Founded in Houston in 1994, KIPP has become a national leader in partnering  with families and communities, to create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose — college, career, and beyond — so they can lead fulfilling lives and build a more just world.

In 2005, KIPP schools in Tulsa, OK was formed  to become KIPP Tulsa Public Charter Schools, a nonprofit public charter school network, accelerating student academic outcomes and impacting more students in Tulsa, OK. KIPP began with 1 campus,  90 5th grade students,  to now serving students in grade 5-12 on two campuses, by the end of the 2021-2022 School year.  Through partnership with the local school district, KIPP Tulsa can more effectively leverage the talent, resources, instructional expertise, financial strength, and advocacy in the public charter school movement, in order to have an even larger impact with educationally underserved communities across our city.

KIPP Tulsa is part of the national KIPP network of 255 college-preparatory public charter schools educating early childhood, elementary, middle, and high school students. KIPP schools are part of the free public school system and enrollment is open to all students. Nationwide, KIPP students complete four-year college at a rate of 36 percent, comparable to the national average for all students and approximately three times higher than the average of students from low-income families.

The Five Pillars of KIPP

1.      High Expectations. KIPP schools have clearly defined and measurable high expectations for academic achievement and conduct that make no excuses based on the students' backgrounds. Students, parents, teachers, and staff create and reinforce a culture of achievement and support through a range of formal and informal rewards and consequences for academic performance and behavior.

2.      Choice & Commitment. Students, their parents, and the faculty of each KIPP school choose to participate in the program. No one is assigned or forced to attend a KIPP school. Everyone must make and uphold a commitment to the school and to each other to put in the time and effort required to achieve success.

3.      More Time. KIPP schools know that there are no shortcuts when it comes to success in academics and life. With an extended school day, week, and year, students have more time in the classroom to acquire the academic knowledge and skills that will prepare them for competitive high schools and colleges, as well as more opportunities to engage in diverse extracurricular experiences.

4.      Power to Lead. The principals of KIPP schools are effective academic and organizational leaders who understand that great schools require great school leaders. They have control over their school budget and personnel. They are free to swiftly move dollars or make staffing changes, allowing them maximum effectiveness in helping students learn.

5.      Focus on Results. KIPP schools relentlessly focus on high student performance on standardized tests and other objective measures. Just as there are no shortcuts, there are no excuses. Students are expected to achieve a level of academic performance that will enable them to succeed at the nation's best high schools and colleges.  Teachers will be provided consistent and constant professional development opportunities and will be expected to support each other’s growth as a team and family. 

Essential Duties and Responsibilities

• Reports to the building School Leader, Assistant School Leader or designee upon arrival at the school building
• Reviews with the SL, ASL or department head, or team leader all plans and schedules to be followed during the teaching day
• Maintains as fully as possible the established routines and procedures of the school and classroom to which assigned
• Teaches the lesson outlined and described in the lesson plans as prepared by the absent teacher
• Consults as appropriate, with the building SL, ASL or department head, or team leader before initiating any teaching or other procedures not specified in the lesson plans
• Assumes responsibility for overseeing pupil behavior in class and during lunch, recess periods, or assigned periods
• Reports in writing, on the day’s activities at the conclusion of each teaching day
• Follows all policies, rules, and procedures to which regular teachers are subject and which good teaching practice dictates
• Supervises pupils in out-of-classroom activities during the assigned working day
• Supports the District’s educational mission for all students and implements all board regulations and policies in a fair and equitable manner
• Performs other tasks and assumes other responsibilities as the Executive Director or designee may assign

• Minimum of 60 credit hours of college coursework; bachelor’s preferred

• Pass Criminal Background Check

• Experience and demonstrated success working with students from educationally under-resourced communities (Highly Preferred)

Compensation and Benefits:

• High School Diploma ................................$90/Day
• Completed 48+ college credit hours........$105/Day
• Certified Teacher......................................$115/Day