ORGANIZATION: Education for Change
POSITION: K-8 Charter School Assistant Principal
LOCATION: Oakland, CA
REPORTS TO: Site Principal
Education for Change is looking for dynamic and visionary instructional leaders who will engage
students, staff and parents to ensure high student achievement. The assistant principal collaborates
closely with the principal in communicating and supporting the mission of Education for Change,
maintaining the focus on high student achievement for all students, creating a collaborative, resultsoriented professional learning community, analyzing and responding to data, supporting teachers in
their growth, and evaluating and responding to the effectiveness of interventions and instructional
practices. S/he engages community partners and families in serving the whole child and ensuring ALL
children achieve at high levels prepared to succeed in any setting. S/he will know how to successfully
work in an urban elementary school with a high English Learner and low-income population.
About Education For Change:
Education for Change, a charter management organization, manages a diverse portfolio of charter
schools in Oakland, California, all of which were district public schools that converted to charter public
schools.
The mission of Education for Change is straightforward: to provide a superior public education to
Oakland's most underserved children by maintaining a system of public schools that relentlessly
focuses on academic achievement. The high quality instruction at EFC and its continuous refinement is
the key to success for their students. Since its inception, all three EFC schools have experienced
substantial API growth.
Education for Change has several core beliefs that are at the foundation of the organization. They
strive to hire individuals who share their beliefs about what makes a great school and what it takes for
all children to succeed in school and in life. EFC believes that organizations can only be successful when
people are aligned around a common purpose and a shared set of goals.
Through a shared set of core beliefs, EFC is building one community of adults across multiple schools
that share responsibility for the EFC mission. The following is a list of EFC’s core beliefs:
1. Every child has a right to a high quality, free, public education.
2. Every student can learn and succeed at high levels.
3. The most important attribute of successful schools is the ability to have consistently high
quality instruction in every classroom.
4. Building a professional learning community is the key to a school’s success.
5. Every child will succeed when a school is organized around a coherent, comprehensive,
rigorous, standards-based curriculum and when school leaders make decisions about how
to improve instruction based on data.
6. The best measure of what we value is how we spend our time.
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7. Every adult within the school community - principals, teachers, staff, parents/guardians, and
administrators - is responsible for student performance.
Additional information about Education for Change can be found at www.efcps.org.
Responsibilities:
Instructional Leadership
 Establish and maintain an instruction and results- oriented professional learning community
 Analyze performance and observational data to determine professional development needs,
including content and pedagogical knowledge, ,grade level needs, teacher coaching and support
 Monitor student performance data and effectiveness of instructional responses and
interventions
 Provide concrete and actionable feedback for teachers to drive instructional improvement
 Maintain and support the focus on high student achievement for all students through the
Education for Change instructional program
 Work collaboratively with the Instructional Management team to identify professional
development needs, develop and lead professional development
 Communicate a sense of urgency around student academic needs
 Utilize research-based content and pedagogical knowledge in core areas including the reading
and writing process, mathematics instruction, educational theory, research and current issues
in urban education
Personnel Performance Management and Interpersonal Relations:
 Attract, recruit and select high performing staff members
 Evaluate personnel in an effective, timely manner
 Create support systems for staff improvement
 Motivate staff to excel
 Create a culture where the staff works as a dedicated professional team
 Hold staff accountable for high quality job performance
 Involve staff in decision making appropriate to the situation including school site planning,
committees, etc.
Site Management
 Participate in school site planning and implementation processes; ensure the site budget and
the site plan are strategically developed to maximize human, financial, time, and programmatic
resources to achieve optimal results.
 Follow all established EFC policies and procedures
 Develop systems, timelines and milestones for completion of initiatives
 Work collaboratively with the Business Operations Manager to ensure that the school site is
safe, clean and well maintained
 Develop, lead and manage systems for efficient and efficacious daily operations
 Ensure there is an effective, regular communication system with all staff
Community Relations
 Skillfully and appropriately involve parents and the community in school activities
 Maintain good community relations and effective, regular communication with parents
 Foster and maintain positive working relationship with co-located EFC school and neighboring
district schools
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Develop and execute strategy to attract and retain students and families at school site, with the
goal of full enrollment with a waiting list
Function as a collaborative team member
Effectively collaborate with community partners and leverage community resources for
organizational success
The assistant principal performs other related duties as assigned.
Basic Qualifications:
 Minimum of 3 years teaching experience
 Knowledge of primary/elementary curriculum and administrative practices
 Successful experience working in a collaborative environment
 Experience working with diverse communities
Desired Qualifications:
 Experience as a teacher leader or site leader
 Spanish Bilingual
 Masters Degree
 Content Knowledge in the Reading Process, Writing Process, and Mathematics instruction
 Strong data analysis skills
 Experience working with English Language Learners
 Experience coaching, mentoring or developing teachers
 Strong community building skills
 Outstanding communication and organization skills
Compensation and Benefits
EFC offers a highly competitive salary in the Bay Area. Salary schedule and benefits summary available
upon request.
Application Process
All interested applicants should submit a
 Cover letter of no more than one page that specifically addresses candidate’s qualifications and
qualities as described above
 Curriculum vita/resume and online portfolio, if available
 Contact information for three references
 Response to the following questions in essay format (each essay should be no more than two
pages)
1. Share your vision for equitable education for all children? What does that look like?
2. What is your theory of action for how to achieve equitable results for children who are living in
high poverty communities?
3. How do you create a high-performing professional teacher culture?
Please submit inquiries and the documents above to jobs@efcps.net.
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