Principal - Michigan Connections Academy

School Summary

Michigan Connections Academy (MICA) is a tuition-free, online public school serving students in grades K–12 throughout Michigan. MICA is authorized by Ferris State University Charter Schools Office and governed by an independent Board of Directors. The school is operated by Michigan Connections Academy, a nonprofit corporation, through a contract with CA of Michigan, LLC, to provide its educational program and other services. Connections Academy, a division of Connections Education, is accredited by AdvancED.

Position Summary and Responsibilities

Michigan Connections Academy seeks dynamic, visionary leaders and change agents to join its team as Principal. This position ensures all students receive a personalized learning plan by implementing a distance education instructional program with fidelity. The Principal is responsible for establishing an organizational culture: putting the interests of students and families first; recruiting, retaining and developing faculty and staff; building and growing relationships with key external stakeholders including regulators; and implementing the vision where every child receives a personalized and customized education, and academic achievement is at the forefront.

The Principal will report to MICA’s School Leader and will manage staff as they consult regularly with Learning Coaches and students, ensuring that each child successfully completes his/her instructional program. The Principal is responsible for overseeing overall school operations working with parents, students, support staff, and certified teachers who “virtually” facilitate a home-based student instructional program. The Principal will spend most of their time working with internal and external stakeholders on matters of academic outcomes, reporting, and supervision. This individual will work closely with key centralized service partners including School Support, Enrollment, Technical Support, Materials Management, Fulfillment, Finance, Human Resources, Payroll and Facilities Management. It is also anticipated that this individual will manage a range of special projects and duties.

The Principal must lead by example regarding continuing education and professional development. To lead effectively in these areas, the Principal must:

1. participate successfully in the training programs offered;
2. review current trends, developments, and research as they pertain to education and school operations; and
3. be familiar with school law and Michigan State Statutes

Other key responsibilities include the following:

• Manage the implementation of the proven Connections Academy curriculum and school operation protocols;
• Exhibit high quality communication with all school staff, students and families and ensure that teachers exhibit and maintain a high level of professionalism, instructional support and customer service;
• Ensure the academic success of individual students by utilizing all levels of academic support available and by maintaining a high level of communication with parents to deliver program information and address individual student needs;
• Work directly with the School Leader to manage relationships with the Michigan Department of Education, stay current on the state’s policies, procedures and legislation, including specific count day and audit procedures, etc., and accurately submit all required reports and paperwork in a timely manner;
• Work with the School Leader and school staff as well as other stakeholders to create, implement, manage, and monitor the School Improvement Plan and support the School Leader in meeting all MICIP requirements;
• Work with Pearson Virtual Schools (PVS) and the School Leader to coordinate marketing, enrollment, curriculum, human resource, and training resources;
• Work with department principals regularly as a Community of Practice to complete data analysis and documentation and use data regularly to assess the progress towards meeting department and school-wide goals and in monitoring continuous school improvement using MICIP;
• Set up clear systems and structures to identify and provide additional support to at risk students based on student academic data that are below proficiency level;
• Seek out professional learning opportunities and collaborate with special education administrators and other support staff to become familiar with different types of disabilities and effective instructional practices that will help ensure student success and build understanding at the department level that each student’s unique needs, regardless of their disability category must be addressed;
• Coach school teams to hold conversations with each other that incorporate the use of student learning performance as a driver for instruction;
• Develop, monitor, and maintain grade band PBIS and Behavioral intervention systems including Behavioral Intervention Plans;
• Work directly with Truancy Officers to monitor and evaluate the behavioral intervention framework and the truancy intervention framework and collaborate with stakeholders for the purpose of serving as a liaison and resource for development of dropout prevention, intervention and recovery support opportunities for students;
• Educate parents, students, and staff regarding compulsory attendance and truancy laws;
• Assist the School Leader and work collaboratively with the administrative team in implementing, monitoring, and supervising the School Year Cycle;
• Supervise and evaluate the effectiveness of the staff in a performance-based environment and frequently conduct informal and formal observations (of instruction, phone calls, and grading practices);
• Recruit, supervise and evaluate all school staff as required by the state;
• Understand the school budget and how to utilize the available resources successfully to meet the outlined goals of the assigned Department;
• Support school administration in managing the school’s budget and various grants;
• Handle any student problems escalated by parents and teachers and maintain all Handbook Policies and state requirements in handling these matters;
• Respond to all Learning Coach/Caretaker inquiries within 24 hours, including responses in Webmail, email, telephone, and message board postings, as appropriate and document all interactions in user logs;
• Oversee the implementation and coordination of state standardized testing process, and ensure high student participation rates;
• Implement with fidelity the universal design for learning framework along with multi-tiered systems of support that encompass 1) school-wide positive behavior interventions and supports and 2) response to instruction and intervention;
• Oversee department goals and initiatives as assigned, which may include, but is not limited to:
  • Developing, implementing, and overseeing successful student and family transition from Middle School to High School;
  • Developing, implementing, and overseeing the school’s promotion/retention policies and procedures, and other initiatives to support every student learning and promotion recovery plans;
• Attend and participate in Special Education and Section 504 Meetings as required;
• Assist the School Leader and Office Manager in record keeping, as needed;
• Communicate and support caretakers/Learning Coaches in successfully supporting their student in a state aligned curriculum that is accessed from home or any place where internet is accessible;
• Will implement and support all state testing coordination, as the District Assessment Coordinator, working with other school staff members to coordinate off-site testing locations for all state mandated assessments
• Responsible for all assessment coordination according to MDE administration protocols including, but not limited to: pre-identification, successfully complete all trainings, and train school staff members and hired proctors in all areas of district assessment coordination, and manage all assessment completion items in the OEAA Secure Site;
• Participate in student recruitment efforts including in-state trips, presentations, Q & A sessions and responding to the press;
• Support a robust “school community” through a program of in person field trips around the state and virtual activities;
• Be available to handle emergencies;
• All other duties as assigned.

 Requirements 

• Administrative credential in Michigan required; all administrators or other person whose primary responsibility is administering instructional programs or as a chief business official shall meet the certification and continuing education requirements as described in MCL 380.1246
• Michigan Residency Required
• Bachelor’s and Master’s Degree from a regionally accredited college/university Required
• Valid Michigan Teaching Certification with three years minimum of successful teaching experience. Virtual teaching experience preferred. Except as otherwise provided by law, the Academy shall use certificated teachers according to state board rule.
• Three years of administrative or management experience required, charter school management a plus
• Strong leadership qualities and a commitment to goal-directed management and accountability
• Excellent communication skills, both oral and written
• Knowledge of Professional Learning Communities and Essential Standards
• Customer-focused approach
• Flexible, ability to transition from task to task quickly
• Demonstrated ability to work well in fast-paced environment
• Team player
• Technologically proficient (especially with Microsoft Office products and Google Suite)
• Travel and attendance at in-person events, including State Testing is required throughout the school year, as determined by the school. There will also be required, out of state, in-person conferences, resulting in overnight travel
• Ability to work some occasional evening hours, as needed to support some families

• Must be able to use a personal electronic device and an email address for two-step authentication