Assistant Principal (Elementary)

Compass Charter School•New York, NY

1d•$110,000 - $135,000•Onsite

About The Position

Compass Charter School is seeking an Assistant Principal (Elementary) for the 2026-2027 school year. Compass Charter School is an inquiry-based, progressive elementary school committed to providing an experiential and democratic elementary experience with intentional access for children who typically do not get access to progressive education. The school enrolls approximately 330 students in pre-kindergarten through fifth grade. As a member of the school’s Instructional Leadership Team, the Assistant Principal works as a transformational leader, supporting an environment of equity, curiosity, inclusion, and sustainability. This key position works with the Executive Leadership Team to supervise all instructional and student support staff and is responsible for carrying out Compass’ mission, vision, and collective commitments, with an unwavering commitment to equitable outcomes for all students. This is a 12-month position.

Requirements

Master’s Degree in Educational Leadership, Curriculum & Instruction, Special Education, or related field
5 or more years of relevant teaching, teacher leadership, and/or school leadership experience
5 or more years of relevant experience teaching, coaching, and/or leading in schools with Integrated Co-Teaching Classrooms and a high population of students with special needs.
Previous work experience demonstrates ability to set goals, monitor progress toward school improvement goals, prioritize equitable outcomes for students, and de-prioritize the “wrong work” or work that is unproductive or less important for school improvement.
Strong instructional expertise, ability to analyze and use data to drive decision-making
Strong knowledge of special education best practice, inclusive education, coteaching models, and implementation of IEPs and BIPs
Proficiency with leadership frameworks and best practice for adult learning
Act as a steward of the change management process and hold themself to high levels of professional integrity
An unwavering commitment to equitable outcomes for all students, specifically equitable academic outcomes for children with special needs, children from economically disadvantaged backgrounds, and English language learners
Flexibility and responsiveness to day to day needs of students, staff, and families
Ability to maintain a clear, calm, and focused presence during day to day, emergency, and high-stress situations
A firm belief in and commitment to rigorous, inquiry-based, constructivist learning (learning by doing), and strong alignment with the Compass mission, vision, and collective commitments
Previous experience supervising teachers and school staff, including but not limited to: Planning, implementing, and delivering professional development, Regularly observing and giving feedback, Evaluating teachers, Creating and enacting Improvement Plans & Progressive Discipline, Managing hiring of elementary staff
Strong collaboration skills, including project planning, delegation, and clear timelines
Evidence of a strong commitment to Compass’ vision, mission, and strategic direction
Interest in and knowledge of the school’s Key Design Elements, including integration, equity, inclusion, and sustainability
Ability to demonstrate systems thinking and solve “upstream” problems
Interested in working closely with a diverse group of pre-K and elementary-aged children, their families, and staff in a highly dynamic, collaborative, and fast-paced environment
Strong organizational skills, including ability to prioritize and make mission and vision-based decisions
Strong collaboration and project management skills, including using The Management Center’s MOCHA Model
Detail-oriented, ability to see the big picture and the details
Strong interpersonal and collaboration skills
Strong written and verbal communication
A deep sense of personal accountability and willingness to foster accountability in others through consistent and above-board actions, feedback, and communication
Ability to manage multiple projects of varying levels of complexity and stay calm under pressure
Knowledge of or willingness to learn and integrate Educating for Sustainability (Efs) principles and standards into daily operations, curriculum, and professional development

Nice To Haves

New York State School Building Leader (SBL) certification preferred

Responsibilities

Supervise teachers, learning support staff, and student support staff.
Provide ongoing and timely feedback to supervisees through the clinical supervision model.
Sit on the school’s Instructional Leadership Team, which is tasked with designing and enacting effective supervision of the school’s instructional program and annual professional development plan.
Lead strategically with data-driven decisions.
Co-Create school-wide practices and routines to maintain safety and prioritize equitable access to instruction.
Communicate effectively with stakeholders, including students, staff, families, and the Executive Leadership Team.
Create and maintain a school culture rooted in collaboration and instructional best practice.
Uphold high academic and behavioral expectations, foster an inclusive environment, and implement school-wide systems with integrity.
Co-create and communicate clear expectations for all staff to ensure school wide systems are running smoothly and accessible to all staff.
Build and maintain strong professional relationships with staff, families, and students.
Oversee implementation of social-emotional curriculum and school-wide social-emotional practices, including but not limited to trauma-informed practice, restorative justice, Responsive Classroom, Fly Five, and family engagement initiatives.
Oversee the creation and implementation of annual year long learning plans for each grade level (scope and sequence).
Oversee programmatic implementation of the following curricula: integrated units of study, constructivist mathematics instruction, balanced literacy model.
In collaboration with the Executive Leadership Team, ensure all IEPs are implemented with integrity.
In collaboration with the Executive Leadership Team, develop annual MTSS goals, systems for data collection and documentation, tiered interventions, and child study team process.
In collaboration with the Executive Leadership Team, manage student support, including mandated reporting, student support, paraprofessionals, DASA, and attendance monitoring.
Give input on and implement the yearly professional development plan.
Supervise & evaluate instructional and non-instructional staff.
Provide regular observation and feedback.
Co-Create school-wide schedules that prioritize equitable access to instruction.
In collaboration with the Executive Leadership Team, ensure all purchasing is in line with the annual approved budget, school priorities, and fiscal policies & procedures.
Model a learner stance and act as a lead learner within the organization.
Demonstrate curiosity and a willingness to learn and grow.
Consistently behave with integrity and in alignment with the school’s collective commitments.
Demonstrate reflection and behavior changes in response to mistakes and/or feedback.
Protect and maintain dignity and confidentiality for all stakeholders.
Uphold the school’s mission, vision, and collective commitments in all behaviors, interactions, communications, and work products.
Model “above the line” actions at all times.
Provide specific and timely feedback to staff, students, and families to intentionally interrupt inequitable and/or unprofessional practices, language, and/or mindsets.