Assistant Principal | 2024-2025 Talent Pool

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Assistant Principal

Winston-Salem / Forsyth County Schools formed in 1963 with the merger of the Winston-Salem and Forsyth County school systems.

It is the fourth-largest system in North Carolina and the 81st largest in the nation. Winston-Salem / Forsyth County Schools serves about 54,000 students to provide a quality education for each child.

The school system has 43 elementary schools, 14 middle schools, and 15 high schools. Nine special schools bring the systemwide total to 81.

An Assistant Principal for Winston-Salem / Forsyth County Schools is an instructional and operational leader who is committed to driving student achievement for all students while closing the achievement gap.

A successful assistant principal must be able to support the principal’s leadership of students, teachers, other staff members, parents and the community.

Essential Duties :

Strategic and Instructional Leadership

• Supports the vision, mission, values, beliefs and goals of the school; implements processes to establish these attributes, and the ways they are embodied in the life of the school community.
• Articulates the school’s vision and implements strategies for improvements and changes that will result in improved achievement for all students.
• Under the principal’s direction, assists in the creation of the school improvement plan that provides the structure for the vision, values, goals and changes necessary for improved achievement for all students.
• Analyzes student achievement data and other data sources to identify and inform school improvement efforts;

Managerial and Human Resources Leadership

• Supports the principal’s strategy to ensure that the school is a professional learning community that is safe and nurtures students, staff and families.
• Establishes processes and systems to ensure a high-quality diverse, and high-performing staff.
• Evaluates teachers and staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement.
• Assists in budget processes and systems which are focused on, and result in, improved student achievement.

Cultural Leadership

• Communicates strong ideals and beliefs about equity, learning, and teaching, with teachers, staff, parents, and students and then operates from those beliefs.
• Uses shared vision, values and goals to define the identity and culture of the school.
• Under the direction of the principal, creates processes and schedules which protect teachers from disruption of instructional or preparation time.
• Acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.

External and Micropolitical Leadership

• Under direction of the principal, designs and utilizes various forms of formal and informal communication so that the focus of the school can be improved student achievement.
• Enforces expectations, structures, rules and procedures for students and staff.
• Manages protocols and processes in order to comply with federal, state, and district mandates.
• Demonstrates awareness and builds relationships with individuals and informal groups among school staff and local community.

Family and Community Engagement

• Under direction of the principal, designs structures and processes which result in parent and community engagement, support and ownership for the school.
• Actively advocates for and engages family and community.
• Under the direction of the principal, strengthens teacher and staff capacity to cultivate and sustain meaningful partnerships with families of diverse backgrounds and with community members that support student achievement and well-being.

Knowledge / Skills / Abilities :

• Knowledge of teaching and learning processes.
• Basic knowledge of pertinent federal, state, and local laws, policies, rules and regulations regarding school administration.
• Basic knowledge of organization and management theory and practice.
• Knowledge of educational theories, research, trends, developments and techniques that aid in the development and improvement of programs and practices.
• Knowledge of the unique needs and characteristics of a school system.
• Knowledge of curriculum, instruction, organizational patterns, school operations and pupil services.
• Knowledge of principles and practices of supervision, evaluation and training.
• Possesses knowledge of and demonstrates respect for all students, teachers, administrators, parents, and community leaders using tact, patience and courtesy.
• Knowledge of public speaking techniques.
• Ability to build rapport at all levels of the organization.
• Ability to manage conflicts and differences with management or others in a calm and respectful manner.
• Ability to keep others informed and up to date on decisions and / or actions that may affect them and the work that they do.
• Ability to appreciate inter-dependency among functions, teams, leaders, associates when making a plan.
• Ability to create and continuously adapt future strategy to adjust for change.
• Ability to work at setting the expectations in the school that creative ideas and innovative solutions are valued.
• Ability to communicate internally and externally the challenges and opportunities present when developing new skill sets.
• Ability to do things before being asked to or being forced to by events and proactively address next steps and prepare strategies to overcome obstacles.
• Ability to support the development of tools and processes to identify the skills required to meet school needs and continuously conduct environmental scans identifying new required skills.
• Ability to use tools and processes to establish clarity on each role in the school as they relate to the school’s mission / vision / Improvement plan.
• Ability to identify current high potential achievers and high potential talent based on actual performance.
• Ability to acknowledge and respect diverse perspectives.
• Ability to inspire trust. Possesses high levels of self-confidence and optimism.
• Models high standards of integrity and ethical behavior.
• Ability to link future possibilities to current needs.
• Ability to acknowledge and respect diverse perspectives.
• Ability to model and support self-discipline and responsibility.
• Possesses leadership skills required to respond to the challenges presented by an ethnically and culturally diverse school community.
• Ability to demonstrate a willingness to take the risks necessary to build and implement the system’s vision and achieve the system’s goals.
• Ability to demonstrate effective communications skills, including speaking, listening and writing.
• Ability to enhance student performance, especially in identifying and closing or narrowing the gaps in student achievement.
• Ability to use collaborative skills to lead diverse groups within the school community to realize the vision and accomplish goals.
• Ability to build consensus and commitment among individuals and groups with emphasis on parental involvement.
• Possesses a high level of cognitive skills, analysis and decisiveness, organization and high internal work standards.
• Ability to commit to a student first philosophy in all decisions.
• Ability to recognize, honor and celebrate successes.
• Ability to meet schedules and timelines.
• Ability to work confidentially with discretion.

Qualifications :

Hold or be eligible to hold a valid NC Principal’s License. Successful teaching and school administration / leadership experience.

Minimum :

Bachelor’s Degree (Based on the completion of an approved NC Alternative Licensing Program that leads to a license for K-12 School Administrator-Principal licensure in NC).

Master's Degree in Educational Leadership, or other relevant field of study that leads to a license for K-12 School Administrator-Principal licensure in NC

Four years of experience in teaching.

Preferred :

Advanced Degree in Educational Leadership that leads to a license for K-12 School Administrator-Principal licensure in NC.

Five years of experience in teaching

Administrator Salary Schedule 10-12 Months