School Director Elementary K-8

The Position

The School Director must be a visionary instructional leader. Having read the mission and vision of QCACS, you embrace these values, principles, and methods. In our small school, you are expected to engage with each student and recognize them as individuals. As a senior leader at QCACS, you are a champion for QCACS and hold high academic expectations by working to cultivate a community of continuous learning that is grounded in principles of equity and cultural relevance.

Responsibilities

• Hire instructional staff;
• Collaborate on the development of the curriculum and instructional model with the CEO and curriculum consultants;
• Support the design of a school building that is best suited for our teaching and learning model;
• Create school policies, systems, and structures that will support the development of a learning environment that fits with QCACS’ core beliefs;
• Connect the school community with the larger educational community, including other charter, public, and independent schools in New Jersey;
• Work in collaboration to plan professional development including summer institute for new staff.

Qualifications

• NJDOE Professional Certificate with an endorsement as Principal/ Supervisor;
• A minimum of eight years of teaching plus school-based administrative or supervisory experience;
• Demonstrated ability to model shared/distributed leadership; experience leading a professional learning community; and the ability to inspire a team around a progressive vision;
• Strong technology skills relating to blended learning, data analysis, and communications;
• Experience in project-based, interdisciplinary learning models and willingness to embrace innovative pedagogy that supports whole child development;
• A clear and compelling verbal and written communication;
• An entrepreneurial spirit and ability to work in a fast-paced, startup environment;
• Great follow through skills: say what you mean and do what you promise to do;
• The ability to build relationships with a diverse group of constituents, including involving families and community members in all phases of the school program;
• A demonstrated commitment to the belief that all children can achieve success, in the quality of their academic work and in working together for a common goal;
• A strong personal commitment to diversity, inclusion, cultural competency and equity; experience with programs and practices in this area, a recognition of one’s own biases; and experience working in urban communities;
• A holding him/herself to the same high standards expected of faculty, staff, and students.