Your browser cookies must be enabled in order to apply for this job. Please contact support@jobscore.com if you need further instruction on how to do that.

K-4 ASSISTANT PRINCIPAL (19-20)

Lighthouse K-4 Band (Elementary) | Oakland, CA | Full Time

Job Description

K-4 ASSISTANT PRINCIPAL (19-20)


THE ORGANIZATION:

Social justice movements come in all shapes and sizes.  Here at Lighthouse Community Public Schools, we are engaged in an educational movement that goes beyond our classrooms working to disrupt educational inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers.

Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving nearly 1,300 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland.  95% of our graduates, almost all of whom are first-generation college students, are accepted into four-year colleges. We were named the Hart Vision Charter School of the Year in 2013, and the #1 high school for closing achievement gaps for low-income Latino students in 2016. If the work we do here at LCPS appeals to your values regarding quality education for all then please join our movement!  Learn more at www.lighthousecharter.org  


THE OPPORTUNITY:

At Lighthouse Community Public Schools, the Assistant Principal (AP) is a developing instructional leader who works with the Principal and instructional leadership team to lead school culture and learning systems. The AP, together with the principal and teacher leaders, will work to foster an innovative and progressive learner-centered community, including being tasked with the leadership of specific school initiatives/systems. The Assistant Principal’s primary responsibilities will be to develop, coach, and supervise a subset of teachers and other staff and oversee specific academic programs including the RTI team to achieve increased academic outcomes for all students in line with our mission and vision. 

The Assistant Principal is also responsible for cultivating school culture, including serving as a champion and liaison for students and families. The AP will be accountable for managing one or more elements of the academic program/systems leading to improved student and staff outcomes, with particular attention to our most vulnerable students (SPED, English learners, African-American boys, etc.).  The AP will work in collaboration with the principal, dean, and teacher leaders to align curriculum, instruction, and assessment at the site to the LCPS shared vision and the school’s vision and strategic plan.

This is an exciting opportunity for a growing, committed, and equity-focused instructional or teacher leader who is energized to develop their school leadership capacity and passionate about transformational growth for yourself, the teachers, staff, students, and families you will serve, and our Oakland community.


LCPS ASSISTANT PRINCIPAL CORE COMPETENCIES

As a strategic and visionary leader for equity, LCPS Principals:

  • Inspire a shared vision of college and career readiness in collaboration with the leadership team.

  • Ensure an exceptional education for all by monitoring and developing the academic program and by facilitating data-driven and equity-focused teams.

  • Encourage the heart by promoting a joyful organizational & school culture that attends to the needs of the whole child and adult.

  • Empower and engage the community by mobilizing families, students, staff, and other community stakeholders as partners to achieve our vision.

  • Enable others to act by supervising and developing teachers resulting in retention of a diverse, highly effective team and increased student outcomes..

  • Innovate and problem solves by exhibiting persistence, creativity, flexibility, motivation to make a change, and the ability to imagine new approaches and opportunities for impact.

  • Model the way as a leader for equity through skilled and culturally competent collaboration, communication, and relationship-building.

  • Embody LCPS’ core values of community, integrity, love, social justice, and agency

  • Bring passion to the school’s growth as a dependable, organized, solutions-oriented, and optimistic transformational leader committed to our community.


ASSISTANT PRINCIPAL RESPONSIBILITIES AND OUTCOMES


Supervise and Develop Adults and Teams (30%)

  • Contribute to building a strong, collaborative, equity-focused adult learning community, including supporting, hiring, and leading professional development for staff;

  • Develop and lead one or more high-functioning adult teams;

  • Supervise, observe, coach, evaluate, and develop 6-10 teachers and non-instructional staff using knowledge of adult learning theory and in alignment with LCPS Instructional Stances, Framework for Transformational Teaching, and school instructional model;

  • Support the professional development path of assigned teachers and instructional staff members, including a combination of coaching cycles and other internal, EL, and external professional learning experiences aligned to unique needs and leading to professional growth for staff across a range of experience; 

  • Facilitate professional development spaces both formal and informal, where the use of data is timely, consistent, and actionable;

  • Complete evaluation process or end of the quarter conference for all supervisees using a defined process.


Coordinate Response To Intervention System (30%)

  • Lead the RTI Team to engage in regular and ongoing analysis of student attendance, behavior, and academic data to develop and implement early intervention strategies to support all students in being college and career ready.

  • Manage and monitor the COST process for individual students, identifying potential supports, and drafting intervention plans in collaboration with the student’s teachers. 

  • Coordinate implementation of research-based interventions aligned to a three-tiered intervention framework

  • Collaborate with the Director of Student Services to oversee referrals of students requiring Tier 3 supports.

  • Support teachers to implement individual behavior/intervention plans

  • Support teachers with the tracking of student behavioral/academic data during the implementation of the intervention plan. 

  • Oversee and monitor 504 plans. 

  • Serve as an administrator in IEP meetings


School Culture Builder (5%)

  • Help to implement a vision and develop systems & structures to promote a strong school culture in service of the school mission in collaboration with the principal, dean, and other instructional leaders;

  • Using principles of Restorative Justice, collaborate with the Principal and Dean of Students to implement and evaluate a responsive positive behavior system that clearly articulates the school-wide systems and supports students will use to build positive relationships and manage their own behavior. 

  • Collaborate with leaders and teachers to engage families in the life of the school

  • Build strong relationships and communicate clearly and effectively with students, families, and the community.


Management & Monitoring of Select Academic Programs & Student Outcomes (20%)

  • Serve as manager for one or more academic programs and testing coordinator for the school ensuring they meet the needs of students within the context of our Theory of Change, Graduate Profile, and Instructional Stances; 

  • Regularly use and analyze key data in measuring the effectiveness of program(s) and individual student success with a particular focus on equity gaps and our most struggling students;  

  • Support the principal in the development of resource and budget allocation to meet programmatic and student needs;

  • In collaboration with other instructional leaders, strategically design, implement, and adjust school level systems toward achieving institutional goals at a high level; 

  • Support the implementation and analysis of common assessment and core curricula in collaboration with Principal and Shared Service Academic Team;

  • In collaboration with the Principal and other instructional leaders, assess the effectiveness of student achievement, coaching, EL Workplan, and Professional Development.


New Teacher Support: (10%)

  • Mentor, onboard, and train new teachers in core LCPS practices (SLC meetings, standards-based grading, EXPO, Crew, etc.).

  • Facilitate teachers’ understanding and implementation of the Common Core State Standards. 

  • Serve as the year-long Induction coach as assigned, complying with state and local requirements regarding induction and other teacher education programs;


Leadership Development and Reflection (5%)

  • Assists the principal in carrying out their duties and acts in the capacity of the principal during the principal’s absence from the school;

  • Model holding a learner-driven stance for own professional learning;

  • Participate fully in professional learning experiences led by the CAO, Principal, and other instructional leaders to engage in leadership development, alignment of systems/processes, and reflection of practice;

  • Engage in regular collaboration, learning, and development through coaching, ILT meetings, and one-on-one check-ins with Principal;

  • Prioritize setting and scheduling regular planning/work time each week/month devoted to prioritized instructional leadership moves/work.

Performs other duties as assigned by supervisor.


MINIMUM QUALIFICATIONS:

  • At least 3+ years of successful elementary classroom teaching and teacher/instructional leadership experience, required

  • Experience teaching/leading in urban education serving students of color from low-income backgrounds

  • Valid CA teaching credential required; administrative credential preferred

  • MA in education, educational leadership or related field, preferred

  • Knowledge of learner-centered curriculum, instruction, and assessment,

  • Experience working in Oakland schools preferred and charter school experience, a plus,

  • EL Education experience, a plus.

  • Spanish fluency preferred,


SUPERVISION: This position reports to the Principal


TIME COMMITMENT 

This position is a full-time salaried exempt 12-month position that follows the 220-day school year and summer schedule. Includes approximately 5 weeks of paid holidays/breaks during the school year in addition to 10 days of vacation time during the summer that accrues yearly. Start date is July 1, 2019.


COMPENSATION

At Lighthouse Community Public Schools we take good care of our employees.  We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA).


TO APPLY

People of color and bilingual candidates are strongly encouraged to apply.  

Interested candidates should submit:

  • Resume

  • Cover letter describing your interest in this position and why you are an optimal fit

  • 4-5 references with Name, Email, Phone Number and Title/nature of the working relationship

 Application submission screening and initial phone interviews will be completed on a rolling basis.  In-person interviews and performance tasks will take place on-site.   


Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels.