Vice Principal of Modernization - 0.5 FTE - Ida B. Wells-Barnett High School

PPS strongly encourages and recommends everyone who is able, to be vaccinated and remain current on the COVID-19 vaccine.

This job is open until filled. Applications will be reviewed as received. Portland Public Schools reserves the right to make a hiring decision at any point during the posting period.

Portland Public Schools (PPS) is seeking talented people from diverse backgrounds and experiences to lead change and inspire PPS students. At PPS, every employee, despite having different roles, is an educator. We hope to attract talented educators who model the core PPS Educator Essentials. With the District’s focus on eliminating systemic racism and its adverse impact on student learning, we seek to hire individuals who bring to our district a deep commitment to racial equity and social justice.

The District is committed to equal opportunity and nondiscrimination in all its educational and employment activities. The District prohibits discrimination based on perceived or actual race; national or ethnic origin; color; sex; religion; age; sexual orientation; gender expression or identity; pregnancy; marital status; veteran’s status; familial status; economic status or source of income; mental or physical disability or perceived disability; or military service.

504 Coordinator: Katie Loewen, kloewen@pps.net, 503-916-3337 x63337
ADA Coordinator: Jey Buno, jbuno@pps.net, 503-916-3360
Director of Civil Rights: Dr. Bobby Cruz, bcruz@pps.net, 503-839-3660

Accessibility Statement

This position supports the modernization efforts at Ida B. Wells-Barnett High School. The position is bond-funded and temporary, expected to continue through June of 2030 and may be extended.

Basic Function:
The Vice Principal of Modernization (VP) supports the Principal in designing, leading, and coordinating all school-based efforts related to the redesign and construction of assigned schools. The VP partners with building and site-based staff throughout each phase of the modernization, fostering a culture of high expectations to ensure every student has equitable access to high-quality learning environments. In addition, the VP collaborates closely with the Office of School Modernization (OSM) and other central office departments, providing school-based expertise and guidance across all stages of the modernization process.

Representative Duties:

The classification specification does not describe all duties performed by all incumbents within the class. This summary provides examples of typical tasks performed in this classification.

Design Phase

• Serve as liaison between the Office of School Modernization (OSM), architects, construction teams, school administration, staff, students, families, alumni, and community members to ensure input is gathered, documented, and reflected in project design and implementation. “E”
• Coordinate communication and updates by partnering with OSM, the school team, and the district communications team to provide timely information to staff, students, families, alumni, and community stakeholders. “E”
• Represent the school in project meetings, including weekly OA/OAC (Owner, Architect, Contractor), SD (schematic design), and DD (design development) meetings, as well as staff and stakeholder coordination meetings in coordination with OSM Program Management Lead. “E”
• Review design issues and provide operational input to ensure school programming needs are met, including areas such as:
  • Door lock schedules and security systems (cameras, access control)
  • Athletic equipment and CTE/shop equipment
  • Building program design - classroom, common space, and specialized fixtures, furnishings, and equipment (FF&E) “E”
• Support staff and student engagement by facilitating input sessions, hosting building tours at different stages of completion, and ensuring opportunities for student participation (e.g., internships, workshops, tours, interviews) that align with Career Related Learning Experiences (CRLE) requirements. “E”
• Collaborate with OSM on inventory and preservation of art, sports, and other important school-related items during the modernization process. “E”

Building Transition Phases

• Coordinate classroom clean-out and move preparation by supporting staff with purging and packing unneeded items prior to relocation. “E”
• Partner with OSM, IT, Security, Transportation, and Facilities to manage all transition activities and ensure smooth setup in the new space. “E”
• Oversee key distribution and setup, collaborating with OSM and school administrative assistants. “E”
• Organize and lead building tours at various stages of completion for staff and community members. “E”
• Develop and manage move schedules, including packing, purging, trash removal, moving logistics, and monitoring use of PAT move hours to support staff needs. “E”

New Building Phase

• Coordinate unpacking and move-in support, including scheduling assistance for staff, tracking PAT move-in hours, and monitoring the overall transition with OSM. “E”
• Manage and resolve facilities issues by tracking concerns reported during move-in and collaborating with OSM and construction teams to address them. “E”
• Partner with IT, Security, and Facilities to ensure all technology, safety, and operational needs are met during the move-in process. “E”

All Phases

• Monitor and support project communications related to transportation, swing site logistics, project progress, and design changes by reviewing and contributing to:
• Emails, flyers, and website updates
• All-staff meeting presentations
• DAG (Design Advisory Group) and broader school/community presentations “E”
• Demonstrate a commitment to the Portland Public Schools Racial Equity and Social Justice Commitment by developing a thorough knowledge and application of the district Racial Educational Equity Policy, the PPS RESJ Framework and Plan, and the PPS RESJ Partnerships Investment Strategy and other board policies; participate in staff development, in-services and trainings related to diversity, equity and inclusion in the workplace and in K – 12 education; model appropriate behaviors; develop, recommend and implement improvements to educational practices with awareness and understanding of their impact in a racially and culturally diverse community.
• Promote a positive, safe, and caring climate for learning; deal sensitively and fairly with persons from diverse cultural backgrounds; communicate effectively with students, staff, and parents. “E”
• Learn and use District IT systems to perform routine tasks, such as performance management assessments, accessing financial reports, and managing school staffing and budget information. “E”
• Articulate the school's mission to the community and solicit its support in accomplishing the mission; use appropriate and effective techniques to encourage community and parent involvement. “E”
• Actively engage and advocate for underrepresented families of color, including those whose first language may not be English, as essential partners in their students’ education, school planning, and decision-making. “E”
• Represent the district and assigned school in meetings, workshops, conferences and professional activities at and away from the school site; may assume leadership of the school site in the absence of the Principal. “E”
• Perform related duties as assigned.

Note: At the end of some of the duty statements there is an italicized “E”, which identifies essential duties required of the classification. This is strictly for use in compliance with the Americans with Disabilities Act.

Knowledge and Abilities:
Knowledge of:

• K-12 Education public schools’ laws, policies and guidelines related to administration, curriculum and leadership.
• District labor organizations and collective bargaining agreements.

Ability to:

• Participate in the management of systemic change and successfully implement reform initiatives that produce significant gains in closing the achievement gap.
• Participate in leadership responsibilities including service as an Instructional Facilitator, member of School Site Council, Equity Team, Data Team, Leadership and other district and school based teams.
• Advocate, model and implement Portland Public School’s Racial Equity, Equity in Public Purchasing and Contracting and Affirmative Action board policies.
• Use word processing, spreadsheet and presentation software.

Education and Experience:

• A State of Oregon issued Administrative License is required at the time of appointment.
• A minimum of three (3) years as a licensed school professional is required. Experience in a PK–12 school leadership position with demonstrated results in improving academic performance is preferred.
• Experience working in a richly diverse school community and environment and bilingual or multilingual skills are highly desirable.
• Experience leading support of school modernization efforts at a comprehensive high school highly desirable.

Special Requirements:

• Work hours include on- and off-campus evening and weekend activities and meetings and district, school and student functions.
• Some positions in this classification may require the use of a personal automobile and possession of a valid Class C Oregon driver’s license.

Working Conditions:

The conditions herein are representative of those that must be met by an employee to successfully perform the essential functions of this job. Persons with certain disabilities may be capable of performing the essential duties of this class with or without reasonable accommodation, depending on the nature of the disability.

Work Environment: Work is performed primarily in an elementary, middle, K-8 and/or High School campus environment with extensive student, parent and public contact and frequent interruptions. Work hours include on- and off-campus evening and weekend activities, meetings and district, school and student functions.
Hazards: Potential conflict situations.
Physical Demands: Primary functions require sufficient physical ability and mobility to work in an office setting; dexterity of hands and fingers to operate a computer keyboard and other office equipment; sitting or standing for extended periods of time; kneeling, bending at the waist, reaching overhead, above the shoulders and horizontally to retrieve and store files and supplies; lifting, pushing, pulling and carrying office equipment, supplies and materials weighing up to 25 pounds; repetitive hand movement and fine coordination to use a computer keyboard; hearing and speaking to exchange information in person or on the telephone; seeing to read, prepare and assure the accuracy of documents.
Remote Work Eligibility: not eligible.

FLSA: Exempt
Bargaining Unit: Licensed Administrator
Salary Grade: $144,712 - $155,839
Work Year(s): 233

Portland Public Schools (PPS) offers several competitive and comprehensive benefit packages to employees. Fringe benefits include medical, dental, vision, prescription, life and disability insurance, employee assistance program, 403(b) retirement savings plan and various leave and professional development programs. Depending on the insurance option selected by the employee, there may be an employee contribution toward insurance.

Portland Public Schools is a public employer and participates in the Public Employees Retirement System (PERS/OPSRP). Eligible employees are required by statute to contribute 6% of salary on a pre-tax basis to OPSRP/IAP, after serving six months under a PERS employer.

For more information about additional benefits or compensation options by employee group, please visit our website at: https://www.pps.net/Page/1635