Broome Street Academy Charter High School, Head of School

YOUR OPPORTUNITY FOR IMPACT

Broome Street Academy Charter High School (BSA) is seeking to hire a Head of School beginning in July 2026. BSA serves NYC students who are the most at risk and face significant barriers to graduation. By design, 50% of the seats for upcoming 9th graders are set aside for students who are homeless, in foster care, or have otherwise had experience with the child welfare system.

Given the extensive needs of BSA’s students, the model – which is unique among New York City charter schools – goes above and beyond the classroom through a formalized partnership with The Door, one of the country’s premier youth development organizations. BSA is housed within The Door so that students have facilitated and consistent access to The Door’s complete range of programming on site including: reproductive and primary healthcare and education, mental health counseling and crisis assistance, legal advice and representation, tutoring and homework help, college preparation services, job training and placement, supportive housing, sports and recreational activities, arts, and nutritious meals – all for free, completely confidential, and under one roof.

Broome Street Academy was born out of The Door’s 2009 strategic plan as a response to the growing needs of New York City’s at-risk youth. In February 2026, BSA’s charter was renewed and extended through July 31, 2031. Subsequent charter renewal will be contingent on high academic and post-secondary outcomes.

Broome Street Academy now seeks a next generational leader, to formally solidify our current model, build deeper systems of instruction, pedagogy, and data-driven decision-making, and stand out within the educational landscape of New York City. We have laid a strong foundation in the wake of post-COVID learning loss and are executing on a multi-year plan to drive transformative outcomes for every student. We are looking for a Head of School who will continue our progress on that plan to realize the ambition of BSA’s model.

ACADEMICS & LEARNING

BSA’s model merges a rigorous academic curriculum with comprehensive social and learning support to prepare students for a successful future beyond high school. BSA’s academic model was designed in recognition that some of our students require extra support to reach the same academic milestones and post-secondary pathways as their peers. We intentionally maintain small class sizes and offer integrated co-teaching in most classes to provide additional academic support for students. The student-centered approach includes a continuum of academic support as well as opportunities for more rigorous learning to ensure that each student is being challenged to their full potential.

By offering targeted academic intervention for students who need additional support, along with advanced coursework such as College Now, and Advanced Placement classes, students at all skill levels are being continuously challenged and thoroughly supported. Social-emotional support and learning opportunities are also incorporated into the school day and available after school. In addition to the distributive academic counseling and social-emotional lessons offered through Advisory sessions, BSA has three social workers on-staff, and strategically works to take advantage of the relationships students can make with staff in a relatively small school that emphasizes community and academics together.

GOVERNANCE

The Head of School will report to BSA’s CEO and Board of Trustees. The Board and CEO establish policy for BSA in accordance with its by-laws and consistent with the terms of its charter. The Board meets twelve times per year, once each month. The Head of School will be expected to attend Board meetings and most Board committee meetings as well. The Charter School Institute of the State University of New York serves as BSA’s authorizer.

THE POSITION

The Head of School will administer the 9th-12th grade curriculum and will be responsible for promoting the mission of the school as well as overseeing the daily operations in partnership with staff. They will be responsible for oversight and development of all academic programs and curricula; the faculty and staff hiring; professional development, compensation, and all other personnel matters; and student recruitment, enrollment, attendance, and discipline. They will also oversee budgeting, financial management, compliance, development, and management of school facilities in partnership with the CEO. Key responsibilities include:

Academics & Instructional Rigor

• Provide instructional leadership by maintaining and improving high academic achievement standards including the implementation of a rigorous student assessment program aligned to state standards.
• Analyze key sources of data to identify instructional priority areas, develop strategies to tackle pedagogical and programmatic challenges, set academic goals, monitor progress, and adjust strategies to ensure continued growth.
• Continue to improve promotion rates for students who are, on average, entering BSA’s ninth grade with math and reading scores at the 5th and 6th grade levels.
• Expand and develop post-secondary support for BSA students, ensuring success in college and/or as students transition to career and independent living.

Inclusive People Leadership

• Build a strong, cohesive staff and leadership team and hold primary responsibility for professional development, staff observations, staff communication, and program decisions.
• Build a staff and student culture focused on accountability, integrity, and excellence.
• Develop and sustain relationships with BSA’s Board and The Door’s leadership team.

Student Enrollment & Retention

• Lead admissions staff to plan and execute a strategy to achieve annual school enrollment of approximately 200 students.
• Ensure effective student recruitment strategies. Secure and strengthen “feeder” relationships with foster care agencies, NYC not-for-profits, and key middle schools.
• Develop and implement strategies for attendance improvement and drop-out prevention.
• Promote BSA as an innovative charter high school.

Administration & Operations

• Fully advance and integrate the BSA/The Door partnership and capitalize on The Door’s resources. This includes programming, data sharing and analysis, and cultural alignment.
• Skillfully build and manage the budget, which is approximately $6 million, and oversee daily operations of the school, including safety, student support, behavior management, and finances.
• Ensure BSA’s most vulnerable students are getting connected to the supportive services they need. Continue to develop strong linkages with foster care agencies and caregivers. Meet the outcomes that comprise BSA’s Accountability Plan with its authorizer, and in all other ways work toward charter renewal.

External and Community Relations

• Work with the CEO to externally message BSA via social media and traditional media platforms.
• Externally represent BSA with key education, public policy, and local government stakeholders invested in the outcomes of BSA students.

Requirements

PROFESSIONAL QUALIFICATIONS

The ideal candidate will have prior experience in school leadership – as a head of school, principal, or division head at a charter, traditional public, or independent school – and teaching experience. The Head of School should possess a strong understanding of the use of academic data to inform and improve student outcomes and an awareness of developments in the broad worlds of education and pedagogy.

An ideal candidate will also have a track record of achieving significant school improvement and in working with and leading student and community populations similar to that of BSA.

A Bachelor’s degree is required. The successful candidate may hold a master’s degree or higher in Education, Education/Business Administration, Public Administration, Social Work, or a related field or have commensurate youth development leadership experience.

REQUIRED ABILITIES & PERSONAL CHARACTERISTICS

The Head of School will believe, and act upon the belief, that all young people can reach high levels of academic achievement regardless of background, experience or need. The Head of School must:

• Be passionately committed to students and to 9th-12th grade education. The Head of School’s belief in all young people’s ability to learn will be apparent in every aspect of their leadership style.
• Chart the academic future of the school. The Head of School must bring instructional and pedagogical expertise and be able to transfer that through department chairs and teachers to boost the academic outcomes of the school
• Be an inspiring leader and communicator. The Head of School must possess the confidence and ability to continuously articulate the school’s high expectations for academic achievement by every student and will build constructive relationships of trust with the staff, teachers, parents and other caregivers.
• Genuinely value, and have affirmatively demonstrated, a strong commitment to cultural, racial and economic diversity. The Head of School will have knowledge of, commitment to, and the ability to reach traditionally underserved populations.
• Be a strong, organized, and indepen