26-27 Assistant Principal - High School Humanities

About KIPP New Jersey

KIPP New Jersey is part of the nationally recognized “Knowledge Is Power Program” network of free, open-enrollment, college-preparatory public schools dedicated to preparing students for success in college and in life. In 2002, KIPP New Jersey first opened its doors in Newark’s South Ward as a single class of 80 fifth graders and has since grown to educate students in grades K-12 across 18 schools in Newark, Camden, and Paterson. More than 90% of KIPP New Jersey students currently qualify for free or reduced meals.

Assistant Principals are the primary driver of instructional outcomes for a specific grade level or content area, spending over 75% of their time on leadership that accelerates student achievement. Ideal candidates are former high-impact teachers with proven results in adult management and coaching. APs empower high-performing educators, develop new staff, and manage teacher performance through a dedicated equity lens. They are strategic decision-makers responsible for a subset of the school's student and teacher population, fostering a community of continuous growth.

Responsibilities

Strong Content Knowledge: Knows essential content, rigor of standards, and highly effective teaching strategies well enough to establish and maintain a standard and coach it, is able to readily adapt to leverage resources across less-known or more nuanced subject areas; Develops the capacity of teachers in achieving results through observations, walkthroughs, real time coaching, and data analysis through O3s focused on student data and coaching towards goals; Collaborates with Achievement Directors and other Teaching & Learning TEAMmates to monitor achievement data and IP and inform the instructional leadership development of teachers; Audits, analyzes, and progress monitors data weekly to inform strategic decisions and priorities; Designs and leads high quality professional development such that it results in improved teacher effectiveness; Ensures there’s an effective testing environment, investment, and procedures for testing; Consistently reinforces high expectations for all students all the time; Actively develops school culture where students find joy in learning and where students are joyful and engaged; Creates a culture in which teachers build strong and lasting relationships with students, especially the most challenging students; Builds an inclusive student environment, ensuring that all student voices are heard and incorporated; Speaks to violations of culture and holds staff accountable to values / professional infractions with interactions with kids; Celebrates and shows appreciation regularly for teammates; Actively develops school culture where teachers find joy in teaching and student learning; Consistently models and reinforces high expectations for all staff all the time; Develops clearly articulated systems for how the staff culture will function (e.g., coaching, department meetings, etc.); Engages families and community stakeholders proactively and productively as partners in school goals. Works with families who have concerns and helps address them.; Creates a culture and expectation that teachers reach out to parents and enlist their proactive support in their child’s long-term success; Ensures each direct report has a high quality performance management process including regular observations, assignment of microgoals, and thoughtful, written evaluations; Identifies top performing teachers at regular points throughout the school year and works strategically to retain them; Manages struggling performers through goal setting and increased support. Manages out low performers when necessary

Requirements

Bachelor’s degree; Student Focus: Belief that all students, regardless of background, have the ability to go to and through college, demonstrated commitment to the school’s unique community; Achievement Orientation: Demonstrated student achievement results in own classroom and from teachers that he/she manages; Cultural Competence: Demonstrated ability to create inclusive environments that honor and support a diversity of backgrounds and perspectives; Instructional Leadership: Adept at data analysis and strong content knowledge; High Expectations: Sets and upholds high expectations for students academically and behaviorally; Results through Others: Evidence of ability to teach other skills in classroom management and effective lesson execution; Relationship Building: Evidence of ability to build strong relationships with students, staff, and families; Strong critical thinking and problem-solving skills; Experience coaching and managing others and/or leading a team to results