Principal in Residence presso Jubilee Academies

Job Description

Position Title: Principal in Residence

Position Type: Salaried/ Exempt

Position Hours: Full-time, extended workdays, and occasional weekends.

Reports To: Executive Director of Academics & +Accountability

Position Mission:  

The Jubilee Academies Principal-in-Residence (PIR) opportunity is an opportunity to prepare aspiring principals in the adaptive, instructional, and managerial skills to lead a Jubilee Academies campus as a Principal. PIRs are full-time members of their campus leadership teams and will have daily opportunities to practice the skills and competencies required to lead high-performing schools. This role involves managing instructional programs, overseeing campus operations, and supervising personnel to ensure high standards of instructional service and compliance with district policies. The PIR will provide leadership that supports the success of all instructional programs and the effective operation of all campus activities, maintaining a focus on achieving outstanding educational outcomes for all students.

Jubilee Academies’ Principal in Residence work closely with their mentor principals as the academic and cultural leaders of the campus. Our PIRs are passionate about coaching and developing their teachers, teacher leaders and contributing to the overall academic and cultural vision of the campus. Through the intentional creation of an engaging campus culture, PIRs inspire staff and students to engage in rigorous and purposeful learning.

Education and Experience

• Minimum of a Bachelor’s degree from an accredited college or university is required.

• Master’s in Education is preferred.

• At least 3 years of teaching experience is required.

• Valid Texas Mid-Management / Principal Certification preferred.

• At least 2 years of Assistant Principal or equivalent campus-level leadership experience is preferred.

School Culture Leadership

• Participates in parent meetings and conferences and acts as an intermediary between

• parents, teachers, and students to deal with a variety of needs or issues.

• Engage all stakeholders in creating and continually refining the campus’ mission, vision and Lasting Leadership Values.

• Oversee campus practices and policies that demonstrate high expectations and shared ownership for student success, with a drive to college and career readiness and post-secondary success.

• Conduct regular campus climate surveys that assess and measure progress on student and staff experiences.

• Represents the school in community activities and meetings.

• Interacts with various stakeholders to foster a positive relationship between the school and community including the PTA, community organizations, and leaders.

• Facilitates opportunities to connect with students by being present and available during arrival and dismissal, by appearing at school functions, and by meeting with students.

• Enforces disciplinary policies and procedures with students.

• Provide training and ongoing support so that teachers implement the best practices for establishing and maintaining a strong classroom culture, including setting behavioral expectations, establishing routines and procedures that maximize instructional time and building strong relationships.

Instructional Leadership

• Collaborates with other principals and educators throughout the district to choose and develop curriculum and textbooks that align with local, state, and national standards.

• Coordinates staff development for faculty and staff; provides instruction if needed.

• Improves campus leaders through regularly scheduled, job embedded professional development consistent with best practices for adult learning, deliberate modeling and observation and feedback cycles.

• Train teacher leaders in adult learning facilitation and team dynamics.

• Ensures that high quality instructional materials are consistently used across classrooms, including resources intentionally designed to meet the needs of students with disabilities and English learners, along with other student groups with diverse needs.

• Provide training and ongoing support so that teachers effectively use high quality instructional materials and research-based teaching practices that promote critical thinking skills and include differentiated and scaffolded supports for students with disabilities, English learners and other student groups.

• Skilled in content and pedagogy as evidenced by quantitative and qualitative data

• Demonstrated success using data to drive instruction

Human Assets and Hiring

• Ensure campus instructional leaders have clear, written and transparent roles and responsibilities and core leadership tasks are scheduled on weekly calendars.

• Maintains competency and student academic achievement as prescribed by the school board.

• Works with the district to implement ongoing and proactive recruitment strategies that include many sources for high-quality candidates.

• Implement targeted and personalized strategies to support and retain staff, particularly high-performing staff.

• Place teachers strategically based on student need and teacher strengths.

• Establishes, manages, and develops strong teams that collaborate, communicate, and work together for Jubilee Academies’ students and community

• Observes and coaches instructional staff, and leaders leading to pedagogical growth and increased student achievements

• Utilizes meaningful feedback of students, staff, families, and community to strengthen campus programs and policies

• Works collaboratively and flexibly to create, evaluate, and improve systems and decision-making processes that strengthens outcomes

• Creates and strengthens a data-driven culture that relentlessly seeks continuous improvement

• Creates, strengthens, and maintains academic and culture systems and procedures

Technological Fluency

• Excellent written and verbal communication skills.

• Excellent supervisory and leadership skills.

• Excellent interpersonal skills with the proven ability to professionally and effectively communicate with educators, parents, and community leaders.

• Excellent organizational skills and attention to detail.

• Extremely effective administration of multifaceted operations.

• Ability to facilitate adult face to face professional development and 1:1 coaching and skill building

• Thorough understanding of applicable local, state, and federal educational laws, regulations, policies, and requirements.

• Thorough understanding of instructional methodology.

• Knowledge of best practices in education and educational administration.

• Ability to identify and solve problems.

• Creative thinking skills.

• Ability to create, understand, and implement budgets and budgeting practices.

• Proficient with Google Suite or related softwares.

Accountabilities include and are not limited to:

• 90% Approaching | 60% Meets | 30% Mastered on STAAR/EOC

• 60% of SpEd students attain “approaches” on STAAR

• 75% sub populations (SpEd and/or ELL) meet Index 2 STAAR growth measure

• 85% Teacher Retention

• 97.5% Average Daily Attendance for students

• 100% compliance to IEP

• Meet staff hiring goals and timelines

• 90% of Pre-K-2nd students are on/above grade level in reading, language, and math (all campuses).

• 85% of 1st-2nd students are on/above grade level in reading, language, and math

Charter & Community Responsibilities: 

• Convey the charter’s mission to the public and encourage support in  accomplishing the mission. 

• Illustrate understanding of Charter and community needs and begin  activities to meet those needs. 

• Demonstrate use of productive and efficient skills to raise community and  parent involvement.

• Actively participate in student recruitment efforts

Working Conditions: 

Mental Demands

• Maintain emotional control under stress

• Work with frequent interruptions and attend to all duties as assigned

• Work with frequent deadlines

Physical Demands/Environmental Factors:

• Occasional lifting/carrying, 15 – 45 pounds

• Frequent sitting, standing, walking, climbing, balancing, pulling, pushing, reaching, repetitive hand motions, hearing, speaking clearly, visual acuity, distinguishing colors, and driving (overnight travel will be required)

• Prolonged periods sitting at a desk and working on a computer.

• Must be able to access and navigate all areas of the school and other facilities as needed.

Environmental Factors:

• Exposure to temperature extremes, humidity extremes, noise, low or intense illumination, vibration, biological hazards, working outside, working on uneven surfaces, working alone, working prolonged or irregular hours

Other: 

• Present a professional image in their appearance by adhering to the staff dress code and in communication with district staff, campus staff, families and students.

• Maintains a good working relationship with Jubilee Academies’ staff 

• Compile, maintain, and fill all reports, records, and other documents  required. 

• Actively stays abreast of new developments in education. 

The foregoing statements describe the general purpose and responsibilities assigned  to this job and are not an exhaustive list of all responsibilities and duties that may be  assigned or skills that may be required.