Job Information
Glenwood Community School District Superintendent of Schools in Glenwood, Iowa
Superintendent of Schools JobID: 1606
Position Type:
Administration/ Superintendent of Schools
Date Posted:
9/30/2024
Location:
Glenwood Community School District Central Office
Date Available:
2025-2026 SY
Closing Date:
Until Filled
The Glenwood Community School District is currently accepting applications for a Superintendent of Schools for the 2025-2025 School Year. Please see the job description below
Job Description
Title: Superintendent of Schools
Job Goal: To provide district-wide leadership in improving teaching and learning that increases achievement and promotes success of all students.
Qualifications: 1. Three years experience in teaching and three years experience in school administration totaling at least six years.
An earned Master’s Degree with a major in educational administration; preferably, completion of one year of graduate work beyond the Master’s Degree.
A valid license issued by the State Board of Education with a Superintendent/AEA Administrator endorsement.
Such alternatives to the above qualifications as the board may find appropriate and acceptable.
Reports to: Board of Education
Supervises: Directly or indirectly, every district employee.
Classification: Exempt
Professional Responsibilities and Examples of Duties:
- Educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic success and well-being of each student.
Works in conjunction with the school board and other stakeholders to advance or, if necessary, develop the mission for the district that promotes the academic success and well-being of each student.
Routinely engages the school board, administrators, staff, students, families, and community members in enacting a shared educational vision focused on student preparation for college and career readiness, civic engagement, community contributions, and responsible citizenship.
In collaboration with members of the district and the community, using relevant data takes action leading to the successful learning and development of each child by improving instructional and organizational practices that align with the vision.
Continuously reviews and adjusts current processes to ensure that the district’s vision, mission and goals establish priorities, drive decisions and allocation of resources, and reflect student
achievement expectations.
Models and pursues the district’s mission, vision, and core values in all aspects of leadership.
- Educational leaders act ethically and according to professional norms to promote each student's academic success and well-being.
Models and holds others to expectations of professional norms, including integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement.
Collaborates with other staff to promote each student’s academic success and well-being.
Safeguards and promotes the values of democracy, individual freedom and responsibility, equity, social justice, community, and diversity.
Leads with professional interpersonal and communication skills, social-emotional insight, and understanding each student’s and staff member’s background and culture.
Communicates guidelines and expectations for ethical and professional school board behavior.
- Educational leaders strive for equity of educational opportunity and culturally responsive practices to promote each student's academic success and well-being.
Guides the school board in making decisions that align with the district’s core values as they pertain to equity of opportunity and culturally responsive practices.
Engages in regular policy review with the school board in the development or revision of district policies that promote equitable and culturally responsive practices.
Aligns and allocates resources to foster equitable student learning environments (this includes but is not limited to access to high-quality instructional materials, effective educators, rigorous courses, and extracurricular experiences).
Challenges low expectations and confronts behavior that perpetuates inequities.
Ensures the use of a collaborative goal setting process; including analyzing data, setting goals, developing action steps and monitoring progress for the purpose of addressing equity based issues (e.g. opportunity and achievement gaps, culture, climate, and disproportionality.)
Partners with the staff and school board to prioritize learning experiences that prepare students to live productively in and contribute to the diverse cultural contexts of a global society.
- Educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student's academic success and well-being.
Orients each school board member on basic knowledge about curriculum, instruction and assessment and how the current policies support this work.
Regularly engages the school board in discussions about curriculum, instruction, and assessment to ensure that policy is aligned with current practices.
Routinely dialogues with the School Improvement Advisory Committee, families and other stakeholders to inform decisions regarding curriculum, instruction, and assessment.
Reviews system resources in collaboration with school and district leaders to ensure equitable allocation based upon student needs.
Builds the capacity of the leadership team to support staff in developing and adopting rigorous, culturally responsive learning expectations and curriculum, instruction, and assessments.
Coordinates and supports an integrated, tiered system of supports that meets the diverse needs of student learners.
Creates systems for consistent monitoring and frequent collection of data to ensure accountability and data-informed decisions for the district.
Promotes and expects the effective use of technology and other resources in the service of teaching and learning to ensure each and every child has opportunities and access to academic growth.
- Educational leaders cultivate an inclusive, caring, and supportive school community that promotes the academic success and well-being of each student.
Ensures accountability systems are implemented to build and maintain a safe, caring, and healthy school environment that meets the academic, social, emotional, and physical needs of each student.
Empowers and expects staff to make adjustments to academic and emotional supports based upon evaluation of multiple sources of data.
Utilizes available resources, including community resources, to provide coherent systems of academic and social supports, services, extracurricular activities, and accommodations to meet the range of learning needs of each student.
Promotes the development of adult-adult, adult-student, student-peer, and school-community relationships that value and support academic learning and positive social and emotional development.
Infuses the district’s learning environment with the cultures and languages of the community.
- Educational leaders develop the professional capacity and practice of school personnel to promote each student's academic success and well-being.
Develops and operationalizes hiring practices and human capital structures that enable the district to recruit, hire, support, develop, and retain effective and caring school personnel.
Creates conditions, provides resources, ensures access to job-embedded professional learning, and gives opportunities to connect with outside organizations and/or individuals.
Fosters continuous improvement of individual and collective instructional capacity to achieve academic and social-emotional outcomes envisioned for each student.
Leads the implementation of an evaluation and feedback system that supports reflective practice and continuous growth of each educational leader's knowledge, skills, and practice.
Leads the professional growth of school board members.
Develops the capacity, opportunities, and support for teacher leadership and leadership of school personnel.
Promotes the personal and professional health, well-being, and leadership-life fit of school personnel.
Models a passion for learning by engaging in professional development, personal reflection, study, and improvement.
- Educational leaders foster a professional community of teachers and other professional staff to promote each student's academic success and well-being.
Develops and supports open, productive, caring, and trusting professional relationships among leaders and staff to promote professional capacity and the improvement of practice.
Empowers, entrusts, and expects all staff to act with collective responsibility for meeting the academic, social, emotional, and physical needs of each student, pursuant to the mission, vision, and core values of the school.
Sets high expectations for ethical and equitable professional practice; trust and open communication; collaboration, collective efficacy, and continuous individual and organizational learning and improvement.
Analyzes data on staff perceptions of school practices and procedures to identify areas of concern, sustainability, and growth.
Delegates leadership responsibilities for the purpose of advancing student learning and social-emotional well-being.
- Educational leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each student's academic success and well-being.
Engages in relevant, frequent and open bi-directional communication with families and the community.
Creates partnerships between the district, community and families to support academic and social emotional learning.
Understands, values, and leverages the community’s cultural, social, intellectual, and political resources to support student learning and school improvement.
Provides the district as a resource for families and the community.
Advocates publicly for the needs and priorities of students, families, and the community.
Builds and sustains productive partnerships with public and private sectors to promote school improvement and student learning.
- Educational leaders manage school operations and resources to promote each student's academic success and well-being.
Monitors, assesses, and adjusts operations and administrative systems that promote the mission and vision of the district.
Explores innovative ways to improve strategic allocation of resources to impact programs and services to meet students’ needs and ensure their safety.
Seeks and acquires additional resources to support students’ needs, program goals and services.
Builds capacity of school board to ground resource allocations and decisions in the best interests of each student’s academic success, safety, and well-being.
Employs technology to improve the quality, effectiveness, and efficiency of operations and management.
Develops and maintains data and communication systems to deliver pertinent information throughout the district.
Facilitates the understanding of local, state, and federal laws and rights, policies, and regulations among the district community.
Supports processes among building and district leadership for enrollment management and curricular and instructional articulation.
Develops and administers systems for fair and equitable management of conflict among students, faculty and staff, leaders, families, and community.
Creates governance processes and influences internal and external politics with the goal of achieving the district’s mission and vision.
- Educational leaders act as agents of continuous improvement to promote each student's
academic success and well-being.
In conjunction with the school board establishes priorities and takes action to make the school organization more effective for each student, staff members, families, and the community.
Engages stakeholders in an ongoing process of evidence-based inquiry, learning, strategic goal setting, planning, implementation, and evaluation.
Develops systems of data collection, management, analysis to support planning, implementation, monitoring, feedback, and evaluation.
Develops the capacity of the system to assess the applicability of emerging educational trends, changing district needs, and the findings of research for continuous improvement.
Promotes coherence among systemic improvement efforts and all aspects of school organization, programs, and services.
Manages uncertainty, risk, competing initiatives, and the politics of change with courage and perseverance; provides support and encouragement, and openly communicates the importance of outcomes of improvement efforts.
Promotes curiosity, experimentation, and innovation, and the willingness to initiate and implement improvement throughout the organization.
Working Conditions Include:
Extremes of temperature and humidity.
Use of and potential dangers associated with stairs.
Exposure to and possible repercussions of communicable diseases.
Occasional travel.
Occasional interaction with unruly students.
Regular evening and weekend work.
Considerable telephone contact and paperwork.
Regular requirement of bending, carrying, climbing, driving, lifting, pushing, pulling, reaching, sitting, standing, walking, reading, communicating, seeing, hearing.
Terms of Employment: Twelve months a year. Salary and benefits to be set by the board.
Evaluation: Performance of this job will be evaluated in accordance with board policy, including progress on annual job targets as set by the superintendent and board.