| Position Title: | Principal | | Reports To: | Executive Director | | Classification: | Exempt (Full-Time, Salaried) | | School Type: | Small Public Charter High School for Girls, Washington, D.C.
Approximately 250 students | | Program: | International Baccalaureate Career Program (IBCP) |
POSITION OVERVIEW Girls Global Academy (GGA) is a small, mission-driven public charter high school committed to empowering young women in Washington, D.C. through a college-preparatory, globally focused education grounded in the International Baccalaureate Career Program (IBCP). GGA’s culture is built on the pillars of sisterhood, scholarship, service, and safety.
The Principal is GGA’s senior on-site academic leader. Reporting directly to the Executive Director, the Principal is responsible for the day-to-day leadership of the school — overseeing instruction, managing staff, ensuring a safe and equitable learning environment, and serving as the primary point of accountability for student achievement and school culture. The ideal candidate is a proven instructional leader who combines deep pedagogical expertise with the entrepreneurial mindset required to thrive in a growing, startup-stage school environment.
KEY LEADERSHIP ACCOUNTABILITIES The Principal holds primary Responsibility and Accountability (R/A) for the following core functions, consistent with GGA’s organizational framework:
1. School Leadership, Mission & Vision- Oversee all day-to-day school operations, serving as the primary decision-maker for academic matters in the building.
- Implement and reinforce GGA’s shared mission and vision across all aspects of school life; use the mission as the primary lens for decision-making and prioritization.
- Develop and execute ambitious, feasible school-wide annual action plans aligned to the Strategic Plan and prescribed improvement intervals.
- Apply continuous improvement and change management practices to ensure GGA consistently meets its mission and goals.
- Model urgency, excellence, humility, and optimism; actively seek feedback; engage in ongoing professional learning and reflection.
- Collaborate with the Executive Director in monitoring and leveraging external partnerships and resources.
2. Academic Program: Curriculum, Instruction & Assessment- Coordinate and oversee the full academic curriculum across all subject areas, including core academics, The Arts, Physical Education, and Music.
- Lead the development and regular revision of Scope and Sequence documents, Curriculum Maps, and Unit Plans for all grades and subjects in collaboration with Academic Coach and IB/CTE Coordinator
- Develop and maintain the master instructional schedule in alignment with school goals.
- Set clear, measurable academic goals for every student throughout the year; monitor progress through regular school-wide data analysis.
- Manage the school assessment process, ensuring teachers use data to differentiate and drive instruction.
- Evaluate and continuously improve the rigor, coherence, and equity of curriculum, instruction, and assessment practices.
3. Staff Management & Instructional Coaching- Manage all academic and instructional staff, including recruitment, hiring, scheduling, formal evaluation, and performance support.
- Conduct frequent informal and formal classroom observations; deliver specific, actionable, and timely instructional feedback.
- Develop individualized growth plans for all teachers at the start of each year; monitor progress mid-year and at year-end.
- Design and facilitate high-quality, data-driven professional development aligned to school goals and teacher-identified needs.
- Model and co-teach lessons using research-based instructional, anti-bias, and classroom management practices.
- Manage the scheduling and supervision of substitute teachers, including sub plans and directions.
- Strategically deploy teaching talent to ensure students have access to the right expertise at critical developmental stages.
4. School Culture & Student Support- Foster a professional culture grounded in relational trust, collaboration, equity, and continuous improvement.
- Maintain positive, fair student behavior policies that emphasize restorative practice and behavioral growth.
- Serve as a member of the Student Support Team (SST); coach teachers to implement a tiered system of academic and social-emotional supports.
- Support Special Education (SPED) and English Language Learner (ELL) instruction; collaborate with the Special Education Coordinator on systematic interventions and IEP alignment.
- Manage and supervise daily school operations including hallways, cafeteria, arrival/dismissal, and student transitions.
- Maintain and publish regular school communications including newsletters, program updates, and student performance reports.
5. Family & Community Engagement- Build and sustain open, welcoming, two-way communication with families and the broader community in service of student success.
- Engage marginalized or traditionally underrepresented families in meaningful, reciprocal partnerships.
- Plan and lead student recruitment initiatives, especially during growth and grade-expansion phases, to meet enrollment targets.
- Evaluate and improve the effectiveness of family engagement, community outreach, and school communications plans.
6. Professional Learning Plan- Develop and lead the school-wide Professional Learning Plan in coordination with the Executive Director and Director of Programs.
- Prioritize professional development needs through careful analysis of student performance data and teacher growth areas.
- Ensure all professional development sessions are thoroughly planned, engaging, and immediately actionable.
COLLABORATION WITH SCHOOL LEADERSHIP The Principal works in close partnership with GGA’s leadership team. Key collaborative relationships include:
| Leadership Partner | Principal’s Key Collaborative Role | | Executive Director | Reports directly; co-develops public face of GGA; collaborates on budget management and strategic execution. | | Director of School Culture | Jointly supports PBIS systems, school culture, student behavioral supports, Multi-tiered Support Systems, and school communications. | | Director of Programs (IBCP) | Consults on curriculum development and effective educational programs; supports IB/CTE professional learning and program evaluation. | | Director of Operations | Consults on instructional materials procurement, campus safety, and technology availability; provides input on grant opportunities. |
REQUIRED QUALIFICATIONS - Bachelor’s Degree required; Master’s Degree in Education, Educational Leadership, or a related field strongly preferred.
- Initial Administrative Service Credential with the ability to obtain your Standard Administrative Services Credential within three months
- Minimum 5 years of urban classroom teaching experience with a demonstrated record of high student achievement.
- Minimum 3 years of instructional leadership or school leadership experience in an urban school setting.
- Minimum 3 years of instructional coaching experience, including formal observation and structured feedback cycles.
- Demonstrated experience leading school-based data teams: analyzing student performance data, producing actionable reports, and translating findings into instructional strategy.
- Experience leading curriculum development and supporting adults in designing and implementing rigorous academic programs.
- Proven success in designing and delivering staff professional development in large group, small group, and one-on-one settings.
- Experience with assessment data collection, disaggregation, and analysis to close achievement and opportunity gaps.
- Experience operating in a startup, launch-phase, or growth-stage school environment; demonstrated comfort with ambiguity, barrier removal, and entrepreneurial problem-solving.
- Proficiency in Microsoft Office Suite (Word, Excel, PowerPoint) and Google Workspace.
- Strong organizational skills and consistent ability to meet deadlines in a fast-paced environment.
PREFERRED QUALIFICATIONS - Familiarity with the International Baccalaureate (IB) framework, particularly the Career-Related Programme (IBCP).
- Experience leading or supporting Career and Technical Education (CTE) programs.
- Experience in single-gender or girls’ education environments.
- Knowledge of DC charter school policies, OSSE compliance requirements, and DCPSCSB regulations.
- Experience with restorative practices, Positive Behavioral Interventions and Supports (PBIS/PBS), and trauma-informed approaches.
CORE COMPETENCIES & ATTRIBUTES The Executive Director will screen for evidence of the following competencies in all candidates:
| Competency | What We Look For | | Instructional Expertise | Can articulate and model high-quality, differentiated instruction; strong track record of improving teacher practice through coaching. | | Data-Driven Decision Making | Consistently uses qualitative and quantitative student data to drive instructional decisions and resource allocation. | | Mission Alignment | Demonstrates authentic commitment to girls’ education, equity, and GGA’s four pillars: Sisterhood, Scholarship, Service, and Safety. | | Startup Mindset | Thrives in ambiguity; proactively identifies and removes obstacles; entrepreneurial in approach; calm and solutions-focused under pressure. | | Relational Leadership | Builds trusting, collaborative relationships with staff, students, and families; listens actively; leads with empathy and cultural competence. | | Accountability & Integrity | Models the behavior expected of staff and students; holds self and others to high standards with fairness and transparency. | | Communication | Communicates clearly and professionally with diverse stakeholders: students, families, staff, and community partners. | | Continuous Learning | Regularly seeks feedback; reflects on practice; engages in professional development; models a growth mindset for the school community. |
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