Principal Jobs in District of Columbia

TCGDC’s mission is to prepare general education and special needs students for college, career readiness, and citizenship in their community by providing:

• Personalized, supportive educational plans

• A reassuring constructive learning environment

• Nurturing accountability and fostering academic achievement

• Safe transportation hubs across the city

• A true sense of community

At TCG DC, we aim to give each child the foundation they need to become well-rounded, healthy individuals, equipped with a solid education and important life skills. We prioritize the full scope of each child’s developmental needs, including physical, mental, speech, and social-emotional, to ensure that they reach their fullest potential. To do this, TCG DC employs on-site social workers, teacher’s aides and assistants, occupational and speech therapists, as well as special education teachers.

What This Role Does

The Assistant Principal partners with the principal to lead a joyful, safe, and high-performing school. This leader coaches teachers, builds a strong school culture, and keeps daily operations running smoothly. The Assistant Principal knows students by name, welcomes families as partners, and rolls up their sleeves wherever the school needs them.

Key Responsibilities

Instructional Leadership

• Coaches, observes, and evaluates teachers using the school's instructional framework.

• Leads professional development that helps teachers grow and students achieve.

• Use academic and behavioral data to guide decisions and monitor progress.

• Champions project-based learning across classrooms and grade levels.

Special Education and Student Support

• Supports high-quality IEP implementation, compliance, and family communication.

• Partners with related service providers, clinicians, and support staff to meet every child's needs.

• Build inclusive practices that help all students access rigorous learning.

School Culture and Climate

• Builds a positive, restorative school culture where students and staff feel safe and valued.

• Leads schoolwide systems for attendance, behavior, and student recognition.

• Models calm, consistent, and caring leadership in every interaction.

Operations and Family Engagement

• Manages daily operations, including arrival, dismissal, scheduling, and school events.

• Serves as a visible, welcoming presence for families and the community.

• Supports enrollment, retention, and lottery efforts in partnership with school leadership.

• Takes on other duties that support students and the school community.

What You Bring

Required

• Master's degree in education, educational leadership, or a related field.

• Five or more years of K–12 experience, including at least two years of instructional leadership (such as assistant principal, dean, instructional coach, or department chair).

• Experience serving students with disabilities and knowledge of IEP and special education compliance.

• A track record of coaching teachers and improving student outcomes.

• Strong communication skills and sound judgment under pressure.

Preferred

• Administrative Services Credential (ASC) from the DC Office of the State Superintendent of Education, or an equivalent administrative certification from another state.

• Experience in a public charter school or urban school setting.

• Experience with restorative practices, trauma-informed care, PBIS, or therapeutic education models.

• Bilingual candidates are encouraged to apply.

Compensation and Benefits

The salary range for this role is $105,000–$120,000, based on experience and qualifications. The Children's Guild offers a full benefits package, including medical, dental, and vision coverage, retirement plan options, generous paid time off, and professional development support.

Our Commitment

All employment offers are contingent on a satisfactory criminal background check, as required by D.C. law for employees who work with children.

The Children's Guild is an equal opportunity employer. The organization welcomes candidates of every race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, and veteran status. The Children's Guild believes a diverse team makes a stronger school—and a better place for kids to learn and grow.

Competencies

To perform the job successfully, an individual will retain accountability for the following Key Result Areas (KRAs).

Key Result Area #1: Compliance

• The educational program meets or exceeds the minimum requirements set forth in the regulations pertaining to operating a nonpublic/charter school

• IEPs are current and services are provided as stated in the plan.

• State testing is conducted and reported as mandated.

Key Result Area #2: School Administration

• The Assistant Principal addresses, and effectively resolves, student disciplinary issues.

• The Assistant Principal collaborates with the principal regarding the decision-making process.

• The Assistant Principal assists with the physical plant exemplifying the TranzEd culture.

• The organizational philosophy (Transformation Education) and policies of The Children’s Guild are institutionalized, audited, and maintained.

• A positive and effective working relationship exists between the school administrative team members

• The Assistant Principal assists with making sure the school has the educational equipment, materials, and books it needs to operate effectively and follow regulatory requirements and organizational expectations.

• The Assistant Principal provides input for performance reviews annually

• The Assistant Principal coordinates transportation, bus referrals and training with the administrative team and the LSS transportation coordinator

• Oversees staffing on daily basis – ensures coverage for call outs and advanced leave, and anticipates upcoming staffing needs

• Monthly attendance and food counts are accurate and submitted for continuous quality improvement audit

• Assists with implementing culture card daily and attends daily

• Monitors documentation and implementation of integrated curriculum monthly and reviews curricular mapping with long term planning

• Assists with implementation of PBIS, Restorative Practices

• The Assistant Principal conducts walk-throughs to assist with determining program and staff training needs, evaluating progress, and providing feedback to instructional staff.

• Participates in team primacy meetings to provide support and guidance to classroom teams

• The Assistant Principal attends School Leadership Meetings

• Assists with supervision of TBAs which includes reassignment, disciplinary action, coaching, mentoring, training, and daily performance feedback.

Key Result Area #3: Training

• The Assistant Principal participates in all professional development activities

• The Assistant Principal assists with presentations during in-service days, and orientation,

• The Assistant Principal assists instructional staff with development of lesson plans, IEP/BIP, report cards, instructional strategies, assessment tools, data interpretation, instructional technology and behavior management strategies

• Conducts ongoing training/mentoring with Teaching Assistants, and TBAs

• The Assistant Principal participates self-directed learning through attendance at conferences, seminars, and workshops

Key Result Area # 4: Management/Instructional Support

• The Assistant Principal assists with reviewing report cards on a quarterly basis.

• The Assistant Principal assists with assessing ongoing training needs for the program using various tools.

• The Assistant Principal ensures that the school environment reflects the Children’s Guild’s philosophy, values and culture.

• Educational testing and behavior assessments are carried out in a timely and effective way, and the data are used to improve student instruction.

• Participates in weekly administration meeting

• Participates in weekly staff meeting

• Assists Principal in addressing student discipline issues

• Assists with quarterly student recognition ceremonies

• The Assistant Principal participates in Professional Learning Communities and will assist the principal in implementing format, timeframe, and content of PLC meetings.

• The Assistant Principal collaborates with Coaches on identifying progress towards target outcomes, training needs, and feedback sessions.

Key Result Area #5: Operations

This key area is conducted in collaboration with the principal. The principal will determine which functions will be delegated to the Assistant Principal.

• Monitors food services documentation: completed, submitted, and audited monthly

• Ensures that kitchen equipment is maintained

• Adheres to food, wellness, and nutrition policies

• Hospitality is provided for all meetings, visitors and events

• Vehicles are monitored: documentation for maintenance, cleanliness, damage, oil changes, gas, and driver authorization, etc. and accidents are reported in a timely manner,

• Contract management is coordinated by school administrators

• Environmental safety regulations are in compliance

• Purchasing and ordering materials is within designated budget

• Security and Emergency Response procedures are always enforced.

Key Result Area #6: Other Duties as Assigned

• Successful completion of the Pre-service Training Program

• Successful completion and demonstrated competency with the prescribed behavior management program.

• All duties as requested are completed effectively and efficiently

• Evening meetings as requested

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this Job, the employee is frequently required to stand; walk; sit; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl and talk or hear. The employee must frequently lift and/or move more than 100 pounds. Specific vision abilities required by this job include ability to adjust focus.

All Guild employees are expected to demonstrate an awareness of, respect for, and attention to the diversity of the people with whom they interact (person served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structure, policies, and services.