[SY 27-28] Principal-In-Residence

Program Overview

The Principal in Residence (PIR) program is a two-year residency that prepares rising leaders to become a successor leader at an existing KIPP Chicago school. The residency combines on-the-job learning, professional development, and mentorship and coaching opportunities to prepare participants to create and lead excellent schools. Principals-in-Residence (PIR) are full-time members of their residency school leadership teams and will have daily opportunities to practice the skills and competencies required to lead high-performing schools.

A Principal-in- Residence (PIR) is an aspiring principal preparing to lead a KIPP Chicago school in 1-2 years. PIRs are committed to and actively contribute to the success of their placement school and KIPP Chicago’s ability to achieve our mission: together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world.

As a Principal in Residence, leaders will:

• Act as a member of the school leadership team and gradually transition to school leadership responsibilities: The PIR’s role mirrors that of an assistant principal for the majority of the development program, namely: coaching and developing teachers, teacher leaders and deans and contributing to the overall academic and cultural vision of the school.  Towards the end of their time as a PIR, the role mirrors more of a school leader, with clear responsibilities fully owned by the PIR at the school level.

• Actively develop School Leader leadership skills & competencies: In addition to their school-based performance goals, PIRs regularly engage in on-the-job opportunities to develop the leadership skills and competencies needed to thrive as school leaders, outlined in a development plan. 

• Benefit from on-the-job mentorship: PIRs are supported in their development by a mentor school leader who acts as the coach and model for exceptional school leadership.

• Receive ongoing one-on-one coaching: PIRs also receive regular coaching from their regional Director of Leadership Development to support them in developing the mindsets and dispositions of highly effective leaders.

• Readiness Checkpoints: Readiness checkpoints provide an opportunity for the PIR and support team to reflect on progress towards becoming a school leader.

• Formal Professional Development: PIRs will receive formal professional development aligned to Chicago’s leadership competencies and targeting specific developmental needs. 

• Build & Engage Lifelines: PIRs will engage in all learning alongside a cohort of peers who will lead our schools in the coming years.

Key Responsibilities

1. Model and support implementation of the school’s vision and goals

• Support development of School Leader’s school-wide vision and take an active role in investing and mobilizing teachers to achieve the collective goals of the school; own the implementation of select school priorities in support of the school-wide vision

• With guidance from the School Leader, lead the planning and goal setting for the grades/departments that he/she coaches and ensure alignment with school-wide goals

2. Contribute to school-wide planning and prioritize time to accomplish goals

• Provide input into the strategic planning of the school, and identify areas of ownership for self and direct reports

• Effectively plan to meet goals through prioritization and excellent time management and coach others to do the same

3. Develop teacher and emerging leaders with School Leader’s guidance 

• Lead grade level/department level collaboration and learning

• Effectively manage and develop teachers of a wide range of skill and experience level by defining responsibilities, setting goals and providing ongoing high-impact feedback and support

• Support the School Leader in developing emerging teacher leaders through goal-setting, coaching and providing feedback

4. Model strong staff and student culture and manage school-wide behavioral systems 

• Manage parts of the daily school operations (e.g. arrival/dismissal, lunch/recess) 

• Act as the first Leadership Team contact on student intervention and parent engagement and determines appropriate next steps

• Support teachers in understanding process and roles in student support and intervention and develop systems and structures to execute on those roles

• Support teachers in building an inclusive environment for all students

5. Collaborate with School Leader to hire and retain diverse, highly-effective staff

6. Build own and team's content knowledge

• Develop deep mastery over the academic standards, curriculum and assessments in the subjects/grades for which he/she/they coach 

• Engage in self-driven, ongoing learning regarding curriculum, pedagogy, coaching and school leadership

• Collaborate with content coaches to support teachers in instructing and assessing and connects teachers with relevant resources to improve their content knowledge and instruction

• Identify gaps across grade level or department and develop and execute strategies to close gaps

7. Develop and coach teachers

• Lead data-driven instruction by analyzing homeroom specific and grade/department level data and developing and executing plans to address gaps and by helping teachers do the same thing for their classes

• Provide high-quality instructional coaching by accurately diagnosing classroom instruction and providing frequent feedback for teachers across skill level; intensively coach new and struggling teachers with a range of coaching techniques 

• Lead effective school-wide professional development

8. Model personal leadership traits

• Embody personal leadership traits by building trusting relationships, reflecting on own identity, practicing strong self-care practices, demonstrating a growth mindset and remaining calmly committed to KIPP Chicago’s mission and vision through difficult circumstances