District of Columbia Public Schools (DCPS)
Principal
District of Columbia Public Schools (DCPS), Washington, District of Columbia, us, 20022
District of Columbia Public Schools (DCPS) provided pay range
This range is provided by District of Columbia Public Schools (DCPS). Your actual pay will be based on your skills and experience — talk with your recruiter to learn more.
Base pay range $131,152.00/yr - $199,350.00/yr
Rating: Certified 04-01-2022
Pay Plan: ET
Grade: 61,62,63,64,65,66
Union: CSO
Location: Washington, DC
Our public school students need your expertise, passion and leadership. We are looking for highly motivated and skilled talent to join our team at District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of public school students, parents, principals, teachers, and central office employees.
DCPS serves 50,000 students in the nation's capital through the efforts of approximately 4,000 educators in 118 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest‑performing, best‑paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students.
Position Overview We believe that all students can achieve at the highest levels and are committed to closing the achievement gap. To do this, we need inspiring leaders who:
Are passionate about student achievement and closing the achievement gap.
Believe that the urgency of closing this gap is too great to accept excuses of any kind.
Motivate and support their teachers and staff while holding all adults in the building accountable for ensuring student success.
This position is a safety‑sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy.
The Principal will report to the Instructional Superintendent.
Essential Duties and Responsibilities Leading Instruction
Articulating a clear instructional vision with a school‑wide focus on teaching and learning that is data‑driven, standards‑aligned and rooted in a belief that all students can achieve at high levels.
Implementing consistent school‑wide instructional practices that are clear, results‑oriented and research‑based.
Creating opportunities for ongoing learning and staff development that are informed by data.
Leading Operations
Executing results‑focused school operations and resource management that ensure minimal disruptions to teaching and learning and promote the success of all students and staff.
Developing and maintaining a purposeful school culture that supports a safe and effective learning environment.
Aligning human resources to school needs, setting high expectations and effectively managing all school employees to meet school goals.
Leading for Increased Effectiveness
Focusing on evidence‑based growth and results to drive the school towards annual and long‑term goals.
Engaging school community members effectively to ensure all stakeholders are included in school improvement efforts.
Listening to and communicating with all the school’s stakeholders; building successful interpersonal relationships with faculty, staff members, family and community members and students.
Managing the change process, including making tough decisions when necessary to move the school and students forward.
Engaging in constant personal learning, including the need to learn and adapt when faced with challenges and successes.
Rating: Certified 04-01-2022
Qualifications The successful candidate is motivated by the mission to transform the District of Columbia Public Schools into the nation’s highest performing public school system. This position offers the opportunity to have a profound and lasting impact on student learning and achievement. Candidates must possess the following professional qualifications:
Applicants must obtain an Administrative Services Credential (ASC) through the office of the State Superintendent of Education (OSSE).
To obtain an ASC, at minimum, applicants must: EITHER (1) possess at least a master’s degree, (2) have spent two years or more in a full‑time, K‑12 school‑based position, and (3) have earned a passing score on the School Leaders Licensure Assessment (SLLA) OR (1) possess a bachelor's degree and (2) have completed a state‑approved program in K‑12 Leadership/Administration. For a full description of ASC requirements, please visit OSSE’s website: OSSE ASC Requirements.
Standard Qualities of Top Candidates:
Student Achievement Focus
Believes in the possibility, promise and potential in every student (no excuses for why children cannot achieve).
Can speak to this promise down to the classroom level (teacher, specific subgroups, resources needed for special education, ESL, etc.).
Leadership Vision
Develops, articulates and implements a vision of learning that is shared and supported by the school community.
Possesses ability to inspire and motivate students/adults on the vision.
Instructional Expertise
Demonstrates knowledge of how to use instruction to reach student achievement goals.
Is able to identify and describe effective instructional practices and how to provide feedback, coaching and professional development to teachers to improve the quality of instruction throughout the school.
Demonstrates knowledge of educational theory and practices, including focus on standards‑based instruction.
Systems & Resource Management
Creates school‑level policies, procedures and structures to effectively and efficiently operate a school.
Maximizes resources (physical, technological, financial, time and human) to reach goals.
People Management
Has an ability to objectively manage employee performance and growth through feedback and coaching.
Holds adults accountable for student success.
Ensures effective professional development and growth opportunities for all employees.
Strategic Problem‑Solving
Articulates short‑ and long‑term goals with each problem and to address school‑wide issues/plans.
Identifies problems, organizes people and resources appropriately to make decisions and action plans.
Utilizes multiple sources of data to inform decision‑making.
Family & Community Engagement
Interacts and communicates effectively with multiple audiences, including staff, parents, students and community members.
Demonstrates commitment to and understanding of how to engage family and community members in the development of and work towards the school’s goals.
Shared Leadership
Demonstrates an effective approach to team‑building, including clarity of purpose, shared responsibility.
Builds effective relationships with staff members to move everyone towards school goals, varying leadership approaches (when needed).
Values, solicits and integrates different perspectives effectively.
Persistence & Resilience
Exhibits relentless focus on student achievement in the face of challenges and obstacles.
Anticipates and plans for challenges and potential obstacles; when faced with a challenge/obstacle, makes changes to achieve goals.
Demonstrates an understanding of the realities of and difficulties leading in urban schools.
Personal Development
Demonstrates self‑awareness, ability to articulate own strengths and growth areas.
Models continuous learning and openness to feedback and improving own performance.
Personal Qualities of Top Candidates
Commitment to Equity:
Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
Leadership:
Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
Focus on Data‑Driven Results:
Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
Innovative Problem‑Solving:
Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
Adaptability:
Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non‑routine situations.
Teamwork:
Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.
Dependability:
Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
Communication and Customer Service Skills:
Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high‑quality and courteous manner.
Seniority level Not Applicable
Employment type Full‑time
Job function Education
Industries Education
#J-18808-Ljbffr
Base pay range $131,152.00/yr - $199,350.00/yr
Rating: Certified 04-01-2022
Pay Plan: ET
Grade: 61,62,63,64,65,66
Union: CSO
Location: Washington, DC
Our public school students need your expertise, passion and leadership. We are looking for highly motivated and skilled talent to join our team at District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of public school students, parents, principals, teachers, and central office employees.
DCPS serves 50,000 students in the nation's capital through the efforts of approximately 4,000 educators in 118 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest‑performing, best‑paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students.
Position Overview We believe that all students can achieve at the highest levels and are committed to closing the achievement gap. To do this, we need inspiring leaders who:
Are passionate about student achievement and closing the achievement gap.
Believe that the urgency of closing this gap is too great to accept excuses of any kind.
Motivate and support their teachers and staff while holding all adults in the building accountable for ensuring student success.
This position is a safety‑sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy.
The Principal will report to the Instructional Superintendent.
Essential Duties and Responsibilities Leading Instruction
Articulating a clear instructional vision with a school‑wide focus on teaching and learning that is data‑driven, standards‑aligned and rooted in a belief that all students can achieve at high levels.
Implementing consistent school‑wide instructional practices that are clear, results‑oriented and research‑based.
Creating opportunities for ongoing learning and staff development that are informed by data.
Leading Operations
Executing results‑focused school operations and resource management that ensure minimal disruptions to teaching and learning and promote the success of all students and staff.
Developing and maintaining a purposeful school culture that supports a safe and effective learning environment.
Aligning human resources to school needs, setting high expectations and effectively managing all school employees to meet school goals.
Leading for Increased Effectiveness
Focusing on evidence‑based growth and results to drive the school towards annual and long‑term goals.
Engaging school community members effectively to ensure all stakeholders are included in school improvement efforts.
Listening to and communicating with all the school’s stakeholders; building successful interpersonal relationships with faculty, staff members, family and community members and students.
Managing the change process, including making tough decisions when necessary to move the school and students forward.
Engaging in constant personal learning, including the need to learn and adapt when faced with challenges and successes.
Rating: Certified 04-01-2022
Qualifications The successful candidate is motivated by the mission to transform the District of Columbia Public Schools into the nation’s highest performing public school system. This position offers the opportunity to have a profound and lasting impact on student learning and achievement. Candidates must possess the following professional qualifications:
Applicants must obtain an Administrative Services Credential (ASC) through the office of the State Superintendent of Education (OSSE).
To obtain an ASC, at minimum, applicants must: EITHER (1) possess at least a master’s degree, (2) have spent two years or more in a full‑time, K‑12 school‑based position, and (3) have earned a passing score on the School Leaders Licensure Assessment (SLLA) OR (1) possess a bachelor's degree and (2) have completed a state‑approved program in K‑12 Leadership/Administration. For a full description of ASC requirements, please visit OSSE’s website: OSSE ASC Requirements.
Standard Qualities of Top Candidates:
Student Achievement Focus
Believes in the possibility, promise and potential in every student (no excuses for why children cannot achieve).
Can speak to this promise down to the classroom level (teacher, specific subgroups, resources needed for special education, ESL, etc.).
Leadership Vision
Develops, articulates and implements a vision of learning that is shared and supported by the school community.
Possesses ability to inspire and motivate students/adults on the vision.
Instructional Expertise
Demonstrates knowledge of how to use instruction to reach student achievement goals.
Is able to identify and describe effective instructional practices and how to provide feedback, coaching and professional development to teachers to improve the quality of instruction throughout the school.
Demonstrates knowledge of educational theory and practices, including focus on standards‑based instruction.
Systems & Resource Management
Creates school‑level policies, procedures and structures to effectively and efficiently operate a school.
Maximizes resources (physical, technological, financial, time and human) to reach goals.
People Management
Has an ability to objectively manage employee performance and growth through feedback and coaching.
Holds adults accountable for student success.
Ensures effective professional development and growth opportunities for all employees.
Strategic Problem‑Solving
Articulates short‑ and long‑term goals with each problem and to address school‑wide issues/plans.
Identifies problems, organizes people and resources appropriately to make decisions and action plans.
Utilizes multiple sources of data to inform decision‑making.
Family & Community Engagement
Interacts and communicates effectively with multiple audiences, including staff, parents, students and community members.
Demonstrates commitment to and understanding of how to engage family and community members in the development of and work towards the school’s goals.
Shared Leadership
Demonstrates an effective approach to team‑building, including clarity of purpose, shared responsibility.
Builds effective relationships with staff members to move everyone towards school goals, varying leadership approaches (when needed).
Values, solicits and integrates different perspectives effectively.
Persistence & Resilience
Exhibits relentless focus on student achievement in the face of challenges and obstacles.
Anticipates and plans for challenges and potential obstacles; when faced with a challenge/obstacle, makes changes to achieve goals.
Demonstrates an understanding of the realities of and difficulties leading in urban schools.
Personal Development
Demonstrates self‑awareness, ability to articulate own strengths and growth areas.
Models continuous learning and openness to feedback and improving own performance.
Personal Qualities of Top Candidates
Commitment to Equity:
Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
Leadership:
Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
Focus on Data‑Driven Results:
Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
Innovative Problem‑Solving:
Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
Adaptability:
Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non‑routine situations.
Teamwork:
Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.
Dependability:
Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
Communication and Customer Service Skills:
Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high‑quality and courteous manner.
Seniority level Not Applicable
Employment type Full‑time
Job function Education
Industries Education
#J-18808-Ljbffr