Principal - Parker Woods Montessori

Principal – Parker Woods Montessori

Cincinnati Public Schools – Parker Woods Montessori Elementary School – Cincinnati, Ohio. Open in Google Maps.

Job : 5563441

Final date to receive applications: Mar 16, 2026 11:59 PM (Eastern Standard Time)

Posted: Mar 02, 2026 5:00 AM (UTC)

Starting Date: Aug 3, 2026

About Cincinnati Public Schools: Cincinnati Public Schools (CPS) serves nearly 38,000 students from preschool to 12th grade in 66 school communities, across a 90-square-mile district in Southwest Ohio. Cincinnati Public Schools is one of the best-performing large urban districts in Ohio and ranks among the state’s top urban districts for student learning and growth, while offering families high-quality school choices and academic programming.

The district's innovative approach to education, its investment in effective and caring educators and employees, and vast array of collaborative partnerships have accelerated school performance to the highest level in decades - ensuring that students in preschool to 12th grade thrive and graduate prepared for successful lives in the 21st century.

Our Vision:
Cincinnati Public Schools will be a community that ensures equitable access to a world-class education, unleashing the potential of every student.

Our Mission:
We educate all students with rigor and care in a culture of excellence to develop engaged citizens who are prepared for life.

As a Principal at Parker Woods Montessori, you are leading a school that serves approximately 620 students ranging from ages 3 to 12. This role requires a unique blend of urban school leadership and a deep commitment to the Montessori "whole child" approach.

• CERTIFICATION: Elementary principal's certificate valid for the State of Ohio. Those applicants completing all coursework for the principal's license by July 1, 2026, must submit a letter of verification from the program advisor in lieu of the license.
• TRAINING: Master’s degree or beyond with a concentration in educational administration.
• PREVIOUS
  
  EXPERIENCE:
  
  Experience in a Montessori setting or the commitment to obtain Montessori training within two years.
• EXPERIENCE
  
  REQUIRED:
  
  Minimum of three years as a successful teacher or in a teaching‑related position and two years in an administrative or supervisory position.

• The Prepared Environment:
  Overseeing classrooms designed for movement, independence, and "uninterrupted work cycles" where students choose their own direction.
• Multi‑Age Grouping:
  Managing a structure where students stay with the same teacher for three years (Ages 3–6, 6–9, and 9–12), fostering a "family" atmosphere and deep trust.
• Student Independence:
  Shifting from a dominant teacher model to one that "trusts the child," encouraging inner discipline and a love for the natural environment.
• Curriculum Integration:
  Successfully blending the Montessori Scope and Sequence with Ohio Learning Standards to ensure academic accountability without losing philosophical integrity.

• Prepared Environment:
  Overseeing classrooms designed for movement, independence, and "uninterrupted work cycles."
• Strategic Planning & Vision:
  Developing and executing a comprehensive school improvement plan that defines clear academic and social‑emotional goals, specific action steps, and robust evaluation metrics to track student progress.
• Resource Alignment:
  Strategically deploying human, financial, and community capital to meet the unique needs of every student, ensuring equitable access to Montessori excellence.
• Multi‑Age Grouping:
  Managing a structure where students stay with the same teacher for three years, fostering a "family" atmosphere and deep trust.
• Curriculum Integration:
  Successfully blending the Montessori Scope and Sequence with Ohio Learning Standards to ensure academic accountability without losing philosophical integrity.

• Establish high expectations for staff, students, parents, and community members through a shared vision of academic excellence.
• Design and implement data‑driven action plans that address achievement gaps and support the social‑emotional…