School

DuBois Integrity Academy

Description

POSITION SUMMARY

The Assistant Principal supports the school in driving academic and character outcomes for students as a key member of the school’s leadership team. Assistant Principals lead instruction and school culture and develop leadership in the school’s emerging leaders. At DuBois Integrity Academy, we believe that most Assistant Principals are interested in and actively being developed for the Principalship. The Assistant Principal should consider him/herself an apprentice to the Principal and gradually build the capacity to lead a school.

OUTCOMES:

• Assigned grade levels or departments hit their goals for student achievement
• Teachers demonstrate measurable growth on behavioral indicators in DuBois Integrity Academy’s Definitions of Teacher Excellence

MINIMUM REQUIREMENTS

EDUCATION:

• Master’s Degree in Education or related field required

CERTIFICATION/LICENSE:

• Valid Georgia Professional Certification at Level 5 or higher in a teaching or service field and in Educational Leadership

WORK EXPERIENCE:

• 3 years of experience as a teacher, counselor, instructional coach, or similar role in a K-8 educational setting required.

KNOWLEDGE, SKILLS AND ABILITIES

• Commitment to DuBois Integrity Academy’s Core Values
• Demonstrated belief that all students, regardless of background, have the ability to go through college; demonstrated commitment to the school’s unique community.
• Demonstrated resilience and focus on student outcomes. Lead Academics: Instructional Leadership.
• Demonstrated student achievement results in the classroom and from teachers that he/she manages.
• Demonstrated expertise in what the grade/department or school-wide academic standards and state assessments require of students’ knowledge and skills to demonstrate mastery.
• Demonstrated command of instructional design and the benefits and tradeoffs of school design decisions in driving student achievement.
• Demonstrated understanding of appropriate application and differentiation of high-leverage instructional strategies (e.g., pacing, checks for understanding, students doing the heavy lifting, etc.) based on comprehension of child development and pedagogy.
• Demonstrated investment in and understanding of the appropriate application of social-emotional strategies to promote the development of the whole child. Lead Academics: Planning & Assessment
• Demonstrated ability to translate student mastery requirements into instructional plans and strategies.
• Demonstrated expertise across grade/department’s standards and how student mastery will be assessed, developing an understanding of instructional design.
• Demonstrated skill in data analysis; ability to extract meaningful insights from classroom, team, or grade-level data.
• Demonstrated ability to facilitate and ensure positive outcomes for teacher teams and/or professional learning communities. Build Culture
• Demonstrated track record of developing a positive learning culture for adults and students across his/her entire grade/department.
• Demonstrated ability to set direction and invest and motivate others to action.
• Demonstrated ability to create inclusive environments that honor and support diverse backgrounds and Perspectives. Develop Talent 
• Demonstrated ability to support principals on hiring diverse, highly-effective teachers and school staff.
• Demonstrated ability to develop teachers through providing helpful feedback and/or professional learning opportunities.
• Demonstrated ability to retain the highest performers on his/her team.

ESSENTIAL DUTIES

• Model and support the implementation of the school’s vision and goals

• • Supports the development of the Principal’s 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 Principal, leads the planning and goal setting for the grades/departments that he/she coaches and ensures alignment with school-wide goals

• Build own and direct reports’ instructional knowledge of standards, content, and instructional methods content (Standards, Curriculum, and Assessment):

1. • Develops deep mastery over the academic standards in the subjects/grades for which he/she coaches and a 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, 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 an understanding of how assessments map to content mastery and what is required of students and teachers to accomplish mastery of the assessments.

• • Teach teachers how to assess for both student mastery and growth towards college readiness and insist that assessments are used to inform teacher instruction.  Research-based Instructional Practices (Methods and Time)
  • Develops own and teacher’s 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 the Principal in planning and implementing school enabling systems. Lead Academics: Planning and Assessment:

• • Work with the Principal to determine how data aligns with 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 students’ knowledge and skill gaps and a timeline to do so Lead Academics: Instructional Leadership
  • Provides high-quality, helpful instructional coaching with frequent and scheduled teacher observations, actionable and bite-sized feedback, and accountability for adjustment in practice
  • Coaches emerging leaders on their instructional coaching practice
  • Leads or coaches’ 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

• Model strong staff and student culture and manage school-wide social-emotional development and behavior management systems. Build Culture

• • Supports teachers in understanding processes and roles in student support and intervention and develops systems and structures to ensure that limited time is spent on reactive student discipline.
  • Manages parts of the daily school operations (e.g., arrival/dismissal, lunch/recess, school trips)

• Collaborate with the Principal on hiring, developing, and retaining diverse, highly effective teachers and school-based staff. Develop talent:

• • Supports the development and execution of a data-driven and performance-based teacher and staff hiring process
  • Supports new teacher onboarding processes
  • Ensures high retention rates and engagement of teachers and staff

• Model and support the implementation of the school’s vision and goals

• • Supports the development of the Principal’s 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
  • Supports the Principal in identifying and developing emerging and teacher leaders through goal setting, coaching, and providing feedback
  • Contribute to school-wide planning and prioritize time to accomplish goals. Manage Operations
  • Provides input into the school-based strategic planning and identifies what the school’s strategic plan means for his/her own leadership and people that he/she manages
  • Supports the principal in engaging, parents, and community regularly to ensure they are invested in the school direction and informed of progress
• Develops Self

• • Cultivates own growth, sustainability and success through active participation in district-wide professional development and by seeking out high-impact growth opportunities
  • Required to have prompt, regular attendance in-person and be available to work on-site, in-person during regular business hours and as needed
  • Performs other duties as assigned by an appropriate administrator or their representative

PHYSICAL ABILITIES AND WORKING CONDITIONS

The physical abilities, working conditions and other conditions of employment listed in this document are representative of, but are not intended to provide an exhaustive list of the requirements for positions in this classification. In the event of an emergency or situation requiring guidance from Federal, State, or local or school district authorities, the requirements of this position may change temporarily or for the school year to best serve the needs of our students.

Vision: Ability to read small print and view a computer screen for prolonged periods.

Hearing: Ability to tolerate exposure to noisy conditions.

Speech: Ability to be understood in face-to-face communications, to speak with a level of proficiency and volume to be understood over a telephone or computer.

Upper Body Mobility: Ability to use hands to grasp, and manipulate small objects; manipulate fingers, twist and bend at wrist and elbow; extend arms to reach outward and upward; use hands and arms to lift objects; turn, raise, and lower head.

Strength: Ability to lift, push, pull and/or carry objects which weigh as much as 5 or more pounds on a frequent basis. Incumbent may be required to physically restrain parties involved in a conflict.

Environmental Requirements: Ability to encounter constant work interruptions; work cooperatively with others; work independently; work indoors.

Mental Requirements: Ability to read, write, understand, interpret and apply information at a moderately complex level essential for successful job performance; math skills at a high school 

proficiency level; judgement and the ability to process information quickly; learn quickly and follow verbal procedures and standards; give verbal instruction; rank tasks in order of importance; copy, compare, compile and coordinate information and records. Understand how to manage stress.

Remote Work Requirements:

Additional Work Conditions & Physical Abilities: Ability to be flexible and adapt as needed between various in-person working environments.

This job description is intended to accurately reflect the duties, responsibilities and requirements of the position. It is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with the position. Management and administration reserve the right to modify, add, or remove duties and assign other duties as necessary.

How to Apply

Interested candidates should submit a resume, cover letter, and references to Dr. Yusuf, Elementary School Principal, at lyusuf@diak8.org. In addition, candidates must complete all fields to the right.

All candidates are required to complete a criminal background check. DuBois Integrity Academy provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.