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Job Title: 2018-2019 Elementary Assistant Principal of Instruction
Company Name: KIPP Public Charter Schools
Location: Dallas, TX
Position Type: Full Time
Post Date: 01/20/2018
Expire Date: 02/20/2018
Job Categories: Education and Library, Human Resources, Information Technology, Installation, Maintenance, and Repair, Collegiate Faculty, Staff, Administration, Research & Development, Energy / Utilities
Job Description
2018-2019 Elementary Assistant Principal of Instruction

Job Title: Assistant Principal of Instruction            
FLSA Status: Exempt
Department: KIPP Dallas-Fort Worth
Position Reports To: School Leader


KIPP DFW OVERVIEW
KIPP DFW is part of the Knowledge is Power Program (KIPP), a national network of 183 free, open-enrollment, college-preparatory public charter schools serving nearly 70,000 students in 20 states and the District of Columbia.  The mission of KIPP DFW is to 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 currently comprised of five 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.

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 high school and college. 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.

 

Position Overview
The Assistant Principal is charged with 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.
 
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.
 
At KIPP DFW, we believe that our Assistant Principals are our future school leaders and are being actively developed for school leadership. This Assistant Principal should consider him/herself an apprentice to the School Leader and the AP should gradually build capacity to lead a KIPP school.


Beliefs:  The Assistant Principal-Academics must believe that…

  • All children can and will learn.

  • Accountability starts and ends with me.

  • When there are problems, I find solutions.

  • When there is a better way, I find it. When a teammate needs help, I give. When I need help, I ask.

  • With deliberate practice, I can constantly become a better teacher.

  • I am a constant learner.

  • We are stronger as a team. I have a responsibility to my colleagues to be a contributor, not a contaminator.

 

Character: The Assistant Principal-Academics must…

  • Have grit. When he or she gets “stuck”, he/she works relentlessly to solve the problem.

  • Be zesty. He or she must find passion, joy, and adventure in our work.

  • Make decisions with students’ best interests in mind.

  • Demonstrate self-control, both work-related and inter-personal.

  • Keep commitments made to students, families, and colleagues

  • Express and maintain optimism about the future of our students and our schools.

  • Be dependable, organized, efficient, creative, flexible, and self-aware.

  • Be able to thrive in a fast-paced, start-up environment.

  • Be responsive; follows up and follow through with students, families, and faculty members.

  • Be inspirational and motivational.

  • Possess passionate and loving attitude toward all children.

 

Responsibilities and Duties:

  1. 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 goal

  2. 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

  3. 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

  4. 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, extra-curricular school activities, school events, facility maintenance)

    • 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

  5. Collaborate with School Leader to hire diverse, highly-effective teachers and school staff

  6. 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

  1. 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  

  1. Prioritize Assistant Principal’s own success and sustainability by engaging lifelines and renewing to get stronger

  2. Support student recruitment, enrollment, and retention activities as needed.

  3. Other duties as assigned

 

Skills & Qualifications:

  • At least three years of teaching and two years of leadership experience with success in many of the following areas: leading a high performing/high poverty school, successfully leading and supporting teachers, implementing and supporting rigorous curricula, supporting Special Education, and effectively managing data and assessment.

  • Significant experience in high poverty communities with a passion for empowering students and families.

  • Belief in and insistence upon a strengths-based approach, recognizing that the only way to grow is to build from people's strengths.

  • Excellent organizational, verbal, and written skills

  • Strong management and leadership skills

  • Bilingualism (Spanish/English) preferred

  • 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

 

Schedule and Hours:

  • Weekday teacher hours: 7:00 AM to 5 PM

  • Extended school year – students attend from mid-August through early June

  • Professional Development: 3 ½ weeks from mid-July through mid-August

 

Physical Demands:

  • 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.

  • Long periods of standing and sitting and have the ability to lift items up to 25 lbs. is required.

  • There will be continued use of hands, wrist and arm movements.

  • Requires normal/corrected vision and hearing.

  • Position will require limited travel.

  • Periodic participation in activities to support the KIPP team/mission (such as assembling lunches or rearranging lightweight furniture) is required.

 

Work Environment:
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.


General Sign-Off:
The employee is expected to adhere to all company policies.  Duties may be changed at the discretion of KIPP DFW at any time.

Contact Information:
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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Contact Information
Company Name: KIPP Public Charter Schools
Website:http://kippcareers.force.com/JobDetail?id=a0X0W000009d765UAA
Company Description:
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