Secondary Principal - 7-12 - Long Prairie-Grey Eagle PS
Long Prairie-Grey Eagle ISD 2753, Midland, TX, United States
Secondary Principal - 7-12 - Long Prairie-Grey Eagle PS JobID: 750
Date Posted: 4/24/2026
Location: High School
Date Available: 07/01/2026
Closing Date: 05/30/2026
Secondary School Principal – Long Prairie–Grey Eagle Public Schools
We Are Thunder Nation – United We Stand
Long Prairie–Grey Eagle Public Schools is seeking a Secondary School Principal who believes in the power of relationships, high expectations, and thoughtful leadership to create meaningful opportunities for every student.
LPGE is a rural, diverse district rooted in community, where students are known, supported, and challenged. Families consistently describe our schools as caring, safe, and relationship-centered, with strong trust in staff and a deep appreciation for how students are supported.
We are a district that is:
Relationally strong
Community supported
Focused on continuous growth
Committed to high-quality instruction and opportunity for all students
Innovative thinker and problem solver with a can do attitude
Our Mission and Direction
Our work is guided by our strategic plan: P.R.I.D.E. – Pride, Relationships, Dedication, Elevating
We are committed to:
Creating Pride and identity in Thunder Nation
Building meaningful relationships with every person, every day
Demonstrating dedication to the learning of all students
Elevating opportunities through partnerships and innovation
About the Opportunity
The Secondary Principal serves as the instructional and operational leader of grades 7–12, responsible for:
Driving student achievement
Supporting a diverse student population
Leading staff development and evaluation
Ensuring safe, structured, and legally compliant operations
Strengthening family and community connections
A District on the Move
LPGE is actively responding to the changing educational landscape.
We are launching an online school site for grades 9–12, designed to:
Expand access to learning
Provide flexible, high-quality instruction
Meet the diverse needs of our families
Create opportunities
This work reflects our belief that: Meeting students where they are is part of delivering high-quality education
Commitment to Professional Growth
High-quality instruction
Supporting staff growth
This is not an add-on—it is a priority.
Serving a Diverse Community
LPGE serves a growing multilingual and culturally diverse student population.
Strong trust in staff
A sense of safety and care
A desire for clarity, consistency, and opportunity
The right leader will:
Value diversity as a strength
Ensure equitable access to learning
Support both academic and relational growth
Support learning at all ability levels
What We Are Looking For
We are seeking a leader who will:
Lead Instructionally
Be visible in classrooms
Know teaching and learning deeply
Use student data to drive decisions
Lead Systems
Build and maintain strong systems for:
Student learning
Discipline
Intervention
Graduation progress
Lead People
Develop and evaluate staff effectively
Provide clear expectations and follow-through
Build trust through consistency and communication
Lead with Relationships
Strengthen connections with students, staff, and families
Maintain the district's strong relational foundation
Ensure families feel informed and supported
Visible and engaged in and with the community
Lead with Integrity
Operate within Minnesota law and policy
Ensure compliance in:
Special education (IEP implementation)
Section 504 accommodations
English Learner services
Student discipline (Pupil Fair Dismissal Act)
Model professionalism and ethical leadership
Why LPGE?
Strong staff relationships and collaboration
Supportive community and school culture
Clear strategic direction
Commitment to continuous improvement
Opportunity to shape the future of a growing district
This is a place where:
Relationships matter
Leadership matters
Your work will be seen and felt
Community Description
Long Prairie–Grey Eagle is a close-knit, welcoming community located in the heart of central Minnesota. Positioned approximately one hour from St. Cloud, two hours from the Twin Cities, thirty minutes from Alexandria, and three hours from Duluth, the area offers a balance of rural living with access to larger regional centers.
The community is surrounded by natural beauty, including lakes, parks, and outdoor recreation opportunities. Residents enjoy year‑round activities such as fishing, boating, hunting, and access to nearby state parks and trails. Long Prairie is also home to one of the last remaining drive‑in movie theaters in Minnesota, a unique feature that reflects the character and charm of the area.
Long Prairie, Grey Eagle, and Burtrum together form a community that values connection, tradition, and opportunity. The region has experienced steady demographic growth and change over the past several years, resulting in a vibrant and diverse population. Families in the area represent a wide range of cultural backgrounds, including European, Mexican, Caribbean, and Amish communities, contributing to a rich and evolving community identity.
Local events, youth activities, and community gatherings play an important role in bringing people together. From athletic events and seasonal celebrations to community education programming and local partnerships, there are many ways for residents to connect and be involved.
The area offers an affordable cost of living, a slower pace of life, and the opportunity to build meaningful relationships both professionally and personally. For those who value community, access to nature, and the ability to make a visible impact, Long Prairie–Grey Eagle provides a unique and rewarding place to live and work.
Position Purpose
Under the general supervision of the Superintendent, the Secondary School Principal provides administrative, supervisory, and instructional leadership for the planning, management, operation, and evaluation of the secondary school educational program in accordance with School Board policy, district procedures, Minnesota statute and rule, and applicable federal law. The principal leads school improvement, supports high‑quality instruction, ensures compliance, and promotes equitable access, safety, and achievement for all students, including multilingual learners, students with disabilities, gifted students, and students at risk. This role is aligned to Minnesota principal competencies and district expectations for annual performance‑based evaluation.
Compensation and Benefits
Competitive Salary, district paid single insurance, 30 days paid vacation, 12 sick/ESST days, Holidays
Essential Functions
1. Instructional Leadership
Provides strong instructional leadership for grades 7-12 programs, including curriculum, instruction, assessment, intervention, and continuous improvement.
Supports teachers and staff in implementing state academic standards and culturally responsive curriculum, instruction, and assessment.
Leads schoolwide literacy efforts across content areas, including numeracy, consistent with Minnesota principal competencies.
Maintains regular presence in classrooms through walkthroughs, observations, and instructional conversations.
Uses instructional observations, student data, and staff feedback to identify strengths, growth areas, and professional development needs.
Ensures teacher evaluation is completed in accordance with district systems, timelines, and expectations, with timely written feedback, coaching, and follow-through.
Supports a professional learning culture focused on rigorous instruction, effective assessment, and improved student outcomes.
2. Monitoring Student Learning and Data Systems
Oversees student data systems to monitor attendance, course performance, behavior, intervention, graduation progress, and eligibility.
Ensures accurate and timely use of district and state reporting systems, including student information and accountability data used for planning and compliance.
Uses longitudinal student growth and achievement data to guide building decisions and support district goals.
Develops and monitors building systems for students who are academically at risk, failing, ineligible, chronically absent, or disengaged.
Works with staff to analyze trends, set goals, and implement action plans tied to student outcomes.
Supports a school culture that fosters a community of learners and responds to student support needs through coordinated systems and services.
3. Student Discipline, Safety, and School Climate
Implements fair, consistent, and legally compliant student discipline procedures in accordance with district policy and Minnesota's Pupil Fair Dismissal Act.
Develops, implements, and monitors effective student discipline plans and behavior support systems.
Promotes a safe, respectful, and orderly school environment through proactive systems such as PBIS, restorative practices, threat assessment practices, and other district‑approved supports.
Ensures bullying prevention and response practices are implemented in alignment with Minnesota law and district policy.
Oversees investigation, documentation, communication, and resolution of significant student behavior incidents.
Ensures school safety procedures, emergency response expectations, and crisis protocols are implemented and reviewed.
4. Student Supports, Accommodations, and Diverse Learners
Ensures student accommodations and services required by IEPs, Section 504 plans, health plans, behavior plans, and other support plans are implemented with fidelity.
Works collaboratively with special education, English learner, counseling, nursing, mental health, and intervention staff to meet student needs.
Ensures the school maintains required IEP implementation and supports students with disabilities in accordance with Minnesota and federal law.
Ensures Section 504 accommodations and modifications are provided as required.
Supports and monitors English learner programming consistent with Minnesota requirements, including service planning, instructional support, and staff development.
Promotes equitable access and culturally responsive practices for all students and families.
Supports inclusive educational programming and avoids unnecessary isolation of English learners and students with disabilities except where legally required or educationally appropriate.
5. Building Planning and School Improvement
Leads building‑level planning and improvement in alignment with district goals, School Board priorities, and Minnesota evaluation expectations.
Develops, implements, and monitors school improvement goals tied to student achievement, school climate, attendance, behavior, and equitable outcomes.
Engages staff in collaborative planning, program evaluation, and continuous improvement processes.
Aligns building goals, staffing, scheduling, and resources to student needs and district priorities.
Plans for effective transitions between grade levels, programs, and student support systems.
Uses school improvement plans and professional growth priorities as key drivers of building leadership.
6. Staff Supervision, Evaluation, and Human Resource Leadership
Supervises and evaluates licensed and nonlicensed staff in accordance with district evaluation plans, collective bargaining agreements, and applicable law.
Maintains consistent and ongoing presence in classrooms and work environments to support effective supervision and evaluation practices.
Demonstrates familiarity with and effective use of research‐based evaluation frameworks to guide observations, feedback, and professional growth.
Provides clear expectations, timely and actionable feedback, performance coaching, and accurate documentation of staff performance.
Uses evaluation processes to identify strengths, areas for growth, and align professional development to instructional needs.
Supports staff development, induction, retention, and continuous improvement.
Addresses performance concerns promptly and appropriately, including providing clear direction, follow‑up, and corrective action when necessary.
Collaborates with the central office on hiring, assignments, investigations, corrective action, and employee relations.
Ensures consistent implementation of contracts, district directives, and professional expectations across all staff.
7. Parent and Community Engagement
Builds strong relationships with parents, guardians, and community stakeholders.
Ensures clear, timely, and respectful communication with families about student progress, expectations, concerns, and opportunities.
Encourages parent involvement and develops structures for meaningful family engagement.
Responds to parent concerns in a timely, professional, and solution‑oriented manner.
Represents the school positively and helps build trust between the school and community.
Supports student activities, school events, and community partnerships that strengthen the school's connection to families and the broader community.
Maintains consistent visibility within the school and broader community to build relationships and reinforce trust.
Actively engages the community to strengthen partnerships and promote shared responsibility for student success.
8. Operations, Management, and Compliance
Oversees day‑to‑day school operations, including scheduling, supervision, activity oversight, building procedures, and use of resources.
Develops and monitors the master schedule to support instruction, intervention, staffing efficiency, and student programming.
Organizes and maintains systems for accurate record keeping and reporting related to attendance, discipline, student services, staff supervision, and school operations.
Manages building budgets and resources in alignment with district expectations.
Ensures compliance with Minnesota statutes, administrative rules, School Board policy, and applicable federal law.
Maintains and safeguards educational data in accordance with the Minnesota Government Data Practices Act and other applicable privacy requirements.
Supports implementation of READ Act expectations and other state initiatives assigned to the building.
9. Professional and Ethical Leadership
Demonstrates ethical, professional, and culturally responsive leadership.
Exercises sound judgment, problem analysis, and decision‑making in complex situations.
Models integrity, accountability, collaboration, and respect.
Participates in professional learning and remains current on educational best practices, Minnesota requirements, and emerging trends.
Serves as a visible leader in the building and a model for professional conduct.
Supports an inclusive and respectful environment for students, families, and staff.
Additional Duties
Performs other duties as assigned by the Superintendent or designee.
The above description is intended to describe the general nature and level of work performed. It is not intended to be an exhaustive list of all responsibilities.
Equipment
Uses standard office and school equipment, including computers, printers, copy machines, communication systems, student information systems, and other technology tools needed for school administration.
Travel Requirements
Travels to district buildings, school events, trainings, meetings, and other professional obligations as required.
Work Schedule
This is a year round 12 month (260 days) position. Works the administrator contract year and schedule established by the district, including evening and occasional weekend responsibilities related to school events, student discipline, family engagement, emergency response, and board or district meetings.
Physical and Mental Demands
Works in standard school and office environments. Must be able to manage multiple priorities, respond to urgent situations, communicate effectively, and maintain professionalism in stressful circumstances.
Knowledge, Skills, and Abilities
Knowledge of Minnesota academic standards, curriculum, instruction, assessment, and intervention systems.
Knowledge of current teaching methods, secondary school programming, and school improvement practices.
Knowledge of Minnesota statutes and rules governing principals, student discipline, special education, Section 504 accommodations, English learner services, school safety, and student data privacy.
Skill in teacher supervision, evaluation, coaching, and staff development.
Skill in interpreting and using student achievement, attendance, discipline, and graduation data.
Skill in communication, facilitation, conflict resolution, and collaborative problem‑solving.
Ability to support a diverse student population and culturally responsive learning environment.
Ability to organize multiple tasks, meet deadlines, and maintain accurate documentation.
Ability to establish and maintain effective working relationships with students, staff, families, and community partners.
Certification / License
Valid Minnesota principal license required.
Valid Minnesota teaching license required.
Education
Master's degree from an accredited college or university in educational leadership, school administration, or a related field required.
Specialist, doctoral, or other advanced study preferred.
Must meet Minnesota licensure requirements for principals.
Experience
Minimum of five years of successful teaching experience, preferably at the secondary level.
Successful secondary administrative experience preferred.
Experience serving diverse student populations, including multilingual learners and students with disabilities, preferred.
Bilingual candidates are encouraged to apply.
Language proficiency in Spanish preferred but not required
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Date Posted: 4/24/2026
Location: High School
Date Available: 07/01/2026
Closing Date: 05/30/2026
Secondary School Principal – Long Prairie–Grey Eagle Public Schools
We Are Thunder Nation – United We Stand
Long Prairie–Grey Eagle Public Schools is seeking a Secondary School Principal who believes in the power of relationships, high expectations, and thoughtful leadership to create meaningful opportunities for every student.
LPGE is a rural, diverse district rooted in community, where students are known, supported, and challenged. Families consistently describe our schools as caring, safe, and relationship-centered, with strong trust in staff and a deep appreciation for how students are supported.
We are a district that is:
Relationally strong
Community supported
Focused on continuous growth
Committed to high-quality instruction and opportunity for all students
Innovative thinker and problem solver with a can do attitude
Our Mission and Direction
Our work is guided by our strategic plan: P.R.I.D.E. – Pride, Relationships, Dedication, Elevating
We are committed to:
Creating Pride and identity in Thunder Nation
Building meaningful relationships with every person, every day
Demonstrating dedication to the learning of all students
Elevating opportunities through partnerships and innovation
About the Opportunity
The Secondary Principal serves as the instructional and operational leader of grades 7–12, responsible for:
Driving student achievement
Supporting a diverse student population
Leading staff development and evaluation
Ensuring safe, structured, and legally compliant operations
Strengthening family and community connections
A District on the Move
LPGE is actively responding to the changing educational landscape.
We are launching an online school site for grades 9–12, designed to:
Expand access to learning
Provide flexible, high-quality instruction
Meet the diverse needs of our families
Create opportunities
This work reflects our belief that: Meeting students where they are is part of delivering high-quality education
Commitment to Professional Growth
High-quality instruction
Supporting staff growth
This is not an add-on—it is a priority.
Serving a Diverse Community
LPGE serves a growing multilingual and culturally diverse student population.
Strong trust in staff
A sense of safety and care
A desire for clarity, consistency, and opportunity
The right leader will:
Value diversity as a strength
Ensure equitable access to learning
Support both academic and relational growth
Support learning at all ability levels
What We Are Looking For
We are seeking a leader who will:
Lead Instructionally
Be visible in classrooms
Know teaching and learning deeply
Use student data to drive decisions
Lead Systems
Build and maintain strong systems for:
Student learning
Discipline
Intervention
Graduation progress
Lead People
Develop and evaluate staff effectively
Provide clear expectations and follow-through
Build trust through consistency and communication
Lead with Relationships
Strengthen connections with students, staff, and families
Maintain the district's strong relational foundation
Ensure families feel informed and supported
Visible and engaged in and with the community
Lead with Integrity
Operate within Minnesota law and policy
Ensure compliance in:
Special education (IEP implementation)
Section 504 accommodations
English Learner services
Student discipline (Pupil Fair Dismissal Act)
Model professionalism and ethical leadership
Why LPGE?
Strong staff relationships and collaboration
Supportive community and school culture
Clear strategic direction
Commitment to continuous improvement
Opportunity to shape the future of a growing district
This is a place where:
Relationships matter
Leadership matters
Your work will be seen and felt
Community Description
Long Prairie–Grey Eagle is a close-knit, welcoming community located in the heart of central Minnesota. Positioned approximately one hour from St. Cloud, two hours from the Twin Cities, thirty minutes from Alexandria, and three hours from Duluth, the area offers a balance of rural living with access to larger regional centers.
The community is surrounded by natural beauty, including lakes, parks, and outdoor recreation opportunities. Residents enjoy year‑round activities such as fishing, boating, hunting, and access to nearby state parks and trails. Long Prairie is also home to one of the last remaining drive‑in movie theaters in Minnesota, a unique feature that reflects the character and charm of the area.
Long Prairie, Grey Eagle, and Burtrum together form a community that values connection, tradition, and opportunity. The region has experienced steady demographic growth and change over the past several years, resulting in a vibrant and diverse population. Families in the area represent a wide range of cultural backgrounds, including European, Mexican, Caribbean, and Amish communities, contributing to a rich and evolving community identity.
Local events, youth activities, and community gatherings play an important role in bringing people together. From athletic events and seasonal celebrations to community education programming and local partnerships, there are many ways for residents to connect and be involved.
The area offers an affordable cost of living, a slower pace of life, and the opportunity to build meaningful relationships both professionally and personally. For those who value community, access to nature, and the ability to make a visible impact, Long Prairie–Grey Eagle provides a unique and rewarding place to live and work.
Position Purpose
Under the general supervision of the Superintendent, the Secondary School Principal provides administrative, supervisory, and instructional leadership for the planning, management, operation, and evaluation of the secondary school educational program in accordance with School Board policy, district procedures, Minnesota statute and rule, and applicable federal law. The principal leads school improvement, supports high‑quality instruction, ensures compliance, and promotes equitable access, safety, and achievement for all students, including multilingual learners, students with disabilities, gifted students, and students at risk. This role is aligned to Minnesota principal competencies and district expectations for annual performance‑based evaluation.
Compensation and Benefits
Competitive Salary, district paid single insurance, 30 days paid vacation, 12 sick/ESST days, Holidays
Essential Functions
1. Instructional Leadership
Provides strong instructional leadership for grades 7-12 programs, including curriculum, instruction, assessment, intervention, and continuous improvement.
Supports teachers and staff in implementing state academic standards and culturally responsive curriculum, instruction, and assessment.
Leads schoolwide literacy efforts across content areas, including numeracy, consistent with Minnesota principal competencies.
Maintains regular presence in classrooms through walkthroughs, observations, and instructional conversations.
Uses instructional observations, student data, and staff feedback to identify strengths, growth areas, and professional development needs.
Ensures teacher evaluation is completed in accordance with district systems, timelines, and expectations, with timely written feedback, coaching, and follow-through.
Supports a professional learning culture focused on rigorous instruction, effective assessment, and improved student outcomes.
2. Monitoring Student Learning and Data Systems
Oversees student data systems to monitor attendance, course performance, behavior, intervention, graduation progress, and eligibility.
Ensures accurate and timely use of district and state reporting systems, including student information and accountability data used for planning and compliance.
Uses longitudinal student growth and achievement data to guide building decisions and support district goals.
Develops and monitors building systems for students who are academically at risk, failing, ineligible, chronically absent, or disengaged.
Works with staff to analyze trends, set goals, and implement action plans tied to student outcomes.
Supports a school culture that fosters a community of learners and responds to student support needs through coordinated systems and services.
3. Student Discipline, Safety, and School Climate
Implements fair, consistent, and legally compliant student discipline procedures in accordance with district policy and Minnesota's Pupil Fair Dismissal Act.
Develops, implements, and monitors effective student discipline plans and behavior support systems.
Promotes a safe, respectful, and orderly school environment through proactive systems such as PBIS, restorative practices, threat assessment practices, and other district‑approved supports.
Ensures bullying prevention and response practices are implemented in alignment with Minnesota law and district policy.
Oversees investigation, documentation, communication, and resolution of significant student behavior incidents.
Ensures school safety procedures, emergency response expectations, and crisis protocols are implemented and reviewed.
4. Student Supports, Accommodations, and Diverse Learners
Ensures student accommodations and services required by IEPs, Section 504 plans, health plans, behavior plans, and other support plans are implemented with fidelity.
Works collaboratively with special education, English learner, counseling, nursing, mental health, and intervention staff to meet student needs.
Ensures the school maintains required IEP implementation and supports students with disabilities in accordance with Minnesota and federal law.
Ensures Section 504 accommodations and modifications are provided as required.
Supports and monitors English learner programming consistent with Minnesota requirements, including service planning, instructional support, and staff development.
Promotes equitable access and culturally responsive practices for all students and families.
Supports inclusive educational programming and avoids unnecessary isolation of English learners and students with disabilities except where legally required or educationally appropriate.
5. Building Planning and School Improvement
Leads building‑level planning and improvement in alignment with district goals, School Board priorities, and Minnesota evaluation expectations.
Develops, implements, and monitors school improvement goals tied to student achievement, school climate, attendance, behavior, and equitable outcomes.
Engages staff in collaborative planning, program evaluation, and continuous improvement processes.
Aligns building goals, staffing, scheduling, and resources to student needs and district priorities.
Plans for effective transitions between grade levels, programs, and student support systems.
Uses school improvement plans and professional growth priorities as key drivers of building leadership.
6. Staff Supervision, Evaluation, and Human Resource Leadership
Supervises and evaluates licensed and nonlicensed staff in accordance with district evaluation plans, collective bargaining agreements, and applicable law.
Maintains consistent and ongoing presence in classrooms and work environments to support effective supervision and evaluation practices.
Demonstrates familiarity with and effective use of research‐based evaluation frameworks to guide observations, feedback, and professional growth.
Provides clear expectations, timely and actionable feedback, performance coaching, and accurate documentation of staff performance.
Uses evaluation processes to identify strengths, areas for growth, and align professional development to instructional needs.
Supports staff development, induction, retention, and continuous improvement.
Addresses performance concerns promptly and appropriately, including providing clear direction, follow‑up, and corrective action when necessary.
Collaborates with the central office on hiring, assignments, investigations, corrective action, and employee relations.
Ensures consistent implementation of contracts, district directives, and professional expectations across all staff.
7. Parent and Community Engagement
Builds strong relationships with parents, guardians, and community stakeholders.
Ensures clear, timely, and respectful communication with families about student progress, expectations, concerns, and opportunities.
Encourages parent involvement and develops structures for meaningful family engagement.
Responds to parent concerns in a timely, professional, and solution‑oriented manner.
Represents the school positively and helps build trust between the school and community.
Supports student activities, school events, and community partnerships that strengthen the school's connection to families and the broader community.
Maintains consistent visibility within the school and broader community to build relationships and reinforce trust.
Actively engages the community to strengthen partnerships and promote shared responsibility for student success.
8. Operations, Management, and Compliance
Oversees day‑to‑day school operations, including scheduling, supervision, activity oversight, building procedures, and use of resources.
Develops and monitors the master schedule to support instruction, intervention, staffing efficiency, and student programming.
Organizes and maintains systems for accurate record keeping and reporting related to attendance, discipline, student services, staff supervision, and school operations.
Manages building budgets and resources in alignment with district expectations.
Ensures compliance with Minnesota statutes, administrative rules, School Board policy, and applicable federal law.
Maintains and safeguards educational data in accordance with the Minnesota Government Data Practices Act and other applicable privacy requirements.
Supports implementation of READ Act expectations and other state initiatives assigned to the building.
9. Professional and Ethical Leadership
Demonstrates ethical, professional, and culturally responsive leadership.
Exercises sound judgment, problem analysis, and decision‑making in complex situations.
Models integrity, accountability, collaboration, and respect.
Participates in professional learning and remains current on educational best practices, Minnesota requirements, and emerging trends.
Serves as a visible leader in the building and a model for professional conduct.
Supports an inclusive and respectful environment for students, families, and staff.
Additional Duties
Performs other duties as assigned by the Superintendent or designee.
The above description is intended to describe the general nature and level of work performed. It is not intended to be an exhaustive list of all responsibilities.
Equipment
Uses standard office and school equipment, including computers, printers, copy machines, communication systems, student information systems, and other technology tools needed for school administration.
Travel Requirements
Travels to district buildings, school events, trainings, meetings, and other professional obligations as required.
Work Schedule
This is a year round 12 month (260 days) position. Works the administrator contract year and schedule established by the district, including evening and occasional weekend responsibilities related to school events, student discipline, family engagement, emergency response, and board or district meetings.
Physical and Mental Demands
Works in standard school and office environments. Must be able to manage multiple priorities, respond to urgent situations, communicate effectively, and maintain professionalism in stressful circumstances.
Knowledge, Skills, and Abilities
Knowledge of Minnesota academic standards, curriculum, instruction, assessment, and intervention systems.
Knowledge of current teaching methods, secondary school programming, and school improvement practices.
Knowledge of Minnesota statutes and rules governing principals, student discipline, special education, Section 504 accommodations, English learner services, school safety, and student data privacy.
Skill in teacher supervision, evaluation, coaching, and staff development.
Skill in interpreting and using student achievement, attendance, discipline, and graduation data.
Skill in communication, facilitation, conflict resolution, and collaborative problem‑solving.
Ability to support a diverse student population and culturally responsive learning environment.
Ability to organize multiple tasks, meet deadlines, and maintain accurate documentation.
Ability to establish and maintain effective working relationships with students, staff, families, and community partners.
Certification / License
Valid Minnesota principal license required.
Valid Minnesota teaching license required.
Education
Master's degree from an accredited college or university in educational leadership, school administration, or a related field required.
Specialist, doctoral, or other advanced study preferred.
Must meet Minnesota licensure requirements for principals.
Experience
Minimum of five years of successful teaching experience, preferably at the secondary level.
Successful secondary administrative experience preferred.
Experience serving diverse student populations, including multilingual learners and students with disabilities, preferred.
Bilingual candidates are encouraged to apply.
Language proficiency in Spanish preferred but not required
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