Project Based Learning Jobs in Georgia (NOW HIRING)

The Assistant Principal of Student Experience serves as a key member of the leadership team, partnering with the Principal and Chief Academic and Innovation Officer to ensure that the Academy for Innovation in Medicine (AIM) delivers a rigorous, student-centered, and equitable educational experience. AIM is an innovative public STEMM school grounded in science, technology, engineering, mathematics, and medicine, with a unique partnership with Grady Health System that provides authentic, real-world learning experiences.

This leader is responsible for advancing instructional excellence and project-based learning, while cultivating a positive, inclusive, and high-expectations student culture where all students feel safe, connected, and empowered to succeed. The Assistant Principal ensures strong systems of student support across academic, social, emotional, and behavioral domains, including oversight of services for gifted, ESOL, and special education students.

The Assistant Principal leads schoolwide systems that promote belonging, strong relationships, and equitable access to opportunities, ensuring that all students are prepared for college, career, and

ESSENTIAL ROLES AND RESPONSIBILITIES

Instructional Excellence

• Lead the implementation of high-quality, standards-aligned instruction grounded in the Georgia Standards of Excellence and AIM’s STEMM-focused, experiential learning model.
• Champion project-based learning (PBL) and interdisciplinary units that connect classroom learning to real-world healthcare, research, and community applications.
• Integrate and support Georgia CTAE pathways and Georgia Department of Education (GaDOE) career pathway frameworks, ensuring alignment between academic instruction, technical coursework, and career-connected learning experiences—particularly in healthcare and STEMM fields.
• Ensure CTAE pathway fidelity, including sequencing, industry alignment, credentialing opportunities, and work-based learning experiences that prepare students for college and careers.
• Conduct frequent classroom observations across academic and CTAE courses and provide actionable feedback to ensure rigorous, engaging, and student-centered instruction.
• Facilitate Professional Learning Communities (PLCs) focused on data-driven instruction, PBL design, cross-disciplinary planning, and integration of CTAE standards.
• Support differentiation and inclusive instructional practices to meet the needs of diverse learners, including gifted, ESOL, and students with disabilities, across both academic and CTAE settings.

Student Culture, Discipline & Belonging

• Lead the development and implementation of a positive, consistent, and restorative student discipline system aligned with PBIS and restorative practices.
• Build a school culture grounded in belonging, high expectations, and strong relationships.
• Oversee student behavior, attendance, and engagement systems to ensure equitable and consistent practices.
• Support staff in implementing proactive classroom management and relationship-building strategies.
• Coordinate crisis response and ensure students feel safe, supported, and connected to the school community.

Student Supports & Whole-Child Development

• Oversee a comprehensive system of student supports (MTSS) addressing academic, behavioral, and social-emotional needs.
• Supervise and coordinate services for gifted, ESOL, and special education programs, ensuring compliance and high-quality support.
• Partner with counselors, teachers, and families to ensure students receive holistic support across academic, social, emotional, and career development domains.
• Ensure systems for early identification, intervention, and progress monitoring are implemented with fidelity.
• Promote equitable access to advanced coursework, enrichment opportunities, and postsecondary pathways.

Assessment, Data & Student Outcomes

• Lead the use of academic and non-academic data to drive instructional decisions, student supports, and school improvement. Support effective administration of all state and local assessments. ? Support staff in analyzing student data to improve outcomes and close achievement gaps.
• Monitor progress toward school goals related to achievement, growth, and student experience.

Staff Leadership & Development

• Coach and develop teachers to deliver high-quality instruction and implement PBL effectively.
• Design and facilitate professional learning aligned to instructional priorities and student needs.
• Support teacher evaluation and continuous improvement processes.
• Foster a collaborative, mission-driven staff culture grounded in shared accountability for student success.

Family & Community Engagement

• Build strong partnerships with families to support student success and well-being.
• Communicate clearly and consistently about student progress, expectations, and school initiatives.
• Support connections with community partners, including healthcare and industry partners aligned with AIM’s mission.
• Promote meaningful family engagement in student learning and school culture.

PROFESSIONAL/PERSONAL CHARACTERISTICS

Certain professional and personal characteristics are essential for success. The Assistant Principal must:

? Demonstrate integrity, professionalism, and adherence to the Georgia Code of Ethics for Educators.

? Exhibit strong leadership, communication, and interpersonal skills.

? Build and maintain trusting relationships with students, staff, and families.

? Demonstrate the ability to manage multiple priorities under pressure and meet deadlines.

? Maintain flexibility, adaptability, and sound judgment in complex situations.

? Model a growth mindset and commitment to lifelong learning.

? Uphold confidentiality and exercise discretion in all matters.

QUALIFICATIONS

Required Credentials

? Master’s degree in Educational Leadership, Administration, or related fi eld.

? Valid Georgia Leadership Certification (L5 or higher).

? Minimum of three (3) years of successful classroom teaching experience.

? Demonstrated knowledge of Georgia curriculum standards, assessment, and instructional best practices.

? Proven ability to lead, coach, and evaluate instructional staff.

? Prior administrative or leadership experience in a Georgia public high school.

Preferred Credentials

? Experience with CTAE, work-based learning, and/or dual enrollment

? Experience with project based learning and interdisciplinary units.

? Experience managing student supports,

? Training or certifi cation in restorative practices, school safety, or crisis management.

? Familiarity with GaDOE, LUAS, and charter compliance frameworks.

OTHER REQUIREMENTS

? Satisfactory criminal background and fi ngerprint clearance in accordance with O.C.G.A. § 20-2-1184.

? Regular, predictable attendance and punctuality.

? Flexibility to attend evening or weekend events as needed.

? Participation in professional learning and leadership development activities as required.

? Compliance with all school policies, procedures, and board directives.

WORKING CONDITIONS & DEMANDS OF THE JOB

Mental and Physical Ongoing Demands: Maintain emotional control under stress; work with frequent interruptions/deadlines and prolonged or irregular hours; Frequent walking, standing, stooping, bending, pulling and pushing.

Mental and Physical Occasional Demands: Lifting and carrying 10-25 pounds frequently, 25-40 pounds occasionally, more than 45 pounds infrequently with assistance; Pushing/pulling 10-35 pounds sporadically; May be required under specific

circumstances to provide physical restraint of students in danger of causing harm to themselves or others; Travel to other locations as needed for training, supervision, or school events..

Environmental Ongoing Factors: Frequent exposure to temperature extremes (hot and cold), humidity extremes, noise.

Environmental Occasional Factors: Exposure to: biological hazards (communicable diseases, bacteria, insects, mold, fungi, etc.)

? instructional best practices.

? Proven ability to lead, coach, and evaluate instructional staff.

? Experience analyzing and using data to drive school improvement.

Preferred Credentials

? Prior administrative or leadership experience in a public charter or traditional public school setting.

? Experience coordinating MTSS, testing, or student serAssistants.

? Training in restorative practices, crisis management, or school safety.

? Experience with volunteer coordination and family engagement initiatives.

OTHER REQUIREMENTS

? Maintain confidentiality of student and personnel information.

? Complete required background checks and fingerprint clearance.

? Attend evening and weekend school functions as needed.

? Participate in ongoing professional development and leadership training.

WORKING CONDITIONS & DEMANDS OF THE JOB

Mental and Physical Ongoing Demands: Maintain emotional control under stress; work with frequent interruptions/deadlines and prolonged or irregular hours; Frequent walking, standing, stooping, bending, pulling and pushing.

Mental and Physical Occasional Demands: Lifting and carrying 10-25 pounds frequently, 25-40 pounds occasionally, more than 45 pounds infrequently with assistance; Pushing/pulling 10-35 pounds sporadically; May be required under specific circumstances to provide physical restraint of students in danger of causing harm to themselves or others; travel.

Environmental Ongoing Factors: Frequent exposure to temperature extremes (hot and cold), humidity extremes, noise.

Environmental Occasional Factors: Exposure to: biological hazards (communicable diseases, bacteria, insects, mold, fungi, etc.)

WORK SCHEDULE & COMPENSATION

? 40+ hours per week, full-time (1.0) position

? Evening and weekends required

? Exempt, salaried employee

? Full benefits package

? 210 Days-day calendar

? Competitive Salary commensurate with experience