Principal In Residence (26-27 SY)
hace 27 días
Troy
Job Description KIPP Capital Region is a part of a national network of high-performing public Charter Schools committed to creating joyful, academically excellent, and prepared students with the skills, ability, and confidence to pursue their paths to college, career, and beyond. Located in both Albany and Troy, NY, KIPP Capital Region serves 2,500+ students in grades K-12 across seven schools. We believe every individual walks through the doors of schools bearing gifts. Talent. Perspective. Drive. Inspiration. So at KIPP Capital Region, we support every student and educator to see those gifts, then build the skills and confidence they need to thrive. We are committed to furthering anti-racism, equity, and racial justice in all our efforts, and expect all of our stakeholders to participate in this work so that we can create a future without limits for our students, together. Position Overview The Principal in Residence (PIR) program is a transformative, regionally operated, residency that prepares aspiring Principals in the adaptive, technical, and managerial skills needed to lead a KIPP Capital Region school as a successor. Successful applicants to the program will have a minimum of two years of school-based instructional leadership experience, likely as an Assistant Principal, veteran Instructional Coach, Dean or Director. Principals in Residence (PIRs) are full-time members of their residency school leadership teams and will have daily opportunities to practice the skills and competencies required to lead high-performing schools. This may require moving to a new school site for additional growth and development. Participation in the PIR program may also be leveraged as an additional layer of targeted development for those already in school-based instructional leadership roles. Duties/Responsibilities KIPP Capital Region Principals in Residence report to the Principal and are responsible for creating a positive, structured, disciplined school culture and for ensuring that students’ learning experiences are exciting and rigorous. The Principals in Residence coach teachers, assess student and teacher performance and lead professional development. Our PIRs are also masters of content, experts in building relationships with families, and demonstrate an unwavering commitment to holding high expectations. The core responsibilities of this position include: • Supports the development of School Leader’s 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 vision, • 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, • Sets, communicates and executes a vision for a school-wide initiative/priority that addresses an inequity, • Prioritizes and manages own time to accomplish short and long-term goals or priorities, • Demonstrates strong judgment and data-based, timely decision-making, • Manages and develop groups of teachers, • Leads grade-level/department-level collaboration and learning, • Effectively manages and develops teachers of a wide range of skill and experience levels by defining responsibilities, setting goals, and providing ongoing high-impact feedback and support, • Sets a vision of excellence for student and staff culture, along with the School Leader, and executes plans to uphold it, • Supports teachers in leading classrooms with high-quality student learning and engagement, • Manages parts of the daily school operations (e.g. arrival/dismissal, lunch/recess), • Acts as the first Leadership Team contact on student intervention and parent engagement hierarchy and determines appropriate next steps, • Supports teachers in understanding processes and roles in student support and intervention and develops systems and structures to execute those roles, • Supports teachers in building an inclusive environment for all students, • Participate in key leadership responsibilities such as recess and lunch duty, monitoring transitions, and any other support necessary in school operations, • Designs and leads a project or event that will proactively engage and communicate with families, • Leads a reset in student and staff culture when needed, • Consistently communicates to teachers, through words and actions, that they are valued, supported, and cared for, • Implements staff retention strategies, • Acts as the hiring manager for at least one instructional position, • Develop deep mastery of the academic standards, curriculum, and assessments in the subjects/grades for which they coach, • Engages in self-driven, ongoing learning regarding curriculum, pedagogy, coaching, and school leadership, • Collaborates with content coaches to support teachers in instructing and assessing and connects teachers with relevant resources to improve their content knowledge and instruction, • Identifies opportunities across grade levels or departments and develops and executes a strategy to address it, • Leads data-driven instruction by analyzing homeroom-specific and grade/department-level data, developing and executing plans to address learning opportunities, and helping teachers do the same thing for their classes, • Provides high-quality instructional coaching by accurately diagnosing classroom instruction and providing frequent feedback for teachers across skill levels, • Leads effective school-wide professional development, • Perform other duties as outlined by the School Principal, Mentor Principal and Director of Leadership and Organizational Development, • Committed to furthering anti-racism, equity, and racial justice in all our efforts, and expect all our stakeholders to participate in this work so that we can create a future without limits for our students, together., • Complies with all charter, federal, state, and local laws, and regulations, including the NYS Department of Education, Department of Health, and NYS Office of Children and Family Services., • Bachelor’s Degree required. Master’s Degree preferred from an accredited College or University., • 3+ years of teaching experience in K – 12., • 2+ years of experience managing and/or coaching K - 12 teachers., • An active New York teaching certification or ability to seek reciprocity from another state, preferred., • Preferred experience working directly with students, preferably required in the charter, private, or public school environment., • Prior experience working in schools and urban communities is preferred but not required., • Ability to work a flexible schedule outside of regular business hours. The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may enable individuals with disabilities to perform essential functions. • Prolonged periods were spent sitting at a desk and working on a computer., • Must be able to access and navigate all areas of the school and other facilities as needed., • Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus., • The employee needs to read, write, and speak English fluently., • While performing the duties of this job, the employee is required to stand, walk, sit, use fingers to type, handle or feel objects, tools, or controls, reach with hands and arms, climb stairs, balance; stoop/bend and reach, kneel, crouch or crawl; talk, hear., • Dexterity requires writing and operating standard office machines such as computers, printers, copiers, fax machines, phones, and calculators., • Resume: Please submit an up to date resume that highlights your experience as a teacher and manager of teachers in a K-12 school, as well as your other job experiences and qualifications., • Leadership Data Story: Successful Principal-in-Residence applicants have demonstrated strong results with students through teaching and instructional leadership, as well as strong teacher retention. Please create a PDF document that demonstrates the results teachers and/or students have achieved under your leadership. Your submission should include but is not limited to the following:, • A brief overview of context (2-3 sentences), including:, • The name of your school and the position(s) you held during the relevant years., • General demographic information about your school during the relevant years, including student enrollment and percentages of students represented in relevant sub-populations (race, gender, SWD, ML, qualified for free or reduced-price lunch). Names edited for confidentiality., • Data that shows at least two of the following:, • Student performance data, assessed by both measures of growth and absolute achievement, from recent years of leading and/or teaching., • Comparative results to your local district, city, and/or state. If comparative results aren’t available, briefly explain why., • Results disaggregated by relevant student sub-populations (race, gender, SWD, ML, qualified for free or reduced-price lunch), including comparisons to your local district, city, and/or state, where available., • Clear labels for each data set, charts or graphs to illustrate your data., • Teacher retention data, including:, • For the last two years as a leader, the percentage of teachers you directly coached/managed who were retained in-year and also retained year-over-year., • Perception data, including:, • Any recent stakeholder survey data that shares their perception of your leadership and its impact (colleagues, managers, direct reports, families, students)., • Teacher practice data, including:, • Proficiency rates of any teachers you managed at multiple points in time that demonstrate improved proficiency on an instructional rubric (names edited for confidentiality)., • For example, Mid-year v End-of-year ratings on teacher evaluations or formal observation scores, • An analysis of the data, limited to no more than 750 words:, • What are the key takeaways for your data holistically (i.e. what story is your data telling)?, • What are the key takeaways for the performance of relevant student sub-populations?, • To what would you attribute these results? Provide details, examples and concrete evidence for your interpretation., • Generous time-off, • Industry-leading medical, dental, and vision coverage, • Aggressive employer 403(b) contribution match, • Childcare benefits, • Unparalleled work/life integration, • Casual dress code, • Relocation stipend (conditions apply) Salaries are determined using an equitable compensation scale that accounts for years of experience relevant to the role and longevity within the KIPP network. KIPP Capital Region will evaluate and determine the step/level a new hire will be placed within our teacher salary scale at point of hire. All staff and educators at KIPP Capital Region are committed to anti-racism and inclusion, are part of a close-knit diverse community, and are encouraged to show up authentically, inspiring our children to do the same. Learn more about what it’s like to work at KIPP Capital Region: kippcapital.org/join-our-team/ This role is located at KIPP Capital Region schools in Albany and Troy, NY.
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