Description
PLEASE READ BEFORE SUBMITTING YOUR APPLICATION
Prospective candidates seeking priority consideration for school-specific openings, once positions are posted, are encouraged to submit their applications promptly.
Applicants who were previously accepted into the School Leader Assistant Principal pool must re-apply to be considered for the 2026–27 cycle.
Thank you for your interest in becoming a gap-eliminating school leader with Seattle Public Schools (SPS). We are committed to attracting and retaining top-quality staff to best meet the needs of our students and community.
Seattle Public Schools is committed to eliminating the opportunity gap. We value, support, and have the highest expectations of our school leaders. School leadership is second only to teaching and its impact on student learning. Because we believe students, teachers, and parents are worthy of highly skilled and effective school leaders, Seattle Public Schools' recruits and invests in school leadership with the expectation that leaders improve and support the performance of adults in service of student learning.
At SPS, our leadership theory of action is if we proactively select, develop, and support highly effective and skilled future and current principals and assistant principals, then the quality of principals and assistant principals will increase, positively impacting the quality of teaching, and create equitable outcomes for each and every student in every classroom and thereby eliminating the opportunity gap.
The competencies, skills, and beliefs of prospective leadership applicants will be measured against the following SPS Leadership Attributes we expect of gap eliminating leaders:
Champions and Acts on a Vision of Equity
Prioritizes Collaboration based data
Cultivates Instructional Expertise
Aligns Resources for Equity
Builds strong, strategic partnerships
We expect our leaders to be guided, demonstrate, and be committed to the following professional standards: Equity, Adult Learning, Respect, Relationships, Excellence, and Reflection and Action.
IMPORTANT INFORMATION
Seattle Public Schools conducts a thorough review of all applications. As part of this process, SPS will request personnel files and verify previous employment based on the authorization you provide in your application. This includes performance evaluations, disciplinary actions (if any), and other information necessary to assess your qualifications. Your authorization allows SPS to obtain this information regardless of whether you selected “yes” or “no” to the question, “May we contact this employer?”
Please ensure all information in your application is complete and accurate. Inaccurate information or omissions will prevent your application from moving forward.
School Leader Assistant Principal Pool Process:
1. Online Application: Applicants submit an application, answer key questions.
2. Resume: Your resume should include information about your work and leadership experiences, accomplishments, and results.
3. Cover Letter: Your cover letter should address the following:
Please explain why you are an excellent candidate to lead a Seattle Public School, including any experience or special skills that you will bring as a new leader to enable the school to meet and surpass its goals. Please include relevant information on your experience, skills, and vision for student achievement and how this qualifies you to be an excellent school leader.
Please describe one instructional initiative that you undertook that was intended to improve student achievement and eliminated the opportunity gap. Select an initiative where you were responsible for the results and had a significant leadership role. The endeavor could range in scope from a school-wide program to an initiative that you implemented in your classroom as a teacher leader.
What has been your record of student academic achievement? (Please give measurable outcomes)
What experience have you had influencing adults to achieve significant results for students? (Including but not limited to coaching, mentoring, providing feedback, etc.)
What is your experience working with diverse student populations? (Including but not limited to race, ethnicity, socioeconomic)
4. References: Three (3) references from your current/most recent supervisors.
Please provide first and last name and accurate email address of your current/ most recent supervisors. SPS will then contact the reference to complete the information requested.
If you are a current or former SPS employee one of your references must be your last or current SPS supervisor.
It is your responsibility to notify your references to complete and return the reference information to SPS as soon as possible.
Eligible applicants will not be accepted into the pool until all three (3) references have been received by SPS.
SPS will not be able to confirm for you whether your references have been completed and received. If you have concerns about the status of your references, please contact your reference directly to confirm if they have completed and returned the information to SPS. If references are not received within 30 days, your application will be considered incomplete, and will not be processed and you will have to reapply if still interested.
5. Application Material: Applicants are responsible for ensuring that all required application materials are submitted through the application system by the posted deadlines. Due to the volume of applications received, our team is not able to individually confirm the completeness of application materials. We encourage you to log into your application profile to review your submission and confirm that all required materials have been uploaded. Please note that once an application has been submitted, it cannot be modified. If you discover that required information or materials were not included, or if you would like to update information that has already been submitted, you will need to submit a new application prior to the posting closing date in order for it to be considered.
6. Notification: Thank you for your interest in this opportunity. Application reviews will begin in February/March, and the screening and selection process may take up to 8 weeks or longer. We will notify you as soon as a decision has been made.
Due to the high volume of applications, we kindly ask for your patience during this time. We appreciate your understanding and request that you refrain from contacting us with individual inquiries, as we are unable to provide updates on specific applications
Notice for Out-of-State Applicants - All Administrators hired must have a Washington State Administrator Certification before the July 1, 2026, start date. For information about the certification processes for Washington State please contact the Office of Superintendent of Public Instruction (OSPI) https://www.k12.wa.us/certification/administrator-certificate/out-state-applicants-administrators
PLEASE NOTE: The 26-27 School Leader Assistant Principal pool will close at 5 p.m. PST on April 30, 2026
Provides leadership and builds a structure of relationships in the school and community so that all students have an equal opportunity to learn and be productive members of the community.
STATEMENT OF ACCOUNTABILITY: Student achievement in a performance-based school is a shared responsibility involving the student, family, educators, and the community. The Assistant Principal's leadership is essential. As a leader the Assistant Principal, in collaboration and under the supervision of the Principal, is accountable for the continuous growth of students and increased building performance as measured over time by state standards and locally determined indicators. The Assistant Principal will have opportunities, under Principal's direction, to develop leadership skills and knowledge.
Requirements
Essential Functions
10%
Assists the principal in the development, implementation, and evaluation of efforts related to student academic achievement, including reducing the disproportionality gap.
Ensures that the school meets or makes satisfactory progress towards District standards on the School Effectiveness Profile, the goals in the Academic Achievement Plan (AAP), and Value-Added Assessment Profile.
5%
With the principal, provides instructional leadership for school staff.
Articulates clearly the mission and vision of the school as well as clear expectations of students and staff.
Leads instructional staff in aligning curriculum, instruction, and assessment with state and local learning goals.
Identifies, implements, and monitors school-wide strategies that challenge high achievers and accelerates learning for low achievers.
Uses strategies that appreciate and recognize diversity.
Observes teaching and gives feedback based on Best Practices instructional strategies. Accesses resources and people to assist instructional staff. Provides for the professional development needs of teachers and staff, as identified in the AAP.
Demonstrates knowledge about and complies with all relevant State and Federal laws and regulations and Board policies and Collective Bargaining Agreements.
10%
Assists in the development, implementation and evaluation of data-driven AAP's in collaboration with the Building Leadership Team and staff; assists in ensuring that budget and staffing are aligned with AAP and that the AAP incorporates Standards Based Learning System (SBLS) and technology
Assists in the establishment and executes a monitoring plan for instruction of SBLS and the infusion of technology into the instructional program.
Establishes and executes a monitoring plan for student intervention plans and accelerated learning plans (plans that meet individual student needs)
Uses data to drive all decisions.
20%
Supervises and evaluates school staff; models District standards of ethics and professionalism.
Follows District policies and the collective bargaining agreements in evaluation of teachers/staff.
Visits classrooms and uses observation data to give feedback to teachers and to document performance.
Monitors, assists, and evaluates staff implementation of school improvement plans and effective instructional and assessment practices. Evaluates staff appropriately based on expectations.
Takes appropriate steps when employees do not meet performance expectations or engage in misconduct; encourages staff to engage in learning.
Increases understanding and use of best professional practices.
15%
Assists in maintaining a safe and orderly environment.
Prepares emergency procedures and communicates them to students, teachers and staff.
Collaboratively develops and implements a school discipline plan that contains clear expectations, a system of positive reinforcement, and sequential, consistent, progressive consequences and addresses disproportionality in discipline.
Reviews it annually and keeps a record of student discipline.
Takes quick and appropriate action when student or staff safety is at stake.
Maintains and monitors safety and order by being accessible and visible in hallways, on playgrounds, during arrival/dismissal of students, etc. Maintains a clean and orderly school site.
Consistently follows through with reasonable judgment.
10%
Influences a school culture conducive to continuous improvement for students and staff; fosters, recognizes, and supports ethnic, cultural, gender, economic and human diversity throughout the school community, while striving to provide fair and equitable treatment and consideration for all.
Establishes positive relationships with teachers, staff, parents and students with an attitude of appreciation, respect, and the highest level of professionalism
Collaborates with Building Leadership Team, all staff, parents, and community when decisions affect them but is appropriately decisive, when appropriate.
Develops and recognizes teacher/staff leaders.
Acknowledges employees who exceed performance expectations.
Provides for school, students, staff celebrations so high performance, customs and traditions can be honored.
Promotes, maintains and fosters a harassment free environment.
10%
Assists in administering and managing human resources.
Communicates effectively verbally and in writing.
Increases understanding and use of current professional skills in technology, systems thinking and other areas.
Complies with contracts established by the school and District.
Recommends staffing in accordance with District standards and within the focus of the school.
Develops systems, personally and within the school, that cause the school to operate efficiently.
Equitably distributes responsibilities to staff matching strengths with duties, when possible.
Solves problems effectively and mediates conflict when it occurs.
Seeks assistance from the central administration in a collaborative manner.
Makes day-to-day decisions needed to run the school.
10%
Assists in managing fiscal resources effectively.
Collaboratively facilitates the preparation, implementation, and monitoring of the school's annual budget in alignment with the AAP and staffing plan.
Seeks additional resources for school and manages resources effectively.
Allocates and expends funding to provide for the unique needs of children who are categorized as special education, bilingual, Title I, etc.; seeks staff input on the development of the AAP, the Professional Development Plan and the school's budget.
5%
Assists with the development of effective community relationships.
Seeks community support to form new partnerships as aligned with the school mission, vision, and AAP.
Fosters relationships with other organizations and partners.
Involves staff in partnership activities.
Promotes the school to attract enrollment.
Maintains positive media relationships.
Is responsive to parent concerns.
5%
Participates in activities to enhance personal and professional development, including District leadership development opportunities;
Expands use of technology;
Demonstrates and utilizes a variety of group process and facilitation skills;
Prepares and implements an annual individual professional development plan after self-reflection and input from supervisor;
Implements a self-care plan;
Increases understanding and use of best professional practices.
OTHER FUNCTIONS:
Attends meetings, activities and events; serves on a variety of committees; make presentations; serves as a mentor or trainer for other administrative staff.
Performs related duties consistent with the scope and intent of the position.
REPORTING RELATIONSHIPS:
Reports to the Principal.
