Interim Principal

General Description:

We seek a dynamic and innovative instructional leader with a proven track record of success to support SABGC on an interim basis. The successful candidate will possess an exemplary managerial, instructional, and operational skill set, as well as the ability to inspire students, faculty, staff community, and academic partners to collaborate effectively in support of the mission and vision of the school. They will demonstrate an intrinsic understanding that success for our scholars, who always come first requires a balance of academic, social, and emotional supports to ensure that all scholars graduate from high school with a high degree or competence, strong habits of mind and success, and ready to take their next post-secondary step.

Qualifications:

• Master's Degree with building level administration license
• A minimum of 5 years of classroom experience
• Demonstrated expertise in listening and understanding needs, as well as in introducing new ideas without forcefulness
• Demonstrated reflection upon and learning from failures. Examples will ne requested
• Demonstrated perseverance, resilience, and comfort with ambiguity
• Knowledge and understanding of the Science of Reading
• Ability to understand and use data to drive instruction
• Willingness to adapt to change, experiment with new concepts and envision the oath forward for a creative idea
• Willingness to consider a different concept or approach
• Communicator that shares the vision and generates awareness and enthusiasm moving forward
• Demonstrated courage to take risks and the strength to endure uncertainty
• Demonstrate the ability to be goal-oriented and resolute. Razor-sharp focus and optimism even when faced with setbacks
• Committed to innovation and passionate about the work to generate new ideas, motivate and persevere through the resistance of new ideas
• Demonstrates optimism: successful mindset and the ability to stay true to the vision of the school
• Preparation and commitment to working effectively with diverse communities using a relationship based approach
• Skill in providing for the individual learning needs of scholars
• Ability to create positive, restorative, and inclusive learning environments
• Ability to organize and plan for scholar learning; familiarity with student-centered teaching/learning theories
• Skill in establishing and maintaining authentic relationships and collaborating with diverse groups of scholars, parents, colleagues, and community partners
• Champion of keeping scholars' needs and rights first and foremost in any educational decision making
• Equity minded commitment in isolating race and gender in schools as meaningful learning opportunities are co-designed alongside scholars and adults
• Strong desire to participate and collaborate in a teacher leadership model

Primary Responsibilities:

• Collaborating with the Career Academy Superintendent to continuously connect and partner with scholars, families, and community partners
• Co-designing and engaging in authentic learning experiences with scholars, including the experiential learning model
• Provide inspiration and support for faculty and scholars in developing and implementing new innovative learning opportunities
• Support development of a community-wide common language around innovation, including faculty, scholars, families, and local community. Reach out to "outside" communities to collaborate and form partnerships
• Create safe physical and emotional spaces for teachers to explore and develop innovative learning opportunities. Support a cultural shift towards more collaboration and less competition among faculty
• Build capacity of faculty and scholars to independently investigate and design new innovations. Act as a multiplier of faculty and scholar strengths
• Broker relationships between disparate groups both within and outside the school community. Meet with the education administration team at least once per quarter to share data on innovation growth and solicit feedback for continued progress
• Connect with innovation leaders at other schools
• Plan and facilitate safe and effective educational learning environments to meet the needs of a diverse community of learners, modeling the district's standards for ethical behavior in alignment with the Career Academy Strategic Plan

School Activities:

• Interim Principal will be required to attend and/or participate in such other activities as required by the Network or as directed by the Superintendent or Assistant Superintendent such as: faculty meetings (before or after school hours), open houses, chaperone student activities, provide guidance for students, participate on faculty committees, study and help resolve problems
• Community activities supporting the mission of the school

Essential Skills and Abilities:

• Possesses critical/creative thinking skills and problem-solving abilities
• Can move about school campus, with or without reasonable accommodations, and amongst classroom settings daily.
• Has the temperament and stamina to sustain extended work hours and problem situations
• Possesses the ability to read, compose, and deliver instructions and information
• Communicates effectively in writing and speech; utilizes technology resources as appropriate
• Demonstrates ongoing professional growth and development
• High level of organization and resourcefulness, with a keen ability to be on top of the day-to-day management of a school
• Humble, reflective, and willing to continually improve
• Ability to prioritize effectively to accomplish the most important tasks without losing sight of other details
• The ability to effectively communicate with staff, scholars, parents, and all other stakeholders
• Possess the emotional intelligence required to effectively lead a school

Requirements

• Master's Degree with building level administration license
• A minimum of 5 years of classroom experience
• Demonstrated expertise in listening and understanding needs, as well as in introducing new ideas without forcefulness
• Demonstrated reflection upon and learning from failures. Examples will ne requested
• Demonstrated perseverance, resilience, and comfort with ambiguity
• Knowledge and understanding of the Science of Reading
• Ability to understand and use data to drive instruction