Long-term, sustainable success for Detroit students depends on effective school leaders able to identify, support, and keep excellent teachers. We’re looking for assistant principals and principals who can build and support excellent instructional teams, inspire strong school culture, and ensure outstanding student outcomes.

 

We are helping rebuild Detroit.

As a turnaround district, EAA is breathing new life into struggling schools and communities throughout Detroit. We are committed to ensuring that all of Detroit’s students get the education they need to succeed in college, career, and beyond.


Make a difference for the students who need you most.

We serve many of Detroit’s oldest neighborhoods, communities that have been hit hard by economic downturn. Our students, many of whom live in circumstances of poverty, face big challenges both inside the classroom and out. All of them deserve an education that prepares them for success in college or a career. From your first day, you’ll have an opportunity to change the lives of students who have too often been denied the great education they deserve.

Candidates should have a growth-mindset, be systems-thinkers, and have an ability to lead and rally adults towards positive learning cultures that promote achievement for teachers and students.


Receive the support and autonomy you need to succeed.

Applicants offered an Assistant Principal or Principal position at an EAA school will also benefit from significant support through Achievement Leadership Institute’s year-long (2015-16) training program. ALI program participants will benefit from:

  • Being part of a cohort of mission-driven, like-minded individuals who believe that all students want to succeed and can succeed if substantive changes are made to the way children are educated.
  • Personalized on-site leadership training on an observation and feedback cycle tied to improved student learning.
  • Training in distributive leadership and collaborative decision-making practices that maximize stakeholder buy-in and increase staff productivity.
  • Bi-weekly coursework to help in building and refining the school vision.
  • Developing on-sites school-wide initiatives that have a clear set of goals, definition of success, and are aligned to school priorities.

 

Career Advancement

As you build a track record of success in our schools, you’ll have opportunities to reach more students, earn more money, and grow professionally by taking on roles as a model lead, lead, and master teacher—and eventually in school leadership positions. Career ladder candidates receive coaching from an experienced instructional coach, as well as mentoring from school-based staff. Coaching sessions will take place both in the candidate’s placement school and during bi-weekly coursework.

Model Lead Teacher  Lead Teacher Master Teacher Achievement Leadership Institute
Model Lead Teachers work with Master Teachers and Instructional Coaches to develop model lesson plans that incorporate strategies presented in evening development sessions.  They may also have opportunities to play a role in department- and school-wide professional development. Lead Teachers regularly coach one early-career teacher in classroom best practices and curriculum planning.  They collaborate with Master Teachers and leadership coaches to design and lead professional development for their departments or grade-levels. Lead Teachers are also members of their school’s Instructional Leadership Team, which works to   align instructional practices, classroom routines, structures, and policies across the school and to plan PD that supports the administration’s vision for improvement. Master Teachers regularly coach a cohort of 5-7 teachers in classroom best practices and curriculum design. In consultation with administration, they plan and deliver school-wide professional development sessions. Master Teachers are crucial members of the Instructional Leadership Team, which works to align instructional practices, classroom routines, structures, and policies across the school and to plan PD that supports the administration’s vision for improvement. Assistant Principals and Principals lead their school teams to create a learning environment in which all students can succeed and in which teachers feel supported and valued. They develop and drive school-wide goals, defining success and ensuring high quality instruction in every classroom.

No release time from teacher responsibilities

25% release time from teaching responsibilities

50- 75% release time from teaching responsibilities

New AEIs, Aps SLC, and Principals will receive base salaries for positions

 

Applying is Easy

Do you have what it takes to be a high-performing school leader? Our students are counting on you.

The Education Achievement Authority of Michigan has developed a unique program designed to recruit, select, and develop leaders within the EAA. As part of a competency-based selection process, applicants will engage in a range of activities designed to assess for the mindsets, knowledge, and skills of effective leaders. We review applications on a rolling basis until all school leadership vacancies are filled.

Teacher Leader Selection Process
The EAA is currently accepting applications for Master Teacher and Lead Teacher positions. Activities for selection of teacher leader positions take place in phases and may include:

Phase 1: Initial screening of resume, and completion of EPI;
Phase 2: Video Observation (candidate performs video observation on sample lesson)
Phase 3: Individual interview
Phase 4: School Visit (classroom visits, principal meeting, unit plan discussion*, etc.)
School Matching: Candidates who progress through selection process are introduced to school principals with vacancies for final interview and model lesson.

*Internal candidates receive a classroom observation and a principal and peer meeting during the school visit phase. External candidates will be asked to either submit a video observation or perform a model lesson during the school visit phase.

Apply Now! – To apply for a Master Teacher or Lead Teacher position, please click HERE.

Model Lead Teacher

Minimum of 1 year of successful classroom teaching
Candidates demonstrate a willingness to participate in semester-long development program.*

Lead Teacher

Minimum of 2 years of successful classroom teaching

Candidates demonstrate a willingness to participate in year-long Lead Teacher development program.

Master Teacher

Minimum of 4 years of successful classroom teaching and experience leading adults (formal or informal) /or instructional coaching.

Demonstrated knowledge of curriculum and classroom best practices.

Candidates also need to demonstrate a willingness to participate in year-long Master Teacher development program.

Achievement Leadership Institute

Required to have experience leading adults in a school setting – either formal (assistant principal, instructional coach, dean) or informal (grade team lead or content area specialist).

Minimum of 4 years of successful classroom teaching and/or instructional coaching.

Hold a Master’s degree in Administration, or enroll in a degree granting program within six months of beginning their position.

 *Model Lead Teacher program length subject to change

 

Are TNTP teaching fellows eligible to participate in this program? Will they receive coaching and professional development from both TNTP and the EAA?
Michigan Teacher Corps fellows can apply for these positions. We will establish a coaching arrangement with MTC to avoid duplicating coaching content and maximizing development of participating candidates.

When is the application deadline?
Applications for the 2016- 2017 school will start being accepted on May 3, 2016 and will be reviewed on a rolling basis.

How will I be supported in my new position?
Selected candidate will receive coaching from an experienced instructional coach, as well as mentoring from school-based staff. Coaching sessions will take place both in the candidate’s placement school and during bi-weekly coursework.

Program Benefits

Model Lead Teacher

Personalized coaching from Lead and Master Teachers.

Bi-weekly development coursework focused on classroom best practices and instructional leadership.

Opportunities to play a key role in department and school wide professional development.

Leader Teacher

Personalized on-site coaching visits and additional ongoing mentoring from Master Teachers.

Bi-weekly development coursework focused on refining instructional best practices and effective facilitative leadership.

Hands-on experience leading adults.

Master Teacher

Personalized on-site coaching visits and additional ongoing mentoring from Assistant Principal.

Bi-weekly development coursework focused on refining instructional best practices and effective facilitative leadership.

Hands-on experience observing and coaching a cohort of 5-7 teachers, learning how to lead whole-school professional development

Assistant Principal/ Principal

Personalized on-site leadership training on an observation and feedback cycle tied to improved student learning.

An opportunity to be part of a cohort of mission-driven, like-minded individuals who believe that all students want to succeed and can succeed if substantive changes are made to the way children are educated.

Training in distributive leadership and collaborative decision-making practices that maximize stakeholder buy-in and increase staff productivity.

Bi-weekly coursework to help in refining the school vision.

Developing on-sites school-wide initiatives that have a clear set of goals, definition of success, and are aligned to school priorities.

What is the required time commitment for the Lead Teacher Program?
The Lead Teacher Program (LTP) takes place throughout the 2016-2017 school year, and includes three components:

Responsibilities. Receive 25% release time to work in consultation with Master Teacher to facilitate collaborative lesson planning and alignment of student learning goals across department or grade level.  Ensures quality lesson plans through pre-planning meetings and lesson plan feedback.  Mentors first-year/early career teacher through classroom observation and feedback (informal, non-evaluative.)

Coursework.  Engage in bi-weekly courses.

Instructional Cabinet. Participates in instructional cabinet and consults with Master Teachers to align instructional practices, and classroom routines, structures, and policies across departments or grade levels.

What is the required time commitment for the Master Teacher Program?
The Master Teacher Program (MTP) takes place throughout the 2016-2017 school year, and includes three components:

Responsibilities. Receive 50% — 75% release time from teaching responsibilities to work in consultation with Lead Teacher to facilitate collaborative lesson planning and alignment of student learning goals across department or grade level. Master Teachers observes and coaches cohort of 5-7 teachers and ensures quality lesson plans through pre-planning meetings and lesson plan feedback. In consultation with administration, plans and delivers multiple sessions of whole-school PD. Participates in instructional cabinet.

Coursework. Engage in bi-weekly courses.

Instructional Cabinet. Participates in instructional cabinet and consults with Assistant

Principal and Lead Teachers to align instructional practices, and classroom routines, structures, and policies across departments or grade levels

School Leadership Section Process

Activities for selection of school leadership positions take place in phases and may include:

Phase 1: Initial screening of resume, past teaching performance, and responses to open-ended prompts;

Phase 2: Individual interview

Phase 3: School Visit (classroom visits, in-depth debriefs, and principal meeting*, etc.)

Phase 4 (Assistant Principal, AEI, SLC Leader and Principal positions only): In-person panel interview with EAA network staff, role play and group discussion

School Matching: Non-Principal candidates who progress through selection process are introduced to school principals with vacancies for final interview.

*Internal candidates receive a principal and peer meeting during the school visit phase.

Apply Now! – To apply for an Academic Engagement Interventionist, Assistant Principal, Principal position, please click HERE.

Questions about the application process should be directed to the Recruitment Team at Leadership@eaaofmichigan.org.