Assistant Principal, East Valley High School, 1.0 FTE Continuing

Job Title: Assistant Principal, East Valley High School, 1.0 FTE

Reports to: Building Principal

Work Schedule: 260 days per year, starting July 1, 2026

Salary: East Valley Administrator Association Salary Schedule, $154,285.00 - $170,761.00 depending on placement

Benefits: Click Here to view Employee Benefit Information

Job Summary:

We are seeking a transformational and student-centered leader to join the East Valley High School leadership team as an Assistant Principal. The Assistant Principal will work collaboratively with students, staff, families, and community partners to create a culture where every student is known, valued, challenged, and supported. This leader will be a visible presence throughout the school, fostering positive relationships, high expectations, and a strong sense of belonging for all students.

The successful candidate will be an experienced school administrator with a proven record of leading student-centered systems that improve academic achievement, student behavior, attendance, engagement, and post-secondary readiness. The ideal candidate will demonstrate successful leadership in student discipline, MTSS/PBIS implementation, 9th Grade Success initiatives, AVID schoolwide systems, Special Education services, instructional leadership, and the development of authentic student voice opportunities. This leader will possess exceptional interpersonal skills and the ability to build trust, inspire collaboration, and develop the collective capacity of students and staff.

The successful candidate will understand how to leverage data, relationships, and evidence-based practices to create equitable outcomes for all learners. They will serve as a catalyst for continuous improvement by empowering staff, partnering with families, amplifying student voice, and leading systems that ensure every student graduates future ready. Through transformational leadership, the Assistant Principal will cultivate a culture of belonging, accountability, and excellence while advancing the school's vision for student success.

Essential Job Functions:

This list of essential job functions is not exhaustive and may be supplemented as necessary. Depending upon individual assignment, the employee may perform all or a combination of several of the following duties:

• Collaborate with Special Education staff, administrators, and service providers to ensure compliance, equitable access, inclusive practices, and successful academic and behavioral outcomes for students receiving special education services.
• Provide transformational instructional leadership that inspires a culture of continuous improvement, innovation, collaboration, and high expectations for all students and staff.
• Serve as a relationship-centered leader who builds trust and fosters meaningful connections with students, families, staff, and community partners.
• Lead school-wide systems for student discipline and behavior support through restorative, equitable, and relationship-based practices that promote student growth, accountability, and belonging.
• Develop, implement, and continuously improve Multi-Tiered Systems of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS) to ensure students receive timely academic, behavioral, and social-emotional interventions.
• Lead and coordinate schoolwide 9th Grade Success initiatives, including transition programs, progress monitoring, interventions, and collaborative support systems designed to improve attendance, engagement, credit attainment, and on-time graduation.
• Provide leadership for Special Education programs and services by supporting inclusive practices, ensuring compliance, collaborating with case managers and teachers, and promoting equitable access to rigorous learning opportunities.
• Lead and support implementation of AVID school-wide systems that strengthen college, career, and future readiness for all students.
• Lead systems that elevate student voice and student leadership by engaging students in decision-making, school improvement efforts, climate initiatives, and feedback processes that improve the student experience.
• Establish and maintain a safe, welcoming, and inclusive school climate that promotes student well-being, social-emotional learning, and culturally responsive practices.
• Provide leadership, supervision, evaluation, coaching, and support for instructional staff with a focus on improving teaching, learning, and student achievement.
• Use student achievement, behavioral, attendance, and engagement data to inform decisions, evaluate program effectiveness, and monitor progress toward school improvement goals.
• Demonstrate knowledge of Washington’s BECCA Bill law on compulsory attendance and oversee systems that support attendance improvement and student engagement.
• Lead the planning and implementation of the community truancy board, compulsory attendance laws, and interventions designed to improve student attendance and connectedness.
• Collaboratively develop and implement a comprehensive school improvement plan that advances equitable outcomes and aligns with district strategic priorities.
• Support Professional Learning Communities (PLCs) by facilitating collaborative inquiry, data analysis, intervention planning, and instructional improvement.
• Maintain high visibility throughout the school day and at school events while cultivating a culture of respect, connection, and student engagement.
• Supervise and evaluate assigned personnel while developing leadership capacity and professional growth opportunities aligned to school and district goals.
• Assist in the implementation of district and school curricular programs that support rigorous instruction and equitable learning experiences for a diverse student population.
• Assist with the planning and development of the school's budget and allocation of resources to support student achievement, intervention systems, and strategic priorities.
• Work collaboratively with district and building administrators to support district initiatives and ensure alignment of programs and services.
• Professionally interact with colleagues, students, families, and community members while modeling integrity, professionalism, and a commitment to service.
• Fulfill other responsibilities as assigned by the supervisor.

Required Skills:

• Demonstrate knowledge of 9th Grade Success and use timely data to provide support and intervention for students’ successes.
• Knowledge of the PLC process and how to help facilitate department progression on answering the 4 questions.
• Demonstrated commitment and ability to continue one’s own lifelong learning, to develop talent and leadership skills in others, to provide critical feedback, and to receive critical feedback in order to maintain high standards for one’s self and the organization.
• Demonstrate a Growth Mindset in tandem with a belief that all students have the ability to learn.
• Demonstrated knowledge and understanding of school philosophy, curriculum and instruction, including an understanding of the instruction process and a variety of instructional techniques as well as a commitment to the improvement of instructional programs.
• Demonstrated understanding of effective instruction, assessment, and socially just practices.
• Demonstrated leadership experience in supervision, evaluation and the ability to work effectively with teachers to improve instruction using data to drive decision-making.
• Demonstrated commitment to leading and facilitating professional learning communities.
• Knowledge and understanding of state academic learning standards and graduation requirements.
• Demonstrated understanding of the change process and its relationship to current trends in school education.
• Demonstrated effectiveness in planning, scheduling, and allocating resources, reaching logical conclusions, and making high-quality decisions using appropriate decision-making processes; accepting responsibility for actions and consequences.
• Demonstrated effectiveness in using technology to enhance instruction and to manage building functions.
• Demonstrated effectiveness representing the school and district in the community as an advocate and spokesperson for all stakeholders.
• Demonstrated commitment to providing equal opportunities to all staff and students.
• Demonstrated ability in utilizing culturally responsive strategies to work effectively with administrators and teachers to improve classroom instruction.
• Demonstrated ability to foster an environment that focuses on quality results while motivating, developing, and supporting a diverse staff. Ability to encourage continuous improvement while working effectively as a member of a diverse team.
• Demonstrated ability to use student achievement data to guide instructional decisions.
• Knowledge and experience with implementation of school-wide AVID.
• Demonstrated ability to connect progress monitoring techniques (walkthroughs, assessment results, classroom observations, rounds) to the design, implementation and evaluation of the School Improvement Process.
• Demonstrated success in exercising good judgment, insight, self-awareness, integrity, and cultural responsiveness when interacting with all stakeholders.
• Demonstrated strong commitment to the principles of trust, teamwork, accessibility, problem solving, and collaboration.
• Demonstrated ability to establish effective working relationships and interact successfully with diverse instructional, support services, and administrative staff, including perceiving the needs and concerns of others; assisting others in resolving conflicts; motivating others.
• Ability to reach logical conclusions and make high quality decisions, skilled in identifying educational needs and setting priorities.
• Ability to develop budgets and manage fiscal resources.
• Demonstrated ability to assume responsibility and work for change in a positive manner.
• Working knowledge of the district-adopted software, including Apple MacBooks/Software, Google/G-Suite programs, Skyward, and Microsoft Office.
• Ability to handle confidential matters and information in a professional manner.
• Ability to establish cooperative working relationships with all staff within the East Valley School District to enhance the completion of assigned tasks.
• Flexible in learning new concepts, cooperates with others, and adapts to a variety of assignments and conditions.
• Demonstrated ability to communicate clearly and effectively in both oral and written communication.
• Sets and attains a high level of expectations with a commitment to using available resources to ensure that goals are met.
• Demonstrated ability to work effectively with a diverse group of students, colleagues, parents, and administrators.
• Demonstrates personal characteristics of flexibility, high-stress tolerance, reliability, punctuality, dependability, and confidentiality.
• Ability to maintain high standards of professionalism and diplomacy in dealing with students, families, and staff.
• Ability to lift objects weighing up to 50 pounds or 33% of body weight, whichever is less.
• Ability to work independently within the parameters of the job to organize, set priorities, meet deadlines, make sound decisions, attention to detail, and follow through on a variety of assigned tasks, without the need for constant supervision.

Minimum Qualifications:

• Valid Washington State Principal certificate, no later than the first contracted day, with appropriate endorsements as required by law and regulations.
• Five years of successful credentialed experience including a minimum of three years in a teaching or ESA position.
• Minimum of 2 years of successful school administrative experience, preferably at the secondary level.
• Demonstrated experience using student achievement, behavior, and attendance data to improve student outcomes.
• Successful Washington State Patrol and Federal Bureau of Investigation Fingerprint Clearance.
• Valid Washington State driver’s license or evidence of mobility.
• Proof of Immunization (if born 1/1/1957 or later).
• I-9 Employment Eligibility in compliance with the Immigration Reform and Control Act.
• Completion of all district-required training within thirty (30) calendar days from hire date.

Desired Qualifications:

• Experience working in a district that serves students and families experiencing poverty.
• Five or more years of successful school administrative experience at the secondary level.
• Demonstrated success leading a comprehensive high school or large secondary program.
• Proven leadership in student discipline systems utilizing restorative practices, relationship-centered approaches, and equitable outcomes.
• Demonstrated success implementing and sustaining MTSS and PBIS frameworks that improve student achievement, behavior, attendance, and engagement.
• Demonstrated interpersonal skills with all stakeholders.

Work Environment:

The work environment characteristics described are representative of those an employee encounters while performing the essential functions of this job. The employee will be required to deal with distraught and/or angry persons and may be exposed to infectious diseases carried by children. The noise level in the work environment is acceptable to this particular environment and can vary depending upon daily activity but will remain within acceptable ranges.

Evaluation:

The Assistant Principal shall be evaluated per the terms of the East Valley Administrator Association Collective Bargaining Agreement. The process shall include an evaluation of the employee’s performance of the above essential job functions.

Classification History:

Job description developed: June 2015 mmr

Job description revised: May 2026 RA

East Valley School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Title IX Compliance Coordinator: Brian Talbott, 3830 N Sullivan Rd Bldg. 1, Spokane Valley, WA 99216, Phone: ... .... ADA/Civil Rights Compliance Coordinator: Jane Stencel, 3830 N Sullivan Rd Bldg. 1, Spokane Valley, WA 99216, Phone: ... .... Section 504 Coordinator: Heather Awbery, 3830 N Sullivan Rd Bldg. 1, Spokane Valley, WA 99216, Phone: ..., ....