Position Number: 002016 Department: College of Education (Col) Employment Type: Permanent - Full-time Months Per Year: 12 Essential Duties and Responsibilities: To serve as the Principal of a university laboratory school with an enrollment of 150-250 elementary school students (grades K-5) and approximately 40 instructional and support staff. Niner University Elementary is a laboratory school as defined above and the incumbent will be responsible for student performance, organizational and instructional leadership, compliance, and the operational administration of the school. + Articulate and carry out the mission and vision of Niner University, + Demonstrate a commitment to the education, health, and well-being of all children, + Strategically align data, human, and fiscal resources to the school’s mission, vision, and instructional goals to ensure the academic success of students, + Establish a process for the inclusion of stakeholders in the utilization of data as the driving force for instructional decision-making to ensure the academic success of students, + Set high expectations and ensure all students have access to high-quality research/evidence-based curriculum aligned to North Carolina State Standards, + Establish collaborative structures for data collection and analysis that are the foundation for instructional decision-making, + Ensure instructional schedules maximize opportunities for student learning, intervention, and enrichment opportunities, + Create and adhere to processes for providing formal and informal feedback to instructional and non-instructional staff to maximize the effectiveness of instruction, + Utilize feedback from students during formal and informal conversations about their learning to determine necessary changes to the instructional focus of the school, + Promote a positive collaborative culture with and among the school staff, + Utilize a continuous improvement model to ensure the successful implementation and outcome of the mission, vision, and goals of the school, + Subscribe to and promote cultural responsiveness and a sense of well-being with and among staff, students, parents, and the community, + Help staff to build self-efficacy and establish and promote a system for voicing concerns, challenges, and celebrations, + Establish processes for collaborative planning and the development of professional learning communities, + Create processes for the development and assumption of leadership roles of teachers and other school staff, + Utilize a fair process for the evaluation and growth of teachers and other school-based staff, + Recruit, select, and retain faculty and staff to meet the vision, mission, and instructional goals of Niner University Elementary + Comply with all federal, state, local, and University policies + Support the evolving needs of the school + Coordinate support services for various student populations (e.g. ML, 504, Exceptional Children) + • Differentiate the development of teachers and other school-based staff based on data gathered through formal and informal means (evaluations, student data, etc), + Establish and maintain processes to identify, solve, and resolve conflicts that arise among school-based stakeholders (staff, parents, students) as well as external stakeholders (community) in a fair and democratic way, + Collaboratively establish processes to ensure that deadlines are met and adhered to (state, federal, University, local), + Collaborate with faculty from UNC Charlotte + Collaborate with researchers + Establish and nurture community relationships and partnerships that promote the success of the school and serve as the school spokesperson + Report to the Dean of the Cato College of Education + Other duties as assigned Minimum Experience / Education: + Master’s degree in School Administration or related field, + Must hold or be eligible NC Principal’s License, + Minimum 3 years of school leadership experience Preferred Education Skills and Experience: + Qualified applicants should have earned a Master’s degree in school administration or related field, + Have 3 or more years of school leadership experience; + 4+ years of teaching experience; + An understanding of early literacy pedagogy; + Excellent oral and written communication skills; + Evidence of successful experiences with student populations who have been historically low-performing and their communities.