Equitasacademy2mo ago

'26-'27 Assistant Principal - School Culture and Restorative Justice Specialist (Applicant Pool)

Los AngelesFull-timelead

OtherAssistant Principal

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Quick Summary

Overview

This posting is intended to build a pool of qualified candidates for anticipated future openings. While we may not have an immediate vacancy,

Technical Tools

OtherAssistant Principal

This posting is intended to build a pool of qualified candidates for anticipated future openings. While we may not have an immediate vacancy, we review applications on a rolling basis and reach out as roles become available.

Reporting Relationships

The Assistant Principal - School Culture and Restorative Justice Specialist will report to the Principal. At the Principal’s discretion, the Assistant Principal will be assigned to supervise other school-based faculty and staff members.

The School Culture and Restorative Justice Specialist is responsible for developing and implementing a schoolwide vision for restorative justice practices that fosters a positive, inclusive, and equitable school culture. This role collaborates with school and network leadership to align behavior management systems with restorative approaches, ensuring a strong multi-tiered system of supports (MTSS) for students. The leader provides coaching and professional development to staff equipping them to create supportive classroom environments. Additionally, they work directly with students needing behavioral support, facilitate restorative circles, and strengthen family and community engagement. As an administrator and key member of the school leadership team, this role also supervises staff and provides strategic input on school wide initiatives.

Collaborate with school leadership and network leaders to develop a schoolwide vision for restorative justice practices.

Design and lead the implementation of restorative justice practices to build community and repair harm.

Revise existing behavior management systems to align with restorative approaches.

Monitor, analyze, and evaluate the effectiveness of restorative practices and behavior management systems, using data to inform decisions and continuous improvement.

Build the capacity of staff to create a positive school-wide culture in which all families and community members are welcomed into authentic partnership, in ways that are aligned to the school’s vision and Equitas core beliefs and values.

Plan and deliver professional development training and workshops for staff on restorative justice, trauma-informed practices, implicit bias, and positive behavior supports.

Develop and lead learning communities and activities that help staff develop a shared understanding of implicit bias and restorative principles and their application in a school setting.

Build staff capacity to lead restorative circles, mediate conflicts, and engage in reflective practices.

Coach teachers on the implementation of classroom engagement and management practices through structured feedback.

Contribute to a system of high quality professional learning opportunities and coaching; tailor support to individualized teacher needs, informed by data and observations.

Lead the implementation of a multi-tiered system of supports (MTSS), ensuring that all students experience inclusive instruction, behavioral support, social-emotional instruction, and mental health support.

Implements systems to ensure equitable access for all subgroups.

Work one-on-one and in small groups with students with high behavior support needs, using restorative strategies to address challenges and build students’ skills for positive interactions.

Proactively work with teachers and school staff to Infuse restorative practices into Advisory, Social Emotional Lessons, and school wide practices.

Participate as an active member of the school leadership leadership team, including responding to student and teacher needs

Supervise teachers and staff members as assigned by the principal

Meet regularly with School Principal to discuss progress of direct reports

Serve as the Principal’s designee in the Principal’s absence and in relation to matters delegated by the Principal

Other duties as assigned

Plan and deliver workshops for parents and families on restorative practices and trauma-informed practices.

Collaborate with Community Schools Coordinator to share the school wide vision for restorative justice with parents and families.

Collaborate with families, teachers, and staff to create and implement individualized behavior plans for students who need additional intervention

Develop authentic, collaborative, empowering relationships with students and families and support regular communications

A strong alignment with Equitas Academy’s vision, mission, and values.

Demonstrated ability to work collaboratively with diverse stakeholders.

Excellent interpersonal, communication, and problem-solving skills.

A commitment to diversity, equity, inclusion, and anti-racism (DEIA) and a desire to empower those who experience marginalization.

Adaptive leadership skills.

Strong interpersonal skills and ability to build and cultivate trusting, supportive relationships with students and adults.

Ability to manage a busy schedule with shifting priorities while being present for others and maintaining personal wellbeing; ability to calibrate emotional responses, adjusting tone and actions as needed.

Ability to hold oneself and others accountable to high standards while also prioritizing wellness, sustainability and positive relationships; ability to use appropriate strategies to recover physically and renew mentally and emotionally

Bachelor’s degree required, Master’s degree preferred

Experience (5+ preferred) implementing restorative practices in school settings

Background in leading positive school climates that values diverse culture and ethnic backgrounds.

Background in coaching or mentoring teachers and facilitating professional development.

Strong understanding of adolescent development, trauma-informed practices, and culturally responsive pedagogy.

Experience working in historically marginalized communities preferred but not required

CA Teaching Credential or Counseling credential preferred, but not required