Metro

Hopkins West Middle School Principal

“In Hopkins, we are courageous and prudent enough to realize the need for change…we are prepared to innovate at all levels because every Hopkins student deserves a brilliant future!”

Dr. Rhoda Mhiripiri-Reed, Superintendent

The Hopkins School District is vigilantly pursuing Equity and Excellence. Leveraging the core components of our District Vision 2031, we are developing future-focused programs and personalized learning opportunities that effectively engage all children.

 

 

Hopkins School District Vision 2031 and Strategic Plan

Follow these links to review Vision 2031 and our Strategic Plan

…because every student deserves a brilliant future!

 

Core Values form the foundation upon which we perform our work and conduct ourselves. They guide us as we work collectively to achieve our bold vision.

 

Authentically Inclusive              Vigilant Equity                     Optimistic Innovation
Humility of Heart                     Intentionally Adventurous                    Love

 

 

District Profile

Hopkins School District 270 is an award-winning school district with a PreK-12 population of just under 7,000 students serving the city of Hopkins, most of Minnetonka, half of Golden Valley, and portions of Edina, Eden Prairie, St. Louis Park, and Plymouth. We also serve students who open-enroll from Minneapolis and beyond. Our students are 50% non-white, and represent 69 languages from around the world. The District’s buildings include an early learning center, six PK-5 elementary schools, a K-12 Chinese Immersion program, a PK-12 Spanish Immersion program, Outdoor Immersion, two International Baccalaureate middle schools, one high school, a K-12 VirtualEDU online academy, Transition Plus, and ancillary programs. Additionally, District 270 is a partner and tenant in a multi-disciplinary community arts facility–the Hopkins Center for the Arts in downtown Hopkins.

 

Graduate Profile

Hopkins School District will graduate students who are critical thinkers, empathetic toward self and others, confident in their voice, well-traveled and globally-minded, and are able to think holistically as they head into the world to collaboratively solve important problems.

 

 

West Middle School Principal Position: Essential Functions & Responsibilities

 

A.  Create and Sustain Equity and Excellence within our Community of Learners

Support and advance all components of Vision 2031 and our strategic plan
Transform education at West with innovative, team-based staffing within the International Baccalaureate (IB) framework
Continue advancing and improving the Community School model through maintaining and building strategic partnerships
Increase total school enrollment by partnering with Communications & Marketing as well as engaging in external and internal stakeholder relationship building and school promotion
Anticipate the needs of students, staff, and parents and guide the educational experience to ensure an engaging, relevant, and dynamic learning environment so that all learners can meet or exceed personalized learning goals
Develop and nurture effective parent and community engagement
Engage our community of learners in continuous improvement processes
Implement policies & procedures that align with District, State, and Federal requirements
Establish procedures for monitoring and regulating processes, tasks or activities of staff, and job activities to accomplish strategic objectives
Work systemically to handle ongoing demands and delegate to others as is appropriate
Provide leadership in all aspects of resource management: Personnel, Financial, Time
B.  Lead Change Management

Demonstrate Entrepreneurial Systems-Thinking
Encourage and facilitate improvement through change as an integral part of the Site Strategic Planning process
Provide leadership and facilitation to negotiate change
Identify ways to elicit support for change and establish stability during change processes to expand organizational capacity
Demonstrate a willingness to be open and to trust people
Maintain integrity, confidentiality, and sensitivity to others’ needs for information
Demonstrate genuine interest in people by being available, accommodating, and maintaining connections with and a frequent presence in all sectors of the school’s communities
Seek information from the school’s communities about the performance of the school and demonstrate responsiveness to the concerns and needs expressed
Build networks and meaningful contacts with a wide range of people within our broader learning community
C.  Lead Strategic Site Plan and Professional Development Initiatives

Align administrative, staff and site goals with District Strategic Plan and the IB framework
Use appropriate interpersonal strategies in guiding staff, peers, and others toward task accomplishment
Engage and participate in professional development, lifelong learning, and annual goal setting processes
Establish a course of action for self or others to accomplish specific goals and achieve results
D. Engage and Develop the School Community

Engage others in fulfilling the District’s mission and exhibit a high degree of teamwork and cohesion in so doing
Demonstrate creative, innovative and realistic approaches to problem-solving
Demonstrate sensitivity toward others and the ability to be responsive to & aware of external conditions as well as the feelings, emotions, and needs of others
Communicate educational objectives in a diplomatic manner
Clearly articulate what the school stands for and what it does not
Describe the benefits and the reasons for specific actions
Intervene if and when appropriate
Present the school positively and show pride in the school
E.   Provide Effective Instructional Leadership within the International Baccalaureate framework

 

1. Information Collection & Data Management, Measurement & Evaluation

Oversee a data review process that engages staff members
Support and lead data-driven decision making processes
Facilitate gathering data to make informed decisions
Seek corroborative and background information to establish contextual framework from which information & decisions can be disseminated in an appropriate form to all who need it
Use and be familiar with present and energizing technology tools for assessment and instruction
2. Culturally Responsive and Relevant Learning

Demonstrate awareness of current educational and social issue within current political environment as well as demonstrate understanding and knowledge of equity principles, issues relating to the needs of a pluralistic society
Serve as the Instructional Leader responsible for overseeing and facilitating the educational program
Maintain current knowledge about the attributes of quality instruction as identified through relevant research and best practice developments
Supervise & evaluate the effectiveness of the instructional practices of teachers, validate effective teaching practices and help teachers expand their repertoire of effective teaching strategies
Establish high expectations for curriculum, instruction & assessment practices through the effective supervision and evaluation of instruction
3. Student Guidance, Development, Discipline & Success for all Learners

Ensure a safe, orderly, and disciplined school environment free from institutionalized racism and discrimination that impedes academic excellence and success for all learners
Provide leadership to foster the understanding and cooperation of teachers, students, staff members & parents in abiding by the established social contract
Establish a climate where the social contract is administered uniformly, fairly and in alignment with applicable special education laws
Demonstrate interest in and encourage students’ progress and achievements and publicly acknowledge achievements of individuals and groups
Evaluate student achievement information to analyze barriers to student learning leading to action and resolution
4. Professional Learning Community, Staff Supervision & Professional Development

Provide leadership to increase the capacity of teachers and school staff to develop culturally relevant competencies in Curriculum, Instruction and Assessment
Identify staff development needs, setting goals and objectives, developing strategies for change, implementing desired changes, and evaluating program effectiveness
Demonstrate knowledge of curriculum requirements and learning objectives
Evaluate the planning and implementation of curriculum programs
Facilitate and support in-service education and systemic professional growth opportunities for all
Motivate and lead staff in an ongoing and continual process of staff development and curriculum improvement
Ensure all non-tenured teachers are engaged in regular observation and development activities aligned with professional teaching rubric
Provide leadership and supervision in the implementation of the Hopkins Teacher Development and Evaluation Model
Develop a positive school climate by demonstrating skill and pleasure in dealing with young people
Seek feedback, invite dialogue, consult with others as needed to engage in continuous leadership development and improvement
F.  Resource Allocation

Maintain current knowledge of appropriate financial systems and manage them accordingly
Prioritize financial allocations according to needs and collaborate with site teams to develop budgets that reflect agreed goals and meets strategic learning objectives
Participate in the budgeting process as needed to assist the District in preparing its annual budget for Board approval
Work within the constraints of budgets and other resources to implement the District’s Mission as well as to ensure quality learning experiences, equity and excellence and success for all students
Implement and monitor budget allocations, assess results and recommend changes
Work with Buildings & Grounds Supervisor to manage the buildings, grounds, other facilities assets of the school, including the co-supervision of building custodians

MINIMUM QUALIFICATIONS:

Minnesota Secondary School Principal’s License
Advanced degrees preferred
Previous experience in administration, internship or other leadership roles is preferred
Previous experience with International Baccalaureate programming, leadership and development is preferred
A minimum of three years of administrative experience is preferred