SY 26-27 Principal

Job Description

Job Description

Principal

  Position Title: Principal Reports To: Executive Director Classification: Exempt (Full-Time, Salaried) School Type: Small Public Charter High School for Girls, Washington, D.C.
Approximately 250 students Program: International Baccalaureate Career Program (IBCP) 

POSITION OVERVIEW

Girls Global Academy (GGA) is a small, mission-driven public charter high school committed to empowering young women in Washington, D.C. through a college-preparatory, globally focused education grounded in the International Baccalaureate Career Program (IBCP). GGA’s culture is built on the pillars of sisterhood, scholarship, service, and safety.

The Principal is GGA’s senior on-site academic leader. Reporting directly to the Executive Director, the Principal is responsible for the day-to-day leadership of the school — overseeing instruction, managing staff, ensuring a safe and equitable learning environment, and serving as the primary point of accountability for student achievement and school culture. The ideal candidate is a proven instructional leader who combines deep pedagogical expertise with the entrepreneurial mindset required to thrive in a growing, startup-stage school environment.

 

KEY LEADERSHIP ACCOUNTABILITIES

The Principal holds primary Responsibility and Accountability (R/A) for the following core functions, consistent with GGA’s organizational framework:

1. School Leadership, Mission & Vision

• Oversee all day-to-day school operations, serving as the primary decision-maker for academic matters in the building.
• Implement and reinforce GGA’s shared mission and vision across all aspects of school life; use the mission as the primary lens for decision-making and prioritization.
• Develop and execute ambitious, feasible school-wide annual action plans aligned to the Strategic Plan and prescribed improvement intervals.
• Apply continuous improvement and change management practices to ensure GGA consistently meets its mission and goals.
• Model urgency, excellence, humility, and optimism; actively seek feedback; engage in ongoing professional learning and reflection.
• Collaborate with the Executive Director in monitoring and leveraging external partnerships and resources.

2. Academic Program: Curriculum, Instruction & Assessment

• Coordinate and oversee the full academic curriculum across all subject areas, including core academics, The Arts, Physical Education, and Music.
• Lead the development and regular revision of Scope and Sequence documents, Curriculum Maps, and Unit Plans for all grades and subjects in collaboration with Academic Coach and IB/CTE Coordinator
• Develop and maintain the master instructional schedule in alignment with school goals.
• Set clear, measurable academic goals for every student throughout the year; monitor progress through regular school-wide data analysis.
• Manage the school assessment process, ensuring teachers use data to differentiate and drive instruction.
• Evaluate and continuously improve the rigor, coherence, and equity of curriculum, instruction, and assessment practices.

3. Staff Management & Instructional Coaching

• Manage all academic and instructional staff, including recruitment, hiring, scheduling, formal evaluation, and performance support.
• Conduct frequent informal and formal classroom observations; deliver specific, actionable, and timely instructional feedback.
• Develop individualized growth plans for all teachers at the start of each year; monitor progress mid-year and at year-end.
• Design and facilitate high-quality, data-driven professional development aligned to school goals and teacher-identified needs.
• Model and co-teach lessons using research-based instructional, anti-bias, and classroom management practices.
• Manage the scheduling and supervision of substitute teachers, including sub plans and directions.
• Strategically deploy teaching talent to ensure students have access to the right expertise at critical developmental stages.

4. School Culture & Student Support

• Foster a professional culture grounded in relational trust, collaboration, equity, and continuous improvement.
• Maintain positive, fair student behavior policies that emphasize restorative practice and behavioral growth.
• Serve as a member of the Student Support Team (SST); coach teachers to implement a tiered system of academic and social-emotional supports.
• Support Special Education (SPED) and English Language Learner (ELL) instruction; collaborate with the Special Education Coordinator on systematic interventions and IEP alignment.
• Manage and supervise daily school operations including hallways, cafeteria, arrival/dismissal, and student transitions.
• Maintain and publish regular school communications including newsletters, program updates, and student performance reports.

5. Family & Community Engagement

• Build and sustain open, welcoming, two-way communication with families and the broader community in service of student success.
• Engage marginalized or traditionally underrepresented families in meaningful, reciprocal partnerships.
• Plan and lead student recruitment initiatives, especially during growth and grade-expansion phases, to meet enrollment targets.
• Evaluate and improve the effectiveness of family engagement, community outreach, and school communications plans.

6. Professional Learning Plan

• Develop and lead the school-wide Professional Learning Plan in coordination with the Executive Director and Director of Programs.
• Prioritize professional development needs through careful analysis of student performance data and teacher growth areas.
• Ensure all professional development sessions are thoroughly planned, engaging, and immediately actionable.

 

COLLABORATION WITH SCHOOL LEADERSHIP

The Principal works in close partnership with GGA’s leadership team. Key collaborative relationships include:

  Leadership Partner Principal’s Key Collaborative Role Executive Director Reports directly; co-develops public face of GGA; collaborates on budget management and strategic execution. Director of School Culture Jointly supports PBIS systems, school culture, student behavioral supports, Multi-tiered Support Systems, and school communications. Director of Programs (IBCP) Consults on curriculum development and effective educational programs; supports IB/CTE professional learning and program evaluation. Director of Operations Consults on instructional materials procurement, campus safety, and technology availability; provides input on grant opportunities.

Director of Student Support

Collaborates to align academic and behavioral support services and interventions, ensuring students receive coordinated services that support their overall success

 

REQUIRED QUALIFICATIONS

• Bachelor’s Degree required; Master’s Degree in Education, Educational Leadership, or a related field strongly preferred.
• Initial Administrative Service Credential with the ability to obtain your Standard Administrative Services Credential within three months
• Minimum 5 years of urban classroom teaching experience with a demonstrated record of high student achievement.
• Minimum 3 years of instructional leadership or school leadership experience in an urban school setting.
• Minimum 3 years of instructional coaching experience, including formal observation and structured feedback cycles.
• Demonstrated experience leading school-based data teams: analyzing student performance data, producing actionable reports, and translating findings into instructional strategy.
• Experience leading curriculum development and supporting adults in designing and implementing rigorous academic programs.
• Proven success in designing and delivering staff professional development in large group, small group, and one-on-one settings.
• Experience with assessment data collection, disaggregation, and analysis to close achievement and opportunity gaps.
• Experience operating in a startup, launch-phase, or growth-stage school environment; demonstrated comfort with ambiguity, barrier removal, and entrepreneurial problem-solving.
• Proficiency in Microsoft Office Suite (Word, Excel, PowerPoint) and Google Workspace.
• Strong organizational skills and consistent ability to meet deadlines in a fast-paced environment.

 

PREFERRED QUALIFICATIONS

• Familiarity with the International Baccalaureate (IB) framework, particularly the Career-Related Programme (IBCP).
• Experience leading or supporting Career and Technical Education (CTE) programs.
• Experience in single-gender or girls’ education environments.
• Knowledge of DC charter school policies, OSSE compliance requirements, and DCPSCSB regulations.
• Experience with restorative practices, Positive Behavioral Interventions and Supports (PBIS/PBS), and trauma-informed approaches.

 

CORE COMPETENCIES & ATTRIBUTES

The Executive Director will screen for evidence of the following competencies in all candidates:

  Competency What We Look For Instructional Expertise Can articulate and model high-quality, differentiated instruction; strong track record of improving teacher practice through coaching. Data-Driven Decision Making Consistently uses qualitative and quantitative student data to drive instructional decisions and resource allocation. Mission Alignment Demonstrates authentic commitment to girls’ education, equity, and GGA’s four pillars: Sisterhood, Scholarship, Service, and Safety. Startup Mindset Thrives in ambiguity; proactively identifies and removes obstacles; entrepreneurial in approach; calm and solutions-focused under pressure. Relational Leadership Builds trusting, collaborative relationships with staff, students, and families; listens actively; leads with empathy and cultural competence. Accountability & Integrity Models the behavior expected of staff and students; holds self and others to high standards with fairness and transparency. Communication Communicates clearly and professionally with diverse stakeholders: students, families, staff, and community partners. Continuous Learning Regularly seeks feedback; reflects on practice; engages in professional development; models a growth mindset for the school community.
COMPENSATION

• Salary for this position is competitive and commensurate with experience (ranges from $135K-$150K). Additionally, Girls Global Academy PCS offers a comprehensive benefits package. 

Our Commitments to Staff: 

• Personalized professional development tailored to your needs as an educator 
• Support and coaching from an experienced leadership team
• A seat at the table where you are a decision maker in an equitable and inclusive environment
• Work-life rhythm where you are encouraged to make self care a priority

How to Apply  

Please submit your application to our online jobs portal.  All applicants will have to pass a background check. Applications will be reviewed on a rolling basis, preference will be given to applications received by March 31st.  Anticipated Start Date is July 1, 2026.  For the right candidate we may hire early for this position to prepare fully for SY26-27.   No phone calls, please. 

Girls Global Academy provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.

 

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