THE POSITION:

In partnership with the Executive Director, the Principal sets the vision for Baystate Academy. The Principal leads all aspects of the instructional program in the school. The Principal hires, trains, and evaluates all instructional staff members, oversees a joyful school culture, and leads all aspects of community engagement with families, partners, and community stakeholders. The Principal reports to the Executive Director.

THE SCHOOL:

Baystate Academy Charter Public School (BACPS) is a college preparatory charter school in Springfield, Massachusetts, providing rigorous academic standards and educational opportunities rooted in health sciences to students in grades 6-to-12.

Baystate is an EL Education school and takes a three dimensional view of student achievement (EL Education Three Dimensions of Achievement).  As such, core practices (EL Education Core Practices) and EL Education's Equity Pillars serve as the foundation of structures and practices related to curriculum, instruction, culture, assessment and leadership.  In order to achieve this, leadership works in partnership with EL Education.

JOB DUTIES:

• Leads all school community members in preparing students for college-and-career.
• Demonstrates a relentless commitment to serving students inside and outside of school.
• Leads all aspects of instruction, including curriculum development and assessment.
• Develops and communicates strategic school systems, culture, and visions.
• Recruits, selects, trains, develops, evaluates, supervises and retains 95% of instructional staff members
  (with the exception of relocations, retirements, and career changes)
• Build a data culture to cultivate shared accountability and identify instr..uction and culture priorities that lead to positive student outcomes.
• Manages and leads all leadership, instructional, and support staff to provide high-quality instruction to all students
• Builds a joyful and rigorous school culture.
• Ensures consistency in academic and behavioral expectations.
• Leads a schoolwide commitment to supporting student's academic and social-emotional development.

COMPETENCIES:

FACILITATES AND BUILDS TRUSTING RELATIONSHIPS:

• Establishes and maintains mutually beneficial external partnerships based on trust and respect
• Proactively builds authentic relationships with families and community members by amplifying their voices and prioritizing time for meaningful engagement
• Works with the leadership team to implement schoolwide structures that facilitate positive relationship-building among staff members and students
• Communicates compellingly and adaptively that builds trust and investment of all stakeholders, promotes collaboration efforts, and welcomes different opinions and ideas even if it leads to conflict

CREATES A CULTURE OF SHARED ACCOUNTABILITY:

• Ensures all individuals embody practices of equity by holding everyone to a shared culture of growth and continuous learning, with a deep focus on eradicating disparaging beliefs about students and their families
• Exhibits transparency in sharing the progress made toward a commitment to equity regularly and in collecting feedback for personal growth

CONSIDERS DIVERSE PERSPECTIVES:

• Centers and amplifies marginalized voices in their school community
• Seeks to understand the needs and motivations of leaders, teachers, students, and families
• Applies that knowledge when making decisions and adjusting long-term plans

DEMONSTRATES INTEGRITY: 

• Demonstrates integrity by modeling humility and high expectations
• Recognizes and consistently acts in alignment with beliefs, values, and purpose; builds trusting relationships grounded in equity for self and others to achieve schoolwide vision, goals, and values
• Models critical hope and disruption of apathy in self and others through personal accountability

TAKES THE INITIATIVE:

• Takes the initiative, going above and beyond typical expectations, and making necessary innovations
  to achieve

DEMONSTRATES INSTRUCTIONAL LEADERSHIP:

• Presents clear and strategic instructional vision and plan for the year
• Leverages knowledge of curriculum and assessment to diagnose instructional strengths and areas of growth to design, implement, and monitor effective models of professional learning
• Centers strong academic outcomes for all students

OBSERVES, ASSESSES, AND COACHES:

• Assesses the quality of instructional practices across the school and demonstrates an understanding
  of how to design meaningful instructional feedback cycles to improve adult practices and student outcomes
• Implements effective feedback cycles, including regular formal and informal classroom observations of a cross-section of teachers and instructional leaders

LEADS TEACHER AND STAFF DEVELOPMENT:

• Identifies teacher, leader, and staff member strengths for maximum impact and collaborates with internal and external experts to address each person’s key areas of growth with differentiated coaching, feedback, professional development, and support

QUALIFICATIONS:

• At least four years of instructional/school-based leadership experience preferred
• At least five years of classroom teaching experience preferred
• Clear and effective communication skills for diverse audiences, including students, staff, and families
• Massachusetts DESE certification as Principal/Assistant Principal or ability to obtain full licensure in year one
• Bachelor's degree required; Master’s degree preferred

Salary Range:

The base salary for this position is $130,000. Relocation expenses up to $20,000 are available for any individual moving to the Springfield area for the role. An annual bonus is available based on student outcomes.

For more information, please contact:

Timothy L. Sneed

Executive Director

tsneed@bacps.net

413-366-5103

The review of applications will begin on January 18, 2023. The expected start date is July 1, 2024. Please visit the Baystate Academy Charter Public School website to learn more: www.bacps.net

Disclaimer-The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.