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2019-2020 Assistant Principal Pool (All Levels)

Employer
Atlanta Public Schools
Location
SW Atlanta, GA, US
Salary
Competitive

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2019-2020 Assistant Principal Pool (All Levels)
Atlanta Public Schools
130 Trinity Avenue
Atlanta, GA 30303

Leadership - Position - Assistant Principal - All Levels

Job Number: 4600167426

Start Date:

Open Date: 12/04/2018

Closing Date: 06/30/2019

Assistant Principal Pool (All Levels) 2019-2020
Atlanta Public Schools is accepting applications for the 2019-2020 Assistant Principal Pool in anticipation of elementary, middle and high school vacancies for the 2019-2020 school year. Please see here to review the steps of the assistant principal pool selection process.
Please note: Our reference forms have been updated to include a Leadership section. Due to the volume of applications that we receive, your application will not be reviewed until a NEW reference form from your current supervisor has been completed and submitted.
Please note: Applicants must apply AND be accepted to the 2019-2020 Assistant Principal Pool in order to be considered for an Assistant Principal vacancy. Therefore, please do NOT contact individual schools directly if you have not been admitted to the Assistant Principal Pool.

2019-2020 Vacancies:

Maynard Jackson High School
Frederick Douglass High School
Sylvan Middle School

ROLE OVERVIEW:
The Assistant Principal's job 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 leaders. In Atlanta Public Schools, we believe that the majority of Assistant Principals are interested in and actively being developed for the Principalship. The Assistant Principal should consider him/herself an apprentice to the Principal and the Assistant Principal should gradually build capacity to lead an APS school.
OUTCOMES:
  1. Assigned grade levels or departments reach their goals for student achievement
  2. Teachers demonstrate measurable growth on behavioral indicators in APS' Definitions of Teacher Excellence
KEY RESPONSIBILITIES:
1. Model and support implementation of the school's vision and goals
  • Supports development of Principal'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 Principal, leads the planning and goal setting for the grades/departments that he/she coaches and ensures alignment with school-wide goals
2. Build own and direct reports' instructional knowledge of standards, content and instructional methods
    • Content (Standards, Curriculum, and Assessment):
      • Develops deep mastery of the academic standards in the subjects/grades for which he/she coaches, and strong understanding of academic standards for all subjects/grades. Understands the implications of standards on what a student should know and be able to do, connect teachers with relevant resources to improve their content knowledge, and therefore what a teacher needs to know and be able to do to facilitate student mastery
      • Studies curriculum and assessment content and further develops 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 own and teacher's knowledge of best practices in instructional methods and teaches teachers how to match particular strategies to gaps in student mastery
3. Develop teachers to provide rigorous and high-quality instruction and support Principal in planning and implementing school enabling systems
    • Lead Academics:
      • Determines how data aligns to end-of-year goals (what is being assessed and how it maps to standards); disaggregate data to analyze how different student groups are performing; determine what data is saying about areas of student mastery and growth; and identify specific instructional actions and adjustments to fill students' knowledge and skill gaps and a timeline to do so
      • Provides high-quality, helpful instructional coaching with frequent teacher observations, actionable and bite-sized feedback, and accountability for adjustment in practice
      • Coaches emerging leaders on their instructional coaching practice
      • Leads or coaches 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 Principal what school-wide professional development will be the highest leverage in improving student results; lead engaging, actionable, adult-learning workshops; and hold staff accountable for implementation of the workshop practices
4. Model strong staff and student culture and manage school-wide social emotional development and behavior management systems
    • Build Culture:
      • Supports teachers in understanding process and roles in student support and intervention and develops systems and structures 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 on student intervention and parent engagement hierarchy; determines next steps for issues that rise above the teacher/grade level/department chair
5. Collaborate with Principal on hiring, developing and retaining diverse, highly-effective teachers and school staff
    • Develop Talent:
      • Supports the development and execution of a data-driven and performance-based teacher and staff hiring process
      • Supports new teacher onboarding processes
      • Ensures high retention rates and engagement of teachers and staff
      • Supports the Principal in identifying and developing emerging and teacher leaders (Department Heads, Grade Level Chairs, etc.) through goal setting, coaching and providing feedback
6. Contribute to school-wide planning and prioritizes time to accomplish goals
    • Manage Operations:
      • Aligns and coordinates staff to execute the school's vision for operations, staffing, schedule, testing and finance according to the school's goals and priorities
      • Provides input into the school-based strategic planning and identifies what the school's strategic plan means for his/her own leadership and people that he/she manages
      • Supports the principal in engaging, parents, community and GO Team's regularly to ensure they are invested in the school direction and informed of progress; ensures they are appropriately involved in school decision making
7. Develops Self
    • Cultivates own growth, sustainability and success through active participation in district-wide professional development and by seeking out high-impact growth opportunities


Requirements: QUALIFICATIONS:
  • Commitment to APS' Core Values
    • Demonstrated belief that all students, regardless of background, have the ability to go to and through college; demonstrated commitment to the school?s unique community
    • Demonstrated resilience and focus on student outcomes
  • Lead Academics: Instructional Leadership
    • Demonstrated student achievement results in own classroom and from teachers that he/she manages
    • Demonstrated ability to drive student achievement results through others (direct reports have improved student achievement results)
    • Demonstrated expertise in what the grade/department or school-wide academic standards and state assessments require of students? knowledge and skills to demonstrate mastery
    • Led grade/department-wide initiative which resulted in and continues to demonstrate impact on student achievement requiring him/her to establish a grade/department-wide vision and measurable goals
    • Demonstrated command of instructional design and the benefits and tradeoffs of school design decisions in driving student achievement
    • Demonstrated understanding of appropriate application and differentiation of high-leverage instructional strategies (e.g. pacing, checks for understanding, students doing the heavy lifting, etc.) based on comprehension of child development and pedagogy
    • Demonstrated investment in and understanding of appropriate application of social emotional strategies to promote the development of the whole child
    • Demonstrated ability to translate student mastery requirements into instructional plans and strategies
    • Demonstrated expertise across a grade/department's standards and how student mastery will be assessed; developing an understanding of instructional design
    • Demonstrated skill in data analysis; ability to extract meaningful insights from classroom, team or grade-level data
    • Demonstrated ability to facilitate and ensure positive outcomes of teacher teams and/or professional learning communities
  • Build Culture
    • Demonstrated track record of developing a positive learning culture for adults and students across his/her entire grade/department
    • Demonstrated ability to set direction and invest and motivate others to action
    • Demonstrated ability to create inclusive environments that honors and supports a diversity of backgrounds and perspectives
  • Develop Talent
    • Demonstrated ability to support principal on hiring diverse, highly-effective teachers and school staff
    • Demonstrated ability to develop teachers through providing helpful feedback and/or professional learning opportunities
    • Demonstrated ability to retain the highest performers on his/her team
CREDENTIALS:
    • Master's Degree in Education or related field required
    • Valid Georgia Professional Certification at Level 5 or higher in a teaching or service field and in Educational Leadership
    • 3 years of experience as a teacher, counselor, instructional coach or similar role in a K-12 educational setting required


Compensation: Please note: Our reference forms have been updated to include a Leadership section. Due to the volume of applications that we receive, your application will not be reviewed until a NEW reference form from your current supervisor has been completed and submitted.
SALARY GRADE:

135 (Elementary)
136 (Middle)
137 (High School)
SALARY RANGE:
$76, 760 - $105, 261 (Elementary)
$80, 599 - $110, 524 (Middle)
$84, 628 - $116, 050 (High School)
WORK SCHEDULE: 231

FLSA Status: Exempt

Employment Category: Certified

Reports to: Principal

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