[2023 - 2024] Principal In Residence

  • Full-time
  • Start Date: Next year opening
  • Department: School Leadership

Company Description

Organizational Overview

KIPP NC is a network of eight high-performing, college-preparatory public charter schools providing an academically rigorous and joyous school experience to more than 3,500 students in grades K-12 in Charlotte, Durham, Gaston, and Halifax. KIPP NC supports several thousand alumni on their journey to and through high school, college, and career.   

KIPP NC is building on a rich tradition of academic excellence and relentless fight for social justice present from the founding of both KIPP ENC and KIPP Charlotte. KIPP ENC is the second oldest KIPP region in the nation. In its 20 years of operation, KIPP ENC has been a cornerstone for students and families in rural Gaston and Halifax, operating two primary schools, two middle schools, and one high school. Over the past five years, it grew to serve even more students by opening up a middle school in Durham, an urban center in the center part of the state. KIPP Charlotte, which grew out of the strong traditions and academics of KIPP ENC, has supported students and families for the past 13 years, operating one primary school and one middle school in the largest city in North Carolina.

KIPP North Carolina is building upon the successes and experiences of KIPP ENC and KIPP Charlotte to provide inclusive school environments and an educational program that will enable our students to lead full lives and equip graduates to be future leaders and agents of change in North Carolina and beyond. KIPP NC is engaging in direct, anti-racist work, and contributes meaningfully to the dismantling of structures of inequality within our organization, schools, and classrooms.We’re committed to expanding our efforts to embed anti-racism in all of our activities and engagements within our classrooms and schools, across our organization, and throughout the State of North Carolina. All of this will be in a tireless effort to create classrooms that are homeplaces for our students, places where they feel safe, loved, validated, seen, and heard, places where all their beautiful identities will be affirmed and celebrated, and places where they will learn the academic knowledge and skills needed for college, career, and beyond.

Job Description

Program Overview

The Principal in Residence Program is a highly selective two year residency designed to prepare rising leaders to be successful leaders in the future. All participants are full-time, paid members of the school leadership team (usually serving in one of the school’s Assistant Principal roles) with daily opportunities to practice the skills and competencies required to one day lead high-achieving schools. The program combines on-the-job learning, professional development, mentorship, and coaching opportunities to support participants with their growth and development. 

Position Overview

A Principal in Residence (PIR) is an aspiring principal preparing to lead a KIPP North Carolina school in two years. PIRs are committed to and actively contribute to the success of their placement school and KIPP North Carolina's ability to achieve our mission: together with families and communities, we 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.

As a Principal in Residence, leaders will:

  • Act as a member of the school leadership team and gradually transition to school leadership responsibilities: The PIR’s role mirrors that of an assistant principal for the majority of the development program, namely: coaching and developing teachers, teacher leaders and deans and contributing to the overall academic and cultural vision of the school.  Towards the end of their time as a PIR, the role mirrors more of a school leader, with clear responsibilities fully owned by the PIR at the school level.

  • Actively develop School Leader leadership skills & competencies: In addition to their school-based performance goals, PIRs regularly engage in on-the-job opportunities to develop the leadership skills and competencies needed to thrive as school leaders, outlined in a development roadmap. 

  • Benefit from on-the-job mentorship: PIRs are supported in their development by a mentor school leader who acts as the coach and model for exceptional school leadership.

  • Receive ongoing one-on-one coaching: PIRs also receive regular coaching from the regional Director of Leadership Development to support them in developing the mindsets and dispositions of highly effective leaders

  • Readiness Checkpoints: Readiness checkpoints provide an opportunity for the PIR and support team to reflect on progress towards becoming a school leader.

  • Formal Professional Development: PIRs will receive formal professional development aligned to KIPP NC’s leadership competencies and targeting specific developmental needs 

  • Build & Engage Lifelines: PIRs will engage in all learning alongside a cohort of peers who will lead our schools in the coming years.

Key Responsibilities

  1. Model and support implementation of the school’s vision and goal

    • Supports development of School Leader’s 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

    • With guidance from the School Leader, leads the planning and goal setting for the grades/departments that he/she coaches and ensures alignment with school-wide goals

  2. Contribute to school-wide planning and prioritize time to accomplish goals

    • Provides input into the strategic planning of the school, and identifies areas of ownership for self and direct reports

    • Effectively plan to meet goals through prioritization and excellent time management and coach others to do the same

  3. Develop teacher and emerging leaders with School Leader’s guidance 

    • Leads grade level/department level collaboration and learning

    • Effectively manages and develops teachers of a wide range of skill and experience level by defining responsibilities, setting goals and providing ongoing high-impact feedback and support

    • Supports the School Leader in developing emerging teacher leaders through goal-setting, coaching and providing feedback

  4. Model strong staff and student culture and manage school-wide behavioral systems 

    • Manages parts of the daily school operations (e.g. arrival/dismissal, lunch/recess) 

    • Acts as the first Leadership Team contact on student intervention and parent engagement and determines appropriate next steps

    • Supports teachers in understanding process and roles in student support and intervention and develops systems and structures to execute on those roles

    • Supports teachers in building an inclusive environment for all students

  5. Collaborate with School Leader to hire and retain diverse, highly-effective staff

  6. Build own and team’s content knowledge

    • Develops deep mastery over the academic standards, curriculum and assessments in the subjects/grades for which he/she/they coach 

    • Engages in self-driven, ongoing learning regarding curriculum, pedagogy, coaching and school leadership

    • Collaborates with content coaches to support teachers in instructing and assessing and connects teachers with relevant resources to improve their content knowledge and instruction

    • Identifies gaps across grade level or department and develops and executes strategies to close gaps

  7. Develop and coach teachers

    • Leads data-driven instruction by analyzing homeroom specific and grade/department level data and developing and executing plans to address gaps and by helping teachers do the same thing for their classes

    • Provides high-quality instructional coaching by accurately diagnosing classroom instruction and providing frequent feedback for teachers across skill level; intensively coach new and struggling teachers with a range of coaching techniques 

    • Leads effective school-wide professional development

  8. Model personal leadership traits

    • Embody personal leadership traits by building trusting relationships, reflecting on own identity, practicing strong self-care practices, demonstrating a growth mindset and remaining calmly committed to KIPP North Carolina’s mission and vision through difficult circumstances


Skills & Qualifications

Required Qualifications

  • Possesses a deep commitment to both racial and educational equity; supports the building of an organization that reflects the community KIPP serves; holds self and others on team accountable for centering equity 

  • Demonstrated ability to drive academic results directly and through others 

  • Demonstrated leadership, management and coaching experience

  • A combination of five years of teaching and school-level instructional experience (with a minimum of two years of school-level leadership experience in addition to the current school year) 

  • At least one year of experience as an Assistant Principal or equivalent role 

Preferred Qualification

  • Experience teaching and/or coaching core subjects 

  • At least 1 year as a KIPP NC Assistant Principal

Additional Information


This role will start July 1, 2023, however, there is a required in-person training in June 2023 that may require travel.


PIRs are paid on our Assistant Principal scale based on years of experience.  You can see our scale here.

KIPP North Carolina does not and shall not discriminate on the race, color, religion, creed, national or ethnic origin, age, sex, gender identity, sexual orientation, marital or parental status, disability, source of income, or status as a veteran in any of its activities or operations.

All your information will be kept confidential according to EEO guidelines.

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