Principal in Residence (SY26 27)

The KIPP DC Principal in Residence (PIR) program is a two-year regionally-operated residency to prepare aspiring principals in the adaptive technical and managerial skills to lead a KIPP DC school. Principals in Residence are full-time members of their residency school leadership teams and will have daily opportunities to practice the skills and competencies required to lead high-performing schools. Ideally PIRs will spend two years participating in this intensive and supportive development program but this will also depend on vacancies needs and readiness.

The PIRs role mirrors that of a vice principal for the majority of the development program namely: leading both instruction and school culture as the leaders of subsets of teachers and students in either specific grade levels and/or departments. Towards the end of their time as a PIR the role mirrors more of a school leader with clear responsibilities fully owned by the PIR at the school-level.

In addition to their school-based performance goals PIRs are actively developing the leadership skills and competencies outlined in the PIR Core Skills. They actively seek growth through participation in high-quality meaningful formal and informal professional development invaluable on the job training transformative coaching and cohort-based learning experiences with leaders across KIPP DC.

The PIR role is an exempt role and reports to their school leader.

• Support development of School Leaders school-wide vision and takes an active role in investing and mobilizing teachers to achieve the collective goals of the school; owns the implementation of select school priorities in support of the school-wide vision
• With guidance from the School Leader leads the planning and goal setting for the grades/departments that he/she coaches and ensures alignment with school-wide goals
• Set communicate and execute a vision for a school-wide initiative/priority that addresses an inequity
• Connect team/s vision goals and actions to KIPP DCs goal of becoming an anti-racist organization

• Prioritize and manage own time to accomplish short and long-term goals or priorities
• Demonstrate strong judgment and data-based timely decision-making
• Act decisively to overcome barriers and make difficult choices with the longterm and shortterm impact in mind

• Set a vision of excellence for student and staff culture along with the School Leader and executes on plans to uphold it
• Build positive affirming and joyful student culture across teams
• Build an inclusive grade-level/department or school-wide environment for special populations
• Manage parts of the daily school operations (e.g. arrival/dismissal lunch/recess)
• Act as the first Leadership Team contact on student intervention and family communication; determines appropriate next steps and follow ups
• Plan for and predictably respond to student behavior that doesnt meet school culture expectations. Coach support and follow up with teachers in service of empowering them to do the same
• Maintain calm and poise in unpredictable potentially stressful situations with students

• Establish & communicate experiential and academic goals for students
• Demonstrate strong student achievement results across classrooms that they coach
• Understands curriculum pedagogical practices standards lesson plans unit plans assessments & each ones purpose for multiple grade levels or departments
• Collaborate with other coaches and leaders to support teachers in instructing and assessing and connects teachers with relevant resources to improve their content knowledge and instruction
• Participate in ongoing learning to build knowledge outside of own content area expertise
• Lead data-driven instruction by analyzing homeroom specific and grade/department level data and developing and executing plans to address gaps and by helping teachers do the same thing for their classes
• Lead a culture where general educators special educators and other team members collaborate to meet the needs of unique learners

• Builds trusting strong relationships with teachers and school staff as the foundation for development and management work
• Capture sharp meaningful evidence during observations
• Ground feedback and next steps for teachers in student impact and data
• Identifies high-leverage coaching focuses ground in student impact transferability context and teacher match
• Develop rely on and refine systems that result in the effective coaching of all teacher
• Identify an academic gap across a grade level or department and develop and execute a plan that results in improved student experiences and outcomes
• Actively and regularly communicate with principal about progress strengths areas of growth and potential trajectories of individual team members
• Understand and practice fair and legal employment practices

• Take the lead on staff facing school based systems (i.e. testing school schedule arrival dismissal etc.)
• Support the leadership team in executing school operational systems such as arrival and dismissal mealtimes and attendance.

Equal Employment Opportunity Employer

KIPP DC Public Schools does not discriminate against or tolerate discrimination against employees or applicants for employment on any legally-recognized basis or protected class including but not limited to actual or perceived race color national origin immigration status (except as necessary to comply with federal DC state or local law) religion sex (including pregnancy childbirth lactation and related medical conditions) age physical or mental disability medical condition sexual orientation gender (including gender identity or expression) marital status (including domestic partnership status) genetic information political affiliation pregnancy family responsibilities personal appearance veteran status uniform service member status status of being unemployed status of victim a survivor of domestic violence sexual offense or stalking matriculation or any other protected class under federal state DC or local law.

Click here or here to review KIPP DCs non-discrimination policy and KIPP DCs Title IX Coordinators contact information.

Please Note: If you encounter difficulties submitting your application or fail to receive a confirmation email after applying kindly reach out to Danica Cunningham at . Please include your name resume and specify the role you are applying for in your email. We appreciate your understanding and apologize for any inconvenience caused.