Director
Early Learning Center (ELC)
Job Description
Effective August 1, 2013
The American School in Japan’s Early Learning Center is an exemplary program for young learners aged
3 to 6 and is located in Roppongi in downtown Tokyo. Although on a separate campus from the main
ASIJ campus in Chofu, the Director of the ELC is a member of the ASIJ Leadership Team and works in
collaboration with the ASIJ Head of School to maintain the standard of excellence that is an ASIJ
trademark.
As ELC Director, all responsibilities are aligned with those of a divisional principal on the Chofu campus;
however, being on a separate campus requires the Director to more independent in looking after the
needs of the 15+ teachers and 100+ students, and to specifically be more focused on the needs of the
younger learner.
Students at the ELC are encouraged to explore, manipulate, create, and construct things in their
environment. The cognitive and social development of children is best encouraged through collaboration
with others, discussion, discovery of the “how” and “why” of actions and developing personal meaning
through the application of what is learned. Spontaneous play either alone or with other children, is a
natural way for young children to learn to interact with one another and to understand their
environment; play is valued and supported in our program.
The Director of the ELC reports to the Head of School.
The key qualities ASIJ is looking for in its next Director of The Early Learning Center are:
Instructional Leadership:
 Maintains and acts on a well-informed picture of the needs and issues within the division to
constructively address current and potential problems.
 Works collaboratively with all stakeholder groups in support of the learning program.
 Establishes, communicates and maintains a focus on annual divisional goals for improved learning
consistent with ASIJ’s mission and school-wide initiatives
 Develops, communicates and enacts well-understood and well-resourced plans to enhance student
learning.
 Identifies and supports the implementation of researched-based instructional practices and programs that
enhance teaching and student learning consistent with identified divisional goals.
 Monitors implementation of ASIJ’s adopted curriculum and instructional practices and affirms, guides,
and directs faculty toward effectiveness in the classroom.
 Oversees and supports a system of ongoing collection, organization and analysis of assessment data that
inform changes to classroom instruction to enhance student learning.
 Guides collaborative review and reflection on the effectiveness of instructional programs and resources
and insures needed follow-up steps are taken to promote the achievement of the ASIJ curriculum.
 Works with colleagues to identify and address individual student needs and to design, revise, and
monitor instruction to ensure student success within the ASIJ curriculum.
Designs and implements effective and efficient schedules that maximize the best use of available
instructional time.
 Supports on-going, systemic professional learning for all members of the faculty.
 Monitors the maintenance of accurate and updated curricular documents that guide planning, teaching
and assessment of student learning.
Leadership for Professional Growth:
 Interviews and recommends highly qualified faculty and staff.
 Supports new faculty and staff through both formal and informal orientation processes.
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Supports the ongoing growth and development of teachers and assistant teachers through the
Professional Growth and Evaluation Program.
Uses multiple sources of information to evaluate the performance of faculty.
Supports professional development and instructional practices that incorporate the use of
achievement data and results in increased student progress.
Effectively addresses barriers to teacher and staff performance and provides positive working
conditions to encourage retention of highly qualified personnel.
Identifies inadequate teacher performance and proactively develops intensive assistance plans to
effectively address these performance concerns.
Supports new faculty and staff through both formal and informal orientation processes.
Supports the ongoing growth and development of teachers and assistant teachers through the
Professional Growth and Evaluation Program.
School Climate
 Incorporates knowledge of the social, cultural, leadership, and political dynamics of the school
community to cultivate a positive academic learning environment.
 Consistently models and collaboratively promotes high expectations, mutual respect, concern, and
empathy for students, staff, parents, and community.
 Utilizes shared decision-making and collaboration to build relationships with all stakeholders and
maintain positive school morale.
 Models and inspires trust and a risk-tolerant environment by sharing information and power.
 Maintains a collegial environment and supports the staff through the stages of the change process.
 Develops and/or implements a school plan that manages crisis situations in an effective and timely
manner.
 Involves students, staff, parents, and the community to create and sustain a positive, safe, and
healthy learning environment.
 Develops and/or implements best practices in school-wide behavior management that are effective
within the school community.
 Communicates behavior management expectations regarding behavior to students, teachers, and
parents.
 Is visible, approachable, and dedicates time to listen to the concerns of students, teachers, and other
stakeholders.
Communication and Community
 Plans for and solicits staff, parent, and stakeholder input to promote effective decision- making and
communication when appropriate.
 Communicates long-and short-term goals and school improvement plan to all stakeholders.
 Disseminates information to staff, parents, and other stakeholders in a timely manner through
multiple channels and sources.
 Involves students, parents, staff and other stakeholders in a collaborative effort to establish positive
relationships.
 Maintains visibility and accessibility to students, parents, staff, and other stakeholders.
 Speaks and writes in an explicit and professional manner to students, parents, staff, and other
stakeholders.
 Provides a variety of opportunities for parent and family involvement in school activities.
 Collaborates and networks with colleagues and stakeholders to effectively utilize the resources and
expertise available in the local community.
Professionalism
 Models respect, understanding, sensitivity and appreciation.
 Works within professional and ethical guidelines to improve student learning and to meet school
goals.
 Models a professional behavior to staff.
 Maintains confidentiality and a positive attitude.
 Provides leadership in sharing ideas and information with staff and other professionals.
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Works in a collegial and collaborative manner with other administrators, school personnel, and other
stakeholders to promote and support the vision, mission, and goals of the school.
Demonstrates the importance of professional development by providing time and resources for
teachers and staff to engage in professional learning related to school goals.
Evaluates the impact that professional development has on school improvement and student
achievement.
Assumes responsibility for own professional development by contributing to and supporting the
development of the profession through service as an instructor, mentor, coach, presenter and/or
researcher.
Remains current with research related to educational issues, trends and practices and maintains high
levels of technical and professional knowledge.
Organizational Leadership
 Demonstrates and communicates a working knowledge of ASIJ’s policies and procedures.
 Establishes and enforces rules and policies to ensure a safe, secure, efficient and orderly facility and
grounds.
 Identifies potential problems and deals with them in a timely, consistent, and effective manner.
 Reviews fiscal records regularly to ensure accountability for all funds.
 Implements strategies for the inclusion of staff and stakeholders in various planning processes,
shares in management decisions, and delegates duties as applicable, resulting in a smoothly
operating workplace.