RECRUITMENT BULLETIN #13-17 PRINCIPAL
July 29, 2013 School #89
NOTICE OF POSITION
The Superintendent of Schools, Dr. Pamela C. Brown., seeks a highly motivated transformational
leader for the position of principal. The principal provides school building leadership for all school
programs and collaborates with district leaders to achieve district goals and initiatives.
P.S. #89 Lydia T. Wright School of Excellence
Candidates must complete an online application form located at www.buffaloschools.org
If you are currently employed as a Buffalo Public School Principal, you need not submit a
full application. Current Buffalo Public School Principals must complete the School Administrator
Intention Form, and submit it to the attention of Executive Director of Human Resources by mail
to 727 City Hall, Buffalo, New York 14202 or by fax to 716-851-3882.
Any questions should be directed to Darren Brown, Executive Director of Human Resources,
(716) 816-3591: firstname.lastname@example.org
Candidates must hold a Master’s degree, and a New York State School District Administrator (SDA),
New York State School Supervisor (SAS), School District Leader (SDL), or School Building Leader
( SBL ) certificate by the time of appointment
Candidates must have a minimum of eight years combined certificated teaching and supervisory
experience, with a minimum of two years at the supervisory level. Candidates with prior Principal
or administrative experience in an urban school district or in a district with a large diverse population
Buffalo Public Schools (BPS) has begun a period of change that seeks to transform the district
and its schools. With the appointment of Superintendent Pamela Brown and a significant level of local,
state, and federal attention and investment, Buffalo has an incredible opportunity to ensure that all
of its students graduate prepared to succeed in college or a well-paying career.
Currently, BPS has 58 schools serving approximately 34,000 students, of whom 79% qualify for free
or reduced price lunch and 77% are students of color. Of the 58 schools in the district, 28 have been
given “priority” status by the state and 16 more have been given “focus” status. Within the district,
a sizable number of students do not meet state standards, and only about half of those who attend
high school graduate with a diploma. Superintendent Brown is building a talented and committed leadership
team to partner with her in moving BPS towards the ambitious goal of preparing all students for success.
Buffalo Public Schools seeks a highly effective administrator with a track record of success. We seek
an instructional leader who also possesses an exemplary managerial and operational skill-set and who
will do whatever it takes to transform the school to a high performing educational facility.
The new leader will change the public’s ideas about how people learn in the 21st
century and will
redefine expectations about what young people in America’s urban centers are capable of achieving.
The new principal will have a significant level of autonomy and flexibility to drive instructional,
budgetary and strategic practices.
The new principal will receive high levels of support in demand for high levels of accountability.
This will be provided through the district’s new reorganization of the central office and specifically
the office of School Leadership. The district will empower school leaders. In exchange, the district
holds instructional staff accountable for student learning, their own professional development, and
their contributions to the school learning community.
Candidates are responsible for, but not limited to the following:
Teaching and Learning
- create and communicate a School Comprehensive Education Plan (SCEP) aligned with the District’s vision and goals;
- conduct classroom observations and evaluations of teachers that lead to positive changes in teacher practices and increased student outcomes;
- assess the strengths and areas in need of improvement of faculty and staff based on a sound knowledge base;
- communicate school-wide changes and anticipated actions with the support of data;
- work to develop and maintain clear lines of communication and collaboration between staff, administrators, students and parents for the purpose of increasing student outcomes;
- establish priority areas for instructional focus and make necessary changes in those areas to strengthen teaching and improve student learning;
- ensure that all school leaders and instructional staff monitor progress regularly, and systematically make adjustments to strengthen teaching and student learning;
Collection, Analysis, and Utilization of Data
- collaboratively conduct a comprehensive curriculum review to ensure that the curriculum aligns with state and local standards and meets the needs of all students in the school, including students with disabilities and English Language Learners;
- rigorously monitor the alignment of the written, taught, and assessed curriculum using scope and sequence documents and pacing calendars;
Infrastructure for Student Success
- ensure improved student achievement by analyzing data, using data to inform decisions and drive for results
- set high performance goals for all students in the school
- monitor standards for achievement, aligning school resources, and prioritizing activities to achieve maximum results.
- champion system mission, core values, and strategic objectives
- ensure a collaborative culture by expecting teams to set standards for their work, and take action to meet the standards
- develop effective processes to plan for continuous improvement, solve problems, and to achieve desired results
- foster a positive school climate where student discipline concerns are addressed in a manner that promotes student responsibility and mutual respect; and
- arrange for targeted professional development based on analyses of achievement and instruction, differentiated according to teacher needs and the subject areas targeted for instructional improvement.
- develop others by providing coaching and support, expressing positive expectations, and selecting data-driven professional development opportunities
Appointment will be made by the Board of Education upon the recommendation of the Superintendent
following assessment of training, experience, credentials, and evaluation of service. Personal interviews
will be scheduled where appropriate.
Principal’s salary schedule.
: Pending Funding
FOR FILING: AUGUST 9, 2013
DR. PAMELA C. BROWN,
SUPERINTENDENT OF SCHOOLS