High School Assistant Principal - International Academy

Alexandria, Virginia
Jun 21, 2022
Jul 19, 2022
Career Level
Student (High School)
Full Time
Job Description

The International Academy (IA) Assistant Principal leads the IA staff in creating an outstanding learning environment for multilingual learners (MLs) based on the core principles of the Internationals Network for Public Schools (INPS) model. The Assistant Principal works with all members of the community to support the program's mission and vision. The IA is located within the Alexandria City High School and is committed to the following pedagogical approach to educating MLs:

  • Heterogeneity and collaboration : Schools and classrooms are heterogeneous and collaborative structures that build on the strengths of each member of the school community to optimize learning
  • Experiential learning : Expansion of the 21st-century schools beyond the four walls of the building motivates adolescents and enhances their capacity to participate successfully in modern society
  • Language and content integration : Strong language skills develop most effectively in context and emerge most naturally in a purposeful, language-rich, interdisciplinary, and experiential program
  • Localized autonomy and responsibility : Linking autonomy and responsibility at every level within a learning community allows all members to contribute to their fullest potential
  • One learning model for all : Every member of our school community experiences the same learning model, maximizing an environment of mutual academic support. Thus, all members of our school community work in diverse, collaborative groups on hands-on projects.

This job reports to the Campus Administrator.


Education: Master's degree in job-related area

Certificates & Licenses: Valid Virginia Department of Education license required, or eligibility to obtain one, with an endorsement in Administration and Supervision.

Preferences: Bilingual - English/Spanish

  • Student-Centered: Belief that all students, regardless of background, can flourish and thrive in their preferred college or career pathway
  • Equity & Cultural Competency: Demonstrated ability to create inclusive environments that honor and support a diversity of backgrounds and perspectives; commitment to equity in a diverse school community, particularly related to the needs of newly-arrived multilingual learners
  • Goal-Oriented: Ability to establish clear goals and action plans for a team; ability to support with an inclusive strategic planning process that yields data-driven inquiry to make progress toward program, school, and division goals
  • Student Achievement & Performance Management: Demonstrated patterns of student achievement, both in the classroom and from teachers previously managed; demonstrated resilience and focus on student outcomes; ensures that there are no artificial barriers between student support and instructional leadership
  • Student Support Team : Coordinates with School Support Team members (e.g., counselors, social workers) to bridge gaps among students, teachers, counselors, social workers and administrators in order to provide holistic support for newly-arrived multilingual learners
  • Behavior Management : Knowledge of behavioral management frameworks that reteach expectations and prepare students to be productive members of the school community and society
  • Professional Learning Communities & Data Analysis : Supports the implementation of Professional Learning Communities to ensure that student's academic progress is monitored and supported; analyzes and extracts meaningful insights from data and translates them into action
  • Curriculum Alignment: Knowledge of school-wide academic standards and all state assessments required for students to demonstrate mastery; ability to translate student mastery requirements into instructional plans and strategies; collaborates with teachers to monitor the implementation of curriculum
  • Instructional Leadership : Ability to provide instructional feedback to teachers to enhance instructional best practices for newly-arrived multilingual learners; maintains a working knowledge of Internationals core principles and how to incorporate them into classroom instruction
  • Differentiated Instruction: Knowledge of appropriate application and differentiation of high-leverage instructional strategies and pedagogy for newly-arrived multilingual learners; provides appropriate and sustained professional learning to reinforce research-based best practices in the curriculum implementation, instruction, and assessment
  • Relationship Building: Expertise in cultivating relationships and managing a diverse group of stakeholders
  • Collaborates with Central Office and the Internationals Network for Public Schools to ensure the appropriate levels of support are available to all IA students
  • Performs other related duties, as assigned, to ensure the efficient and effective functioning of the IA

Essential Functions

Instructional Leadership
    • Supports the school leader's vision and takes an active role in mobilizing teachers to achieve the collective goals of the school; contributes to school-wide planning and prioritizes time to accomplish goals; provides input into the strategic planning of the school and identifies areas of ownership for self and direct reports
  • Provides high-quality instructional coaching to teachers of newly-arrived multilingual learners, aligned with Internationals core principles, with frequent teacher observations, actionable feedback, and accountability for adjustment in practice; promotes academic excellence in a nurturing environment
    • Informs teachers of professional learning opportunities that develop knowledge of best practices in instructional methods; coaches teachers on how to match particular strategies to gaps in student mastery
    • Participates in the school improvement planning process and ensures the implementation of actions related to SIP goals (e.g., monitoring on-time graduation rate, especially as it pertains to newly-arrived multilingual learners
    • With guidance from the school leader, leads the planning and goal setting for assigned content areas within the IA and with alignment to school-wide goals
    • Supports the school leader in identifying and developing emerging leaders (i.e., department chair, team leaders, committee leaders, and/or grade level chairs) through goal setting, coaching, and feedback
    • Studies curriculum and assessment in order to develop an understanding of content mastery, language acquisition, and requirements of students and teachers to accomplish mastery
  • Coaches teachers in data analysis and inquiry to determine how data align to end-of-year goals; supports teachers in disaggregating data to analyze how IA students are performing; determines implications of data regarding areas of student mastery and growth; identifies specific instructional practices, including those related to the Internationals core principles, and adjustments to address students' knowledge and skill gaps within an appropriate timeline

School Operations and Learning Environment
    • Models strong staff and student culture and manages school-wide character development and behavior management systems, including PBIS
  • Supports teachers in proactive intervention systems
  • Build teachers' capacity to provide rigorous and high-quality instruction and support school leaders in planning, implementing, and analyzing the impact of MTSS, including the incorporation of Internationals core principles.
  • Acts as the first leadership team contact for student intervention and parent engagement
  • Creates and nurtures a positive school climate with high levels of effective collaboration and communication with all stakeholders
  • Provides leadership and monitoring of student EL statuses, working with EL Committee to update EL Assessment Participation Plans and ensure that testing and classroom accommodations are consistent with decisions made by the EL Committee
  • Ensures appropriate student supervision throughout the school day and during extracurricular activities
  • Serves as a point of contact for campus-specific outside service providers
  • Helps implement the school's emergency preparedness/crisis response plan(s) and maintain a safe learning environment
  • Maintains high standards for appropriate conduct with and for staff and students
  • Collaborates with school leader on hiring diverse, highly-effective teachers and school staff

Parents and Community Engagement/Partnerships
  • Maintains open and effective communications with IA students, families, and all school stakeholders in a timely manner
  • Encourages collaborative relationships with familial organizations and community partners
  • Serves as a liaison and school representative at school-sponsored activities
  • Monitors community demographics, resources, and emerging trends to ensure the school program addresses student and community needs
  • Fosters and maintains a strong community commitment of support for the school division and high school

  • Criminal Justice Fingerprint/Background Clearance.
  • Tuberculosis Skin Test

Public Health Compliance
  • Proof of COVID vaccination. Exemptions for religious/medical will be reviewed.
  • Must follow safety and health protocols.


Primary Location:
ACHS King Street Campus
Salary Range:
$90,432.00 - $143,500.80 / Administrator LAS-DA (240)
Shift Type:

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