Overview
In recent years it is noted that very few things have been written more about than leadership, yet still we know very little about leadership. We do know however that the Assistant Principal plays a critical role in a school’s success. Assistant Principals, Principals and subsequently schools are successful when the following are in place. Thus the Assistant Principal’s is to demonstrate the following in the name of serving the CIS Community and Mission.
Disposition
•Positive, Caring, Committed, Compassionate, Fair, Focused, Friendly, Professional.
Instructional Leadership
•Foster a vision, Share leadership, Learn as a community, Use data, Monitor curriculum and instruction.
School Climate
•Cultivates a vibrant, safe, and positive school culture and demonstrates responsible citizenship.
Human Relations and Administrative Duties
•Builds strong relationships while ensuring responsibilities are carried out efficiently and on time.
Effective Teacher Evaluation
•Ensures high quality instruction through coaching and performance review.
Organizational Management
•Establishes systems that support teaching, learning, and community engagement.
Communication and Community Relations
• Communicates clearly and honestly with all stakeholders in a timely manner.
Position Requirements
•Bachelor's degree in Education or a related field from an accredited university.
•Valid teaching license and eligible for a Cayman Islands Teaching License.
•Minimum five years successful teaching experience, with at least three years in a middle school setting
•Master's degree in Educational Leadership, Administration, or a closely related field.
•Administrative certification in school leadership must be held or actively in progress.
•Minimum three years leadership experience in a middle school or secondary setting (e.g. assistant / deputy principal or principal).
•Experience in international schools, with a strong understanding of diverse student needs.
•Strong understanding of curriculum design, assessment, and pedagogy for middle school learners.
•Expertise in positive behavior systems and strategies that foster a safe and inclusive school culture, including systems for tracking, reporting, and ongoing teacher development.
•Demonstrated interpersonal and organizational skills, including the ability to coordinate substitute teacher coverage during off-hours.
•Strong understanding of adolescent development and cross-cultural sensitivity, with the ability to design developmentally responsive programs.
•Proven training and experience in child protection, safeguarding, online safety, and abuse prevention protocols.
•Demonstrated experience with Multi-Tiered System of Supports (MTSS) and data-informed planning to monitor academic, behavioral, and attendance trends to provide timely, individualized support or systemic change.
•Demonstrated experience scheduling students and managing class sizes
•Skilled in digital tools for behavior documentation and communication.
•Experience engaging and supporting parents through workshops, resources, and individual consultations.
•Must be willing to support curricular and extra curricular programs, and school-wide initiatives
•Commitment to maintaining confidentiality, ethics and professional boundaries
•Demonstrated understanding of current issues, practices, and principles in an international education.
•Proven record of excellence in prior leadership and teaching roles.
•Demonstrated alignment with the qualities, experiences, and behaviours outlined in the leadership overview below.
See attached for additional details.