Principal – Truman Campus Career Academy, Internet Academy, and Open Doors

id='p12953_'>Principal - Truman Campus Career Academy, Internet Academy, and Open Doors JobID: 12953

Position Type:

Principal and Asst. Principal/Principal

Date Posted:

7/1/2026

Location:

Truman Campus

Date Available:

ASAP

Closing Date:

Until Filled

Hours per Day:

8.0 Hours Per Day

Days per Year:

260.00

Additional Information: Show/Hide

POSITION SUMMARY: The mission at Truman Campus is to provide access to three innovative small school programs on one caring campus in an independent and individualized environment. Truman Campus provides the opportunity to work with individual student scholars through Career Academy, Open Doors, and Internet Academy.

Using a competency-based program, Career Academy and Open Doors present an option to scholars other than what is offered at a traditional comprehensive high school. Through individual learning plans, these programs are designed to help scholars to explore their passions and interests tied to real world learning opportunities through advisories, projects, and internship activities that include interest interviews, job shadowing, and full day internship opportunities. Each program, housed on the same campus offers unique learning options. Career Academy serves scholars in grades 9-12, and Open Doors provides re-engagement opportunities for scholars aged 16-21 who have fallen significantly behind in credits or who have previously dropped out of school.

Internet Academy is a public virtual school open to scholars in grades K-12, approved by the Northwest Accreditation Commission. Internet Academy also provides courses for other public schools, home-schooled students as well as out-of-state students. Internet Academy offers a full course catalogue with accredited diplomas, online tutors, teacher-to-student web conferencing, and online tutorial videos provided.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Instructional Leadership: Establishes a mission and vision focused on shared goals and high expectations for all students.

• Creates and promote a culture of belonging and inclusivity where all students, families and staff feel valued and cared for providing wraparound services and positive academic and/or behavioral supports as needed.
• Promotes an environment which fosters high expectations for students, staff and self.
• Facilitates collaborative processes leading toward continuous improvement.
• Leads for inclusive programming for students qualified for special education services and those learning English as a second language and or any other exceptionality.

Implements rigorous standards-based curricula and assessments.

• Create a vision of powerful teaching and learning, with an urgency to provide a strong foundation for all students to thrive academically and socially.
• Recognizes the importance of setting high expectations for self, staff and students in the implementation and delivery of standards-based curricula.
• Assists staff in implementing and aligning curricula to state and district standards.
• Creates and monitors systems that ensure teachers utilize formative assessments to adjust instruction for improved student learning.
• Design and implement horizontally and vertically-integrated academic systems and structures with an equity and inclusion lens to accelerate student growth.

Uses relevant data to design, implement, and evaluate an aligned strategic plan that drives continuous improvement (and ensures effective core instruction and interventions).

• Develops and monitors a School Improvement Plan which drives continuous improvement and is based on an analysis of achievement results and other data that are aligned with the District Improvement Plan.
• Regularly leads and participates in data driven conversations with individuals and groups of teachers to review student level data, discuss instructional implications, and build the capacity of teachers to lead and perfect their craft.
• Locates, analyzes, and interprets multiple data sources to inform continuous school level improvement efforts.
• Assists staff in identifying and implementing proven instructional practices that are aligned with state and District learning goals.
• Ensures that data for diverse student populations is available to all teachers; disaggregated; and with next steps that are clearly defined.
• Provides evidence of student growth that is aligned with the school improvement planning process.

Ensuring School Safety:

• Implements a school safety plan that is based upon open communication systems and is effective and responsive to school needs and changing circumstances.
• Takes responsibility for creating culturally responsive practices which maximize the social, emotional, and intellectual safety of all students; supports the development, implementation, and monitoring of plans, systems, curricula, and programs that support the whole child.
• Supervises student discipline and welfare and maintains records of individual disciplinary actions.
• Coordinates matters of student discipline and welfare with parent/guardian, teacher, and support personnel.
• Supervises attendance and truancy matters.
• Coordinates student activities with the instructional goals of the school.
• Assists counselors and teachers in promoting and maintaining appropriate classroom management.

Strategic and Organizational Leadership: Strategically manages resources to support all student learning and staff development priorities.

• Manages both staff and fiscal resources to support student learning.
• Analyzes instructional employees' knowledge, skills and abilities as related to the adopted instructional framework and provides or directs staff to appropriate professional development opportunities.
• Utilizes staffing and scheduling practices in a manner that ensures the school day and school year maximize instructional time to benefit all students.
• Ensures a safe and positive learning environment for students and staff where the learning and teaching is the focus.
• Ensures that all resources are leveraged for the purpose of continuous improvement.

Manager of Talent: Increases teacher effectiveness through professional learning and rigorous supervision and evaluation.

• Monitors instruction and assessment practices by using the District's instructional framework to describe, analyze, and critique teacher performance, and to implement growth strategies where appropriate.
• Utilizes coaching skills to build capacity in support of the core mission of the District.
• Utilizes Professional Learning Communities to assist staff in analyzing data that reflect on current practice and inform improvement.
• Ensures teachers receive regular, direct, actionable feedback regarding their classroom practice to grow professionally and to increase instructional consistency across all classrooms.

Manager of Talent: Recruits, hires, assigns, and retains effective staff.

• Demonstrate inspirational school leadership that can create an atmosphere of inclusive learning for everyone with talents in team building, mentoring, and coaching.
• Utilizes knowledge of effective instruction and other attributes of successful instructional staff to select highly qualified instructional staff.
• Assigns staff to specific positions in a manner that maximizes the application of their knowledge and experience to desired student outcomes.
• Deals with employee discipline in a manner that protects an individual's due process rights while confronting and responding to unacceptable behavior.
• Utilizes performance appraisal systems for all staff to recognize outstanding performance and identify and address substandard performance.
• Evaluates designated certificated staff using the CEL 5D+ Framework for improved instructional practices and to address substandard performance.

Culture and Equity Leadership: Develops cultural competence and a commitment to equity in adults and students.

• Leads for equity toward college and career readiness.
• Nurtures a school environment that celebrates, respects, and values diversity, where teaching and learning are made relevant and meaningful to students of various cultures.
• Publicly draws attention to all equity gaps that exist for various groups of students with plans to address their elimination.
• Initiates activities and discussions that lead to increased cultural competence of staff, informing and expanding teaching practices within classrooms.

Community Leadership: Actively finds ways to communicate the successes of the school to the broader community, resulting in creation of partnerships to bring additional people and resources into the school.

• Actively finds ways to communicate the successes of the school to the broader community, resulting in creation of partnerships to bring additional people and resources into the school.
• Actively advocates for members of the school community and effectively engages families and community.

REQUIRED QUALIFICATIONS:

Education and Experience

Master's Degree in approved college program

Two years' experience as an assistant principal or in other leadership positions

ADDITIONAL QUALIFICATIONS:

Valid Washington State Principal credential

Valid Washington State Teaching credential

PREFERRED QUALIFICATIONS:

Previous principalship/administrative/coaching/mentoring experience

Experience in developing and facilitating engaging professional development for staff Experience working diverse student populations

Experience with Project Based Approach, integrating technology in instruction, Standards¬ Based Education, Common Core, PBIS, and GLAD

Experience in building the capacity of others regarding anti-racist and inclusive practices

Experience with the real-time use of data to provide timely interventions for student¬ scholars

Experience with cognitive coaching, consensus, and team building

Experience in standards-based curriculum

Experience in planning, implementing, and evaluating school-wide programs

Bilingual in Spanish

CONDITION OF EMPLOYMENT:

Criminal background clearance

Washington State Driver's License

History of positive evaluations

Complete the Right Response training at the advanced level at the next available class and maintain certification annually.

KNOWLEDGE OF:

Equity based mindset and lens, experience transforming outcomes for students and school communities.

The use of instructional frameworks as a driver of feedback and coaching, supervising, selecting, training, motivating, monitoring and evaluating certificated and classified staff

Providing leadership and guidance to staff and to educational programs

Conflict management and problem resolution

Budget planning, monitoring and administration

Planning, organizing, prioritizing, scheduling and evaluating programs

Current educational research and application

Effective decision making

Student behavior management and discipline

Assessing educational/instructional/curricular effectiveness and recommending improvements

Team building

Computer and related application programs

School board policies and procedures

ABILITY TO:

Demonstrate a high level of proficiency with computers and technology

Demonstrate effective leadership skills both organizationally and instructionally

Organize and perform job responsibilities efficiently and independently

Demonstrate effective written and oral communications with a community of diversity to include students, staff, parents, and community members

Enhance systems thinking

Conduct crucial conversations with staff and encourage colleagues to have conversations with each other.

Practice effective safety and security within individual work routines

Develop and maintain positive customer relations with staff and service providers Work collaboratively with District staff and promote teamwork with coworkers Practice ethical and professional standards of conduct including the requirements of confidentiality

Work side by side and foster strong, positive relationships with parents, staff, students and the public in a multicultural and multiracial community

Facilitate building consensus decisions while maintaining a focus on learning for all students

Implement school and district policies

Inspire staff and community to maintain the highest standards of performance for themselves and students

Implement strong discipline plan with consistent follow-through with decisions

Perform job responsibilities with or without reasonable accommodations

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.

Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.

Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools' commitment to "Each Scholar: A Voice. A Dream. A Bright Future."

Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee will regularly stand and walk, bend neck and back, use hands for repetitive grasping and pushing/pulling. The employee will constantly be required to sit for extended periods of time and use a computer screen and keyboard. The employee may occasionally be required to squat, kneel, and use hands for fine manipulation, climb stairs/ladder, lift and reach overhead, and lift/carry. The employee must constantly lift/carry up to 5 pounds and must frequently lift /carry up to 15 pounds. The employee will occasionally lift/carry a maximum of 25 lbs. The employee is occasionally required to push/pull a maximum weight of 200 pounds.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee regularly works in indoor conditions and regularly works near video display. The noise level in the work environment is usually moderate. The position constantly deals with frequent interruptions, demanding deadlines, and regularly deals with angry and distraught employees and community members.

WORK SCHEDULE

Work schedule typically works 8 hours per day, Monday through Friday, 260 days per year, or as otherwise determined by the District.

REPORTING RELATIONSHIPS

This position reports to and is evaluated by the Learning Improvement Officer or designee.

REPRESENTATION

Association of Federal Way School Principals

LEVEL OF COMPENSATION

$189,246

Doctoral Stipend $3,000

All principals receive 4 days at per diem for TPEP work

Disclaimer

The preceding list is not exhaustive and may be supplemented as necessary. The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed.

All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.