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||KIPP Public Charter Schools
||San Antonio, TX
|| Education and Library, Financial Services, Human Resources, Information Technology, Internet/E-Commerce, Research & Development, Environmental, Web Technology
2018-19 Assistant School Leader of Academics
2018-19 KIPP San Antonio – Assistant School Leader of Academics
Assistant School Leader of Academics (ASLA)
About the Organization:
KIPP San Antonio Public Schools is a growing network of free, college-preparatory public charter schools that prepare students for success in college and in life. Outstanding educators, more time in school, a rigorous college-preparatory curriculum, and a strong culture of achievement and support help our students make significant academic gains. For more than 10 years, KIPP San Antonio has been redefining what is possible in public education.
Nationally, there are currently 200 KIPP schools in 20 states and the District of Columbia nearly 80,000 students. More than 87 percent of our students are from low-income families and eligible for the federal free or reduced-price meals program, and 96 percent are African American or Latino. Nationally, more than 94 percent of KIPP middle school students have graduated high school, and more than 82 percent of KIPP alumni have gone on to college.
For the 2018-2019 school year KIPP San Antonio will include the following network of schools: KIPP Aspire Academy (5-8), founded in 2003, KIPP University Prep (9-12), 2009, KIPP Camino Academy (5-8), 2010, KIPP Un Mundo Dual Language Academy (K-4), 2012, KIPP Esperanza Dual Language Academy (K-2), 2014, and KIPP Poder Middle School (5-6), 2015. Building on the success of our local KIPP schools as well as the KIPP national network of schools, we are currently embarking on an aggressive growth plan that will include dual language elementary schools and a five-fold increase in the number of students we serve. To find out why great individuals join KIPP San Antonio, visit our website at www.kippsa.org.
The Assistant School Leader of Academics’ (ASLA) job is to support the school in driving academic and character outcomes for students as a key member of the school’s leadership team. We expect our ASLAs to lead both instruction and school culture and also to be able to develop leadership in the school’s emerging leaders. At KIPP, we believe that the ASLA is the School Leader successor and is being actively developed for school leadership. The ASLA should consider him/herself an apprentice to the School Leader and the ASLA should gradually build capacity to lead a KIPP school.
Candidates will have the following responsibilities:
- Model and support implementation of the school’s vision and goals
- Supports development of School Leader’s school-wide vision and takes an active role in investing and mobilizing teachers to achieve the collective goals of the school; owns the implementation of select school priorities in support of the school-wide vision
- 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
- Contribute to school-wide planning and prioritizes time to accomplish goals
- Provides input into the school-based strategic planning including and identifies what the school’s strategic plan means for his/her own leadership and people that he/she manages
- Develop emerging leaders with School Leader’s guidance
- Supports the School Leader in identifying and developing emerging and teacher leaders (Department Heads and/or Grade Level Chairs) through goal setting, coaching and providing feedback
- Model strong staff and student culture and manage school-wide character development and behavior management systems
- Supports teachers in understanding process and roles in student support and intervention and develops systems and structures to ensure that limited time is spent on reactive student discipline
- Manage parts of the daily school operations (e.g. arrival/dismissal, lunch/recess, school trips)
- Acts as the first Leadership Team contact on student intervention and parent engagement hierarchy; determines next steps for issues that rise above the teacher/grade level/department chair
- Collaborate with School Leader to hire diverse, highly-effective teachers and school staff
- Build own and direct reports’ instructional knowledge of standards, content and instructional methods
- Content (Standards, Curriculum, and Assessment):
- Develops deep mastery over the academic standards in the subjects/grades for which he/she coaches, and strong understanding of academic standards for all subjects/grades. Understands the implications of standards on what a student should know and be able to do, connect teachers with relevant resources to improve their content knowledge, and therefore what a teacher needs to know and be able to do to facilitate student mastery
- Studies curriculum and assessment content and further develops understanding of how assessments map to content mastery, and what is required of students and teachers to accomplish mastery on the assessments
- Teaches teachers how to assess for both student mastery and growth towards college readiness and insists that assessments are used to inform teacher instruction
- Research-based Instructional Practices (Methods and Time):
- Develops own and teacher’s knowledge of best practices in instructional methods and teaches teachers 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 and implementing enabling systems of the Academic Strategies Pyramid
- Data Analysis (Data-driven Instruction and Progress Monitoring):
- Lead data-driven instruction. Help teachers: determine how data aligns to end-of-year goals (what is being assessed and how it maps to standards); break-out data to analyze how different student groups are performing; determine what data is saying about areas of student mastery and growth; and identify specific instructional actions and adjustments to fill students’ knowledge and skill gaps and a timeline to do so
- Teacher Instructional Development (Instructional Coaching, Content Teams, and Workshops):
- Provide high-quality instructional coaching with frequent and scheduled teacher observations, actionable and bite-sized feedback, and accountability for adjustment in practice
- Coach 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
- Recommend 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
- Other duties as assigned
- Bachelor’s degree required; graduate degree preferred.
- 3 to 7 years of work experience, preferably in education and/or business or operations management.
- Student Focus: Belief that all students, from all backgrounds, 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.
- Achievement Orientation: Demonstrated resilience and focus on student outcomes.
San Antonio, Texas
Participate in school community as a full member of staff, including, but not limited to, staff meetings, student recruitment activities, and student related activities.
Ability to communicate effectively (verbal and written), interpret policy and procedures, maintain emotional control under stress.
Physical Demands/Environmental Factors
Frequent standing, stooping, bending, pushing and pulling, some heavy lifting. Biological exposure to bacteria and communicable diseases.
Salary is based on years of experience, degree of education, and level of expertise.
To Apply <external candidates>
Please go to www.kippsa.org and click on the Join Our Team tab.
To Apply <current KIPP SA employees>
Internal candidates (current KIPP SA employees) should first have a conversation with their current school leader to discuss intent to apply. After having that conversation, internal candidates will apply by sending a cover letter and up-to-date resume to Stacey McAtee at firstname.lastname@example.org.
As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.
KIPP Public Charter Schools|
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