Principal Fellow

Gestalt Community Schools is a system of K-12 college-preparatory charter schools in targeted Tennessee communities. GCS schools provide strong academic outcomes for their scholars through initiatives, including meaningful community involvement. GCS catalyzes community leadership to help revitalize the neighborhood as it operates its schools in that community. Instead of debating whether education impacts the community or vice versa, GCS believes integrating education and community is the most effective method to support student achievement (a true “Gestalt”). POSITION OVERVIEW The School Principal Fellows program allows aspiring school leaders to develop the skills and mindset necessary to lead a high-performing charter school. The principal fellow is part of the school's leadership team and acts as a Vice Principal. This emerging school leader will be immersed in a comprehensive one-year school-based fellowship program, shadowing a Gestalt Community Schools mentor principal while completing special projects and assignments required to fulfill the program. The program requirements will determine leadership responsibilities and strongly emphasize the areas of strength and opportunity of the fellow and the school assigned. The principal fellowship pathway at Gestalt Community Schools is designed to cultivate effective school leaders through a structured program. To successfully transition into a principal role, principal fellows must meet specific criteria, including: Successful Program Completion: Candidates must complete all required components of the principal fellows program. This includes coursework, hands‑on leadership experiences, and mentorship opportunities that equip them with the skills needed for effective school leadership. Scoring “Effective” in All Competencies: Candidates are assessed using a Leadership Framework that outlines the competencies necessary for successful school leadership. To be eligible for a principal position, candidates must score “effective” or higher in each competency, demonstrating their readiness to lead a school. By fulfilling these requirements, candidates can effectively prepare themselves for the challenges and responsibilities of being a principal within the Gestalt Community Schools network, pending vacancies within Gestalt Community Schools.? COMPETENCIES Lever 1: Data-Driven Instruction Drive Results Through Data Use interim assessments and class-level data to ensure all students are on track to meet performance goals. Build a Data-Driven Culture Establish consistent systems (meetings, calendars, PD) so teachers regularly analyze data and adjust instruction. Lead Effective Data Meetings (See It, Name It, Do It) Guide teams to identify trends, pinpoint root causes, plan re-teach, and follow through with strong action plans. Lever 2: Planning & Instructional Culture Ensure Lesson Fidelity Guarantee all teachers have aligned, high-quality plans and are prepared to execute them effectively. Drive Aggressive Monitoring Build systems where teachers actively track student thinking and adjust in real time. Strengthen Response to Data Ensure classrooms consistently respond to errors through reteach, discourse, and mastery checks. Build Strong Academic Habits Develop consistent expectations for writing, discussion, and academic language across classrooms. Lever 3: Observation & Feedback See It (Identify the Gap) Accurately diagnose the highest-leverage instructional gap using clear models and exemplars. Name It (Action Step) Provide precise, bite-sized, observable action steps that target the root issue. Do It (Practice & Follow-Up) Ensure teachers practice, refine, and implement changes with accountability and clear timelines. Maximize Feedback Impact Increase frequency, quality, and responsiveness of coaching to improve teacher performance. Lever 4: Professional Development Plan Purposeful PD Design sessions aligned to school priorities with clear objectives and strong See It–Name It–Do It structure. Prioritize Practice Ensure teachers actively practice key skills with feedback during PD. Facilitate for Impact Lead sessions that engage participants, drive ownership, and lead to clear outcomes. Ensure Follow-Through Build accountability systems so PD translates into classroom implementation. Lever 5: Student Culture Identify and Address Culture Gaps Use walkthroughs and data to pinpoint and prioritize key behavior and culture needs. Plan and Launch Systems Explicitly teach, model, and practice routines and expectations schoolwide. Monitor and Reinforce Culture Provide real-time feedback, hold staff accountable, and consistently reinforce expectations. Build Joy, Engagement, and Compliance Create classrooms where students are engaged, respectful, and consistently meeting expectations. Lever 6: Staff Culture Maintain Strong Leadership Presence Be highly visible and model urgency, ownership, and support across the school. Build Positive Staff Relationships Foster trust, monitor well-being, and maintain a professional, supportive environment. Communicate with Clarity and Purpose Deliver consistent, proactive, and mission-driven communication. Strengthen Staff Investment and Morale Build systems for recognition, celebration, and meaningful staff engagement. Develop Instructional Leaders Build IL capacity through coaching, feedback, and leadership opportunities. Ensure High-Quality Instructional Leadership Hold ILs accountable for teacher outcomes, feedback quality, and student results. Manage Time and Priorities Ensure leaders effectively balance teaching, leadership, and key responsibilities. Coach and Grow Leadership Pipeline Identify and develop future leaders through structured support and stretch opportunities. Lever 8: Principal Leadership Model Core Leadership Traits Demonstrate ownership, organization, professionalism, and strong interpersonal skills. Lead Through Results and Accountability Take responsibility for outcomes and ensure effective decision-making. Drive Continuous Growth Reflect on performance, pursue improvement, and meet personal leadership goals. DUTIES AND RESPONSIBILITIES Assist the Principal in developing a school environment that is supportive of learning and high achievement among the scholars. Develop and provide appropriate learning and curriculum programs and methods of instruction that meet the needs of all scholars in the school and timetable to support them. Promote effective teaching and learning practices across the school. Assist in the development of the school curriculum and assessment policies. Develop and implement systems for recording individual scholar progress and ensure that parents are regularly informed of their children's progress at the school. Assist the Principal in supporting the monitoring and evaluation of teaching and learning across the school and contribute to school self‑evaluation and the development of improvement plans. Assist the Principal in re‑evaluation of the purpose, objectives, and activities of the school in line with School Improvement Guidelines from the Department of Education, GCS, and SCS. Assist the Principal in developing the education aims and objectives of the school and devising strategies to achieve them. Assist the Principal in coordinating the school plan and policies regarding the operation of the school. Leader- People & Teams Develop a good working relationship with the principal, the other Deans, the teaching staff, and support and network staff. Treat all staff with respect and develop positive relationships. Assist the Principal in promoting ongoing staff development and in‑service and in the identification of the staffing needs of the school – i.e. teaching and support staff. Coordinate Staff Development and organize PLC's. Communication Develop effective communication systems with scholars, staff, parents, and the wider community. Maintain effective relationships with the stakeholders involved (CMO, SCS staff, scholars, parents, Parents Association, Student Council, and the wider school community). Communicate with students, staff, and parents in a positive, friendly, and professional manner. Implement the Code of Conduct and all school policies with an understanding of their rationale. Assist the Principal in matters of student discipline, in the promotion of good order and general supervision between classes. Establish and maintain effective data management systems such as student records, teacher records, attendance, purchasing procedures, and timetables. QUALIFICATIONS & EXPERIENCE Master’s Degree required Minimum of 3+ years of instructional leadership experience (Dean, Assistant Principal, Instructional Coach), or 2+ years of experience as a principal 3+ years of exemplary teaching experience, preferably in a secondary setting Valid Tennessee School Leadership License or ability to obtain licensure within 3 years of hire ADDITIONAL CRITERIA 2 to 3 years of significant student achievement gains (double AMO) on state or nationally recognized assessment Successful employment as a Dean of Instruction, Dean of Scholars, or equivalent (preferred)Successful completion of leadership training program A positive recommendation from a current supervisor Participate and receive proficient ratings on "Selection Day" activities: writing prompts, classroom observations, mock teacher feedback sessions, entry plan, etc. SKILLS Strong, student-centered instructional leadership focused on measurable student growth and achievement Deep knowledge of Common Core standards, curriculum frameworks, assessment practices, and ACT College Readiness Standards Proven ability to develop and coach adult learners to improve instructional practice Ability to design and implement systems and structures that drive teacher effectiveness and student outcomes Strong content knowledge and pedagogy across core subject areas Effective written and verbal communication skills Proficiency with Windows-based systems and Google Workspace tools POST-SELECTION COMMITMENTS Commitment to a 6 to 18-month Fellowship Program Commitment to Leadership Training Commitment to attend all required summer training dates (Leadership Training, New Teacher, GCS Conference) Commitment to 3 years of employment if offered by Gestalt Community Schools Gestalt Community Schools’ policy is to provide equal employment opportunities without regard to race, color, religion, sex, national origin, age, disability, marital status, veteran status, sexual orientation, genetic information, or any other protected characteristic under applicable law. #J-18808-Ljbffr