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Job Title: Founding Primary School Assistant Principal
Company Name: KIPP Public Charter Schools
Location: Atlanta, GA
Position Type: Full Time
Post Date: 02/15/2018
Expire Date: 03/17/2018
Job Categories: Customer Service and Call Center, Education and Library, Healthcare, Practitioner and Technician, Information Technology, Internet/E-Commerce, Research & Development, Medical, Web Technology, Energy / Utilities
Job Description
Founding Primary School Assistant Principal
Organization Overview
 
KIPP (Knowledge is Power Program) is a national network of free, open enrollment, college preparatory schools dedicated to preparing students in historically underserved communities for success in college and in life.  There are 209 KIPP schools in 20 states and the District of Columbia supporting almost 90,000 students and alumni on the journey from Kindergarten through college graduation.  KIPP Metro Atlanta serves 3,350 students across eight schools – three primary, four middle schools, and one high school – and over 1,000 alumni in the KIPP Through College program, which supports students on their journey “to and through” college.  To find out more about why great teachers join KIPP Metro Atlanta Schools, visit our website here.
 
KIPP Metro Atlanta Schools
  • KIPP Soul Primary School: Opening in 2018, serving Grade K, growing to K-4
Job Summary
The Assistant Principal’s 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 Assistant Principals to lead both instruction and school culture and also to be able to develop leadership in the school’s emerging teacher leaders. At KIPP, we believe that the Assistant Principal is the Principal successor and is being actively developed for school leadership. The AP should consider him/herself an apprentice to the Principal and the AP should gradually build capacity to lead a KIPP school.

Job Responsibilities
Leadership20%
  1. Model and support implementation of the school’s vision and goals
    • Supports development 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 Principal, leads the planning and goal setting for the grades/departments that he/she coaches and ensures alignment with school-wide goals
    • Serves as "admin on duty" in the absence of the Principal and during coverage of athletic events or other extracurricular activities
  2. Contribute to school-wide planning and prioritizes time to accomplish goals
    • Provides input into school-based strategic planning including and identifying what the school’s strategic plan means for his/her own leadership and the people that he/she manages
 
Talent Development70%
  1. Develop emerging leaders with Principal’s guidance
    • Supports the Principal in identifying and developing emerging teacher leaders through goal setting, coaching and providing on-going feedback          
    • Partners with regional Talent Team as needed on the new hire process (e.g. interviews, new hire offer letters, onboarding)
  2. Collaborate with Principal and provide input on hiring, developing and retaining a group of diverse, highly-effective teachers and school staff
  3. Model school expectations and manage school-wide character development and behavior management systems
    • Supports teachers in understanding process and roles in character and behavior intervention
    • 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
  4. Build one’s own and direct reports’ instructional knowledge of standards, content and instructional methods
  • Content (Standards, Curriculum, and Assessment):
    • Develops mastery over the academic standards in the grades and for which he/she coaches, and strong understanding of academic standards for all subjects and grades.
    • 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 one’s own and teacher’s knowledge of best practices in instructional methods and teaches teachers how to match particular strategies to gaps in student mastery
5.  Develop teachers to provide rigorous and high quality instruction and support Principal in planning and implementing enabling systems of the Academic Strategies Pyramid
 
  • 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 by supporting their planning, norming on instruction and culture and progress monitoring the department/content/grade level they lead
    • Recommend to the Principal 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  
  • Data Analysis (Data-driven Instruction and Progress Monitoring):
    • Lead implementation of school-wide 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
Other
10%
Prioritize one’s own success and sustainability by engaging lifelines and renewing to get stronger
 
Qualifications and Key Attributes  
  • Bachelor’s degree required; advanced degree preferred
  • 3 years minimum teaching with proven results required, preferably at a high performing charter school
  • GA Teacher Certification required
  •  Experience teaching math or language arts preferred
  • 2 years minimum work experience managing a team and large projects
  • Strong project and time management skills; ability to effectively backwards plan, juggle multiple priorities with great attention to detail, and deliver consistent and timely results
  • Strong strategic and analytical skills with an aptitude systems-building
  • Sense of humility, urgency, and customer service mindset
  • Strong ability to proactively solve problems and make decisions quickly
  • Team player with strong interpersonal and stakeholder management and relationship building skills
  • Ability to lead, influence, and hold others accountable to high standards of operational excellence
  • Ability to be calm under pressure, especially in difficult conversations with parents and staff
  • Excellent organizational, verbal, and written communication skills
  • Excellent computer skills, including Microsoft Word, Microsoft Power Point and Microsoft Excel
  • Desire to continuously learn and increase effectiveness as a professional
  • 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 pedagog
  • Achievement Orientation: Demonstrated resilience and focus on student outcomes
Compensation and Benefits

Salaries are competitive with the local public schools.  Competitive benefits package includes health coverage (medical, dental, vision) and retirement.
 
To Apply
 
Apply online at www.kippmetroatlanta.org

KIPP Metro Atlanta is committed to a policy of equal treatment for all individuals applying to the school.  KIPP Metro Atlanta does not discriminate based on 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=a0X0W000009ed2XUAQ
Company Description:
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