Promotes the educational development of middle school students by use of leadership, supervisory and administrative skills, as well as the SFIS core values to achieve the school’s vision and mission as articulated in the Ideal Graduate statement. This position is a part of the key administration leadership team that supports and promotes a positive, safe, and healthy learning environment for all students and staff.

• Complies with all Board of Trustees policies and administrative regulations.
• Promotes an environment and culture conducive to productive performance.
• Plans for and manages the resources in areas of responsibility, including personnel, finances, facilities program, and time.
• In collaboration with the SFIS executive data team, prepares for and monitors accreditation.
• Plans and implements staff development and performance evaluations to improve the middle school academic program.  
• Participates in the planning and development of curriculum and instructional goals for middle school, academic staff and students.
• Supervises the coordination of the instruction program and classroom management.
• Ensures and shares in the supervision of school and extracurricular activities.
• In collaboration with the SFIS executive data team, monitors and facilitates the progress of programs toward established goals.
• Evaluates all assigned staff according to policy and initiates and develops growth plans to improve the instructional process of the middle school.
• Is visible and makes informal or formal observations on teacher competencies, teaching techniques, student’s time on task, classroom management, student learning outcomes, and student daily attendance.
• Personally reviews grade sheets and report cards on a 1st, 2nd, 3rd, and 4th nine (9) weeks basis.
• Ensures each teacher maintains complete updated permanent cumulative records, inclusive of grade and attendance for students.
• Participates in the maintenance and implementation of the student handbook that promotes a safe environment for all students.
• Implements the attendance policy; supervises accuracy of the reporting and monitoring of student attendance, and works collaboratively with the Student Rights and Responsibilities Coordinator on investigations along with follow-up actions.
• Assists in organizing, supervising, and assessing after school programs and summer enhancement programs for students.
• Ensures that upon release of student information the procedures are consistent as established by: Inspection of Public Records Act; Family Educational Rights and Privacy Act 1974-20 U.S.C., Section 123g; Implementing Regulations, 34 Code of Federal Regulations, part 99; Implementing Regulations, 34 Code of Federal Regulations, part 300.
• Supervises or designates another administrator or certified employee to supervise all after school curricular, co-curricular, academic competitions, extra-curricular activities, and assures that programs are following the New Mexico Activities Association Rule and Regulations, (applicable to middle and high schools), as well as school board policies.  
• Participates in the program assessment to identify fiscal needs of the school by reviewing student achievement in basic, bilingual, special education, vocational, and all operational and federal program(s), inclusive of School Based Health Services and Technology.
• Participates or designates a SFIS middle school representative for CENAC.
• Responsible for student behavior on campus, handling cases up to and including recommendation for suspension or expulsion.
• Addresses teacher-student concerns to ensure timely and appropriate resolution.
• Ensures MS staff adhere to SFIS HR Policy and Procedures Manual.
• Works with SFIS student services departments to assist various needs of students.
• Maintains and supervises non-instruction student records.
• Directs and supervises the MS students, MS staff, and MS school facilities.
• Meets with parents to address student or staff related concerns.
• Attends the entire Education Appraisal and Review (EA&R) and IEP committee meetings as mandated for Special Education.
• Participates in filling out time studies for Medicaid Reimbursements.
• Responsible for membership accounting in accordance with Finance Department’s “Manual of Procedures,” to include student attendance/student accounting, through the Accountability Data System/School, as applicable.
• Keeps Superintendent informed of events and activities of an unusual nature, as well as routine matters for accountability purposes.
• Attends board meetings, as assigned by the Superintendent.
• Demonstrates effective leadership skills and implements efficient management skills.
• Is responsible for addressing personnel and disciplinary action in a timely manner.
• Responsible for interviewing, selection and training of new teachers and academic staff.
• Responsible for approving leave, purchases, other requests in a timely manner.
• Ensures academic staff support in Human Resources and Finance processes in a timely manner.
• Participates on designated committees.
• Responsible for Federal, State, and Local Financial reporting requirements.
• Deposits all Activity Funds and/or monies from fund raisers, etc., within twenty-four (24) hours with the Finance Office.

Minimum Qualifications:

Master’s degree in education or other related field of study. Five (5) years of school administration experience and/or teaching at the secondary level. New Mexico administrative license as required by the State of New Mexico.

Preferred Qualifications:

Experience working with Native American students and Native American or Tribal entities, preferred.

About Santa Fe Indian School

Santa Fe Indian School (SFIS) was established in 1890 to educate the Native American children from the tribes throughout the southwest. The School was established by the federal government during the Boarding School era with a charge to assimilate the native child. The established belief at that time was if you could remove an Indian child from their community, prohibit them from practicing their native language and beliefs, you could remove the cultural and individual identity of the children providing the opportunity to impart new standards for living the American way of life. “Kill the Indian to save the man” was a term penned by General Richard Henry Pratt, the individual charged to deal with the “Indian problem” and responsible for creating the first boarding school in Carlisle, Pennsylvania in 1879. At one time there were 25 boarding schools, established by the US Department of War, located in 15 states with the largest native populations. New Mexico had two boarding schools – the other was located in Albuquerque, New Mexico. The 1920s represented a shift in federal Indian policy. The Meriam Report was commissioned in 1928 and documented the condition of American Indians o...n Indian reservations. In 1933, the Indian New Deal became part of President Franklin Roosevelt’s New Deal. The Bureau of Indian Affairs was established and charged with the protection of the American Indian. American Indians in New Mexico boarding schools thrived creating a 180 degree shift in Indian education. This can be directly attributed to Pueblo core values; resiliency and perseverance directly contributed to our current status – survivors. The history of Santa Fe Indian School uniquely reflects federal and state policies and politics. The All Indian Pueblo Council, utilizing P.L. 93-638, the Indian Self-Determination Act and Educational Assistance Act, was the first Indian organization to contract for the education of their children. Later P. L. 95-561, the Education Amendments, and the technical amendments P. L. 98-511 and P. L. 100-297 allowed SFIS to become a tribally controlled school governed by a Board of Trustees. In 2000, with the signing of the Santa Fe Indian School Act, this land was turned over to be held in trust for the 19 Pueblo Governors of New Mexico. This has allowed SFIS to build a program based on educational sovereignty – the right and responsibility to educate New Mexico Indian children in manner that supports their cultural and traditional belief systems. In 2003 staff created a statement that would become the measure of our success as an institution, the “Ideal Graduate.” As part of our continuous improvement plan, we are operationalizing this statement by honoring native knowledge while simultaneously preparing our students to become critical thinking problem solvers prepared to engage in the world at large and in their respective communities. The Ideal Graduate: Santa Fe Indian School graduates will understand the issues facing tribes in the Southwest and will be committed to maintaining Native American cultural values. They will participate in the culture of their communities and will have the skills to pursue the education and careers that will benefit them, their families, and their people. These skills include: Creative problem solving, using the analysis of complex problems, the synthesis of collected data, and the communication of clear solutions; Critical, confident, independent and interdependent, life-long learning; Working productively with all types of people and making good choices.

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