The Assistant Principalâs job is to support the school in driving academic and culture outcomes for students and staff as a key member of the schoolâs leadership team. At KIPP, Assistant Principals lead both instruction and school culture, and are also to be able to develop leadership in the schoolâs emerging leaders.
As a KIPP New Orleans Assistant Principal, your core responsibilities include:
Model and support implementation of the schoolâs vision and goals:
Supports development of School Leaderâs 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
Contribute to school-wide planning and prioritizes time to accomplish goals:
Provides input into the school-based strategic planning including and identifies what the schoolâs strategic plan means for his/her own leadership and people that he/she manages
Develop emerging leaders with School Leaderâs guidance:
Supports the School Leader in identifying and developing emerging and teacher leaders (Department Heads 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 systems:
Supports teachers in understanding process and roles in student support and intervention and develops systems and structures to ensure that limited time is spent on reactive student discipline
Manage 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; determines next steps for issues that rise above the teacher/grade level/department chair
Collaborate with School Leader on hiring diverse, highly-effective teachers and school staff
Build own and direct reportsâ instructional knowledge of standards, content and instructional methods:
Content (Standards, Curriculum, and Assessment):
Develops deep mastery over the academic standards in the subjects/grades for which he/she coaches, and strong understanding of academic standards for all subjects/grades. Understands the implications of standards on what a student should know and be able to do, connect teachers with relevant resources to improve their content knowledge, and therefore what a teacher needs to know and be able to do to facilitate student mastery
Studies curriculum and assessment content and further develops understanding of how assessments map to content mastery, and what is required of students and teachers to accomplish mastery on the assessments
Teaches teachers how to assess for both student mastery and growth towards college readiness and insists that assessments are used to inform teacher instruction
Research-based Instructional Practices (Methods and Time):
Develops own and teacherâs knowledge of best practices in instructional methods and teaches teachers 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 and implementing enabling systems of the Academic Strategies Pyramid:
Data 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 fill studentsâ knowledge and skill gaps and a timeline to do so
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
Coach 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
Recommend to the School Leader 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 implementation of the workshop practices
Prioritize Assistant Principalâs own success and sustainability by engaging lifelines and renewing to get stronger