Principal- Resident

Vision & Engagement

• Support 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
• Set, communicate, and execute a vision for a school-wide initiative/priority that addresses an inequity
• Set a vision of excellence for student and staff culture, along with the School Leader, and executes on plans to uphold it
• Build positive, affirming and joyful student culture across teams
• Build an inclusive grade-level/department or school-wide environment for special populations
• Manage parts of the daily school operations (e.g. arrival/dismissal, lunch/recess)?
• Plan for and predictably respond to student behavior that doesn't meet school culture expectations.
• Coach, support and follow up with teachers in service of empowering them to do the same
• Maintain calm and poise in unpredictable, potentially stressful, situations with students

Highly Effective Instruction

• Establish & communicate experiential and academic goals for students
• Demonstrate strong student achievement results across classrooms that they coach
• Understands curriculum, pedagogical practices, standards, lesson plans, unit plans, assessments & each one's purpose for multiple grade levels or departments
• Collaborate with other coaches and leaders to support teachers in instructing and assessing and connects teachers with relevant resources to improve their content knowledge and instruction
• Participate in ongoing learning to build knowledge outside of own content area expertise
• Lead 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
• Lead a culture where general educators, special educators and other team members collaborate to meet the needs of unique learners?

Talented People

• Builds trusting, strong relationships with teachers and school staff as the foundation for development and management work
• Capture sharp, meaningful evidence during observations
• Ground feedback and next steps for teachers in student impact and data?
• Identifies high-leverage coaching, focus grounded in student impact, transferability, context and teacher match
• Develop, rely on, and refine systems that result in the effective coaching of all teachers

Strategic and Professional Management

• Take the lead on staff facing, school-based systems (i.e. testing, school schedule, arrival, dismissal, etc.)
• Support the leadership team in executing school operational systems
• Identify an academic gap across a grade level or department and develop and execute a plan that results in improved student experiences and outcomes

CORE COMPETENCIES

• Diagnose strengths, areas of opportunity, and identify next steps in personal leadership to dismantle racial inequities and support the vision of instructional excellence and racial equity
• Use systems and structures to establish high-performing teams and scale best practices across the team to increase outcomes for all students, especially historically marginalized student populations
• Apply the Instructional Framework with a racial equity lens to alter teacher practice, align content, and increase outcomes for all students, especially historically marginalized student populations
• Diagnose, set goals, create action plans, and monitor/adjust plans to drive instructional excellence and racial equity
• Create and use systems and structures to implement and utilize the coaching cycle that support equitable teacher practices, align content, and increase outcomes for all students
• Apply strategies for addressing technical challenges, adaptive challenges, and implementation dips that result from changes in practice
• Manage change, drive staffing, resource, and master scheduling decisions, and lead continuous improvement for instructional excellence and racial equity
• Create, implement, and monitor systems that enable leaders to effectively diagnose and refine plans targeted at talent management, professional learning, and distributive leadership practices in in pursuit of building the capacity of the team and its members

In addition, all Resident Principals will be responsible for the following additional duties:

• Participation in monthly professional learning community cohort meetings
• Participation in monthly meetings with mentor principal
• Participation in regularly scheduled coaching sessions with Leadership Coach
• Participation in triad meetings with coach and mentor principal
• Participation in professional development opportunities, which may include travel
• Completion of all residency required assignments/tasks

DESIRED QUALITIES

• Student Focus:?Builds strong relationships and holds high expectations for students, holds students' best interests in mind, keeps owns commitments to students and makes sure others do the same and builds a culture of respect for all students
• Results Driven:??Communicates that delivering excellent outcomes, in student experience and academics, is a guiding priority, sets challenging goals for self and others, takes initiative to go above and beyond to achieve results, follows through on commitments, demonstrates resilience and flexibility?
• Critical Thinking and Problem-Solving:?Demonstrates strong judgment and data-based, timely decision-making, gathers information from multiple sources, sorts out complexity, anticipates problems, values and encourages creative and innovative ideas, thinks expansively and avoids either/or thinking
• Self-Awareness:?Demonstrates understanding of own identity, privilege and power, understands strengths and weaknesses and the impact on others' perceptions, seeks feedback and self-development, proactively asks for and willingly accepts assistance from others in a variety of roles
• Equitable Practices:?Believes that equity is something that can constantly drive one's approach, rather than a lens that can be used sometimes, defines and communicates beliefs around racial and educational equity and leans into conversations about this, creates an inclusive environment that promotes a genuine sense of belonging for school community members across lines of difference
• Impact and Influence:?Is as clear on the purpose of actions as action themselves; effectively and reliably communicates "the why" to many stakeholders, adapts leadership style to influence others, takes the lead when there's a need; demonstrates growth mindset and learns from mistakes when they inevitably happen
• Empowering Others:?Actively listen to other school community members; seeks to understand others' views and needs, intentionally builds trust within and across teams of people to promote collaboration and opportunities for shared ownership, consistently demonstrates respect and appreciation for others by empathizing, valuing their time and contributions, and being available and responsive to their needs

• Bachelor's and Master's degree required; degrees must be from an accredited college or institution.
• Successful experience as a teacher, principal, assistant principal, or responsible managerial position in business, government or in public or private sector education.
• Education and experience must have provided knowledge, skills, abilities that indicate acceptable potential for success in urban school leadership.
• Demonstration of required competencies via selection process.
• MSDE Administrator I Endorsement required; Administrator II Endorsement preferred?(must be obtained no later than Jan.?15th?of residency year)
• 1 year of Management Experience (supervisory and/or evaluative experience) preferred
• 4 years of Leadership Experience (this could include dean, instructional coach, department chair, grade level chair/grade team leader, educational associate, academic content liaison, lead teacher, or assistant principal experience in an education setting or a full-time people management position in another professional setting) OR completion of the City Schools Emerging Leaders Program required

Qualified candidates for the above position must submit the following:

• Completed online application
• Resume that clearly demonstrates the above minimum qualifications
• All transcripts and/or certificates that reflect the minimum qualifications

Benefits -- This position is eligible for benefits. To review the available options please see the information relevant to the union for this position by viewing the following link: http://www.baltimorecityschools.org

Notice of Nondiscrimination

Baltimore City Public Schools ("City Schools") does not discriminate in its employment, programs, and activities based on race, ethnicity, color, ancestry, national origin, nationality, religion, sex, sexual orientation, gender, gender identity, gender expression, marital status, pregnancy or parenting status, family structure, ability (cognitive, social/emotional, and physical), veteran status, genetic information, age, immigration or citizenship status, socioeconomic status, language, or any other legally or constitutionally protected attributes or affiliations. Discrimination undermines our community's long-standing efforts to create, foster, and promote equity and inclusion for all. Some examples of discrimination include acts of hate, violence, harassment, bullying, or retaliation. For more information, see Baltimore City Board of School Commissioners Policies JBA (Nondiscrimination - Students), JBB (Sex-Based Discrimination - Students), JICK (Bullying, Harassment, or Intimidation of Students), ACA (Nondiscrimination - Employees and Third Parties), ACB (Sexual Harassment - Employees and Third Parties), ACD (ADA Reasonable Accommodations), and ADA (Equity), and the accompanying City Schools Administrative Regulations. City Schools also provides equal access to the Boy and Girl Scouts and other designated youth groups. Link to Full Nondiscrimination Notice.

This position is affiliated with the Public School Administrators and Supervisors (PSASA) bargaining union.

This position is affiliated with the State Retirement Plan.