School Administrator Pool for 2026-27

Salt Lake City School District is seeking qualified school administrator applicants for the school year. This posting is to screen and interview applicants for potential future principal and assistant principal administrative openings. Candidates who wish to be eligible for school administration positions in the school year will need to apply through this applicant pool by the priority screen date.

Work Location: School-based dependent upon available openings

FTE: 1.0

Contract Days: 242 Days

Priority Screen Date: Close of business onNovember 19, 2025

Anticipated Start Date: July 2026

FLSA Status: Exempt

Benefits: Eligible

Starting Salary: Administrator #8

Interview Date: In-person screening interviews will be conducted at the Salt Lake City School District office beginning November 19th. Candidates will be advised by e-mail of the time and date of their screening interview. Some candidates may be invited to further interviews.

Purpose: The administrator provides positive leadership and guidance to create continuous improvement toward equity, excellence and achievement for each student, in support of the school principal's vision and goals of providing excellence and equity: every student, every classroom, every day. They can direct overall site operations, services and supervise school staff.

They will implement policies, procedures and/or processes to improve educational experiences; focus school resources and personnel on student achievement for student growth; manage a variety of school administrative functions (e.g. student disciplinary policy, school schedule, afterschool programs assigned personnel, etc.) for the purpose of enforcing school, district and state policy and maintaining safety and efficiency of school operations; facilitate learning community meetings such as School Improvement Councils and School Community Councils; represents the school within community forums for the purpose of maintaining ongoing community support for educational goals and/or assisting with issues related to school environment, and; develop and implement research-based school improvement strategies.

Minimum Qualifications for All Administrative Candidates:

• Master's degree in Education or related field, or will complete their program prior to the contract start date.
• Applicant must have a current Professional Utah Administrative/Supervisory License no later than July 1, 2026.
• In and out-of-state applicants must upload a copy of their current state license with their application in order to be considered.

• Applicants who do not have their official administrative license yet, should upload a conferral letter from their university education program in lieu of their license, verifying date of graduation, and that the applicant is in good standing making progress toward licensure completion.

• Three years of licensed experience in K-12 education.

• Professional communication skills including, but not limited to: excellent written and verbal communication skills in English; confident, articulate, and professional speaking abilities; and empathic listening and persuasive speaking skills.

Additional Minimum Qualification for Principal Candidates:

• Three years of licensed school administrative experience in K-12 education.
• Five years of licensed experience in K-12 education.

Preferred Qualifications for All Administrative Candidates:

• Ability to provide positive and inspirational leadership/guidance and a collaborative mindset to learning community stakeholders.
• Have an ESL endorsement or will obtain one within 4 years of hire with the district.
• Current Professional Utah School Leadership License or a license from another state that is transferrable to Utah.
• Experience with coaching teachers through growth-evoking feedback, and development and delivery of professional development activities to improve student achievement communication and engagement strategies with all members of the school community.
• Experience supervising/evaluating the conduct/performance of personnel.
• Ability to implement policies, procedures and/or processes for providing direction and/or complying with requirements.
• Experience facilitating grade level/content PLC's/data meetings for analysis of student data to inform instructional. practices for highest student achievement regardless of race, ethnicity, socioeconomic status, or prior academic achievement, based on the School Improvement Plan.
• Knowledgeable of culturally competent strategies and culturally responsive, professional communication/engagement strategies with all members of the school community.
• Knowledge of and leadership on behalf of: effective English Language Learners teaching practices; accelerated/extended learning programs, and; special needs students, including laws and regulations of special education and 504 plans.
• Knowledge of school budget management in alignment with school needs, following district budget, procurement and accounting policies and procedures with integrity and ethics.
• Experience with development/implementation of a school-wide behavior management process.
• Knowledge in student leadership development, deployment and supervision of student activities with consideration of academic and social growth.
• Ability to be flexible and adaptable with changing priorities and needs of the school, students, parents, district, and other stakeholders.
• Speaks, reads, writes and understands Spanish.

Additional Preferred Qualifications for Principal Candidates:

• Ability to lead implementation of effective English Language Learners teaching practices.
• Knowledgeable of implementing and monitoring CSI (School Turnaround) and School Improvement Plans.
• Experience and knowledgeable about Positive Behavior Intervention and Support (PBIS) and Multi-tiered system of support (MTSS).
• Experience and ability with Special Education instruction, 504 plans, laws and regulations, behavior management, Safety Plans, and community support agencies.
• Knowledge of Dual Language Immersion instruction and programming.
• Knowledge of Gifted and Talented instruction and programming.
• Knowledge of development and delivery of professional growth activities to engage staff and designed to support individual school/District goals and programs to improve student achievement.
• Skill in developing positive growth-minded interactions with student groups and in working with individual students, including development/implementation of school-wide behavior management process.

Essential Functions for All Administrative Candidates:

• Provide leadership and commitment to equity, excellence and achievement for each student.
• Collaborate with other relevant colleagues and community members; attend a variety of meetings; stay current on applicable laws, codes, rules and regulations; prepare written materials (e.g. budgets, curriculum, reports, directives, memos, etc.) prepare and deliver presentations.
• Effectively and diplomatically interact and work in cooperation with district staff at all levels, as well as outside entities; incorporate culturally competent strategies and utilize culturally responsive communication and engagement strategies with all members of the school community.
• Facilitate communication between personnel, administration, and/or the general public to evaluate solutions, solve problems, and/or resolve employee relations conflicts.
• Provide sound judgement and advise to constituent community; use excellent critical thinking, decision making and organizational skills.
• Maintain regular and predictable attendance to fulfill job requirements in an efficient and effective manner; required to attend activities, events and meetings outside of normal work hours on a regular basis.
• Perform other related duties as assigned to ensure the efficient and effective operations of the school.
• Maintain professional workplace etiquette and represent the department/district in a professional manner; communicate effectively and efficiently with diverse groups of people while maintaining confidentiality and positive working relationships with co-workers, students, parents, and other district employees.
• Maintain adaptability and understanding of cultural differences and in working in a diverse environment while coping with stressful situations related to students and maintaining confidentiality.
• Work with limited supervision; ability to work effectively under constant deadlines and time constraints; manage multiple tasks and responsibilities and prioritize accordingly.
• Supervise and evaluate the conduct/performance of all assigned personnel.
• Provide professional development to engage staff in activities designed to support individual school/district goals and programs to improve student learning; coach teachers and staff through growth-evoking feedback.
• Facilitate grade level/content PLC meetings to analyze student data; lead the implementation of effective practices which lead to higher student achievement regardless of race, ethnicity, socioeconomic status, or prior academic achievement.
• Analyze and interpret student achievement data to understand and implement achievement strategies based on the school's Student Success Plan (SSP).
• Implement policies, procedures and/or processes for providing direction and/or complying with mandated requirements.
• Knowledge of and leadership on behalf of: effective English Language Learner teaching practices; accelerated/extended learning programs, and; special needs students, including laws and regulations of special education and 504 plans.
• Manage the school facility and grounds for an appropriate, safe, working and learning environment.
• Conduct school budget management in alignment with school needs, following district budget, procurement and accounting policies and procedures with integrity and ethics.
• Develop positive growth-minded interactions with student groups and in working with individual students, including development/implementation of a school-wide behavior management process and provide leadership development, deployment and supervision of student activities with consideration of academic, social and ethical growth.
• Is responsible for compliance with all requirements of the State Board of Education and Utah Educational Leadership Standards.

Additional Essential Functions for Principal Candidates:

• Carefully select, hire and effectively assign staff.
• Develop positive and collaborative relationships with families.
• Build and sustain relationships with community stakeholders including but not limited to community business, cultural, and not for profit partner.
• Knowledge in leadership development, deployment and supervision of student activities with consideration of academic, social and ethical growth.
• Provide timely and constructive feedback on classroom instruction to develop teacher practice.
• Develop a culture of collegial and professional relationships among staff and students that promote critical reflection, peer feedback, collaboration, shared accountability, and continuous improvement.
• Facilitate leadership capacity among staff.
• Communicate campus news and events with the school community and stakeholders through professional communication strategies.
• Experience in collaboration with district employees as necessary for school improvement, and to contribute to the mission of the district as a whole.
• Demonstrated experience in being ethical, courteous and provide educational leadership in employment activities.
• Manage conflict constructively.
• Maintain a visible and consistent presence throughout the school.
• Develop, articulate, steward, and operationalize a clear vision for learning for all students and work with staff to implement a plan to accomplish that vision.
• Clearly communicate learning and development goals that reflect high expectations for learning and growth, a belief that all students can learn, and a commitment to meet each students' educational needs.
• Ensure all school stakeholders can articulate a clear and shared vision for learning.

Work Environment:

• The usual and customary methods of performing job functions require sitting, walking, standing, bending, occasional lifting, carrying, pushing and/or pulling, stooping, kneeling; driving an automobile, etc.
• Risks found in the typical work environment, which is adequately lighted, heated and ventilated, e.g., safe use of office equipment, avoiding trips and falls, observing fire regulations.

The Salt Lake City School District is committed to providing access, equal opportunity, and reasonable accommodation for individuals with disabilities in employment, and its services, programs, and activities.

To request reasonable accommodation, contact us at Human Resource Services - Salt Lake City School District ) or call

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Non-Discrimination Statement

No district employee or student shall be subjected to discrimination in employment or any district program or activity on the basis of age, color, disability, gender, gender identity, genetic information, national origin, pregnancy, race, religion, sex, sexual orientation, or veteran status. The district is committed to providing equal access and equal opportunity in its programs, services and employment including its policies, complaint processes, program accessibility, district facility use, accommodations and other Equal Employment Opportunity matters. The district also provides equal access to district facilities for all youth groups listed in Title 36 of the United States Code, including scouting groups. The following person has been designated to handle inquiries and complaints regarding unlawful discrimination, harassment, and retaliation: Tina Hatch, Compliance and Investigations/Title IX Coordinator, 406 East 100 South, Salt Lake City, Utah 84111, You may also contact the Office for Civil Rights, Denver, CO,