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KIPP - Founding Assistant Principal - Elementary - Stockton (24-25)

4 months ago

Stockton, United States Kipp Full time
Company Description

About KIPP Public Schools Northern California

We are a thriving nonprofit network of free, public charter schools open to all students. Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose-college, career, and beyond-so they can lead fulfilling lives and build a more just world.

We value the dedication, hard work, and passion that our teachers bring each day. KIPP Northern California supports you with professional development, coaching, and collaboration. We offer competitive pay and benefits that reflect the appreciation we have for our teachers and their dedication to students

Our student community consists of over 7,000 elementary, middle, and high school students in East Palo Alto, Oakland, San Francisco, San Lorenzo, San Jose, and Redwood City, and Stockton. 79% qualify for free or reduced price lunch, 23% are multilingual learners, and 10% have special needs. We strive to cultivate a representative team of teachers and leaders that reflect our students' diversity.

Job Description

Position Summary

At KIPP Public Schools Northern California, we believe that Assistant Principals are our future school leaders. We actively develop Assistant Principals for School Leadership and feel the Assistant Principal should consider themselves as an apprentice to the School Leader. The Assistant Principal should gradually build capacity to lead a KIPP school.

The Assistant Principal's job is to support the school in driving academic and social emotional learning outcomes for students as a key member of the school's leadership team. Assistant Principals are expected to lead both instruction and school culture, while developing the skills of the school's emerging leaders.

Preferred Qualifications

Experience:
  • Minimum 3-5 years of experience as an educator teaching students with similar demographics to our KIPP Public Schools Northern California student community
  • Previous Leadership or Teacher-Leader experience preferred (ex: Grade Level Lead, Instructional Coaching, Content Lead, etc.)
Education:
  • Hold a B.A/B.S degree from a regionally accredited institution
  • Meet one of the following eligibility requirements:
    • Hold a valid California teaching credential, or
    • Out-of-state equivalent credential or license
Knowledge/skills required:
  • Student Focus: Belief that all students, regardless of background, have the ability to go to and through college; demonstrated commitment to the school's unique community
  • Direction Setting: Ability to set direction for a team and motivate others to action
  • Achievement Orientation and Performance Management: Demonstrated student achievement results in own classroom and from teachers that he/she manages
  • Cultural Competence: Demonstrated ability to create inclusive environments that honors and supports a diversity of backgrounds and perspectives
  • Instructional Leadership: Adept at data analysis; ability to extract meaningful insights across school-wide data
  • Instructional Leadership: Expertise in what the school-wide academic standards and state assessments require of students' knowledge and skills to demonstrate mastery; able to translate student mastery requirements into instructional plans and strategies
  • Instructional Leadership: Deep understanding of appropriate application and differentiation of high-leverage instructional strategies (e.g. make kids sweat, pacing, stretch it, etc.) based on comprehension of child development and pedagogy
  • Relationship Building: Expertise in cultivating relationships and managing a diverse group of stakeholders
  • Achievement Orientation: Demonstrated resilience and focus on student outcomes
Essential Functions and Responsibilities:

Model and support implementation of the school's vision and goals
  • Supports the Schools Leader's vision and takes an active role in mobilizing teachers to achieve the collective goals of the school; Supports the Schools Leader's vision and takes an active role in mobilizing teachers to achieve the collective goals of the school.
  • With guidance from the School Leader, leads the planning and goal setting for the grades/departments that he/she coaches and ensures alignment with school-wide goals
  • Collaborate with School Leader on hiring diverse, highly-effective teachers and school staff
Contribute to school-wide planning and prioritizes time to accomplish goals
  • Provides input into the strategic planning of the school, and identifies areas of ownership for self and direct reports
Develop emerging leaders with School Leader's guidance
  • Supports the School Leader in identifying and developing emerging leaders (Department Heads and/or Grade Level Chairs) through goal setting, coaching and feedback
Model strong staff and student culture and manage school-wide character development and behavior management systems
  • Supports teachers in student support and behavior intervention systems to ensure that limited time is spent on reactive student discipline.
  • Manages parts of the daily school operations (e.g. arrival/dismissal, lunch/recess, school trips)
  • Acts as the first Leadership Team contact for student intervention and parent engagement; determines next steps for issues that are above the teacher/grade level/department chair
Build own direct reports' instructional knowledge of standards, content, and methods
  • Content (Standards, Curriculum, and Assessment):
    • Studies curriculum and assessment in order to develop understanding of content mastery, and what is required of students and teachers to accomplish mastery
    • Coaches teachers on how to assess for both student mastery and growth towards college readiness, and practices data driven instruction based on assessment
    • Research-based Instructional Practices (Methods and Time):
    • Develops own and teachers' knowledge of best practices in instructional methods and coaches teachers on how to match particular strategies to gaps in student mastery
Develop teachers to provide rigorous and high-quality instruction and support School Leader in planning, implementing, and enabling systems of the Academic Strategies Pyramid.
  • Data Analysis (Data-driven Instruction and Progress Monitoring):
    • Lead data-driven instruction. Coach teachers to determine how data aligns to end-of-year goals; break-out data to analyze how different student groups are performing; determine what data indicates about areas of student mastery and growth; and identify specific instructional actions and adjustments to fill students' knowledge and skill gaps within an appropriate timeline
  • Teacher Instructional Development (Instructional Coaching, Content Teams, and Workshops):
    • Provides high-quality instructional coaching with frequent and scheduled teacher observations, actionable and bite-sized feedback, and accountability for adjustment in practice
    • Coaches emerging leaders on their instructional coaching practice
    • May lead or coach others who lead department/content/grade-level meetings that focus on planning for, and norming on, instruction and culture, practicing instructional strategies, and progress monitoring the department/content/grade level
    • Recommends to the School Leader what school-wide professional development will be the highest leverage in improving student results; lead engaging, actionable, adult-learning workshops; and hold staff accountable for implementation of the workshop practices


Physical, Mental and Environmental Demands

Physical: Ability to navigate school and classroom settings. Ability to access and utilize technology. Occasional lifting/carrying of equipment 1-20 lbs. Physical agility to move self in various positions in order to execute duties effectively, which may include kneeling, walking, pushing/pulling, squatting, twisting, turning, bending, stooping and reaching overhead.

Mental: Stress of deadlines and normal work standards, ability to analyze problems and generate alternatives, work with interruptions, concentrate for long periods of time, read, calculate, perform routine math problems, memorize and recall objects and people.

Environmental: School and classroom environment subject to constant interruptions and distractions. In an emergency context (e.g., pandemic), work may be conducted virtually fully or partially for extended periods of time or longer, and the expectation is that the individual will establish a productive, remote work environment (e.g., ability to stay connected through different technology means). Adhere to KIPP's health and safety guidelines as outlined by the CDC, CDE, and public health agencies' recommendations.

Classification

This is a full-time, exempt position on a full school year calendar cycle, located at our school sites.

Qualifications

Additional Information

All your information will be kept confidential according to EEO guidelines.