Long-Term Substitute Assistant Principal - Longfellow Elementary, Fall 2025

POSITION OVERVIEW: Long-Term Substitute Assistant Principal - Longfellow Elementary, August-October 2025
Portland Public Schools is seeking a Long-Term Substitute Assistant Principal at Longfellow Elementary School from approximately August 1 to October 31, 2025. Under the direction of the Principal, the Long-Term Substitute Assistant Principal (LTS AP) will work to ensure rigorous, engaging and joyful learning experiences for all students. The LTS AP will foster an environment that supports the intellectual, physical, social and emotional wellness and development of individuals to ensure Success for Every Student. The LTS AP will monitor and evaluate student data related to behavior, social emotional learning and instruction in collaboration with the Principal and School Leadership Team. The LTS AP will be an integral member of the District Leadership Team, the School Leadership Team and the school Administrative Team and assist with administering and supervising the total school program and providing educational leadership for students and staff members consistent with the educational goals of the community. Functions include establishing a climate conducive to learning, planning, and coordinating programs, effecting change, and decision making.
ESSENTIAL RESPONSIBILITIES:

• Demonstrate a commitment to the PPS vision of equity by internalizing the district's Diversity, Equity, and Belonging priorities and policies to recognize, respond to, and redress inequity; model behaviors to reinforce the equity-based, diverse, and inclusive culture we seek
• Reflect on personal biases that may impact your work, decision-making, and/or the culture of the school and district you help lead through a commitment to personal Diversity, Equity, and Belonging growth and cultural humility
• Support integration of special programming and populations
• Cultivate a culture of inclusion and belonging; consult on improvements to curriculum, instruction, and school culture with awareness and understanding of their impact on a community of diverse needs; communicate a commitment to the dignity and contribution of all cultures, languages, and identities

+ Diversity, Equity, and Belonging Champion

• Demonstrate a commitment to the PPS vision of equity by internalizing the district's Diversity, Equity, and Belonging priorities and policies to recognize, respond to, and redress inequity; model behaviors to reinforce the equity-based, diverse, and inclusive culture we seek
• Reflect on personal biases that may impact your work, decision-making, and/or the culture of the school and district you help lead through a commitment to personal Diversity, Equity, and Belonging growth and cultural humility
• Address experiences by students or staff that conflict with our stated Diversity, Equity, and Belonging priorities, values, and beliefs, and, when needed, respond with strategies to decrease reoccurrences
• Cultivate a culture of inclusion and belonging; consult on improvements to curriculum, instruction, and school culture with awareness and understanding of their impact on a community of diverse needs; communicate a commitment to the dignity and contribution of all cultures, languages, and identities

+ Culture and Community Builder

• Build healthy, beneficial and respectful relationships across the school community; include families and community members to positively impact school goals
• Model ongoing self-awareness, self-reflection, and continuous learning and development
• Promote a positive and safe learning environment which embraces mutual respect and empowers all members of the learning community
• Support district priorities effectively with all stakeholders including staff, students, families, and community members, while engaging all stakeholders in ways that convey mutual respect and effective conflict management, when needed
• Support leading a school building with a positive, inclusive, and nurturing culture

+ Instructional Leader and Data-Driven and Goal-Based Instructional

• Support instructional and SEL design and delivery in alignment with school's shared vision of instructional excellence (based on PPS' instructional vision)
• Support implementation of ongoing accountability to include data collection, monitoring, analysis, and routines (RTI, Grade Level Teams, collaboration with Sp. Ed) to ensure integration of data into cycles
• Support work to ensure that assessments, curriculum, and instruction are aligned to outcomes that produce high quality grade-level learning,
• Support implementation of goals based on PPS Strategic Plan to set measurable school- and classroom-level goals that will result in meaningful growth

+ Assistant Talent Manager

• Collaborate with Principal to cultivate and engage candidates, and serve as an enthusiastic and effective school ambassador to attract effective and diverse staff
• Serve as a regular presence in classrooms to monitor and improve instructional effectiveness; share actionable, honest, and ongoing feedback with teachers designed to improve their instructional performance, embodying a coaching mindset

+ Assistant Operations Manager

• Help manage operational design, implementation, and time to maximize instructional learning and drive student growth and achievement
• Support Principal with scheduling and building coverage and supervision
• Support ordering and distribution of materials and curriculum as needed

KNOWLEDGE, SKILLS, AND ABILITIES:

• Change agent mindset: you see education as a relentless effort towards improving students' lives; you believe in your ability to make a difference, and inspire others to believe the same; you are not satisfied with the status quo or "the way things have always been done"; you see education as a pivotal driver of opportunity
• Leadership orientation: you lean into difficult conversations and decisions, and occupy a clear leadership position amongst staff; you intervene when needed, maintain flexibility and resourcefulness
• Student-centered: you keep student's needs central to every action you take and decision you make; you never lose sight of students' needs as the district's focal point
• Relationship-oriented: you recognize the deep importance that relationships with colleagues, students, and stakeholders play in your work; you build rapport and trust with others; you're comfortable with and adept at navigating diverse needs
• Resourceful: you optimize available resources and tools to enhance your impact and have knowledge of curriculum, instruction, school operations, and PPS policies
• Strong communicator: you share clear, thoughtful, well-defined information, including in-depth data presentations; you compile research, and synthesize and communicate your findings with strong trends and takeaways

EDUCATION, TRAINING, AND EXPERIENCE:

• Masters degree from an accredited college or university with an emphasis in supervision, educational administration, school curriculum, or a closely related field
• Five years of successful teaching experience
• Other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered

CREDENTIAL REQUIREMENTS:

• Maine State fingerprint (CHRC) authorization (more info)
• [Preferred] Maine State Administrator Certificate with one of the following endorsements:
  • 040 Building Administrator
  • 045 Assistant Building Administrator
• NOTE: Applicants without administrator certification may be considered, but the responsibilities of the role would be adjusted to exclude elements requiring certification

SPECIAL REQUIREMENTS:

• Attendance at evening and weekend student activities, Parent Teacher Association (PTA) meetings or other community events and functions, as required

• Full Time, 1.0 FTE
• Temporary assignment
• Approximate dates: August 1–October 31, 2025

--

Portland Public Schools is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation or disability, as defined and required by state and federal laws.