Assistant Principal - High School

Jones County Schools; Gray (GA); On-site; USD 70,000 - 90,000; Full time

Job summary

Jones County School System is seeking an Assistant Principal for Jones County High School. You will work under the principal to lead instructional programs, supervise staff, and implement district policies to promote student achievement.

The role emphasizes data-driven decision making, MTSS coordination, and collaboration with families and community partners to support a safe, high-quality learning environment.

Qualifications

• Bachelor's and master's in Educational Administration and Supervision.
• Georgia Certificate in Educational Leadership Tier I or eligible.
• 5 years in K-12 school programs; leadership experience preferred.
• Extensive teaching experience across subjects and grades.

Responsibilities

• Assist in leadership and supervision of the educational program to promote student achievement.
• Develop and improve programs across academics and extracurriculars with staff development.
• Lead PLC-driven data-based decision making for school accountability.
• Provide visible leadership and drive a culture of excellence and safety.
• Coordinate recruitment, personnel files, and human resource issues with central office.
• Organize meetings and involve staff in program evaluation and planning.

Skills

Educational leadership

Data-driven decision making

PLC framework

MTSS implementation

Coaching staff

Education

Bachelor's and Masters Degree in Educational Administration and Supervision

Job description

• Position Type: Administration/ Assistant Principal
• Date Posted: 10/13/2026
• Location: Jones County High School
• Date Available: 11/10/2026

Jones County School System

Position Title: Assistant Principal

School: Jones County High School

Reports To: Principal of School

Effective Date: November 10, 2026

FLSA Status: Exempt

Starting Salary: Commensurate with educational background/experience - 11-month contract

Position Purpose

Under the supervision of the principal:

• assist in leadership and supervision in administering the educational program of the school in order to promote the educational development and achievement of students in accordance with Board of Education policies, administrative procedures, rules and regulations, and applicable law.
• assist in program development and improvement across academics and extra-curriculars, as well as in professional faculty/staff development.

Essential Functions Assists in:

• Development and administration of school programs consistent with district goals and objectives.
• Leveraging a Professional Learning Community (PLC) Framework to drive effective data-driven decision-making for school accountability and improved outcomes.
• Support of systems thinking to drive culture to encourage actions which lead to better outcomes for continuous improvement cycles.
• Providing a visible and supportive leadership presence.
• Galvanizing teams of teachers to support a shared vision with an unwavering commitment to a defined standard of excellence from a school accountability lens.
• Holding instructional leaders to a high standard of accountability in support of a positive and safe learning environment, a collaborative culture, a focus on learning, and attention to results.
• Engaging consistently and effectively with a range of stakeholders including, but not limited to, families, community organizations, business partners, and law enforcement.
• Leveraging a Multi-Tiered System of Supports (MTSS) and maintains a focus on pathways to ensure that the individualized needs of students are met.
• Providing leadership and direction to staff with regard to the ongoing evaluation and improvement of educational programs, including curricular and extra-curricular activities.
• Promoting a school environment that is safe and conducive to individualized instruction, cooperative curriculum development, and student learning.
• Ensuring that Board policies and procedures are implemented and followed at the school.
• Encouraging staff to continue to grow professionally and to engage in action research with implementation of new approaches or strategies to teaching.
• Organizing and maintaining a system for accurate and complete record-keeping and reporting for all student activities, attendance and records as required by law.
• Coordinating the work of school staff and school district program leaders to develop and implement instructional programs and teaching practices.
• Conducting ongoing assessment of student learning and works with teaching staff to modify instructional methods to fit students' needs, including students with special needs.
• Coordinating with the central office in recruitment and selection of employees, the proper maintenance of employee personnel files, the administration of collective bargaining agreements, corrective action, and other human resource issues.
• Organizing and conducting efficient and effective meetings with teachers for continuing development of instructional techniques and effective data-driven decision making.
• Involving staff in the evaluation of programs and the planning of new programs.
• Encouraging parental involvement in students' education and ensures effective communication with students and parents.
• Ensuring that student conduct conforms with the school's standards and school district policies.
• Supervising and evaluating teaching staff and other building employees in accordance with the school district's evaluation plan, and making recommendations regarding goals, areas needing improvement and continued employment.

This job description is intended to describe the general nature and level of work being performed. It is not an exhaustive list of all responsibilities, duties, and skills required.

Additional Duties

Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.

Knowledge, Skills, and Abilities

• Knowledge of efficient and effective, standards-aligned and data-driven planning processes.
• Knowledge of evidence-based teaching strategies.
• Knowledge of how to coach teachers to employ evidence-based teaching strategies with consideration to PLC Question 3: What do we do when students do not learn?
• Knowledge of how to coach teachers to employ evidence-based teaching strategies with consideration to PLC Question 4: What do we do when students are already proficient to enrich learning?
• Knowledge of middle school curriculum and concepts.
• Knowledge of effective coaching cycles and how to provide meaningful, useable feedback to both leaders and teachers.
• Knowledge of best practices in administration, program evaluation and staff supervision.
• Knowledge of data information systems/dashboards, data analysis, and the formulation of action plans.
• Knowledge of applicable federal and state laws regarding education.
• Ability to use computer network systems and software applications as needed.
• Ability to develop and implement projects with and without direction.
• Effective verbal and written communication skills.
• Ability to communicate effectively with students and parents.
• Ability to effectively manage time to organize multiple tasks and conflicting time constraints.
• Ability to engage in action research tied to leadership, teaching, performance, and professional growth- and adjust appropriately.
• Ability to establish and maintain cooperative working relationships with others in the course of work.
• Ability to abide by the Georgia Professional Standards Code of Ethics for Educators.
• Must be regularly, predictably, and reliably at work.
• Ability to be present at the physical worksite.

Qualifications Profile

• Bachelor's and Masters Degree from an accredited college or university in Educational Administration and Supervision or related field.
• Possess or be eligible for Georgia Certificate in Educational Leadership Tier I.
• Experience: 5 years in K-12 school programs; instructional leadership experience preferred.
• Extensive successful teaching experience at the K-12 level, preferably in more than one subject area and grade level.

Equipment

Uses standard office equipment such as personal computers, printer, copy and fax machines, and telephone.

Travel Requirements

Travels to school district buildings and professional meetings as required.

Physical and Mental Demands, Work Hazards

Works in standard office and school building environments.

PERSONAL QUALITIES

Appearance, grooming, personality which establishes a desirable example for students. Ability to meet District standards for physical and mental health. Above-average recommendations from supervisors and other professionals who have observed the characteristics, scholastic attainment and classroom performance of the teacher.

MAJOR FUNCTIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

REASONING ABILITY

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to talk or hear. The employee regularly is required to sit, stand, and walk. The employee is occasionally required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; climb or balance; and stoop, kneel, crouch, or crawl.

The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate.

Evaluation

Performance will be evaluated annually in accordance with district procedures and expectations for administrative staff.