High School/Middle School Assistant Principal

High School/Middle School Assistant Principal JobID:

3267

Position Type:

Administration/ Assistant Principal Date Posted:

6/9/2026

Location:

Districtwide Date Available:

TBD Closing Date:

06/24/2026 Waterbury Public Schools

JOB CLASSIFICATION DESCRIPTION JOB CLASSIFICATION TITLE

Assistant Principal (High School/Middle School)

DEPARTMENT

Academics

BARGAINING UNIT CLASSIFICATION

School Administrators of Waterbury

REPORTS TO

Receives administrative direction from the Building Principal or other District level administrator

FLSA DESIGNATION

Exempt

PART I - SUMMARY OF CLASSIFICATION

This class is accountable for assisting in the planning, organizing, directing, and controlling of the educational programming and activities at one of the District's middle schools.

PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES A. EDUCATION AND EXPERIENCE

General Experience:

1. Master's degree in education or closely-related field plus three (3) years of professional level experience working in an educational setting. 2. Evidence of leadership in an educational setting.

Special Requirement:

1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.

B. CREDENTIALS

C.

LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS

1. Connecticut State Board of Education certification as an Intermediate Administrator/Supervisor (092) will be required at time of appointment. 2. Incumbents in this class may be required to possess a current Motor Vehicle Class D Operator's License.

D. CONTINUING EDUCATION REQUIREMENTS

1. Administrators in this job class must complete all State CEU requirements for re-certification.

E. KNOWLEDGE, SKILLS AND ABILITIES

• Knowledge of academic curriculum and pedagogical techniques that is effective across diverse populations;
• Knowledge of and ability to apply management principles and techniques and educational administration;
• Knowledge of and application of methods used in improving academic achievement;
• Knowledge of current educational theories and practices;
• Knowledge of educational assessment practices and techniques;
• Knowledge of effective intervention, academic and behavior techniques;
• Knowledge of effective supervision and discipline;
• Knowledge of evidence-based research and best practices in educational interventions;
• Knowledge of State Academic Standards;
• Knowledge of instructional technology;
• Knowledge of philosophy and methods of education and teaching;
• Knowledge of the principles and practices of education for special needs population;
• Knowledge of procedures, methods and strategies pertaining to the administration of an elementary/secondary level program operation;
• Knowledge of relevant Federal and State statutes, guidelines and regulations;
• Knowledge of Response to Intervention (RtI) and how to improve core instruction while building a system of interventions;
• Knowledge of school curriculum and instruction;
• Knowledge of school safety procedures;
• Knowledge of State and Federal laws relating to minors, the Teacher Code-of-Ethics, and local policies and procedures;
• Knowledge of Every Student Succeeds Act (ESSA) requirements;
• Knowledge of the philosophy and methods of education and teaching;
• Knowledge of the principles and practices of education for special needs population;
• Knowledge of the school improvement and quality review processes;
• Knowledge of theory and research in education;
• Excellent verbal and written communication skills;
• Excellent technological skills;
• Considerable problem-solving skills;
• Crisis management, handling emergencies and de-escalation techniques skills;
• Ability to apply leadership skills within a shared decision-making model;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RtI);
• Administrative skills;
• Ability to be part of an effective management team;
• Ability to communicate well both orally and in writing;
• Ability to demonstrate high moral and ethical standards;
• Ability to develop a strong school culture;
• Ability to develop and foster a professional learning community that supports student success;
• Ability to effectively evaluate curriculum and instructional programming;
• Ability to establish and maintain cooperative relationships;
• Ability to establish and maintain effective working relationships with students, staff and the community;
• Ability to evaluate and develop staff instructional skills and overall performance;
• Ability to facilitate high student achievement;
• Ability to interact successfully with staff, parents, board members and community;
• Ability to lead and supervise staff and students;
• Ability to maintain high student morale, attendance and general discipline;
• Ability to manage budgets with varying sources and levels of revenue;
• Ability to mentor and develop staff to become master teachers;
• Ability to multi-task complex issues;
• Ability to plan, organize and coordinate the activities of an educational program;
• Ability to prepare and present clear and concise written and oral reports;
• Ability to produce an effective school climate;
• Ability to remain flexible and develop alternative strategies to achieve established goals;
• Ability to understand the underlying philosophy for a middle school that matches the intellectual social, emotional, and physical needs of young adolescents;
• Ability to work well in a community with high expectations for its students and schools;
• Ability to work with individuals from diverse backgrounds.

PART III - POSITION SUPERVISES

1. Supervises licensed staff including teachers, social workers, school psychologists, and other licensed and non-licensed staff as assigned.

SEE ATTACHED JOB DESCRIPTION FOR MORE DETAILS REGARDING THIS OPPORTUNITY

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