Assistant Principal- Humanities (Leave Replacement)

United Charter High Schools is committed to academic excellence in a welcoming, safe school environment. We develop, enlighten and challenge a range of learners to critically and creatively solve problems inside their classrooms, in their communities and out in the world. Through a rigorously structured system of teaching and learning, students advance their understanding of science, math and humanities concepts and master content, knowledge and skills, while project-based experiences spark their civic imagination and appetite for advocacy leadership.

At any of our 7 charter high schools (Advanced Math and Science / Humanities) across the Bronx, Brooklyn and Queens, students receive personalized academic and social emotional support, have access to a range of clubs, sports teams, leadership opportunities and internships, and maintain a focus on college and career readiness.

Summary

The Assistant Principal is the assistant instructional leader and is ultimately responsible for assisting the Principal in ensuring that the school provides students with the skills, knowledge and experience necessary to succeed academically and socially. To do this, the assistant principal must have the skills needed to adeptly assist in facilitating and collaborating with faculty and staff; experience teaching using alternative pedagogy; ability to identify and use diagnostic and formative assessments; and ability to engage in and support classroom and organizational level inquiry to inform decision making. The assistant principal in conjunction with the guidance counselor will lead a grade group cohort from 9th-12th grades.

 

Successful candidates will have demonstrated alignment with the United Charter High Schools network mission to empower young people by challenging them academically and providing them with the support they need to excel.

 

Essential Job Functions:

Curriculum, Instruction and Assessment

• Assist in delivering the academic preparation and requisite support for all students to be prepared to succeed in college and career
• Reinforce and institutionalize the implementation of network practices through regular observation, coaching, and evaluation
• Foster connections between academic learning, the community, and the natural world
• Will be responsible for teaching, co-teaching and model teaching in the classroom

 

Staff Development

• Assist in creating a professional community that focuses on instruction and assessment as the primary vehicles for improving student achievement and school culture
• Motivate teachers to continue to develop their content knowledge and instructional repertoire, and to provide the resources needed for them to do so

 

School Culture

• Assist in building a school culture that evidences high expectations for courtesy, respect, compassion and an intellectually-engaged environment for both students and adults
• Ensure a safe, supportive and productive environment for students, staff and families
• Model effective instructional practices in staff meetings, professional development sessions and team meetings
• Cultivate strong partnerships with community organizations and regional and national partners
• Oversee extra-curricular activities, Saturday School and after school programs 
• Cultivate strong partnerships with community organizations and regional and national partners
• Implement behavior/discipline modification plan for grade group cohort in conjunction with the guidance counselor

 

Secondary Job Functions:

• Example bullets

 

Required Education and Experience:

• Master's degree in Education, School Leadership or Education Administration/Management
• 7+ years experience (teaching, counseling, leadership) at the high school level, with a history of improving student outcomes 
• 2+ years coaching and supervising educators
• New York State School Building Leader or School District Leader certification required
• Experience in an urban public school strongly preferred

 

Required Knowledge and Skills:

• Demonstrated leadership capabilities, including management and team-building skills
• Experience with supervising, evaluating and professional development of teachers and teachers-in-training
• Experience implementing pedagogical strategies and developing curriculum relevant to the network model including, but not limited to: challenge-based curriculum, inquiry, data-based decision making, analysis of student performance on an ongoing basis, alternative use of time through scheduling and programming, systems of adult learning
• Rig