Principle

SAUDI FEMALE MUST ENGLISH FLUENCY

Riyadh Schools is transforming learning for students through building the educational capacity of staff to

teach at higher levels. The school has set the following directions for improvement to regain the status

of a preferred school with high levels of student achievement and parent satisfaction with the educational

program for their children.

The key initiatives for the work ahead include:

DEVELOPMENTAL PERFORMANCE PRESTIGE

Home Room Data Systems Data use Activities Competitions

ICT English Language performance Alumni

Curriculum Development Arabic Language performance Accreditation

Creativity Innovation Support Services Development post-secondary Destinations

Support Services Development Recruitment Retention Community Service

Assessment Testing

Qiyas

Mawhiba

JOB REQUIREMENTS

Education:

• Bachelor, Master or Ph.D. degree in an educational field.

Experience:

• Successful teaching experience (10 years), demonstrated transformational educational

leadership experience.

Skills:

• Previous experience as a senior leader in an international setting.
• Teacher Certification, bachelor’s and master’s degree.
• Previous accreditation experience desirable.
• Knowledge of international programs.

Position Description

• The Principal is the main instructional leader of the School who works in partnership with the

SLT to implement the vision of Riyadh Schools through a range of innovative strategies that

bring about school improvement. Principals are leaders of the school leadership team.

• The Principal models effective teaching strategies and is responsible for the induction of new

staff into the school and the wellbeing of all school staff. Principals have direct responsibility

for curriculum reform processes at the school, Teaching and learning, school improvement,

budgeting, resource management and all student and staff welfare and wellbeing initiatives.

• The principal is a member of the executive team Team that discusses our collective work for

performance planning, facilities management, student and staff wellbeing and professional

learning on leadership. The Director General leads this team.

• Working with the Vice Principal the Principal summarizes the academic performance of the

students and provides recommendations on a range of strategies for the staff to improve

student performance each term. These recommendations should include the welfare of the

children and intervention ideas to improve in class differentiation of learning needs .

• The Principal ensures the schools’ team of leaders plan the explicit teaching of the curriculum,

integrate 1:1 learning approaches with iPads/ Laptops delivering a personalized curriculum

that addresses the learning needs of the students and adheres to the expectations of the

California Common C ore standards. Additionally, the principal ensures that a team of

schools-based leaders plan strategies and programs to improve student wellbeing and

engagement (e.g., homerooms) .

• We are a 1:1 digital school and our teachers are expected use iPads/Laptops and Smartboards

with students to engage them in learning and extend them to be inquisitive and innovative

learners with technology. Principals are responsible for ensuring this program is used to the

fullness of its potential along with provided resources such as Classera.

• To be responsible and accountable for the successful day to day operation of the school and

for ensuring the ongoing accreditation of the school

• Previous experience in an English as an Additional Language setting would be an advantage

as is experience in international settings where the student population is almost 100% host

country nationals.

The core accountabilities are:

• Embeds a culture of excellence across the school that supports teachers, middle and senior

leaders to set high expectations for student learning and provides regular professional

learning to effectively implement the Riyadh Schools weekly planning approaches in all

classrooms.

• Designs and implements a comprehensive induction program for staff that addresses the

needs of Kingdom of Saudi Arabia teachers, expatriate teachers from the Middle East and

Western countries to fully understand the vision and mission of the school, the curriculum of

the school and the expectations of teachers to work in partnership with students and parents.

• Supports school based Senior and Middle leaders to maximize the application of the 1:1

program with iPads/ Laptops to actively engage students in learning, and improve

communication with parents and staff through Classera and other methods.

• Leads or participates in a professional learning team with leaders teachers and undertakes

regular observations of teaching and learning practices, providing constructive feedback to

teachers to improve their practices as part of that team.

• Builds the instructional leadership capacity across the school through monitoring

professional learning teams to share and discuss teaching practices, develop strategies for

interventions to improve student outcomes and discuss implications for differentiating the

curriculum based on student achievement data.

• Coaches/Mentors a team of leaders to improve their instruction.
• Develops strategies to improve student wellbeing and engagement by working with staff to

implement the rights and responsibilities of students and teachers. Ensures that RS CP policies

are fully implemented within the school.

• Leads the work to improve student attendance patterns using the data from Classera and

setting improvement targets for each quarter.

• Supervises, evaluates, and conducts performance management on Vice Principals, Heads of

Department and teachers.

• Creates and implements the School Development Plan
• Oversees and approves the school timetable ensuring all local and international requirements

are met

• Develops and reviews all school documents.
• Prepares teacher supervision (duty) schedules.
• Leads school events: Meet the Teacher Night, Parent-Teacher Conferences, Open House,

National day, Graduation etc.

• Leads and develops programs for the stakeholder community groups (parents, students,

staff).

• Meets with parents of students regarding discipline and/or achievement (shared with the Vice

Principals).

• Other duties as directed by the DG or DDG.

Selection Criteria

• Technical Leadership - an effective leader demonstrates the capacity to optimize the schools

financial, human and physical resources through sound management practices and

organizational systems that contribute to the achievement of the schools vision and goals.

Capabilities are thinks and plans strategically; aligns resources with desired outcomes; and

holds self and others to account.

• Human Leadership - an effective leader demonstrates the ability to foster a safe, purposeful

and inclusive learning environment, and a capacity to develop constructive and respectful

relationships with staff, students, parents and other stakeholders. Capabilities are advocates

for all students; develops relationships; and develops individual and collective capacity.

• Educational Leadership - an effective leader demonstrates the capacity to lead, manage and

monitor the school improvement process through a current and critical understanding of the

learning process and its implications for enhancing high quality teaching and learning in

every classroom in the school. Capabilities are shapes pedagogy; focuses on achievement;

and promotes inquiry and reflection.

• Symbolic Leadership - an effective leader demonstrates the capacity to model important

values and behaviors to the school and the community, including a commitment to creating

and sustaining effective professional learning communities within the school. Capabilities are

developing and manages self; aligns actions with shared values; and creates and shares

knowledge.

• Cultural Leadership - an effective leader demonstrates an understanding of the characteristics

of effective schools and a capacity to lead the school community in promoting a vision of the

future, underpinned by common purposes and values that will secure the commitment and

alignment of stakeholders to realize the potential of all students Capabilities are shapes the

future, develops a unique school culture and sustains partnerships and networks.

Performance and Development

Principals prepare a performance and development plan ( the school development plan SDP) at

the beginning of each academic year that addresses SMART goals with strategies to improve, and

evidence provided through key performance indicators. A monthly review with the DG focuses

on achievements, challenges and indications for the next level of work, actions taken and impact

resulting. Discussions about the student achievement data for the school is part of this process.

A portfolio of evidence against key performance indicators is required by the end of academic

year.

The Principal is responsible for managing the following areas:

• Curriculum, assessment and reporting processes.
• The Reading Program (English/Arabic).
• Learning walks and lesson observations.
• Physical Learning environment, assemblies, lateness and attendance, authorized absence.
• Laptop usage and 1:1 program.
• Child protection
• Accreditation Inspection
• Student staff wellbeing
• Professional leaning teams, coaching program and work scrutiny.
• Weekly lesson plans, course preparation and learning support.
• Academic support, staff induction and local welcome.
• Curriculum Weeks and CPD projects (English/Arabic) and student of the quarter.
• Positive Behavior and Team Points and internal/external suspensions.
• Parent Complaints, and Parent Centre Liaison.
• Counseling, Serious Incidents and Monitors.
• Opinion Surveys, Data Management and Classera.
• Accreditation Inspection.

Principals will be part of a team leading some of the following whole school projects inside

the school:

• Cognia ETEC Accreditation
• English/Literacy.
• Curriculum Framework 21st Century Learning.
• Policy Development.
• Analysis of Data, data driven decision making.
• Classera, Study Sync, IKL, iRead, iArabic.
• Assessment.
• Electives extra-curricular activities
• School Community Partnerships.
• Activities.
• Alumni Network.

They will also coordinate and ensure development of the following areas:

Timetabling, Workforce Planning, Cover, Mawhiba, Professional Development Programs, Staff

Attendance , Ministry Memos and Compliance, Ministry Visits and Complaints, Dept. Budgets and

Purchasing, Public Relations and Events, Printing, IT Technical Support, Facilities and Maintenance,

Activities and School Trips, Student Councils, Canteen, Parent Evenings, Student Admissions, Staff

Duties, Break Time Policy, Storage and Resources, Newsletters and Publications, Social Media and

Website, Fire Drill, Security, Cleaners and Support Staff, Internal and External Calendar, Student

Handbook, Staff Handbook, Parent Handbook..