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Job Title: Assistant Principal
Company Name: KIPP Public Charter Schools
Location: San Diego, CA
Position Type: Full Time
Post Date: 02/19/2018
Expire Date: 03/21/2018
Job Categories: Education and Library, Financial Services, Healthcare, Practitioner and Technician, Human Resources, Information Technology, Insurance, Quality Control, Research & Development, Medical, Nonprofit and Volunteer Services, Energy / Utilities
Job Description
Assistant Principal

About KIPP

KIPP, the Knowledge Is Power Program, is a national network of free, open-enrollment, college-preparatory public charter schools with a track record of preparing students in underserved communities for success in college and in life.  There are currently 200 KIPP schools in 20 states and the District of Columbia serving nearly 80,0000 students. About 88 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, 94 percent of KIPP middle school students have graduated high school, and 81 percent of KIPP alumni have gone on to college. There are 94 KIPP middle schools (grades 5-8), 80 elementary schools (grades Pre-K-4), and 26 high schools (grades 9-12). Students are accepted regardless of prior academic record, conduct or socioeconomic background.  

About KIPP San Diego

The vision of KIPP San Diego is to be a thriving region of stable schools filled with happy, successful young people on paths toward choice-filled, contented lives that positively impact our community.  KIPP San Diego will be a leader in thinking about opportunity and access for under-represented youth in San Diego and a model for collaboration in order to dramatically change life outcomes. 

KIPP San Diego currently operates one school: KIPP Adelante Preparatory Academy which will serve as the flagship for the region as it develops in the coming years to ensure that low income families in San Diego have high quality options for school.  The mission of KIPP Adelante Preparatory Academy is to ensure that our students develop the academic skills, intellectual habits, and character traits needed to succeed in top quality high schools, colleges, and the competitive world beyond. We will be a proof-point that schools with high concentrations of students that live in low-income communities are actually buildings filled with innovative, creative, engaged, passionate and valuable contributors to our community.  The majority of our students come to us from zip codes where fewer than 50% of adults under 36 have a high school diploma or equivalent. Through longer school days and an extended school year with extraordinarily dedicated and passionate teachers, our students improve and succeed. 92% of KIPP Adelante's alumni have graduated from high school. 72% of those have matriculated onto college. We are focused on raising that number every year and project an increase for this upcoming year.   

KIPP Adelante is in the midst of an exciting time. With a deep belief that students’ social-emotional health is foundational to success in life, we are committing to practices that foster this. Our instructional focus is shifting to one that puts the students’ in the center and the heavy lifting on them. The school’s priorities are Restorative Culture, Consistent Expectations and Consequences, and Excellent Lesson Execution. Those with experience with Project Based Learning and authentic work products are strongly encouraged to apply.  Success in using data to monitor student’s proficiency in basic skills in order to access and benefit from real-world learning experiences is essential.

Why work at KIPP?

At KIPP, you will be part of a national network that’s leading the way in getting students to and through college. Since our founding, it has been our core belief that all students, regardless of their zip code or demographics, will learn and achieve. We are committed to serving the students who need us most and refuse to accept anything less than an excellent college-preparatory education for students from low-income communities. Each of our more than 3,000 educators, leaders, and support staff play a role in this mission. They have the freedom to innovate and do what is best for students, and the support to grow thanks to our unparalleled professional development programs.

ROLE OVERVIEW:

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 skills and capacity in the school’s emerging leaders. At KIPP, we believe that the Assistant Principal is primed to potentially be a School Leader successor and is being actively developed for school leadership in the future. The AP should consider him/herself an apprentice to the School Leader and the AP should gradually build capacity to lead a KIPP school. The Assistant Principal is a full-time, salaried, exempt position on the leadership team. The Assistant Principal will report to the School Leader  and will be a 12 month, School-Year employee.
 

KEY 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 grades/departments that he/she coaches and ensures alignment with school-wide goals

  • 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 - manages GLCs directly

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

  • Supporting student recruitment as needed

Develop emerging leaders with School Leader’s guidance

  • Supports the School Leader in identifying and developing emerging and teacher leaders’ strategic plans for his/her own leadership and people that he/she manages (Department Heads and/or Grade Level Chairs) through goal setting, coaching and providing feedback

Model and lead strong staff and student culture and manage school-wide character development and behavior

  • 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

  • Leads recognition and celebration events and other school-wide culture building activities

  • Disciplines students and coaches teachers on this according to established guidelines and with the intent of rehabilitation through the use of restorative practices

  • Create individual plans for students with behavior challenges, partnering with teachers to provide extra intervention

  • Documenting behavior incidents, conducting investigations and drafting parent/family correspondence

Collaborate with School Leader on hiring diverse, highly-effective teachers and school staff

  • May participate in hiring and selection process

  • Focuses on retaining highest talent proactively throughout the year

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 systems

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

  • Own and plan for mandatory testing (CELDT, SBAC, MAP, etc.)

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 be asked to lead Student Support Team meeting

  • 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

  • May coach teachers on effective communication with parents and families

  • Act as the administrator for IEP meetings for either lower or upper school


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

  • May be asked to perform other duties assigned by the School Leader


 

QUALIFICATIONS:
 

  • 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; Takes initiative, going above and beyond typical expectations and making necessary sacrifices to achieve exceptional results.

  • 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

  • At least 5+ years professional work experience in a school setting, highly preferred - Classroom teaching experience, required, with demonstrated academic success with students

  • Demonstrated success in driving adults to achieve results in others

  • Unquestioned commitment to KIPP SD’s vision

  • Unshakeable belief that students  from low-income communities can and must be provided the opportunity to leverage their assets in order to change their trajectory

  • A sense of humor

  • Demonstrated flexibility, creativity, and collaborative working style

  • Strong judgment and decision-making skills

  • Demonstrated history of setting goals and meeting them

  • Experience in monitoring progress and using evidence to drive decisions

  • Bachelor Degree required, Master’s Degree preferred

  • Experience in an entrepreneurial, growing nonprofit, public, or business organization, K-12 education and/or direct teaching experience a plus

  • Commitment to building relationships and trust with leaders, teachers, students, parents, and community

 

COMPENSATION AND BENEFITS:

Compensation is competitive and will commensurate with experience. Employee benefits include medical, dental, vision and life insurance, and retirement benefits. These benefits are paid in full for the employee only.

STATEMENT OF NON-DISCRIMINATION:

KIPP San Diego is committed to a policy of equal treatment for all individuals applying for employment at our school. KIPP San Diego 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=a0X0W000009fjv2UAA
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