Assistant Principal

KIPP Miami is part of the KIPP (Knowledge is Power Program) national nonprofit network of college-preparatory, public charter schools educating elementary, middle and high school students. KIPP has a 25-year track record of preparing students for success in college and life. Founded in 2018, KIPP Miami operates two nonprofit charter schools in Greater Miami’s Urban Core community. Currently, KIPP Miami educates students in grades K-4 at KIPP Royalty Academy and 5-8 middle school students at KIPP Courage Academy, and is opening three new schools in the  school year.

Job Description and hiring timeline:
We anticipate beginning interviews in mid-to-late February 2026 and the full process concluding by April 2026, with July 2026 start dates. Applications received after February will be considered on a rolling, and as-needed basis.

Assistant Principals are the primary driver of instructional outcomes for a specific grade level or content area, spending over 75% of their time on leadership that accelerates student achievement. Ideal candidates are former high-impact teachers with proven results in adult management and coaching. APs empower high-performing educators, develop new staff, and manage teacher performance through a dedicated equity lens. They are strategic decision-makers responsible for a subset of the school's student and teacher population, fostering a community of continuous growth.

• Strong Content Knowledge:
  Knows essential content, rigor of standards, and highly effective teaching strategies well enough to establish and maintain a standard and coach it; is able to readily adapt to leverage resources across less-known or more nuanced subject areas
• Develops the capacity of teachers in achieving results through observations, walkthroughs, real time coaching, and data analysis through O3s focused on student data and coaching towards goals
• Collaborates with Achievement Directors and other Teaching & Learning TEAMmates to monitor achievement data and IP and inform the instructional leadership development of teachers
• Audits, analyzes, and progress monitors data weekly to inform strategic decisions and priorities
• Designs and leads high quality professional development such that it results in improved teacher effectiveness
• Ensures there’s an effective testing environment, investment, and procedures for testing

• Consistently reinforces high expectations for all students all the time
• Actively develops school culture where students find joy in learning and where students are joyful and engaged
• Creates a culture in which teachers build strong and lasting relationships with students, especially the most challenging students
• Builds an inclusive student environment, ensuring that all student voices are heard and incorporated
• Speaks to violations of culture and holds staff accountable to values / professional infractions with interactions with kids

• Celebrates and shows appreciation regularly for teammates
• Actively develops school culture where teachers find joy in teaching and student learning
• Consistently models and reinforces high expectations for all staff all the time
• Develops clearly articulated systems for how the staff culture will function (e.g., coaching, department meetings, etc.)

• Engages families and community stakeholders proactively and productively as partners in school goals. Works with families who have concerns and helps address them.
• Creates a culture and expectation that teachers reach out to parents and enlist their proactive support in their child’s long-term success

• Ensures each direct report has a high quality performance management process including regular observations, assignment of microgoals, and thoughtful, written evaluations
• Identifies top performing teachers at regular points throughout the school year and works strategically to retain them
• Manages struggling performers through goal setting and increased support. Manages out low performers when necessary

• Bachelor’s degree
• Student Focus:
  Belief that all students, regardless of background, have…