Principal

Leading Teacher Learning and Development

• Develops and Implements coherent systems of curriculum, instruction, and assessment that promote the mission, vision, and core values of the school, embody high expectations for student learning, align with academic standards, and are culturally responsive.
• Develops the pedagogical and programmatic plans of the school, sets key objectives and measurable benchmarks that are coherent, aligned, data-driven, and address the learning needs of all students
• Utilizes multiple data-based indicators to inform, drive change, and assess progress in instructional practices aligned to school performance goals
• Conducts regular formal and informal observations and gives specific, actionable feedback aligned to City Schools Instructional Framework and school priorities
• Develops the professional, instructional, and pedagogical knowledge and capacity of school personnel to promote each student's academic success and well-being
• Provides tools, protocols, and professional development opportunities to strengthen school teams in their ability to implement effective instructional practice
• Promotes the effective use of technology in the service of teaching and learning.
• Actively seeks out and engages in professional activities that deepen content and pedagogical knowledge as well as foster leadership development and talent management skills
• Models the use of personal growth goals to guide personal professional development
• Continually engages staff in the development, implementation, and evaluation of the school-wide performance plan

Managing Talent

• Implements organizational structures for selection and retention of high-quality staff that bring to bear a track record of improved student well-being and academic performance, dynamic learning environments, and high expectations for student learning and achievement
• Actively promotes leadership opportunities and employs a distributive leadership style to maximize and develop leadership capacity throughout the organization in support of excellent instruction
• Utilizes data to assess the effectiveness of staffing patterns, scheduling, and organizational structures in attaining desired student outcomes
• Utilizes data to assess staff performance and potential in order to effectively retain, develop, and leverage staff in a way that maximizes student outcomes

Creating and Sustaining Conditions for Learning that Focuses on Instruction and Equity

• Develops, advocates and strategically implements a clear vision and mission that promotes a supportive learning environment for students, staff, community and all other stakeholders
• Ensures that all stakeholders clearly understand and can articulate school goals, action plans, and key priorities at the school
• Engages with individuals from diverse backgrounds through a lens of cultural proficiency, sensitivity and equity, minimizing confrontational or strained relations and maximizing community cohesion and positive interpersonal relationships with stakeholders.
• Ensures that each student has equitable access to effective teachers, learning opportunities, academic and social support, and other resources necessary for success.
• Cultivates an inclusive, caring, and supportive school community that promotes the academic success and well-being of each
• Strategically develops, implements, and evaluates actions to achieve the vision for the school.
• Collaborates with members of the school and the community through use of relevant data to solve problems, manage conflict, build consensus, and advocate for the school community in an effective and timely manner
• Applies teacher and staff performance management systems in a way the ensures a culture of continuous improvement, support, and accountability throughout the school for the benefit of all students
• Strategically aligns people, money, and time to drive student achievement and promote each student's academic success and well-being
• Develops school-based systems and operations, such as school budgets, to ensure alignment with school's data, priorities, and goals
• Actively engages and pursues a deep understanding of the school community, its strengths and needs, and develops productive relationships to leverage the community's cultural, social, intellectual, and political resources to promote student learning and school improvement

Desired Qualities

• Demonstrates a firm understanding of City Schools' strategic plans, goals, and theories of action
• Brings a sophisticated understanding and ability to apply theories of and effective practices for: student learning, growth and development; differentiated instructional strategies; and academic standards and accountability systems
• Demonstrates effectiveness in using data from multiple sources, qualitative and quantitative, to support academic and personal student outcomes
• Operates with a nuanced understanding of how school-level operations and systems are implemented and interact to achieve school and student goals
• Approaches complex issues and decision making as a "systems thinker" - showing strong analytic and problem-solving skills and offering innovative solutions to challenges
• Effectively prioritizes and responds quickly to competing demands, especially in times of crisis
• Engages in, and seeks engagement with, diverse stakeholders to build consensus and effectively address challenges
• Approaches their role with a personal sense of accountability for the success of the larger group
• Actively listens to and effectively interprets others' motivations and perceptions
• Acts with cultural competence and responsiveness in their interactions, decision making, and practice.
• Motivates, inspires, and moves others to action and to achieve ambitious goals
• Demonstrates skill in building, managing, and developing a team by distributing leadership and leveraging each person's talent and skill
• Establishes clear goals, expectations, deliverables, deadlines, and metrics for success
• Sets clear agendas and facilitates effective school-based meetings
• Brings a high standard of ethics, honesty, and integrity in all professional matters
• Performs and promotes all activities in compliance with equal employment and nondiscrimination policies; follows federal laws, state laws, school board policies and professional standards

• Master's degrees education or a related field from an accredited college or university
• Maryland Advance Professional Certificate with an Principal/Superintendent or Administrator I and II endorsement
• At least five years of leadership experience, including teacher leader roles, OR completion of City Schools' Principal Residency Program or an equivalent principal preparation program such as Emerging Leaders
• At least one year of supervisory/managerial/evaluatory experience
• Demonstrated ability to take initiative and exercise swift decision-making, grounded in sound judgment and understanding of nuanced circumstances focused on an unwavering commitment to the diverse learning needs of students
• Demonstrated success in implementing culturally relevant pedagogy and ability to support instructional and school support staff in leading a diverse learning population
• Track record of achieving measurable gains in student achievement resulting from effective leadership
• Demonstrated success in identifying, growing, and leveraging the potential of staff and teams
• Excellent verbal and written communication skills; including proficiency in the use of computer applications (including Microsoft Office products), email, and mobile technologies

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 does not discriminate on the basis of race, color, ancestry or national origin, religion, sex, sexual orientation, gender identity, gender expression, marital status, disability, veteran status, genetic information, or age in its employment, programs and activities and provides equal access to the Boy Scouts of America and other designated youth groups. For inquiries regarding the nondiscrimination policies, please contact Equal Opportunity Manager, Title IX Coordinator Equal Employment Opportunity and Title IX Compliance Office 200 E. North Avenue, Room 208 Baltimore, MD 21202; 410-396-8542 (phone); 410-396-2955 (fax).

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

This position is affiliated with the State Retirement Plan.