Interim Assistant Principal on Special Assignment - Lighthouse Community Public Schools

The Organization

Lighthouse Community Public Schools

At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving nearly 1,600 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland.

Learn more at www.lighthousecharter.org.

The Organization

Temporary Interim Assistant Principal on Special Assignment

At Lighthouse Community Public Schools, the Temporary Interim Assistant Principal on Special Assignment (APOSA) is a developing instructional leader who works with the Principal and instructional leadership team to lead school culture and learning systems including special projects to support the administrative team while one or more team members are on an extended leave of absence. Currently LCPS is seeking an individual available immediately through the end of Semester 1 of the 25-26SY with the possibility to extend in the interim role into the spring if available and a need for an administrator on special assignment is identified. The Interim AP on Special Assignment, together with the principal and teacher leaders, will work to foster an innovative and progressive learner-centered school community, including being tasked with leadership of specific school initiatives/systems during the Core Day and as needed in After School Programming (ASP). The Interim APOSAl’s primary responsibility will be to develop, coach, and supervise teachers and other staff to best implement relationship-based, purposeful, and learner-centered pedagogies and systems in alignment with the LCPS Mission, Theory of Change, Graduate Profile, and Instructional Stances.

The Interim AP on Special Assignment is also responsible for cultivating school culture and supporting the MTSS system, including serving as a champion and liaison for students and families. The Interim AP will be accountable for managing one or more elements of the academic program/systems as needed leading to improved student and staff outcomes, with particular attention to our most vulnerable students (SPED, English learners, African-American boys, etc.).

This is an exciting opportunity for a growing, committed, and equity-focused instructional or teacher leader who is energized to develop their school leadership capacity and passionate about transformational growth for yourself, the teachers, staff, students, and families you will serve, and our Oakland community.

LCPS INTERIM ASSISTANT PRINCIPAL ON SPECIAL ASSIGNMENT CORE COMPETENCIES

As a strategic and visionary leader for equity, LCPS APs:

• Inspire a shared vision of college and career readiness in collaboration with the leadership team.

• Ensure an exceptional education for all by monitoring and developing the academic program and by facilitating data-driven and equity-focused teams.

• Encourage the heart by promoting a joyful organizational & school culture that attends to the needs of the whole child and adult.

• Empower and engage the community by mobilizing families, students, staff, and other community stakeholders as partners to achieve our vision.

• Enable others to act by supervising and developing teachers resulting in the retention of a diverse, highly effective team and increased student outcomes.

• Innovate and problem-solve by exhibiting persistence, creativity, flexibility, motivation to make change, and the ability to imagine new approaches and opportunities for impact.

• Model the way as a leader for equity through skilled and culturally competent collaboration, communication, and relationship-building.

• Embody LCPS’ core values of community, integrity, love, social justice, and agency

• Bring passion to the school’s growth as a dependable, organized, solutions-oriented, and optimistic transformational leader committed to our community.

ASSISTANT PRINCIPAL RESPONSIBILITIES AND OUTCOMES

Supervise, Coach and Develop Adults and Teams

• Contribute to building a strong, collaborative, equity-focused adult learning community, including coaching, supporting hiring, and leading professional development for staff;

• Facilitate one or more high-functioning adult teams as needed;

• Supervise, observe, coach, evaluate, and develop teachers and non-instructional staff using knowledge of adult learning theory and in alignment with Common Core State standards, LCPS Instructional Stances and core practices, LCPS’ Teacher Development & Evaluation Framework (TDEF), and school instructional model resulting in improved student outcomes;

• Support the professional development path of assigned teachers and instructional staff members, including a combination of coaching cycles and other internal, EL, and external professional learning experiences aligned to unique needs and leading to professional growth for staff across a range of experiences;

• Facilitate professional development spaces both formal and informal, where the use of data is timely, consistent, and actionable;

• Complete evaluation process or end of the quarter conference for all supervisees using a defined process.

Coordinate Response To Intervention/MTSS Systems

• Lead the RTI Team to engage in regular and ongoing analysis of student attendance, behavior, and academic data to develop and implement early intervention strategies to support all students in being college and career ready.

• Manage and monitor the COST process for individual students, identifying potential supports, and drafting intervention plans in collaboration with the student’s teachers.

• Coordinate implementation of research-based interventions aligned to a three-tiered intervention framework

• Collaborate with the Director of Student Services to oversee referrals of students requiring Tier 3 supports.

• Support teachers to implement individual behavior/intervention plans

• Support teachers with the tracking of student behavioral/academic data during the implementation of the intervention plan.

• Oversee and monitor 504 plans.

• Serve as an administrator in IEP meetings, if qualified

• Hold Behavioral MTSS / SEL Programs as assigned

  • In collaboration with your site’s Coordination of Services Team (COST), identify students who need additional behavioral support and build, implement, and track data around individual behavior plans.

School Culture Builder

• Help to implement a vision and develop systems & structures to promote a strong school culture in service of the school mission in collaboration with the principal and other instructional leaders;

  • Reinforce schoolwide universal expectations for student behavior, supporting students to meet these expectations, and holding students accountable when expectations are not met in collaboration with the leadership team.

  • Support the tracking of progress towards school-wide goals around attendance, behavior, and academics and celebrate student progress in these areas.

  • Coach teachers to implement foundational classroom management practices.

  • Support community members to restore harm when it occurs.

  • Ensure accurate collection and documentation of student referrals and family contact in AERIES (our Student Information System) and develop support plans for students and staff who need more support as needed.

  • Partner with families of students who require additional support

• Using principles of Restorative Justice, collaborate with the Principal and other admin team members to implement and evaluate a responsive positive behavior system that clearly articulates the school-wide systems and supports students will use to build positive relationships and manage their own behavior.

• Collaborate with leaders and teachers to engage families in the life of the school

• Build strong relationships and communicate clearly and effectively with students, families, and the community.

Management & Monitoring of Select Academic Programs & Student Outcomes

• Serve as manager for one or more academic programs and if needed as a testing coordinator for the school ensuring they meet the needs of students within the context of our Theory of Change, Graduate Profile, and Instructional Stances;

• Regularly use and analyze key data in measuring the effectiveness of program(s) and individual student success with a particular focus on equity gaps and our most struggling students;

• Support the implementation and analysis of common assessment data and core curricula in collaboration with Principal and Shared Service Academic Team;

• In collaboration with the Principal and other instructional leaders, assess the effectiveness of student achievement, coaching, EL Workplan, and Professional Development.

Leadership Development and Reflection

• Assist the principal in carrying out their duties and acts in the capacity of the principal during the principal’s absence from the school;

• Model holding a learner-driven stance for own professional learning;

• Participate fully in professional learning experiences led by the CAO, Principal, and other instructional leaders to engage in leadership development, alignment of systems/processes, and reflection of practice;

• Engage in regular collaboration, learning, and development through coaching, ILT meetings, and one-on-one check-ins with Principal;

• Prioritize setting and scheduling regular planning/work time each week/month devoted to prioritized instructional leadership moves/work.

• Performs other duties as assigned by supervisor.

MINIMUM QUALIFICATIONS:

• At least 3+ years of successful classroom teaching and at least 1+ year of teacher/instructional leadership experience, required

• Experience teaching/leading in urban education serving students of color from low-income backgrounds

• Valid CA teaching or administrative credential, strongly preferred

• B.A. or B.S. required, relevant Master’s Degree or Credential in Educational Leadership, a plus

• Knowledge of learner-centered curriculum, instruction, and assessment,

• Experience working in Oakland schools preferred and charter school experience, a plus,

• EL Education experience, a plus.

• Bilingual in Spanish, preferred

SUPERVISION

This position reports to the Principal.

TIME COMMITMENT

This is a temporary, full-time salaried exempt position available from February 2025-end of Semester 1 2025-26SY (e.g. November/December 2025) with the possibility to extend beyond the first semester depending on candidate availability and LCPS need. LCPS offers a competitive compensation package with nearly 5 weeks of holidays in line with our academic calendar and 10 days of paid time off in addition to generous sick and personal time off, generous health and retirement benefits, and a salary commensurate with experience.

COMPENSATION

At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA).

TO APPLY

People of color and bilingual candidates are strongly encouraged to apply.

Interested candidates should submit:

• Resume

• Cover letter describing your interest in this position and why you are an optimal fit

• 4-5 references with Name, Email, Phone Number and Title/nature of working relationship

• A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school.

Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site.

Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels.

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