Principal: Elementary/Middle (TK-8) - Melrose Leadership Academy Elementary School (2023-24)
Oakland Unified School District
Location: Oakland, California
Type: Full Time
Salary: $108,519.15 - $138,514.73
Administrative K-16 for Bilingual Education or ELLs
Additional stipends for phone and advanced education degrees. Benefits for employees and their dependents are at no cost to employee.
The vision of Melrose Leadership Academy is to partner with families and students to create an environment that enables students to be bilingual, creative, thoughtful, self-motivated learners. We will nurture a culture of mutual respect and multiculturalism, where dialogue among students and adults is central to learning. Melrose Leadership Academy will be a place where students can exercise their curiosity, their voice, make meaningful choices and challenge themselves and each other academically and where students develop their sense of responsibility to transform our school, community and world.
Our Mission: Melrose Leadership Academy is an Oakland public school located in the Maxwell Park neighborhood of East Oakland that seeks to develop all students to be academically competent, bilingual/biliterate leaders for social justice through Expeditionary Learning and Dual Language practices in a school community that mirrors the rich diversity of Oakland.
About Our School
MLA is a TK-8, dual-language immersion school (Spanish/English) using EL Education practices. Through its curriculum, MLA strives to engage students in active, challenging, meaningful, public and collaborative learning. To learn more about EL Education, click here.
Through the use of Restorative Justice practices, MLA students, families, teachers and staff work together in community to repair harm and build strong, healthy relationships. These practices bolster student leadership, encourage responsibility and create a better learning environment. To learn more about Restorative Justice, click here.
We have three school-wide agreements developed by staff and parents applicable to all community members:
• We are kind and create safe spaces
• We teach and learn
• We take responsibility for ourselves and our community
BASIC FUNCTION: Under assigned supervisor, serves as the instructional leader and chief executive of the school. Responsible for the direction, assessment, and evaluation of student progress, instructional and adjunct programs, performance of assigned certificated and classified personnel, operation and maintenance of the school facility, and of the fiscal integrity of all school elements. Identifies goals for the school and delegates duties appropriately. The principal serves as immediate supervisor of employees at the site.
REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, abilities, or dispositions associated with this classification, but is intended to reflect the principal job elements accurately.)
Demonstrate the ability to establish and maintain an authentic, transparent, authoritative and accessible leadership presence.
Demonstrate the ability to foster and deepen relational trust among all constituents as a primary resource for school improvement.
Demonstrate responsiveness in order to strengthen the awareness of inequity, structural issues of race and poverty, and cultural discontinuity; advocate for culturally responsive pedagogy and effective collective responses to the structural issues facing schools and society among teachers and staff, students, families/caregivers, partnerships and community.
Develop, facilitate and engage the school and community in a cultural awareness that builds individual and collective advocacy with, and for students, and families/caregivers.
Articulate the civic goal of education and systematically reinforce an equitable school culture that values and uses participatory structures in governance and in decision-making.
Engage the community in collectively developing, publicizing and adhering to collaborative vision; adhere to the vision in decision making, communicating to school staff and community, hiring, coaching, etc; set processes in place for mutual accountability toward the vision of the school and community.
Communicate key purposes, beliefs and values of the school and community to ensure sensitivity to the community’s core beliefs and values in decision making; adopt and maintain a culturally appropriate and sensitive demeanor and tone with the community; exhibit the ability to make deliberate and thoughtful decisions and take action based on core community beliefs and vision.
Include and engage the community in examining and implementing decisions and actions that are in line with the vision; incorporate shared practices that foster mutual respect in actualizing the vision.
Integrates personal and professional real-life experiences to engage students families/caregivers, teachers and staff and community for the purpose of growing and maintaining mutually trusting relationships.
Engage the entire school community and partners to form and deepen personal and productive relationships with each other.
Demonstrate optimism and resolve in the face of difficulty; develop methods to communicate and implement systematic choices that take into account institutional barriers to learning and achieving, but frame the work as possible; form and maintain personal and professional relationships to ensure the school community is a place of safety and belonging to share and learn despite challenges.
Develop, practice and advocate for an individual and organizational mindset that embraces challenges as learning opportunities, persists in the face of setbacks, sees effort as path to mastery, learns from feedback and finds inspiration to ensure continued growth of students, teachers, staff, families and community.
Support and uphold collective decisions and creatively resolve conflicts and differences in order to engage and move the collaborative agenda forward.
Demonstrate working knowledge of curriculum and instruction that is appropriate go school and grade level, and focuses on access and equity for all students.
Participate in peer mentoring and collaboration to nurture the development of professional capital.
Communicate high expectations, knowledge and positive intent to teachers, staff, parents and students; provide instructional systems that support teachers to achieve and succeed to ensure all students have highly qualified and effective teachers.
Collaborate with teachers and district staff to plan, establish, maintain, facilitate and monitor effective systems for ongoing adult professional development that support the goals of the teacher, school and district.
Align fiscal, human, time and material resources to support the learning goals of students and core values; monitor and adjust resource allotments as necessary.
Maintain the capacity to change direction in order to grow and thrive while retaining the core values of the school and community.
Evaluate, analyze, design, align, and implement operational and school level structures that support equitable school learning goals and district strategic goals; analyze legal requirements with school operations and governance systems.
Monitor organizational and programmatic systems that support equitable student academic, civic and social-emotional outcomes; make continuous improvements to organizational systems that better serve the school goals and objectives.
Demonstrate expertise, insight and appropriate judgment in forming partner relationships and assessing viability of appropriate partnerships for the needs of the school; communicate the value of collaborate problem-solving, of multiple resources in serving students and families, and the importance of shared outcomes.
Engage partners, students, parents, teachers and staff in mapping the school and community assets, resources, and issues that need to be addressed.
Foster coalitions and organizational relationships that are beneficial to the school and community for the purpose of maintaining effective democratic governance structures for community partnership work; ensure the participation of family and caregivers.
Monitor and assess the success of the partnerships to ensure shared outcomes meet the full service community model; communicate and celebrate successes of alliances and individuals; regularly formally and informally evaluate the partners and make adjustments.
Perform related duties as assigned.
PREPARATION, EDUCATION AND EXPERIENCE: A Master’s degree from an accredited college or university, 5 years classroom teaching experience and 2 years administrative experience.
LICENSES AND OTHER REQUIREMENTS:
Valid California Teaching Credential with English Learner authorization
Valid and appropriate Administrative Services Credential
Valid California Driver’s License
Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance
Successful experience as an administrator
Fiscal expertise that enables first-hand oversight of and responsibility for school budgets
Previous experience working effectively with culturally and linguistically diverse groups
Ability to speak a language in addition to English
Successful experience in areas of violence prevention, conflict resolution and restorative justice
Visibility and involvement in education and the community
Previous experience in leadership, coaching and teambuilding skills to strengthen and cultivate relationships
Strategic and analytical thinking skills and the ability to apply deductive reasoning and draw conclusions in order to solve problems and facilitate decision-making processes
KNOWLEDGE AND ABILITIES
California Department of Education Frameworks governing work scope such as: Common Core Standards, Content Standards, Curriculum, Response to Intervention, Full Service Community Schools
Current state and district curriculum and school instructional programs in assigned area
Utilization of various forms of assessment to guide and design instruction
Effective pedagogy for ethnic populations, English, and Standard English Learners
Applicable federal, state, and district codes, regulations, policies and procedures governing work scope
Labor relations law and employee contracts
State plant facility requirements
Budget preparation and control
Principles and practices of administration, supervision and training
Interpersonal skills using tact, patience and courtesy
Organizations, operations, policies and objectives of public education
Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students
Excellent English usage, grammar, spelling, vocabulary and punctuation
Computer software, hardware, and related technology
Continuously seek quality service and process improvements in order to support a mission and strategic vision
Use a consultative approach to resolving work related issues
Plan, organize and direct the operations, plant and personnel of assigned school.
Organize, direct, evaluate and supervise assigned certificated and classified staff.
Direct activities regarding personnel, the physical plant, budget, student services and activities, curriculum and instruction, and communications and articulation
Train, supervise and evaluate certificated and classified personnel
Plan and direct the budget and business operations of the school
Establish, coordinate and maintain communication with community and parent groups
Plan, implement, direct and evaluate instructional and categorical programs in accordance with applicable laws
Plan and organize work
Analyze situations accurately and adopt an effective course of action
Complete work with many interruptions
Read, interpret, apply and explain rules, regulations, policies and procedures
Communicate effectively both orally and in writing
Prepare and deliver oral presentations
Operate personal computer, related software, and other office equipment
Office environment and diverse school site environments; May be required to work outside normal workdays and office hours to meet operational deadlines; may be required to work in emergency situations; driving a vehicle to conduct work; fast-paced work; constant interruptions; some exposure to childhood and other diseases in a school environment
Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations.
The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.
In California’s most diverse city, Oakland Unified School District (OUSD) is dedicated to creating a learning environment where “Every Student Thrives!” More than half of our students speak a non-English language at home. And each of our 81 schools is staffed with talented individuals uniting around a common set of values: Students First, Equity, Excellence, Integrity, Cultural Responsiveness and Joy. We are committed to preparing all students for college, career and community success.
We are looking for passionate and dedicated educators to join OUSD as we build the nation's first Full Service Community District to provide students with wrap-around services that help them become college, career, and community ready. We are seeking General and Special Education teachers, especially in Math, Sciences and bilingual Spanish, as well as Special Education support staff (Para-Educators; Instructional Support Specialists), Resource Specialists, Classified Substitutes, Academic Mentors, and more.
We are seeking leaders who believe that:
- Working to eliminate racism is critical to the educational success of all students
-Developing as an anti-racist educator requires investing tim...e in self-reflection, listening and incorporating feedback from students, their families, other educators
- Building and maintaining caring relationships with students and families is a key part of the foundation of teaching
- Maintaining high expectations for all students is best accomplished through a persistent asset based lens of what students can do
- Your actions can directly lead to creating more equitable conditions in public school