Assistant Principal - High School (25-26)
Kippbridge, San Francisco, CA, United States
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.
Preferred Qualifications
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 (e.g. 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. …)
Relationship Building:
Expertise in cultivating relationships and managing a diverse group of stakeholders
Achievement Orientation:
Demonstrated resilience and focus on student outcomes
Essential Functions and Responsibilities
Model and support implementation of the school’s vision and goals
Supports the School Leader’s vision and takes an active role in mobilizing teachers to achieve the collective goals of the school.
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.
Collaborates with School Leader on hiring diverse, highly‑effective teachers and school staff.
Contribute to school‑wide planning and prioritize time to accomplish goals
Provides input into the strategic planning of the school, and identifies areas of ownership for self and direct reports.
Develop emerging leaders with School Leader’s guidance
Supports the School Leader in identifying and developing emerging leaders (Department Heads and/or Grade Level Chairs) through goal setting, coaching and feedback.
Model strong staff and student culture and manage school‑wide character development and behavior management systems
Supports teachers in student support and behavior intervention systems 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).
Acts as the first Leadership Team contact for student intervention and parent engagement; determines next steps for issues above the teacher/grade level/department chair.
Build own direct reports’ instructional knowledge of standards, content, and methods
Content (Standards, Curriculum, and Assessment):
Studies curriculum and assessment 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.
Develop teachers to provide rigorous and high‑quality instruction and support School Leader in planning, implementing, and enabling systems of the Academic Strategies Pyramid
Data Analysis (Data‑driven Instruction and Progress Monitoring):
Leads data‑driven instruction. Coaches teachers to determine how data aligns to end‑of‑year goals; breaks out data to analyze how different student groups are performing; determines what data indicates about areas of student mastery and growth; and identifies specific instructional actions and adjustments to fill students’ knowledge and skill gaps within an appropriate timeline.
Teacher Instructional Development (Instructional Coaching, Content Teams, and Workshops):
Provides high‑quality 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.
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.
Recommends to the School Leader what school‑wide professional development will be the highest leverage in improving student results; leads engaging, actionable, adult‑learning workshops; and holds staff accountable for implementation of the workshop practices.
Physical, Mental and Environmental Demands
Physical:
Ability to navigate school and classroom settings. Ability to access and utilize technology. Occasional lifting/carrying of equipment 1‑20 lbs. Physical agility to move self in various positions in order to execute duties effectively, which may include kneeling, walking, pushing/pulling, squatting, twisting, turning, bending, stooping and reaching overhead.
Mental:
Stress of deadlines and normal work standards, ability to analyze problems and generate alternatives, work with interruptions, concentrate for long periods of time, read, calculate, perform routine math problems, memorize and recall objects and people.
Environmental:
School and classroom environment subject to constant interruptions and distractions. Adhere to KIPP’s health and safety guidelines as outlined by the CDC, CDE, and public health agencies’ recommendations.
Classification
This is a full‑time, exempt position on a full school year calendar cycle, located at our school sites.
Compensation
KIPP Bay Area Schools (San Francisco, Oakland, San Lorenzo, East Palo Alto, Redwood City, and San Jose)
Content Specialist: $95,000 – $98,325
Assistant Principal: $105,000 – $116,415
KIPP Stockton Schools (Stockton only)
Dean/Content Specialist: $90,000 – $93,150
Assistant Principal: $100,000 – $110,872
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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.
Preferred Qualifications
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 (e.g. 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. …)
Relationship Building:
Expertise in cultivating relationships and managing a diverse group of stakeholders
Achievement Orientation:
Demonstrated resilience and focus on student outcomes
Essential Functions and Responsibilities
Model and support implementation of the school’s vision and goals
Supports the School Leader’s vision and takes an active role in mobilizing teachers to achieve the collective goals of the school.
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.
Collaborates with School Leader on hiring diverse, highly‑effective teachers and school staff.
Contribute to school‑wide planning and prioritize time to accomplish goals
Provides input into the strategic planning of the school, and identifies areas of ownership for self and direct reports.
Develop emerging leaders with School Leader’s guidance
Supports the School Leader in identifying and developing emerging leaders (Department Heads and/or Grade Level Chairs) through goal setting, coaching and feedback.
Model strong staff and student culture and manage school‑wide character development and behavior management systems
Supports teachers in student support and behavior intervention systems 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).
Acts as the first Leadership Team contact for student intervention and parent engagement; determines next steps for issues above the teacher/grade level/department chair.
Build own direct reports’ instructional knowledge of standards, content, and methods
Content (Standards, Curriculum, and Assessment):
Studies curriculum and assessment 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.
Develop teachers to provide rigorous and high‑quality instruction and support School Leader in planning, implementing, and enabling systems of the Academic Strategies Pyramid
Data Analysis (Data‑driven Instruction and Progress Monitoring):
Leads data‑driven instruction. Coaches teachers to determine how data aligns to end‑of‑year goals; breaks out data to analyze how different student groups are performing; determines what data indicates about areas of student mastery and growth; and identifies specific instructional actions and adjustments to fill students’ knowledge and skill gaps within an appropriate timeline.
Teacher Instructional Development (Instructional Coaching, Content Teams, and Workshops):
Provides high‑quality 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.
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.
Recommends to the School Leader what school‑wide professional development will be the highest leverage in improving student results; leads engaging, actionable, adult‑learning workshops; and holds staff accountable for implementation of the workshop practices.
Physical, Mental and Environmental Demands
Physical:
Ability to navigate school and classroom settings. Ability to access and utilize technology. Occasional lifting/carrying of equipment 1‑20 lbs. Physical agility to move self in various positions in order to execute duties effectively, which may include kneeling, walking, pushing/pulling, squatting, twisting, turning, bending, stooping and reaching overhead.
Mental:
Stress of deadlines and normal work standards, ability to analyze problems and generate alternatives, work with interruptions, concentrate for long periods of time, read, calculate, perform routine math problems, memorize and recall objects and people.
Environmental:
School and classroom environment subject to constant interruptions and distractions. Adhere to KIPP’s health and safety guidelines as outlined by the CDC, CDE, and public health agencies’ recommendations.
Classification
This is a full‑time, exempt position on a full school year calendar cycle, located at our school sites.
Compensation
KIPP Bay Area Schools (San Francisco, Oakland, San Lorenzo, East Palo Alto, Redwood City, and San Jose)
Content Specialist: $95,000 – $98,325
Assistant Principal: $105,000 – $116,415
KIPP Stockton Schools (Stockton only)
Dean/Content Specialist: $90,000 – $93,150
Assistant Principal: $100,000 – $110,872
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