26/27 Interim Assistant Principal of Instruction

Education for Change Ltd.; Oakland (CA); On-site; USD 110,000 - 150,000; Full time

Job summary

Education for Change Public Schools in Oakland seeks an Assistant Principal of Instruction to lead TK-2 teaching teams and advance student achievement through the Science of Reading alignment. The role centers on coaching, data-driven decision making, and professional development to build a collaborative, results-oriented PLC.

You will collaborate with the principal and the Director of Early Literacy to support teachers, analyze student work, and drive instructional improvements that address the

Qualifications

• Minimum of 5 years teaching experience.
• At least 1 year of instructional coaching experience.
• Grounded in an equity-based mindset.
• Knowledge of the Common Core standards and the Science of Reading.
• Strong data analysis skill.
• Must possess a growth mindset and be able to use feedback to refine practice.
• Successful experience working in a collaborative environment.
• Experience working with diverse communities.

Responsibilities

• Provide daily coaching to drive instructional improvement through observation, feedback, and model lessons.
• Design and facilitate site and network PD sessions.
• Support teachers in implementing instructional practices aligned to the Common Core and the Science of Reading.
• Analyze performance and observational data to inform improvement and acceleration strategies.
• Collaborate with the principal and Early Literacy leadership to create a strong PLC and support school-wide planning.

Skills

Coaching

Data analysis

Growth mindset

Equity focus

Communication

Education

Masters degree

Job description

REPORTS TO: Site Principal

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 of Instruction’s central responsibilities are to provide support and accountability to a team of TK-2nd grade teachers. They lead lesson internalization, observation and feedback, data meetings and looking at student work protocols, grade-level team collaborative meetings, and bi-weekly department professional development, all in alignment to the Science of Reading. They collaborate closely with the principal and Director of Early Literacy in communicating and supporting the mission of Education for Change, maintaining 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. They have experience successfully working in an urban elementary school with a high English Learner and low-income population.

About Education for Change Public Schools

Founded in 2005, Education for Change (EFC) is a charter management organization that was created as a partnership between Oakland Unified School District and the education reform community in order to leverage the flexibilities in charter law to facilitate greater innovation and to address the underperformance of our most vulnerable student populations. EFC is Oakland’s largest charter operator, serving over 2,700 students in the Fruitvale and Elmhurst neighborhoods of East Oakland. Five of six of our schools were formerly OUSD schools that converted to EFC to leverage the flexibility and agility provided by charter law for greater outcomes for our students.

Responsibilities

Instructional Leadership

• Provide daily coaching to drive instructional improvement; coaching may include intellectual preparation for lessons, analysis of student work, real-time coaching, classroom observations and feedback, demonstration lessons, elbow coaching, etc.
• Design and facilitate professional development for instructional staff, including planning and facilitating site and network summer and school-year PD sessions as needed
• Support teachers in implementing instructional practices aligned to Common Core and the Science of Reading
• Analyze performance and observational data to determine and implement instructional improvement and academic acceleration strategies via professional development and coaching
• Lead network-wide initiatives as part of the EFC Early Literacy Team
• Collaborate with site instructional leadership to involve staff in planning and decision making, including school site planning, committees, etc.
• Collaborate with site and home office instructional leadership to establish and maintain an instruction- and results-oriented professional learning community

Personnel Performance Management

• Motivate staff to excel
• Hold staff accountable for high-quality job performance
• Evaluate personnel in an effective, timely manner
• Create support systems for staff improvement
• Create a culture where the staff works as a dedicated professional team
• Follow all established EFC policies and procedures

Basic Qualifications

• Minimum of 5 years teaching experience
• At least 1 year of instructional coaching experience
• Grounded in an equity-based mindset
• Knowledge of the Common Core standards and the Science of Reading
• Strong data analysis skill
• Must possess 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

• Spanish Bilingual / Multilingual
• Masters Degree
• Knowledge of SIPPs and knowledge-building ELA curricula
• Experience integrating technology as a teaching tool
• Experience working with Emerging Bilingual Students
• Strong community building skills
• Outstanding communication and organization skills

EFC Core Values

• Connected- We continually work to build trusting relationships among students, families, staff, and the Oakland community at large. We are an all-hands-on-deck network driven by empathy. We value our collective identity and the individual identities of our community members and scholars such that we have a sense of collective ownership and responsibility for each other and for our scholars.
• Inclusive- We proactively disrupt predictable patterns of opportunity, power, privilege, and performance. We create an inclusive environment where multiple perspectives are not only valued but sought, where people from all backgrounds feel seen and heard and can thrive, and where we all feel a deep sense of accountability to our mission.
• Interdependent- Our success at every level is dependent on our individual and collective sustainability. To that end, we are transparent, creative, and collaborative problem-solvers who seek to build trusting relationships. We are curious and are open to new ideas while also putting systems in place to ensure continuity so that our employees can stay, grow, thrive, and help make good on our promise to our students and families.
• Learners- We support each other to develop and grow so that we can leverage our collective power, intelligence, and passion on behalf of our students. We lean on home-grown leaders who are rooted in our community. Individuals feel known and are provided opportunities to maximize their potential in alignment with their passions and goals.