BALTIMORE COLLEGIATE SCHOOL FOR BOYS

‘Forming the next generation of young men, ensuring that they will 

become global citizens trained to learn, lead, and serve our community, our nation, and our world.’

About Baltimore Collegiate School for BoysBaltimore Collegiate School for Boys (BCSB) is an all-boys, tuition-free, college-preparatory public charter school for Baltimore students with 480 students currently enrolled in grades 4-8. BCSB students perform incredibly well compared to "neighbor schools" — four schools that Baltimore City designated as comparable due to similarities in poverty rates, the population of Special Education students, and the population of English-as-a-second-language students. Many of our 8th-grade graduates attend private and magnet schools throughout the city and the country. We are currently engaged in strategic growth planning and hope to add 400 seats in our own K-3 school throughout the next five years.

CHARACTER @ COLLEGIATE

At BCSB, we believe that we are custodians of our boys’ potential. For our students—our Collegiate Gents—it is our mission to contribute to the cultivation of the character of our boys so they may engage successfully in the following:

• Think Critically

• Reason Analytically

• Communicate Clearly

• Solve Problems 

• Cultivate Agency

REACHING, TEACHING, AND SUCCEEDING WITH BOYS OF COLOR

Baltimore Collegiate’s strategic initiative, Reaching, Teaching, and Succeeding with Boys of Color, seeks to embed research-rich practices aligned with leading academic partnerships to see the next generation of young males succeed in all areas of life. We have an opportunity and responsibility to discuss, present, and attend to the growing needs of our boys. This strategic initiative seeks to function as a megaphone to rouse a deaf world. We hope to connect with current and potential donors as well as strategic, like-minded partners, to witness all of the boys triumph in whatever they choose in this world.

WHY BOYS?

Baltimore Collegiate School for Boys is the first charter school in Baltimore City to serve boys exclusively with a continuous academic program from grades 4 through 8. A boys’ school, especially in those middle school years, encourages boys to see themselves as academically capable and supports interests in the arts and athletics. Research indicates that all-boys schools:

• Promote high-level academic achievement

• Better recognize and address the specific developmental needs of boys

• Are more likely to encourage creativity among boys

Job Summary

Key Responsibilities

The Principal will be responsible for developing, leading, and supporting a team of teachers and academic support personnel who serve 480 students in grades 4-8. The Principal will ensure that the school learning community meets the unique developmental needs of its students from both an academic and social-emotional standpoint, and will both continue and strengthen unique BCSB traditions and approaches. The Principal will have both academic and school culture related responsibilities as follows:

Academic Responsibilities

• Oversee teaching and learning in school classrooms by ensuring the implementation of a high-quality instructional program that is fully aligned to the Maryland College and Career Ready Standards-aligned curriculum and prepares our boys to be successful in college;

• Implement a best-practices aligned system of teacher and leader coaching, observation, and evaluation designed to rapidly grow educator practice;

• Support a best-practices aligned process for teacher and leader hiring;

• Support critical programs and systems including parent-teacher conferences, grading policies, new teacher onboarding, etc.;

• Plan and implement professional development sessions for teachers related to culture and instructional best practices;

• Offer frequent, targeted feedback to teachers on their instructional practice through coaching and informal observations;

• Support teachers with instructional planning using high-quality curriculum resources. We have a high impact curriculum focused on literacy and mathematical thinking;

• Guide teachers through a process of data-driven analysis of student performance data to inform re-teaching; 

• Ensure that teachers create warm, exciting, and innovative learning environments;

• Support the implementation of school-wide assessments (internal and external);

• Consistently hold all teachers and staff to high expectations of accountability for their performance.

School Culture 

• Maintain and build upon a structured, joyful, and unique BCSB identity through the development of traditions and routines that are developmentally appropriate for BCSB students, including orientation for new and returning students, positive recognition efforts, etc.;

• Support, partner with, and oversee a team of BCSB Academic Leaders who will focus on school culture (attendance, student behavior, administering incentives and consequences);

• Collaborate with other staff members such as teachers, Collegiate Teaching Fellows, the Director of Student Support, and service providers to ensure the unique needs of each student are met;

• Regularly meet with and supporting grade-level leaders to ensure the unique needs of the grade are being met;

• Work in close partnership with families to develop positive, purposeful relationships in support of every boy;

• Use effective, positive, respectful interpersonal communication skills with colleagues, students, and families;

• Establish positive relationships with colleagues, students, families, and the community which reflect recognition of and respect for every boy.

Competencies

The exceptional candidate will excel in the following competencies:

• Student Focus: Belief that all students, regardless of background, have the ability to go to and through college; demonstrated commitment to the school’s unique community;

• Anti-Racist Approach to Leadership: Tackles equity within the school through an awareness of racist institutional systems that impact both the Principal and students and is working to disrupt those systems;

• Direction Setting: Ability to set direction across an entire school and motivate others to action;

• Performance Management: Demonstrated student achievement results from teachers and leaders that they manage and coach;

• Talent Development: Demonstrated success in developing leadership capacity in others;

• Cultural Competence: Demonstrated ability to create inclusive environments that celebrate and support a diversity of backgrounds and perspectives; 

• Instructional Leadership: Adept at data analysis; ability to extract meaningful insights across school-wide data;

• Instructional Leadership: Expertise in what the school-wide academic standards and state assessments require of students’ knowledge and skills to demonstrate mastery; able to translate student mastery requirements into instructional plans and strategies;

• Instructional Expertise: Deep understanding of appropriate application and differentiation of high-leverage instructional strategies based on comprehension of child development and pedagogy; command of instructional design and the benefits and tradeoffs of school design decisions in driving student achievement;

• Achievement Orientation: Demonstrated resilience and focus on student outcomes.

Requirements

• At least three (3) years prior experience as a Principal, leading a public or private school, preferably in an urban setting;

• At least three (5) years prior teaching experience in a public or private school, preferably in an urban setting;

• At least three (3) years of prior school management experience or experience leading adults;

• Master’s degree desired (M.A or M.S. in Curriculum and Instruction, Teaching, or Education);

• Master’s degree in School Leadership or Administration preferred;

• Qualifications for certification as a Principal in the Baltimore City Public School System.

Preferred:

• Demonstrated track record of high achievement as a teacher and a leader;

• Familiarity with the Maryland College and Career Ready Standards and/or Maryland Content Standards and PARCC, including prior experience teaching to these standards/assessments;

• Familiarity with best practices related to academic content and pedagogy; 

• Evidence of prior success leading adults and establishing environments marked by positive cultures;

• Excellent communication skills;

• Demonstrated ability to work well with colleagues and parents;

• Patience, flexibility, and a willingness to take risks;

• Experience working with diverse student populations and children with developmental differences;

• Committed and able to meet the unique social-emotional needs of urban male students;

• Demonstrated commitment to professional growth and reflection;

• Strong motivation and commitment to our boys’ wellbeing and preparing them all for success in college.

Benefits

Comprehensive health and life insurance benefits. Retirement through the state educator retirement system.

Salary Range

Commensurate with Experience, approximately $110,000 - $125,000 plus benefits package.

Non-discrimination statement

Baltimore Collegiate School for Boys is an Equal Opportunity employer. Personnel are chosen on the basis of ability without regard to race, color, religion, sex, national origin, disability, marital status, or sexual orientation, in accordance with federal and state law.