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2018-2019 Founding High School Assistant Principal - Academics
**KIPP Dallas-Fort Worth is seeking teachers and leaders for the 2018-2019 school year for the region’s first high school which will open with 9th grade this fall. However, we will not contact candidates regarding the status of their application until late October 2017**
Job Title: Founding High School Assistant Principal - Academics
FLSA Status: Exempt
Department: KIPP Dallas-Fort Worth
Position Reports To: School Leader
KIPP DFW OVERVIEW
Provide children in under resourced communities with a free, rigorous, high-quality education that offers the knowledge, skills, and character traits necessary to thrive in school, college, and the competitive world beyond.
KIPP DFW is part of the Knowledge is Power Program (KIPP), a national network of 209 free, open-enrollment, college-preparatory public charter schools serving nearly 70,000 students in 20 states and the District of Columbia. KIPP DFW is currently comprised of six public charter schools serving elementary and middle school students in the southern Dallas region, and is amidst a rapid growth plan that will result in a total of ten schools providing quality education options to 5,000 students in kindergarten through 12th grade in the most under resourced Dallas-Fort Worth communities by 2021. The region is excited to announce the founding and opening of its first High School, KIPP Oak Cliff Academy, for SY 2018-2019.
At KIPP DFW, there are no shortcuts: 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 and continue to excel in college and career. Approximately 90 percent of our students are considered economically disadvantaged and most students come from neighborhoods where less than five percent of residents graduate from college. At a time when many have given up on public education – and the future of inner-city children – KIPP schools are raising expectations. Our students are outperforming their peers and advancing toward college because we set high standards, inspire achievement, and instill confidence.
KIPP OAK CLIFF ACADEMY OVERVIEW
We engage as conscious leaders, rooting our efforts in an understanding of self and others. Through a rigorous interdisciplinary, inquiry-based education, we will navigate and impact the social, economic, and political landscape of our local and global community.
Perspective ∙ Patience ∙ Perseverance ∙ Precision ∙ Principle
At KIPP Oak Cliff Academy we will be unafraid to confront the world unveiled. We will engage actively and respectfully through multiple perspectives. We will focus on consistently accurate and extensive academic content. We will rise by lifting ourselves and others. We will navigate ambiguity across social, economic and political, local and global contexts, acknowledging, supporting, and challenging the notion of truth. Self-awareness will grow our pride. Collaboration will inspire our hope. Reflection will build our confidence. A commitment to improvement and an ever expanding consciousness of our racial and ethnic identities will drive our optimism as we embrace and freely engage in the learning environment.
- A critical consciousness of our identity and personal narrative fuels passion and drive
- A strong understanding of self is key to accessing our intellectual and social capacity
- No two days, no two people, and no two places are the same. Our ability to navigate through differences is fundamental to our co-existence
- A strong balance between precise thinking and articulate communication can generate and sustain multifaceted relationships
- Teaching and learning is not an individual endeavor. We teach and learn as part of a team, recognizing and celebrating our collective effort
- Challenges and obstacles are part of the learning process. We creatively problem solve and find a way or make one to get our students and families what they need
- Excellence is obtainable through deliberate practice, giving and receiving feedback, and constant reflection
- In the power of our broader community. We actively and learn from and seek partnerships that will support our students, their families, and our vision
Through a deep rooted belief and commitment to our school vision and values, Assistant Principals are responsible for supporting a school culture that empowers students to develop the knowledge, skills, and character traits necessary to pursue a college education and a life of value, joy, and integrity. It is their job 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. Whatever it takes. No excuses.
- Express comfort with people who are both similar to and different from them and engage respectfully with all people
- Develop language and knowledge to accurately and respectfully describe how people (including themselves) are both similar to and different from each other and others in their identity group(s)
- Respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way
- Respond to cultural diversity by building empathy, respect, understanding and connection
- Examine cultural diversity in social, economic and political contexts rather than in ways that are superficial or oversimplified
- Create bonds with each other, our families, our community, and our students through a sincere desire to understand others
- Believe that all students can and will learn
- Are eager and continuous learners of their content matter and of the broader community
- See students as people first and demonstrate respect, love, and joy for the people they are and will become. Our students and families should know that we love what we do
Duties and responsibilities include, but are not limited to the following:
- 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 s/he coaches and ensures alignment with school-wide goals
- 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 and teacher leaders (Content Chairs and/or Grade Level Chairs) through goal setting and coaching
- 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
- 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:
- 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
- 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
- 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, 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 content and/or grade-level meetings that focus on planning for and norming on instruction and culture, practicing instructional strategies, and progress monitoring the 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
- Perform other job-related duties as assigned
- Bachelor’s degree, required
- At least three years of teaching and two years of leadership experience with success in the following areas: leading a high performing/high poverty school, successfully leading and supporting teachers, implementing and supporting rigorous curricula, supporting Special Populations, and effectively managing data and assessment.
- Teaching certification, required
- Demonstrated strong achievement results and documented growth, required
- Spanish-speaking proficiency, preferred
- Instructional day: 8:24AM to 4:30PM
- Work day: Once a week, 7:00AM to 5PM. All other days, 7:45AM to 5PM
- Extended school year: Students attend from mid-August through early June
- Professional Development:
- Summer: 3 ½ weeks from mid-July through mid-August
- School year: Ongoing on a weekly basis, with the exception of monthly “wellness” days (Early release at 3:00PM)
Salary for this position is competitive and dependent upon prior experience. In addition, a comprehensive benefits package is included.
The work environment characteristics described here are representative of those that must be met by the employee to successfully perform the essential functions of this job. Position will have periods of extended work week hours, which is required to support both the ongoing development of the school and the delivery of high quality education for all students.
The physical demands characteristics described here are representative of those that must be met by the employee to successfully perform the essential functions of this job. Position may require limited travel, periodic participation in activities to support the school vision, and long periods of standing and sitting.
The employee is expected to adhere to all company policies. Duties may be changed at the discretion of KIPP DFW at any time.
Please submit application, cover letter, and resume online at www.kippdfw.org/careers, including contact information for three references, including at least one current/former supervisor. For more information on KIPP, please visit www.kipp.org.
KIPP Dallas-Fort Worth is committed to a policy of equal treatment for all individuals applying for employment. KIPP Dallas-Fort Worth does not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, or national or ethnic origin.
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