2013-14 Principal in Residence

Principal-in-Residence

Start Date: Spring 2013

Locations: Providence, RI

About Achievement First:

Achievement First is a non-profit charter school management organization that is creating a network of achievement-gap-closing public schools in New York, Connecticut and other high-need areas in the Northeast. Achievement First currently operates 22 schools in Brooklyn, NY, and New Haven, Bridgeport and Hartford, CT (and will expand to Rhode Island in 2013). Over the next five years, Achievement First plans to open 10-15 additional schools, spanning the full K-12 spectrum and creating college-prep opportunities for more than 12,000 urban students. Beyond our students and schools, Achievement First is an engaged and prominent partner in the larger conversation about how to improve public education and student achievement in our country. For more information about the Achievement First mission, model, our schools and team, please visit our website at www.achievementfirst.org.

Overview of the Achievement First Principal-in-Residence Program:

The principal-in-residence program is a year-long residency for future school leaders to grow, plan and learn as they prepare to become a principal. Principals-in-residence are part of a cohort, which provides many opportunities to share, learn, and exchange best practices throughout the year.

The program is grounded in several core beliefs:

• School leaders learn best by doing the work of leading schools. For most of the residency year, the principal-in-residence works as an essential member of the leadership team as a dean of students and culture or academic dean in a host Achievement First school. The principal-in-residence has clear and significant responsibilities for both instructional and school culture leadership in his/her host school.

• School leaders learn best through mentoring and feedback in the context of their everyday work. The principal and regional superintendent of the host school mentors the principal-in-residence throughout the year and the residency centers around these relationships and model of support. These coaches regularly share their thinking and reflection with the principal-in-residence as they navigate the many challenges of leading a school. Principals-in-residence receive intense individualized attention through coaching and real-time feedback.

• School leaders learn best when they apply the lessons from leadership development workshops to their work in schools. The principal-in-residence program links the skill-building of session workshops to principals-in-residences' everyday work as school leaders. For example, if there is a cohort workshop focused on facilitating high-impact professional development, principals-in-residence will be asked to plan, facilitate and reflect on a professional development session in their school.

• School leaders will be prepared for running a school when they invest significant time in the details of getting their school ready. The residency provides intensive cohort and individual support to principals-in-residence for getting their future schools ready. From the very start, principals-in-residence engage directly with their regional superintendent and other senior network leaders to create plans for different aspects of their schools. Time set aside for this purpose increases gradually throughout the year. By the end of April, principals-in-residence are focused full-time on preparing for the upcoming school year. Most principals-in-residence will spend May and June preparing for their schools to be ready for the upcoming school year.

Phases of the Principal-in-Residence Program:

Phase One: June – August

• Attend new staff trainings.
• Participate in a 360 feedback process and reflection.
• Discuss goals for the year with host principal, regional superintendent and the director of leadership development.
• Clarify school roles and responsibilities so that you are both making a big impact on the placement school and targeting your own growth areas.
• Create an individualized learning plan.

Phase Two: August – April

• Work as an essential member of a school leadership team.

• With the principal-in-residence cohort, visit excellent schools and learning from successful school leaders.
• Build skills in leadership development workshops and apply skills to work in school.
• Execute on Individualized Learning Plan: seek out growth opportunities, feedback and readings that target areas for growth.
• Work with Team Recruit to recruit a top-notch team of deans and teachers.

Phase Three: May – July

• Work intensely with regional superintendent to create and execute on a comprehensive school readiness plan.
• Build the systems to support a stellar school.
• Lead school events such as family chats and orientations.
• Continue to support host school.

Skills and Characteristics

• Strong instructional, classroom management and discipline skills
• Excellent communication skills
• Proven track record of meeting extremely high standards for student achievement
• Relentlessness and willingness to do whatever it takes to ensure success
• Team player
• Willingness to aggressively seek administrative certification
• Belief in the Achievement First mission and educational model
• Maturity, humility, strong work ethic, sense of humor, and "roll-up-my-sleeves" attitude

Educational Background and Work Experience

• A bachelor's degree from a competitive university is required, a master's degree is preferred

• Successful experience leading adults
• Four years of urban teaching experience with a track record of high student achievement

Compensation

Salary for this position is competitive and commensurate with experience. Additionally, Achievement First offers a comprehensive benefits package.