Principal

ACCEL Schools is seeking experienced and highly motivated Principal at Barber Preparatory Academy in Highland Park, Michigan dedicated to providing a superior education for all students. We are seeking leaders who are excited to create a rigorous and nurturing environment that prioritizes student engagement and achievement. Be part of the difference at Barber Preparatory Academy! Barber Preparatory Academy is a public charter school providing PK-8th grade students with a well-rounded education including community service learning and competitive sports. Celebrating over 10 years of service to the Highland Park community, the school is known for its welcoming staff and faculty. Barber Prep is part of ACCEL Schools, an established network of public charter schools serving K-12 students throughout the United States since 2014. The Principal serves as the instructional and administrative leader of the ACCEL Schools campus – responsible for the development, implementation and achievement of the school’s academic vision, student advancement and daily operations. The Principal will ensure successful academic outcomes for all students while employing long-term instructional sustainability measures involving professional development, teacher quality assessment, curriculum and pedagogical advancement. The Principal shall be responsible for: Instructional Leadership Leading the strategic instructional design and practice, including: implementing an integrated curriculum; directing instructional coaching and evaluation; systematic use of assessment data to guide instruction; and, maximizing impact of the blended learning model (where available). Develop, implement and lead the instructional programs of the school, assessing curriculum, pedagogy, lesson plans and observing classes (teaching and learning) on a frequent and structured basis to encourage the use of a variety of instructional strategies and materials consistent with research on the best practices for student learning and development. Delivering consistently high levels of achievement and learning for all students through rigorous and engaging programs and classroom instruction. Relentlessly work to meet all goals related to student achievement and school culture as well as Adequate Yearly Progress (AYP) goals. Facilitate the implementation of a standards-based curriculum, review lesson plans weekly, and conduct frequent walk-throughs/teacher debriefs. Assume responsibility for student achievement as related to academics and social-emotional wellbeing. Serve as the instructional leader in the building by facilitating a growth-focused professional environment. Develop and/or modify the school’s cultural programming and school-wide PBIS process with an emphasis on appropriate class conduct and behavior. Work with staff to plan and coordinate teacher-based teams, staff in-service days, data days, etc. Develop and implement consistent professional development for teachers, ensuring regular instructional training is consistent with the latest research-based methodologies. Implement behavior management practices that ensure consistent norms of orderly, respectful behavior, motivating students through strong relationships with their teachers and positive reinforcement. Facilitate and direct the Charter School’s Special Education program and ensure program participants are achieving at high levels. Coordinate all phases of summer educational opportunities and before/after school programs as applicable. Establish a strong school community culture by maintaining positive, cooperative and mutually supportive relationships with faculty, staff, parents, students, and all other school stakeholders. Skillful and collaborative leadership of all teachers, staff, and school leaders, including supervision, coaching, and performance management oversight. Lead the Charter School’s teacher evaluation program and ensure all teachers have opportunities to meet their professional goals and are expertly executing ACCEL Schools instructional best practices. Evaluate teachers as per the State Ohio teacher Evaluation System (OTES). Overseeing the Charter School’s professional development program ensuring a strong, collaborative professional community, regular training opportunities and a meaningful summer experience. Creating a student support system that addresses students’ academic and behavioral needs holistically and involves parents, teachers, and all relevant staff. Organizational Leadership Manage the school’s daily operations, including: facilities management; information/instructional technologies; food services; student data management systems; academic assessment tools; office management; budget and fiscal controls; and, student recruitment and retention. With support from the Home Office/Operations Team, exercise full engagement on compliance, budget, procurement, student data, academic assessments, and campus safety. Cooperate with the back-office service provider where necessary to meet all school administrative activities. Make recommendations for improvement as necessary. Partner with Human Resources to execute a highly effective talent management system of recruiting, selecting, hiring, retaining, recognizing, and supporting all school site staff. Ensure non-discrimination practices in the selection process of faculty and staff by adhering to Equal Employment Opportunity (EEO) requirements. Collaborate with Home Office/Operations Team on the review and reporting requirements of the State, charter authorizing agency and Federal regulatory agencies, school sponsor, including the charter renewal process. With support from the operations team, oversee maintenance of school census data, attendance data, and other reporting requirements as mandated by the state or school sponsor. With support from the operations team, implement the national school lunch program, transportation, audits, student application distribution, collection, approval, and verifications as applicable. Complete all accountability reports and oversee all student enrollment reports to the state; ensure compliance in all areas. Manage student recruitment and retention and achieve goals of retaining 85% of students annually. Understand and address all compliance items as they relate to the school’s Sponsor Agreement. Maintain a master school calendar to be posted for all stakeholders in all appropriate mediums (i.e. website, social media, student/parent guide, employee handbook). Work with the Home Office staff to ensure all marketing and communications tools are up-to-date and active. Engage in regular communications with the Home Office/Operations Team about the needs, successes and general operation of the school. Maintain open and ongoing daily and/or weekly meetings with the Regional Vice President Ensure the safety and wellbeing of all students and colleagues. Assist with updating parent and student manuals, policies, and handbooks. Community Leadership Act as the Charter School’s point person to the local community, effectively communicating the school’s mission and vision and soliciting input from parents and families about school performance, areas for improvement, and their needs. Understand, accept, abide by, and implement the school’s philosophy and mission statement in all school activities. Contribute to a positive climate and culture by exhibiting high professional standards. Engage and build strong professional relationships with parents, characterized by timely and regular communication, involving parents wherever possible in the life of the school. Cultivate partnerships with external organizations that enrich the culture of the school, as well as strong working relationships with other local districts and charter authorizers. Plan and conduct student and family orientations. Coordinate special projects, such as peer mentoring, service learning, and community involvement. Conduct home visits as needed. Perform other duties as assigned. Qualifications Attributes: Passion for improving educational opportunities for all students and for building a strong, highly effective organization aligned to this mission. Demonstrated experience raising student achievement among a diverse group of learners, including low income students, non-native English speakers, students of color, and other traditionally underserved populations. Knowledge of/experience with innovative school designs and instructional models, including those featuring 21st Century learning strategies like blended, inquiry, problem/project based and personalized learning. Excellent communication, interpersonal, and presentation skills. Strong, experienced manager with excellent leadership and team building skills. Ability to translate critical feedback into effective outcomes. Leads with grit, perseverance and a “can-do” positive attitude. Ability to productively organize, communicate, and disseminate policies, strategies, and tasks. Familiarity with the developmental, behavioral, social, and academic needs of students in the academic years. Education and Experience: Bachelor's degree in Education or related discipline required; an advanced degree in education/educational leadership strongly preferred. Current valid Principal license Minimum of three years’ experience in a full-time teaching role Two or more years of experience in successful school administration/instructional leadership in an urban setting Demonstrated skill in developing and maintaining a rigorous academic program that meets the needs of all scholars Experience in public education accountability, compliance, and related legal requirements. Experience in coaching teachers to improve their instructional planning, instructional practice, and classroom culture Knowledge of State Standards and Common Core Standards Successful completion of federal and state criminal background checks Ability to meet educational standards as applicable Ability to work well under pressure as well as effectively prioritize and execute tasks to meet deadlines consistently Understanding of and ability to manage confidential information Exemplary written and verbal communication skills About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick and mortar, and virtual schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Voluntary short-term disability insuranceVoluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals

EQUAL EMPLOYMENT OPPORTUNITY

It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. Voluntary Self-Identification For government reporting purposes, we ask candidates to respond to the below self-identification survey. Completion of the form is entirely voluntary. Whatever your decision, it will not be considered in the hiringprocess or thereafter. Any information that you do provide will be recorded and maintained in a confidential file. As set forth in ACCEL Schools’s Equal Employment Opportunity policy,we do not discriminate on the basis of any protected group status under any applicable law. If you believe you belong to any of the categories of protected veterans listed below, please indicate by making the appropriate selection. As a government contractor subject to the Vietnam Era Veterans Readjustment Assistance Act (VEVRAA), we request this information in order to measure the effectiveness of the outreach and positive recruitment efforts we undertake pursuant to VEVRAA. Classification of protected categories is as follows: A \"disabled veteran\" is one of the following: a veteran of the U.S. military, ground, naval or air service who is entitled to compensation (or who but for the receipt of military retired pay would be entitled to compensation) under laws administered by the Secretary of Veterans Affairs; or a person who was discharged or released from active duty because of a service-connected disability. A \"recently separated veteran\" means any veteran during the three-year period beginning on the date of such veteran's discharge or release from active duty in the U.S. military, ground, naval, or air service. An \"active duty wartime or campaign badge veteran\" means a veteran who served on active duty in the U.S. military, ground, naval or air service during a war, or in a campaign or expedition for which a campaign badge has been authorized under the laws administered by the Department of Defense. An \"Armed forces service medal veteran\" means a veteran who, while serving on active duty in the U.S. military, ground, naval or air service, participated in a United States military operation for which an Armed Forces service medal was awarded pursuant to Executive Order 12985. Voluntary Self-Identification of Disability Form CC-305 Page 1 of 1 OMB Control Number 1250-0005 Expires 04/30/2026 Why are you being asked to complete this form? We are a federal contractor or subcontractor. The law requires us to provide equal employment opportunity to qualified people with disabilities. We have a goal of having at least 7% of our workers as people with disabilities. The law says we must measure our progress toward this goal. To do this, we must ask applicants and employees if they have a disability or have ever had one. People can become disabled, so we need to ask this question at least every five years. Completing this form is voluntary, and we hope that you will choose to do so. Your answer is confidential. No one who makes hiring decisions will see it. Your decision to complete the form and your answer will not harm you in any way. If you want to learn more about the law or this form, visit the U.S. Department of Labor’s Office of Federal Contract Compliance Programs (OFCCP) website at . How do you know if you have a disability? A disability is a condition that substantially limits one or more of your “major life activities.” If you have or have ever had such a condition, you are a person with a disability. Disabilities include, but are not limited to: Alcohol or other substance use disorder (not currently using drugs illegally) Autoimmune disorder, for example, lupus, fibromyalgia, rheumatoid arthritis, HIV/AIDS Blind or low vision Cancer (past or present) Cardiovascular or heart disease Celiac disease Cerebral palsy Deaf or serious difficulty hearing Diabetes Disfigurement, for example, disfigurement caused by burns, wounds, accidents, or congenital disorders Epilepsy or other seizure disorderGastrointestinal disorders, for example, Crohn's Disease, irritable bowel syndrome Intellectual or developmental disabilityMental health conditions, for example, depression, bipolar disorder, anxiety disorder, schizophrenia, PTSD Missing limbs or partially missing limbs Mobility impairment, benefiting from the use of a wheelchair, scooter, walker, leg brace(s) and/or other supports Nervous system condition, for example, migraine headaches, Parkinson’s disease, multiple sclerosis (MS) Neurodivergence, for example, attention‑deficit/hyperactivity disorder (ADHD), autism spectrum disorder, dyslexia, dyspraxia, other learning disabilities Partial or complete paralysis (any cause) Pulmonary or respiratory conditions, for example, tuberculosis, asthma, emphysema Short stature (dwarfism) Traumatic brain injury Disability Status Select... PUBLIC BURDEN STATEMENT: According to the Paperwork Reduction Act of 1995 no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. This survey should take about 5 minutes to complete. #J-18808-Ljbffr Accel-Schools