Emerging Leaders Program: Principal Fellowship

ORGANIZATION: Bob Hope School

POSITION: Emerging Leaders Program – Campus Leadership Residency

LOCATION: Port Arthur, Houston, or Beaumont, TX

REPORTS TO: Chief of Schools

Background

Bob Hope School is a growing open-enrollment public charter school serving more than 2,500 students across five campuses in Beaumont, Port Arthur, Baytown, Pasadena, and Cy-Fair, Texas. Founded in 2010, Bob Hope’s flagship campus is housed in the Hughen Center, a nonprofit established in Port Arthur in 1936 to help children and adults with physical disabilities find their path.

Since its founding, Bob Hope School has grown from serving 250, 6-12 students to a thriving K-12 network consistently ranked among the top schools in its six-county region. The mission of Bob Hope School is to transform a community through a culture of service and leadership.

The hallmark of Bob Hope’s academic model is its K-12 dual-language Spanish immersion program. Elementary students are educated through the Montessori model, and all students begin violin instruction in first grade and participate in Chinese language instruction from PreK through 8th grade. At the high school level, students benefit from Career and Technical Education pathways that allow them to earn an associate’s degree or vocational certificate through blended academic coursework and real-world internships.

Bob Hope School is part of the Charter School Growth Fund portfolio and has secured significant philanthropic investment to support its continued expansion. The organization is positioned for sustained growth as it expands access to high-quality education in communities across Southeast Texas.

To learn more about Bob Hope School, please visit their website.

Opportunity

The Emerging Leaders Program is a multi-phase leadership development and succession pathway designed to cultivate internal talent into future campus leaders over approximately 2–3 years while maintaining continuity, culture, and instructional excellence across Bob Hope School campuses. The program provides a structured pathway from teacher leadership into campus administration and aligns professional growth with the evolving needs of the Bob Hope School network.

This program is an evolving leadership development model. As the program grows, timelines, expectations, and structures may be refined to best meet the needs of participants and the organization.

Through residency-based leadership development, participants gain hands-on experience in instructional leadership, campus operations, staff supervision, and student culture while receiving coaching and performance monitoring from campus and district leadership.

The program is designed for high-performing educators who demonstrate strong instructional leadership and aspire to serve as future campus leaders within the Bob Hope School network. Successful candidates typically demonstrate a strong record of improving student achievement, experience supporting or coaching teachers, and a commitment to building positive school culture and student-centered learning environments. Candidates should also demonstrate the ability to lead collaboratively, use data to drive decision-making, and align their work with Bob Hope School’s mission to transform communities through service and leadership.

Through immersive leadership experiences and structured development, the Emerging Leaders Program prepares educators to assume future Assistant Campus Director and Campus Director roles while supporting the long-term leadership pipeline and continued growth of Bob Hope School.

Program Structure

The Emerging Leaders Program is structured as a two-phase leadership pipeline that combines residency-based learning, credential completion, and performance monitoring.

Participants advance through the program based on eligibility, demonstrated leadership competencies, and successful completion of phase requirements. Advancement through the program is earned and not guaranteed.

Participants may enter the program at different phases based on qualifications, as outlined below.

Phase I: Behavioral Coordinator / Parent Liaison (BC/PL)

Phase I introduces aspiring leaders to campus-based leadership responsibilities, focusing on student behavior systems, family engagement, and school culture. Participants complete a one-year residency under campus leadership while gaining exposure to administrative responsibilities and developing foundational leadership skills.

Phase I is a 12-month residency and serves as the primary entry point for candidates who are still working toward the required credentials for campus administration.

Eligibility & Qualifications – Phase I

Candidates who do not meet Phase II eligibility requirements must begin in Phase I.

Required Education and Experience

• Bachelor’s degree from an accredited institution

• Demonstrated interest in leadership development and school administration

• Experience working in a school environment preferred

Additional Eligibility

• Commitment to completing the Texas Teacher Certification if not already certified

• Alignment with the mission and values of Bob Hope School

This includes candidates who:

• Do not hold a master’s degree

• Do not hold a valid Texas teaching certification

• Hold a master’s degree but do not yet have a teaching certification

Key components of Phase I include:

• Supporting student behavior management systems and campus culture initiatives

• Assisting with family engagement and communication between school and home

• Participating in leadership development and professional learning opportunities

• Supporting campus leadership in implementing schoolwide systems and operational structures

• Developing professional judgment and leadership readiness through supervised leadership experiences

• Receiving support toward completing Texas Teacher Certification if not already certified (up to two years)

Participants may remain in Phase I beyond the initial residency if they choose to continue in the Behavioral Coordinator role and do not wish to advance into campus administration.

Successful completion of Phase I allows participants to be considered for advancement to Phase II.

Phase II: Assistant Campus Director / Campus Director Residency (ACD/CD)

Phase II prepares candidates for full campus administrative leadership through an immersive residency model.

Eligibility & Qualifications – Phase II

Required Education and Experience

• Master’s degree in Education or a related field

• Successful completion of Phase I of the Emerging Leaders Program or prior instructional leadership experience

• Demonstrated experience supporting instructional improvement or teacher development

Additional Eligibility

• A Valid Texas Teaching Certification must be obtained within two years of starting the program

• Principal Certification must be obtained within one year of entering Phase II

• Montessori Certification required for Primary Campus Directors

• Secondary campuses follow a traditional leadership certification pathway

Entry Pathways into Phase II

Candidates may enter Phase II through one of the following pathways:

• Successful completion of Phase I and attainment of a valid Texas teaching certification (must also hold a master's degree)

• Direct entry for candidates who already hold both a master’s degree and a valid Texas teaching certification

During this phase, participants serve in a campus leadership role while developing advanced competencies in instructional leadership, staff supervision, and campus operations.

Responsibilities during the residency may include:

• Supervising and coaching a portfolio of teachers or instructional staff

• Conducting classroom observations and providing actionable feedback

• Leading schoolwide instructional improvement initiatives

• Supporting campus operational systems and organizational structures

• Participating in campus budgeting and staffing processes

• Collaborating with campus leadership teams to monitor student achievement and instructional quality

• Serving in acting leadership roles when designated

Certification & Timeline Expectations

• Participants have up to two (2) years to complete Phase II and obtain the required credentials.

• A valid Texas Teaching Certification must be obtained within two years of starting the program if not already held.

• Principal Certification must be obtained within one (1) year of entering Phase II before moving into a full-time campus leadership role.

Successful completion of Phase II prepares participants for potential placement as Assistant Campus Director or Campus Director based on district needs, performance, and certification completion.

Leadership Responsibilities

Instructional Leadership and Academic Excellence

• Monitor instructional and managerial processes to ensure program activities align with intended outcomes and use data to inform improvement efforts

• Support the planning, implementation, and evaluation of curriculum and instructional programs

• Provide instructional resources and support to teaching staff to achieve campus goals

• Identify and apply research-based best practices to drive school improvement

• Support the development and monitoring of campus performance objectives aligned to academic excellence indicators

• Establish systems for tracking academic performance and progress
  Set and communicate high expectations for instructional strategies and staff performance

Staff Leadership and Talent Management

• Support the interview, selection, and recommendation of campus personnel

• Supervise and evaluate a portfolio of teachers or instructional staff

• Conduct classroom observations and evaluation conferences

• Provide coaching and actionable feedback to support teacher development

• Foster collaboration, collegiality, and shared decision-making among campus staff

• Model professional and ethical leadership in accordance with the Texas Education Agency Code of Ethics

Campus Operations and Fiscal Management

• Participate in campus budget planning aligned with documented program needs and enrollment projections

• Support fiscal responsibility and compliance with district policies and state and federal regulations

• Assist in overseeing campus operations, facilities management, and campus safety

• Support the development and implementation of systems that ensure a clean, orderly, and safe learning environment

Student Culture and Family Engagement

• Support the implementation of student management systems that promote positive behavior and school culture

• Ensure equitable enforcement of school rules and disciplinary procedures

• Maintain disciplinary documentation in accordance with state requirements

• Conduct conferences with parents, students, and teachers to address academic or behavioral concerns

• Establish effective communication systems with students, staff, families, and the community
  Engage families and community stakeholders in supporting the school’s mission and improvement efforts

Program Monitoring and Evaluation

Participants in the Emerging Leaders Program are supported and evaluated through ongoing leadership development reviews and performance monitoring.

• Program participants receive regular feedback from campus leadership and the Chief of Schools and participate in periodic program reviews that may include:

• Leadership competency development and residency performance

• Progress toward required certifications and credentials

• Supervisor and district leadership feedback

• Program participation status and advancement readiness

Compensation

Compensation for the Emerging Leaders Program is structured according to program phase and reflects increasing leadership responsibilities as participants progress through the program.

Phase I: Behavioral Coordinator / Parent Liaison Residency

• Base Salary: $70,000

Phase II: Assistant Campus Director / Campus Director Residency

• Residency Salary: $80,000

Program Completion and Placement

Upon successful completion of Phase II and required certifications, participants may be placed into a campus leadership role based on district needs and performance.

• Assistant Campus Director: $80,000

• Campus Director: Starting salary $95,000

Final placement and compensation are determined based on leadership readiness, certification completion, and organizational needs.

Working Conditions

Mental Demands: Ability to communicate effectively (written and verbal), interpret policy and data, coordinate functions, maintain emotional control under stress, and work with frequent interruptions.

Physical Demands: Frequent travel within the district; prolonged and irregular hours; standing, walking, bending, and occasional moderate lifting; potential exposure to biological hazards.

Equal Opportunity

Bob Hope School provides equal employment opportunity for all applicants and employees and does not discriminate on the basis of race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability.