KIPP OKC is part of the national KIPP network of tuition-free, open enrollment college-preparatory public charter schools dedicated to preparing scholars from most deserving communities for success in college and life.
 
Who we are: KIPP OKC College Prep Middle School is a high-performing, college-preparatory public charter school. We educate scholars in grades 4-8.

What we do: We set clearly defined and measurable high expectations for academic achievement, social-emotional skill support, and character development in order to create and reinforce a well-rounded culture of achievement. We know that every scholar is different and we personalize learning based on a scholar’s needs, skills, and interests. 
 
How we do it: Great schools require great teachers and school leaders. We empower our educators to lead school teams, and we invest in training to help them grow as professionals. Our schools provide a safe, structured, and nurturing environment with minimal distractions and more time for both academics and character building, so our scholars love school and maximize their learning.
 
Why it matters: Great education transforms lives. At KIPP OKC, teachers, scholars, and families are all united around the same goal: college and a choice-filled life. We believe that an excellent college-preparatory education will set scholars up for success in whatever life path they choose. When our scholars graduate from 8th grade, they leave us prepared to enroll at high-performing schools of choice. Additionally, our KIPP OKC alumni complete college at a higher rate above the national average for all scholars, and four times higher than that of scholars from similar economic backgrounds.

ROLE OVERVIEW:

The Assistant School Leaders job is to support the school in driving academic and character outcomes for students as a key member of the school’s leadership team. We expect our Assistant School Leader to lead both instruction and school culture and also to be able to develop leadership in the school’s emerging leaders. At KIPP OKC, we believe that the Assistant School Leader is the School Leaders successor and is being actively developed for school leadership. The AP should consider him/herself an apprentice to the School Leader and the AP should gradually build capacity to lead a KIPP school. 

KEY RESPONSIBILITIES:

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

   • 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 prioritizes time to accomplish goals

   • Provides input into the school-based strategic planning including and identifies what the school’s strategic plan means for his/her own leadership and people that he/she manages

3. Develop emerging leaders with School Leader’s guidance

   • Supports the School Leader in identifying and developing emerging and teacher leaders (Department Heads and/or Grade Level Chairs) through goal setting, coaching and providing feedback

4. Model strong staff and student culture and manage school-wide character development and behavior management systems

   • Supports teachers in understanding process and roles in student support and intervention and develops systems and structures to ensure that limited time is spent on reactive student discipline

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

   • Acts as the first Leadership Team contact on student intervention and parent engagement hierarchy; determines next steps for issues that rise above the teacher/grade level/department chair 

5. Collaborate with School Leader on hiring diverse, highly-effective teachers and school staff

6. Build own and direct reports’ instructional knowledge of standards, content and instructional methods

• Content (Standards, Curriculum, and Assessment): 

• Develops deep mastery over the academic standards in the subjects/grades for which he/she coaches, and strong understanding of academic standards for all subjects/grades.  Understands the implications of standards on what a student should know and be able to do, connect teachers with relevant resources to improve their content knowledge,  and therefore what a teacher needs to know and be able to do to facilitate student mastery  

• Studies curriculum and assessment content and further develops understanding of how assessments map to content mastery, and what is required of students and teachers to accomplish mastery on the assessments 

• Teaches teachers how to assess for both student mastery and growth towards college readiness and insists that assessments are used to inform teacher instruction

• Research-based Instructional Practices (Methods and Time): 

• Develops own and teacher’s knowledge of best practices in instructional methods and teaches teachers how to match particular strategies to gaps in student mastery 

• Develop teachers to provide rigorous and high quality instruction and support School Leader in planning and implementing enabling systems of the Academic Strategies Pyramid

• Data Analysis (Data-driven Instruction and Progress Monitoring): 

• Lead data-driven instruction. Help teachers: determine how data aligns to end-of-year goals (what is being assessed and how it maps to standards); break-out data to analyze how different student groups are performing; determine what data is saying about areas of student mastery and growth; and identify specific instructional actions and adjustments to fill students’ knowledge and skill gaps and a timeline to do so 

• Teacher Instructional Development (Instructional Coaching, Content Teams, and Workshops): 

• Provide high-quality instructional coaching with frequent and scheduled teacher observations, actionable and bite-sized feedback, and accountability for adjustment in practice

• Coach emerging leaders on their instructional coaching practice   

• May lead or coach others who lead department/content/grade-level meetings that focus on planning for and norming on instruction and culture, practicing instructional strategies, and progress monitoring the department/content/grade level

• Recommend to the School Leader what school-wide professional development will be the highest leverage in improving student results; lead engaging, actionable, adult-learning workshops; and hold staff accountable for implementation of the workshop practices   

• Prioritize Assistant Principal’s own success and sustainability by engaging lifelines and renewing to get stronger

• Student Focus: Belief that all students, regardless of background, have the ability to go to and through college; demonstrated commitment to the school’s unique community

• Direction Setting: Ability to set direction for a team and motivate others to action

• School Culture Leadership: Adept at building and sustaining systems to establish, promote, and maintain a positive school culture.

• School Culture Leadership: Demonstrated ability to manage a team of culture leaders and coach them to achieve ambitious goals.

• Achievement Orientation and Performance Management: Demonstrated student achievement results in own classroom and from teachers that he/she manages  

• Cultural Competence: Demonstrated ability to create inclusive environments that honors and supports a diversity of backgrounds and perspectives  

• Instructional Leadership: Adept at data analysis; ability to extract meaningful insights across school-wide data

• Instructional Leadership: Expertise in what the  school-wide academic standards and state assessments require of students’ knowledge and skills to demonstrate mastery; able to translate student mastery requirements into instructional plans and strategies 

• Instructional Leadership: Deep understanding of appropriate application and differentiation of high-leverage instructional strategies (e.g. make kids sweat, pacing, stretch it, etc.) based on comprehension of child development and pedagogy

• Achievement Orientation: Demonstrated resilience and focus on student outcome

• 5 or more years of lead classroom teaching experience 

• At least 2 years or more of leadership/management or instructional coaching experience

Compensation and Benefits 

• Salary is commensurate with experience. KIPP OKC teachers earn a salary that is an average of $7k more than the surrounding districts.
• Employee health insurance coverage
• Life insurance including AD & D
• Oklahoma Teachers Retirement System contributions
• Compensated leave time for illness or personal reasons
• All staff members are issued a laptop computer and instructional technological equipment.
• Professional growth and leadership opportunities within KIPP OKC.

KIPP OKC is dedicated to equal employment opportunities and fair labor practices. KIPP OKC provides equal employment opportunities to all individuals based on job-related qualifications, and the ability to perform a job without regard to race, color, gender, gender identity, gender expression, religious creed, marital status, age, national origin, ancestry, genetic information, legally protected medical condition, veteran status, sexual orientation, or on any other basis made unlawful by federal, state or local laws. It is our policy to maintain a non-discriminatory environment free from intimidation, harassment or bias based upon these grounds.