The Sweet Home Central School District is a forward-thinking educational institution dedicated to providing an exceptional learning environment for its 3,900+ students. With almost half of our student population contributing to our diverse school community, we pride ourselves on fostering academic excellence, creativity, and a strong sense of belonging. We value diversity and are committed to creating an inclusive and equitable environment where every student can thrive.
The Administrator for School Culture and Climate is an instructional and strategic leader who works to create and enhance a culture of achievement and respect where high expectations and results are the norm. They are responsible for demonstrating significant and measurable gains, each year, with all students. This leader must always be aligned with the Sweet Home mission, vision, core values and education program as well as support the Glendale school improvement process and planning. The essential functions of the Administrator for Culture and Climate are as follows:
OPERATIONAL LEADERSHIP
I. CULTURE OF ACHIEVEMENT AND RESPECT
- Support Special Education programming, team collaboration, and compliance requirements;
- Foster strong relationships with families and collaborate with the district-level support, such as the Family Support Center;
- Build relationships with community organizations to form partnerships;
- Consult with other professional staff, outside agencies, and other organizations in order to improve school culture and climate;
- Collaborate with colleagues (leadership and school-wide meetings, professional development days) to continuously improve personal practice, instruction, assessment, and student achievement, as well as the overall goals and mission of the school;
- Conduct informal and formal observations and evaluate staff to support continuous professional growth and improvement; and
- Manage/ support the day-to-day operations of the running of the school in connection with all key stakeholders, students, teachers, faculty, parents, and community members.
INSTRUCTIONAL LEADERSHIP
I. CULTURE OF ACHIEVEMENT AND RESPECT
- Collaborate with the school leadership team to create and manage a safe and welcoming learning environment;
- Design and implement a systematic approach to managing and intervening on student discipline issues; experienced in Restorative Practice models and a Trauma-Informed approach;
- Evaluate and implement school plans developed to support a proactive approach to improving behavior;
- Coordinate School-wide meetings and develop lesson plans to support a school-wide understanding of expectations;
- Coordinate positive programs for students during and after school (example: student leadership groups);
- Research and implement new school initiatives to further enhance school culture;
- Build a culture of achievement and respect with families, students, and school staff; and
- Oversee the development and implementation of student support structures and interventions.
II. PROFESSIONAL DEVELOPMENT
- Plan and lead staff learning experiences through professional development and grade-level meetings;
- Provide coaching and professional development on classroom management, classroom culture, and Restorative Practices; and
- Foster a collaborative culture and individual relationships with teachers, school staff, and school leadership.
III. DATA ANALYSIS
- Track and report behavioral data to monitor the social-emotional development of students;
- Analyze behavioral data to guide and support the creation of interventions through the Multi-tiered Systems and Supports (MTSS) process; and
- Collaborate with the school leadership team to write and monitor the school-wide Culture of Achievement Plan.