Fulltime Assistant Principal Jobs (NOW HIRING)

Location: Los Angeles, CA
Reports to: Principal 
Direct Reports: Teachers
Category: Certificated
Fair Labor Standards Act (FSLA) Status: Exempt
Pay Cycle: 12 months
Salary Range: Starting at $100,000 commensurate with experience
Benefits: Full-time employees of ICEF Public Schools are entitled to Medical, Life Insurance, Dental and Vision plans, and various retirement programs offered by ICEF Public Schools.

ICEF Public Schools is a nonprofit charter school network committed to educating and empowering courageous leaders who embrace their full potential for college, career, and life. Our work is rooted in five mission-aligned pillars:

• Educating and Empowering Courageous Leaders
• Providing a Diverse Community that Honors Each Student’s Uniqueness
• Fostering Academic Excellence
• Nurturing Healthy Minds
• Inspiring Critical Thinkers

To learn more, visit www.icefps.org

The Assistant Principal is an educational leader that will foster high levels of academic achievement in their community school site. The Assistant Principal will deliver student results in line with agreed upon goals set by ICEF Public Schools. This is an on-site position based at a school site; remote work is not available for this role.

• Serves as an administrator and instructional leader of the school, direct and supervise the instructional, discipline, culture, and special education programs
• Provides leadership for, and facilitates collaboration with all stakeholders on identifying goals for student achievement; assess progress towards meeting goals; collaboratively develop the school’s Local Control and Accountability Plan (LCAP) and measure the outcome of goals
• Works collaboratively with the ICEF Academic Team on the implementation of ICEF Instructional Initiatives at the school site level.
• Leads the development of high-quality/effective instruction at the school site; observe and coach teachers to improve instructional planning, teaching practice, and the use of data and assessment
• Evaluates the members on his/her team and provides guidance to the Principal in the supervision of team members.
• Provides leadership in the area of curriculum, instruction and modifications/accommodations for students with diverse learning needs.
• Participates in ICEF Professional Development, and provides effective professional development and training when necessary to enhance instruction for all students, including those with behavioral and learning challenges.
• Works collaboratively on the school Attendance Team to support attendance improvement initiatives

• Supports teachers/teacher teams in developing student Multi-Tiered Systems of Support (MTSS) academic and/or behavioral intervention plans 
• Works collaboratively with the School Counselor and Principal in the development and implementation of the school’s social emotional learning and mental wellness programming
• Collaboratively develops a high-quality/effective school-wide discipline team that aligns with Positive Behavior Intervention and Support, trauma-sensitive approaches, and restorative practices
• Supports teachers with the creation and implementation of classroom management plans that are aligned to the PBIS model and are implemented with fidelity
• Ensures the fidelity of implementation of the school’s discipline and Positive Behavior Intervention and Support program
• Ensures the use of best practices in the implementation of pre-referral behavioral interventions, and the implementation of behavioral support and intervention, as outlined in the IEP
• Works collaboratively with the Principal to ensure the appropriate identification, educational programming, and services for special education students.
• Ensures due process requirements are met to complete the appropriate development of IEPs and provide ongoing monitoring to ensure IDEA compliance.

• Continuously monitors, tracks and analyzes student achievement data in order to identify needed supports and strategies
• Leads a data-driven school culture that includes the regular use of data by teachers, students and staff.
• Implements effective, high quality data analysis cycles with teachers/teacher teams to facilitate the analysis of data provided by ICEF Common Assessments, unit assessments, and formative assessments.
• Implements Response To Intervention (RTI) strategies and structures for students based on student achievement data

• Models how to build strong, mutually respectful, relationships with students and families, and supports teachers and staff to do the same.
• Maintains work hours extending beyond school hours for other professional duties or functions such as staff meetings, school events, Saturday school, Parent Information Meetings, etc. when necessary
• Is available for contact with parents, students, and staff to discuss student issues/concerns after class, at night, or on weekends (via cell phone or in person)
• Supervises Instructional Aides, Campus Aides, and/or Intervention Specialists

Additional Duties

• Performs other duties as assigned.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

While performing the duties of this job, the employee is regularly required to sit; frequently required to talk or hear; and occasionally required to stand, walk, and reach with hands and arms, and/or use hands to finger, handle, or feel. 

While performing the duties of this job, the employee is occasionally required to move and/or lift up to twenty-five (25) pounds. 

Specific vision abilities required by this position include close vision and the ability to adjust focus.

Work Environment

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate.

• An earned Bachelor's Degree or higher from an accredited college or university in education, public administration or policy, or a related field
• Hold a valid, Clear California Multiple Subject or Single Subject Teaching Credential, or Pupil Personnel Services Credential (or an equivalent out-of-state credential which is transferrable to California) 
• Hold a valid, California Administrative Credential 
• Experience working with adult learners, coaching teachers, and delivering professional development 
• Significant experience with developing school-wide systems/procedures and driving initiatives with staff 
• A deep understanding of PBIS, restorative and trauma-informed practices. 
• Ability to leverage data to make data-driven decisions 
• Experience coaching, leading and supporting teachers 
• Strong record of helping students achieve academic success, primarily with minority and low-income students 
• Excellence in time management, taking initiative, and follow-through 
• Multi-faceted, multi-skilled, resourceful, and willing to do whatever it takes to help our students reach a level of academic excellence 
• Demonstrated excellence in writing, editing, and verbal communication
• Strong leadership, team management, and project execution skills
• Ability to work cross-functionally 
• Proficient use of Google-based applications
• Tuberculosis (TB) clearance
• Background check clearance
• Commitment to educational equity and ICEF’s mission

• At least 5 years of progressive professional experience in a public charter school, charter management organization or public school district
• Proficiency in using school-based information systems and applications
• Master’s Degree

ICEF is an Equal Opportunity Employer

ICEF Public Schools is an equal opportunity employer to all, regardless of age, ancestry, association with a member of a protected class, bereavement leave, color, disability (physical, intellectual/developmental, or mental health/psychiatric.), exercising the right to family care and medical leave related to serious health condition of employee or family member, child bonding, or military exigencies, engaging in protected activity, gender identity or expression, genetic information or characteristic, marital status, medical condition (cancer or genetic characteristic), military and veteran status, national origin (includes language restrictions), pregnancy, childbirth, breastfeeding, or related medical conditions, Pregnancy Disability Leave (PDL), race (includes hairstyle and hair texture, religious creed (includes dress and grooming practices), reproductive health decision making, sex/gender, and sexual orientation.

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