Early Years Principal (Daycare/KG)

Oversee Early Childhood operations, including daily school activities, budget use, and optimization for the area. Manage staff and assign resources, current or new, to enhance and build curriculum. Oversee facilities are in prime condition for operation and plan for its growth and innovation. Provide a safe and productive learning environment for students, teachers, and parents.

Supervisar las operaciones de Primera Infancia, incluidas las actividades escolares diarias, el uso del presupuesto y la optimización del área. Administrar el personal y asignar recursos actuales o nuevos para mejorar y desarrollar el currículum. Supervisar que las instalaciones estén en óptimas condiciones para su funcionamiento y apoyar en planificar su crecimiento e innovación. Proporcionar un ambiente de aprendizaje seguro y productivo para los estudiantes, maestros y padres de familia.

Responsibilities:

• Manage school activities and staff, including students, teachers, parents, school-wide interactions with the area and support personnel
• Promote and safeguard ASFC Pillars, and school spirit is evident in the area.
• Establish and coordinate safety procedures for students, staff, and visitors (drills)
• Sound knowledge of Early Childhood Development, Curriculum development, play-based learning, IB, and work with the PYP Coordinator to implement it.
• Supervise that SEP requirements are fulfilled (assessments, diagnostics, attendance, student support)
• Establish and coordinate safety procedures for students, staff, and visitors.
• Oversee and establish the admissions process is fair, supportive, and in keeping with high academic quality standards. 
• Educate parents and develop programs that introduce them to ASFC’s positive parenting, Pillars, IB Learner Profile, as well as any other expectations and support needed from them.
• Direct and supervise the SEL team for the area, creating curriculum and preventive and corrective practices relevant to the area's needs. 
• Network with other IB schools in the world or people in the local or international community on behalf of our students.

Activities:

Daily:

• Attention to Parents/Students/Teachers
• Check official emails
• Meet with parents upon request or new admission/doubts/encouragement
• Supervise staff (schedule, permissions, classroom activities, and supervisory duties)
• Supervise proper use of uniforms.
• Psychologist supervision
• Enforcement of standards (compliance with school rules)

Weekly:

• Communication with HR
• Attend weekly meetings with the Head of the school
• Follow up on purchases for supplies, schedule maintenance, and ensure teachers have enough inquiry resources to implement the PYP
• Classroom Observations

Biweekly:

• Approve staff permissions on the Google Form.
• Attend biweekly meetings with the Lower School Primary Principal and PYP Coordinator
• Meetings with teachers
• Meet with the SEL lead to follow up on student cases and prevention campaigns.

Monthly:

• Plan CTE activities: Organize monthly professional development sessions and workshops for staff (SEP and IB)
• Attend SPT (Strategic Planning Team) meetings
• Supervise teachers
• Organizing the Mega Tribute
• Overlook the organization of School for Parents sessions every month to ensure that field experts provide workshops for families on matters to be addressed in the community and relevant to the area.
• Meetings with parents of students being monitored for behavior or diagnosis (at least 2 per year
• or as the case requires to reach success)

Quarterly:

• Organize 360 Review with all area staff members
• Organize PIP (Personalized Improvement Plan) for teachers needing extra support for items needing immediate attention/change to review rehire or for teachers needing excelling goals or support. 
• Quarterly Report on the area for HOS: Learning outcomes in reading, writing, logical and cognitive abilities, digital platforms in use, and other KPIs established for the area’s advancement. 
• School for parents with area SEL (SocioEmotional Learning) lead.

Annual:

• Observe teachers and evaluate their performance: classroom observations per ASFC/IB program (at least 2 per year per teacher)
• Meetings with parents of students being monitored for behavior or diagnosis (at least  2 per year or as the case requires to reach success)
• Organize initial meetings by grade level (induction)
• Plan Professional Development relevant to the area needs as expressed in the previous Quarterly Area Report Findings and individual goals for each Teacher’s professional development.
• Review student enrollment and registration on platforms
• Continue Professional Development according to Quarterly Performance Survey Review with HOS or other identified needs
• Organize school schedules/remedial academies
• Create SEP evaluation calendar with School Services
• Authorize staff leave
• Organization of graduation
• Follow up cases reported by teachers and families using the procedures detailed in the inclusion policy

Eventual: 

• Get involved in recruitment processes for teachers, assistants, and psychologists
• Conduct drills and supervise staff training.
• Request hiring of staff.
• Organize additional workshops for parents and students
• Cover ASFC events
• Reporting cases of bullying.
• Oversee psychological support for teachers
• Plan staff training