Assistant Principal (Humanities & Grades 11-12)

The SEED Public Charter School of Washington DC•Washington, DC

7h•Onsite

About The Position

The SEED School of Washington, D.C. is a college-preparatory urban boarding school founded in 1998. It currently serves 250 students in grades 9-12, with a mission to prepare students academically and socially for success in college and beyond. All students live on campus from Sunday evening through Friday afternoon, participating in structured activities and receiving a safe, caring 24-hour boarding experience. The SEED Network is a national network of public, college-preparatory boarding schools offering a unique 24-hour, 5-day per week learning environment for traditionally underserved students. SEED schools are located in Washington, D.C., Baltimore, Miami, and Los Angeles, with support from The SEED Foundation's College Transition & Success (CTS) team. SEED's success has been recognized by media and former President Obama.

Requirements

Bachelor’s degree required.
Minimum of 2–3 years of experience in a formal or informal leadership role (e.g., Humanities/English Department Chair, Dean, or Grade Level Lead), preferably in an urban high school setting.
Minimum of 3 years of demonstrated success as an effective high school English, Social Studies, or Humanities classroom teacher, with a track record of driving advanced student literacy.
Solid understanding of the developmental, social, and psychological nuances specific to the assigned age group.
Strong communication and interpersonal skills, with a demonstrated ability to manage student discipline through restorative practices and de-escalate high-stakes situations with poise.
A history of working cooperatively with diverse stakeholders, including the ability to coordinate across "suites" such as Wellness, Student Support, and Boarding staff.
Ability to analyze cohort-level attendance, behavioral, and academic data to identify students in need of Tier 2 or Tier 3 interventions.
A high degree of personal integrity, demonstrated leadership abilities, and a history of working cooperatively with key stakeholders in a school environment.
Develops and supports a climate that values, accepts, and understands that achievement is at the core of our work, and that excuses are irrelevant.
Demonstrated commitment to educational equity for all students.
Works independently with little direct supervision.
Works well with others and as part of a team.

Nice To Haves

Master’s degree in School Administration, Educational Leadership, or a related field preferred (or current enrollment in licensure program).

Responsibilities

Directly manages and evaluates the school-wide Humanities Instructional Coach, ensuring coaching cycles align with advanced text-analysis, writing rigor, and vertical curriculum goals.
Serves as the primary instructional evaluator for all Humanities faculty (Grades 9–12), conducting formal observations, walkthroughs, and setting growth goals.
Partners with the Director of Academics to ensure the school’s adopted Humanities curriculum is executed with fidelity.
Promotes strong assessment practices, ensuring teachers use data to refine student research, analytical writing, and historical inquiry skills.
Serves as the operational and cultural leader for the 11–12 grade-level band, holding teachers accountable to school culture policies, graduation readiness tracking, and senior privileges.
Executes the school’s climate and culture plan for assigned grades, managing disciplinary cases through restorative justice practices.
Tailors student programming and interventions to meet the specific needs of the cohort, focusing on college readiness, autonomy, student agency, and post-secondary independence.
Manages 11–12 transitions, common areas, senior privileges, and arrival/dismissal procedures.
Acts as the primary administrator on the ground for any behavioral or medical emergencies involving students within their assigned grades.
Facilitates weekly 11–12 team meetings and Humanities department collaborations.
Supports teachers in becoming highly effective classroom leaders through regular instructional and operational feedback.
Collaborates with the Senior Director of Student Life to ensure consistency between the academic day and residential life for 11th and 12th graders.
Partners with the Wellness suite, Behavioral Health suite, and the College Counseling Team to coordinate upperclassmen cohort transitions and post-secondary planning.
Manages grade-specific events, including graduation, prom, senior trips, parent-teacher conferences, etc.
Analyzes attendance, behavioral, credit accrual, and graduation data to identify students at risk of missing graduation milestones.
Leads the implementation of Multi-Tiered Systems of Support (MTSS) for the cohort.
Serves as the primary administrative link between the school and the families of students within the 11–12 cohort.