Assistant Principal of School Culture & Climate

KIPP Capital Region is a part of a national network of high-performing public Charter Schools committed to creating joyful, academically excellent, and prepared students with the skills, ability, and confidence to pursue their paths to college, career, and beyond.

Located in both Albany and Troy, NY, KIPP Capital Region serves 2,500+ students in grades K-12 across seven schools.  We believe every individual walks through the doors of schools bearing gifts. Talent. Perspective. Drive. Inspiration. So at KIPP Capital Region, we support every student and educator to see those gifts, and then build the skills and confidence they need to thrive.

We are committed to furthering anti-racism, equity, and racial justice in all our efforts, and expect all of our stakeholders to participate in this work so that we can create a future without limits for our students, together.

Position Overview

The Assistant Principal of School Culture & Climate is responsible for leading the school's vision for a safe, inclusive, and achievement oriented culture where every student can thrive. This leader develops, implements, and continuously improves schoolwide systems that promote positive behavior, social-emotional learning, student engagement, attendance, and restorative practices.

As a key member of the school leadership team, the Assistant Principal of School Culture & Climate partners closely with instructional leaders, teachers, families, and community stakeholders to ensure a consistent and equitable student experience. This role provides direct coaching, management, and development of Deans, Behavior Interventionists, Social Workers/School Counselors, Restorative Specialists, and other culture team members while using data to drive continuous improvement in school climate, behavior, and student outcomes.

Duties and Responsibilities

School Culture Leadership

• Serve as a member of the School Leadership Team, helping to develop and execute a vision for a joyful, structured, safe, and inclusive school culture.
• Lead the implementation of schoolwide culture systems, including arrival, dismissal, transitions, community meetings, incentives, attendance, and student recognition.
• Ensure schoolwide consistency in expectations for student behavior, routines, and restorative practices.
• Partner with instructional leaders to ensure school culture supports academic excellence and student achievement.
• Foster strong partnerships with families, community organizations, and external stakeholders to strengthen student success and school engagement.

Culture Systems & Student Support

• Lead the implementation of research-based Social-Emotional Learning (SEL), Positive Behavioral Interventions and Supports (PBIS), and restorative practices within a Multi-Tiered System of Supports (MTSS).
• Build staff capacity to effectively implement restorative responses, restorative conversations, peer mediation, community circles, re-entry circles, and restorative conferences.
• Analyze school culture, attendance, behavior, and SEL data to identify trends, monitor progress, and drive continuous improvement.
• Develop and oversee schoolwide behavior intervention systems that promote positive student outcomes and reduce exclusionary discipline.
• Ensure equitable implementation of school culture systems and student support practices across all grade levels.

Leadership & Staff Development

• Supervise, coach, evaluate, and develop Deans, Behavior Interventionists, Social Workers/School Counselors, Restorative Specialists, and other culture team members.
• Provide ongoing coaching and support to teachers on classroom management, restorative practices, student engagement, and positive behavior supports.
• Work with staff and students to design and implement school wide culture systems (i.e., entry, dismissal, transition, incentive systems, community meetings, etc.) aligned to the vision for school culture.
• Build restorative mindsets and capacity for school staff, students, and community stakeholders, to implement age appropriate interventions that are anchored in social emotional learning.
• Plan and facilitate professional development for faculty and staff related to school culture, classroom management, trauma-informed practices, restorative practices, and SEL.
• Partner with school leaders to strengthen systems that promote student safety, well-being, and belonging.
• Model effective coaching, collaborative planning, and reflective practice to build leadership capacity across the school.

Student Success & Family Engagement

• Lead student discipline processes using restorative and instructional approaches that prioritize accountability, learning, and relationship building.
• Coordinate crisis response efforts, behavior intervention planning, threat or risk assessments (as appropriate), and required family communication in accordance with school policy and applicable law.
• Partner with Social Workers, School Counselors, and Guidance Counselors to coordinate referrals for students requiring behavioral, social-emotional, mental health, or community-based services.
• Engage families as active partners by providing regular communication regarding student progress, behavior, attendance, and available supports.
• Develop strategic partnerships with community organizations, universities, civic groups, and local agencies to expand resources that support students and families.

Crisis Prevention & CPI Training

• Serve as the Crisis Prevention Institute (CPI) Certified Trainer, ensuring staff across schools are trained in evidence-based crisis prevention, de-escalation, and safe response strategies.
• Lead CPI certification and recertification training for school leaders, Deans, teachers, and student support staff.
• Ensure schools maintain compliance with CPI training requirements and safety protocols.
• Support school teams in implementing CPI-aligned approaches to crisis prevention, behavioral escalation, and safe intervention practices.
• Provide guidance to school leaders and staff during complex behavioral crises to ensure student and staff safety.

Operational Excellence

• Monitor implementation fidelity of school culture systems through observations, walkthroughs, and data reviews.
• Maintain accurate student discipline, attendance, and intervention records while ensuring compliance with federal, state, and organizational policies.
• Support summer planning, staff onboarding, and professional development related to school culture systems.
• Plan, facilitate, and support high-quality professional development for leaders and teachers through collaborative planning, thought partnership, reflective coaching, modeling, co-facilitation, and observation to strengthen the implementation of restorative practices, social-emotional learning (SEL), and positive school culture. 
• Participate in student disciplinary meetings and coordinate mediation and other restorative practices as well as student disciplinary concerns.
• Perform other duties as assigned by the Principal in support of school priorities and student success.

KIPP Capital Region

• Perform other duties as outlined by the School Principal
• Committed to furthering anti-racism, equity, and racial justice in all our efforts, and expect all our stakeholders to participate in this work so that we can create a future without limits for our students, together.
• Complies with all charter, federal, state, and local laws, and regulations, including the NYS Department of Education, Department of Health, and NYS Office of Children and Family Services
• Adheres to organization policies and procedures; promotes and supports mission, vision, and values, including developing and participating in internal surveys and data collection for continuous improvement initiatives.

Core Competencies

• Alignment with the KIPP Leadership Framework and Competency Model, including but not limited to Student Focus, Drive Results, Build Relationships, Manage People and Instructional Leadership 
• Maintains an unwavering belief that all students can achieve at high levels and is committed to creating equitable systems, high expectations, and individualized supports that empower every student to succeed academically, socially, and emotionally. 
• Builds trusting, respectful, and collaborative relationships with students, families, staff, and community partners to foster a positive school culture.
• Demonstrates expertise in Restorative Practices, Crisis Prevention Institute (CPI) strategies, and de-escalation techniques to foster safe, supportive, and inclusive learning environments while responding effectively to student behavioral needs.
• Builds authentic partnerships with families and community organizations, engaging them as valued partners in supporting student growth, well-being, and school success.
• Effectively leads, coaches, develops, and evaluates the School Culture Team, including Deans, Social Workers, and other student support staff, to ensure high performance, collaboration, and accountability.
• Ensures schoolwide culture systems, practices, and student support initiatives are aligned with KIPP Capital Region's vision and expectations while maintaining fidelity to the KIPP Foundation's core values, culture principles, and best practices.
• Demonstrates a strong commitment to equity, inclusion, and culturally responsive practices that honor and celebrate the diverse identities of the school community.
• Maintains an unwavering student-centered mindset, making decisions that prioritize student safety, well-being, belonging, and academic success.
• Models and promotes the school's values, high expectations, and commitment to restorative and inclusive practices.
• Leads with integrity, professionalism, empathy, and emotional intelligence while fostering psychological safety and trust among staff and students.
• Coaches and develops adults through observation, feedback, collaborative planning, reflective practice, and professional learning.
• Demonstrates expertise in classroom management, positive behavior supports, social-emotional learning (SEL), restorative practices, and Multi-Tiered Systems of Support (MTSS).
• Uses qualitative and quantitative data to identify trends, monitor progress, evaluate outcomes, and inform decisions related to school culture, attendance, behavior, and student support.
• Builds systems that promote consistency, accountability, operational excellence, and continuous improvement across the school.
• Demonstrates strong leadership, organization, and project management skills with the ability to manage multiple priorities in a fast-paced school environment.
• Effectively facilitates difficult conversations, mediates conflict, and builds consensus among diverse stakeholders.
• Partners effectively with teachers, school leaders, student support teams, and families to improve student outcomes.
• Demonstrates adaptability, resilience, and sound judgment while leading through change and responding to complex student and school needs.
• Communicates clearly and effectively, both verbally and in writing, with a wide range of stakeholders.
• Maintains confidentiality and exercises discretion when handling sensitive student, employee, and organizational information.
• Demonstrates strong problem-solving, decision-making, and critical-thinking skills with a solutions-oriented mindset.
• Fosters a collaborative leadership culture by giving and receiving constructive feedback and promoting continuous professional growth.
• Possesses strong technology skills, including proficiency with Microsoft Office Suite, student information systems, data platforms, and other educational technology tools.
• Demonstrates knowledge of applicable federal, state, and local laws, regulations, and best practices related to student discipline, attendance, safety, special education, and student support services.
• Exhibits resilience, accountability, and a relentless commitment to creating a joyful, safe, inclusive, and high-performing learning environment where all students and staff can thrive.
• A deep commitment to racial and educational equity; supports building an organization that reflects the community KIPP serves; holds self and others on the team accountable for centering equity.
• Demonstrated passion for and a commitment to the mission and vision for high-quality public education and the character traits we value: Affirmation, Joyful, Excellence, Community, Collective Power, and Optimism.

Education and Experience

• Bachelor’s Degree required. Master’s Degree preferred from an accredited College or University
• Minimum of 5 years of successful experience in K–12 education, including experience in student culture, behavior management, student support services, or school leadership.
• Minimum of 2 years of experience in a school-based leadership role (e.g., Assistant Principal, Dean of Students, Dean of School Culture, Director of School Culture, or equivalent), required.
• Demonstrated experience leading schoolwide culture initiatives, including Restorative Practices, Social-Emotional Learning (SEL), Positive Behavioral Interventions and Supports (PBIS), and Multi-Tiered Systems of Support (MTSS).
• Experience supervising, coaching, and developing adults, including teachers, Deans, Social Workers, or other student support staff.
• Experience using student behavior, attendance, and climate data to drive school improvement and inform decision-making.
• Demonstrated success building strong partnerships with students, families, and community organizations to improve student outcomes.
• Crisis Prevention Institute (CPI) certification or the ability to obtain certification upon hire preferred.
• Preferred experience working directly with students, preferably required in the charter, private, or public school environment.
• Prior experience working in schools and urban communities is preferred but not required.
• Ability to work a flexible schedule outside of regular business hours.
• Aptitude to create and work within an inclusive environment that honors and supports a diversity of backgrounds and perspectives.

Physical Requirements

The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully.  Reasonable accommodations may enable individuals with disabilities to perform essential functions.  

• Prolonged periods were spent sitting at a desk and working on a computer.
• Must be able to access and navigate all areas of the school and other facilities as needed. 
• Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
• The employee needs to read, write, and speak English fluently.  
• While performing the duties of this job, the employee is required to stand, walk, sit, use fingers to type, handle or feel objects, tools, or controls, reach with hands and arms, climb stairs, balance; stoop/bend and reach, kneel, crouch or crawl; talk, hear.  
• Dexterity requires writing and operating standard office machines such as computers, printers, copiers, fax machines, phones, and calculators.   
• Ability to occasionally lift and move up to 20 pounds.