in areas in need of growth. This position is ideal for someone who is able to sit in discomfort, while having the social and interpersonal competence to ensure there is synergy between students, parents/caregivers, school staff and district leadership that is aligned with the mission and vision of the school district, and push for change at a high performing school.
Implications for CHCCS:
In CHCCS, we are committed to amplifying the voice of Principals and providing our school and district leaders with the support and shared mission, vision, and accountability needed to effectively move the district forward. We know that Principals who use an equity lens are called on to meet the needs of growing numbers of marginalized students which is one of many reasons why CHCCS is committed to closing gaps and providing high quality deeper learning opportunities for each CHCCS student. Principals have substantively important effects that extend beyond achievement. Research tells us that: Effective principals orient their practice toward instructionally focused interactions with teachers, building a productive school climate, facilitating collaboration and professional learning communities, and strategic personnel and resource management processes.
If school districts have the opportunity to invest in improving the performance of just one adult in a school building, investing in the principal is likely the most efficient way to affect student achievement.
Reports To: Executive Director of Secondary Schools
The Principal serves as the instructional leader responsible for managing Board policies, district regulations, and school and district procedures to ensure that all students are supervised in a safe high-quality learning environment that centers equity and the vision and mission of the district. Achieving student success requires that the principal model the district’s core values: wellness, joy, engagement, social justice action, and collective efficacy. In collaboration with the school leadership team and district leaders, inherent in the position are the responsibilities for scheduling, standards aligned curriculum development, strategic planning, extracurricular activities, personnel management, crisis and emergency preparedness, and facility operations.
Develops, implements, and evaluates the instructional program of the school by providing activities which facilitate the professional growth of the school staff and enhance the quality of the instructional program
Uses data with proficiency to make decisions regarding the overall instructional program and in support of classroom practices.
Prepares and submits the school’s budgetary requests and assumes accountability for all monies
Collaborates with the Division of Human Resources to identify, prepare, hire and retain diverse, highly qualified, and effective educators
Identifies the annual objectives for the instructional, extra-curricular, and athletic programs of the school
Provides oversight to the services provided to students in the school (i.e., counseling, social work, exceptional children’s programming, etc.)
Gives leadership to the development and implementation of a system for evaluating student progress by means that include the maintaining of up-to-date student data
Observes and evaluates classroom instruction in a timely manner and provides feedback and support to educators as needed in accordance with established policies and practices
Visibly supports the positive, culturally responsive traditions of the school community; Promotes a sense of well-being among staff, students and parents
Maintains a school atmosphere conducive to: Creating a Culture of Safety and Wellness; Instructional Excellence: Preparing Students for Life; Empowering, Equipping, and Investing in Our People; Equitable and Transparent Fiscal Stewardship and Operations; Strengthening Family and Community Engagement
Systematically and frequently observes in classrooms and engages in conversation with students about their learning
Influences the evolution of the culture to support the continuous improvement of the school as outlined in the School Improvement Plan
Oversees services provided to the school (i.e., custodial, transportation, food, etc.)
Models and leads the work of Restorative Practices and the MTSS Framework in order to decrease discipline disproportionalities and academic disparities
Establishes and implements scheduled maintenance inspection of school plant and grounds
Establishes and maintains clear, positive and consistent interactions with parents, families and community partners to receive input and feedback on the effectiveness of the school, curriculum, and to resolve concerns in partnership with parents/caregivers and school and district leaders
Sets a clear vision for the school in alignment with the direction of the district Strategic Plan and provides leadership for the school’s instructional leadership team in collaboration with the various divisions within the district
Models the importance of continued adult learning by engaging in activities to develop personal knowledge and skill along with expanded self- awareness
Pursues the district’s Strategic Plan goals for excellence in equity and engagement with a particular focus on ensuring equitable access to high-quality instruction and deeper learning for students and closing opportunity, achievement, and attitude gaps;
Drives the successful integration of evidence-based strategies to ensure the growth and success of all students and staff and models the importance of data driven decision making;
Acknowledges the importance of social and emotional learning and intentionally creates spaces for students and staff to engage in experiences that result in joy and wellness
Encourages and supports innovative strategies that support equity, engagement and social justice action to assure a high- quality learning experience for every student
Designs and leads the work of highly effective teams and measures outcomes of the various teams represented in the school
Models the use of the Racial Equity Decision Making Protocol (REDP) to define a vision of success in applying the school’s equity identity and as an equity lens to the school’s body of work within the School Improvement Team (SIT) process
Performs other duties as assigned.
Requires a Master Degree and to hold or be eligible for the North Carolina Professional License with an endorsement in PK-12 administration and supervision. Valid driver's license and availability of private transportation, or the availability to get to off-site meetings. Must have a minimum of 7-10 years of related work experience (teaching experience and school leadership combined) with a demonstrated track record of successfully leading as a school administrator (Principal and/or Assistant Principal).
Knowledge, Skills and Abilities:
Comprehensive knowledge of the principles, concepts and methodologies of public school administration.
Extensive knowledge of management and leadership principles and practices.
Comprehensive knowledge of school personnel and administrative practices, procedures and methods and a demonstrated track record of closing opportunity gaps and promoting equity in education.
Ability to establish and maintain effective working relationships with students, certified and classified school staff, parents/caregivers, school and district administrators.
Ability to conceptualize, initiate, monitor, and evaluate new and/or current programs and/or supervision.
Familiarity with budget management, school improvement planning, and the processes that effectively engage stakeholder groups on important issues.
Ability to engage with diverse staff, leadership, and constituents to promote trust, collaboration, and partnerships, both internal and external to the school.
Ability to lead and collaborate with others to create/design adult learning and teaching of the content and skills associated with operating with an instructional leadership lens.
Ability to safely and successfully perform the essential job functions consistent with the ADA, FMLA and other federal, state and local standards, including meeting qualitative and/or quantitative productivity standards.
Ability to maintain regular, punctual attendance consistent with the ADA, FMLA and other federal, state and local standards
Chapel Hill-Carrboro City Schools (CHCCS) is one of two public school systems in Orange County, NC. CHCCS is located near the flagship campus of the University of North Carolina (UNC) and the world renowned Research Triangle Park (RTP). The district operates three high schools, four middle schools, eleven elementary schools, a school for young people being treated at UNC Hospital and an alternative high school. These schools serve more than 12,000 students.