KIPP Gaston Principal in Residence

Company Description

Every School. Every Student. Every Day. The Knowledge is Power Program (KIPP) North Carolina is a network of eight tuition‑free, college‑preparatory public charter schools serving approximately 3,000 students in grades K‑12 across Durham, Halifax, Northampton, and Mecklenburg counties. At KIPP NC, we are dedicated to improving life outcomes for North Carolina’s children through the delivery of rigorous, research‑based curricula and by paving the way for students to achieve their definition of success.

At KIPP, we recognize the critical role of Assistant Principals in fostering vibrant school communities and driving academic excellence. Assistant Principals are at the heart of our mission, serving as instructional leaders, culture‑builders, and advocates for teachers and students alike. We celebrate the unique talents, leadership, and determination Assistant Principals bring to our schools, and we are committed to supporting their growth and impact.

Respect and collaboration are at the core of our approach. We value the leadership journeys of our Assistant Principals, offering competitive pay, benefits, and professional development tailored to their needs. Through mentorship, leadership opportunities, and a strong KIPP Team and Family network, we ensure Assistant Principals are empowered to grow as leaders and make a lasting difference in the lives of students and teachers.

A Principal in Residence (PIR) is an Assistant Principal who aspires to be Principal preparing to lead a KIPP North Carolina school in two years. PIRs are committed to and actively contribute to the success of their placement school and KIPP North Carolina’s ability to achieve our mission: 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.

• Act as a member of the school leadership team and gradually transition to school leadership responsibilities:
  The PIR’s role mirrors that of an assistant principal for the majority of the development program, namely: coaching and developing teachers, teacher leaders and deans and contributing to the overall academic and cultural vision of the school. Towards the end of their time as a PIR, the role mirrors more of a school leader, with clear responsibilities fully owned by the PIR at the school level.
• Actively develop School Leader leadership skills & competencies:
  In addition to their school‑based performance goals, PIRs regularly engage in on‑the‑job opportunities to develop the leadership skills and competencies needed to thrive as school leaders, outlined in a development roadmap.
• Benefit from on‑the‑job mentorship: PIRs are supported in their development by a mentor school leader who acts as the coach and model for exceptional school leadership.
• Receive ongoing one‑on‑one coaching: PIRs also receive regular coaching from the regional Director of Leadership Development to support them in developing the mindsets and dispositions of highly effective leaders.
• Readiness Checkpoints:
  Readiness checkpoints provide an opportunity for the PIR and support team to reflect on progress towards becoming a school leader.
• Formal Professional Development: PIRs will receive formal professional development aligned to KIPP NC’s leadership competencies and targeting specific developmental needs.
• Build & Engage Lifelines: PIRs will engage in all learning alongside a cohort of peers who will lead our schools in the coming years.
• Model and support implementation of the school’s vision and goals.
• Supports development of School Leader’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 School Leader, leads the planning and goal setting for the grades/departments that he or she coaches and ensures alignment with school‑wide goals.
• Contribute to school‑wide planning…