Position Summary

Education for Change is looking for dynamic and visionary instructional leaders who will engage students, staff and families to ensure high student achievement.  The Assistant Principal collaborates closely with the co-principals in communicating and supporting the mission of Education for Change, maintaining the focus on high student achievement for all students, creating a collaborative, results-oriented professional learning community, analyzing and responding to data, supporting teachers in their growth, and evaluating and responding to the effectiveness of interventions and instructional practices.  S/he engages community partners and families in serving the whole child and ensuring ALL children achieve at high levels prepared to succeed in any setting.  S/he will know how to successfully work in an urban elementary school with a high English Learner and low-income population.

The Assistant Principal will provide Response to Intervention (RTI) program coordination and evaluation, training, consultation and coaching. The Assistant Principal manages intervention specialists and works closely with our Seneca partners to ensure the behavioral, clinical and academic needs of students are met.

About Education for Change Public Schools

Education for Change Public Schools (EFCPS) believes it is the right for every child to have access to a high-quality, 21st century education.   Our mission is to provide a superior public education to Oakland’s most underserved children by creating a system of schools that focuses relentlessly on our student’s academic achievement.  EFCPS is a charter management organization that manages a diverse portfolio of K-8 schools, growing to a portfolio of preK-12 schools in the Fruitvale and Elmhurst neighborhoods of Oakland, currently serving 3,000 children.  Additional information about Education for Change can be found at www.efcps.org.

Responsibilities:

Instructional Leadership

• Assist in designing, implementing and monitoring Tier 1, Tier 2, and Tier 3 of our Response to Intervention (RTI) program

• Lead Coordination of Services Team (COST) to identify appropriate interventions and supports for at-risk students and monitor their effectiveness

• Provide consultation to site personnel in the development of accommodations and modifications per IEP team decisions

• Establish and maintain an instruction- and results- oriented professional learning community

• Analyze performance and observational data to determine professional development needs, including content and pedagogical knowledge, grade level needs, teacher coaching and support

• Monitor student performance data and effectiveness of instructional responses and interventions

• Provide concrete and actionable feedback for teachers to drive instructional improvement

• Maintain and support the focus on high student achievement for all students through the Education for Change instructional program

• Work collaboratively with the Instructional Management team to identify professional development needs, develop and lead professional development

• Communicate a sense of urgency around student academic needs

• Utilize research-based content and pedagogical knowledge in core areas including the reading and writing process, mathematics instruction, educational theory, research and current issues in urban education

Personnel Performance Management and Interpersonal Relations:

• Attract, recruit and select high performing staff members

• Evaluate personnel in an effective, timely manner

• Create support systems for staff improvement

• Motivate staff to excel

• Create a culture where the staff works as a dedicated professional team

• Hold staff accountable for high quality job performance

• Involve staff in decision making appropriate to the situation including school site planning, committees, etc.

Site Management

• Facilitate effective integration of educational, clinical, and behavioral program components

• Collaborate with network and school site teams to determine programming options and levels of support for students

• Consult and train on Positive Behavior and Intervention Support (PBIS) and Social Emotional Learning (SEL) curriculum implementation

• Participate in school site planning and implementation processes; ensure the site budget and the site plan are strategically developed to maximize human, financial, time, and programmatic resources to achieve optimal results

• Follow all established EFC policies and procedures

• Develop systems, timelines and milestones for completion of initiatives

• Develop, lead and manage systems for efficient and efficacious daily operations

• Ensure there is an effective, regular communication system with all staff

Community Relations

• Skillfully and appropriately involve parents and the community in school activities

• Maintain good community relations and effective, regular communication with parents

• Foster and maintain positive working relationship with neighboring EFC and district schools

• Function as a collaborative team member

• Effectively collaborate with community partners and leverage community resources for organizational success

• Actively participate in key student events

• The assistant principal performs other related duties as assigned

Basic Qualifications:

• Minimum of 3 years teaching experience

• Knowledge of elementary curriculum and administrative practices

• Must posses a growth mindset and be able to use feedback to refine practice

• Successful experience working in a collaborative environment

• Experience working with diverse communities

Desired Qualifications:

• Possession of California Special Education Credential

• Experience as a teacher leader, instructional coach,  or site leader

• Spanish Bilingual

• Masters Degree

• Knowledge of the Common Core standards and instructional practices aligned to those standards

• Experience integrating technology as a teaching tool

• Strong data analysis skills

• Experience working with English Language Learners

• Experience coaching, mentoring or developing teachers

• Strong community building skills

• Outstanding communication and organization skills

EFC Core Values - required by all EFC staff

• We collaborate. We are a team. We plan together, observe and analyze each other’s work, collaborate with our coaches and site leaders, partner with our families, and together make decisions about our programming.

• We are a learning organization. We approach or practice with an inquiry stance and a growth mindset; we analyze, innovate, and iterate every single day so that we continually improve. We believe in coaching and developing people at every level of experience, at every level of the organization.

• We are solutions-oriented. We approach every challenge with a problem-solving orientation. We listen to and encourage each other. We are resilient in the face of adversity.

• We are accountable. Our mission is to provide a superior public education to Oakland’s most underserved children. We assume personal accountability for student growth; we analyze multiple forms of data, and that analysis drives our instruction.

• We are student-focused. We form close relationships, utilize personalized learning, differentiate instruction, make learning culturally relevant, engage families, and provide individualized interventions to meet the needs of every child.

• We listen. We are a small, responsive organization that values students, family, and employee voice and input.

• We are rooted in community. Ours is a place-based strategy that works deeply with neighborhood leaders and partners to serve our children. We understand that the cultures, values, traditions, and assets that our families bring must be leveraged and honored to reach and teach our children.

Compensation & Benefits

EFCPS offers a highly competitive salary and benefits package. For details, go to www.efcps.org/careers.

Application Process

Apply online at www.efcps.org/immediate-openings.