Lead Administrator - School Improvement (High School)

Lead Administrator – School Improvement (High School) Starting Date: Immediately Job Description The Lead Administrator for School Improvement serves as the senior instructional leader for Alexandria City High School (ACHS), responsible for leading and directing the school’s instructional improvement strategy across all campuses. This position is co‑equal with the Campus Principals in the ACHS leadership structure, reports directly to the ACHS Principal, and holds supervisory responsibility for Academic Principals on matters of instructional leadership, school improvement, and aligned instructional systems. The Lead Administrator for School Improvement provides strategic direction and accountability for all instructional leadership systems, including the School Improvement Plan (SIP), Professional Learning Communities (PLCs), instructional monitoring, curriculum and assessment alignment, data‑informed decision making, and instructional coaching. This role drives coherence and consistency in instructional expectations across the King Street and Minnie Howard campuses, ensuring that Academic Principals and instructional leaders operate within a unified, high‑quality instructional framework aligned to ACPS priorities and the ACPS 2030 Strategic Plan. This position works in close coordination with Campus Principals to ensure that instructional priorities are integrated with campus operations and student support systems. The Lead Administrator for School Improvement serves as the principal point of accountability for instructional quality, school improvement outcomes, and division‑level compliance related to instructional programming. This 12‑month, 240‑day Administration position reports to the Principal at Alexandria City High Schools. Qualifications Education Master’s degree in Educational Leadership or a related field is required. A Doctorate is preferred. Certificates & Licenses Valid Virginia Department of Education Teaching Post‑Graduate License with the add‑on endorsement in Administration & Supervision PreK‑12; or an active VDOE license with an endorsement in Administration and Supervision, or eligibility to submit and complete the VDOE licensure application for an Administration and Supervision endorsement upon hire. Experience Five or more years of progressive school‑based administrative experience, with demonstrated leadership in instructional improvement at the secondary level. Demonstrated leadership in school improvement planning, including leading needs assessments, goal development, progress monitoring, and accountability systems at the building or division level. Experience directing or overseeing instructional leadership systems, including supervision of instructional leaders, department chairs, and/or instructional coaches. Deep knowledge of data‑informed instructional practices, curriculum alignment, state and federal accountability frameworks, and secondary assessment systems. Demonstrated experience leading Professional Learning Communities, instructional coaching structures, and professional learning systems in a diverse school setting. Experience working effectively in socio‑economically and culturally diverse school communities, with a demonstrated commitment to equity and culturally responsive instructional practices. Demonstrated ability to communicate and collaborate effectively with instructional leaders, campus administrators, teachers, coaches, and central office personnel to drive measurable improvement in student achievement. Essential Functions School Improvement Leadership and Accountability Leads the development, implementation, monitoring, and continuous improvement of the Alexandria City High School School Improvement Plan, serving as the primary accountability holder for SIP outcomes across all campuses. Directs a comprehensive, ongoing needs assessment process that integrates student achievement, graduation, attendance, and instructional data to identify high‑leverage priorities across all campuses. Establishes measurable school improvement goals, action steps, progress monitoring systems, and implementation timelines; holds Academic Principals and instructional leaders accountable for progress toward stated goals. Leads the integration of school improvement priorities across campuses, ensuring that the SIP reflects the instructional needs of all students served by ACHS, including special populations. Directs and monitors the implementation of school improvement initiatives; makes data‑informed decisions to adjust strategies, resources, and supports based on evidence and student outcomes. Ensures division, state, and federal compliance related to instructional programming, school improvement processes, and accountability requirements. Coordinates with the ACHS Principal and Campus Principals to ensure that school improvement priorities are embedded in campus operations, student support systems, and leadership team structures. Represents ACHS in division‑level school improvement, instructional, and accountability forums; communicates school improvement progress to the ACHS Principal, central office, and other stakeholders as appropriate. Instructional Leadership and System Alignment Directs and oversees aligned instructional leadership systems across the King Street and Minnie Howard campuses, holding Academic Principals accountable for the quality, coherence, and consistency of instructional practices within their areas of responsibility. Establishes clear, non‑negotiable expectations for instructional leadership practices across content areas, departments, and campuses, including departmental collaboration, PLCs, walkthroughs, lesson planning, instructional monitoring, and professional learning. Supervises Academic Principals to ensure that instructional leadership systems support standards‑aligned instruction, data‑informed decision making, and measurable instructional improvement. Leads calibration and consistency in instructional leadership practice across campuses; ensures that Academic Principals apply evaluation and observation frameworks equitably and effectively. Maintains deep familiarity with curriculum implementation, instructional programming, assessment practices, High Quality Instructional Materials (HQIM), and instructional initiatives across all content areas and campuses. Oversees the design and delivery of professional learning for instructional leaders, aligned to SIP priorities, HQIM implementation, and identified instructional needs. Directs the work of instructional coaches, ensuring that coaching structures and priorities are aligned to school improvement goals, instructional leadership systems, and campus‑specific needs. Monitors instructional data at the school and campus level; identifies trends, priorities, and areas requiring targeted support; directs instructional leaders to take responsive action. Supports the ACHS Principal in identifying, developing, and retaining strong instructional leaders and teacher leaders across all campuses. Supervision, Evaluation, and Leadership Development Directly supervises and evaluates Academic Principals in accordance with ACPS administrative evaluation frameworks, using observation, feedback, goal setting, and documented evidence of instructional impact. Provides ongoing coaching, professional development, and structured feedback to Academic Principals to support their growth as instructional leaders and their effectiveness in driving teacher and student improvement. Establishes clear performance expectations for Academic Principals and holds them accountable for outcomes in instructional quality, teacher development, and student achievement. Partners with the ACHS Principal on personnel decisions involving Academic Principals, including professional improvement plans, employment recommendations, and leadership transitions. Identifies and develops emerging instructional leaders; supports succession planning and leadership pipeline development across ACHS campuses. Direct supervision of the Academy Coach, including coaching, goal setting, and feedback tied to Academy Lead support, industry partnerships, and program quality. Academies of Alexandria Development and Leadership Serves as the senior school‑based leader for the development, implementation, and continuous improvement of the Academies of Alexandria at ACHS, ensuring that academy programming is aligned to the ACPS 2030 Strategic Plan, division priorities, and the connected high school model. Partners with the Academy Coach to monitor the development and implementation of all academy pathways, ensuring coherence in academy identity, student experience, curriculum integration, and industry‑aligned programming. Leads cross‑academy planning efforts that ensure alignment between academy programming and the School Improvement Plan, including on‑time graduation, credit attainment, and equitable access to rigorous coursework and career pathways. Collaborates with Campus Principals and Academic Principals to ensure that academy structures are fully embedded within the instructional and operational systems of each campus, and that academy participation reflects the diversity of the student population. Supports the Academy Coach and Academy Leads in developing and sustaining meaningful partnerships with industry, community, and postsecondary partners that expand student access to work‑based learning, dual enrollment, internships, and credentialing opportunities. Monitors academy program data— including enrollment, pathway completion, credential attainment, student engagement, and postsecondary outcomes—and uses data to identify priorities, remove barriers, and drive continuous improvement. Communicates academy progress, outcomes, and priorities to the ACHS Principal, division leadership, and community stakeholders; represents the Academies of Alexandria in relevant division‑level and external forums. Cross‑Campus Coordination and Strategic Alignment Collaborates actively with Campus Principals as a co‑equal member of the ACHS senior leadership team to ensure that instructional priorities, SIP implementation, and school improvement systems are integrated with campus operations and student support. Participates in regular joint leadership meetings with Campus Principals to coordinate cross‑campus initiatives, aligned messaging, student transitions, shared programming, and school‑wide events. Ensures that school improvement planning, instructional systems, and professional learning reflect the collective priorities and needs of all ACHS campuses and student populations. Communicates effectively with the ACHS Principal, Campus Principals, central office staff, and other stakeholders on matters of instructional progress, school improvement outcomes, and leadership system effectiveness. Serves as a resource and strategic partner to division leaders on instructional improvement, school reform, and secondary accountability matters. Other Duties as Assigned Performs other specific job‑related duties as directed by the Alexandria City High School Principal. Assists with unexpected, urgent, and emergency situations as needed to ensure the efficient and effective functioning of Alexandria City High School. Compensation Placement on the Administrator LAS‑FA grade, determined by the ACPS Licensed Administrator Salary Scale. Clearances Criminal Justice Fingerprint/Background Clearance. Tuberculosis Skin Test. Public Health Compliance—must follow safety and health protocols. #J-18808-Ljbffr Young World Physical Education