Description

Principal - Home Choice Academy

2026 - 2027 School Year

1.0 FTE - Continuing Position 

260 days / 8 hrs per day

This position will remain open until end of day on 4/1/2026.

Evergreen Public Schools (EPS) offers the following to eligible employees who work at least 630 hours in a school year:

• Medical, dental, vision, basic long-term disability, basic life and AD&D insurance through School Employees Benefits Board (SEBB). For additional information click EPS Benefits Information.
• Employees may also be eligible to participate in FSA, DCAP, HSA, FPFSA (w/HDHP), and other supplemental benefits.

Employees may be eligible for employer-employee funded retirement benefits through Department of Retirement Services (DRS).

EPS offers paid holidays and paid time off, including but not limited to, sick, vacation, personal, religious, and bereavement leave. Additional negotiated leave options can be found in the associated Collective Bargaining Agreement (CBA) for this position: Evergreen Administrators' Association.

We appreciate your interest in employment with Evergreen Public Schools. The most qualified and competitive applicant(s) that possess directly related experience and expertise, training, and education may be invited to participate in the interview/selection process. As part of the selection process, the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation including fingerprints Click here for Fingerprinting Services.

Failure to submit a full application package will result in disqualification.

STANCE STATEMENT:

Evergreen Public Schools are committed to eliminating the predictability of outcomes by demographic group and we strive to be a diverse community of schools that provides each member with the opportunities, access, resources, and support they need to be successful. With this in mind, our goal is to recruit, hire and retain employees of all racial ethnic/cultural, and national backgrounds who will bring their unique talents and skills into our educational institution to encourage students to thrive academically. Our district aims to provide an equitable and mutually supportive learning and working environment for all students and staff to succeed in a racially and culturally diverse local, national and global community.

ESSENTIAL FUNCTIONS:

• Leads the design, implementation, and continuous improvement of a high-quality virtual instructional model for middle school and a blended instructional model for K–5, aligned with state standards and district expectations.
• Ensures engaging, developmentally appropriate, and culturally responsive online instruction that meets the academic, social, and emotional needs of middle school learners.
• Builds and sustains a strong virtual school culture that promotes belonging, identity affirmation, and student voice.
• Develops strong communication and partnership systems with families to support learning at home.
• Provides clear onboarding, training, and resources for families navigating virtual learning.
• Creates consistent systems for two-way communication, progress monitoring, and engagement.
• Designs and leads ongoing professional learning focused on online pedagogy, equity, engagement, and instructional effectiveness.
• Coordinate curriculum and programs in assigned area(s).
• Maintain a positive relationship with students, staff, parents, and community by modeling respect, cooperation, and professionalism with others, recognizing the personal achievements and professional contributions of others and demonstrating knowledge of a sensitivity toward individuals and groups from all racial, ethnic/cultural, national socio-economic backgrounds.
• Articulate and develop support for a vision of schooling that places student learning at the center.
• Demonstrate knowledge and support of the district vision, mission, and focus.
• Curriculum and Instruction:
  Maintain knowledge of major developments and changes in curriculum.
  Convey knowledge of effective instructional strategies.
  Assist instructional staff with development and implementation of curriculum.
• Evaluate Certificated Staff.
• Establish a set of culturally responsive standard operating procedures, practices and routines.
• Provide and/or facilitate training of staff with regard to the most effective practices which lead to higher student achievement regardless of race, ethnicity, socioeconomic status or prior academic achievement.
• Assist in providing orientation for new staff.
• Assist in the development and implementation of in-service training programs.
• Participate in the budget process, facilitate preview of instructional materials, and maintain inventories.
• Establish and maintain a working relationship with building and district administration.
• Support building teams in planning and maintaining effective service delivery models.
• Other duties or projects as assigned.
• Establish a school culture conducive to continuous improvement for students and staff.
• Develop, implement and monitor procedures and practices which promote a safe and orderly environment.
• Leads for inclusive programming for students qualified for special education services and those learning English as a second language.
• Assist instructional staff in aligning curriculum, instruction and assessment with state and local learning goals.
• Monitor, assist and evaluate staff implementation and support of the program improvement plan, program vision and mission, and evidence-based instruction and assessment practices.
• Assist with the management of human and fiscal resources to accomplish achievement goals.
• Communicate and develop partnerships with families and community service providers involved in the program.
• Develops cultural competence and a commitment to equity in outcomes and opportunities for adults and students.
  Leads for equity towards college and career readiness.
• Nurtures a school environment that celebrates, respects, and values diversity where teaching and learning are made relevant and meaningful to students of various cultures.
• Publicly draws attention to all equity gaps that exist for various groups of students with plans to address their elimination.
• Initiates activities and discussions that lead to increased cultural competence of staff, informing and expanding teaching practices within classrooms.

Requirements

QUALIFICATIONS:

• Minimum eight years relevant education experience.
• Administrative experience preferred.  
• Valid Washington Administrative Certificate.
• Master's Degree in education or related field.
• Ability to demonstrate effective written and oral communications with diverse community members to include students, staff, parents and community stakeholders.
• Ability to respond to and engage with a diverse multi-cultural and multi-racial community, and to work side by side and foster strong, positive relationships with parents, staff, students and the public.
• Knowledge of alternative experience law, WAC’s and administrative procedures.
• Knowledge of Home-Based experience law, WAC’s and administrative procedures.
• Knowledge of research related to creating effective small learning communities.
• Demonstrated commitment to professional growth.
• Experience in developing and facilitating engaging professional development for staff and a commitment to equity while building a diverse and inclusive school community.
• Demonstrated ability to function as an active, productive, and integral member of a team.
• Demonstrated ability to utilize available technology. 

KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

1. Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
2. Nurtures a positive school environment that celebrates, respects and values diversity, where teaching and learning are made relevant and meaningful to students of various cultures.
3. Initiates activities and discussions that lead to increased cultural competence of staff, informing and expanding teaching practices within classrooms.
4. Models instructional leadership and demonstrates a strong commitment to equitable outcomes for all students.
5. Ability to recognize each person as a unique individual even as we celebrate their group cultural heritage.
6. The ability and desire to establish positive relationships with persons regardless of race, gender, physical limitation, sexual orientation or religious belief, with an active commitment to equal opportunity for all persons.
7. Demonstrated ability to establish effective working relationships and interact successfully with diverse instructional support services and administrative staff, including perceiving the needs and concerns of others; assisting others in resolving conflicts; motivating others; and designing programs to assist others in meeting organizational goals.