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KIPP Capital Region is a part of a national network of high-performing public Charter Schools committed to creating joyful, academically excellent, and prepared students with the skills, ability, and confidence to pursue their paths to college, career, and beyond.

Located in both Albany and Troy, NY, KIPP Capital Region serves 2,500+ students in grades K-12 across seven schools. We believe every individual walks through the doors of schools bearing gifts. Talent. Perspective. Drive. Inspiration. So at KIPP Capital Region, we support every student and educator to see those gifts, and then build the skills and confidence they need to thrive.

We are committed to furthering anti-racism, equity, and racial justice in all our efforts, and expect all of our stakeholders to participate in this work so that we can create a future without limits for our students, together.

Position Overview

The Regional Director of Instructional Climate and Culture provides strategic leadership across KIPP Capital Region schools to ensure the development and implementation of strong, joyful, and structured school culture systems that promote positive student outcomes. This role leads the regional vision for school climate, social emotional learning (SEL), restorative practices, and behavior systems, ensuring alignment across campuses.

The Regional Director of Instructional Climate and Culture partners closely with School Leaders, Deans of Culture, Student Support Teams, and Regional Leadership to strengthen school culture, implement trauma-informed practices, and support effective behavior intervention systems that create safe and inclusive learning environments for all students.

Duties/Responsibilities

Regional Strategy & Systems Leadership

• Develop and lead the regional vision and strategy for school climate and culture across KIPP Capital Region schools.
• Ensure strong, consistent implementation of school culture systems, including arrival, dismissal, transitions, incentive systems, and community-building structures.
• Lead the development and implementation of research-based social-emotional learning (SEL) and positive behavior intervention systems within a Multi-Tiered System of Supports (MTSS).
• Partner with school leaders to align school culture practices with KIPP Capital Region’s mission, values, and academic priorities.
• Analyze regional school climate data to identify trends and support schools in implementing targeted improvement strategies.

Leadership Development & Coaching

• Coach and support School Leaders, Deans of Culture, and Student Support Staff in building strong culture systems and effective behavior management practices.
• Provide individualized coaching to school leaders and teachers on classroom management, restorative responses, and trauma-informed approaches.
• Support the development and management of school-based culture and climate teams.
• Design and facilitate professional development for school teams on topics including:
• School culture systems
• Restorative practices
• SEL implementation
• Trauma-informed practices
• Student behavior intervention strategies

Crisis Prevention & CPI Training

• Serve as the regional Crisis Prevention Institute (CPI) Certified Trainer, ensuring staff across schools are trained in evidence-based crisis prevention, de-escalation, and safe response strategies.
• Lead CPI certification and recertification training for school leaders, Deans, teachers, and student support staff.
• Ensure schools maintain compliance with CPI training requirements and safety protocols.
• Support school teams in implementing CPI-aligned approaches to crisis prevention, behavioral escalation, and safe intervention practices.
• Provide guidance to school leaders and staff during complex behavioral crises to ensure student and staff safety.

Regional Systems & Sustainability

• Ensure all schools implement aligned regional expectations for instructional climate and culture systems, including:
• classroom routines
• transitions and hallway expectations
• behavior response systems
• restorative practices
• student engagement structures
• Partner with School Leaders and Regional Leadership to ensure climate and culture systems directly support strong academic outcomes and joyful classrooms.

Restorative Practices & Student Support

• Build regional capacity for restorative practices across schools, including:
• Restorative conversations
• Talking circles and peace circles
• Peer mediation and conferences
• Re-entry circles and restorative conferences
• Support schools in implementing restorative approaches to address student behavior and strengthen relationships within the school community.
• Provide guidance during complex student situations and disciplinary processes to ensure equitable and restorative responses.

Data & Continuous Improvement

• Lead the collection and analysis of school climate and culture data, including:
• Discipline data
• Behavior referrals
• Student and staff climate surveys
• SEL implementation metrics
• Partner with school leaders to use data to improve systems, reduce exclusionary discipline practices, and strengthen student support structures.
• Monitor the fidelity of culture and behavior systems across schools and support continuous improvement.

Student Support & Trauma-Informed Practices

• Partner with school social workers, counselors, and student support teams to strengthen services for students requiring behavioral or social-emotional support.
• Promote trauma-informed practices across schools to support students experiencing adversity.
• Provide guidance and support during crisis situations impacting individual students or the broader school community.

Family & Community Engagement

• Collaborate with families and caregivers to strengthen partnerships that support student success and positive school culture.
• Build partnerships with community organizations, universities, civic groups, and service providers to expand resources available to students and schools.
• Support schools in creating meaningful opportunities for family engagement related to student well-being and development.

Operational & School Support

• Support schools in establishing and maintaining consistent expectations for student behavior.
• Partner with school leaders to develop preventative behavior systems and intervention plans for students requiring additional support.
• Provide guidance on discipline systems that balance high expectations with restorative and developmentally appropriate responses.
• Support school-based teams with data systems, documentation, and tracking of behavior and student support services.

KIPP Capital Region

• Perform other duties as outlined by the Chief Schools Officer (CSO), Managing Director of Schools and School Principal
• Committed to furthering anti-racism, equity, and racial justice in all our efforts, and expect all our stakeholders to participate in this work so that we can create a future without limits for our students, together.
• Complies with all charter, federal, state, and local laws, and regulations, including the NYS Department of Education, Department of Health, and NYS Office of Children and Family Services
• Adheres to organization policies and procedures; promotes and supports mission, vision, and values, including developing and participating in internal surveys and data collection for continuous improvement initiatives.

Education and Experience

• Bachelor’s Degree required. Master’s Degree preferred from an accredited College or University
• 5+ years of professional experience working in education or related fields
• Previous experience in a School Leadership role, required
• Preferred experience working directly with students, preferably required in the charter, private, or public school environment.
• Prior experience working in schools and urban communities is preferred but not required.
• Ability to work a flexible schedule outside of regular business hours.
• Aptitude to create and work within an inclusive environment that honors and supports a diversity of backgrounds and perspectives.

Physical Requirements

The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may enable individuals with disabilities to perform essential functions.

• Prolonged periods were spent sitting at a desk and working on a computer.
• Must be able to access and navigate all areas of the school and other facilities as needed.
• Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
• The employee needs to read, write, and speak English fluently.
• While performing the duties of this job, the employee is required to stand, walk, sit, use fingers to type, handle or feel objects, tools, or controls, reach with hands and arms, climb stairs, balance; stoop/bend and reach, kneel, crouch or crawl; talk, hear.
• Dexterity requires writing and operating standard office machines such as computers, printers, copiers, fax machines, phones, and calculators.
• Ability to occasionally lift and move up to 40 pounds.