Early Childhood (PK-2) Campus Director

• Establish a shared vision for a playbased studentcentered developmentally appropriate Reggio Emiliainspired early childhood program that effectively builds our youngest students academic and socialemotional skills and competencies
• Support all community members (faculty & staff and families) in understanding this early childhood vision and approach and ensure its faithful implementation

• Establish a shared vision for a playful and developmentally appropriate Early Childhood program that effectively builds students academic and socialemotional skills and competencies
• Support all community members (faculty & staff and families) in understanding and contributing to the implementation of a strong early childhood program including engaging in datainformed decision making to improve systems and practices in service of students developmentally appropriate social emotional and academic growth
• Ensure educators hold high expectations for all students and regularly design and deliver engaging inclusive developmentally appropriate and rigorous instruction; oversee the refinement of instructional strategies in alignment with early childhood best practice
• In concert with curriculum coordinators oversee and monitor Early Childhoodaligned curriculum development and implementation
• Provide effective professional learning opportunities and resources (including those that support the development of culturally and linguistically responsive practices) ensure their subsequent integration into practice and promote a culture that affirms individual differences and actively supports success for all learners
• Provide effective and frequent feedback and support to all faculty and staff to ensure progress toward identified goals and ensure that all faculty and staff participate in meaningful supervision and evaluation (including frequent informal and formal observations of practice highquality feedback and a thorough yearend summative performance appraisal)
• Implement and oversee a robust system for monitoring student learning progress and designing action steps at the school and classroom levels that align with early childhood best practice
• Collaborate with campus and district system leaders to build effective Early Childhood programming grow aligned best practices and monitor progress
• Manage assessment grading and reporting systems and calendars
• Demonstrate impact on student learning

• Create a shared understanding of classroom culture development that aligns with Early Childhood best practice
• Support the community to identify the routines and rituals that build strong developmentally appropriate classroom learning cultures; provide guidance and mentoring to ensure effective and consistent implementation.
• Establish and maintain transparent consistent campuswide routines policies and systems that respect and affirm students backgrounds identities intellect and unique developmental needs
• Manage any daily disciplinary issues including conducting investigations coordinating service providers following protocols etc.
• Ensure that the response to emotional and behavioral disruptions is developmentally appropriate restorative and assetbased and that the overall process includes proactive action planning focused on building competency and connection.
• Develop and oversee a robust multitiered system of support for students academic social and emotional development including a clear vision strong operational systems procedures and routines and the robust family collaboration needed to ensure a safe and productive learning environment for all
• Provide professional learning and support to ensure students health safety and wellbeing
• Create and maintain an effective school schedule that aligns with the Early Childhood program vision and effectively addresses student and adult needs as well as crucial program elements
• Oversee the recruitment and hiring of diverse and effective educators
• Understand and comply with state federal and district laws mandates and policies and adhere to the districts code of ethics and professionalism
• Develop and monitor school safety and crisis plans
• Work with the Facilities Manager and campus custodians to ensure the maintenance and cleanliness of the campus
• Adhere to DESE reporting responsibilities including site visits and charter renewal
• Manage the campus budget

• Provide a variety of frequent inclusive and culturally and linguistically responsive opportunities for all families to learn about and to engage as full partners in their childrens education
• Model and set clear expectations and provide supports to educators to ensure regular twoway communication and partnership with families that is respectful culturally and linguistically responsive and collaborative
• Ensure clear frequent and accessible communication from the campus and the classroom
• Ensure a close partnership with families on students social emotional and academic growth goals as well as their sense of belonging and wellbeing
• Work to ensure that all families understand and have opportunities to inform schoolbased policies as well as resources to support student learning and wellbeing
• Approach concerns raised by family members in a timely effective and transparent manner
• Represent Prospect Hill Academy at a range of events including but not limited to admissions open houses faculty recruitment events Board meetings and athletic competitions
• Oversee the creation of a regular newsletter for distribution to the entire school community

• Establish and articulate a shared understanding of the vision for excellence aligned with our PHA and Early Childhood vision
• Foster a strong professional culture characterized by an ethic of continuous improvement a sense of shared ownership and commitment and a passion for student success
• Foster a positive inclusive and equitable school community
• Create frequent and accessible opportunities for faculty staff students and families to meaningful engage in collaboration and make contributions in service of the campus mission and support teacher and staff leadership
• Leverage a variety of strategies to include all voices and build consensus within the school community around critical school decisions
• Develop and maintain clear systems of twoway communication with all stakeholders
• Oversee the adherence of all staff to the districts code of ethics and professionalism as well as district and state laws mandates and policies and partner closely with district leadership on personnel matters as needed
• Strategically respond to disagreement and dissent in ways that build trust mitigate power dynamics and repair harm while maintaining a commitment to decisions that are in the best interest of promoting equity and advancing student wellbeing.

• Collaborate regularly with other campusbased and PreK12 leaders to ensure coherence of vision program and approach
• Additional responsibilities and tasks requested or assigned by the Head of School or Designee

• A minimum of 35 years of teaching experience in PreK2 grades (Early Childhood) is highly preferred
• Experience in district/schoolbased leadership role required 3 years in PK2 setting preferred
• Strong understanding of Early Childhood programming and instructional design; knowledge of Reggio or playbased early childhood programming preferred
• Experience providing professional feedback and supervisory coaching
• Bachelors degree required; masters degree strongly preferred in education/education leadership
• Massachusetts licensure as Principal/Assistant Principal required or on track for completion
• Understanding and familiarity with the Massachusetts Curriculum Frameworks and the Common Core standards
• Knowledge of the relevant policies and procedures of the Massachusetts Department of Education
• Commitment to Prospect Hill Academys educational mission vision and values
• Commitment to working with students and families from diverse backgrounds with diverse profiles
• Welldeveloped and demonstrated cultural proficiency
• High degree of flexibility and responsiveness in the face of challenge
• Passionate about collaboration with colleagues and supervisors
• Willingness to work collaboratively with a dedicated faculty and staff and involved families
• Strong personal organizational and timemanagement skills
• Outstanding interpersonal skills with the ability to communicate clearly in oral and written form with students staff and community members
• Experience integrating Restorative Justice practices into classroom management and school culture systems
• Ability to build teams promote collaboration manage conflict set goals and hold people accountable
• Fluency in Google suite of applications

• Frequent sitting standing walking reaching with hands and arms to stoop kneel or crouch
• Regularly required to operate a computer and other office equipment with hands and arms and must occasionally lift and/or move up to 10 pounds.
• Frequent lifting and/or moving up to 10 pounds and occasionally lifting and/or moving up to 25 pounds.
• Occasional use of hands to handle or feel
• Occasional climbing or balancing
• Regular speaking and hearing; specific vision abilities include close vision distance vision color vision peripheral vision and depth perception

Required Experience:

Director