Job Description
Job Description
HUDSON PUBLIC SCHOOLS
HUDSON, MASSACHUSETTS
Position: Interim- Assistant Principal
Department: Elementary School
Reports to: Principal
Approved by: Brian K. Reagan, Ed.D
Revision Date: February, 2026
Diversity, Equity, and Inclusion are core values of the Hudson Public Schools. We believe that the educational environment is enhanced when diverse groups of people with diverse ideas come together to learn. Applicants whose work incorporates a global perspective and demonstrates a commitment to diversity in education are particularly encouraged to apply.
SUMMARY: Farley Elementary School is seeking an interim Assistant Principal for the remainder of the current FY26 School year. This position is accountable for assisting the principal with the administration and the efficient operation of all aspects of the elementary school facility, consistent with sound educational principles and philosophy of education, which strongly emphasizes student learning and success. This individual is responsible for assuming full responsibility in the principal's absence. The assistant principal will contribute to the evaluation process of all staff.
ESSENTIAL DUTIES AND RESPONSABILITIES: The essential functions or duties listed below are illustrations of the type of work that is performed and are not an exhaustive list of the duties performed by this position. Other duties may be assigned.
REQUIRED QUALIFICATIONS:
PREFERRED QUALIFICATIONS:
*Tentative 1st Round Interview Date between February 24th - March 3rd*
TERMS OF EMPLOYMENT:
EVALUATION: The Principal, in accordance with DESE regulations, 603CMR35.00, will evaluate the performance of this job.
PHYSICAL DEMANDS: The physical demands described here are representative of those required of an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The work environment is usually noisy, with phones ringing and numerous personnel working in the same office area. The employee interacts with other staff and community members, and occasionally must meet multiple demands from several people.
Nondiscrimination and Title IX Notice
Hudson Public Schools does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, or genetic information in admission, administration of its educational programs, activities, or employment, and is required by Title IX and its implementing regulations at 34 C.F.R. Part 106. The Director of Human Resources, Jennifer Allard, [email protected], 978-567-6100 ext. 41124, has been designated as the Title IX Coordinator. Inquiries concerning the application of Title IX and its implementing regulations at 34 C.F.R. Part 106 to Hudson Public Schools may be referred to Jennifer Allard or to U.S. Department of Education, Office for Civil Rights, 400 Maryland Ave., SW, Washington, DC 20202-1100, telephone 800-421-3481
While performing job duties, the employee may often remain in a stationary position for extended periods. The employee will also have ample periods of standing and may be required to traverse throughout the building. The employee must frequently use their hands and frequently operate a computer and other office productivity machinery (i.e., calculator, copy machine, and computer printer). Physical abilities may also include lifting/carrying/pushing/pulling, stooping/crouching, reaching/handling, talking/hearing, and near/far visual acuity/depth perception/color vision/field of view. Ability must be able to lift and/or push and pull 15 to 20lbs for short periods, and walk up and down stairs several times a day. The employee must be able to communicate effectively with students, staff, and the public in person and by telephone.
The employee must be able to perform the essential functions of the position satisfactorily and, if requested, reasonable accommodations will be made to enable employees with disabilities to perform the essential functions of their job, absent undue hardship. If you require an accommodation during the application process or on the job, you are encouraged to reach out to the Human Resources Department- [email protected]
Welcome to ATX Learning
Goals
1.Continuous improvement of student achievement
2.Continuous improvement of a safe and supportive environment
3.Increase parent and community engagement with our schools
4.Continuous improvement of health and wellness
5.Increase the clarity of strategic direction and continuously improve infrastructure
Vision
In partnership with families and community, we will maintain standards of academic excellence, preparing all students to be intellectually curious, academically confident, and successful active citizens in a competitive and global environment.
Core Values
We believe in addressing the needs of the whole child, fostering students' intellectual growth, cultural competency, creativity, and wellbeing.
We believe in rigorous academic standards, a challenging curriculum with service learning opportunities for all students, and high expectations for students' ethical, civic, and social development.
We believe successful instruction is student-focused and that it addresses the individual's unique needs and talents.
We believe in the potential of all students to grow continuously and to develop the critical thinking skills, independence, and personal responsibility required for success in school, career, and life.
We believe that every educator is an active contributor to a community of learners focused on continuous improvement.
We believe schools, families, and the community working together can provide the best opportunity for our students to be academically successful and contributing citizens.
HUDSON PUBLIC SCHOOLS
HUDSON, MASSACHUSETTS
Position: Interim- Assistant Principal
Department: Elementary School
Reports to: Principal
Approved by: Brian K. Reagan, Ed.D
Revision Date: February, 2026
Diversity, Equity, and Inclusion are core values of the Hudson Public Schools. We believe that the educational environment is enhanced when diverse groups of people with diverse ideas come together to learn. Applicants whose work incorporates a global perspective and demonstrates a commitment to diversity in education are particularly encouraged to apply.
SUMMARY: Farley Elementary School is seeking an interim Assistant Principal for the remainder of the current FY26 School year. This position is accountable for assisting the principal with the administration and the efficient operation of all aspects of the elementary school facility, consistent with sound educational principles and philosophy of education, which strongly emphasizes student learning and success. This individual is responsible for assuming full responsibility in the principal's absence. The assistant principal will contribute to the evaluation process of all staff.
ESSENTIAL DUTIES AND RESPONSABILITIES: The essential functions or duties listed below are illustrations of the type of work that is performed and are not an exhaustive list of the duties performed by this position. Other duties may be assigned.
- Instructional Leadership and Staff Development:
- Responsible for supporting and monitoring staff to use effective classroom techniques, which enhance the learning process.
- Responsible for supporting and monitoring staff in the organization, directing, and implementing educational programs, which result in an atmosphere conducive to positive learning.
- Responsible for assisting in the professional development and evaluation of building personnel.
- Supervises and evaluates teachers and other staff consistent with contract procedures.
- Oversee the administration and coordination of ACCESS testing for English Language Learners.
- Accelerate the onboarding and integration of new teachers and building substitutes by providing clear expectations, professional development, and timely feedback cycles (in weeks, not months).
- Provide support to teachers in using Tier One behavior management strategies, restorative practices, and Responsive Classroom practices.
- Participate in and support the coordination of personnel selection (e.g., certificated staff, support staff) to recommend qualified candidates to the District for employment.
- Responsible for supporting and monitoring staff to use effective classroom techniques, which enhance the learning process.
- Operational and Administrative Management:
- Manages school administrative functions to maintain safe, efficient school operations and ensure compliance with policies and procedures.
- Ensure operational stability of all daily school routines, including arrival, dismissal, bus procedures, lunch, and recess, by establishing predictable routines, clear staff roles, on-time transitions, and minimal disruption to instructional time.
- Implement and maintain a transparent system for daily staff coverage and duty rosters, including contingency plans, to ensure coverage integrity.
- Manage the deployment and supervision of Paraprofessionals (Paras) and specialists with clarity to ensure service minutes are protected, and student safety is maintained.
- Supervise administrative assistant duties related to building coverage, lunch, and recess.
- Manages school administrative functions to maintain safe, efficient school operations and ensure compliance with policies and procedures.
- Student Conduct and Support:
- Implements campus-based restorative and logic-based behavior system to support the development of student self-discipline, ensuring respect, high morale, and enhanced discipline.
- Oversee the implementation of consistent, building-wide restorative practices and logical consequences for student behavior, including ensuring thorough documentation, repair, restitution, and follow-through.
- Proactively managing and responding to day-to-day student behavior and disciplinary issues, utilizing logical consequences, family engagement, and restorative circles/practices.
- Manage the consistent implementation of Section 504 plans, ensuring timely meetings, accurate documentation, and effective communication with staff to maintain compliance.
- Coordinate and co-lead the Instructional Support Team (IST), coordinating with the instructional coach to support in areas of student attendance, behavior, and academic concerns.
- Strategically manage day-to-day student attendance issues to decrease the chronic absenteeism rate of the school and facilitate and support celebratory activities such as student birthday lunches.
- Implements campus-based restorative and logic-based behavior system to support the development of student self-discipline, ensuring respect, high morale, and enhanced discipline.
- Community and Stakeholder Relations:
- Facilitates communication among personnel, students, and/or parents to evaluate situations, solve problems, and/or resolve conflicts.
- Responsible for implementing/expanding community involvement that would serve to expand, enhance, and enrich the educational environment.
- Establishes and maintains favorable relationships with local community groups and individuals to foster understanding and solicit support for overall school objectives and programs.
- Responsible for assisting the principal in organizing and running the school improvement council.
- Provide parent contact and support as needed.
- Facilitates communication among personnel, students, and/or parents to evaluate situations, solve problems, and/or resolve conflicts.
- Perform any other tasks and other responsibilities assigned or delegated by the Building Principal.
REQUIRED QUALIFICATIONS:
- Licensure as an Elementary School Principal/Assistant Principal from the Massachusetts Department of Education with the SEI endorsement.
- A minimum of a Master's Degree in an appropriate field.
- A minimum of (3)three years of teaching experience.
- Working knowledge of Massachusetts public education, administration/supervision, and curriculum development.
- Strong written and verbal skills for communicating with parents, students, teachers, administrators, and community representatives.
- Such alternatives to the above qualifications as the Principal may find appropriate and acceptable.
- Successful completion of Criminal Records Check (CORI) and fingerprints
PREFERRED QUALIFICATIONS:
- Demonstrated experience supporting students with special needs.
*Tentative 1st Round Interview Date between February 24th - March 3rd*
TERMS OF EMPLOYMENT:
- 12-month position.
- Individual Contract
EVALUATION: The Principal, in accordance with DESE regulations, 603CMR35.00, will evaluate the performance of this job.
PHYSICAL DEMANDS: The physical demands described here are representative of those required of an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The work environment is usually noisy, with phones ringing and numerous personnel working in the same office area. The employee interacts with other staff and community members, and occasionally must meet multiple demands from several people.
Nondiscrimination and Title IX Notice
Hudson Public Schools does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, or genetic information in admission, administration of its educational programs, activities, or employment, and is required by Title IX and its implementing regulations at 34 C.F.R. Part 106. The Director of Human Resources, Jennifer Allard, [email protected], 978-567-6100 ext. 41124, has been designated as the Title IX Coordinator. Inquiries concerning the application of Title IX and its implementing regulations at 34 C.F.R. Part 106 to Hudson Public Schools may be referred to Jennifer Allard or to U.S. Department of Education, Office for Civil Rights, 400 Maryland Ave., SW, Washington, DC 20202-1100, telephone 800-421-3481
While performing job duties, the employee may often remain in a stationary position for extended periods. The employee will also have ample periods of standing and may be required to traverse throughout the building. The employee must frequently use their hands and frequently operate a computer and other office productivity machinery (i.e., calculator, copy machine, and computer printer). Physical abilities may also include lifting/carrying/pushing/pulling, stooping/crouching, reaching/handling, talking/hearing, and near/far visual acuity/depth perception/color vision/field of view. Ability must be able to lift and/or push and pull 15 to 20lbs for short periods, and walk up and down stairs several times a day. The employee must be able to communicate effectively with students, staff, and the public in person and by telephone.
The employee must be able to perform the essential functions of the position satisfactorily and, if requested, reasonable accommodations will be made to enable employees with disabilities to perform the essential functions of their job, absent undue hardship. If you require an accommodation during the application process or on the job, you are encouraged to reach out to the Human Resources Department- [email protected]
Welcome to ATX Learning
Goals
1.Continuous improvement of student achievement
2.Continuous improvement of a safe and supportive environment
3.Increase parent and community engagement with our schools
4.Continuous improvement of health and wellness
5.Increase the clarity of strategic direction and continuously improve infrastructure
Vision
In partnership with families and community, we will maintain standards of academic excellence, preparing all students to be intellectually curious, academically confident, and successful active citizens in a competitive and global environment.
Core Values
We believe in addressing the needs of the whole child, fostering students' intellectual growth, cultural competency, creativity, and wellbeing.
We believe in rigorous academic standards, a challenging curriculum with service learning opportunities for all students, and high expectations for students' ethical, civic, and social development.
We believe successful instruction is student-focused and that it addresses the individual's unique needs and talents.
We believe in the potential of all students to grow continuously and to develop the critical thinking skills, independence, and personal responsibility required for success in school, career, and life.
We believe that every educator is an active contributor to a community of learners focused on continuous improvement.
We believe schools, families, and the community working together can provide the best opportunity for our students to be academically successful and contributing citizens.
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