Each of our boys has a right to have a voice in their learning as a co-creator of their education. If you have a personal desire and professional commitment to be a champion for boys and have an internal call in addressing gender equity and educational excellence, then we might be your village.

Mission: Cisneros Leadership School for Boys Founding Staff will provide a personalized learning approach for each boy they serve focused on academic excellence and leadership development.

Outcomes:

• 100% of boys (special programs included) will read at or above grade level pro?ciency by the end of the academic year.

• 100% of boys (special programs included) will meet or exceed math pro?ciency levels through district and state assessments.
• 100% of boys will grow more than one year in math and reading by the end of the year.
• 100% of boys complete a community service project.
• 100% of boys will develop a personalized leadership portfolio focused on college and career readiness.
• 100% of boys will articulate that their voice is heard in their class as determined by school surveys.
• 100% of boys will be on a leadership track to earn 1 to 3 high school credits by the end of 5th and 8th grade.
• Maintain 95% daily student attendance.

Competencies:

Mission Mindset for the advocacy of a single-gender education for girls and their leadership development in building self-confidence, agency, and empowerment to create a more gender equitable world.

Culturally and Gender Responsive educator that will utilize the cultural wealth that every girl brings with them to school and responds positively and constructively to bridge what the student knows to new concepts and content. In this practice, the educator is reflective in developing the right mindset, engages in self-reflection, is and works toward becoming aware of their own implicit cultural and gender biases.

High Expectations for Accountability is personal and reflective of self and team contributions toward academic achievement. The understanding that the professional decision in teaching at a single-gender school for girls is a personal commitment to ensure that all girls achieve at a high level that sets them on the path toward college.

Collaboration Over Competition is evident in practice through collegiality among the team. Each member will hold high expectations for self and others to achieve and surpass academic goals. The words and actions of every educator that works with our girls is positive and shows a relentless belief that all will achieve growth and meet or exceed their grade level academic and leadership goals.

Reflective on daily lesson delivery, impact on student outcomes, and refinement in next day’s lesson execution. Educators reflect on strengths and growth areas regularly, and seek support, feedback, and mentors to improve. Educators find challenges exciting and persist during challenges. They demonstrate adaptability, innovation, and creativity to meet the goal and stay the course. Educators are student-driven and actively seek new ways to close the gap and make no excuses.

Relationship Cultivators that seek to build relationships with students, staff, families, and community members. Each educator will establish and maintain a cooperative working relationship with students and families based on trust, understanding, and respect for the communities in which they identify.

Terms of Employment:

11 months/ 207 days per year.  Salary is at Administrative Program Pay Grade AP4 on the EISD Compensation Plan on a term or probationary contract, as applicable. Annual salary range is $61,483 – $73,195 based upon directly related experience.

Primary Purpose:

Coordinate assigned student activities and services. We are looking for fearless leaders, both female and male, that can assist the school principal in overall administration of International Baccalaureate program and campus level operations and that have an internal desire to be change agents in the lives of young boys. At Cisneros Leadership School for Boys (CLS), we advocate for the best single-gendered experience for boys through a personalized learning approach focused on creating a leadership pathway for each boy we serve as they develop their identity.

NOTE: Applicant must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the applicant, before continuing within the process towards possible employment.

Qualifications:
Education/Certification

• Master’s degree from an approved educational institution
• Texas Mid-Management or other appropriate Texas Certification
• T-TESS Appraiser Certificate

Special Knowledge/Skills:

• Ability to lead and implement with fidelity the International Baccalaureate® (IB) Primary Years Programme and Middle Years Programme
• Ability to support employees in the implementation of International Baccalaureate® programs and operations
• Ability to implement Single Gender Education
• Ability to implement a Two-way Dual Language program
• Understanding of SB 1882 District Partnerships
• Excellent organizational, communication, public relations, and interpersonal skills and the ability to effectively engage families as instructional partners
• Ability to implement effective virtual learning practices and utilize digital tools and platforms
• Ability to develop positive partnerships within the business, non-profit, and private sector

 Experience:

• Three (3) years of experience in an administrative/instructional leadership role
• Experience in International Baccalaureate preferred
• Three (3) years experience as a classroom teacher

Major Responsibilities and Duties:

Instructional Management

1. Participate in development and evaluation of educational programs.
2. Encourage and support development of innovative instructional programs, helping teachers pilot such efforts when appropriate.
3. Promote the use of technology in teaching/learning process.

 School/Organizational Climate

1. Promote a positive, caring climate for learning.
2. Deal sensitively and fairly with persons from diverse cultural backgrounds.
3. Communicate effectively with students and staff.

School/Organizational Improvement

1. Participate in development of campus improvement plans with staff, parents, and community members.
2. Help principal develop, maintain, and use information systems to maintain and records to track progress on campus performance objectives and academic excellence indicators.

 Personnel Management

1. Observe employee performance, record observations, and conduct evaluation conferences. Serve as second appraiser for designated teacher appraisal system.
2. Assist principal in interviewing, selecting, and orienting new staff.

Administration and Fiscal/Facilities Management

1. Supervise operations in principal’s absence.
2. Help plan daily school activities by participating in the development of class schedules, teacher assignments, and extracurricular activity schedules.
3. Supervise reporting and monitoring of student attendance and work with attendance clerk on follow-up investigations.
4. Work with department heads and faculty to compile annual budget requests based on documented program needs.
5. Requisition supplies, textbooks, and equipment; check inventory; maintain records; and verify receipts for materials.
6. Assist with safety inspections and safety-drill practice activities.
7. Coordinate transportation, custodial, cafeteria, and other support services.
8. Comply with federal and state laws, State Board of Education rule, and board policy.

 Student Management

1. Ensure that students are adequately supervised during noninstructional periods.
2. Help to develop a student discipline management system that results in positive student behavior.
3. Ensure that school rules are uniformly observed, and that student discipline is appropriate and equitable.
4. Conduct conferences on student and school issues with parents, students, and teachers.

Student Support:

1. Work to support student IEPs and assist teachers with modifying instruction or develop accommodations accordingly.
2. Proactively partner with the teachers, IB Coach, and Inclusion co-teacher, to better understand campus needs and effectively support teachers.
3. Support teachers in setting 6-week academic and personal goals to support academic and leadership development.

 Positive School Culture Leadership:

1. Model and uphold high expectations for behavior and character.
2. Create and contribute to a school and classroom community that is joyful and rigorous and supports students to take risks.
3. Implement and support whole school routines and procedures.
4. Build strong and trusting relationships with all students and staff.  Speak about all students and staff with respect and show all students and staff respect.
5. Align expectations and teacher actions to the school-wide culture vision (during the first 6 weeks of school and throughout the year) to push toward 100% consistently across the school.
6. Implement and support all school-wide systems for our students, including systems for behavior, attendance, homework, and any grade-wide systems developed to support students.
7. Attend all school and community events that showcase our students’ academic and leadership development to include after school and weekend events.

 Family Partnership:

1. View our parents as partners and communicate proactively with families around student needs. Make regular, positive contact (phone calls, texts, positive note home) to the families of students. Support home visits conducted by staff for each of our students prior to the start of the school year and then again mid-year.
2. Proactively partner with families of students who are struggling academically or behaviorally to learn about their children, share updates, and strategize on supports. Embody a “parents as partners” mentality by speaking with respect about our students’ families and going above and beyond to build relationships with our students’ families (ex. supporting parent events with your grade team, sending campus newsletters home, inviting parents to campus events, etc.).

 Professional Practice:

1. Always demonstrate professionalism by arriving on time to work, arriving on time to all meetings, and meeting all deadlines.  Proactively reach out for more time if it is needed.
2. Communicate professionally and effectively with school leaders and staff in order to work together positively.

Diversity, Equity, and Inclusiveness:

1. Demonstrate and work towards continuous self-improvement in the DEI competencies: Building knowledge of race and class inequities and their impact, self-awareness, engagement in courageous conversations / Interaction with parents, students and staff from different backgrounds.

 Professional Growth and Development

1. Participate in professional development to improve skills related to job assignment.
2. All staff will be required to attend training and planning outside of their regular work time. Each school will determine the dates and times. In future years, there may also be a one-week summer unit refinement and training.
3. All staff will be required to attend necessary IB training as well as any additional training to meet the IB goals of the campus. This could require time during the school year and summer. Some training may require travel.

 School/Community Relations

1. Articulate the school’s mission to community and solicit its support in realizing mission.
2. Demonstrate awareness of school-community needs and initiate activities to meet those needs.
3. Use appropriate and effective techniques to encourage community and parent involvement.

Supervisory Responsibilities:

1. Share supervisory responsibility for professional staff with school principal.
2. Supervise teachers, custodians, paraprofessionals, clerical personnel and others as assigned.

Other

1. Other duties as assigned in the best interest of the school district.

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Maintain emotional control under stress. Work with frequent interruptions. Occasional districtwide travel; occasional prolonged and irregular hours.

THE EDGEWOOD INDEPENDENT SCHOOL DISTRICT DOES NOT DISCRIMINATE ON THE BASIS OF RACE, COLOR, GENDER, RELIGION, NATIONAL ORIGIN, AGE, DISABILITY, OR ANY OTHER BASIS PROHIBITED BY LAW.