School Leader

Company Description

About KIPP New Jersey

KIPP New Jersey is part of the nationally recognized “Knowledge Is Power Program” network of free, open-enrollment, college-preparatory public schools dedicated to preparing students for success in college and in life. In 2002, KIPP New Jersey first opened its doors in Newark’s South Ward as a single class of 80 fifth graders and has since grown to educate 7,035 students in grades K-12 across 15 schools in Newark, Camden, and Paterson.

More than 90% of KIPP New Jersey students currently qualify for free or reduced meals. To learn more, visit (Use the "Apply for this Job" box below)..

We anticipate beginning interviews in mid-to-late January 2026 and the full process concluding by March 2026, with July 2026 start dates. Applications received after January will be considered on a rolling, and as-needed basis.

• Drives and owns all instructional results for all students
• Strong content knowledge: knows essential content, rigor of standards, and highly effective teaching strategies well enough to establish and maintain a standard and coach it; can readily adapt to leverage resources across less-known or more nuanced subject areas
• Develops the capacity of leaders in driving results and developing teacher/leader capacity through observations, walkthroughs, real-time coaching, and data analysis through O3s focused on student data and coaching towards goals, weekly walkthroughs, and frequent observation of leader work
• Leads weekly conversations with the school leadership team focused on progress monitoring, student achievement data, and establishing strategies to meet school-wide goals; delegates system of instructional leadership expectations to the team
• Develops intervention systems that address gaps in sub-groups of students based on race, gender, SPED, or other identity markers.
• Maximize the impact of formal PD time (including Content Team Meetings) by ensuring all sessions are well-planned and ample practice is prioritized, such that it results in improved teacher effectiveness

• Establishes a clear vision for excellent school culture and regularly articulates this vision to leaders, students, staff, and families
• Consistently reinforces high expectations for all students all the time
• Actively develops a school culture where students find joy in learning and where students are joyful and engaged
• Creates a culture in which teachers build strong and lasting relationships with students, especially the most challenging
• Develops, upholds, maintains, and course-corrects clearly articulated systems for how the school culture will function (e.g., behavior, recognition, consequences)
• School meets all org-mandated, federal, and state student compliance expectations

• Establish a clear vision for excellent school culture and regularly articulate this vision to leaders, students, staff, and families
• Consistently reinforces high expectations for all staff all the time
• Actively develops a school culture where teachers find joy in teaching and student learning
• Develops clearly articulated systems for how the staff culture will function (e.g., staff attendance, coverage, etc.)

• Engages families and community stakeholders proactively and productively as partners in school goals. Performs this through various opportunities for families to engage (e.g., virtual and in-person Town Hall events)
• Creates a culture and expectation that teachers reach out to parents and enlist their proactive support in their child’s long-term success

• Actively seeks to recruit, cultivate, and retain high-quality candidates; prioritizes building a diverse staff and emphasizing staff that share similar backgrounds as our students
• Identifies top-performing teachers and leaders at regular points throughout the school year and works strategically to retain them
• Manages struggling performers through goal setting and increased support, and manages out underperformers where necessary.

• Provides input to strengthen regional support, seeks to cultivate a partnership rather than an “us-them” relationship, and…