Description

POSITION: Assistant Principal, Parkville Community School (Grades PK-5)

REPORTS TO: Principal of the School and/or the Superintendent of Schools and CEO's designee

POSITION SUMMARY: Hartford Public Schools seeks an assistant principal with a passion for educating children, a commitment to closing achievement gaps, and the ability to maximize learning for all students. We invite applications from innovative professionals dedicated to urban education who understand the academic, social, and emotional needs of students at every stage of development.

The assistant principal will design, organize, and model effective instruction, communication, discipline, and intervention while promoting a positive school culture and climate, and will assume full responsibility for the administration, supervision, and operation of the program, staff, and building in the principal's absence. Ideal candidates bring a proven track record in [instructional leadership] centered on student-centered learning, along with experience fostering a positive school culture and engaging families and community partners to promote equity and excellence.

We are looking for a leader who brings the following strengths and expertise to our community:

• Shared Leadership & Collaborative Alignment

Building a collaborative partnership with the school's leadership and specialist teams-including resource, multilingual, special education, and grade-level leads-to analyze student data, align school goals with district priorities, and drive academic and social-emotional growth.

• Proactive, Restorative & Equitable Student Support

Committing to a school culture that prioritizes proactive social-emotional supports and restorative justice, holding students accountable while explicitly teaching problem-solving, emotional regulation, and mutual respect across all cultural, linguistic, and learning differences.

• Diagnostic Instructional Coaching & Mentorship

Acting as an active instructional partner who can diagnostically observe classroom instruction, identify specific areas of growth, and walk alongside teachers to help them refine their practice.

Parkville Community School is a vibrant, culturally diverse learning community built on high expectations. Through S.T.E.A.M., social-emotional learning, and multilingual approaches, we empower students to reach their full potential. We foster high-quality instruction through the exchange of ideas and talents, celebrate achievements, and actively engage families. Our R.O.A.R expectations guide our daily actions: we show Respect, Own our actions, Accept others, and stay Ready to be phenomenal learners. By honoring the diverse identities of our students and families, we nurture confident, compassionate, and well-rounded learners who grow into impactful citizens.

At Parkville Community School, we help every child grow into a confident, curious, and caring learner. We celebrate our students' cultures and languages, and we partner with families to support learning through hands-on projects, social-emotional skills, and strong academics. Together, we build a safe, joyful community where all children are prepared to succeed and make a difference in the world.

To learn more about Parkville Community School, please visit https://www.hartfordschools.org/o/parkville.

RESPONSIBILITIES INCLUDE:

• Partner with the principal and instructional staff - including resource, multilingual, special education, and grade-level leads - to evaluate, refine, and strengthen academic programs, using student data to align school goals with district priorities
• Shape and communicate the school's philosophy, vision, and policies, building a shared sense of purpose among staff, families, and the broader community
• Champion the school's STEAM identity, supporting the development and expansion of interdisciplinary programming that fosters creativity, critical thinking, and real-world problem-solving
• Foster a school culture grounded in relationship-building, restorative practices, and high expectations for students and staff alike, explicitly teaching problem-solving, emotional regulation, and mutual respect across all cultural, linguistic, and learning differences
• Diagnostically observe classroom instruction to identify specific areas of growth, and coach teachers in strengthening Tier 1 instruction
• Recommend and implement programming changes that reflect best practices and the evolving needs of the school community
• Collaborate with special education staff to ensure IEP services are delivered in a manner that is compliant, equitable, and fully integrated with the school's instructional programs
• Use data to drive instructional decisions, coach staff on high-leverage academic and behavioral strategies, and connect improvement efforts to measurable outcomes
• Lead school improvement planning and implementation, driving the systemic changes needed to advance academic achievement
• Structure roles and assignments for specialized staff to maximize team effectiveness and morale
• Identify vacancies, recommend strong candidates for teaching positions, and support the principal in building a talented, mission-aligned team
• Provide consistent supervision and evaluation of personnel within the scope of supervisory responsibility
• Cultivate meaningful relationships with public and private partner agencies, keeping the school an active and trusted community resource
• Implement collective bargaining agreements and maintain open, respectful communication with bargaining unit members
• Make budgetary recommendations, pursue funding opportunities, and contribute to grant proposal development
• Ensure timely, accurate reporting and support implementation of the school's Plan for School Excellence and Accountability
• Uphold applicable federal and state regulations, Board of Education policies, and administrative guidelines
• Perform assigned duties outside the regular workday when school-related; such unpaid duties will be distributed as fairly and equitably as possible among administrators
• Perform additional tasks as assigned by the Principal and/or the Superintendent and CEO's designee

QUALIFICATIONS/SKILLS/ABILITIES OF THE IDEAL CANDIDATE:

• Instructional experience at the early childhood and elementary level in urban and multicultural settings, with a deep understanding of the needs and opportunities unique to neighborhood schools
• Strong, collaborative leadership style that is honest, transparent, and inclusive - consistently focused on high student outcomes and educational excellence
• Outstanding communication skills and a visible, approachable presence that builds authentic relationships with students, staff, families, and the broader community
• Unwavering commitment to the academic achievement, social-emotional growth, and whole-child development of every student
• High personal accountability for student growth, academic results, and staff performance, paired with a persistent, data-informed approach to continuous improvement
• Demonstrated success leading and motivating adults - whether as a grade-level lead, instructional coach, or administrator
• Proven equitable leadership practices with measurable impact on instruction, school culture, and climate
• Deep knowledge of pedagogy, curriculum development, and assessment design that centers student learning and advances equitable outcomes
• Passion for developing, sustaining, and expanding innovative, interdisciplinary STEAM programming that fosters creativity, critical thinking, and real-world problem-solving
• Experience with MTSS frameworks that use data to identify instructional needs, monitor progress, and implement targeted interventions across literacy and mathematics
• Knowledge of financial management and the ability to align resources strategically in support of school priorities
• Fluency in leveraging technology as a tool for teaching, learning, and operational effectiveness
• A genuine ability to inspire excellence in others and unite all school stakeholders around a common vision and shared goals
• Proficiency in Google Suite, Microsoft Office, and PowerSchool (or comparable student information systems)

CERTIFICATION REQUIREMENTS: Connecticut Certification in Intermediate Administration or Supervision (092) is required.

UNION AFFILIATION: Hartford Principals' and Supervisors' Association (HPSA)

SALARY AND TERMS OF EMPLOYMENT: Salary is in accordance with the Hartford Principals' and Supervisors' Association's [redacted] Schedule: Assistant Principal Group 19 with a salary range of $138,539 - $155,174 (12-month work year).

APPLICATION PROCEDURE: To be considered, all internal and external applicants must fully complete a Hartford Public Schools' online application, which can be accessed through our Applicant Tracking System, Nimble, at https://app.hirenimble.com/jobs/hartford. Internal applicants should use a personal email address when applying. Please do not use your hartfordschools.org email. The code word for the internal application is hartford (lowercase "h"). Candidates' application and supporting documents will be reviewed. Candidates who advance will be contacted directly by hiring managers for interviews.

Benefits

We Value Our Staff...And It Shows

Hartford Public Schools is seeking excellent candidates and wants to provide the best experience for you.

We have put together a comprehensive package of benefits and incentives.

Financial Incentives

• Tuition Reimbursement: Up to $3,000 annually
• Residency Differential: 3% of base salary for certified administrators (HPSA members) living in Hartford
• Differential for Doctorate in Education: $2,500 annually

Additional Benefits

• Comprehensive health, vision, and dental insurance
• Board contribution of 50% of the applicable Health Savings Account (HSA) deductible
• 5 Personal days per year; 20 Sick days per year
• Life insurance (2x annual salary)
• Loan forgiveness (State & Federal)
• Professional learning
• Career growth opportunities

Note: The above description covers the principle duties and responsibilities of the position. The description should not, however, be construed as a complete listing of all duties or as a contract. In all cases, these relationships, functions, and their applications are subject to change by the superintendent of schools.