Description

Essential Job Functions:

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 are made to enable individuals with disabilities to perform the essential functions.

Leadership & School Operations

Serves as a member of the school administrative team, collaborating with the principal and administrative
team to support building leadership, student discipline, and daily operations
Participates in school improvement processes and building leadership structures
Coordinates scheduling, event management, and operational logistics
Attends league, district, and community meetings as assigned
Assists with long-range planning and resource allocation for programs
Performs other duties as assigned
Reports to work with regular and reliable attendance and punctuality
Upholds board policy, district, and building policies and goals 

School Climate, Student Behavior & Support

Assists in establishing and maintaining a safe, positive, and inclusive school climate
Supports implementation of Multi-Tiered Systems of Support (MTSS) for behavior and student success
Uses data to inform decisions related to student behavior, engagement, and program effectiveness
Serves as a referral source for student discipline; investigates incidents and implements appropriate interventions
Establishes and maintains standards of student conduct consistent with district policy
Collaborates with students, staff, and families to address behavioral and attendance concerns 

Athletics & Activities Program Management

Directs and oversees interscholastic athletics, ASB, clubs, and student activities programs
Promotes and publicizes programs within the school and community
Provides visible leadership and supervision at school-sponsored events and activities
Oversees student-athlete eligibility, clearance, and recordkeeping
Monitors programs to ensure equitable access and Title IX compliance
Maintains expectations for the appropriate conduct of participants and staff
Oversees ASB and program budgets in accordance with district procedures
Coordinates the use of facilities, equipment, transportation, and inventory
Promotes inclusive student participation across programs 

Staff Supervision, Evaluation & Development

Serves as primary evaluator for coaches, activity advisors, and related support staff
Leads the recruitment, selection, assignment, and retention of coaches and advisors
Provides mentoring, guidance, feedback, and professional development to assigned staff
Provides supervision and evaluation of assigned certificated and classified staff
Conducts meetings to ensure program alignment, expectations, and compliance
Supports consistent implementation of district and building program standards 

Compliance & Policy Oversight

Ensures compliance with WIAA regulations, district policies, and applicable laws 

Family & Community Engagement

Establishes and maintains effective communication with families and the community
Serves as a liaison between the school and the community for athletics and activities 

Collaboration & Professional Practice

Participates in staff and department meetings
Works collaboratively within the professional learning community of the school and district

Requirements

Minimum Qualifications:

Valid Washington State teaching certificate
Washington State administrative credential

Additional Qualifications:

Maintain current CPR and First Aid certification

Preferred Qualifications:

Leadership experience at the secondary level
Leadership experience with athletics, ASB, or student activities programs
Coaching experience and/or athletic leadership 
Experience with student leadership and character development
Knowledge of laws, regulations, and compliance requirements for student programs
Strong preference for multiple endorsements 
Experience in a multi-tiered system of support including, Positive Behavior Intervention Support (PBIS) and Response to Intervention (RTI)
Training and experience in social-emotional learning
Training and experience in de-escalation methods 
Experience or training with multiple learning programs (i.e., Multilingual Learners, Special Education, Highly Capable, etc.)
Training in Sheltered Instruction Observation Protocol (SIOP), and/or Guided Language Acquisition Design (GLAD)
Experience and/or training with cultural, ethnic, and language diversity 
Experience in the professional learning communities model