Middle School Assistant Principal

Family Life Academy Charter Middle School is seeking an experienced, reflective, and deeply committed instructional leader to serve as the Assistant Principal for our 8th Grade Team. This role is designed for someone who is not pursuing leadership simply because it feels like the next step in a career. We are looking for an educator who has examined their own success in the classroom, identified the practices that helped students thrive, and now wants to help a broader community of students and adults equally thrive. Our school anchors much of its work in the science of learning. We aim to make research-informed decisions that reflect what is known about how students learn, how memory develops, and how instruction can reduce barriers to success. We do this because we believe, at our core, that a student’s zip code should never dictate the trajectory of their story. When educators ground their practice in reliable evidence about learning, we help create a more equitable playing field for every student. The Assistant Principal will directly lead and support the 8th grade team, oversee one academic content department, and collaborate closely with the 8th Grade Guidance Counselor and School Culture Support team member. Together, this team will ensure that students receive strong instruction, meet academic and behavioral expectations, and benefit from consistent communication and partnership between school and home. Success in this role will require strong instructional judgment, flexibility of mind, intellectual curiosity, systems thinking, radically candid communication, and the ability to help adults become measurably better at their craft. The Candidate We are Seeking The strongest candidate will be: An instructional leader who understands excellent teaching and can help others develop it. A committed learner who reads actively, seeks evidence, reflects honestly, and continues refining their thinking. A systems thinker who can move from identifying a problem to designing, implementing, and monitoring a sustainable solution. A strong collaborator who contributes fully to a team and values collective success over individual recognition. A clear and courageous communicator who is willing to engage in radically candid conversations while preserving dignity and trust. A flexible thinker who can adjust their approach when new evidence, context, or feedback calls for it. A leader who can describe the “secret sauce” behind their own success as an educator and is motivated to help others create similarly strong outcomes. Someone who wants to influence a wider community of student and adult learners so that excellence can be experienced at a greater scale. Qualifications Required At least five years of successful teaching experience in a middle or high school setting. Demonstrated evidence of strong student outcomes and effective classroom practice. Experience helping other educators improve their practice as an instructional coach, department chair, teacher leader, Assistant Principal, or in a comparable leadership role. Ability to provide concrete examples of how their coaching, feedback, or leadership helped another educator become more effective. New York State School Building Leader certification, or active enrollment in a program leading to SBL certification. Strong knowledge of instructional planning, assessment, classroom culture, and teacher development. Excellent written and verbal communication skills. Experience using qualitative and quantitative data to identify needs, determine priorities, and measure progress. Commitment to educational equity and the belief that every student deserves access to excellent teaching and meaningful opportunities. Willingness to participate fully in the responsibilities and rhythms of an on‑site school leadership role. Preferred Teaching or leadership experience in a STEM‑related content area, particularly science or mathematics. Experience supporting middle school or high school teachers in mathematics, science, or another academically rigorous content area. Familiarity with the science of learning, cognitive science, evidence‑informed instruction, or related research. Experience leading an 8th grade team or supporting students through the transition to high school. Experience with helping develop school‑wide or grade‑level systems related to instruction, intervention, student culture, family communication, or adult accountability. Someone bilingual in either Spanish or French. #J-18808-Ljbffr