Assistant Principal - White Castle High School

Assistant Principal - White Castle High School JobID: 522

Position Type:

Administration/Assistant Principal

Date Posted:

6/1/2026

Location:

White Castle High School

Closing Date:

06/15/2026

Additional Information: Show/Hide

QUALIFICATIONS:

Ed Leader Certification

Physical and mental stamina and ability to perform job functions, tasks, and duties.

REPORTS TO: Principal/Director

SUPERVISES: As assigned by the Principal/Director

TERMS OF EMPLOYMENT: 12 Months

PAY FACTOR: 1.340 Elementary and 1.375 High School

JOB GOAL: To assist and support the school principal in providing vision, culture, and instructional leadership that

efficiently and effectively results in increased student achievement.

PERFORMANCE RESPONSIBILITIES/JOB DUTIES:

1. SCHOOL MISSION, VISION, & STRATEGIC GOAL SETTING

1.1. Goal-Setting and Monitoring

1.1.1. Establishes rigorous and obtainable data-driven goals and comprehensive action plans to ensure

achievement.

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 and

interventions.

1.1.5. Systematically enlists teachers to analyze student data and student work to monitor attainment of goals, to

guide and inform instruction.

1.2. Communication of Mission, Vision, and Goals

1.2.1. 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 other

stakeholders.

1.2.3. Invests teachers, students, and stakeholders in contributing to the school vision in order to reach established

goals.

1.3. Expectations

1.3.1. 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 and

demanding expectations.

1. INSTRUCTIONAL LEADERSHIP

2.1. Curriculum and Assessment

2.1.1. Develops all teachers' abilities to effectively utilize established schoolwide instructional plans where

high-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 and

systematically adjust teaching and learning as needed to meet student achievement goals and increase their

proficiency.

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 and

student progress.

2.2. Teacher Effectiveness

2.2.1. Develops and organizes a leadership team's (e.g. ILT) ability to utilize a schoolwide evaluation system and

coaching plans to increase teacher effectiveness.

2.2.2. Develops and supports a leadership team's ability to evaluate teaching and learning through current and

relevant student data.

2.2.3. Develops and supports a leadership team's ability to provide evidence from the observed lesson that

connects 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 through

observations to determine what development activities or instructional strategies will best meet the needs of

each teacher to improve overall teacher effectiveness.

2.2.5. Develops, organizes, and supports a system that ensures teachers receive a differentiated targeted coaching

plan based on classroom evaluations.

2.2.6. Strategically develops, organizes, and supports opportunities for teachers to implement learning in different

ways and ensures teacher ownership of new learning.

2.2.7. Organizes and supports opportunities where teachers work and plan together to impact student

achievement.

2.3. Meeting Student Needs

2.3.1. 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 review

student 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 instructional

materials, 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 the

needs of all learners.

2.3.5. Develops teachers' abilities to implement systems so all students access rigorous, on-grade-level instruction.

2.4. Instructional Focus

2.4.1. Creates and implements a schoolwide schedule and routines that maximize instructional time; monitors

effectiveness and makes adjustments when necessary with input from other instructional leaders or key

personnel.

2.4.2. Plans and prioritizes his/her schedule in order to engage in instructional leadership activities focused on

teaching and learning.

2.4.3. Ensures teachers have access to and effectively use high-quality instructional materials to instruct all

students; regularly monitors teachers' use of these materials and evaluates the impact on student

achievement.

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 on

campus 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 professional

learning with adult learning principles.

1. CAPACITY BUILDING

3.1. Reflective Practices

3.1.1. Openly/transparently reflects on his/her own leadership practice resulting in strategic action plans that lead to

a 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 own

leadership practice.

3.1.3. Implements and adjusts schoolwide action plans based on feedback and data collected in order to enhance

student achievement and educator effectiveness.

3.1.4. Collaborates with colleagues at the school and system levels to implement local and schoolwide initiatives

that consistently result in gains in student achievement and educator effectiveness.

3.2. Leadership Development

3.2.1. Develops school leaders to utilize teacher and student observational data to increase teacher effectiveness

and ensure student growth.

3.2.2. Fosters self-reflection in teacher leaders by creating systems for strong collaboration and coaching resulting

in 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 additional

responsibilities.

3.2.4. Provides opportunities for teachers and staff members to participate and apply new learning.

3.3. Collaborative Practices

3.3.1. Ensures collaborative opportunities/ structures for capacity-building of teachers to continuously examine

evidence 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 analysis

of significant student or teacher data to inform decisions, build teacher capacity, and increase student

achievement.

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 teacher

effectiveness.

3.4. Continuous Improvement

3.4.1. 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 the

highest 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 with

student data.

1. SCHOOL & COMMUNITY ENVIRONMENT

4.1. School Atmosphere

4.1.1. 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 leadership

team.

4.2. Community Engagement

4.2.1. 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. Discipline

4.3.1. Develops, implements, and monitors a campus-wide discipline system/plan to promote a positive learning

environment 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 Education

4.4.1. 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 social

supports that lead to academic success.

4.4.3. Supports and coaches teachers with identifying and utilizing resources for providing all students with

educational opportunities.

4.5. Responsiveness to Stakeholders

4.5.1. 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 parents

across communities.

1. PROFESSIONALISM & INTEGRITY

5.1. Professional Norms

5.1.1. Monitors and supports an established environment that is open, productive, caring, professional, and trusting

for teachers and staff.

5.1.2. Monitors and promotes accountability among teachers and staff for each student's success and the

effectiveness of the school as a whole.

5.2. Professional Behavior

5.2.1. Models professional behavior by acting respectfully and responsibly in personal conduct, and in relationships

with others, and monitors staff and students to do the same.

5.2.2. Demonstrates and promotes the values of integrity, trust, collaboration, perseverance, and continuous

improvement.

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. Policy

5.3.1. Understands, implements, and supports school personnel in following school and system expectations and

policies 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 regulations.

1. SCHOOL OPERATIONS/MANAGEMENT

6.1. Administrative Operations

6.1.1. Models and manages the governance processes and internal and external politics toward achieving the

school's mission and vision.

6.1.2. Recruits, hires, retains and builds the instructional capacity of a diverse group of highly qualified professional

staff.

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 student

needs and student achievement.

6.2. Fiscal and Physical Management

6.2.1. Seeks, acquires, and manages fiscal, physical, and other resources to support student learning and

community engagement.

6.2.2. Creates systems for all stakeholders to routinely analyze allocated resources and provides recommendations

for adjustments in order to maximize student achievement.

TERMS OF EMPLOYMENT: As set by the Iberville Parish School Board and applicable by law.

EVALUATION: Evaluation shall be conducted in accordance with the Iberville Parish School Board Personnel Evaluation Plan.

PROFESSIONAL ETHICS

Maintains good attendance.

Reports to work on time.

Displays professional ethics on and off duty.

Adheres to all Iberville Parish School Board's Policies

Reports 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 DUTIES/JOB DUTIES:

Supervise 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 of job 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 standards.

Supervise instruction of students, ensure timely submission and integrity of grades, and parent collaboration

when appropriate.

Supervision of students when students are on campus and/or at all times while representing the school - including

between classes, 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 of students.

Facilitate faculty, staff, and department meetings.

Facilitate training sessions, when needed.

Serve as ODR for IEP meetings, when assigned.

Attend parent-teacher conferences, upon request.

Facilitate back-to-school and open-house events.

Communicate attendance and IPSB policies to students, staff, and parents

Coordinates with appropriate District personnel and parents the placement of students into alternative educational programs

Collaborates with school personnel in gathering and utilizing data on a case-by-case basis, and assists in planning strategies

for modifying inappropriate student behavior

Communicate with parents regarding alternative placements and discipline decisions

Serves as mediator in conflicts between patrons and administrators, faculty and staff, when necessary

Acts as student advocate in matters involving students in the program

Gives notice to all sites, no later than one week prior to returning any student to the regular school setting

Oversees and participates in the design of a strong transition plan for students

Ensures a thorough transition process is used with every student returning to their home school so the returning student is

re-acclimated to the regular school setting

Provides individual and small group counseling to students in the program

Coordinates 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 program

Schedules conferences with parents as needed;

Performs any additional duties assigned by the superintendent and/or evaluator.