Principal jobs at Pearson

Spring Education Group's Early Childhood Education Division includes nearly 150 schools offering services from infant care through Pre-K/K programs, as well as summer camp and after-school programs. Our locations span a nationwide geographic footprint and a diverse array of pedagogical approaches - including our proprietary Links to Learning curriculum that draws from the collective expertise of renowned early-age educators such as Dewey, Piaget and Vygotsky; Montessori schools that embrace both accredited Montessori methods - AMI (Association Montessori Internationale) and AMS (American Montessori Society); and progressive language immersion programs in Mandarin and Spanish. Chesterbrook Academy is seeking a dedicated and inspiring Assistant Principal who is passionate about early childhood education and eager to grow into a future school leadership role. This is a hands-on leadership position where you'll play a vital role in supporting our school's daily operations, mentoring teachers, and ensuring a positive experience for students and families. Our Assistant Principals lead by example-balancing time in the classroom with administrative responsibilities, and always modeling our school values of care, excellence, and collaboration. What You'll Do Support the Principal in all aspects of school operations, including staffing, family communication, and compliance. Serve as the on-site leader when Principal is out covering all aspects of the business. Partner with teachers to strengthen classroom quality and curriculum delivery. Step into the classroom as needed to support instructional coverage or special projects. Foster a warm, inclusive culture that inspires both children and staff to thrive. Participate in leadership development to prepare for future advancement into a Principal role. Qualifications Must be at least 18 years of age and meet state licensing requirements. Degree in Early Childhood Education, Child Development, or related field required. Minimum 2-3 years of experience in a licensed childcare or early education setting. Strong communication, organization, and relationship-building skills. A collaborative, solutions-focused mindset and genuine passion for developing others. Authorization to work in the United States Why Join Chesterbrook Academy Career pathway toward Principal and higher leadership opportunities. Competitive pay, full benefits, and professional development support. A people-first culture grounded in teamwork, respect, and growth. The opportunity to make a lasting impact in children's lives while helping shape the next generation of educators. If you're ready to take the next step in your leadership journey and help us continue developing the best schools and educators in America - apply today! To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively “Company”) is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

Spring Education Group's Early Childhood Education Division includes nearly 150 schools offering services from infant care through Pre-K/K programs, as well as summer camp and after-school programs. Our locations span a nationwide geographic footprint and a diverse array of pedagogical approaches - including our proprietary Links to Learning curriculum that draws from the collective expertise of renowned early-age educators such as Dewey, Piaget and Vygotsky; Montessori schools that embrace both accredited Montessori methods - AMI (Association Montessori Internationale) and AMS (American Montessori Society); and progressive language immersion programs in Mandarin and Spanish. Chesterbrook Academy is seeking a dedicated and inspiring Assistant Principal who is passionate about early childhood education and eager to grow into a future school leadership role. This is a hands-on leadership position where you'll play a vital role in supporting our school's daily operations, mentoring teachers, and ensuring a positive experience for students and families. Our Assistant Principals lead by example-balancing time in the classroom with administrative responsibilities, and always modeling our school values of care, excellence, and collaboration. What You'll Do Support the Principal in all aspects of school operations, including staffing, family communication, and compliance. Serve as the on-site leader when Principal is out covering all aspects of the business. Partner with teachers to strengthen classroom quality and curriculum delivery. Step into the classroom as needed to support instructional coverage or special projects. Foster a warm, inclusive culture that inspires both children and staff to thrive. Participate in leadership development to prepare for future advancement into a Principal role. Qualifications Must be at least 18 years of age and meet state licensing requirements. Degree in Early Childhood Education, Child Development, or related field preferred. Minimum 2-3 years of experience in a licensed childcare or early education setting. Strong communication, organization, and relationship-building skills. A collaborative, solutions-focused mindset and genuine passion for developing others. Authorization to work in the United States Why Join Chesterbrook Academy Career pathway toward Principal and higher leadership opportunities. Competitive pay, full benefits, and professional development support. A people-first culture grounded in teamwork, respect, and growth. The opportunity to make a lasting impact in children's lives while helping shape the next generation of educators. If you're ready to take the next step in your leadership journey and help us continue developing the best schools and educators in America - apply today! To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively “Company”) is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

Spring Education Group's Early Childhood Education Division includes nearly 150 schools offering services from infant care through Pre-K/K programs, as well as summer camp and after-school programs. Our locations span a nationwide geographic footprint and a diverse array of pedagogical approaches - including our proprietary Links to Learning curriculum that draws from the collective expertise of renowned early-age educators such as Dewey, Piaget and Vygotsky; Montessori schools that embrace both accredited Montessori methods - AMI (Association Montessori Internationale) and AMS (American Montessori Society); and progressive language immersion programs in Mandarin and Spanish. Chesterbrook Academy is seeking a dedicated and inspiring Assistant Principal who is passionate about early childhood education and eager to grow into a future school leadership role. This is a hands-on leadership position where you'll play a vital role in supporting our school's daily operations, mentoring teachers, and ensuring a positive experience for students and families. Our Assistant Principals lead by example-balancing time in the classroom with administrative responsibilities, and always modeling our school values of care, excellence, and collaboration. What You'll Do Support the Principal in all aspects of school operations, including staffing, family communication, and compliance. Serve as the on-site leader when Principal is out covering all aspects of the business. Partner with teachers to strengthen classroom quality and curriculum delivery. Step into the classroom as needed to support instructional coverage or special projects. Foster a warm, inclusive culture that inspires both children and staff to thrive. Participate in leadership development to prepare for future advancement into a Principal role. Qualifications Must be at least 21 years of age and meet state licensing requirements. Degree in Early Childhood Education, Child Development, or related field required. Minimum 2-3 years of experience in a licensed childcare or early education setting. Strong communication, organization, and relationship-building skills. A collaborative, solutions-focused mindset and genuine passion for developing others. Authorization to work in the United States Why Join Chesterbrook Academy Career pathway toward Principal and higher leadership opportunities. Competitive pay, full benefits, and professional development support. A people-first culture grounded in teamwork, respect, and growth. The opportunity to make a lasting impact in children's lives while helping shape the next generation of educators. If you're ready to take the next step in your leadership journey and help us continue developing the best schools and educators in America - apply today! To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively “Company”) is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

Spring Education Group's Early Childhood Education Division includes nearly 150 schools offering services from infant care through Pre-K/K programs, as well as summer camp and after-school programs. Our locations span a nationwide geographic footprint and a diverse array of pedagogical approaches - including our proprietary Links to Learning curriculum that draws from the collective expertise of renowned early-age educators such as Dewey, Piaget and Vygotsky; Montessori schools that embrace both accredited Montessori methods - AMI (Association Montessori Internationale) and AMS (American Montessori Society); and progressive language immersion programs in Mandarin and Spanish. Chesterbrook Academy Preschool is seeking a dedicated and inspiring Assistant Principal who is passionate about early childhood education and eager to grow into a future school leadership role. This is a hands-on leadership position where you'll play a vital role in supporting our school's daily operations, mentoring teachers, and ensuring a positive experience for students and families. Our Assistant Principals lead by example-balancing time in the classroom with administrative responsibilities, and always modeling our school values of care, excellence, and collaboration. What You'll Do Support the Principal in all aspects of school operations, including staffing, family communication, and compliance. Serve as the on-site leader when Principal is out covering all aspects of the business. Partner with teachers to strengthen classroom quality and curriculum delivery. Step into the classroom as needed to support instructional coverage or special projects. Foster a warm, inclusive culture that inspires both children and staff to thrive. Participate in leadership development to prepare for future advancement into a Principal role. Qualifications Must be at least 18 years of age and meet state licensing requirements. Degree in Early Childhood Education, Child Development, or related field preferred. Minimum 2-3 years of experience in a licensed childcare or early education setting. Strong communication, organization, and relationship-building skills. A collaborative, solutions-focused mindset and genuine passion for developing others. Authorization to work in the United States Why Join Chesterbrook Academy Preschool Career pathway toward Principal and higher leadership opportunities. Competitive pay, full benefits, and professional development support. A people-first culture grounded in teamwork, respect, and growth. The opportunity to make a lasting impact in children's lives while helping shape the next generation of educators. If you're ready to take the next step in your leadership journey and help us continue developing the best schools and educators in America - apply today! To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively “Company”) is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

The West Virginia University Health System, the state's largest health system and largest private employer, comprises 18 hospitals throughout the state and bordering states. In addition, it includes five institutes, as well as providing management services for other local hospitals through affiliate agreements. Whether you are caring for our patients at one of the critical access hospitals, community sites, regional or academic medical centers, we are all one WVU Health System. Work Here. Thrive Here. Additional Job Description: SUMMARY: The Regional Chair of the Department of Internal Medicine - Eastern Division is responsible for overall clinical, educational, scholarship/research, and service provided by the Department on the Eastern campus of the WVU School of Medicine and WVU Medicine East. This includes ensuring the highest quality of care and service, consistency in the standard of practice, maintaining excellence across the educational spectrum and enabling scholarly advances in the field. The regional chair facilitates an interdisciplinary approach to achieve excellence in clinical care, education, and research in an environment in which collaboration is valued and encouraged. Under the guidance of the East Dean, the regional chair will work closely with the WVU School of Medicine Chair of the Department of Internal Medicine, Morgantown and the WVU Medicine East Chief Medical Officer and WVUH-E hospital leadership teams to align clinical, educational and scholarly initiatives, as well as physician recruitment, retention and strategic planning for clinical and academic initiatives and services. SPECIFIC DUTIES: Direct patient care, as appropriate for training, expertise, and experience Teaching of medical students, residents, and allied health professionals Creation and execution of an appropriate departmental budget, with the assistance of the Departmental Administrator and other key personnel. Oversight of the clinical operations, educational activities, and scholarly efforts, with delegation of duties as appropriate, to include hiring and replacement of staff, capital purchases and compliance. Committee and council duties as assigned. Annual faculty evaluation and completion of promotion and tenure requirements. Hiring and replacement and retention of faculty. Departmental strategic planning in conjunction with institutional initiatives. Setting, monitoring, and ensuring equitable compensation within the institutional framework. Maintenance of accreditation of all educational programs, both pre-doctoral and post-graduate. Assist in setting of personal and departmental goals with measurable outcomes. Promote and develop faculty and staff personal and professional development. MINIMAL QUALIFICATIONS: Certified by the American Board of Internal Medicine, with ongoing maintenance of certification. Eligible for medical licensure in the state of West Virginia, with an ongoing, active license once achieved. Ten years or more experience in practicing Internal Medicine or its Specialties, with demonstrated leadership experience. Experience in teaching medical students and residents. Demonstration of successful fiscal and personnel management. The position will remain open until filled. WVU offers a highly competitive and comprehensive recruitment package which includes occurrence-based malpractice. About Us: As a land-grant institution, the faculty, staff, and students at WVU commit to creating a diverse and inclusive culture that advances education, healthcare, and prosperity for all by providing access and opportunity; by advancing high-impact research; and by leading transformation in West Virginia and the world through local, state, and global engagement. WVU is proud to hold R1 research classification, the highest research activity as described by the Carnegie Classification of Institutions of Higher Education. WVU Medicine is West Virginia University's affiliated health system, West Virginia's largest private employer, and a national leader in patient safety and quality. The WVU Health System is comprised of a network of 24 hospitals and clinics, anchored by its flagship hospital, J.W Ruby Memorial in Morgantown, an 881-bed academic medical center that offers tertiary and quaternary care. The WVU Medicine System, has more than 33,000 employees; 4,000 clinicians; and serves hundreds of thousands of people annual from across our region and the nation with more than 4.5 million patient visits annually. Martinsburg, WV located in the Eastern Panhandle of West Virginia is a rapidly growing part of the state, just over an hour to an hour and a half from Washington, D.C. and Baltimore, MD with easy access to three (3) major international airports. It is consistently rated as one of the best small metropolitan areas in the country for both lifestyle and business climate. The area offers access to large city amenities in a safe, family-friendly environment. There are an excellent school system and an abundance of restaurants, historical locations, and outdoor recreational activities. Those who wish to be considered by the Search Committee should provide an electronic version of their curriculum vitae as well as a brief bullet point summary of administrative roles they have held and their accomplishments in each. While not required, letters of interest are strongly encouraged. We welcome all inquiries, nominations, and applications and directed in confidence to any of the following: West Virginia University is proud to be an Equal Opportunity employer and is the recipient of an NSF ADVANCE award for gender equity. The University values diversity among its faculty, staff, and students, and invites applications from all qualified applicants regardless of race, ethnicity, color, religion, gender identity, sexual orientation, age, nationality, genetics, disability, or Veteran status. Scheduled Weekly Hours: 40 Shift: Exempt/Non-Exempt: United States of America (Exempt) Equal Opportunity Employer University Health Associates and its subsidiaries (collectively "UHA") is an equal opportunity employer and complies with all applicable federal, state, and local fair employment practices laws. UHA strictly prohibits and does not tolerate discrimination against employees, applicants, or any other covered persons because of race, color, religion, creed, national origin or ancestry, ethnicity, sex (including gender, pregnancy, sexual orientation, and gender identity), age, physical or mental disability, citizenship, past, current, or prospective service in the uniformed services, genetic information, or any other characteristic protected under applicable federal, state, or local law. All UHA employees, other workers, and representatives are prohibited from engaging in unlawful discrimination. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, training, promotion, discipline, compensation, benefits, and termination of employment. Betsy J. Gambino, MSN, RNDirector of Provider Recruitment & Engagement Medical Staff Office ************ ************ (cell) ************ (fax) *****************************

The University of South Dakota (USD) Sanford School of Medicine (SSOM), located in Sioux Falls, announces a nationwide search for an accomplished academic emergency medicine physician leader to serve as the Inaugural Chair, Department of Emergency Medicine. This position reports directly to the Dean of Sanford School of Medicine and Vice President for Health Affairs at the University of South Dakota, Tim Ridgway, M.D., MACP, FASGE. South Dakota's rural landscape and geographic spread poses challenges in providing health care, with demand for emergency medicine physicians across the state. To bolster the workforce, the USD SSOM has laid the groundwork to develop an independent Department of Emergency Medicine, incorporating the emergency medicine faculty who are currently organized as a Division within the Department of Family Medicine. The South Dakota Legislature approved funding to support the new department in 2025, and the SSOM intends to launch the new department under the leadership of the inaugural chair in 2026. Emergency Medicine will be the first new department in the SSOM since 1987. Goals of the new Department will include expanding community-based faculty numbers and engagement across the state of South Dakota and strengthening educational opportunities for students interested in pursuing a career in emergency medicine. The establishment of a new department will enhance students' competitiveness for emergency medicine residency programs nationally and will expand the pool of residency-trained emergency medicine physician graduates with ties to the state who may be recruited to practices throughout South Dakota. In partnership with the SSOM, Sanford Health has initiated a newly accredited emergency medicine residency program that will begin training its first class of six residents in July of 2026. Residents will train at the Sanford USD Medical Center in Sioux Falls, a level one trauma center on the campus of the SSOM, with additional rotations at Sanford Aberdeen Medical Center to gain experience in rural emergency medicine. This will be the first and only emergency medicine residency program in South Dakota. The emergency medicine faculty at the SSOM currently consists of over 85 board-certified physicians. Emergency medicine faculty see patients and teach students at several locations across the state, and the majority are affiliated with the State's three largest healthcare systems, Sanford, Avera, and Monument Health. The Chair of the Department of Emergency Medicine for the University of South Dakota Sanford School of Medicine (SSOM) will be a respected board-certified academic emergency medicine physician with leadership experience in a medical school or similar environment. This individual will have demonstrated abilities as a leader, educator, clinician, and scholar. The position is based in Sioux Falls, but the chair is expected to work effectively and collegially with colleagues throughout the state, advancing the mission of the department in both rural and urban areas. SSOM is a community-based medical school with a tradition of excellence and is highly ranked in family and rural medicine. For more information on the University of South Dakota Sanford School of Medicine, please link to: The Sanford School of Medicine (SSOM) The Leadership Profile, which includes additional information about the University of South Dakota Sanford School of Medicine and our application procedures, can be found here: *************************************************************************************************************** For full consideration, application materials should be submitted through the AGB Search portal system accessible via this link by January 7, 2026.

Core Responsibilities Campus Leadership & Operational Excellence Lead all day-to-day campus operations with full accountability for outcomes Ensure 90%+ performance across KPIs (compliance, student satisfaction, licensure pass rates, placement) Hire, train, and coach instructors and support staff for consistent program delivery Oversee budgeting, scheduling, inventory, and clinic floor operations Regulatory & Accreditation Compliance Maintain full compliance with all local/state cosmetology board rules and licensing requirements Lead internal audits, prepare annual reports, and liaise with licensing/accrediting bodies Ensure accurate student documentation, attendance, and SAP tracking Community Engagement & Brand Building Act as the face of the school within the local beauty and barbering community Host or participate in at least one monthly outreach event (e.g., pop-ups, fashion shows, service drives) Build partnerships with salons, stylists, barbershops, and industry leaders for visibility and guest education Alumni Network Activation Launch and lead an active alumni network with quarterly events and annual awards Track alumni job placements and career milestones Invite alumni back to mentor, guest teach, or hire from upcoming graduating classes Marketing & Enrollment Growth Support marketing team with local content, success stories, and school visibility Host open houses and info sessions to drive new enrollment Monitor enrollment funnel and ensure high lead-to-start conversion rates

Job Details Middle School - San Jose, CA Staff $17.95 - $25.00 HourlyDescription Are you ready to embark on a journey where every afternoon is an adventure? We're on the lookout for a creative individual to light up our program with energy, fun, & enthusiasm as an enrichment and supervision leader at our middle school. You'll be more than an enrichment and supervision leader; you'll be a mentor, a motivator, and a maker of memories. If you're passionate about guiding middle school students to success and into extraordinary experiences, this place is for you! We can't wait to meet you! Logistics: Training Kickoff: Mark your calendar! Our adventure begins on Aug 19, 2025, with an exciting training session to gear you up for the year ahead. Work Timeline: You'll be with us from the first day of school Aug 25, 2025 through the final fun-filled day on June 3, 2026. Work Hours: Your typical schedule will be from 12:00 PM to 5:30 PM (or 12:30 PM to 6:00 PM), but the exact hours will be tailored to meet the needs of our school & program, crafted in collaboration with our Directors. Expected hourly range: $17.95 - $25.00/hour (depending on experience) Qualifications Minimum Qualification Requirements Age Requirements: You must be 18 years old First Aid & CPR Certification: Safety first! You should have up-to-date certification in both first aid & CPR. Don't have it yet? No worries- we'll provide them for you. Experience with Children: Prior experience working with kids recommended. What's in It for You? Awesome Pay: Earn $23.00 - $25.00 per hour as you inspire & lead our future stars. Creative Freedom: Plan activities that bring smiles & excitement for our students. Team Collaboration: Work alongside a passionate team dedicated to nurturing & inspiring young middle school students in a fun & supportive environment. Essential Duties Responsibilities: Your Role as a Rec Leader Run Study Hall Classes: Lead focused/quiet study sessions when needed.THis may include touching base with students, communicate with teachers,& one-on-one check-ins Supervise Breaks, Lunches, & After-SChool: Be friendly & vigilant presence ensuring students are safe & supported during free time. Lunchtime & After-School Fun: Plan & run engaging activities that bring joy & guild community. Student Development: Oversee activities that contribute to the holistic development of each student, fostering their growth & well being. Behavior Observation: Monitor student behavior, assess situations, enforce safety regulations, & apply positive behavior management techniques. Training: Participate in required training, deepening your understanding of adolescent emotional & social needs. Knowledge, Skill & Ability Requirements: People Skills: Your excellent interpersonal skills will help build strong, professional relationships with students, fellow staff, & coworkers. Self-Motivation: You're driven & proactive, ready to take initiative without needing constant supervision. Adaptability: You can roll with punches & juggle multiple tasks & scenarios. Physical Stamina: Be prepared to stand for 3 hours or more & walk the school grounds. Climate Readiness: Whether it's sunny, rainy, chilly you can handle extremes. Our Mission: Our mission is to educate students for success at college and beyond, and to foster kindness, respect and integrity within a safe and nurturing environment. We achieve academic excellence through the development of intellectual curiosity, personal accountability and love of learning. Our comprehensive program and exceptional faculty and staff help students discover, develop and enjoy their unique talents. We honor individuality, embrace diversity, and promote leadership and service, preparing students to take their place as global citizens.

Administration/Principal Date Available: 2026-2027 School Year Closing Date: 01/19/2026 Buena Vista School District R-31 is seeking a highly qualified principal to lead our Middle School. Buena Vista is located in central Colorado nestled in by the Collegiate Peaks and the Arkansas River with easy access to the Front Range. Our community is diverse and closely connected. Together we enjoy the natural beauty through hiking, biking, rafting, kayaking, fishing, ranching, ATV/snowmobiling and skiing. Mt Princeton Hot Springs, a popular destination, is just a few minutes from our school district and Monarch Ski Resort is a short drive from Buena Vista. Other popular attractions include a variety of live music, art, and outdoor festivals, including Seven Peaks, Paddlefest, and 14erfest. Buena Vista is a thriving community, attracting both visitors seeking outdoor adventure as well as those wanting to settle down to grow their business or raise a family. The position is suited for a principal who values our community and is committed to contributing to our small town for years to come. View the Administrative Salary Schedule on our website at ***************** under Financial Transparency. Questions please contact Brittany Tognacci at *********************** or call ************. Middle School Principal Position Purpose Under the general supervision of the Superintendent of Schools, to provide leadership and supervision in administering the educational program of the Middle School in order to promote the educational development and achievement of students in accordance with Board of Education policies, administrative procedures, rules and regulations, and applicable law. To provide leadership in program development and improvement, as well as in professional staff development. Essential Functions Develops and administers school programs consistent with school district vision and priority actions. Provides leadership and direction to staff with regard to the ongoing evaluation and improvement of educational programs, including curricular and extra-curricular activities. Promotes a school environment that is safe and conducive to individualized instruction, is engaging and focused on student learning. Ensures that Board policies and procedures are implemented and followed at the school. Fosters positive relationships with students based on respect and promoting engagement of all students. Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research. Encourages staff to continue to grow professionally and to experiment with new approaches or strategies to teaching. Organizes and maintains a system for accurate and complete record-keeping and reporting for all student activities, attendance and records as required by law. Coordinates the work of school staff and school district program leaders to develop and implement instructional programs and teaching practices. Conducts ongoing assessment of student learning, and works with teaching staff to modify instructional methods to fit students' needs, including students with special needs. Coordinates with the district office in recruitment and selection of employees, the proper maintenance of employee personnel files, the administration of collective bargaining agreements, corrective action, and other human resource issues. Organizes and conducts regular meetings with teachers for continuing development of instructional techniques. Encourages parental involvement in students' education and ensures effective communication with students and parents. Ensures that student conduct conforms with the school's standards and school district policies. Supervises and evaluates teaching staff and other building employees in accordance with the school district's evaluation plan, and makes recommendations regarding goals, areas needing improvement and continued employment. Organizes and manages the budgetary and financial affairs of the school consistent with school district policies and priorities. Additional Duties Performs other related tasks as assigned by the Superintendent and district administrators as designated by the Superintendent. Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. Travel Requirements Travels to school district buildings and professional meetings as required. Physical and Mental Demands, Work Hazards Works in standard office and school building environments. Note: Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Job Duties for this position. Knowledge, Skills, and Abilities Knowledge of current teaching methods and educational pedagogy, as well as differentiates instruction based upon student learning styles and behavioral management methods. Knowledge of Middle School curriculum and concepts. Knowledge of best practices in administration, instruction and staff supervision. Knowledge of data information systems, data analysis and the formulation of action plans. Knowledge of applicable federal and state laws regarding education. Ability to use computer network system and software applications as needed. Ability to develop and implement projects. Effective verbal and written communication skills. Ability to communicate effectively with students and parents. Ability to organize multiple tasks and conflicting time constraints. Ability to engage in self-evaluation with regard to leadership, performance and professional growth. Ability to establish and maintain cooperative working relationships with others contacted in the course of work. Qualifications Profile Certification/License: Colorado Certification for Principal's License or eligible for a Colorado Principal's License Motor Vehicle Operator's License or ability to provide own transportation. Education Bachelors and Masters Degree from an accredited college or university, preferably in School Administration Experience Extensive successful teaching experience at the Middle School level, preferably in more than one subject area and grade level. Successful administrative experience at the Middle School level preferred. FLSA Status: Exempt Applications closes: January 19, 2026 Application screening: January 26, 2026 Interviews: February 5 and 6 Recommendation to Board: February 9 or 23

Distinguished by its rigorous academics, outstanding faculty, and highly motivated student body, Sewickley Academy is Pittsburghs longest-standing coeducational independent Junior Pre-Kindergarten-12 day school. Our mission is to elevate knowledge, character, and community through an intentionally extraordinary and innovative education. At the Academy, every student is encouraged to explore their passions and excel while embracing their authentic selves. With the recent completion of state-of-the-art computer science and robotics classrooms and new athletic facilities, the Academy is poised for the continued expansion of our STEM and athletic programs. We believe strongly in the importance and value of a well-rounded education in academics, the arts, athletics, and community service. Our faculty and staff from all departments and divisions work together to create an environment of encouragement and support by inspiring students to reach their goals and develop a love of learning. This position offers a competitive salary plus excellent benefits and work/life balance programs including a premium-free health plan option, an excellent retirement plan, generous leave time, and tuition benefits programs. Are you searching for a workplace where a dedicated team of talented individuals comes together to serve our students? Summary The Head of Middle School serves as the educational leader of the Middle School and a key member of the Academys administrative leadership team. This role is responsible for the day-to-day leadership, operation, and overall educational program of the Middle School (Grades 6-8). This individual facilitates the development of academic programs, faculty capacity, and logistical operation of the Middle School, building a strong sense of community and promoting excellence in teaching and learning. I. Middle School Leadership Serve as the educational leader of the Middle School, fostering a dynamic and rigorous learning environment. Collaborate with the Head of School, Assistant Heads of School, and Division Heads to supervise and maintain the day-to-day academic and co-curricular program of the Middle School. Consult with and mentor teachers in matters of classroom management, pedagogy, and general school procedures. Oversee the observation, supervision, and professional development of Middle School faculty and staff, supporting their growth and achievement of professional goals. Conduct regular faculty meetings that deal with both routine school matters and the stimulating exchange of ideas on issues of educational/philosophical interest and concern. Collaborate with the Department Chairs to promote improved pedagogy and the implementation of the Academys rigorous and innovative curriculum. Prepare a master schedule in conjunction with the Registrar and the Head of Senior School while consulting with Department Chairs when making course assignments and designating other professional responsibilities. Oversee and direct the daily activities of Middle School students to provide engaging and educational experiences including community service, trips, assemblies, and social events. Serve as an integral member of the Student Support Team to address student academic, social, and emotional concerns. Maintain a positive, edifying Advisory program that promotes a variety of avenues for social-emotional development including designing and implementing the next stages of the Middle School Leadership Academy. Work closely with the Middle School Dean and other faculty and support staff to develop a thriving community focused on protecting health and safety and promoting a positive, focused, and engaging learning environment for all students. Create and communicate clear guidelines for appropriate conduct and dress and a corollary age-appropriate approach to promote improved behavior and standards. Supervise and provide leadership for the Division Assistant and Middle School faculty. Prepare and monitor the Middle School budget. Attend and support school functions, including athletics, arts, and student events. II. Academic Leadership and Curriculum Development Consult with Department Chairs while providing strategic direction for curriculum integrity, alignment, and articulation. Collaborate with the Assistant Heads of School, Division Heads, and other leaders to promote innovative instructional practices and content. Work with the Senior School and Lower School Division Heads to create alignment between the three divisions in terms of academic rigor, curriculum, parent experiences, and social-emotional development. Advise the Head of School on academic programming, staffing, and curriculum-related initiatives. May teach up to one course. Work with the Assistant Heads of School and the relevant Department Chairs to recruit, hire, and retain Middle School teachers. Lead the evaluation and professional growth of all Middle School faculty members. Promote a culture of collaboration and continuous improvement in teaching practices. III. Strategic and Operational Support Work closely with the Assistant Heads of School to implement strategic initiatives and respond to evolving educational needs. Act as an educational leader and advocate, representing the Academy within and beyond the school community, including but not limited to, attending school and external events. Collect, evaluate, and meaningfully interpret data for student learning and the betterment of the Middle School. IV. Community Engagement Serve as a visible and approachable leader within the school community. Cultivate positive relationships with students, faculty, staff, parents, and external stakeholders. Support and enhance the overall well-being of the Academy and its members. Qualifications A minimum of a Masters degree in Administration, Education, or a related academic field; doctoral degree preferred. At least 7 years of progressively responsible experience in teaching and/or administration, with a minimum of 3 years in a senior administrative leadership role, preferably in an independent school setting. Proven expertise in curriculum development, student learning, and faculty leadership preferably including a focus on the Middle School grades. Demonstrated ability to lead, support, and evaluate faculty while fostering a culture of collaboration and continuous improvement. Strategic, forward-thinking, and innovative leadership with a proven ability to align academic programming with schoolwide goals. Demonstrated success using data to inform decisions that support student outcomes, faculty development, and organizational effectiveness. Deep understanding of current trends in education and the developmental needs of students across all grade levels. Exceptional interpersonal, communication, and decision-making skills, with the ability to manage complex and sensitive situations with professionalism and clarity. A warm, approachable leadership style balanced with the ability to be a clear, decisive, and mission-driven leader. Commitment to fostering a positive school environment and community. ARE YOU READY TO JOIN OUR TEAM? All interested applicants applying for this position should submit their resume, cover letter, and salary requirements. Sewickley Academy is committed to having a community where all members are treated with dignity and respect. As an Equal Opportunity Employer, the Academy does not discriminate in its hiring or employment practices on the basis of gender/gender-identity, sex, race or ethnicity, color, national origin, religion, age, disability, veteran's status, genetic information, family or marital status, sexual orientation, or any other protected class. Requirements: PI2e8b95a9db2f-31181-38937923

Administration/Principal NOTICE OF VACANCY Principal LOCATION: Adams Middle School (Grades 7-8) RESPONSIBLE TO: Superintendent ESSENTIAL FUNCTIONS: Provides instructional leadership to staff including curriculum planning, review and implementation; and professional development. Responsible for day-to-day school administration and the safety and welfare of both students, staff and activities. Ensures a safe, pleasant and effective educational atmosphere, provides discipline as necessary and enforces school and related district policy. Position requires an exceptional leader: with a minimum of five years teaching experience; administrative experience preferred. with Connecticut Certification for Intermediate Administration and Supervision (092) or eligibility. with effective interpersonal skills in working with middle school students, their parents, and school staff. with strong planning, organizational and technology skills specific to administrative tasks. with an academic background in middle school education, which includes study in the area of educational administration and teacher evaluation/supervision. who manifests collaborative decision-making within a professional learning community. REQUIRED: 092 Intermediate Administration or Supervision Endorsement SALARY: $191,468.00 (salary and benefits per Administrators' contract). Please note: The Guilford Council of Educational Administrators is currently in negotiations for the 2026-2027 school year. WORKING PERIOD: Full year STARTING DATE: July 1, 2026 (or sooner) CLOSING DATE: December 19, 2025 (External Applicants) October 17, 2025 (Internal Applicants Only) Complete application online at ********************************** POSTING DATE: October 6, 2025 (Please remove post on October 17, 2025) INTERNAL APPLICANTS: Please apply by October 17, 2025

Who You Are * A leader and educator with an unwavering commitment to the Democracy Prep mission of college success and authentic civic engagement for all scholars, especially those with significant challenges. You have an innate or highly-developed ability to set a vision across an entire school and motivate others towards achieving the vision. * A highly effective teacher who has a clear track record of raising student achievement in a classroom for at least four years. * A self-reflective and self-aware leader who is committed to the creation of anti-racist classrooms and schools and who is eager to use these skills to create a culture of diversity, equity, and inclusion. * An educator who values diverse perspectives and is committed to empowering young people and to lifting up and working alongside communities. * An expert at translating academic standards and state assessment requirements into effective instructional design. * A coach with demonstrated success in building and developing the leadership capacity in others. * An excellent writer and skilled orator - ability to easily connect with students, families, and staff and effectively tailor communication to multiple stakeholder groups. * A data-informed leader, adept at data analysis; ability to extract meaningful insights across school wide data. A constant learner who is willing to reevaluate one's understanding based on new information and data. * A graduate of a Bachelor's degree program (required), Master's degree in related field (preferred). What You'll Do * Partner with DPAC Regional Superintendent to inform goals and vision for the scholar, family, and staff experience for all middle school scholars. * Oversee Democracy Prep at the Agassi Campus Middle School and serve as its educational leader, charged with shaping the instructional vision and school culture. * Manage through layers of leadership by directly coaching Instructional Coaches, a Dean of Culture, and Grade Level Leaders. * Establish and promote a positive culture of high expectations and high support, continuous improvement, and a relentless focus on academic achievement for scholars and staff. * Drive the instructional programs of the school: develop systems and oversight to ensure there is regular coaching and professional development for teachers, quality evaluations for all staff, and consistent review of lesson plans. * Manage, evaluate, and implement clear and effective procedures for the operation and functioning of the school including instructional programs, extracurricular activities, and discipline systems. * Regularly monitor student and staff growth through collection of formal and informal data; use data to inform short and long-term plans for the school. * Establish the annual master schedule for instructional programs, ensuring sequential learning experiences for scholars consistent with the school's instructional goals. * Execute weekly staff professional development that improves teacher practice and scholar achievement Compensation Salary range starts at $94,350 for candidates with 0 years of prior Principal experience who enroll in the Employer Paid Nevada PERS pension plan or at $110,452 for candidates with 0 years of prior Principal experience who enroll in the Shared Employee/Employer Nevada PERS pension plan. Salary offers increase based on prior years of Principal experience. Democracy Prep staff members are also provided with full benefits and a working environment that includes all the necessary technology and resources to succeed. * -- Democracy Prep is an Equal Opportunity Employer and will not discriminate against an applicant or employee on the basis of race, color, religion, creed, national origin, or ancestry, sex, age, physical or mental disability, pregnancy, veteran or military status, genetic information, sexual orientation, gender identity or expression, marital status, familial status, domestic violence victim status, or any other legally recognized protected basis under federal, state or local laws, regulations or ordinances. Our mission is to educate responsible citizen-scholars who will change the world. We strongly believe that by building a DREAM team that represents numerous perspectives, backgrounds, and expertises, we can achieve this goal together. This is a value we highly support and strongly encourage candidates of all backgrounds to apply.

The Middle School Principal serves as the instructional leader and operational manager of the school, fostering a safe, inclusive, and high-performing learning environment. Key responsibilities include instructional leadership, staff supervision and development, school climate & student support, operational & fiscal management, community engagement & communication, and additional responsibilities assigned by the Superintendent or designee. Qualifications: * Valid Indiana State Certification in Educational Administration * Minimum of five (5) years of successful experience in school administration * Demonstrated leadership in instructional improvement, staff development, and student achievement * Strong interpersonal, communication, and organizational skills * Other qualifications as determined by the Superintendent Competitive benefits package inclusive of health, dental, vision, and retirement benefits

Administration - School Based Principal Date Available: 07/01/2020 Guilford County Schools is currently seeking dynamic Principals to serve Middle Schools for the 2024-2025 School Year Applicants should have a proven track record of improving student academic growth while also promoting optimal professional development opportunities for staff and building a collaborative work environment for school community stakeholders. Fair Labor Standards Act Classification: Exempt Position Term: 12 month Classification: Continuing Time Basis: Full-Time Position Type: Licensed Benefits: Full, 12 Month/Salary Schedule Salary: Human Resources / AP and Principal Salary Schedules (gcsnc.com) Attachment(s): Principal

About Equitas Academy Charter Schools The mission of Equitas Academy Charter Schools is to prepare students for college, careers, and life pursuits, and inspire them to be champions of equity. We currently serve over 2,000 students and operate four elementary schools and two middle schools in the Pico-Union neighborhood of Los Angeles. Role Summary: We're looking for a committed and accomplished school leader to work with our dedicated and capable staff to continue our work of preparing our scholars to graduate from college. The ideal candidate should be committed to developing as an antiracist educator and leader, prioritize family, student and staff voice, model our core values, and build strong relationships while also achieving results. Essential Responsibilities: Leadership, Strategic Planning, and Systems Implementation (25%) Inspires adults and scholars in the school community to work towards the school's vision while embodying Equitas core beliefs and values Builds the capacity of staff to support academic achievement through effective implementation of adopted curricula and appropriate interventions Leads the implementation of a multi-tiered system of supports (MTSS), ensuring that all scholars experience inclusive academic instruction, behavioral support, social-emotional instruction, and mental health support Implements systems to ensure equitable access for all subgroups, while prioritizing scholars encountering unique challenges, including scholars with disabilities and emergent bilingual scholars Builds an effective leadership team with a relentless focus on student learning; creates conditions for all leadership team members to collaboratively lead the school; builds individual and collective capacity to oversee complex projects that achieve planned outcomes Facilitates change management processes, including empowering stakeholders to provide meaningful input, generating broad buy-in and motivation, and building sustainable systems Provides leadership and oversight of a wide range of school programs, including those that involve external partnerships, such as the school's extended learning programs (including summer programming) Serves as a key leader in strategic planning and external compliance processes, including LAUSD oversight, Local Control and Accountability Plan (LCAP), and the School Plan for Student Achievement (SPSA) Coaching, Professional Development, and Performance Management (25%) Ensures that faculty and staff are frequently observed (both formally and informally) in the performance of their duties and provided with feedback aligned to agreed-upon goals, job expectations, and rubrics Develops and implements a system of high quality professional learning opportunities and skillful coaching; tailors support to individualized needs, informed by data and observations Evaluates and/or oversees the evaluation of faculty and staff; conducts other performance management functions, as appropriate Hires and retains effective faculty and staff; provides professional growth and/or leadership opportunities aligned with interest, aptitude, and school need School Culture and Stakeholder Engagement (15%) Builds the school's collective capacity to embrace diversity, equity, inclusion, and anti-racism, and incorporates those practices and mindsets into all aspects of the school culture, instruction, and operations Embraces a restorative approach to relationships, including scholars, families, community members, and faculty/staff; leads the implementation of restorative practices to build community and repair harm; uses restorative justice as a key component of the school's positive behavior support plan; takes other disciplinary action as appropriate, in accordance with local policies and California Education Code Collaboratively creates and maintains a safe and supportive school environment for all stakeholders Builds the capacity of staff to create a school-wide culture in which all families and community members are welcomed into authentic partnership, in ways that are aligned to the Equitas Academy Mission, Vision, and Values Empowers stakeholders through advisory and decision-making bodies, including School Site Council (SSC) and English Learner Advisory Committee (ELAC) Develops authentic, collaborative, empowering relationships with scholars, families, school staff, and network staff Assessment and Data Analysis (15%) Oversees the implementation of a broad range of formative and summative assessments aligned to school and network goals; develops a culture of shared ownership and accountability for outcomes Supports faculty and staff in effectively and consistently using multiple sources of qualitative and quantitative data to track progress toward goals and to plan appropriate instruction and targeted interventions Builds the capacity of staff to meaningfully communicate with scholars, families, and other stakeholders about school-wide, classroom-level, and individual scholar goals and progress toward those goals Partners with network and site-based teammates and the school community to create an annual dashboard aligned to the Equitas Common Measures; sets goals that are meaningful, ambitious, and achievable; builds the capacity of all stakeholders to share ownership of those goals Professional Growth and Network Collaboration (15%) Engages in ongoing professional learning and growth through coaching, mentoring, reading/researching, and various forms of professional development Models and builds the capacity of staff to proactively solicit feedback from various stakeholders, to monitor data and reflect on one's own impact, and to make appropriate adjustments in alignment with goals Collaborates productively with leaders across the Equitas network, proactively building trusting, supportive professional relationships Other Duties (5%) The principal is expected to adapt in response to new information and shifting priorities, while managing their work schedule accordingly. This requires flexibility and a willingness to embrace unexpected challenges. The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of personnel. Reporting Relationships The Principal will report to the Chief Schools Officer while working closely with other Network Office staff members All of the schools' instructional staff will report either directly or indirectly (via other leadership team members, such as the Assistant Principal) to the Principal The principal will work in partnership with the School Operations Manager (SOM), who will supervise operations staff Minimum Qualifications A bachelor's degree A California teaching credential At least 3 years of teaching experience (5+ preferred), with a demonstrated record of exceptional academic outcomes for scholars Preferred Qualifications A California administrative credential or other training/experience likely to produce a similar level of preparedness for this position (e.g., prior experience in a similar role) preferred, but not required Master's degree or doctorate in education or other related field preferred, but not required Experience working in historically marginalized communities preferred but not required Fluency in Spanish preferred Skills, Traits, and Dispositions: A strong alignment with Equitas Academy's vision, mission, and values A commitment to diversity, equity, inclusion, and anti-racism (DEIA) and a desire to empower those who experience marginalization A tendency to “lean in” to complexity while demonstrating adaptability and a growth mindset Strong interpersonal skills and ability to build and cultivate trusting, supportive relationships with scholars and adults Instructional expertise, including knowledge of Common Core-aligned instruction, multi-tiered systems of support (MTSS), and student-centered classrooms Capacity to understand and empathize with the experiences of people in the Pico Union community Expertise in change leadership and project management Excellent communication skills, both verbal and written Ability to manage a busy schedule with shifting priorities while being present for others and maintaining personal wellbeing; ability to calibrate emotional responses, adjusting tone and actions as needed Ability to hold oneself and others accountable to high standards while also prioritizing wellness, sustainability and positive relationships; ability to use appropriate strategies to recover physically and renew mentally and emotionally Knowledge of relevant policies, regulations, and laws, including California Education Code Commitment to DiversityEquitas Academy is actively seeking to build a diverse and experienced team of educators. We do not discriminate on the basis of race, color, gender, gender identity, disability, age, religion, sexual orientation, or national or ethnic origin. We are an equal opportunity employer. Compensation and SalaryWe have a transparent and competitive Principal Salary Scale, starting at $124,605 annually. Interview Process and TimelineQualified candidates will be invited to the following stages of the interview process on the timeline below: - Application Deadline: November 21- First Round: Phone Interview (October 27 - November 21)- Second Round: Virtual Zoom Interview (November 10 - November 28 )- Final Round: In-Person Interview (November 17 - December 17)- Target Start Date Range: December 2025 - January 2026

Job DescriptionAbout Equitas Academy Charter Schools The mission of Equitas Academy Charter Schools is to prepare students for college, careers, and life pursuits, and inspire them to be champions of equity. We currently serve over 2,000 students and operate four elementary schools and two middle schools in the Pico-Union neighborhood of Los Angeles. Role Summary: We're looking for a committed and accomplished school leader to work with our dedicated and capable staff to continue our work of preparing our scholars to graduate from college. The ideal candidate should be committed to developing as an antiracist educator and leader, prioritize family, student and staff voice, model our core values, and build strong relationships while also achieving results. Essential Responsibilities: Leadership, Strategic Planning, and Systems Implementation (25%) Inspires adults and scholars in the school community to work towards the school's vision while embodying Equitas core beliefs and values Builds the capacity of staff to support academic achievement through effective implementation of adopted curricula and appropriate interventions Leads the implementation of a multi-tiered system of supports (MTSS), ensuring that all scholars experience inclusive academic instruction, behavioral support, social-emotional instruction, and mental health support Implements systems to ensure equitable access for all subgroups, while prioritizing scholars encountering unique challenges, including scholars with disabilities and emergent bilingual scholars Builds an effective leadership team with a relentless focus on student learning; creates conditions for all leadership team members to collaboratively lead the school; builds individual and collective capacity to oversee complex projects that achieve planned outcomes Facilitates change management processes, including empowering stakeholders to provide meaningful input, generating broad buy-in and motivation, and building sustainable systems Provides leadership and oversight of a wide range of school programs, including those that involve external partnerships, such as the school's extended learning programs (including summer programming) Serves as a key leader in strategic planning and external compliance processes, including LAUSD oversight, Local Control and Accountability Plan (LCAP), and the School Plan for Student Achievement (SPSA) Coaching, Professional Development, and Performance Management (25%) Ensures that faculty and staff are frequently observed (both formally and informally) in the performance of their duties and provided with feedback aligned to agreed-upon goals, job expectations, and rubrics Develops and implements a system of high quality professional learning opportunities and skillful coaching; tailors support to individualized needs, informed by data and observations Evaluates and/or oversees the evaluation of faculty and staff; conducts other performance management functions, as appropriate Hires and retains effective faculty and staff; provides professional growth and/or leadership opportunities aligned with interest, aptitude, and school need School Culture and Stakeholder Engagement (15%) Builds the school's collective capacity to embrace diversity, equity, inclusion, and anti-racism, and incorporates those practices and mindsets into all aspects of the school culture, instruction, and operations Embraces a restorative approach to relationships, including scholars, families, community members, and faculty/staff; leads the implementation of restorative practices to build community and repair harm; uses restorative justice as a key component of the school's positive behavior support plan; takes other disciplinary action as appropriate, in accordance with local policies and California Education Code Collaboratively creates and maintains a safe and supportive school environment for all stakeholders Builds the capacity of staff to create a school-wide culture in which all families and community members are welcomed into authentic partnership, in ways that are aligned to the Equitas Academy Mission, Vision, and Values Empowers stakeholders through advisory and decision-making bodies, including School Site Council (SSC) and English Learner Advisory Committee (ELAC) Develops authentic, collaborative, empowering relationships with scholars, families, school staff, and network staff Assessment and Data Analysis (15%) Oversees the implementation of a broad range of formative and summative assessments aligned to school and network goals; develops a culture of shared ownership and accountability for outcomes Supports faculty and staff in effectively and consistently using multiple sources of qualitative and quantitative data to track progress toward goals and to plan appropriate instruction and targeted interventions Builds the capacity of staff to meaningfully communicate with scholars, families, and other stakeholders about school-wide, classroom-level, and individual scholar goals and progress toward those goals Partners with network and site-based teammates and the school community to create an annual dashboard aligned to the Equitas Common Measures; sets goals that are meaningful, ambitious, and achievable; builds the capacity of all stakeholders to share ownership of those goals Professional Growth and Network Collaboration (15%) Engages in ongoing professional learning and growth through coaching, mentoring, reading/researching, and various forms of professional development Models and builds the capacity of staff to proactively solicit feedback from various stakeholders, to monitor data and reflect on one's own impact, and to make appropriate adjustments in alignment with goals Collaborates productively with leaders across the Equitas network, proactively building trusting, supportive professional relationships Other Duties (5%) The principal is expected to adapt in response to new information and shifting priorities, while managing their work schedule accordingly. This requires flexibility and a willingness to embrace unexpected challenges. The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of personnel. Reporting Relationships The Principal will report to the Chief Schools Officer while working closely with other Network Office staff members All of the schools' instructional staff will report either directly or indirectly (via other leadership team members, such as the Assistant Principal) to the Principal The principal will work in partnership with the School Operations Manager (SOM), who will supervise operations staff Minimum Qualifications A bachelor's degree A California teaching credential At least 3 years of teaching experience (5+ preferred), with a demonstrated record of exceptional academic outcomes for scholars Preferred Qualifications A California administrative credential or other training/experience likely to produce a similar level of preparedness for this position (e.g., prior experience in a similar role) preferred, but not required Master's degree or doctorate in education or other related field preferred, but not required Experience working in historically marginalized communities preferred but not required Fluency in Spanish preferred Skills, Traits, and Dispositions: A strong alignment with Equitas Academy's vision, mission, and values A commitment to diversity, equity, inclusion, and anti-racism (DEIA) and a desire to empower those who experience marginalization A tendency to “lean in” to complexity while demonstrating adaptability and a growth mindset Strong interpersonal skills and ability to build and cultivate trusting, supportive relationships with scholars and adults Instructional expertise, including knowledge of Common Core-aligned instruction, multi-tiered systems of support (MTSS), and student-centered classrooms Capacity to understand and empathize with the experiences of people in the Pico Union community Expertise in change leadership and project management Excellent communication skills, both verbal and written Ability to manage a busy schedule with shifting priorities while being present for others and maintaining personal wellbeing; ability to calibrate emotional responses, adjusting tone and actions as needed Ability to hold oneself and others accountable to high standards while also prioritizing wellness, sustainability and positive relationships; ability to use appropriate strategies to recover physically and renew mentally and emotionally Knowledge of relevant policies, regulations, and laws, including California Education Code Commitment to DiversityEquitas Academy is actively seeking to build a diverse and experienced team of educators. We do not discriminate on the basis of race, color, gender, gender identity, disability, age, religion, sexual orientation, or national or ethnic origin. We are an equal opportunity employer. Compensation and SalaryWe have a transparent and competitive Principal Salary Scale, starting at $124,605 annually. Interview Process and TimelineQualified candidates will be invited to the following stages of the interview process on the timeline below: - Application Deadline: November 21- First Round: Phone Interview (October 27 - November 21)- Second Round: Virtual Zoom Interview (November 10 - November 28 )- Final Round: In-Person Interview (November 17 - December 17)- Target Start Date Range: December 2025 - January 2026 We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.

s The mission of Equitas Academy Charter Schools is to prepare students for college, careers, and life pursuits, and inspire them to be champions of equity. We currently serve over 2,000 students and operate four elementary schools and two middle schools in the Pico-Union neighborhood of Los Angeles. Role Summary: We're looking for a committed and accomplished school leader to work with our dedicated and capable staff to continue our work of preparing our scholars to graduate from college. The ideal candidate should be committed to developing as an antiracist educator and leader, prioritize family, student and staff voice, model our core values, and build strong relationships while also achieving results. Essential Responsibilities: Leadership, Strategic Planning, and Systems Implementation (25%) * Inspires adults and scholars in the school community to work towards the school's vision while embodying Equitas core beliefs and values * Builds the capacity of staff to support academic achievement through effective implementation of adopted curricula and appropriate interventions * Leads the implementation of a multi-tiered system of supports (MTSS), ensuring that all scholars experience inclusive academic instruction, behavioral support, social-emotional instruction, and mental health support * Implements systems to ensure equitable access for all subgroups, while prioritizing scholars encountering unique challenges, including scholars with disabilities and emergent bilingual scholars * Builds an effective leadership team with a relentless focus on student learning; creates conditions for all leadership team members to collaboratively lead the school; builds individual and collective capacity to oversee complex projects that achieve planned outcomes * Facilitates change management processes, including empowering stakeholders to provide meaningful input, generating broad buy-in and motivation, and building sustainable systems * Provides leadership and oversight of a wide range of school programs, including those that involve external partnerships, such as the school's extended learning programs (including summer programming) * Serves as a key leader in strategic planning and external compliance processes, including LAUSD oversight, Local Control and Accountability Plan (LCAP), and the School Plan for Student Achievement (SPSA) Coaching, Professional Development, and Performance Management (25%) * Ensures that faculty and staff are frequently observed (both formally and informally) in the performance of their duties and provided with feedback aligned to agreed-upon goals, job expectations, and rubrics * Develops and implements a system of high quality professional learning opportunities and skillful coaching; tailors support to individualized needs, informed by data and observations * Evaluates and/or oversees the evaluation of faculty and staff; conducts other performance management functions, as appropriate * Hires and retains effective faculty and staff; provides professional growth and/or leadership opportunities aligned with interest, aptitude, and school need School Culture and Stakeholder Engagement (15%) * Builds the school's collective capacity to embrace diversity, equity, inclusion, and anti-racism, and incorporates those practices and mindsets into all aspects of the school culture, instruction, and operations * Embraces a restorative approach to relationships, including scholars, families, community members, and faculty/staff; leads the implementation of restorative practices to build community and repair harm; uses restorative justice as a key component of the school's positive behavior support plan; takes other disciplinary action as appropriate, in accordance with local policies and California Education Code * Collaboratively creates and maintains a safe and supportive school environment for all stakeholders * Builds the capacity of staff to create a school-wide culture in which all families and community members are welcomed into authentic partnership, in ways that are aligned to the Equitas Academy Mission, Vision, and Values * Empowers stakeholders through advisory and decision-making bodies, including School Site Council (SSC) and English Learner Advisory Committee (ELAC) * Develops authentic, collaborative, empowering relationships with scholars, families, school staff, and network staff Assessment and Data Analysis (15%) * Oversees the implementation of a broad range of formative and summative assessments aligned to school and network goals; develops a culture of shared ownership and accountability for outcomes * Supports faculty and staff in effectively and consistently using multiple sources of qualitative and quantitative data to track progress toward goals and to plan appropriate instruction and targeted interventions * Builds the capacity of staff to meaningfully communicate with scholars, families, and other stakeholders about school-wide, classroom-level, and individual scholar goals and progress toward those goals * Partners with network and site-based teammates and the school community to create an annual dashboard aligned to the Equitas Common Measures; sets goals that are meaningful, ambitious, and achievable; builds the capacity of all stakeholders to share ownership of those goals Professional Growth and Network Collaboration (15%) * Engages in ongoing professional learning and growth through coaching, mentoring, reading/researching, and various forms of professional development * Models and builds the capacity of staff to proactively solicit feedback from various stakeholders, to monitor data and reflect on one's own impact, and to make appropriate adjustments in alignment with goals * Collaborates productively with leaders across the Equitas network, proactively building trusting, supportive professional relationships Other Duties (5%) * The principal is expected to adapt in response to new information and shifting priorities, while managing their work schedule accordingly. This requires flexibility and a willingness to embrace unexpected challenges. * The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of personnel. Reporting Relationships * The Principal will report to the Chief Schools Officer while working closely with other Network Office staff members * All of the schools' instructional staff will report either directly or indirectly (via other leadership team members, such as the Assistant Principal) to the Principal * The principal will work in partnership with the School Operations Manager (SOM), who will supervise operations staff Minimum Qualifications * A bachelor's degree * A California teaching credential * At least 3 years of teaching experience (5+ preferred), with a demonstrated record of exceptional academic outcomes for scholars Preferred Qualifications * A California administrative credential or other training/experience likely to produce a similar level of preparedness for this position (e.g., prior experience in a similar role) preferred, but not required * Master's degree or doctorate in education or other related field preferred, but not required * Experience working in historically marginalized communities preferred but not required * Fluency in Spanish preferred Skills, Traits, and Dispositions: * A strong alignment with Equitas Academy's vision, mission, and values * A commitment to diversity, equity, inclusion, and anti-racism (DEIA) and a desire to empower those who experience marginalization * A tendency to "lean in" to complexity while demonstrating adaptability and a growth mindset * Strong interpersonal skills and ability to build and cultivate trusting, supportive relationships with scholars and adults * Instructional expertise, including knowledge of Common Core-aligned instruction, multi-tiered systems of support (MTSS), and student-centered classrooms * Capacity to understand and empathize with the experiences of people in the Pico Union community * Expertise in change leadership and project management * Excellent communication skills, both verbal and written * Ability to manage a busy schedule with shifting priorities while being present for others and maintaining personal wellbeing; ability to calibrate emotional responses, adjusting tone and actions as needed * Ability to hold oneself and others accountable to high standards while also prioritizing wellness, sustainability and positive relationships; ability to use appropriate strategies to recover physically and renew mentally and emotionally * Knowledge of relevant policies, regulations, and laws, including California Education Code Commitment to Diversity Equitas Academy is actively seeking to build a diverse and experienced team of educators. We do not discriminate on the basis of race, color, gender, gender identity, disability, age, religion, sexual orientation, or national or ethnic origin. We are an equal opportunity employer. Compensation and Salary We have a transparent and competitive Principal Salary Scale, starting at $124,605 annually. Interview Process and Timeline Qualified candidates will be invited to the following stages of the interview process on the timeline below: * Application Deadline: November 21 * First Round: Phone Interview (October 27 - November 21) * Second Round: Virtual Zoom Interview (November 10 - November 28 ) * Final Round: In-Person Interview (November 17 - December 17) * Target Start Date Range: December 2025 - January 2026 We may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.

Administration/Principal ReGeneration Schools (“ReGeneration”) is a school management organization that supports public charter schools in Chicago. Our mission is to create high performing schools that will close the student achievement gap for low-income students. ReGeneration currently manages three K-8 charter schools on behalf of Chicago International Charter School (CICS): CICS Avalon, CICS Basil, and CICS Washington Park. In total, these schools serve over 1,600 students. Since the campuses have been under new management, our schools have doubled in literacy scores. We view literacy as essential in helping students develop their reading and writing skills. Although we made great gains, we know our work is not complete. We are committed to ensuring all students are prepared to attend and succeed in high school and beyond. For more information about our schools, visit ******************************** Position: We are seeking experienced Elementary (K-4) and Middle School (5-8) Principals to lead school efforts by developing and executing a shared vision and mission for enhanced student learning to achieve dramatic gains in student achievement. Reporting to the Managing Director, the Principal will set the vision for school culture and academics; design and implement a rigorous coaching plan for teachers; and lead the leadership team to ensure that students graduate career and college ready. RESPONSIBILITIES: Talent Management In collaboration with the Director of Talent, recruit high performing teachers and staff. Develop, coach, and manage teacher performance to create a high performing team. In collaboration with other ReGeneration school leaders and staff, design and execute a successful model of professional development for ReGeneration faculty. Culture Create a culture of excellence throughout ReGeneration. Create coherency in culture and routines within the school. Provide leadership on creating and maintaining a common language and common standards around school culture throughout the school. Field all questions and concerns from key stakeholders. Engage parents and community partners, and providing proactive support to meet student needs. Drive to improve the minds and lives of students in and out of the classroom. Curricular and Instructional Leadership Provide leadership and support on adopting research-proven, standards-based instructional practice for "achievement-gap" schools. Collaborate with colleagues to refine, articulate, and improve the ReGeneration educational model. Lead teachers in creating coherency in instructional practice/routines within schools. Work with teachers to interpret data and create action plans for school improvement. Assist teachers in planning and training for data-driven instruction. Develop the instructional practice and expertise of future School Leaders. Ensure that teachers are implementing special education services in accordance with the law. QUALIFICATIONS: Believes low-income students can become college and career ready. Willingness to work long hours to successfully get the job done. High expectations on personal and team performance. Flexible to changing priorities and conditions. Demonstrate initiative and creativity. Communicates in an inspiring way. Organized and ability to multi-task. Communicate clearly and effectively both verbally and in writing. Strong interpersonal skills with students, parents, colleagues, and community members. Possesses successful classroom teaching experience in an urban setting. Belief and alignment with ReGeneration's core beliefs and educational philosophy. Experience using data to lead others towards the improvement of student outcomes. Reflective about personal strengths and weaknesses and able to effectively balance confidence with humility. Understanding of the nuances of urban school environments and school culture. At least 3 years of teaching experience in an urban district or charter school setting; and 2 years of leadership/coaching experience required. Valid State Administrative Certification (IL Type 75) preferred, but not required. Bachelor's degree is required; a Master's degree is preferred. COMPENSATION: Competitive salary and benefits (based on experience). ReGeneration is an equal opportunity employer and will not discriminate against any employee or applicant on the basis of race, color, creed, religion, gender, sexual orientation, national origin, age or disability.

Campus Support - Administrative/Principal - Middle School Date Available: Summer 2025 Closing Date: Until Filled Job Title: Middle School Principal (In Anticipation of Future Openings) Reports to: Managing Director of Secondary Instruction Dept/School: Assigned Middle School Work Year: 220 days Base Salary: Actual salary will be calculated based on experience PLEASE REVIEW ATTACHMENT BEFORE APPLYING (Click Here) PRIMARY PURPOSE: Develop a shared vision that supports personalized instruction and learning through collaborative leadership, innovative strategies, and flexible space utilization. Direct and manage the instructional program and supervise operations and personnel at the campus level. Provide leadership to ensure high standards of instructional service. Oversee compliance with district policies, success of instructional program, and operations of all campus activities. QUALIFICATIONS: Education/Certification: Master's degree in Educational Administration Texas principal or other appropriate Texas certificate Eligible to be a certified appraiser for the Texas Teacher Evaluation and Support System (T-TESS) or other approved evaluation system Instructional Leadership (ILD) or Advancing Educational Leadership (AEL) certification preferred Special Knowledge/Skills: Ability to leverage curriculum, technology and physical spaces for future-ready learning and instruction Ability to cultivate social emotional learning to ensure the well-being of all students Ability to advocate district goals of future-ready learning, balanced assessment, and focus on personalized learning and growth for all students Ability to implement procedures and processes to maintain a safe and healthy environment for staff and students Ability to evaluate instructional program and teaching effectiveness Ability to manage budget and personnel Ability to coordinate campus functions Ability to implement policy and procedures Ability to interpret data Strong organizational, communication, public relations, and interpersonal skills Experience: Minimum of two years of experience as a classroom teacher Minimum of three years of experience in instructional leadership roles Campus level administrative experience required; secondary administrator experience preferred MAJOR RESPONSIBILITIES AND DUTIES: Instructional Leadership: Provide leadership in the development of skills for the future-ready learner, including embracing challenges, communicating, collaborating, contributing, innovation, and responding. Model effective use of digital learning and the value of taking risks to advance the district vision for future-ready learning. Facilitate the utilization of flexible learning spaces to maximize student learning. Ensure personalized learning for students and staff. Build instructional and leadership capacity in all staff. School Climate and Culture: Cultivate social emotional learning for students and staff. Develop and maintain a supportive, inclusive culture where all learners have input, feel valued, and are invested. Build a culture of shared leadership and success with high expectations for all. Promote a growth mindset among learners based on individual needs. Provide resources and ongoing support for teaching staff to accomplish instructional goals for students. Create and support conditions for collaboration among staff members. Provide for two-way communication with superintendent, staff, learners, parents, and community. Recognize excellence and achievement. Facilitate efficient, effective resolution of conflicts. Organizational Transformation: Build a culture of innovation centered on the district and school vision. Motivate and empower others to become innovators, risk takers, and leaders of learning. Create the conditions and capacities most conducive for leaders, teachers, and students to perform at high levels and meet the expectations of learning standards. Create an environment that promotes the love of learning and resilience based on a growth mindset. Model effective use of data for analysis and instructional improvement. Collaboratively develop and set campus performance objectives with members of the school community. Student Leadership: Establish a culture of autonomy and trust with students in order to best utilize open and flexible learning spaces. Provide students with opportunities to take ownership of their learning and responsibility for their own behaviors. Promote and support a safe learning environment - physically, intellectually, socially, and emotionally. Work with faculty and students to develop a student discipline management system that results in positive student behavior and enhances the school climate. Ensure that school rules are uniformly observed and that student discipline is appropriate and equitable in accordance with Student Code of Conduct and Student Handbook. Conduct conferences about student and school issues with parents, students, and teachers. Personnel Leadership: Select, develop, and retain future-ready staff. Create structures that promote active participation, leadership, and collaboration with campus educators in professional learning communities (PLCs). Define, monitor, and evaluate expectations for staff performance regarding instructional strategies, classroom management, and communication with the public. Observe employee performance, record observations, and conduct evaluation conferences with staff. Make employment recommendations to superintendent. Work with campus-level planning and decision-making committees to plan professional learning activities. Engage in collaborative goal-setting with staff. Management of Fiscal, Administrative, and Facilities Functions: Manage the use of school facilities that support innovative spaces that mirror the desired pedagogical practices, and that respond to students' needs. Comply with district policies and state and federal laws and regulations affecting the school. Develop and monitor campus budgets based on documented program needs, estimated enrollment, personnel, and other fiscal needs. Compile, maintain, and file all physical and computerized reports, records, and other documents required, including accurate and timely reports of maximum attendance to requisition textbooks. Manage use and supervise maintenance of school facilities. Direct and manage extracurricular programs, including management of multiple activity funds Professional Growth and Development: Demonstrate a growth mindset as a continuous learner. Continually self-educate, monitor and adjust, evaluate change, and seek and utilize appropriate resources. Develop professional skills appropriate to job assignment. Demonstrate professional, ethical, and responsible behavior. Serve as a role model for all campus staff. School and Community Relations: Provide a balanced partnership between a community and school to address learning standards essential to the success of the future-ready learner. Invite partnerships to create real-world learning opportunities for students. Articulate the school's mission to the community and solicit its support in realizing the mission. Demonstrate awareness of school and community needs and values and initiate activities to address them. Use creative techniques to encourage community and parent involvement. OTHER DUTIES AS ASSIGNED: Frisco ISD retains the right to adjust the responsibilities and assignments of all positions as needed to meet the needs of the District. WORK RELATIONSHIPS: Frisco ISD is committed to fostering a collaborative work environment that honors and supports the social and emotional well-being of all. Employees are expected to interact in a manner that is becoming of educators and promotes high levels of productivity for the benefit of the students we serve. WORKING CONDITIONS: Mental Demands/Physical Demands/Environmental Factors: Maintain emotional control under stress. Occasional districtwide and statewide travel. Frequent prolonged and irregular hours. Application Deadline: Until Filled The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. Approved By: Pamela K. Linton, Ed.D. Chief Human Resources Officer Date: 12/9/2024 The Frisco Independent School District is an equal opportunity employer and does not discriminate against applicants or employees because of race, national origin, gender, age, religion, or disability status of otherwise qualified individuals. FISD does not discriminate on the basis of membership or application for membership in the uniformed services.