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Never forget a class or assignment again.

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School planner and organizer

The MyStudyLife planner app supports rotation schedules, as well as traditional weekly schedules. MSL allows you to enter your school subjects, organize your workload, and enter information about your classes – all so you can effortlessly keep on track of your school calendar.

Homework planner and task tracker

Become a master of task management by tracking every single task with our online planner – no matter how big or small.

Stay on top of your workload by receiving notifications of upcoming classes, assignments or exams, as well as incomplete tasks, on all your devices.

“Featuring a clean interface, MyStudyLife offers a comprehensive palette of schedules, timetables and personalized notifications that sync across multiple devices.”

” My Study Life is a calendar app designed specifically for students. As well as showing you your weekly timetable– with support for rotations – you can add exams, essay deadlines and reminders, and keep a list of all the tasks you need to complete. It also works on the web, so you can log in and check your schedule from any device.”

“MyStudyLife is a great study planner app that makes it simple for students to add assignments, classes, and tests to a standard weekly schedule.”

“I cannot recommend this platform enough. My Study Life is the perfect online planner to keep track of your classes and assignments. I like to use both the website and the mobile app so I can use it on my phone and computer! I do not go a single day without using this platform–go check it out!!”

“Staying organized is a critical part of being a disciplined student, and the MyStudyLife app is an excellent organizer.”

The ultimate study app

The MyStudyLife student planner helps you keep track of all your classes, tasks, assignments and exams – anywhere, on any device.

Whether you’re in middle school, high school or college MyStudyLife’s online school agenda will organize your school life for you for less stress, more productivity, and ultimately, better grades.  

Take control of your day with MyStudyLife

Stay on top of your studies. Organize tasks, set reminders, and get better grades, one day at a time.

We get it- student life can be busy. Start each day with the confidence that nothing important will be forgotten, so that you can stay focused and get more done.

Track your class schedule on your phone or computer, online or offline, so that you always know where you’re meant to be.

Shift your focus back to your goals, knowing that MyStudyLife has your back with timely reminders that make success the main event of your day

Say goodbye to last minute stress with MyStudyLife’s homework planner to make procrastination a thing of the past.

Coming soon!

MyStudyLife has lots of exciting changes and features in the works. Stay tuned!

Stay on track on all of your devices.

All your tasks are automatically synced across all your devices, instantly.

Trusted by millions of students around the world.

School can be hard. MyStudyLife makes it easier.

Our easy-to-use online study planner app is available on the App Store, the Google Play Store and can be used on desktop. This means that you can use MyStudyLife anywhere and on any device.

Discover more on the MyStudyLife blog

See how MyStudyLife can help organize your life.

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Please note that some of these options will only be available at certain times of the year.

Exceptional Student Education

Parental choice options, special assignment requests , special attendance permit (sap) - for out-of-county residents.

If approved for school attendance in the District, the student will be assigned to the requested school, provided the school has available space and it is in the best interest of the educational program at the school.  Parents are responsible for safely transporting their child to and from the assigned school in a timely manner. Students granted a Special Attendance Permit may remain at the assigned school through the highest grade. There is no longer a requirement to re-apply annually.

Please note:

*  A student on suspension or who has been expelled cannot be approved for transfer to the District.

*  No student residing in the district may be displaced by a student from another district.

 Additionally, the following preferential treatment will be provided through the Special Assignment Request and Special Attendance Permit processes;

• dependent children of active-duty military personnel whose movement resulted from military orders;
• students who have been relocated due to a foster care placement into another school zone;
• students who move to another school zone due to a court-ordered change in custody due to separation or divorce, or the serious illness or death of a custodial parent.

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Charter schools, opportunity scholarships.

The Opportunity Scholarship Program (OSP) provides opportunities for students who attended or are currently assigned to a school that has earned a grade of "F" or three consecutive grades of "D" pursuant to section 1008.34, Florida Statutes. 

For the 2022-23 school year, Tyrone Middle School families are eligible for an Opportunity Scholarship. Azalea families who wish to opt-in should complete the Opt-In Form . 

More information about the Opportunity Scholarship Program can also be found on the School Choice website at www.floridaschoolchoice.org .  

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Student Assignment

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Department Overview

Each student in the Cumberland County Schools System is assigned to the school of his/her grade level serving the attendance area in which the student’s parent or court-appointed custodian resides. The Student Assignment Office has the responsibility of ensuring all students are attending the appropriate schools. Our guidelines and procedures are developed based on the following:

• Maintain efficient use of facilities
• Provide options to parents to best meet the needs of their family
• Provide choices to explore a variety of educational opportunities toward meeting the diverse needs of our students.

In addition to school assignments, the Student Assignment Office also helps parents, students, and schools with issues involving custody, residency, family hardships involving school assignments and Choice Program application procedures. All students residing in Cumberland County are eligible to apply to the Choice Program during the application period. For more information on the Choice Program, please visit the  Cumberland County Schools Choice Program Website .

Get Connected

Student Assignment Department 2465 Gillespie Street Fayetteville, NC 28306 Phone: 910-678-2616

Dr. Melody Chalmers McClain, Associate Superintendent, Student Support Services Saundra McNeill, Student Assignment Manager

How do I find out what school my child is assigned to?

Every child in the Cumberland County School system is assigned to a school district by their address. Click on the following link, type in your street address, and the school that your child is assigned to will appear in the display box on the right-hand side of the screen: Find My School .

My family is new the area. How do I enroll my child into school?

Enrollment takes place at the school by contacting the school's data manager or registrar. Click on the link for more information:  Enrollment for CCS Students

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Register Now!

Click here to submit an online new student enrollment application.

Welcome to Gaston County Schools and the Student Assignment webpage.   Our office is a part of the Student Support Services Department.  The goal of the Student Assignment Office is to develop a relationship with students and parents from the beginning of the enrollment process. Our staff creates a welcoming environment for families who are new to our community as well as families whose students have extenuating circumstances or special needs. Student Assignment Our office staff is pleased to serve parents wishing to enroll their child in Gaston County Schools. To enroll a student, you must be the biological parent or court-ordered guardian. You must also bring:

• Proof of age/birthdate/proof of parentage (birth certificate)
• Immunization record and health assessement for first time enrollment in North Carolina public schools
• Parent/legal guardian's valid photo ID (driver license, state identification, passport, or military ID)
• Withdrawal from previous school (middle and high school)
• TWO (2) proofs of current address received within the last 30 days to verify residence (power, gas, water, cable, landline phone bills and / or lease or mortgage records).

* If the parents(s) or court-ordered guardian reside with another person who is the homeowner/lessee, you will need to meet together (the parent and the homeowner) with the Student Assignment Office staff to complete a Residency Affidavit document. The homeowner/lessee will need to provide two proofs of address. A student enrolling in the sixth grade or higher who does  not  currently attend a Gaston County school will need to come to the Student Assignment Office to complete a Discipline Status Document. Students in Group Homes and Foster Homes It is our pleasure to serve students living in foster homes and group homes. The legal guardian and the foster parent or group home representative must be present during the registration process. The following documentation is needed for initial enrollment and for changing school assignment:

• Guardianship/parental placement form
• Person Centered Plan
• Individualized Education Plan
• Previous school withdrawal and transcript
• Discipline information
• Special needs information

The deadline to apply for a school transfer was Friday, March 3 at 5:00 p.m.   An intra-district transfer is when parents/guardians wish to register or enroll their student(s) at a school other than the designated school in their attendance area within their district. Foreign Exchange Programs All foreign exchange programs in Gaston County Schools must have prior approval from the Student Assignment Office to enroll in our school system. Placement in schools with host families must occur by July 15 for the student to be cleared for enrollment. Schools will have no more than two foreign exchange students each year. The application for enrollment can be found in our policy.

Board Policies

• School Assignment
• Student Exchange Programs
• Homeless Students/Assignment
• Day Care Affidavit (pdf)
• Medical Affidavit (pdf)
• Terri Surbeck Director of Student Services [email protected] (704) 810-7284   Student Assignment Office   #1 Learning Place Gastonia, N.C. 28052
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Virtual Field Trips in Science Methods

In my undergraduate class, Methods of Teaching Science, a routine assignment to plan a field trip for students, quickly turned into something much more once the COVID-19 pandemic hit, and the country shut down. Teachers throughout the country had to get more creative and think outside of the box to continue to make learning fun and interesting while educating virtually. Businesses began to feel the same, so they started to make “virtual visits.” This led to the idea of incorporating a “virtual field trip” into the college level teacher preparation class.

This assignment was started with the instructor before me, I just reformatted it to fit my course. It was a great way for undergraduate teacher candidates to learn how to use technology to make their instruction engaging and fun, all while tying the real world to learning in an authentic manner.

The assignment shared a variety of ways to add in a “virtual” component. Some teacher candidates used webcams that the locations set up while others incorporated videos that toured different facilities and locations. How the virtual visit was presented to students depended on the lesson, activity, location, etc. Some teacher candidates had their “students” taking a self-guided tour through websites while others would “present” to them on a screen in the front of the room, or possibly a “zoom” style guest speaker with someone at the specific location.

Overall, the teacher candidates found this assignment to be challenging, however, very beneficial. They were introduced to another strategy to add to their teaching “toolbox.”

What activities will be offered during a virtual field trip? Would there be a narrator explaining what the user sees or will it just be a visual experience?

This would depend on the location and/or purpose. I had a student who took us to the San Diego Zoo to see animals in their habitats. She shared the webcams from a variety of animal locations throughout the zoo. This student was also thinking ahead, because live webcams show what is happening right then (sometimes the animals are not cooperating) so she had placed videos that the zoo had saved and placed on their websites as backups within her lesson. This way she was sure that her students would be able to see what was needed for learning to occur. Another student took us to the Air and Space Museum. During her lesson, she shared a recorded tour of the museum; picking a few areas for the visit; the ones that matched her purpose/lesson outcome.

In completing this assignment, students learned that there are a vast number of resources readily available to them and that these resources could enhance their lessons. These virtual field trips took us to locations that we otherwise wouldn’t have been able to visit. They learned that adding in this real-world component made their lessons come to life and be more interesting and fun. Some takeaways…they didn’t have to use everything they found about a particular location or everything that that location offered. Some locations have made materials for teachers to use with students virtually, and while these are extremely helpful, they weren’t necessarily needed; especially if the objective/outcome my students were working towards didn’t match that of the lesson/activity the location created.

How did this assignment help enhance everyday instruction?

My students quickly learned that they could enhance many of their lessons with what they learned from this assignment. They could use these “field trips”, or parts of them, for a variety of purposes; at the beginning of their lessons to get the students excited and engaged in a certain topic, during their instruction to bring the topic to life, and even at the end as a way to enhance or extend the students learning and take it to another level.

Which location was the students’ favorite place to plan and visit?

Good question. I'm not sure, but if I had to pick one, I would say riding the roller coaster at Disney World and then discussing the physics behind roller coasters.

Any future plans with this assignment?

I do plan on using this assignment again this semester. I feel this assignment is beneficial and an activity that they will remember and want to take into their own classrooms one day.  One day we may test-pilot these with students. Originally, last semester, we were going to use them with our field experience class of students; however, it didn’t play out (COVID interfered). Maybe one day!

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What I’ve Learned From My Students’ College Essays

The genre is often maligned for being formulaic and melodramatic, but it’s more important than you think.

By Nell Freudenberger

Most high school seniors approach the college essay with dread. Either their upbringing hasn’t supplied them with several hundred words of adversity, or worse, they’re afraid that packaging the genuine trauma they’ve experienced is the only way to secure their future. The college counselor at the Brooklyn high school where I’m a writing tutor advises against trauma porn. “Keep it brief , ” she says, “and show how you rose above it.”

I started volunteering in New York City schools in my 20s, before I had kids of my own. At the time, I liked hanging out with teenagers, whom I sometimes had more interesting conversations with than I did my peers. Often I worked with students who spoke English as a second language or who used slang in their writing, and at first I was hung up on grammar. Should I correct any deviation from “standard English” to appeal to some Wizard of Oz behind the curtains of a college admissions office? Or should I encourage students to write the way they speak, in pursuit of an authentic voice, that most elusive of literary qualities?

In fact, I was missing the point. One of many lessons the students have taught me is to let the story dictate the voice of the essay. A few years ago, I worked with a boy who claimed to have nothing to write about. His life had been ordinary, he said; nothing had happened to him. I asked if he wanted to try writing about a family member, his favorite school subject, a summer job? He glanced at his phone, his posture and expression suggesting that he’d rather be anywhere but in front of a computer with me. “Hobbies?” I suggested, without much hope. He gave me a shy glance. “I like to box,” he said.

I’ve had this experience with reluctant writers again and again — when a topic clicks with a student, an essay can unfurl spontaneously. Of course the primary goal of a college essay is to help its author get an education that leads to a career. Changes in testing policies and financial aid have made applying to college more confusing than ever, but essays have remained basically the same. I would argue that they’re much more than an onerous task or rote exercise, and that unlike standardized tests they are infinitely variable and sometimes beautiful. College essays also provide an opportunity to learn precision, clarity and the process of working toward the truth through multiple revisions.

When a topic clicks with a student, an essay can unfurl spontaneously.

Even if writing doesn’t end up being fundamental to their future professions, students learn to choose language carefully and to be suspicious of the first words that come to mind. Especially now, as college students shoulder so much of the country’s ethical responsibility for war with their protest movement, essay writing teaches prospective students an increasingly urgent lesson: that choosing their own words over ready-made phrases is the only reliable way to ensure they’re thinking for themselves.

Teenagers are ideal writers for several reasons. They’re usually free of preconceptions about writing, and they tend not to use self-consciously ‘‘literary’’ language. They’re allergic to hypocrisy and are generally unfiltered: They overshare, ask personal questions and call you out for microaggressions as well as less egregious (but still mortifying) verbal errors, such as referring to weed as ‘‘pot.’’ Most important, they have yet to put down their best stories in a finished form.

I can imagine an essay taking a risk and distinguishing itself formally — a poem or a one-act play — but most kids use a more straightforward model: a hook followed by a narrative built around “small moments” that lead to a concluding lesson or aspiration for the future. I never get tired of working with students on these essays because each one is different, and the short, rigid form sometimes makes an emotional story even more powerful. Before I read Javier Zamora’s wrenching “Solito,” I worked with a student who had been transported by a coyote into the U.S. and was reunited with his mother in the parking lot of a big-box store. I don’t remember whether this essay focused on specific skills or coping mechanisms that he gained from his ordeal. I remember only the bliss of the parent-and-child reunion in that uninspiring setting. If I were making a case to an admissions officer, I would suggest that simply being able to convey that experience demonstrates the kind of resilience that any college should admire.

The essays that have stayed with me over the years don’t follow a pattern. There are some narratives on very predictable topics — living up to the expectations of immigrant parents, or suffering from depression in 2020 — that are moving because of the attention with which the student describes the experience. One girl determined to become an engineer while watching her father build furniture from scraps after work; a boy, grieving for his mother during lockdown, began taking pictures of the sky.

If, as Lorrie Moore said, “a short story is a love affair; a novel is a marriage,” what is a college essay? Every once in a while I sit down next to a student and start reading, and I have to suppress my excitement, because there on the Google Doc in front of me is a real writer’s voice. One of the first students I ever worked with wrote about falling in love with another girl in dance class, the absolute magic of watching her move and the terror in the conflict between her feelings and the instruction of her religious middle school. She made me think that college essays are less like love than limerence: one-sided, obsessive, idiosyncratic but profound, the first draft of the most personal story their writers will ever tell.

Nell Freudenberger’s novel “The Limits” was published by Knopf last month. She volunteers through the PEN America Writers in the Schools program.

Education | Allentown School Board approves name and…

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Education | olympic gold medalist marty nothstein charged with stalking and criminal mischief; allegedly poisoned ex-girlfriend’s lawn, education | allentown school board approves name and student assignment changes at two district buildings.

In an unanimous vote, the board approved changing the Lincoln School on Walnut Street, which currently houses the Newcomer Program , to the Ruby Bridges Early Childhood Center. The board also voted to rename the Newcomer Academy on Pennsylvania Avenue to the Sonia Sotomayor Dual Language Immersion Academy. The name changes will become official upon state approval, district officials said.

The Newcomer Academy currently has students in grades 7-12. Starting in the next school year it will have pre-K to first-grade students and add a new grade each year until it is a pre-K to fifth-grade school. Ruby Bridges will change from a pre-kindergarten through fifth-grade school to pre-K and kindergarten.

District Communications Manager Melissa Reese said the restructuring is intended to help deal with a rising enrollment of younger students. The district has approximately 1,600 kindergarten students, 400 more than any other grade, she said.

The increase was spurred in part by a state policy change which now allows children to enroll for kindergarten if they turn 5 years old by February, said William Seng, the district executive director of human resources.

The new names were chosen from submissions that came through a districtwide survey of parents, families, residents and committees formed from personnel within district schools. Ruby Ridges was chosen for her struggles on Nov. 14, 1960, when at age 6, she entered the all-white William Frantz Elementary School in New Orleans after a federal court ordered Louisiana to desegregate all schools.

Sotomayor was chosen for her being the first Hispanic and third woman to serve on the U.S. Supreme Court. “Sotomayor’s personal story, tenacious spirit and unwavering determination and commitment to excellence in the face of adversity serve as an inspiration and powerful source of motivation to our entire community,’’ according to a district news release.

“Naming these new schools after Sonia Sotomayor and Ruby Bridges is not just a symbolic gesture it is a commitment to embodying their values of resilience, social justice, equity and access to an excellent high-quality schooling experience,’’ said district Superintendent Carol Birks.

In other business during the Wednesday night board meeting, board members Lisa Conover and LaTarsha Brown expressed opposition to some guidelines for the graduation ceremonies at the city’s three high schools — Building 21, Dieruff and Allen.

Brown and Conover were not specific in what concerned them, but briefly referenced sashes and sunglasses. “This is their proud moment. How dare you give these guidelines. It hurts,’’ said Brown. She said in some instances, the student would be the first in their family to graduate high school, which makes graduation more monumental and celebratory. “As a parent, you can’t strip students of their identity. You must be mindful of the language (used in the guidelines),’’ she said.

The general guideline for graduation is for students to wear the traditional cap, gown, hat, sash and awards or medals issued by the school. Birks said the district guidelines will be reviewed and if needed, altered before graduation day. She said the district has to provide some guidelines “to create a certain level of class … we have to set some standards.’’

The board was also addressed by several teachers about the possible loss of the position of interventionist specialists who help bring students having difficulties reaching the appropriate reading level for their grade. The positions are funded through a federal program called the Elementary and Secondary School Emergency Relief which was developed during the COVID-19 pandemic, Seng said. He said the funds were aimed at students falling behind as a result of the educational disruptions caused by the pandemic.

All the teachers said the program helped students boost their reading skills and to eliminate interventionists would hurt the most vulnerable students. After the meeting, Seng said ESSER funds will permanently end in September but no interventionist specialists currently funded through ESSER would be eliminated. He said teachers in those positions would be moved to other positions based on their skills. Students needing additional help in reading or other subjects will continue to get that help as they did through the ESSER funds with methods in place within classrooms, he said.

Charles Malinchak is a freelance writer.

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Hitler-themed class assignment raises red flags at metro Atlanta school

Hitler-themed assignment sparks controversy.

A Hitler-themed class assignment has caused some controversy at a metro Atlanta school. FOX 5 exclusively obtained the questions posed to 8th graders at the Mount Vernon School which asked them to rate some of Hitler's attributes.

ATLANTA - A Hitler-themed class assignment is causing controversy at a metro Atlanta school.

FOX 5 exclusively obtained the questions posed to 8th graders at the Mount Vernon School which asked them to rate some of Hitler’s attributes.

Some parents have expressed concern and outrage at that assignment and question if it is antisemitic in nature.

School officials told me this afternoon that when they learned how the assignment was written it was removed from the curriculum.

One question asked: "How would you rate Adolf Hitler as a ‘solution seeker’?"

Another question asked: "How would you rate Adolf Hitler as an ethical decision-maker?"

The Mount Vernon School

"It’s troubling," commented one student. Some students questioned the appropriateness of the assignment and if the question glorified the Nazi leader.

"Obviously, that looks horrible in the current context," said one student. "Knowing Mount Vernon, we do things a little odd around here. We try to think outside the box, but oftentimes that doesn’t work."

Several students told FOX 5 that the questions were not in their curriculum when they were in 8th grade. The Mount Vernon School says it wholeheartedly denounces antisemitism and gave Fox 5 a letter in response.

Letter from Kristy Lundstrom, head of The Mount Vernon School

"The intent of the assignment was an exploration of World War II designed to boost student knowledge of factual events and understand the manipulation of fear leveraged by Adolf Hitler in connection to the Treaty of Versailles," wrote a school official.

One student says he can see the school’s intended approach to critical thinking.

"I can definitely see why they’d be upset, but overall, I think it’s important to look at both sides of the coin in every situation and I think it’s important to be able to compare and contrast everything that’s happened in our world history, whether it’s been good or bad," said the student.

The Assignment with Audie Cornish

Every monday on the assignment, host audie cornish explores the animating forces of american politics. it’s not about the horserace, it’s about the larger cultural ideas driving the american electorate. audie draws on the deep well of cnn reporters, editors, and contributors to examine topics like the nuances of building electoral coalitions, and the role the media plays in modern elections.  every thursday, audie pulls listeners out of their digital echo chambers to hear from the people whose lives intersect with the news cycle, as well as deep conversations with people driving the headlines. from astrology’s modern renaissance to the free speech wars on campus, no topic is off the table..

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What happens when you take away a kid’s phone during school hours? In a word: drama. Some schools around the country are trying to completely remove smartphones from classrooms, requiring students to place them in pouches. Audie talks with Carol Kruser, Assistant Superintendent of Student Support Services at Chicopee Public Schools in Massachusetts. She successfully advocated for a district-wide ban on phones. We also hear from Suzanna Kopans, a high school senior who willingly parted with her phone. She’s part of an organization called Phone-Free Schools Movement. 

© 2024 Cable News Network. A Warner Bros. Discovery Company. All Rights Reserved. CNN Audio's transcripts are made available as soon as possible. They are not fully edited for grammar or spelling and may be revised in the future. The audio record represents the final version of CNN Audio.

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2024-25 TOA/Dean of Students - Paradise Valley HS

Job description.

Teacher On Assignment (TOA)/Dean of Students

Location: Paradise Valley High School

Non Interim

Dates: 7/26/2024-5/23/2025

Purpose Statement:

The position of TOA/Dean of Students is allocated at the High School level for the purpose(s) of providing support for the administrative and instructional functions of the campus. The TOA/Dean of Students will perform a wide variety of administrative duties which include: addressing student discipline matters, facilitates community relations, and supervision and coordination of assigned student activities.

This position reports to High School Principal.

General Essential Functions:

• Processes student referrals pertaining to discipline, attendance and due process hearings.
• Confers with parents, faculty, staff, administration and others to seek solutions for the   

  academic, personal, behavioral and social/emotional problems of students.

• Participates as a member of appropriate community, campus and district committees as

 assigned.

• Ensures appropriate communication with students, parents, teachers, administrators and other

 related personnel.

• Makes referrals to resources and assistance available at the school and community level to

 address issues of attendance, discipline and behavior.

• Monitors discipline patterns, generates reports and analyzes data regarding student discipline.
• Facilitates workshops for students and parents on matters related to problem solving,

 appropriate communication skills, interpersonal relations and anger management.

• Ensures that all work is completed in accordance with District policy and applicable state and

  federal laws.

• Supervises and evaluates professional and/or support personnel for the purpose of monitoring performance, providing for professional growth and achieving overall objectives of school's curriculum.
• Other duties may be assigned by supervisor.

Job Requirements:

Minimum Qualifications Skills, Knowledge and Abilities

SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: analytical and critical thinking using computational techniques, with a focus on applying district, state and federal policies and regulations; operating standard computing equipment; performing standard searching and sorting techniques of digital information; preparing and maintaining accurate records; utilizing pertinent software applications; maintaining a strict and high level of confidentiality and ethics; being self-motivated and devoted; with excellent collaborative, organization and communication skills.

KNOWLEDGE is required to perform basic numeracy, logic, statistics, including calculations using fractions, percents, probability, inference, and query language; read a variety of manuals, write documents using native and numerical languages following prescribed formats, and/or present information to others; and understand complex, multi-step written and oral instructions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: script, query, sequel, and programming logic.

ABILITY is required to schedule and coordinate activities; query and collate data; and use computational equipment, network services and software applications, job related equipment such as that used for photocopying, printing, labeling, and data copying. Flexibility is required to work and collaborate with others in a variety of time and socially sensitive circumstances; work with data utilizing defined but different processes; and operate equipment using defined methods. Ability is also required to work with a wide diversity of individuals; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data may require independent interpretation; and problem solving with equipment is limited. Specific ability based competencies required to satisfactorily perform the functions of the job include: maintaining confidentiality; meeting deadlines and schedules; setting priorities; and working with detailed information.

Responsibility

Responsibilities include: working under direct supervision using standardized routines; providing information and/or advising others; utilization of some resources from other work units may be required to perform the job’s functions. There is a continual opportunity to have some impact on the organization’s services.

Work Environment

The usual and customary methods of performing the job’s functions require the following physical demands; some lifting, carrying, pushing, and/or pulling. And significant fine finger dexterity. Generally the job requires 60% sitting, 20% walking and 20% standing. This job is performed in a generally clean and healthy environment.

Experience:

Experience in a K-12 work environment

Bachelor degree or higher, in Education, Management, or related area.

Certificates and Licenses:

Education Certification in Arizona K12

Principal PreK12 Certificate Preferred

Clearances:

Criminal Background Clearance

Valid Arizona IVP Fingerprint Clearance Card

FLSA Status -Exempt

Paradise Valley Unified School District does not discriminate on the basis of race, color, religion, national origin, age, sex or disability, in admission or access to, or treatment or employment in its programs and activities. Any person having inquiries concerning the School's compliance with the regulations implementing Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), Title II of the Americans with Disabilities Act of 1990 (ADA), or Title II of the Genetic Information NonDiscrimination Act of 2008 (GINA) may contact the Assistant Superintendent of Human Resources.

Job Contact Information

Application instructions.

To apply directly to Paradise Valley Unified School District, please click the link below. Another window will open and allow you to apply online.

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Posted : 5/22/2024

Job Reference # : 26371

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