Assistant Principal of Scholar Support

Company Description

KIPP Atlanta Schools is part of the KIPP (Knowledge is Power Program) national network of free, open enrollment, college preparatory schools dedicated to ensuring that every child grows up free to create the future they want for themselves and their communities. There are 280 KIPP schools in 21 states and the District of Columbia serving more than 175,000 scholars and alumni. KIPP Atlanta currently operates 11 schools including five primary schools, six middle schools and one high school, as well as KIPP Forward which supports scholars on their journey to a choice-filled life. We are a social justice organization and our vision and mission require the work of dedicated, bold and skilled leaders, educators, and support staff who are committed to serving as the catalyst for joyful, academically excellent schools and the foundation for building a more just and equitable world for our scholars.

Job Description

The Assistant Principal of Scholar Support position is responsible for the implementation, oversight, and maintenance of programs and records for special populations (students with disabilities, Gifted, ESOL, 504). They also provide oversight for the implementation of the RTI/SST process. The Assistant Principal of Scholar Support is a school-level administrator and serves on the school leadership team.

Job Responsibilities:

Leadership

• Model and support the implementation of the school’s vision and goals
  • Advocates for and supports the development of an inclusive 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
  • In collaboration with the  Principal, leads the planning and goal setting for the special population programming (Special Education, ESOL, Gifted, Section 504, and RTI/SST)  and ensures alignment with school-wide goals
• Contribute to school-wide planning and prioritizes time to accomplish goals
  • Provides input into school-based strategic planning including and identifying what the school’s strategic plan means for his/her own leadership and the people that he/she manages with a specific focus on inclusivity and special populations
  • Leads school wide professional learning in the areas of: quality instruction (including co-teaching, specially designed instruction, and ESOL best practices), positive behavioral support, developing appropriate IEPs, and compliance with IDEA, ADA, and Section 504 Rules and Regulations and follow through with observing, monitoring, and feedback to ensure implementation.

Talent Development

• Collaborate with Principal and provide input on hiring, developing and retaining a group of diverse, highly-effective teachers and school staff
• Model school expectations and collaborate on school-wide culture development and behavior management systems
  • Supports teachers in understanding process and roles in character and behavior intervention aligned to MTSS framework
  • Provides behavior support to include strategies and interventions for students with disabilities and Section 504 plans.
  • Communicates regularly with school administrators and staff regarding disciplinary actions and suspensions.
  • Manage parts of the daily school operations (e.g. arrival/dismissal, lunch/recess, school trips)
• Build one’s own and direct reports’ instructional knowledge of standards, content and instructional methods, specifically co-teaching and specially designed instruction
  • Supports quality classroom instruction and it’s improvement in all settings through monitoring, observing, model teaching, and coaching
  • Reviews and ensures that all scholars with IEP’s are receiving effective instruction in the Least Restrictive Environment (LRE).
  • Monitors teacher data collection for IEP goals, objectives and transition plans.

Compliance 

• State and Federal Requirements
  • Provides oversight of implementation of RTI/SST process
  • Reviews, monitors, and meets timelines for IEP’s and 504’s - ref