Job Summary To read the full opportunity statement and learn how to apply, please visit: Job Description / Essential Elements Making Waves Academy (MWA), a public charter school serving more than 1,000 students in grades 5–12 in Richmond, California, seeks an experienced, instructionally grounded, and deeply present middle school leader to serve as its next Middle School Director. Over nearly two decades, MWA has built a reputation for academic ambition and for a community where students celebrate one another's cultures, learn responsibility and take on leadership early, and are known by more than name to the adults around them. Families choose MWA for its rigor and its partnership, and many have been part of the community for years. The school's work is rooted in a simple promise: preparing students for college, career, and lives as valuable contributors to their communities.
MWA is in a chapter of alignment and renewal. Under Executive Director Elizabeth Martinez, the school is bringing its Middle and Upper Schools more closely together as one school, with shared systems and a shared commitment to every student's growth from 5th grade through graduation. MWA has also sharpened its focus on helping every student find their “North Star,” a clear path to a fulfilling career and a happy life. This year, the school launched its updated college and career model that prepares students to thrive in both college and the workplace, with career exploration, work-based learning, and professional skill-building beginning in the Middle School. Both divisions are eager for leaders who will listen, invest, and stay. With new Directors joining both divisions at once, MWA has a meaningful opportunity to build a stable, lasting leadership team and renew trust across the community.
Reporting to the Executive Director and serving on the senior leadership team, the Middle School Director is the primary instructional, operational, and cultural leader for grades 5–8. The Director works hand in hand with the Upper School Director, whose search is running concurrently, to ensure a coherent 5–12 experience, and collaborates closely with deans, Student Support Services, Special Education, and People Operations. The Middle School is where students begin their MWA journey, and the Director shapes the academic foundation and sense of belonging that carry them forward. The role is both strategic and hands-on, setting direction for the division while leading from classrooms, hallways, and community spaces.
The Director owns student achievement, faculty development, and campus culture for the division. This means leading the division’s faculty and special education teachers, along with a team of instructional coaches and program coordinators responsible for English language development, extended day and enrichment programming, and student activities. The work spans setting the instructional vision and leading professional learning, overseeing student support and safety systems, and driving division goals tied to MWA’s WASC, LCAP, and charter commitments. The Director is a visible presence for students, a partner and advocate for teachers, a trusted communicator with families, and a regular voice in reports to executive leadership and the board. MWA seeks a seasoned school leader who brings instructional depth, real presence, and strong people management, and who understands both the promise and the particular needs of early adolescents.
STRATEGIC PRIORITIES
In partnership with the Executive Director, the Upper School Director, and MWA's leadership team, the Middle School Director will:
- Strengthen literacy and math foundations. Set and lead an instructional vision that raises proficiency in literacy and mathematics and ensures every student, wherever they begin, builds the skills to thrive in grade-level work.
- Advance inclusive Tier 1 instruction. Embed Universal Design for Learning and Integrated ELD across classrooms so English learners and students with disabilities thrive in the core program, in close partnership with Student Support Services and Special Education.
- Build a stable, trusted, and growing faculty. Bring consistent, visible leadership to the division, invest in relationships with teachers, and make coaching and feedback a source of growth for faculty and instructional leaders.
- Prepare every student for the Upper School. Partner with the Upper School Director on vertical alignment so students leave 8th grade ready for A–G coursework, with the academic stamina, study skills, and executive functioning that high school demands.
- Nurture a kind, safe, and restorative Middle School community. Sustain MWA's restorative practices, support students' social-emotional growth, and expand the ways middle schoolers lead and connect beyond the classroom.
- Deepen family partnership. Keep communication with families predictable and responsive, and create more opportunities for Middle School families to engage with the school and with one another.
- Lead with data and stewardship. Use assessment and climate data to guide decisions, streamline assessments where they overlap, and align division resources with MWA's priorities.
ESSENTIAL FUNCTIONS
Instructional Excellence
- Academic Vision and PD: Establish the academic and instructional vision for student achievement; plan, schedule, and lead professional development for all faculty.
- Curriculum and Instructional Rigor: Lead the selection, implementation, and quarterly assessment of a standards-aligned curriculum (CA State Standards) across grades 5–8. Ensure instructional rigor prepares all students for high school readiness, focusing specifically on grade-level proficiency in literacy and mathematics.
- Instructional Coaching and Walk-Throughs: Design and execute a faculty Professional Development (PD) calendar aligned with school-wide academic goals. Conduct weekly informal classroom walk-throughs and monthly formal observations, ensuring teacher coaching connects directly to lesson planning, assessment design, and evaluation targets.
- Coaching Capacity Building: Support coaches in strengthening their meeting facilitation skills through live modeling, protocol refinement, and targeted content-knowledge building sessions.
- Foundational Coaching Conditions: Establish and protect the necessary structural conditions for coaching to thrive, including setting aside dedicated time, defining clear team roles, refining meeting protocols, and maintaining data systems.
- Specialized Instructional Strategy: Embed specialized strategy and provide oversight for Special Education and Multilingual/English Learner programs, ensuring Tier 1 instruction utilizes Universal Design for Learning (UDL) and Integrated ELD to eliminate the internal achievement gap.
- Data-Driven Instruction: Monitor and analyze student assessment data and identify practical next steps for addressing learning gaps.
Operational Oversight and Compliance
- Employee Management and Performance Execution: Directly supervise and evaluate classroom teachers, instructional support staff, and non-instructional operational personnel. Define clear deliverables and conduct check-in meetings to drive accountability.
- Formal Evaluation Cycles: Execute annual evaluation cycles, including setting measurable performance goals, conducting routine progress reviews, and completing written evaluation summaries.
- Strategic Partnership: Partner closely with People Operations to manage division hiring, oversee performance improvement plans, and properly execute compliant employee separations when necessary.
- Wage and Hour Compliance: Review and approve timesheets for exempt and non-exempt division employees in an accurate and timely manner. Strictly enforce California wage and hour regulations, including meal and rest break requirements, prohibitions against off-the-clock work, and overtime rules, to maintain legal compliance and mitigate organizational risk.
- Emergency Response and Safety: Serve as a designated Emergency Responder and actively fulfill assigned Incident Command System (ICS) leadership roles during campus emergencies, drills, and crises. Review accident investigation reports to ensure systemic corrective actions and preventative measures are effectively implemented campus-wide.
Culture, Safety, and Community
- Mission, Vision, and Daily Culture: Provide leadership for the school, modeling school mission, vision, and values. Establish clear operational routines, daily schedules, family communication norms, and school culture expectations.
- Behavior and Attendance: Actively promote positive student behavior and high attendance for both students and school staff.
- Campus Safety and Mandated Reporting: Enforce campus safety protocols and ensure 100% compliance with annual Mandated Reporter training. Report all safety, welfare, or personnel concerns immediately to People Operations and Executive Leadership.
- Family and Staff Communication Channels: Establish and maintain predictable family and staff communication channels (e.g., weekly bulletins, family town halls). Enforce school-wide communication standards ensuring staff respond to parent inquiries within 24–48 hours.
- Culture Surveys and Climate Feedback: Administer bi-annual culture surveys and quarterly feedback check-ins for students, families, and staff. Analyze feedback trends with executive leadership to address operational, safety, or climate concerns.
- Governance and Stakeholder Engagement: Maintain structured communication channels with school governance bodies, advisory committees, parent/guardian groups, and community stakeholders by delivering scheduled progress reports, facilitating advisory feedback sessions, and addressing community concerns.
Strategic Alignment and Compliance
- Master Schedule Management: Update (as needed) and manage the master schedule to maximize instructional time, maintain compliance with CA instructional minute requirements, ensure equitable student access to core subjects, intervention blocks, and electives, and optimize staff assignment allocation.
- WASC, LCAP, and Accreditation Goals: Conduct bi-weekly data reviews with executive leadership to track progress toward WASC accreditation metrics, LCAP targets, and quarterly academic benchmarks. Prepare and present monthly reports analyzing student academic growth, attendance, discipline, and staff evaluation data.
- Subgroup Progress and Authorizer Compliance: Monitor ELPAC growth metrics, IEP implementation, and reclassification rates, holding instructional staff accountable for actionable intervention plans for SWD and EL subgroups.
- MTSS Framework Implementation: Execute and monitor the school-wide MTSS framework (Tier 1 core instruction, Tier 2 targeted interventions, Tier 3 intensive supports) across academics in collaboration with the Student Support Services team.
- Data Analysis and Board Reporting: Analyze quarterly academic, attendance, and behavioral data to evaluate performance, presenting findings in bi-weekly leadership meetings and quarterly board reports.
Mission Alignment
- Demonstrate knowledge of, and support, Making Waves Academy's mission, core values, standards, competencies, and code of conduct outlined in the Employee Handbook.
- Follow and adhere to school systems that account for there always being a designated administrator in charge in the Director’s absence.
- Participate in the school community, attending school competitions, performances, assemblies, and extracurricular activities. Be prepared to support as an administrator in attendance for interscholastic competitions and school events.
QUALITIES AND ATTRIBUTES
MWA’s next Middle School Director pairs instructional authority with genuine warmth. At heart an educator, the Director has spent significant time in the classroom, understands what strong literacy and math instruction requires, and earns credibility with teachers by knowing their work from the inside. This is a leader who treats faculty as capable professionals, values their expertise, and balances autonomy with clear expectations. The right candidate is a “warm demander” with adults and students alike, holding a high bar for teaching and learning while offering the coaching, mentorship, and humanity that help people reach it. Success will depend on leadership that is both visible and decisive. The Director is known throughout the division, present in classrooms and hallways, at lunch, and at games and performances. They arrive curious, listen deeply, and take time to understand what is already working before introducing change. At the same time, they bring presence and authority, make sound decisions, and address concerns early and directly. MWA seeks a leader who can balance humility with conviction, and care for individuals with accountability for results.
Equally important is a genuine connection to the students and families MWA serves. The Director brings experience in diverse socio-economic communities, meets students and families where they are, and leads with cultural humility and an asset-based lens. With middle schoolers, this means being fair and consistent, helping them learn from mistakes rather than simply enforcing consequences, and making every student feel seen. The ideal candidate is ready to make MWA a long-term home.
Additional qualities and attributes include:
- Data-informed decision-maker with the discernment to prioritize what matters most
- Transparent communicator who makes colleagues comfortable offering honest feedback
- Collaborative partner to the Upper School Director and leadership team in building one school
- Respectful of every member of the community and appreciative of the institutional knowledge of long-serving staff
- Calm, steady, and solution-oriented under pressure; a realistic idealist
- Trusted thought partner to the Executive Director, proactive with information and solutions
QUALIFICATIONS AND REQUIREMENTS
Education and Experience
- Master's degree in Educational Leadership or related field strongly preferred, and 2+ years of administrative or school leadership experience (Assistant Principal, Dean, Instructional Coach) in a public school or public charter setting.
- California Teaching Credential required (single subject or multiple subject) and 3+ years of direct classroom teaching experience in Middle or High School (Grades 5–12).
- Demonstrated success working within public or public charter school governance frameworks and leading culturally responsive practices in diverse socio-economic communities.
Skills and Abilities
- Demonstrated experience directly evaluating, coaching, and managing faculty and operational staff, including executing formal performance improvement plans (PIPs) and exit processes when necessary.
- Proven capability to analyze student assessment data (literacy, math, interim benchmarks), observe classroom instruction, and coach teachers to measurable gains in grade-level proficiency.
- Experience establishing and enforcing daily school-wide routines, student behavior management protocols, and campus safety/mandated reporter compliance for a mid-to-large student body.
- Practical proficiency using Student Information Systems (e.g., PowerSchool), communication platforms (e.g., ParentSquare), and Learning Management Systems (LMS) to track attendance, grades, behavior, and family engagement.
- Ability to resolve high-stakes student, family, and staff grievances constructively, while delivering clear, concise updates to executive leadership and school boards.
- Direct experience managing line-item department or division budgets, ensuring resource allocation aligns with school priorities without overspending.
Licenses or Certificates
- Employment eligibility will include Live Scan fingerprinting, TB screen, and other employment clearance.
- Administrative services credential or equivalent certification preferred.
To read the full opportunity statement and learn how to apply, please visit:
