Assistant Principal of Instruction - (24-25)

Job Description
JOB STATUS: The review process for the 2024-2025 Assistant Principal of Instruction role will begin in early January. At this point, we are gathering interested candidate applications and video interviews on a rolling basis. We encourage you to apply early; however, please note that you may not receive communication on next steps until the first round of review beginning in early January.
The Assistant Principal’s job is to support the school in driving academic and character outcomes for students as a key member of the school’s leadership team. Assistant Principals are expected to lead both instruction and school culture while also developing leadership in the school’s emerging leaders. Our Assistant Principals aim to spend 75% of their time on instructional leadership.  They commit to establishing high-achieving schools that are diverse, equitable, and partnered strongly with the communities they serve.  
At KIPP, we believe that the Assistant Principal is a future School Leader and is therefore actively being developed for school leadership. The Assistant Principal should consider him/herself to be an apprentice to the School Leader and gradually build capacity to lead a KIPP school.
Model and support implementation of the school’s vision and goalsSupport the development of the School Leader’s school-wide vision and take an active role in investing and mobilizing teachers to achieve the collective goals of the school 
Own the implementation of select school priorities in support of the school-wide vision 
With guidance from the School Leader, lead the planning and goal setting for the grades/departments that s/he coaches and ensure alignment with school-wide vision and goals 
Monitor progress towards goals utilizing campus and regional enabling systems
Contribute to school-wide planning and prioritize time to accomplish goalsProvide input into the strategic planning of the school, and identify areas of ownership for self and direct reports
Effectively plan to meet goals through prioritization, establishing enabling systems, and managing time effectively - and coach others to do the same
Develop emerging leaders with School Leader’s guidanceSupport the School Leader in identifying and developing emerging teacher leaders (Content Team Leaders and/or Grade Level Chairs) through goal setting, coaching, and providing feedback　　　　
Model strong staff and student culture and manage school-wide character development and behavior management systemSupport teachers in understanding processes and roles in student support and intervention; develop systems and structures to ensure that limited time is spent on reactive student discipline
Build relationships with parents to promote a collaborative approach to supporting students’ academic, social, and emotional development
Promote strong culture through the management of parts of the daily school operations (e.g. arrival/dismissal, lunch/recess, school trips, extra-curricular school activities, school events, facility maintenance) 
Act as the first Leadership Team contact on student intervention and parent engagement; determine next steps for issues that rise above the teacher/grade level/department
May manage and/or support Grade Level Chairs in their role
Collaborate with School Leader to hire diverse, highly-effective teachers and school staffRetain the highest performers across among teachers managed
Engage in the regional hiring process in collaboration with School Leader to ensure campus has a strong and well-developed talent pipeline
Build own and direct reports’ instructional knowledge of standards, content and instructional methods. Content (Standards, Curriculum, and Assessment):Develop deep mastery of the academic standards in the subjects/grades for which s/he coaches, and strong understanding of academic standards for all subjects/grades.  Understand the implications of standards on what a student should know and be able to do and connect teachers with relevant resources to improve their content knowledge
Drive partnership with student support team to ensure that all students, including those with exceptionalities, have the access and support needed to achieve mastery
Support the coordination and implementation of school-wide assessments 
Support and monitor strong Data Driven Instructional practices and structures to progress monitor achievement towards campus and regional goals
Teach teachers how to assess for both student mastery and growth towards college readiness and insist that assessments are used to inform teacher instruction
Study curriculum and assessment content and further develop understanding of how assessments map to content mastery, and what is required of students and teachers to accomplish mastery on assessments
Research-based Instructional Practices (Methods and Time):Develop own and teacher’s knowledge of best practices in instructional methods and teach teachers how to match particular strategies to students’ needs
 Develop teachers to provide rigorous and high-quality instruction and support School   Leader in planning for and implementing enabling systemsData Analysis (Data-driven Instruction and Progress Monitoring):Lead 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 meet students’ needs
Take ownership of the academic outcomes in classrooms assigned to coach/manage
May coach and evaluate teachers in alignment with regional Teacher Career Pathways initiatives
Teacher 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 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
Work in partnership with Regional Academics Team, Achievement Specialists and Beyond Z Academics Team to ensure strong support and monitoring for curriculum implementation and content development
Recommend to the School Leader what school-wide professional development will be the highest leverage in improving student results; lead engaging, actionable, adult-learning professional development; and hold staff accountable for implementation of professional development outcomes  
KIPP Texas Leadership Competencies
Student Focus: 
Belief that all students, regardless of background, have the ability to develop the skills and confidence to pursue the path they choose – college, career, and beyond; 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 s/he manages
Equity-Centered Leadership: 
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
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
Deep understanding of appropriate application and differentiation of high-leverage instructional strategies based on comprehension of child/adolescent 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