Assistant Principal

The Assistant Principal’s role is to support the school in driving academic and character outcomes for students as a key member of the school’s leadership team. We expect our Assistant Principals to lead both instruction and school culture and also to be able to develop leadership in the school’s emerging teacher leaders. At KIPP Metro Atlanta, we believe that the Assistant Principal is a Principal successor and is being actively developed for school leadership. We are searching for an Assistant Principal for the following levels,Middle School, ELA and/or Social Studies (5-8) High School, all subjects (9-12)As a KIPP Metro Atlanta Assistant Principal, your core responsibilities include:LeadershipModel and support implementation of the school’s vision and goalsSupports development school-wide vision and takes an active role in investing and mobilizing teachers to achieve the collective goals of the school; owns the implementation of select school priorities in support of the school-wide visionWith guidance from the Principal, leads the planning and goal setting for the grades/departments that he/she coaches and ensures alignment with school-wide goalsServes as "admin on duty" in the absence of the Principal and during coverage of athletic events or other extracurricular activitiesContribute to school-wide planning and prioritizes time to accomplish goalsProvides input into school-based strategic planning including and identifying what the school’s strategic plan means for his/her own leadership and the people that he/she managesTalent DevelopmentDevelop emerging leaders with the Principal’s guidanceSupports the Principal in identifying and developing emerging teacher leaders through goal setting, coaching and providing on-going feedback          Partners with regional Talent Team as needed on the new hire process (e.g. interviews, new hire offer letters, onboarding)Collaborate with Principal and provide input on hiring, developing, and retaining a group of diverse, highly-effective teachers and school staffModel school expectations and manage school-wide character development and behavior management systemsSupports teachers in understanding process and roles in character and behavior interventionDevelops systems and structures to ensure that limited time is spent on reactive student disciplineManage parts of the daily school operations (e.g. arrival/dismissal, lunch/recess, school trips)Acts as the first Leadership Team contact on student intervention and parent engagement hierarchy; determine next steps for issues that rise above the teacher/grade level/department chairBuild one’s own and direct reports’ instructional knowledge of standards, content, and instructional methodsContent (Standards, Curriculum, and Assessment):Develops mastery over the academic standards in the grades and for which he/she coaches, and strong understanding of academic standards for all subjects and grades.Studies curriculum and assessment content and further develops an understanding of how assessments map to content mastery, and what is required of students and teachers to accomplish mastery on the assessmentsTeaches teachers how to assess for both student mastery and growth towards college readiness and insists that assessments are used to inform teacher instructionResearch-based Instructional Practices (Methods and Time):Develops one’s own and teacher’s knowledge of best practices in instructional methods and teaches teachers how to match particular strategies to gaps in student masteryDevelop teachers to provide rigorous and high-quality instruction and support Principal in planning and implementing enabling systems of the Academic Strategies PyramidTeacher Instructional Development (Instructional Coaching, Content Teams, and Workshops): Provide high-quality instructional coaching with frequent and scheduled teacher observations, actionable and bite-sized feedback, and accountability for adjustment in practiceCoach emerging leaders on their instructional coaching practice by supporting their planning, norming on instruction and culture, and progress monitoring the department/content/grade level they leadRecommend to the Principal what school-wide professional development will be the highest leverage in improving student results; lead engaging, actionable, adult-learning workshops; and hold staff accountable for the implementation of the workshop practices  Data Analysis (Data-driven Instruction and Progress Monitoring): Lead implementation of school-wide data-driven instruction. Help teachers: determine how data aligns to end-of-year goals (what is being assessed and how it maps to standards); break-out data to analyze how different student groups are performing; determine what data is saying about areas of student mastery and growth, and identify specific instructional actions and adjustments to fill students’ knowledge and skill gaps and a timeline to do so