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Benefits: Two weeks vacation, school holidays, seven sick days (three of which can be used as personal days), health insurance, and tuition discount.
Preferred Education:
Masters
A Principal at The District School oversees the school's academic program, shepherds and discipleship of students, supports staff development and continuous improvement to reach student achievement goals, and works closely with the Executive Director to ensure that the school's vision and mission are fulfilled with excellence.
In year one, due to the small school size, the position will include school leading 50% of the time and teaching lower elementary school 50% of the time. In year two, the school principalship will be a full-time position, including all the responsibilities described below.
CORE RESPONSIBILITIES
Organizational Leadership
Oversees the development, implementation, and evaluation of school programs and activities.
Establishes and promotes high standards and expectations for all students and staff, especially in the areas of academic performance and standards of behavior.
Serves as a role model for students and staff through professionalism in all areas, including spiritual life, responsibility, reliability, professionalism, and communication.
Supervises in a fair and consistent way with support and accountability to ensure high standards consistent with the values and mission of the school.
Oversees and implements student discipline and shepherding plans.
With the Executive Director and teaching team, intentionally cultivates and protects school culture and traditions.
Maintains an effective, predictable, stable, and safe school environment.
Manages change processes, including making tough decisions when necessary to move the school and students forward.
With the Executive Director, prepares or oversees the production of appropriate handbooks and school policies.
Completes in a timely manner all tasks and reports requested by the Executive Director and the Board of Directors.
Keeps accurate records in all areas of responsibility.
Instructional Leadership
Clearly articulates an instructional vision and academic model, rooted in the belief that all students can achieve at high levels and grounded in an outcomes orientation.
Implements consistent school-wide instructional practices that are clear, results-oriented, and research-based. Demonstrates knowledge of how to use instruction to reach student achievement goals.
Creates, reviews, and coordinates curriculum, lesson plans, and professional development.
Able to identify and describe effective instructional practices and how to provide feedback, coaching, and professional development to teachers to improve the quality of instruction throughout the school.
Creates opportunities for ongoing learning and staff development that are informed by data.
Reviews and administers shepherding and classroom management plans.
Works with the staff to establish academic support plans, review IEPs during the admissions process (to assess the ability to support), and coordinate with Title I and other support professionals.
Facilitates and oversees spiritual formation, instruction in Bible and habit formation, and coordinates community worship.
With the admissions lead, interviews new families and students to assess students’ academic and behavioral appropriateness for admission.
Creates a master schedule for all teachers and students.
Approves (or designates a staff member) the selection of books for the school and classroom library.
Oversees all benchmark testing.
Oversees the accreditation process in coming years.
Operational Leadership
Maintains confidentiality of sensitive information regarding school information, as well as information about students, families, teachers, and staff.
Implements plans consistent with the organization’s financial goals.
Follows all legal and Board of Directors requirements regarding incidents that need to be reported. Serves as the primary point of contact for all Mandated Reporting incidents.
Holds high standards for maintenance of the facility.
School-Community Relations
Develops systems to facilitate the flow of information to and from administration/staff to the community and families.
Fosters relationships of warmth and belonging with families, students, teachers, and donors.
Assists in problem-solving with families and teachers.
Maintains high visibility with students, families, teachers, administration, donors, and the community as a public representative of the school.
Participates in strategic fund development as requested by the Executive Director.
Personnel
Interviews, hires, and assesses teachers and educational staff in collaboration with the Executive Director.
With the Executive Director, plans and implements annual onboarding and professional development prior to the start of the school year.
Observes and evaluates staff performance. Holds staff accountable for their role and student success.
Ensures effective professional development and growth opportunities for all employees.
Engages in constant personal learning, including the need to learn and adapt when faced with challenges and successes.
Plans and supervises staff meetings.
Meets regularly with staff and the leadership team, including formal biannual meetings and end-of-year reviews.
Recruits and onboards substitute and part-time teachers, ensuring readiness in case of teacher absence.
QUALIFICATIONS
Spiritual: Mature. A member in good standing of a biblically faithful church and willing to unreservedly affirm The District School’s Christian Faith Commitment.
Professional: Master’s degree in Education. Experience in school administration and/or no less than 5 years of teaching or leading in a school environment required. Must pass all required background checks.
Track Record of Achieving Strong Results with Students: Can provide quantitative and qualitative evidence of positive academic, behavioral, and social outcomes for students, particularly when supporting students whom the opportunity gap may have impacted
Demonstrated Content Expertise: Knowledgeable of evidence-based practices that facilitate learning of humanities and mathematics for students with and without learning differences
Coaching and Teacher Development: Is passionate about supporting and developing teachers. Enjoys working with adults and models support of staff which emulates the care and concern teachers will provide to students.
Cultural: Believes in the possibility, promise, and potential of every student. Demonstrated commitment to and skills in cross-cultural settings. Demonstrated commitment to biblical justice, bridge building, and equity.
Relational: Flexible and responsive. Supportive of the teaching team. Excellent interpersonal, conflict-resolution, and peacemaking skills. Practices humility and empathetic listening.
Communication: Strong, accurate, and timely written and verbal communication skills. Possess appropriate computer skills for the role.
Organization: Excellent organizational, analytical, multi-tasking, and prioritization skills. Ability to work independently without direct supervision, with an established history of good project management and follow-through, and yet, is still adaptable in the context of a new school community and can cheerfully “wear many hats.”
School Growth: Equipped to build and grow the program to include upper elementary and middle school students. Can operate within the constraints of a non-profit organization, limited budget, new structures, and “start-up” culture.
Reflective: Can speak candidly about areas of personal strength and weakness and demonstrate an understanding of where additional coaching and development will be needed upon beginning this role.
The District School exists to provide a vibrant and excellent Christ-centered education in a racially and economically diverse community. Beginning with kindergarten, first, and second grades in 2024, The District School will grow the grade levels each year, adding preK and third grade in 2025, fourth grade in 2026, and eventually serving students preK-8 by 2030. We will are:
1. Christ-Centered: The District School will be a place where students and families hear, experience, and practice the Gospel story.
2. Academically Excellent: At The District School, we believe the purpose of education is holistic formation — forming hearts to know God’s love, forming minds to love enduring truths and curiously engage in learning, and forming character and hands of service. Learning at The District School follows the model of schools with proven results, offering an integrated liberal arts curriculum and a hands-on approach to learning.
3. Diverse: The District School will reflect the ethnic diversity of DC and God’s kingdom, with a sliding tuition scale to make it affordable to all families.