KIPP - Assistant Principal - High School- San Francisco (26-27)

Position Summary At KIPP Public Schools Northern California, we believe that Assistant Principals are our future school leaders. We actively develop Assistant Principals for School Leadership and view the Assistant Principal as an apprentice to the School Leader, gradually building capacity to lead a KIPP school. The Assistant Principal’s job is to support the school in driving academic and social‑emotional learning outcomes for students as a key member of the leadership team. Assistant Principals are expected to lead both instruction and school culture while developing the skills of the school's emerging leaders. Preferred Qualifications Experience Minimum 3–5 years of experience as an educator teaching students with similar demographics to our KIPP Public Schools Northern California student community Previous Leadership or Teacher‑Leader experience preferred (e.g., Grade Level Lead, Instructional Coaching, Content Lead, etc.) Education Hold a B.A./B.S. degree from a regionally accredited institution Meet one of the following eligibility requirements: Hold a valid California teaching credential, or Out‑of‑state equivalent credential or license Knowledge/Skills Required Student Focus: Belief that all students, regardless of background, have the ability to go to and through college; demonstrated commitment to the school’s unique community Direction Setting: Ability to set direction for a team and motivate others to action Achievement Orientation and Performance Management: Demonstrated student achievement results in own classroom and from teachers that he/she manages Cultural Competence: Demonstrated ability to create inclusive environments that honor and support a diversity of backgrounds and perspectives Instructional Leadership: Adept at data analysis; ability to extract meaningful insights across school‑wide data Instructional Leadership: Expertise in what the school‑wide academic standards and state assessments require of students’ knowledge and skills to demonstrate mastery; able to translate student mastery requirements into instructional plans and strategies Instructional Leadership: Deep understanding of appropriate application and differentiation of high‑leverage instructional strategies (e.g., make kids sweat, pacing, stretch it, etc.) based on comprehension of child development and pedagogy Relationship Building: Expertise in cultivating relationships and managing a diverse group of stakeholders Achievement Orientation: Demonstrated resilience and focus on student outcomes Essential Functions and Responsibilities Model and support implementation of the school’s vision and goals Supports the School Leader’s vision and takes an active role in mobilizing teachers to achieve the collective goals of the school With guidance from the School Leader, leads the planning and goal setting for the grades/departments that he/she coaches and ensures alignment with school‑wide goals Collaborates with the School Leader on hiring diverse, highly‑effective teachers and school staff Contribute to school‑wide planning and prioritize time to accomplish goals Provides input into the strategic planning of the school, and identifies areas of ownership for self and direct reports Develop emerging leaders with School Leader’s guidance Supports the School Leader in identifying and developing emerging leaders (Department Heads and/or Grade Level Chairs) through goal setting, coaching, and feedback Model strong staff and student culture and manage school‑wide character development and behavior management systems Supports teachers in student support and behavior intervention systems to ensure that limited time is spent on reactive student discipline Manages parts of the daily school operations (e.g., arrival/dismissal, lunch/recess, school trips) Acts as the first Leadership Team contact for student intervention and parent engagement; determines next steps for issues that are above the teacher/grade level/department chair Build own direct reports’ instructional knowledge of standards, content, and methods Content (Standards, Curriculum, and Assessment): Studies curriculum and assessment in order to develop understanding of content mastery, and what is required of students and teachers to accomplish mastery Coaches teachers on how to assess for both student mastery and growth towards college readiness, and practices data‑driven instruction based on assessment Research‑based Instructional Practices (Methods and Time): Develops own and teachers’ knowledge of best practices in instructional methods and coaches teachers on how to match particular strategies to gaps in student mastery Develop teachers to provide rigorous and high‑quality instruction and support School Leader in planning, implementing, and enabling systems of the Academic Strategies Pyramid Data Analysis (Data‑driven Instruction and Progress Monitoring): Lead data‑driven instruction. Coach teachers to determine how data aligns to end‑of‑year goals; break‑out data to analyze how different student groups are performing; determine what data indicates about areas of student mastery and growth; and identify specific instructional actions and adjustments to fill students’ knowledge and skill gaps within an appropriate timeline Teacher Instructional Development (Instructional Coaching, Content Teams, and Workshops): Provides high‑quality instructional coaching with frequent and scheduled teacher observations, actionable and bite‑sized feedback, and accountability for adjustment in practice Coaches emerging leaders on their instructional coaching practice May lead or coach others who lead department/content/grade‑level meetings that focus on planning for, and norming on, instruction and culture, practicing instructional strategies, and progress monitoring the department/content/grade level Recommends to the School Leader what school‑wide professional development will be the highest leverage in improving student results; leads engaging, actionable, adult‑learning workshops; and holds staff accountable for implementation of the workshop practices Physical, Mental, and Environmental Demands Physical Ability to navigate school and classroom settings. Ability to access and utilize technology. Occasional lifting/carrying of equipment 1–20 lbs. Physical agility to move self in various positions in order to execute duties effectively, which may include kneeling, walking, pushing/pulling, squatting, twisting, turning, bending, stooping and reaching overhead. Mental Stress of deadlines and normal work standards, ability to analyze problems and generate alternatives, work with interruptions, concentrate for long periods of time, read, calculate, perform routine math problems, memorize and recall objects and people. Environmental School and classroom environment subject to constant interruptions and distractions. Adhere to KIPP’s health and safety guidelines as outlined by the CDC, CDE, and public health agencies’ recommendations. Classification This is a full‑time, exempt position on a full school year calendar cycle, located at our school sites. Compensation We offer a competitive salary and a comprehensive benefits package including medical, dental, vision, and transportation benefits. The salary range for this position is: Content Specialist: $92,000 – $102,000 (Bay Area), $90,000 – $99,000 (Stockton) Assistant Principal: $102,000 – $125,000 (Bay Area), $99,000 – $121,000 (Stockton) #J-18808-Ljbffr