APPLICATIONS WILL BE ACCEPTED THROUGH 4:59 PM MST ON THE POSTING END DATE.

IDJC is seeking a leader in education with top-notch collaborative and interpersonal skills to serve as the full-time Principal at Juniper Hills High School at the Juvenile Corrections Center in Nampa, Idaho.
This position reports to the Education Program Director and collaborates closely with the Education Program Managers at Juniper Hills School in the other facilities within the agency. The role also involves frequent coordination with treatment, security, and facility staff to address challenges and ensure academic and vocational programs are effectively integrated with the Department’s treatment services.
Juniper Hills School is a year-round, special-purpose educational institution accredited by Cognia. The curriculum is standards-aligned and mirrors that of traditional public schools, including offerings in special education and vocational training. The school follows state guidelines for graduation requirements, and students can prepare for and take the GED exam.

Typical responsibilities of the Education Program Manager include:

• Oversee and ensure compliance of special education programs with federal and state laws, including monitoring IEP implementation, participating in IEP meetings, and supporting students’ educational rights.
• Supervise and support educational staff, including hiring, training, performance evaluation, coaching, and administering progressive discipline as needed.
• Lead efforts in curriculum planning, student scheduling, and educational programming (academic, vocational, and transitional), ensuring alignment with treatment goals and reintegration plans.
• Manage and coordinate the 504 process, transition planning, and quality improvement activities to support student success in custody and upon return to their communities.
• Collaborate with internal teams, families, community stakeholders, and educational institutions to support individualized learning, special education needs, and post-release planning.
• Maintain accurate educational records, interpret student data for compliance and performance tracking, and ensure confidentiality under FERPA.

MINIMUM QUALIFICATIONS – JUVENILE CORRECTIONS

Hold or be eligible for:

• A Professional Technical Administrator Certificate; OR
• School Principal Pre-K-12; or Superintendent endorsement; OR
• An equivalent credential from out of state

SOME KNOWLEDGE OF:

• At-risk populations (typically gained by at least one (1) year of work experience serving/teaching at risk students with a history of school performance and/or behavior problems; OR At least nine (9) months of work experience serving/teaching at risk students with a history of school performance and/or behavior problems; and completion of a three (3) credit upper division college level course in childhood and adolescent development, juvenile delinquency or psychology/social work) trends and practices in alternative education for juveniles (typically gained by at least one (1) year of work experience teaching youth with specialized needs; OR At least 16 hours of in-service professional development workshops/seminars/college level coursework in educational practice with youth with specialized needs; and nine (9) months of work experience serving/teaching students with specialized needs.
• Use of technology in delivery of education programs (typically gained by at least (3) months of work experience or (3) three credits of related college/or professional development coursework)

GOOD KNOWLEDGE OF:

• Counseling and intervention methods (typically gained by at least three (3) years of work experience utilizing counseling and intervention methods for juveniles OR a Bachelor’s degree in Education)
• Curriculum development and application AND the theories, methods, practices and equipment used in education programs (at least three (3) years of work experience developing and implementing curriculum AND utilizing theories, methods, practices and equipment in an educational program OR A Bachelor’s degree in Education)

SOME KNOWLEDGE OF:

• Professional education staff supervision (typically requires at least two (2) years of work experience supervising professional education staff)
• Willingness to: deal with violence, harassment, threats, verbal abuse; break up fights, control disturbances, and physically restrain offenders; perform searches for contraband and weapons; work alone unarmed among unrestricted offenders; work in a secure/locked facility in confined spaces; learn and follow department policies, procedures, rules, and instructions; set aside personal prejudices and be fair; work in high-stress, hostile environments; transport juveniles; become certified in CPR.
• Must meet federal PREA requirements.

THE STATE OF IDAHO IS COMMITTED TO PROVIDING EQUAL EMPLOYMENT OPPORTUNITIES AND PROHIBIT DISCRIMINATION AGAINST QUALIFIED INDIVIDUALS BASED ON THEIR STATUS AS PROTECTED VETERANS OR INDIVIDUALS WITH DISABILITIES AND PROHIBIT DISCRIMINATION AGAINST ALL INDIVIDUALS BASED ON THEIR RACE, COLOR, RELIGION, POLITICAL AFFILIATION OR BELIEF, SEX, NATIONAL ORIGIN, GENETICS, OR ANY OTHER STATUS PROTECTED UNDER APPLICABLE FEDERAL, STATE, OR LOCAL LAWS.

The State of Idaho is committed to access and reasonable accommodations for individuals with disabilities, auxiliary aids and services are available upon request. If you require an accommodation at any step in our recruitment process, you are encouraged to contact (208) 334-2263 (TTY/TTD: 711), or email ada.coordinator@dhr.idaho.gov.

• Oversee and ensure compliance of special education programs with federal and state laws, including monitoring IEP implementation, participating in IEP meetings, and supporting students’ educational rights.
• Supervise and support educational staff, including hiring, training, performance evaluation, coaching, and administering progressive discipline as needed.
• Lead efforts in curriculum planning, student scheduling, and educational programming (academic, vocational, and transitional), ensuring alignment with treatment goals and reintegration plans.
• Manage and coordinate the 504 process, transition planning, and quality improvement activities to support student success in custody and upon return to their communities.
• Collaborate with internal teams, families, community stakeholders, and educational institutions to support individualized learning, special education needs, and post-release planning.
• Maintain accurate educational records, interpret student data for compliance and performance tracking, and ensure confidentiality under FERPA