Academy Leader 2018-2019 School Year

  • Brooklyn, United States

Academy Leader 2018-2019 School Year

Job description

About Us

Williamsburg Charter High School (WCHS) is a high performing, public charter high school located in Brooklyn, New York. WCHS opened in August 2004 as the first Chancellor-authorized charter high school in the City of New York with a ninth grade class of 267 students. Now in its eighth year of operation, WCHS has grown to serve approximately 963 students in grades nine through twelve. The school’s mission is to unite youth, families, staff, teachers and the community at large in providing young people with the tools necessary to make sense of the world, and prepare them in their journey to become skilled workers and literate citizens of the world.  Young people will accomplish this through their participation in a rigorous and demanding liberal arts education that includes language, literature, writing, science, history, mathematics, the arts, technology, and exploration in disciplines designed to teach fairness, justice, respect and compassion for themselves and others, as well as the skills of critical thinking, communication and research. 

 

Williamsburg Charter High School provides a broad liberal arts academic program to the high-school age youth of north Brooklyn. School programs are individualized to connect to each student’s particular level of development, including English Language Learners and students with Special Education Services. Further, WCHS provides supportive relationships with faculty, extended instructional periods, and opportunities after-school and on Saturdays for additional academic support. Social and emotional support is also available to students to ensure their non-academic needs are addressed. Students are accepted to WCHS through a random lottery with no minimum requirements, tests, or auditions required to gain entrance and, as a public charter school, there is no tuition.

 

The Williamsburg Charter High Schools seeks out individuals who:

●      Are committed to providing students with a highly rigorous academic experience.

●      Enjoy working in a highly collaborative, professional setting as well as independently.

●      Are sensitive to the unique needs of the community they serve as well as the complex issues that are present for urban youth and their families.

●      Engage a youth development approach in their interactions with young people by being sensitive to the developmental needs of individual students. 

●      Are passionate and positive about school culture.

●      Take full responsibility for students’ achievement.

●      Act as professional role models for students.

●      Are reflective and willing to improve upon their practice through professional development and support.

●      Manage time, resources, and technology effectively to ensure that they can complete all required responsibilities.

●      Use objective data as well as anecdotal information to gauge student performance.

●      See their work as a career and a lifestyle, not just as a job.  They should be willing to take time before and after school to complete their responsibilities such as lesson planning, supporting struggling students, and grading student work. 

●      Believe deeply in the transformative power of education for all students, families, and educators.

                                   

PRIMARY RESPONSIBILITIES OF THE INSTRUCTIONAL ACADEMY LEADER:

  • Articulates, models and positively reinforces a clear vision and values of the school’s culture, and involves students, families and staff in creating an inclusive and welcoming climate that supports it
  • Oversees the daily operations of the Grade Level Academy;
  • Monitors and assures compliance with applicable policies including those regarding student academics, discipline, attendance, instructional issues, school calendar, length of instructional day, extracurricular activities, employee matters, and Academy funding expenditures
  • Supervises the faculty on issues of teaching and curriculum;
  • Implements the Academy curriculum, educational strategies and teaching methods;
  • Establishes and maintains a culture and environment consistent with the mission and policies of the Academy in collaboration with the Head of School
  • Schedules, maintains and at some times leads appropriate staff development experiences, and;
  • Supervises and evaluates academic staff.
  • Promotes school-wide efforts to establish, implement and refine appropriate expectations for curriculum, instructional practices, assessment and use of data on student learning based on scientific research and evidence-based practices that result in student academic achievement
  • Supports teachers through ongoing, actionable feedback and needs-based professional development to ensure that rigorous, relevant and evidence-based instruction and authentic learning experiences meet the needs of all students and are aligned across the academy
  • Holds all staff accountable for setting and achieving rigorous performance goals for all students, and empowers staff to achieve these goals across content areas
  • Demonstrates a rich knowledge of effective instructional practices, as identified by research on best practices, in order to support and guide teachers within a culture of change that is focused on maximizing student success
  • Stays current with educational trends, research, and best practices
  • Attends all community, staff and school board meetings and conferences

PRIMARY RESPONSIBILITY OF THE SOCIAL EMOTIONAL ACADEMY LEADER

  • Articulates, models and positively reinforces a clear vision and values of the school’s culture, and involves students, families and staff in creating an inclusive and welcoming climate that supports it
  • Promotes the cognitive, physical, social and emotional health, growth and skill development of every student and models
  • Serves as the steward of the school covenant and restorative practices
  • Demonstrates a commitment to a diverse population of students by creating an inclusive and positive school culture by recognizing and rewarding student academic accomplishments, and provides instruction in meeting the needs of diverse students, talents, experiences and challenges in support of student achievement.
  • Establishes and effectively manages processes and systems that ensure a knowledgeable, high quality, high-performing staff. Principal understands the educational needs of the students and uses the flexibility permitted in the staffing design to provide instructional programs to meet those needs
  • Establishes systems for coordinating and maintaining all available school resources while developing innovative resources to improve student learning, academic achievement and overall healthy development for all students
  • Designs and/or utilizes structures and processes which result in family and community engagement, support and ownership for the school
  • Develops systems and relationships to leverage the school district and community resources available within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families
  • Takes responsibility for ensuring that all students are progressing toward postsecondary and workforce readiness standards to be mastered by high school graduation; prepares students for success by ensuring mastery of all standards, including 21st Century skills
  • Stays current with educational trends, research, and best practices
  • Attends all community, staff and school board meetings and conferences
  • Drives the positive behavior intervention system and leads the staff in the positive development of the school culture
  • Drives the curriculum used for advisory and social emotional growth
  • Responsible for monitoring and reporting out on behavioral trends and disciplinary infractions

 Must be skilled at:

  • Understanding and implementing a data-driven approach to all aspects of school information management including but not limited to academic achievement, conduct, and attendance
  • Analyzing student achievement data to help teachers inform their own instruction
  • Backwards-design and curriculum planning and design
  • Coaching new teachers in both instruction and classroom management
  • Planning effective professional development in order to meet the needs of the staff with a focus on implementing data-driven instruction
  • Communicating promptly ,clearly , and frequently with students , staff, and families
  • Mediating conflict and creating consensus
  • Problem-solving
  • Creating accountability structured for all members of the WCHS school community
  • Embracing and embodying the mission of the WCHS as well as demonstrating a full awareness of school’s policies and procedures
  • Demonstrating a highly professional approach in dealings with students, staff and families
  • Being sensitive to the developmental needs of adolescent students at different phases of their social educational development

 Performance Responsibilities:

  • Assisting the Head of School with the process of observing and evaluating staff using a collaborative, rubric-based assessment process
  • Monitoring scope and sequence across all subject matters, ensuring alignment with common core and regents testing.
  • Coordinate and meet weekly with partnering Academy Leader
  • Develop curriculum and/or provide supervision for specific programs
  • Advise and oversee department budget allocations ensuring departments have resources, texts, and materials to support curriculum.
  • Develop cross-curriculum, manifested in school wide events, especially those events that support mission of the school and academic excellence.
  • Creating meaningful professional development plans for teachers
  • Perform related duties as required or assigned by the Principal
  • Oversee after-school academic activities for students as needed
  • Bringing relevant and applicable outside research  to the attention of instructional staff

 

 

 

 

 

 

 

 

 

Requirements

Qualifications and Experience:

  • A significant amount of study devoted toward the stewardship of the school mission, Master's degree or higher in an education-related field or School Administration
  • A track record of success in a leadership role, certified or certifiable as a school principal  or school building leader
  • New York State fingerprint clearance
  • 4 years experience as a Teacher, Counselor, Dean (preferably in urban schools)
  • Proven leadership and strong communication skills
  • Experience in Teacher training and the delivery of staff development
  • Knowledge of developmentally appropriate learning /teaching strategies