School Superintendent

Richfield Public School Academy•Flint, MI

3d•Onsite

About The Position

Richfield Public School Academy, a charter school in Flint, MI, is hiring a Superintendent. Richfield Public School Academy is a 'Leader in Me' school, focused on building student leaders that are successful both academically and behaviorally. Applicants should have a passion for working with a diverse group of students, a creative and flexible classroom management system, and a dedication to teaching all students with the belief of 'Live to Learn, Learn to Lead'.

Requirements

Central Office Certification - Required
Demonstrated Turnaround Experience - Minimum 3 - 5 Years Required (Please provide data and artifacts in your application packet along with detailed information in your resume)
Urban Educational Leadership Experience - Required

Nice To Haves

Available to start on or before September 1, 2026 - Preferred
Formal Turnaround Leadership Training and Facilitation Experience - Preferred
Charter School District or School Leadership Experience - Preferred

Responsibilities

The strong desire and commitment to achieve outstanding results in a short amount of time
The ability to create and execute clear, logical plans
The skill to foster collective responsibility by mobilizing structure, strategies, practices, and the use of resources for the ongoing evaluation and improvement of instruction
The motivation and drive necessary to ensure that instructional-specific conversations are taking place throughout the district through practices intentionally designed to focus conversations and efforts on improving the growth and achievement of every student
The drive to prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change
The ability to motivate others
The ability to exert his/her influence for results
The ability to develop trust and rapport with stakeholders
The adeptness to ensure a strong connection between district systems, building-level routines, and classroom instructional practices
The ability to hold others accountable and practice reciprocal accountability including creating capacity for individual success
The motivation and drive necessary to ensure that instructional-specific conversations are taking place throughout the district designed to focus district conversations and partnering efforts on improving the instruction of every teacher
The fortitude to stay visibly focused and self-assured despite the barrage of personal and professional attacks common during rapid systemic reconfiguration
The courage to achieve results by taking healthy calculated risks and thinking outside the box
The aptitude to sustain an effective system of shared leadership and responsibility throughout the district
The willingness and commitment to collaborate with others including the authorizer, MDE, ISD/RESA, and the Educational Serve Provider (Management Company)
The competence to collect and analyze appropriate data sources to inform decisions
The skill to challenge all aspects of the district’s status quo to determine their alignment to Success/Turnaround Plan
The capacity to rigorously create and sustain a well-orchestrated system of ongoing data collection and analysis to inform a continuously responsive and adaptive system of tiered instruction attentive to students’ specific academic needs
The skill to use student-specific data to inform instructional practices
The talent to build a professional environment of mutual respect
The capacity to foster problem-solving in others
The commitment to allocating higher percentages of funds towards the direct instruction of students and job-embedded, teacher-specific professional development (classroom-based coaching)
The will to maintain his/her drive for results by demonstrating persistence
The ability to monitor and plan ahead
The ability to create and execute clear logical plans