Capital City Charter School is accepting applications for Principal positions for Immediate Need. Please submit your application or send your resume directly to Vanessa Herrera in Human Resources at vanessa.herrera@lha.net for consideration.

LIGHTHOUSE ACADEMIES POSITION DESCRIPTION

We prepare our students for college through a rigorous arts-infused program.

VISION

All students will be taught by an outstanding teacher in a nurturing environment. Every student will achieve at high levels and develop the knowledge and values necessary for responsible citizenship and lifelong learning. The impact of our collaborative efforts will fundamentally change public education.

CORE VALUES

Work hard. Get smart. Graduate from college. High expectations equal results. Nothing less than excellence. Today is the day we make it happen.

Title: PRINCIPAL

Reports To: The principal is managed by the regional vice principal and reports to the Board of Trustees

ESSENTIAL QUALITIES

Lighthouse Academy (LHA) principals are more than school leaders and managers. They help transform children’s lives by creating opportunities for a brighter future. LHA school leaders are responsible for ensuring all of our scholars achieve high levels of academic success. We are seeking principals who will make the commitment to lead with determination, integrity and purpose, embodying these essential qualities:

• Past experiences and actions reflect a commitment to the LHA mission, vision, core values
• Demonstrated leadership experience with proven results
• A passion and ability to build and sustain the LHA K-12 model in a high need, urban environment
• Work in schools that demonstrates a sense of urgency and the relentless pursuit of high academic student achievement
• Reflective, self-aware and adaptable to communication and work styles of others
• Critical thinker and problem solver who takes initiative
• Belief in the power of collaboration and works to build a collaborative culture with LHA network, community, staff, families and students
• Experience working in an urban environment
• Ensure a safe, supportive and productive environment for scholars, staff and families.

ESSENTIAL FUNCTIONS

The principal of a Lighthouse Academy school is an instructional, operational and strategic leader who works to create and enhance a culture of achievement and respect where high expectations and results are the norm. Our principals are responsible for demonstrating significant and measurable academic gains, each year, with all scholars. Our principals’ actions must always be aligned with our mission, vision, core values and education program. The essential functions for our principals are as follows:

INSTRUCTIONAL AND SCHOOL LEADERSHIP                                                 

I. DATA ANALYSIS                                                                                                     

• Rooted in data, lead the school team in reaching the eight network goals; align school goals to the charter and LHA model.
• Implement a data driven environment that manage all school programs in a manner that ensures efficiency, effectiveness and compliance; evaluate programs and make changes, as necessary, in line with the charter and the LHA model.
• Use data from interim assessments to plan for intervention, re-teaching, and clear action steps.
• Ensure timely, continuous and effective use of data for decision making and differentiated programming and instruction.
• Provide and present data to support network and school goals to the Board of Trustees and other constituents, as requested.

II. PROFESSIONAL DEVELOPMENT, EVALUATION, AND FEEDBACK

• Manage teaching staff, including professional development, staff communication, curriculum development, staff observations, and scheduling and program decisions.
• Hold teachers accountable for meeting high standards for scholar academic and behavioral performance through direct coaching of teachers.  Feedback and coaching conversations must be rooted in Charlotte Danielson’s domains 1-4.
• Work with staff on all curricular, instructional, and assessment practices to ensure data drives classroom instruction
• Work with staff to foster consistency among staff enforcing the Scholar and Family Handbook and other school-wide discipline policies
• Serve as instructional leader, collaborating closely with the Assistant Principal and/or Director(s) of Teacher Leadership to determine professional development needs of school to meet all network and school related goals.
• Work closely with each individual staff member (both instructional and non-instructional) to assist and guide them with the development of the Individual Professional Development Plan; provide training and allow for opportunities for staff to meet individual goals; evaluate progress toward goals.
• Create a professional community that prioritizes deprivatization of practice, rigorous instruction, art infusion, meaningful assessment, and effective coaching as the primary vehicles for improving scholar achievement and school culture.

III. CULTURE of ACHIEVEMENT and RESPECT

• Provide the collaborative leadership necessary to implement the school’s mission; coordinate work and collaborate with the LHA network.
• Create a school culture rooted in a restorative justice approach with staff, parents and students focused on strong academic achievement, fairness, respect and high expectations for behavior (aligned with the school’s charter, the LHA Curriculum Guides and the LHA School Culture Guide) that allows students to take risks, be accountable for their actions, and strive to reach goals.
• Establish, model, practice, and reinforce age-appropriate rules and logical consequences when working with students and staff members regarding student behavior.
• Initiate and maintain timely communication with all parents/guardians (through daily/weekly folders, notes home, weekly newsletters, phone calls, in-person meetings, conferences, report cards) concerning student progress and to provide a clear picture of the curriculum, culture and high expectations.
• Communicate respectfully and thoughtfully with parent/guardians remaining sensitive to diverse families’ cultures, values and needs.
• Provide leadership to all staff and scholars in establishing positive, structured, achievement-oriented and fun school culture.

OPERATIONAL LEADERSHIP

I. MANAGEMENT

• Establish and manage school operations, procedures, systems, and routines that provide structure for students and maximize instructional time.
• In collaboration with the Director of Regional Operations, complete and monitor all compliance requirements (education law and regulations; federal programs initiatives; student support service programs, emergency plans and protocols) and all required authorizer, district and network reports with accuracy and timeliness.
• Manage and oversee school budget, ensuring that all financial transactions are completed in accordance with LHA policies and procedures.
• Oversee school-wide strategic planning and problem solving.

II. CULTURE of ACHIEVEMENT and RESPECT

• Recruit, hire, train, and evaluate staff, and complete any other personnel actions, in accordance with LHA policies and procedures.
• Conduct and supervise marketing of school; actively recruit families to ensure full enrollment.
• Establish, build and maintain community partnerships and relationships (arts partners, educational and child advocacy groups, business partners, media) to support the success of a diverse student population and the mission of the school, and to bring in volunteers and additional resources.
• PROFESSIONALISM
• Collaborate with colleagues (grade level and school-wide meetings, professional development days, the professional development institute) to continuously improve personal practice, classroom instruction, assessment, and student achievement; as well as to achieve the overall goals and mission of the school and the network.
• Access meaningful learning experiences (current theory, research, and developments in relevant academic disciplines, professional development opportunities, and ideas from colleagues and supervisors) and exercise judgment in accepting findings as valid for application in leadership and teacher improvement.
• Reflect critically upon leadership experience; identify areas for further professional development as part of a professional development plan that is linked to school and network goals; access meaningful learning experiences; and listen thoughtfully to other viewpoints and respond constructively to suggestions and criticisms.
• Use feedback to inform and update Individual Professional Development Plan.
• Fulfill all outlined and related functions professionally, timely and thoroughly.

COMMUNITY ENGAGEMENT

• Prepare for and attend monthly Board Meetings.
• Collaborate with the Board of Trustees to cultivate strong partnerships with community organizations.
• Leverage community relationships to strengthen and support the school’s instructional and operational programs.

HUMAN RESOURCE INFORMATION

EVALUATION: Goal based evaluation twice a year by Regional Vice President with input from the local Board of Trustees

EMPLOYMENT AND BENEFITS: Per company policy

CLASSIFICATION: Full-time, Administrative, and Exempt 

EDUCATION: Master’s in School Leadership or Education

EXPERIENCE, KNOWLEDGE & SKILLS:

Five (5) years of successful teaching experience. Three (3) years of transformation leadership experience with a proven track record of significantly improved scholar achievement.  Turnaround experience is a plus.

• School leadership training, certification, and/or experience that is consistent with the core concepts of the Lighthouse Charter School Model Demonstrated leadership capabilities, including management and team-building skills.
• Experience with supervising, evaluating and professional development of teachers
• Experience developing schedules and budgets.
• Training and implementation of LHA curriculum programs (Expeditionary Learning and Eureka Math)
• Turning best practices into high quality, goal-driven results
• Collaborative leadership and school-based decision making
• Education law and regulations; federal programs initiatives; student support service programs
• Data managements tools, organizational tools, computer skills (Word, Excel, Access, PowerPoint and Outlook)
• Rigorous approach to problem-solving - collecting all relevant information, consulting diverse perspectives, and creating feedback systems.
• Excellent interpersonal and communication skills.
• Recognition of self as a learner and reflective practitioner, able to identify areas for growth and commitment to working in these areas
• A good understanding of the implement art infusion and its value in enhancing teaching and learning
• Spanish speaking skills, a plus
• Sense of humor