Overview
The Assistant Principal of Instruction must believe deeply in the mission of CNCA, have a vision for how they will lead the school to reach the academic goals outlined in the site dashboard and must embrace the responsibility of ensuring that students from our low-income, primarily immigrant, linguistically diverse community can succeed. The Assistant Principal of Instruction will assist the site principal with Instruction and professional development for teachers. The Assistant Principal of Instruction will use leadership, coaching, and administrative skills to promote the growth of a professional learning community (PLC) that fosters teacher leadership and increased academic achievement. The Assistant Principal of Instruction is responsible for teacher coaching, data-driven progress monitoring, intervention case management and instructional materials management.
Essential Functions
Strategy and Vision Setting
• Support teachers’ achievement of goals by using coaching strategies that gradually release responsibility for implementing instructional practices to the teacher (for example, co-planning, modeling, co-teaching, side-by-side coaching, and observing).
• Create detailed coaching plans, which include focused goals and measures of success, to drive learning cycles.
• Support the implementation of a school vision, goal setting and positive school culture
Team Leadership and Performance Management
• Provide individualized, classroom-based coaching to support teachers in strengthening instructional practices.
• Provide clear and direct feedback to teachers based on analysis of practice.
• Track student and teacher progress to assess the effectiveness of coaching.
• Complete classroom walkthroughs to evaluate teachers use of
• student engagement strategies
• effective teaching practices
• higher-level skills from Blooms Taxonomy
• standards/objectives to guide instruction
• differentiated instruction based on data
• best practices associated with modeling, higher-level questioning, blended learning, and cooperative learning strategies of varied assessments to monitor student learning
• formative assessment data to guide instruction and group students
• the implementation of Common Core State Standards
• Have reflective conversations with teachers related to observations made during walkthroughs
• Maintain curriculum knowledge and train school staff as revisions are made to align to Common Core State Standards
• Plan and facilitate professional development activities focused on Common Core State Standards
• Develop and facilitate training for school staff to prepare them and ensure high quality instructional services under the Common Core State Standards
• Work with intervention teachers to ensure lesson plans, assessments and overall instruction is aligned with the Common Core State Standards
• Secure external resources, professional development and materials to support teachers
• Serve as a resource on national trends and best practices on Common Core curriculum development and instructional strategy for historically underachieved students
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• Model respectful, professional relationships and promote a collegial school climate
• Attend and actively participate in CNCA and site leadership meetings and special events
• Exemplify the respect and humility required to work effectively with all stakeholders, including families and members of the community
• Communicate effectively with students, parents, and all staff members
• Engage with students and staff in a manner in which to influence them positively
• Demonstrate leadership and project management skills needed to facilitate a group or project
Administrative Management and Compliance Responsibilities
• Formally evaluate teachers twice annually
• Work with CNCA’s Content Team to create and align Common Core State Standards curriculum resources
• Work with CNCA’s Content Team on the design and implementation of school wide assessments
• Work with CNCA’s Content Team and Site Leadership Team for the development and selection of curriculum to be used by the program that is aligned to school site academic requirements and Common Core State Standards
• Prioritize mission critical tasks based on school performance goals
• Serve as an administrative designee as needed
• Other duties as assigned
Instructional Leadership
• Develop a record of accomplishment of instructional leadership and academic excellence, including English Learners and those with special needs
• Consistently analyze teacher practice through ongoing classroom observations, data analysis, and examination of student work
• Develop teachers’ capacity to collect and analyze multiple sources of data to improve student learning
• Ensure teachers are creating pacing plans and designing effective lesson plans that are aligned to Common Core State Standards
• Assist teachers in aligning their teaching with appropriate standards, curriculum and assessments
• Support the development of high-quality standards maps and benchmarks
• Support the cycle of continuous improvement by providing instructional support to teachers in analyzing key data indicators including benchmark data, report cards, ELD progress reports and literacy assessment data
• Serve as a coach to teachers by providing them with feedback on improving and enhancing individual lessons and units based on ongoing analysis. This includes but is not limited to:
▪ reviewing lesson plans, unit plans and assessments
▪ understanding scope and sequence models
▪ observing classroom instruction and offering comprehensive analysis and feedback
▪ providing training on instructional strategies and best practices when needed
▪ supporting the development of curriculum by using the backward design model and advising on scope and sequence based on essential content knowledge on Common Core State Standards
• Facilitate professional learning communities among teachers in which issues related to implementing effective content instruction is considered, current research and writing on effective practices is read and discussed, engaging lessons are planned, and student work and data are reviewed to inform instruction.
Qualifications
• Bachelor’s degree required; Master’s degree in education administration or education leadership preferred
• Valid clear California teaching credential required
• Admin credential preferred
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• Three to five (3-5) years instructional leadership/coaching experience in urban education required
• Proven results using restorative practices with staff & students
• Spanish and English fluency preferred
• Experience leading and developing teams as well as working across teams
• Ability to understand and navigate the political, social, economic, legal and cultural context facing urban charter schools and the students they serve
Ideal Candidate • Bilingual • Understands school culture – this can be learned on the job but must understand the key elements of positive school culture. • Ability to help with implementing ethnic studies across all grade levels • Understand social emotional learning (especially in a pandemic) • Experience with change management • Skill in having difficult conversations with stakeholders • Elementary school experience in either teaching or leading • Leadership experience – at any level • Experience with improving test scores (proven track record) o Specific experience in improving EL data o Knowledge or experience in creating a plan for aligning reclassification rates to SBAC outcomes for EL Learners
Location: CIS
Supervisor: Principal
Work Period: Full Time, 12 Months, Exempt
Class: Certificated
Direct Supervision: School Staff as Assigned by Principal
NON-DISCRIMINATION STATEMENT
Camino Nuevo Charter Academy (CNCA) prohibits discrimination, harassment, intimidation and bullying in educational programs, activities, or employment on the basis of actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation, parental, pregnancy, family or marital status, military status or association with a person or a group with one or more of these actual or perceived characteristics. Camino Nuevo Charter Academy requires that school personnel take immediate steps to intervene when safe to do so when he or she witnesses an act of discrimination, harassment, intimidation, or bullying.
Questions or complaints of alleged discrimination, harassment, intimidation and bullying, equity or Title IX equity and compliance concerns should be directed to Margarita Domingo, Vice President of Human Resources. She can be reached at (213) 417-3410 or by mail at 3435 W Temple St. Los Angeles, CA 90026.