Assists the Principal in promoting the educational development of high 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. The Assistant Principal manages numerous components of the High School Academic Program under the direction of the Principal.

• Participates on the school’s leadership team.
• Assists in the establishment of goals and objectives for the school.
• Provides leadership in planning, implementing, and evaluating instructional program.
• Provides leadership in teaching techniques, innovation, educational technology, and class organization.
• Represents the administrative team on committees as assigned.
• Coordinates student-teachers and other university/community observers within the building as assigned.
• Manages specific academic departments as assigned (i.e., Substitute Teachers, PASS, Dual Credit, Native Language Teachers, and Summer School).
• Represents the Principal at various events.
• Administers the school in the absence of the Principal.
• Assists in the process of interviewing, evaluating, and selecting new staff members.
• Assists in the on-boarding and orientation for new staff.
• Assists in the determination of individual staff needs and work to resolve those needs.
• Evaluates personnel and assists in the determination of goals to improve performance.
• Prepares formal evaluations as directed by policy and administrative regulations.
• Coordinates the revision of the teacher handbook as assigned.
• Coordinates teacher mentorship.
• Assists principal in continuous supervision of all High School staff.
• Assists in curriculum development.
• Assists in the direction, supervision, and evaluation of the building instructional program.
• Assists in the maintenance and improvement of the quality of the instructional program by being responsible for teacher implementation of the curriculum.
• Assists in providing the leadership necessary to ensure that each teacher is following the curriculum or course of study.
• Oversees new course proposal process as requested.
• Coordinates, organizes, and publishes course selection handbook annually as assigned.
• Manages student course registration through counseling program as assigned.
• Assists in the oversight of developing the master schedule: courses, sections, and teacher schedules as assigned.
• Assists with and/or coordinate visitations by educational partners/agencies as assigned.
• Assists in the planning and implementing of programs for the health, safety and welfare of the students in the building.
• Supervises extra and co-curricular activities in the school at the direction of the high school principal.
• Assists with student disciplinary procedures when the Dean of Students is unavailable.
• Hears and acts on attendance problems referred by attendance counselor.
• Coordinates the 504 program; schedule and facilitate 504 IEPs and referrals; maintain up-to-date 504 records; ensure all staff are aware of students with accommodations.
• Approves and maintain record of all academic field trips and guest speakers.
• Coordinates special academic programs and award programs as assigned.
• Monitors student internet use and respond as necessary.
• Assists with student mental health response coordination.
• Assists with student temporary health accommodations.
• Assists in the communication between the school and the community.
• Serves as a liaison between the school and the community.
• Assists in the development and presentation of parent information and conference evening programs as assigned by the principal.
• Directs and provides input into the preparation and management of the school budget as assigned.
• Assists in the preparation and organization of teacher requests for materials, supplies and equipment as assigned by the principal.
• Monitors the maintenance of the school and school facilities; assist in the security of the building; assist in the supervision of the non-exempt employees; monitor yearly inventories of all textbooks and school equipment, as assigned by the principal.
• Coordinates field trips planning, and guest speaker visits.
• Participates in professional growth activities.
• Participates in professional organizations whose purpose is to improve administrative skills.
• Participates in decision-making, planning and evaluation at the district level.
• Demonstrates effective leadership skills.
• Implements efficient management skills.
• Participates on designated committees.

Minimum Qualifications:

Bachelor’s degree in education or other related field of study and 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:

Master’s degree and 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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Connections working at Santa Fe Indian School