AP of Student Supports

CAMINO NUEVO CHARTER ACADEMY•Los Angeles, CA

2d•$98,000 - $112,571

About The Position

The Organization Camino Nuevo Charter Academy (CNCA) is a community of high-performing public schools that utilizes a comprehensive approach to prepare students from preschool through high school for success in college and in life. We integrate academic rigor, community, family, and wellness to empower students to thrive in a culturally connected and changing world. Founded in 2000, Camino Nuevo Charter Academy students represent the neighborhood of MacArthur Park west of downtown Los Angeles, a community that is one of the most under-resourced and densely populated neighborhoods in Los Angeles. Currently, CNCA has six campuses that serve approximately 3,500 students from TK through 12th grade. Organizational Leadership Capacities We believe that every individual who works on the Camino Nuevo Charter Academy School Leadership Team must embody key mindsets and possess foundational skills to contribute to the organizational leadership of the organization. Mindsets • Commitment to and belief in CNCA’s mission and vision • Belief in and embodiment the CNCA Anchors in all aspects of the work • Commitment to the vision of a progressive, socially-just education and is able to inspire others towards that vision • Solution orientation and belief in supporting others to be the same • Commitment to an asset-based, capacity-building approach • Commitment to equity, diversity and inclusion Skills • Ability to support an inclusive, positive and high performing culture • Ability to take ownership in the day-to-day and overall success of the organization • Ability to think critically, use sound judgment and problem solve • Ability to work independently and proactively and to seek support and guidance when appropriate • Strong organizational and time management skills, with an ability to prioritize competing projects in a fast-paced, fluid environment • Effective collaboration with individuals at all levels of the organization • Respect, humility and discretion to work effectively with all stakeholders, including colleagues, families and members of the community • Strong self-awareness and ability to reflect Intentions • EXCELLENCE: You take responsibility for our students and staff achieving consistently outstanding results. • EQUITY: You recognize and value the individuality and experiences of all students and respond to their unique academic, emotional, psychological, and social needs. • COMMUNITY: You are rooted in our community's richness and in the cultural and environmental context where our students and families live. • INNOVATION: You continuously learn, are curious, and implement new ideas, perspectives, and evidence-based methods in your work. • JOY: You build and maintain positive relationships that foster happiness and fulfillment among students, staff and families. The Opportunity Under the supervision of the Principal, the Assistant Principal of Student Supports will oversee a comprehensive approach to working with students and families. The AP of Student Support will act as member of the School Leadership Team and is responsible for the development and execution of a robust plan to align instructional practices and school programs to a “whole child” approach that builds a strong foundation for student achievement. The School Leadership Team is made up of the Teaching & Learning, Programs and Operations teams. The AP of Student Support is responsible for leading the Programs Team to support the school’s holistic approach to teaching & learning, oversee school-wide alignment to CNCA practices such as implementing a robust socioemotional learning curriculum, case management for students, and interventions within an RtI model. In addition, this position will oversee special education and a tiered approach to responding to students.

Requirements

Bachelor’s degree required; Master's degree in education administration or education leadership preferred
Valid clear California Teaching or Pupil Personnel Services credential required
Valid clear California Administrative credential preferred
Three to five (3-5) years instructional leadership/coaching experience in urban education required
Proven results using restorative practices with staff & students
Experience leading and developing teams as well as working across teams
Ability to understand and navigate the political, social, economic, legal and cultural context facing urban charter schools and the students they serve

Nice To Haves

Spanish and English fluency preferred

Responsibilities

Contribute expertise on socioemotional learning, restorative justice and wraparound student & family support services to inform the overall vision and strategy of the Principal, Programs Team, Teaching & Learning Team, and School Leadership Team.
Co-create vision and strategic plan for school in collaboration with all stakeholders including Principal, School Leadership Team, Home Support Office, staff, families and students.
Collaborate in the development of structures and processes to support the school’s holistic approach to teaching & learning.
Support the development of a strategic plan for the integration of academics and socioemotional learning as implemented by the School Leadership Team.
Create systems to monitor and analyze school-wide "culture metrics" around student attendance, behavior, agency and engagement in alignment with restorative practices.
Under the direction of Principal, oversee, develop and evaluate direct reports for the school-based Programs Team including but not limited to: Mental Health Counselor(s), Student & Family Services Coordinator, Lead Campus Aide.
Provide ongoing coaching to and developing of direct reports on Programs Team including annual goal setting processes, consistent coaching meetings, period step backs and retreats with School Leadership Team and Home Support Office.
Develop and train classified staff as part of a school-wide “Student Support Team.”
Participate in recruiting, selecting and hiring high-quality staff.
With the leadership team, share out weekly culture data at Instructional Leadership Team meetings and create plans for follow-up with students, teachers, coaches and Programs Team.
Lead regular Programs Team meetings with ample time for team development as well as logistics.
Monitor the effectiveness of Programs Team goals and priorities through the use of key metrics to inform continuous improvement and strategic decision-making.
Set ambitious personal and professional goals and model relentless effort toward these goals.
With the LT, support the development of clear data tracking systems for documentation of student incidents, counseling referrals and behavior support interventions aligned to restorative practices, lead staff training in documentation procedures and monitor consistency in staff usage.
With the LT, support the use of management tools, create and communicate MOCHA charts for a tiered approach to student behavior with systems & processes that are in alignment with restorative practices.
In collaboration with Principal, ensure compliance with student discipline processes and procedures.
Support the facilitation of SST meetings that concern behavior, socio-emotional, academic, and/or attendance concerns.
Own SART and SARB process with support from Registrar and Operations Team.
Prepare and present regular status reports related to school site restorative practices systems for School Leadership Team meetings, all staff meetings and CNCA-wide meetings as needed.
Participate in selected meetings and mandated school teams as a designated administrator.
Other duties as assigned.
Own school-wide implementation of socioemotional learning curriculum including robust professional development plan for teachers.
Co-develop year-long professional development plans with Principal and Assistant Principal(s) on: Danielson socioemotional needs of students, approach to restorative practices and positive behavioral supports.
Partner with instructional coaches to serve as a consultant on strategies and interventions for Tier 1 and Tier 2 student behavior, socioemotional learning, overall classroom management skills, student engagement and parent involvement as part of a coaching cycle that is informed by frequent classroom observations and the regular analysis of student achievement outcomes.
Collaborate with Instructional Leadership Team to provide high quality professional development throughout the year on trauma-informed instruction, socio-emotional needs of students, restorative practices, and positive behavioral supports.
Respond to trends in school-wide data and collaborate on implementing systems that support student achievement and socioemotional learning.
In collaboration with Principal and Home Support Office, create a robust school-wide approach to restorative practices and student discipline at all levels of school and coordinate staff training in restorative practices.
Contribute to positive school culture by developing strong relationships with CNCA students, families and staff.
Conduct regular school culture walkthroughs and observations and elevate findings and action steps to Instructional Leadership Team and instructional coaches.
Manage systems to support students who exhibit significant behavioral challenges, partnering with teachers, families, and community resources to create individualized plans and provide additional supports and effective interventions.
Co-plan and lead school-wide community meetings, recognition, and celebration events in collaboration with teachers, student, families and School Leadership Team to foster positive school culture.
Lead and support the use of regular culture-building, restorative, harm and conflict circles across the school.
Assist with supervision and school events as assigned.
Lead small groups of students in building socioemotional learning skills.
Manage Programs Team support for student leadership programs such as task forces, anti-bullying programs, service learning, student government, etc.
Embrace the responsibility of ensuring that students from our low-income, primarily immigrant, linguistically diverse community can succeed.
Manage partnerships with external service providers.
Design and facilitate family workshops on expectations for student behavior and school discipline policies to promote parent engagement in school-wide restorative practices.
Coordinate experiential and service learning opportunities with School Leadership Team and teacher leaders.