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RESPONSIBILITIES • Model and support implementation of GCA’s vision and goals • Support the Head of School’s vision and take an active role in mobilizing teachers to achieve the collective goals of GCA. With guidance from the Head of School, lead the planning and goal setting for the grades/departments that he/she coaches and ensure alignment with school-wide goals. • Contribute to school-wide planning and prioritize time to accomplish goals, provide input into the strategic planning of GCA, and identify areas of ownership for self and direct reports. • Support the Head of School in identifying and developing emerging leaders through goal setting, coaching and feedback. • Support the Head of School’s vision and take an active role in mobilizing teachers to achieve the collective goals of GCA. • Model strong staff and student culture, and manage school-wide character development and behavior management systems. • Support teachers in student support and behavior intervention systems 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) • Act as the first Leadership Team contact for student intervention and parent engagement. • Collaborate with the Head of School on hiring diverse, highly-effective teachers and charter school staff. • Build own and direct reports’ instructional knowledge of standards, content and methods. • Develop teachers to provide rigorous and high-quality instruction, and support the Head of School in planning and implementing enabling academic strategies and systems to lead data-driven instruction. • Coach teachers to determine how data aligns to end-of-year goals; break-out data to analyze how different student groups are performing; determine what data indicates about areas of student mastery and growth; and identify specific instructional actions and adjustments to fill students’ knowledge and skill gaps within an appropriate timeline. • Provide high-quality instructional coaching with frequent and scheduled teacher observations, actionable and bite-sized feedback, and accountability for adjustment in practice. • 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. • Deep understanding of appropriate application and differentiation of high-leverage instructional strategies. • Adept at data analysis; ability to extract meaningful insights across school-wide data. • Ensure that GCA is prepared for emergencies by conducting all drills and training staff on emergency plans. • Recommend to the Head of School what school-wide professional development will be the highest leverage in improving student results. • Oversee the securing of engaging, actionable, adult-learning workshops; and hold staff accountable for implementation of the workshop practices. • Help plan and host on-campus and off-campus school events, including student field trips. Build own and direct reports’ instructional knowledge of standards, content and methods. PHYSICAL REQUIREMENTS AND WORK ENVIRONMENT This job primarily operates on a school site and in classrooms, and utilizes typical office equipment (computers, phones, photocopiers, etc.). Physical demands include: positioning to lift (should be able to lift up to 30 pounds to waist high), carry, push, and/or pull, kneel, stoop, crouch and bend. Generally, the job is 60% Stationary and 40% moving/traversing. Travel required for visits to other local school sites (as needed). The above statements are intended to describe the general nature and level of work being performed.