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Transitional Kindergarten Teacher (Feb-Jun., 2020) (Achieve)
Education for Change Public Schools

Details (optional)

Transitional Kindergarten Teacher (Feb-Jun., 2020) (Achieve)

Education for Change Public Schools

Job Summary

$51.5k-92.9k per year
Job Type
Job Last Posted
Job posted 1 day ago
Job Role
Teacher, Elementary School Teacher
Employer's Industry
Nonprofit, Education
Job Schedule

Job Description

Position Summary

Education for Change is looking for dynamic and visionary Transitional Kindergarten teachers who will engage students, families, and other members of our learning community to ensure high student achievement. The teacher provides instructional leadership to students and actively participates in and contributes to a collaborative, results-oriented professional learning community. They engage community partners and families in serving the whole child and ensuring ALL children achieve at high levels prepared to succeed in any setting.  They will know how to successfully work in an urban elementary school with a high English Learner and low-income population.

Essential Duties and Responsibilities

EFC believes that high-quality instruction, and its continuous refinement, will lead to success for our students. We are looking for teachers who are highly effective in each of the following areas:
Data Driven Planning & Assessment

  • Develop and implement effective daily and long-term instructional plans and classroom activities aligned with student needs, California Preschool Foundations, California Common Core standards, and EFC and school instructions, goals, and objectives
  • Assess students regularly and analyze student results, both individually and in a collaborative cycle of inquiry with colleagues and administrators.
  • Use assessment results and student needs to inform and differentiate instruction

Classroom Learning Environment

  • Establish a culture of high expectations that includes the shared belief that ALL children can achieve at high levels prepared to succeed in any setting
  • Provide a classroom climate and learning experiences that further our students’ social, emotional, physical and academic development using developmentally appropriate practices for young children
  • Establish and maintain a positive, safe, and supportive classroom and school environment that values learning and achievement
  • Demonstrate respect and understanding of students and families from diverse backgrounds


  • Facilitate a well-paced, scaffolded lesson cycle based on clear, well-communicated objectives and criteria for success.
  • Use formative and summative assessments to adjust instruction
  • Create multiple opportunities for students to engage critically with content in multiple modalities and levels of complexity
  • Implement developmentally appropriate practices based on child development research.

Professional Responsibilities

  • Engage in critical reflection aimed at refining practice to increase effectiveness
  • Collaborate with colleagues and work as a team to achieve shared goals
  • Identify unique student needs and collaborate with team members to effectively address those needs; when necessary, refer to appropriate resources, such as health and psychological services
  • Actively participate in professional development opportunities and work closely with lead teachers, principal, administrators, and coaches
  • Utilize EFC professional development and personal initiative to stay abreast of best practices in the field.
  • Maintain accurate student records, including attendance
  • Attend mandatory new hire professional development
  • Support the mission, vision, and core values of Education for Change
  • Implement the adopted curriculum as designed.

Partnerships, Family, and Community

  • Communicate regularly with students and families about classroom activities and student progress
  • Involve students’ families as partners in their children’s education, providing resources and strategies for families to support their student’s success.
  • Actively participate in key student events


  • Promote student learning and creativity using digital tools and resources in face-to-face and virtual environments.
  • Create technology-enriched learning environments that utilize digital tools, resources, and diverse formative and summative assessments to differentiate learning for students and provide opportunities for students to monitor and assess their own progress.
  • Utilize digital tools and resources collaboratively to support student success and analyze progress towards success

Required Qualifications:

  • Bachelor’s degree
  • Valid California Multiple Subject Teaching Credential or ability to attain one based on out of state certification
  • Any teacher new to TK as of July 1, 2015 must have a Child Development Teacher Permit or at least 24 units in early childhood education or childhood development or equivalent professional experience by August 1, 2020
  • CLAD, BCLAD, or English Language Learner Authorization
  • Must possess a growth mindset and be able to use feedback to refine practice
  • Experience with Positive Behavior Interventions & Supports, a plus

Desired Qualifications: 

  • Experience planning and assessing play-based learning
  • Experience with NAEYC’s position statement on developmentally appropriate practice
  • Knowledge of California Preschool Foundations
  • Spanish language proficiency
  • Experience and desire to use data and technology as levers to drive instruction

Business Overview

Our Story

About Education for Change Public SchoolsFounded in 2005, Education for Change (EFC) is a charter management organization that was created as a partnership between Oakland Unified School District and the education reform community in order to leverage the flexibilities in charter law to facilitate greater innovation and to address the underperformance of our most vulnerable student populations. EFC is Oakland’s largest charter operator, serving over 3,000 students in the Fruitvale and Elmhurst neighborhoods of East Oakland.  Five of seven of our schools were formerly OUSD schools that converted to EFC to leverage the flexibility and agility provided by charter law for greater outcomes for our students.

EFC Core Values

  • Connected- We continually work to build trusting relationships among students, families, staff, and the Oakland community at large. We are an all-hands-on-deck network driven by empathy. We value our collective identity and the individual identities of our community members and scholars such that we have a sense of collective ownership and responsibility for each other and for our scholars.
  • Inclusive- We proactively disrupt predictable patterns of opportunity, power, privilege, and performance. We create an inclusive environment where multiple perspectives are not only valued but sought, where people from all backgrounds feel seen and heard and can thrive, and where we all feel a deep sense of accountability to our mission.
  • Interdependent- Our success at every level is dependent on our individual and collective sustainability. To that end, we are transparent, creative, and collaborative problem-solvers who seek to build trusting relationships. We are curious and are open to new ideas while also putting systems in place to ensure continuity so that our employees can stay, grow, thrive, and help make good on our promise to our students and families.

Learners- We support each other to develop and grow so that we can leverage our collective power, intelligence, and passion on behalf of our students. We lean on home-grown leaders who are rooted in our community. Individuals feel known and are provided opportunities to maximize their potential in alignment with their passions and goals.


Culture & Perks

Community Oriented
Mission Driven
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