Assistant Principal (Humanities & Grades 11-12) in Washington, District of Columbia at The SEED Public Charter School of Washington DC

About The SEED School of Washington, D.C.

The SEED Foundation (www.seedfoundation.com) was created in 1997 to establish college-preparatory urban boarding schools that prepare secondary students both academically and socially, for success in college and beyond. In 1998, the Foundation opened The SEED Public Charter School of Washington, D.C. – the nation’s first public college preparatory boarding school. The school currently serves 250 students in grades 9-12. In 2015, 100% of SEED’s seniors were accepted to a four-year college or university.

All SEED students live on campus from Sunday evening through Friday afternoon when they return home for the weekend. The dormitories are organized into small “houses” of an average of 15-18 students per resident advisor for afternoon and evening routines such as academic study hall, house meetings, SPARKS and other structured activities. We provide a safe and caring 24-hour boarding experience. Our relationship with parents/guardians is essential to the success of their scholar while at SEED.

About The SEED Network

SEED is the pioneering national network of public, college-preparatory boarding schools, offering a unique 24-hour, 5-day per week learning environment. Our tuition-free schools, the first of their kind in the U.S., are intentionally designed to serve traditionally underserved students. Supported by The SEED Foundation, we operate in Washington, D.C., Baltimore, Miami, and Los Angeles. The Foundation's College Transition & Success (CTS) team provides comprehensive support to SEED graduates from junior year through college graduation. SEED's success has gained recognition from media outlets like 60 Minutes and The New York Times, and former President Obama has lauded it as "a true success story." Learn more at www.seedfoundation.com.

Position Overview

The Assistant Principal (AP) provides dual-impact leadership under the direction of the Principal, driving academic excellence in the school’s Humanities departments while managing the student outcomes, culture, and operations of the 11–12 grade-level band. The AP ensures that the school's college-preparatory mission is realized daily by overseeing student conduct, monitoring underclassmen cohort data, and managing the professional needs of both the 9–12 Humanities faculty and the 11–12 grade-level team. They serve as the primary point of contact for families and the "integration lead" for all support services within their specific student cohort.

Essential Duties and Responsibilities

Instructional Leadership & Accountability (Humanities Focus)

• Directly manages and evaluates the school-wide Humanities Instructional Coach, ensuring that non-evaluative coaching cycles for all 9–12 literacy and social studies teachers align with advanced text-analysis, writing rigor, and vertical curriculum goals.
• Serves as the primary instructional evaluator for all Humanities faculty (Grades 9–12), conducting formal observations, walkthroughs, and setting high-stakes growth goals for English, Social Studies, and Arts teachers.
• Partners with the Director of Academics to ensure the school’s adopted Humanities curriculum (including AP, IB, or Dual Enrollment alignment) is executed with fidelity, maintaining college-prep standards.
• Promotes strong assessment practices, ensuring teachers use data to refine student research, analytical writing, and historical inquiry skills.

Culture & Student Management (11–12 Grade-Level Band)

• Serves as the operational and cultural leader for the 11–12 grade-level band, holding all teachers who instruct 11th and 12th graders accountable to school culture policies, graduation readiness tracking, and senior privileges, regardless of their subject area.
• Executes the school’s climate and culture plan for assigned grades, managing disciplinary cases through restorative justice practices geared toward young adults.
• Tailors student programming and interventions to meet the specific needs of the cohort, focusing on college readiness, autonomy, student agency, and post-secondary independence.
• Manages 11–12 transitions, common areas, senior privileges, and arrival/dismissal procedures to maintain a professional, mature campus environment.
• Acts as the primary administrator on the ground for any behavioral or medical emergencies involving students within their assigned grades.

Faculty Leadership & Staff Development

• Facilitates weekly 11–12 team meetings and Humanities department collaborations to align on student needs, graduation pathways, and rigorous instruction.
• Supports teachers in becoming highly effective classroom leaders through regular instructional and operational feedback suited for advanced coursework.

Operational & Service Integration

• Collaborates with the Senior Director of Student Life to ensure consistency between the academic day and residential life for 11th and 12th graders.
• Partners with the Wellness suite, Behavioral Health suite, and the College Counseling Team to coordinate upperclassmen cohort transitions and post-secondary planning.
• Manages grade-specific events, including graduation, prom, senior trips, parent-teacher conferences, etc.

Data-Driven Intervention & Compliance (Cohort Tracking)

• Analyzes attendance, behavioral, credit accrual, and graduation data to identify students at risk of missing graduation milestones within the cohort.
• Leads the implementation of Multi-Tiered Systems of Support (MTSS) for the cohort, utilizing the intervention frameworks, data trackers, and assessment schedules established by the Director of Academics.
• Serves as the primary administrative link between the school and the families of students within the 11–12 cohort, managing high-level parent concerns.

Qualifications and Essential Competencies

• Bachelor’s degree required; Master’s degree in School Administration, Educational Leadership, or a related field preferred (or current enrollment in licensure program).
• Minimum of 2–3 years of experience in a formal or informal leadership role (e.g., Humanities/English Department Chair, Dean, or Grade Level Lead), preferably in an urban high school setting.
• Minimum of 3 years of demonstrated success as an effective high school English, Social Studies, or Humanities classroom teacher, with a track record of driving advanced student literacy.
• Solid understanding of the developmental, social, and psychological nuances specific to the assigned age group.
• Strong communication and interpersonal skills, with a demonstrated ability to manage student discipline through restorative practices and de-escalate high-stakes situations with poise.
• A history of working cooperatively with diverse stakeholders, including the ability to coordinate across "suites" such as Wellness, Student Support, and Boarding staff.
• Ability to analyze cohort-level attendance, behavioral, and academic data to identify students in need of Tier 2 or Tier 3 interventions.
• A high degree of personal integrity, demonstrated leadership abilities, and a history of working cooperatively with key stakeholders in a school environment.
• Develops and supports a climate that values, accepts, and understands that achievement is at the core of our work, and that excuses are irrelevant.
• Demonstrated commitment to educational equity for all students.
• Works independently with little direct supervision.
• Works well with others and as part of a team.