Founding Principal, 100 Black Men of the Bay Area Community SchoolPosted by: 100 Black Men of the Bay Area
Posted date: 3/22/2012
Location: Oakland, CA
The 100 Black Men of the Bay Area Community School will open its doors as a new Charter School, in Oakland, CA in August 2012. Year one will open with grades K, 1, 4, 5, and 6.
Description: The Founding Principal of the 100 Black Men of the Bay Area Community School (100BMBACS) will provide the academic vision and strategic leadership for the overall management of an independent K-12 charter school program. The founding principal will oversee the school’s instructional program, curriculum development, personnel management, budget, student services and daily operations. He/she will create an excellent school environment that nurtures the human potential of every student for the purpose of supporting the larger education community in closing the achievement gap for African American boys.
100 BMBACS is founded on the understanding that learning best occurs in an environment grounded in the following core elements:
Relevance – Culturally responsive, student-centered, teaching and learning; culture as a powerful variable that influences teaching and learning processes; cultural heritage of different ethnic groups as legacies that affect students’ dispositions, attitudes, and approaches to learning and as worthy content to be taught in the formal curriculum; integration of students’ representative histories and cultures into the curriculum and into the school’s rituals and routines so students know and praise their own and each others’ cultural and linguistic heritages; a nurturing and affirming environment that messages cultural pride and power.
Rigor - A culture of high expectations and academic excellence; a standards-based, rigorous and relevant curriculum; regular benchmarking and assessment to monitor student growth and differentiate learning; integration of Science, Technology, Engineering and Mathematics (STEM) K-12 to ensure students are learning how to apply knowledge and skills to solve real-world problems; collaborative and active learning where students use inquiry to ask questions, make meaning and craft solutions; instructional strategies designed to support differentiation and acceleration; building students’ academic language; 21st technology as a tool for teachers and students to maximize efficiency and provide students a high level of technological fluency.
Relationships - Strong, supportive, safe, affirming and relationship-driven school environment that removes barriers to learning and enables all students to thrive; structures to support meaningful bridges between students and adults, between home and school as well as between academic abstractions and socio-cultural realities; mentors from the community who are powerful role models and support student development; the integration of community partners into the school to support the whole student; an intervention system designed to
REPORTING RELATIONSHIPS: The Founding Principal will report to the Board of Directors. He/she will supervise the teachers and administrative staff directly and indirectly.
ESSENTIAL DUTIES: Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but are intended to reflect the founding principal job elements accurately.
Develop, maintain and oversee the school’s finances and budget.
· Manage school administrative functions (i.e. facility maintenance, staffing, etc.) for the purpose of maintaining safe and efficient school operations within district guidelines.
· Design master schedule of teaching schedules and special assignments.
· Facilitate meetings (e.g. curriculum, safety, site advisory, special district committees, etc.) coordinate activities and ensure outcomes achieve school, district and/or state objectives; attend professional meetings and other meetings regarding district business, SST’s, IEP’s, etc.
· Represent the school within community forums for the purpose of maintaining ongoing community support for educational/student achievement goals and/or assisting with issues related to school.
· Supervise instructional personnel for the purpose of maintaining ongoing community support for educational/student achievement goals and/or assisting with issues related to school environment; evaluate personnel ensuring standards are achieved and performance is maximized.
· Oversee school site Special Education programs.
· Evaluate student progress in the instructional program by discussions with teachers, counselors and review of student data and records.
· Maintain high standard of student conduct and enforce discipline as necessary, affording due process to the rights of students.
· Process student disciplinary actions, personnel actions and/or related matters for the purpose of documenting such actions and adhering to district policies and/or education code.
· Work with parents and guardians to identify pupil needs and cooperate with other professional staff members in assessing and helping pupils solve medical, attitude, discipline and learning problems.
· Prepare various written documents (e.g. correspondence, reports, analyses, etc.) providing written support and/or conveying information.
· Recommend policies, procedures and/or actions (e.g. personnel, equipment, disciplinary issues, etc.) for the purpose of providing district personnel with direction and/or data for decision making.
· Facilitate communication between personnel, students and/or parents evaluating situations, solving problems and/or resolving conflicts.
· Establish, maintain and nurture effective working relationships with parents, community members, students, and school related outside agencies.
· Manage, direct, and maintain records on the materials, supplies and equipment which are necessary to carry out the daily school routine.
· Supervise the maintenance of accurate records on the progress and attendance of students.
· Supervise extra-curricular activities.
· Perform other duties as assigned.
Training, Education And Experience
Master's Degree in education and/or administration required. Doctorate in Education Administration preferred.
At least three years of teaching experience, plus five years experience working closely with schools in an administrative position (or equivalent ) in an urban educational setting.
Proven experience and exceptional skills in educational and organizational leadership with a record of creating a positive school culture of respect and collaboration.
Expertise in curriculum design, supervision and evaluation (student and faculty) that includes experience in backwards design, constructivist and project-based approaches to teaching, and commitment to incorporating learning goals beyond the state standards.
Experience recruiting, hiring, training and supervising successful teachers and effective staff, in an independent or public school setting.
Experience with school operations, including budgets, finances, fundraising, facilities, health and safety and other operational management.
Demonstrated experience in improving student achievement.
Experience in community outreach and nontraditional grassroots communication.
Experience working successfully with children and families in an underserved high-need community.
Licenses And Other Requirements
Administrative Services Credential is required.
Valid California Driver's License.
Proof of insurability by District liability insurance carrier may be required.
Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance.
KNOWLEDGE OF AND ABILITY TO
KNOWLEDGE OF: Deep understanding of 100 BMBACS’s mission and theory of action; cultural competent principles and practices for working with and within underrepresented and marginalized communities; history and culture of underrepresented and marginalized groups, including African Americans and African American boys; site and staff management; community relations; human resources management and supervision; program evaluation; principles, theories, practices, methods and techniques used in curriculum development and classroom instruction; classroom procedures which promote appropriate student conduct and motivation for student learning; child guidance principles and practices; research methods and report writing techniques; current trends and research concerning the growth and academic development of children; Special Education programs and requirements for students; applicable state advisory documents, curriculum standards and District benchmarks in all subjects taught within the elementary setting; standardized student testing requirements for applicable levels; Adequate Yearly Progress report requirements applicable to the school site; school improvement programs, goals and objectives; applicable sections of the State Education Code and other applicable laws; No Child Left Behind Act and other federal/state requirements; culturally-relevant techniques and pedagogies needed for school population.
ABILITY TO: Use interpersonal techniques with tact, patience and courtesy; understand and be sensitive to, and have respect for the diverse academic, socio-economic, ethnic, religious, and cultural backgrounds of students and staff; assist school staff in improving the academic progress of the school site; schedule classes and assign students and teachers according to regulations and collective bargaining agreements. Display the use of good judgment in making decisions; respond to the changing rules and regulations related to education and curriculum; Work independently with little direction and provide work direction to others; develop and provide effective presentations to the public; read, interpret, apply and explain rules, regulations, policies, and procedures; demonstrate organizational, time management, analytical and problem solving skills; maintain a clean, safe and healthy school environment and facility; motivate pupil’s ability; maintain professional relationships with pupils, parents, colleagues and supervising staff members; communicate effectively both orally and in writing in a clear, concise and timely manner.
WORKING CONDITIONS: Office environment and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant interruptions
ENVIRONMENT: While performing the duties of this job, the employee is regularly required to walk, sit, use hands to finger, handle or feel, and reach with hands and arms. The employee is required to stand and occasionally required to stoop, kneel, or crawl. The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, and peripheral vision. This environment is fast-paced with frequent interruptions. Frequent driving of personal vehicle for various school-related needs is also a performance requirement of this position.
PHYSICAL REQUIREMENTS: Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations.
NON-DISCRIMINATION POLICY: The 100 Black Men of the Bay Area Community School does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.