ABOUT KIPP PUBLIC SCHOOLS NORTHERN CALIFORNIA

We are a thriving nonprofit network of free, public charter schools open to all students. Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world.
We value the dedication, hard work, and passion that our teachers bring each day. KIPP Northern California supports you with professional development, coaching, and collaboration. We offer competitive pay and benefits that reflect the appreciation we have for our teachers and their dedication to students
Our student community consists of over 7,000 elementary, middle, and high school students in East Palo Alto, Oakland, San Francisco, San Lorenzo, San Jose, and Redwood City, and Stockton. 79% qualify for free or reduced price lunch, 23% are multilingual learners, and 10% have special needs. We strive to cultivate a representative team of teachers and leaders that reflect our students’ diversity
Job Description

POSITION SUMMARY

At KIPP Public Schools Northern California, we believe that Assistant Principals are our future school leaders. We actively develop Assistant Principals for School Leadership and feel the Assistant Principal should consider themselves as an apprentice to the School Leader. The Assistant Principal should gradually build capacity to lead a KIPP school.
The Assistant Principal’s job is to support the school in driving academic and social emotional learning 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 developing the skills of the school’s emerging leaders.

EXPERIENCE:

• Minimum 3-5 years of experience as an educator teaching students with similar demographics to our KIPP Public Schools Northern California student community
• Previous Leadership or Teacher-Leader experience preferred (ex: Grade Level Lead, Instructional Coaching, Content Lead, etc.)

EDUCATION:

• Hold a B.A/B.S degree from a regionally accredited institution
• Meet one of the following eligibility requirements:
• Hold a valid California teaching credential, or
• Out-of-state equivalent credential or license

KNOWLEDGE/SKILLS REQUIRED:

• 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
• 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 he/she manages
• Cultural Competence: Demonstrated ability to create inclusive environments that honors and supports a diversity of backgrounds and perspectives
• Instructional Leadership: Adept at data analysis; ability to extract meaningful insights across school-wide data
• Instructional Leadership: 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
• Instructional Leadership: Deep understanding of appropriate application and differentiation of high-leverage instructional strategies (e.g. make kids sweat, pacing, stretch it, etc.) based on comprehension of child 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

BUILD OWN DIRECT REPORTS’ INSTRUCTIONAL KNOWLEDGE OF STANDARDS, CONTENT, AND METHODS

• Content (Standards, Curriculum, and Assessment):
• Studies curriculum and assessment in order to develop understanding of content mastery, and what is required of students and teachers to accomplish mastery
• Coaches teachers on how to assess for both student mastery and growth towards college readiness, and practices data driven instruction based on assessment
• Research-based Instructional Practices (Methods and Time):
• Develops own and teachers’ knowledge of best practices in instructional methods and coaches teachers on how to match particular strategies to gaps in student mastery