Background:

Gus Garcia University School (GUS) Gus Garcia University School (GUS), a grades 6-8 campus, is a groundbreaking partnership between Edgewood ISD and Texas A&M University San Antonio Institute for School and Community Partnerships. This collaboration brings unparalleled resources to our students, staff, and community, creating a vibrant and innovative learning environment. As a university laboratory school, GUS is dedicated to training future educators, conducting educational research, and ensuring that all students are prepared for college, careers, and public service professions. At GUS, staff members benefit from continuous professional development and educational opportunities offered through Texas A&M University San Antonio Institute for School and Community Partnerships. Our students receive high-quality, rigorous instruction paired with strong social-emotional learning programs and targeted coursework in fields such as health science, culinary arts, hospitality, and education/training. Our goal is to build a team of exceptional educators committed to student success. Gus Garcia University School seeks to implement proven instructional models to drive school turnaround efforts, establishing a culture of excellence, achievement, and equity.

Primary Purpose:

Direct and manage the instructional program and supervise operations at the campus level; provide transformational instructional leadership to ensure high standards of instructional service, equity, and excellence; articulate and lead a compelling school vision aligned with the Effective Schools Framework and turnaround strategies; direct the implementation of district policies, instructional programs, and manage the operations of all campus activities.

Qualifications:

Education/Certification

Master’s degree from an accredited university
Current Texas Principal or other appropriate Texas administrative certificate
T-TESS Appraiser Certificate
Candidate must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the employee

Special Knowledge/Skills:

Demonstrated transformational leadership on districtwide committees and/or districtwide activities
Exceptional interpersonal and communication (written and oral) skills
Leadership, management, and organizational skills
Ability to develop and implement a compelling, equity-centered vision for school transformation
Demonstrated expertise in high-quality instructional materials (HQIM) implementation
Deep understanding of data-driven instructional improvement cycles
Bilingual fluency (English/Spanish) preferred
Experience with diverse populations preferred

Experience:

Minimum of two (2) years of successful teaching experience in the classroom
Minimum of three (3) years’ experience in an instructional leadership role
Proven experience successfully turning around a campus or leading significant school improvement efforts

Major Responsibilities and Duties:

Vision and Strategic Leadership

Articulate and implement a transformational vision rooted in equity, excellence, and community engagement.
Lead the campus instructional leadership team (ILT) to plan, implement, and monitor progress toward achieving turnaround goals aligned with the Texas ESF and continuous improvement cycles.

Professional Learning Communities (PLCs)

Lead, implement, and monitor Professional Learning Communities (PLCs) that foster a culture of open sharing, risk-taking, instructional excellence, and collective leadership.
Promote and ensure effective use of technology in the teaching/learning process.

Data-Informed Actions

Develop, maintain, and use information systems necessary to show campus progress on academic performance objectives.
Embed continuous improvement practices that rely on the disaggregation and strategic use of academic and climate data.
Lead cycles of inquiry and action planning within PLCs and leadership teams.
Identify data informed actions that support teachers in analyzing data and developing action plans to improve teaching and learning.
Disaggregation and interpret of data in order to assist in developing appropriate next steps.
Support teachers in analyzing data and developing action plans to improve teaching and learning.

Tier 1 Instruction and Instructional Excellence

Ensure 100% implementation of high-quality instructional materials (HQIM) across all content areas.
Actively lead classroom walk-throughs, instructional coaching cycles, and student work reviews.
Support development and implementation of evidence-based instructional practices.
Monitor instructional and managerial processes to ensure that program activities are related to program outcomes and use findings to take corrective actions.
Provide instructional resources and materials to support teaching staff in accomplishing instructional goals.
Participate in development and evaluation of educational programs.
Monitor instructional processes and resources to support campus staff in accomplishing instructional goals.
Support the development of instructional programs, helping teachers implement district initiatives.
Assist with monitoring instructional processes and resources to support campus staff in accomplishing instructional goals.

Effective Feedback

1. Conduct regular classroom observations and provide formative and summative feedback aligned to instructional goals and educator growth plans.
2. Coach and evaluate teachers using T-TESS, ensuring feedback leads to improved instructional practices.
3. Regularly consult the campus-level committee about planning, operation, supervision, and evaluation of campus education program.
4. Include students and community representatives when appropriate.
5. Support and evaluate teachers with regular classrooms visits and providing timely formative and summative feedback to teachers.
6. Provide instructional feedback to teachers and administration based on classroom observations and walk-throughs.

Human Resources

1. Observe employee performance, record observations, and conduct evaluation conferences.
2. Assist in interviewing, selecting, and orienting new staff.

Talent Management

1. Recruit, support, develop, and retain mission-aligned educators.
2. Build a collaborative, equity-focused staff culture driven by a shared commitment to student success.

Culture and Climate

1. Implement systems that reinforce high expectations for behavior, restorative discipline practices, and social-emotional well-being.
2. Ensure that students are adequately supervised during non-instructional periods.
3. Lead the development and implementation of a student discipline management system that results in positive student behavior.
4. Ensure that school rules are uniformly observed, and that student discipline is appropriate and equitable.
5. Conduct conferences on student and school issues with parents, students, and teachers.
6. Articulate the district and school mission to the community and solicit its support in realizing mission.
7. Demonstrate awareness of school-community needs and initiate activities to meet those needs.
8. Utilize appropriate and effective techniques to encourage community and parent involvement.
9. Identify, analyze, and apply research findings (e.g., effective school correlates) to promote school improvement.
10. Communicate and promote expectations for high-level performance to staff and students.
11. Recognize excellence and achievement.
12. Ensure the effective and quick resolution of conflicts.
13. Work with faculty and students to develop a student discipline management system that results in positive student behavior and enhances the school climate.
14. Ensure that school rules are uniformly observed, and that student discipline is appropriate and equitable in accordance with Student Code of Conduct and student handbook.
15. Conduct conferences about student and school issues with parents, students, and teachers.
16. Articulate the school’s mission to the community and solicit its support in realizing the mission.
17. Use appropriate and effective techniques to encourage community and parent involvement.
18. Develop a sense of community and responsibility between students and adults.
19. Enhance students' social, emotional, behavioral, and academic achievement.

Partnerships and Community Engagement

1. Build authentic relationships with families, community organizations, and Texas A&M–San Antonio partners to support the school’s vision.
2. Actively engage stakeholders in campus decision-making and strategic planning efforts.

Compliance and Operations

1. Oversee daily operations, including scheduling, safety, student services, and compliance with district, state, and federal requirements.
2. Manage resources responsibly to sustain and advance school transformation efforts.

Executive Leadership

1. Participate in professional learning opportunities to continuously develop leadership skills.
2. Serve as a role model of ethical leadership and professionalism.
3. Participate in professional development to improve skills related to job assignment.
4. Foster collegiality and team building among staff members.
5. Provide for two-way communication with staff, students, parents, and community.
6. Develop professional skills appropriate to job assignment.
7. Demonstrate professional, ethical, and responsible behavior. Serve as a role model for all campus staff.
8. Develop and set annual campus performance objectives for each of the Academic Excellence Indicators using the campus planning process and site-based decision-making committee.
9. Adequate knowledge of curriculum, assessment and accountability system in accordance with House Bill 5.
10. Lead the development of campus improvement plan with staff, parents and community members.
11. Develop and implement campus safety nets.

Strategic Operations

1. Plan and oversee campus operations, including budget, staffing, scheduling, safety protocols, and extracurricular activities, ensuring alignment to school goals.
2. Plan daily school activities by leading the development of class schedules, teacher assignments, and extracurricular activity schedules.
3. Supervise reporting and monitoring of student grading and attendance and work with the attendance clerk on follow-up investigations.
4. Work with grade level chairs and faculty to compile annual budget requests based on documented program needs.
5. Requisition supplies, textbooks, and equipment; check inventory; maintain records; and verify receipts for materials.
6. Lead safety inspections and drills.
7. Coordinate transportation, custodial, cafeteria, and other support services as assigned.
8. Comply with federal and state laws, State Board of Education rules, and board policy.

Core Competencies/Special Knowledge/Skills

Transformational Leadership: Inspires vision, challenges the status quo, and motivates excellence.
Equity-Driven Mindset: Believes in and advocates for the success of every student.
Instructional Expertise: Demonstrates deep knowledge of teaching, learning, and adult development.
Cultural Responsiveness: Builds inclusive, respectful school communities.
Strategic Thinking: Applies data analysis and systems-thinking to leadership decisions.
Thorough knowledge of current teaching methods and educational pedagogy, as well as differentiates instruction based upon student learning styles.
Thorough knowledge and understanding of literacy instruction.
Working knowledge of elementary and/or secondary school curriculum and concepts.
Working knowledge of best practices in administration, program evaluation and staff supervision.
Working knowledge of data information systems, data analysis and the formulation of action plans.
Working knowledge of applicable federal and state laws regarding education, as well as district policies and procedures. • Ability to use computer network system and software applications as needed.
Ability to differentiate instructional support for experienced and new teachers.
Ability to develop and implement plans in all areas of the instructional program.
Ability to develop and implement projects.
Ability to communicate effectively with students, parents, staff, community, and stakeholders.
Ability to organize multiple tasks and implement effective time management techniques.
Ability to engage in self-evaluation with regard to leadership, performance and professional growth.
Ability to establish and maintain cooperative working relationships with others contacted in the course of work.
Ability to use qualitative and quantitative data to make decisions about teaching and learning including student and teacher assessment.
Supervisory Responsibilities:
Supervise and evaluate the performance of staff assigned to campus, including assistant principals, teachers, counselors, librarian, instructional aides, clerical support staff, and custodians.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment including personal computer and peripherals.

Posture: Frequent sitting and standing; occasional bending/stooping, pushing, /pulling, and twisting.

Motion: Repetitive hand motions; frequent keyboarding and use of mouse; occasional reaching.

Lifting: Occasional light lifting and carrying (less than 15 pounds); occasional physical restraint of students to control behavior.

Environment: May work prolonged or irregular hours; work inside and outside (exposure to sun, heat, cold, and inclement weather), exposure to noise; occasional districtwide and statewide travel.

Mental Demands: Work with frequent interruptions; maintain emotional control under stress.

Edgewood Independent School District does not discriminate against any employee or applicant for employment because of race, color, religion, sex (including pregnancy, sexual orientation, or gender identity), age, national origin, disability, military status, genetic information, or on any other basis prohibited by law.

ACE Principal – Gus Garcia University