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2019-20 Assistant Principal
KIPP Bay Area Schools
Bay Area, CA
Type: Leadership & Support Staff
Full Time/Part Time: Full-Time
Start Date: 2019-20 School Year
Subject: English Language Arts/Reading; Reading; Math; Algebra; Geometry; Pre-Calculus/Calculus; Other; Science; Chemistry; Physics; Social Studies/History; U.S. History/Government; Spanish; Special Education; Art
Grade: Pre-K4; K; 1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12
Organization: KIPP Bay Area Schools
Preferred Locations:East Palo Alto, CA; Oakland, CA; Redwood City, CA; San Francisco, CA; San Jose, CA; San Lorenzo, CA
2019-20 Assistant Principal
This is the application for all Assistant Principal roles at KIPP Bay Area Schools in the 2019-2020 school year. To see a full list of our openings click here.
About KIPP Bay Area Public Schools
KIPP is a non-profit network of 224 college-preparatory, public charter schools across the country educating early childhood, elementary, middle, and high school students. KIPP schools are united by a common mission, a commitment to excellence, and a belief that if we help children develop the academic and character strengths they need for college and choice-filled lives, they will be able to build a better tomorrow for themselves, for their communities, and for us all.
There are currently 15 KIPP schools across the Bay Area educating nearly 6,000 students in East Palo Alto, Oakland, San Francisco, San Lorenzo, San Jose, and Redwood City and supporting over 3,000 alumni around the country.
At KIPP Bay Area Public Schools, we believe that Assistant Principals are our future school leaders. We actively develop Assistant Principals for School Leadership and feel the Assistant Principal should consider themselves as an apprentice to the School Leader. The Assistant Principal should gradually build capacity to lead a KIPP school.
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.
1. Model and support implementation of the school’s vision and goals
2. Contribute to school-wide planning and prioritizes time to accomplish goals
- Supports the Schools Leader's vision and takes an active role in mobilizing teachers to achieve the collective goals of the school; Supports the Schools Leader's vision and takes an active role in mobilizing teachers to achieve the collective goals of the school...
- 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
3. Develop emerging leaders with School Leader’s guidance
- Provides input into the strategic planning of the school, and identifies areas of ownership for self and direct reports
4. Model strong staff and student culture, and manage school-wide character development and behavior management systems
- Supports the School Leader in identifying and developing emerging leaders (Department Heads and/or Grade Level Chairs) through goal setting, coaching and feedback
5. Collaborate with School Leader on hiring diverse, highly-effective teachers and school staff6. Build own and direct reports’ instructional knowledge of standards, content and methods
- Supports teachers in student support and behavior intervention systems to ensure that limited time is spent on reactive student discipline.
- Manages parts of the daily school operations (e.g. arrival/dismissal, lunch/recess, school trips)
- Acts as the first Leadership Team contact for student intervention and parent engagement; determines next steps for issues that are above the teacher/grade level/department chair
7. Develop teachers to provide rigorous and high-quality instruction, and support School Leader in planning and implementing enabling systems of the Academic Strategies Pyramid
- Content (Standards, Curriculum, and Assessment):
- Studies curriculum and assessment in order to develop understanding of content mastery, and what is required of students and teachers to accomplish mastery
- Coaches teachers on how to assess for both student mastery and growth towards college readiness, and practices data driven instruction based on assessment
- Research-based Instructional Practices (Methods and Time):
- Develops own and teachers’ knowledge of best practices in instructional methods and coaches teachers on how to match particular strategies to gaps in student mastery
8. Prioritize Assistant Principal’s own success and sustainability by engaging lifelines and renewing to get strongerQualifications:
- Data Analysis (Data-driven Instruction and Progress Monitoring):
- Lead data-driven instruction. Coach teachers to determine how data aligns to end-of-year goals; break-out data to analyze how different student groups are performing; determine what data indicates about areas of student mastery and growth; and identify specific instructional actions and adjustments to fill students’ knowledge and skill gaps within an appropriate timeline
- Teacher Instructional Development (Instructional Coaching, Content Teams, and Workshops):
- Provides high-quality instructional coaching with frequent and scheduled teacher observations, actionable and bite-sized feedback, and accountability for adjustment in practice
- Coaches 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
- Recommends 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
- 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
We are dedicated to you and your family's well-being! KIPP offers a competitive salary as well as a comprehensive benefits package including medical, dental, vision, and transportation benefits.
How to Apply
We recommend that you become thoroughly familiar with www.kippbayarea.org before applying. To officially submit an application, do so here or through our careers page.
Questions? Email Ryan Weidmann at email@example.com.
KIPP Bay Area Public Schools does not discriminate on the basis of age, race, ethnicity, color, national origin or ancestry, cultural background, religious creed, sex, gender identity or expression, sexual orientation, marital/registered domestic partner status, physical or mental disability, medical condition, genetic information, military or veteran status, primary language, citizenship or immigration status, or any other consideration made unlawful by federal, state, or local laws.