Principal in Residence (26-27) en Alpha Public Schools

Alpha Public Schools is a network of four public charter schools committed to providing access to an outstanding education. Join us as we prepare students in TK-12th grade for success in college and career. 

Who we are

Alpha Public Schools is a public charter school network of four schools educating approximately 1,900 scholars in East San Jose. Guided by the belief that our students belong in college, we ensure safe, inclusive, and student-centered learning environments to help our students thrive. What sets us apart is the very thing that makes us who we are– our community. Alpha was founded by a group of mothers on the eastside of San Jose who sought better educational opportunities for their students. We maintain a strong connection to our community and engage families in a collaborative approach to offer a holistic education to our students.

A successful Principal in Residence (TK-8)

A successful Principal in Residence (PIR) aspires to be a principal at Alpha within the next 1–2 years and is excited to work alongside Alpha’s TK–8 school leaders to develop the skills and expertise required for the principal role. Deeply committed to Alpha’s mission, the PIR will actively contribute to the network’s success to ensure, alongside colleagues, that the network is well-positioned to meet its north star goal of 75% of alumni graduating from a 4-year college within 6 years, as well as three research-backed milestones: 

• Students read at or above grade level by the end of third grade. 
• Students demonstrate algebra readiness by the end of 8th grade, positioning them for algebra and advanced math coursework in high school.
• Students complete the full A–G course sequence with grades of C or better and maintain at least a 3.0 GPA across those courses, ensuring eligibility for CSU/UC admission and preparation for long-term college success.

Over a full school year, the PIR will spend approximately 3–4 months at each TK–8 campus. Working closely with each principal and under the direction of the Managing Director of Schools, the PIR will be supported to develop toward full proficiency and ownership of a set of school leadership responsibilities during each rotation. These responsibilities include the planning, preparation, facilitation, and follow-up related to:

1. Coaching and development of assistant principals and/or teachers
2. Leadership of school-wide data cycles, including facilitation of School Leadership Team (SLT) data meetings
3. Management of SLT collaboration and alignment to advance school priorities, including facilitation of SLT strategy meetings and project management 

The ideal candidate brings a relentless commitment to ensuring every child has what they need to excel academically and in life, a passion for leading teams to reach their full potential, and an authentic interest in personal leadership development. They also have extensive experience coaching teachers and/or leaders, with the ability to quickly build relationships anchored in trust and balanced with accountability for continuous improvement.

Key Responsibilities

Provide High-Impact Coaching to Assistant Principals and/or Teachers

Over the course of each 3–4 month rotation, the PIR will build the skills and competencies to effectively:

• Prepare for classroom and coaching observations by analyzing multiple data sources, reviewing lesson/coaching plans, and developing hypotheses about educator strengths and opportunities.
• Accurately diagnose high-leverage instructional or leadership skills for development, aligned to Alpha’s rubrics and frameworks.
• Communicate clear, leader-determined targets and goals and refine them collaboratively with the teacher/AP, creating space for educator reflection and ownership.
• Plan and facilitate coaching conversations that model high expectations, emotional intelligence, agility, and actionable next steps aligned to student achievement.
• Monitor progress and adjust coaching plans based on implementation data, educator growth, and evolving school priorities.
  
  

Lead School-Wide Data Cycles

Over the course of each rotation, the PIR will build the skills and competencies to effectively:

• Prepare for school leadership data meetings using multiple data sources to anticipate key insights and highest-leverage takeaways in alignment with Alpha’s top-line goal and milestones.
• Design and facilitate high-quality data meetings that support school leaders to analyze data, identify trends, and determine next instructional steps.
• Ensure schoolwide data systems and routines are implemented consistently to drive clarity, alignment, and accountability.
• Collaborate with the principal to identify or refine schoolwide academic priorities and align data cycles to those priorities, ensuring progress is measured and communicated clearly to stakeholders.
  
  

Strengthen Alignment and Collaboration Across the School Leadership Team

Over the course of each rotation, the PIR will build the skills and competencies to effectively:

• Plan, prepare for, and facilitate high-quality leadership strategy meetings that center school priorities, monitor progress, and support problem-solving.
• Create consistent structures and routines that help the SLT align around key schoolwide objectives, instructional practices, and culture systems.
• Support the principal in driving coherence across academic, culture, and operational priorities, ensuring consistent communication and aligned action.
• Build strong working relationships with SLT members to foster psychological safety, collaborative decision-making, and shared accountability for student outcomes.
• Establish systems for tracking SLT commitments, follow-ups, and deliverables to ensure progress and accelerate team effectiveness.
• Model effective leadership behaviors—including clarity, transparency, and strong communication—to positively influence adult culture and team dynamics.

Execute Additional School Leadership Responsibilities

Across all three TK–8 campuses, the PIR will also:

• Champion Alpha's milestones and initiatives/commitments.
• Participate in network-wide professional learning as both a learner and leader (supporting facilitators and providing feedback).
• Participate in school-wide professional learning as both a learner and facilitator.
• Work alongside principals and assistant principals to create and maintain strong school culture, including supporting school-wide behavioral systems and family engagement strategies.
• Work alongside principals and assistant principals to create and maintain strong adult culture.
• Manage components of daily school operations as assigned by the principal.
• Serve as acting principal when the principal is out of the office.
  
  

What we offer

At Alpha we care deeply about our scholars and staff. To support our team (and hopefully you!) we offer: 

• Competitive salary commensurate with experience. The salary for the Principal-in-Residence role is $130,000. 
• Health benefits plans for medical, vision, and dental insurance coverage for staff and their families
• Retirement benefits with matching options
• Paid time off for holidays and breaks (6 weeks throughout the school year)
• Generous paternity/maternity leave benefits including 4 weeks of paid parental leave in addition to the state and federal leave allowances
• Employee Assistance Program that provides access to professional services for workplace, life, and wellbeing support and services 
• Relocation assistance for teammates moving from 250+ miles away

You Possess

• Bachelor’s Degree and CA Teaching Credential (Required)
• Administrative Credential Preferred
• Progressively responsible school leadership experience, inclusive of instructional leadership and coaching roles, with at least three years in a leadership role (preferred: experience supporting grades TK–8)
• Demonstrated ability to drive academic results directly (minimum 3–5 years of effective teaching experience) and through others (in a leadership role)
• Proven commitment to APS’ mission and vision and to personal leadership development, aligned with the desire to become an APS principal within 1–2 years
• Deep understanding of the California Common Core Standards, best practices, and research-based teaching strategies, with the ability to apply this understanding to high-impact coaching and feedback cycles
• Demonstrated ability to provide high-impact coaching through data analysis, informed observations, and deep listening, resulting in identification of high-leverage skills and practices
• Excellent communication skills, both written and verbal, supporting the ability to collaborate effectively with school leadership and network staff
• Demonstrated ability to balance professional development and support with accountability for school leaders and/or teachers
• Strong emotional agility and demonstrated ability to quickly build trust and establish productive working relationships with multiple stakeholders—including school leaders, teachers, network colleagues, families, and students