Assistant Principal

Assistant Principal  School Year Organizational Overview

KIPP Atlanta Schools is part of the KIPP (Knowledge is Power Program) national network of free, open enrollment, college preparatory schools dedicated to ensuring that every child grows up free to create the future they want for themselves and their communities. There are 280 KIPP schools in 21 states and the District of Columbia serving more than 175,000 scholars and alumni.

KIPP Atlanta currently operates 11 schools including five primary schools, six middle schools and one high school, as well as KIPP Forward which supports scholars on their journey to a choice-filled life. We are a social justice organization and our vision and mission require the work of dedicated, bold and skilled leaders, educators, and support staff who are committed to serving as the catalyst for joyful, academically excellent schools and the foundation for building a more just and equitable world for our scholars.

The Assistant Principal’s role is to support the school in driving academic and character outcomes for students as a key member of the school’s leadership team. We expect our Assistant Principals to lead both instruction and school culture and also to be able to develop leadership in the school’s emerging teacher leaders. At KIPP Atlanta, we believe that the Assistant Principal is a Principal successor and is being actively developed for school leadership.

• Leadership
  • Model and support implementation of the school’s vision and goals
  • Supports development of 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
  • Serves as "admin on duty" in the absence of the Principal and during coverage of athletic events or other extracurricular activities
  • Contribute to school-wide planning and prioritizes time to accomplish goals
  • Provides input into school-based strategic planning including identifying what the school’s strategic plan means for his/her own leadership and the people that he/she manages
• Talent Development
  • Develop emerging leaders with the Principal’s guidance
  • Supports the Principal in identifying and developing emerging teacher leaders through goal setting, coaching and providing on-going feedback
  • Partners with regional Talent Team as needed on the new hire process (e.g. interviews, new hire offer letters, onboarding)
  • Collaborate with Principal and provide input on hiring, developing, and retaining a group of diverse, highly-effective teachers and school staff
  • Model school expectations and manage school-wide character development and behavior management systems
  • Supports teachers in understanding process and roles in character and behavior intervention
  • Develops systems and structures to ensure that limited time is spent on reactive student discipline
  • Manage parts of the daily school operations (e.g. arrival/dismissal, lunch/recess, school trips)
  • Acts as the first Leadership Team contact on student intervention and parent engagement hierarchy; determines next steps for issues that rise above the teacher/grade level/department chair
  • Build one’s own and direct reports’ instructional knowledge of standards, content, and instructional methods
  • Content (Standards, Curriculum, and Assessment):
    • Develops mastery over the academic standards in the grades and for which he/she coaches, and strong understanding of academic standards for all subjects and grades.
    • 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 on the assessments.
    • Teaches teachers how to assess for both student mastery and growth towards college readiness and insists that assessments are used to inform teacher instruction.
  • Research-based Instructional Practices (Methods and Time):
    • Develops one’s own and teacher’s knowledge of best…