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Program Director, Summit Learning Teacher Residency

Who We Are:

Marshall Street Initiatives:

Marshall Street at Summit Public Schools (“Marshall”) is a team of educators working to expand opportunities for all students. While our initiatives focus on different groups—teachers, principals, parents, graduates, and K-12 students—they are united by their focus on equitable access to education. Together with a broad group of engaged partners, we’re building towards a world in which every student is equipped to live a life defined by financial independence, community, strong relationships, health, and purpose.

Summit Public Schools:

Summit is a network of public schools that prepares all students to be the best versions of themselves, to be successful through college and in the fullest ways possible—so they can each live a fulfilled life. This includes a life filled with financial security, purposeful work, strong relationships, meaningful community, and personal health. Today, Summit operates 15 public middle and high schools whose students reflect their diverse communities in California and Washington. Summit schools are consistently ranked among the best in the nation. All Summit students graduate prepared for a four-year college and our graduates complete college at twice the national average.

Position Overview

The Summit Learning Teacher Residency seeks to support the next generation of teachers in building the skill, mindset, and practice to lead a high-quality personalized learning classroom. The Program Director of the Summit Learning Teacher Residency oversees operations and program implementation in the California Bay Area region for the one year program during which residents are immersed in student-centered classrooms while also completing credentialing coursework leading to a California Preliminary Single Subject Teaching Credential. The residency program was designed in collaboration with the Stanford Center for Assessment, Learning and Equity (SCALE).  

What you’ll do:

Program Management


  • Lead implementation of the residency program in the region, including the coursework and clinical experiences.

  • Maintain a deep understanding of the program requirements, performance tasks, and assessment tools.

  • Lead curriculum iteration with the regional mentors and program faculty, ensuring strong alignment to the program’s base curricula and assessments.

  • Design and lead professional development experiences for cooperating teachers.

  • Provide ongoing training, support, and communication for cooperating teachers.

  • Lead the admissions process for applicants to the regional program in collaboration with the central residency team.

Resident Support


  • Serve as the Mentor for up to 5 residents, including observation and coaching every other week and assessment of Resident coursework.

  • Plan and facilitate project-based coursework and personalized learning experiences for the cohort of residents.

  • Support residents in successfully meeting the program requirements, including the edTPA.

  • Build strong relationships with residents.

  • Lead coaching conversations to support the growth of residents.

  • Respond to the professional and emotional needs of residents.

  • Provide support to residents, cooperating teachers, and/or mentors when additional guidance or assistance is needed to ensure successful program implementation and completion of program requirements.

Faculty Development


  • Lead trainings, professional development, individual coaching, and team meetings with the regional faculty in collaboration with the Executive Director.

  • Manage the residency program faculty, including the team of mentors, through weekly observations, coaching, and feedback.

  • Lead the recruitment and hiring processes for the residency program faculty positions in collaboration with the central residency team.

Partnerships


  • Develop strong relationships with residents, cooperating teachers, program faculty, and school site leaders.

  • Develop and maintain effective partnerships with placement schools and school leaders.

  • Develop and maintain effective partnerships with university partner(s) to provide program evaluation and/or a Master’s degree component to the program design (if applicable).

  • Develop and maintain effective relationships with the state accrediting institution.

Program Improvement and Alignment


  • Analyze resident performance data regularly with the program faculty to monitor the progress of residents and iterate on the program design and implementation.

  • Analyze data annually as part of the program evaluation process and to compare resident performance in the residency program with external performance metrics.

  • Lead collaboration with the team of mentors and program faculty, to provide feedback on the program’s base curricula and core program.

  • Participate in the 360 review and program evaluation processes to provide feedback to the Executive Director and central residency team.

  • Ensure the regional program implements in alignment with the state’s program standards and regulations to ensure ongoing accreditation.

What you need:


  • Commitment to uphold the values of Summit Learning, including a belief that all children deserve a rigorous and equitable education that prepares them for college and for life


  • Minimum of 3 years of full time teaching experience, preferably in a personalized learning classroom environment

  • Clear California teaching credential in English, History, Mathematics, Spanish, Biology, Physics, or Chemistry, or the equivalent

  • Master’s degree in Education or a related field 

  • Minimum of 3 years of experience in educator preparation

  • Experience with data-driven instruction 

  • Experience with program management and data-driven decision making 

  • Experience with professional development and coaching of adults, specifically coaching and/or mentoring new educators 

  • Proficiency in Google Platforms, including Google Drive, Google Sheets, Google Docs, and Google Slides. 

  • Clear health and background check

Who you are:


  • You are committed to coaching, mentoring and supporting new teachers into the profession

  • You have experience managing a program and/or team of people towards measurable outcomes.

  • You have a strong background in education theory and pedagogy, including backwards planning and curriculum creation, coupled with a firm understanding of the principles of adult learning

  • You are able to facilitate high quality, personalized learning instruction

  • You have the ability to apply and receive honest, actionable, and timely feedback that results in improved performance.  You model a growth mindset and support adults in developing their own mindsets.

  • You maintain high expectations for all students and believe all students can find success in school, college, and life.

  • You’re deeply dedicated to social justice and feel motivated by the challenge and impact of working in a heterogenous community and closing the achievement gap.

  • You are positive and resilient in the face of big challenges. 

  • You are empathetic and culturally responsive. You design and implement social and emotional learning experiences, and you’re open to having hard conversations

  • You thrive in innovative environments, and are comfortable with the ambiguity that can come with a dynamic and progressive workplace.

  • You thrive while collaborating and are excited to work with colleagues to continue to develop an innovative, new program. You find positivity in share successes

  • You use data to track key metrics and participate in continuous improvement processes.

What you get:

Summit offers competitive salaries and benefit options, including covering 75% of the health, dental and vision plan costs. We fully cover life and disability insurance. We have a “take what you need” PTO policy, 11 paid holidays and 4 weeks of vacation during the year. 

We strive to recruit a diverse team. Summit Public Schools is an equal opportunity employer and does not discriminate against any employee or applicant on the basis of race, color, ethnicity, national origin, religion, gender, gender identity and/or expression, sexual orientation, disability, age, marital status, military status, pregnancy, parenthood, citizenship status, creed, or any other characteristic protected by federal, state or local law. Summit will provide reasonable accommodations for qualified individuals with disabilities.

People from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus.  


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Do you want to join a dream team of educators who are innovative, passionate, and committed to challenging the status quo in public education and building a model for academically rigorous social justice education in Oakland and beyond?!

ARISE High School, a small charter school in East Oakland, California focused on preparing students to find success in college and career, is growing and seeking passionate and skilled teachers interested in joining a crew of dedicated and experienced educators, students, parents, and community leaders who struggle together to help create a more just, healthy, and equitable society.

WHO WE ARE:

At ARISE we nurture, train, and discipline our school community to engage in a continuous practice of developing mind, heart, and body towards a vision where we actively rise up. Agency and self-determination drive our struggle to improve our own material and social conditions towards a more healthy, equitable, & just society.

The mission of ARISE High School is to empower ourselves with the skills, knowledge, and agency to become highly educated, humanizing, critically conscious, intellectual, and reflective leaders in our community.

REQUIRED QUALIFICATIONS FOR TEACHERS

▪ Hold a valid California Teaching Credential in the subject area, or be willing to acquire a ​CTE credential in Health Science and Medical Technology

▪ Be able to work from and build upon an established curriculum, scope, and sequence

▪ Growth mindset, commitment to building a healthy staff culture of professional learners

▪ Commitment to equity and serving the students, families, and community of ARISE

▪ Committed to further developing the skills and examining the ideologies associated with the ARISE Instructional Core​ criteria

PREFERRED QUALIFICATIONS FOR TEACHERS

▪ The successful candidate will have demonstrated proficiency in all areas of our ​ARISE

Instructional Core​:


  1. Restorative Justice

  2. Literacy strategies

  3. Culturally relevant teaching

  4. Rigorous instruction through project-based learning

  5. Standards-based teaching

  6. Classroom aesthetics

▪ Experience in individual and collaborative curriculum development

▪ Experience with trauma-informed classroom and restorative justice

▪ Two years of credentialed teaching experience in an urban setting

▪ Advanced degree in subject-matter content or education

▪ Familiarity working with Common Core standards

▪ Experience with assessments for and of learning ( standards based grading)

▪ Experience with gradual release instruction (i.e. “I do - We do - You do”) and student-centered

instructional practices

TEACHER JOB RESPONSIBILITIES & EXPECTATIONS

▪ Teach five sections of a course/courses within your discipline and one section of Advisory

▪ Attend and participate fully in weekly Professional Development and weekly or bi-weekly coaching meetings with an instructional coach (all teachers at ARISE have a dedicated instructional coach)

▪ Participate in professional development opportunities to develop skills and expand scope of curricular and instructional knowledge and understanding (including school-wide professional development retreats, critical inquiry group participation, opportunities with school partners, and outside individual professional development)

▪ Provide regular feedback to students about their progress, including completing quarterly progress reports and updating the online grade book weekly

▪ Participate in “Academic Familia” grade level meetings to problem solve student issues and build out collaborative, cross-curricular projects

▪ Develop project-based “Rigorous Summative Assessments” in alignment with our ​Graduate Profile

▪ Collaborate with teachers/peers and our Adelante Student Support team to provide a consistent academic support system for all students

▪ Participate in peer observations with other teachers to heighten the effectiveness and experience of our community of teachers as learners

▪ Align course content with our Public and Community Health Pathway

▪ Provide academic support outside of class to our students (e.g. tutoring, mentoring, homework assistance, including one afternoon each week assisting with required study hall hours) at least twice per week.

▪ Contribute to teaching a two-week beyond the classroom course during our Post Session, which runs for the final two weeks of the school year

▪ Attend and support additional beyond the classroom activities including Advisory retreats, College Tours, Days of Service, Student-led conferences, and Exhibition nights)

CTE SPECIFIC QUALIFICATIONS

▪ Attend and participate as needed in weekly Professional Development that is aligned with school wide priorities or CTE pathway

▪ Collaborate with science teacher to ensure that Public and Community Health curriculum and best practices are being utilized

▪ Participate in monthly advisory board meetings to review Public and Community Health pathway initiatives and best practices

▪ Commitment to aligning course content with our Public and Community Health Pathway

RESPONSIBILITIES AS AN ADVISOR

▪ Provide academic, socio-emotional, personal guidance, and support to a grade-level homogenous Advisory class of 15-22 students, including support towards fulfilling graduation requirements (e.g. Defenses, community programs, cultural immersion, etc.)

▪ Exemplify and reinforce the ARISE Vision, Mission, and Core Values in and beyond Advisory

▪ Collaborate with students, parents/guardians and other teachers to address the academic and

social needs of advisees; provide consistent follow-up with/for students, parents/guardians and

teachers in the role of Advisor

▪ Facilitate the maintenance of student portfolios

▪ Hold a focused independent reading time space 3x per week during Advisory

▪ Coordinate bi-annual student-led conferences

▪ Conduct home visits to meet with advisees and their families as necessary

TEACHER LEADERS

We at ARISE are excited to bring on experienced teacher leaders to help realize our ARISE Mission and Vision. We encourage teachers to participate in leadership roles in school development and are provided a stipend for doing so. Such duties include: operations, and/or administration, internship coordinator, technology coordinator, data coordinator, advisory coordinator, Academic Familia lead, etc.

SALARY AND SCHEDULE

▪ Competitive, with health, sick, and pension benefits

▪ Stipends available for leadership responsibilities, advanced degrees, Spanish fluency


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Chemistry Teacher/Science Teacher 2020/21

Chemistry/Science Facilitator (Teacher)

Alameda Community Learning Center School (ACLC) is hiring an enthusiastic, passionate and professional candidate to teach high school chemistry and 7th/8th grade science.  The candidate will possess the ability to collaborate with colleagues to create inspired project-based learning.  

ACLC has been educating learners in grades 6-12 since 1993 as one of the first public charter schools in California.  We are proud of our charter school heritage and our model which allows for small class sizes, community engagement, and an abundance of staff development, meeting time and support.  

ACLC offers innovative, engaging, flexible and comprehensive curriculum that creates lifelong learners and prepares them for college and beyond. Join us as we challenge and empower our learners through leadership, experiential learning, self-direction through flexible options and scheduling, individualized support and the highest academic, social and ethical expectations.

Requirements to Apply


  • CA Single Subject Credential in Chemistry or ability to obtain a CA Chemistry credential

  • Resume

  • Cover Letter

  • Two Reference Letters

  • Clear Tuberculosis Result (presented at time of hire)

  • Clear Criminal Background Check (completed as condition of hire)


Requirements of the Position


  • Standard teaching position requirements

  • Working with learners of all socio-economic backgrounds and abilities

  • Standing, walking and bending as needed

  • Using technology including copier, laptop computer and projection devices

  • Ability to use and/or learn Jupiter, Powerschool, Zoom and other platforms

  • Ability to communicate with parents and learners in writing and in-person in a calm, clear and professional manner

  • Desire to collaborate with the community, including learners, parents, fellow staff, and management proactively to grow our school and to resolve potential issues quickly

ACLC is a union organization.

Please obtain further information about our schools by visiting www.alamedaclc.org.

At Alameda Community Learning Center School, we are committed to providing an environment of mutual respect where equal employment opportunities are available to all applicants and employees without regard to race, color, religion, sex, pregnancy (including childbirth, lactation and related medical conditions), national origin, age, physical and mental disability, marital status, sexual orientation, gender identity, gender expression, genetic information (including characteristics and testing), military and veteran status, and any other characteristic protected by applicable law. ACLC believes that diversity and inclusion among our community is critical to our success as in education, and we seek to recruit, develop and retain the most talented people from a diverse candidate pool.  


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Swing Education is looking for motivated and passionate substitute teachers in San Francisco, CA and its surrounding areas to join our community. With Swing, you’ll have the opportunity to work with students from all grade levels and all types of schools. Get access to teaching opportunities from our rapidly growing network of partner schools, including KIPP Bay Area, South San Francisco Unified School District, Schools of the Sacred Heart, Brisbane School District, Creative Arts Charter School, San Bruno Park School District, Jefferson Unified High School District, and many more!

Opt-in to text alerts or use your personal online Swing dashboard to explore many options that make it easy for you to prioritize and pick which schools and grades you work with.

Additional benefits to subbing with Swing:


  • Pay rate – Swing school partners set their daily rates, and we don’t take a cut.

  • Weekly pay – Every Friday is payday!

  • More teaching opportunities – Get requests from all our partner schools in your area to earn more, teach more, and make a bigger impact.

  • Immediate opportunities – Receive requests via text for instant notifications.

  • No minimum commitment required – Choose your requests as you go with the flexibility to work in the locations you want, when you want.

  • Free to join – We reimburse 100% of the costs for your background check and TB test, no strings attached.

  • Easy on-boarding – Dedicated team to walk you through our easy set-up process.

Rate: $120-280 per day

Requirements:


  • You have a CA Teaching Credential or Substitute Teaching Permit.

  • You’ll need a new CA and FBI Livescan Background Check (we cover the cost).

  • You have recently completed a Tuberculosis Test or Risk Assessment (we cover the cost).

  • You have a Bachelor’s degree from a 4-yr college or university in the U.S.

About Swing Education:

Swing Education was founded in 2015 by former K-12 educators and administrators who know firsthand the critical role substitute teachers play for students. We pride ourselves on providing a superior experience for our substitute teachers. By using our online system, Swing subs get access to more teaching assignments at more schools, text notifications, weekly pay, fun perks, and the backing of a dedicated support team. To date, our community has filled over 100,000 teacher absence days – and we’re just getting started.

We currently serve 1,500-plus partner schools across California, Arizona, Texas, New Jersey, New York, and Washington D.C., and we’re excited about how our substitute teachers will make a difference for even more students, teachers, and schools in the years to come.


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Mentor for Summit Learning Teacher Residency

Who We Are:

Marshall Street Initiatives:

Marshall Street at Summit Public Schools (“Marshall”) is a team of educators working to expand opportunities for all students. While our initiatives focus on different groups—teachers, principals, parents, graduates, and K-12 students—they are united by their focus on equitable access to education. Together with a broad group of engaged partners, we’re building towards a world in which every student is equipped to live a life defined by financial independence, community, strong relationships, health, and purpose.

Summit Public Schools:

Summit is a network of public schools that prepares all students to be the best versions of themselves, to be successful through college and in the fullest ways possible—so they can each live a fulfilled life. This includes a life filled with financial security, purposeful work, strong relationships, meaningful community, and personal health. Today, Summit operates 15 public middle and high schools whose students reflect their diverse communities in California and Washington. Summit schools are consistently ranked among the best in the nation. All Summit students graduate prepared for a four-year college and our graduates complete college at twice the national average.

The Summit Learning Environment:

Teaching at Summit is unlike teaching in a traditional environment. Our teachers know the individual strengths and growth areas for each student. We empower students to own their learning.By design, our schools are small communities where every student is known. Our schools are intentionally heterogeneous, and reflect the diverse demographics of the communities they are a part of. As a teacher, this will require being culturally responsive and creating equitable learning pathways for all students.Summit teachers plan by deeply understanding student data and determining what group and individual supports are needed for their students to move forward on complex projects.This planning requires teachers to consider not only how students are integrating content information into their projects but also how they are applying cognitive skills (e.g. hypothesizing) that stretch across all content areas and the habits of success (e.g. self-direction) that allow them to prepare for the world beyond the classroom.Summit teachers do not see themselves as disseminators of knowledge but instead as facilitators and coaches to their students.We are committed to continual growth at Summit. We prioritize developing leaders from within and have invested in multiple career pathway programs for our teachers and school leaders. With dedicated days of professional development built into the academic year, we equip teachers with the tools necessary to improve their practice and tackle challenging issues.

Position Overview:

The Summit Learning Teacher Residency seeks to support the next generation of teachers in building the skill, mindset, and practice to lead a high-quality personalized learning classroom. It is a one year program during which residents are immersed in Summit classrooms while also completing credentialing coursework leading to a California Single Subject Teaching Credential.  The residency program was designed in collaboration with the Stanford Center for Assessment, Learning and Equity (SCALE). Residents work alongside a cooperating teacher four days a week for the length of the school year.  The residency model uses a gradual release of responsibility approach, working up to independently teaching one class section for the second semester.  The learning experiences and coursework that the residents engage in follow Summit’s personalized learning model.  Residents demonstrate their learning through authentic projects that can then be implemented directly in their classrooms.  Residents learn content through playlists, allowing them to personalize and self-pace this learning experience. As a cohort, residents engage in coursework one full day and one afternoon each week; this time is spent in a combination of whole group, small group, and individual learning experiences, depending on the needs of the residents.Residents receive support from both a cooperating teacher and a mentor.  The Mentor plays the role of both an instructor and a coach.  The Mentor facilitates the weekly learning experiences for all residents, while also providing feedback on and assessing their credentialing coursework.  The Mentor also observes and coaches a small group of residents every other week.  This dual role allows the Mentor to support the resident in making direct connections between the coursework / projects and the experiences he/she is having in the classroom.  Mentors are part of the Summit Learning Teacher Residency program faculty and report directly to the Program Director.  As a team, the Mentors represent a diverse set of expertise, including a wide variety of subject area knowledge, an array of professional backgrounds, and complementary skills. The team works together to deliver holistic support to residents, honing in on the intersection between personalized learning best practices and core pedagogical theory.

What you’ll do:

Facilitation of Credentialing Coursework


  • Plan and facilitate project-based coursework and personalized learning experiences for the cohort of residents.

  • Model high quality, personalized learning instructional practices.

  • Provide formative and summative feedback for residents on all coursework and assessments.

  • Maintain a deep understanding of the program requirements, performance tasks, and assessment tools.

  • Support residents in successfully meeting the program requirements, including the edTPA.

Coaching


  • Support a group of residents on a weekly basis through observation and coaching.

  • Conduct weekly formal and informal classroom observations of residents and provide feedback on their development as teachers.

  • Build strong relationships with residents.

  • Lead coaching conversations to support the growth of residents.

  • Respond to the professional and emotional needs of residents.

  • Build strong relationships and collaborate regularly with cooperating teachers to ensure a coherent, aligned experience and growth trajectory for residents.

  • Maintain open communication and positive relationships with school leaders.

Curriculum Iteration


  • Iterate on and revise credentialing program curriculum, including projects, learning experiences, and playlists.  

  • Work collaboratively with the team of mentors to provide feedback on credentialing program curriculum and iterations.

Professional Development and Program Improvement


  • Participate in trainings, professional development, individual coaching, and team meetings with the Regional Director and the Senior Director.

  • Develop and lead program initiatives as part of the continuous improvement process.

  • Participate in the 360 review and program evaluation processes to provide feedback on the residency program.

What you need:


  • Commitment to uphold Summit’s values, belief that all children deserve a rigorous and equitable education that prepares them for college and for life


  • Master’s degree in Education or a related field required

  • Minimum of 3 years of full time teaching experience, preferably in a personalized learning classroom environment


  • Clear California teaching credential in English, History, Mathematics, Spanish, Biology, Physics, or Chemistry

  • Experience coaching and/or mentoring new educators

  • Clear health and background check

Who you are:


  • You are committed to mentoring and supporting new teachers into the profession.

  • You maintain high expectations for all students and believe all students can find success in school, college, and life.

  • You have a strong background in education theory and pedagogy.

  • You have a firm understanding of the principles of adult learning.

  • You facilitate learning experiences, using a variety of methods: project-based learning, direct instruction, small group and individual tasks, formative and summative assessment, direct teacher feedback, public presentation, and more

  • You have experience with backwards planning and curriculum creation.

  • You have strong coaching and mentoring skills.  You have experience coaching and/or mentoring adults, including building strong relationships and supporting both personal and professional development.

  • You are open to giving and receiving honest, actionable and timely feedback.  You model a growth mindset and support adults in developing their own mindsets.

  • You are empathetic and culturally responsive. You design and implement social and emotional learning experiences, and you’re open to having hard conversations

  • You thrive in innovative environments, and are comfortable with the ambiguity that can come with a dynamic and progressive workplace

  • You thrive while collaborating and are excited to work with colleagues to continue to develop an innovative, new program. You find positivity in share successes

  • You use data to track key metrics and participate in continuous improvement processes.

What you get:

Summit offers competitive salaries and benefit options, including covering 75% of the health, dental and vision plan costs. We fully cover life and disability insurance. We have a “take what you need” PTO policy, 11 paid holidays and 4 weeks of vacation during the year.

We strive to recruit a diverse team. Summit Public Schools is an equal opportunity employer and does not discriminate against any employee or applicant on the basis of race, color, ethnicity, national origin, religion, gender, gender identity and/or expression, sexual orientation, disability, age, marital status, military status, pregnancy, parenthood, citizenship status, creed, or any other characteristic protected by federal, state or local law. Summit will provide reasonable accommodations for qualified individuals with disabilities.

People from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus. 


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Saint Joseph Notre Dame High School is a co-educational, Catholic parish high school located in the heart of residential Alameda, just minutes from downtown Oakland. SJND offers academic excellence and moral development to its diverse and talented 470 students. The 65 staff members are dedicated to the development of confident, open-minded, generous leaders who are ready to live joyful lives of faith, scholarship and service. The school educates future leaders in a supportive and challenging environment.

We are currently seeking a part-time Spanish teacher to teach one section of Spanish 2 and two sections of Spanish 3 for the 2020-2021 school year. The position begins August 1, 2020.  

Minimum qualifications for this position include a Bachelor’s Degree in a related field and a California Single Subject Teaching Credential with a Spanish endorsement. Successful high school teaching experience is required and a Master’s Degree in a related field is preferred. Candidates must be able to teach all levels of Spanish.

The candidate will be responsible for working with other members of the Language Other than English (LOTE) Department to implement curriculum. Candidates must be willing to teach according to Roman Catholic Church doctrine and values. 

Salary is commensurate with experience, graduate education and credentials, according to the school's established salary schedule for teachers. This position offers full benefits including medical, dental, and visual health benefits as well as pension and retirement plans. 

Please submit a resume, cover letter, statement of educational philosophy and three professional references by email to Jessica Park, Assistant Principal of Academics, at . Find out more about our school at www.sjnd.org. We are an equal opportunity employer and we welcome and encourage diverse candidates to join our community.


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Are you passionate about community service? Do you want to contribute to meaningful change?   

Safe Passages is recruiting Academic Intervention Specialists for our 2020-2021 AmeriCorps cohort. By choosing a year of service with AmeriCorps, you will have the opportunity to meet critical needs for vulnerable populations in Alameda County, CA. As a member of our ELEV8 AmeriCorps team, you will develop professional skills, gain hands-on experiences, and change the way you engage with your community — all while making a difference!   The ELEV8 Youth Program is a special project of Safe Passages, a non-profit organization committed to advocating for children, youth, and families within the County of Alameda. As part of our social justice program, you will provide academic intervention services to a cohort of 10 underperforming students in Oakland or Union City

Throughout your service year, you will raise student achievement and provide mentorship to your cohort. We will help you excel in your position by holding weekly check-ins and trainings. During this time, you will also have the opportunity to meet and collaborate with the other AmeriCorps members in the ELEV8 program.     

ELEV8 Member Benefits:    


  • Full-time and Part-time positions available. Members receive a bi-weekly living allowance stipend and a post service Education Award upon completion of the program. 

  • Training in youth development and ongoing professional development.

  • Experience in a school environment, CPR/First Aid, Social-Emotional Support for youth, student management techniques & more!

Specific Duties:  


  • Provide academic assessments and interventions for a cohort of 10 underperforming students

  • Facilitate school day and after school programming for cohort students

  • Provide academic, social, and emotional support to assigned student caseload

  • Provide outreach to families by participating in family engagement activities

  • Organize and facilitate service-learning projects

  • Other duties as assigned

You can direct any questions to Leigha Thomas at lthomas@safepassages.org.   

An Equal Opportunity Employer  

A special project of Safe Passages, ELEV8 Youth Program is administered by California Volunteers and sponsored by Corporation for National and Community Service.  


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ARISE High School, a small charter school in East Oakland, California focused on preparing students to find success in college and career, is growing and seeking passionate and skilled teachers interested in joining a crew of dedicated and experienced educators, students, parents, and community leaders who struggle together to help create a more just, healthy, and equitable society.

WHO WE ARE :

At ARISE we nurture, train, and discipline our school community to engage in a continuous practice of developing mind, heart, and body towards a vision where we actively rise up. Agency and self-determination drive our struggle to improve our own material and social conditions towards a more healthy, equitable, & just society.

The mission of ARISE High School is to empower ourselves with the skills, knowledge, and agency to become highly educated, humanizing, critically conscious, intellectual, and reflective leaders in our community.

REQUIRED QUALIFICATIONS FOR TEACHERS

▪ Hold a valid California Teaching Credential

▪ Be able to work from and build upon an established curriculum, scope, and sequence

▪ Experience with differentiation in curriculum and instruction to support emerging skill sets of students, especially students with IEPs and English Language Learners

▪ Committed to further developing the skills and examining the ideologies associated with the ARISE Instructional Core criteria

▪ Growth mindset

▪ Commitment to equity and serving the students, families, and community of ARISE

PREFERRED QUALIFICATIONS FOR TEACHERS

▪ The successful candidate will have demonstrated proficiency in all areas of our ARISE

Instructional Core :


  1. Restorative Justice

  2. Literacy strategies

  3. Culturally relevant teaching

  4. Rigorous instruction through project-based learning

  5. Standards-based teaching

  6. Classroom aesthetics

▪ Experience in individual and collaborative curriculum development

▪ Experience with trauma-informed classroom and restorative justice

1

▪ Two years of credentialed teaching experience in an urban setting

▪ Advanced degree in subject-matter content or education

▪ Familiarity working with Common Core standards

▪ Experience with assessments for and of learning ( standards based grading)

▪ Experience with gradual release instruction (i.e. “I do - We do - You do”) and student-centered

instructional practices

TEACHER JOB RESPONSIBILITIES & EXPECTATIONS

▪ Teach four sections of a course/courses within your discipline and one section of Advisory

▪ Attend and participate fully in weekly Professional Development and weekly or bi-weekly coaching meetings with an instructional coach (all teachers at ARISE have a dedicated instructional coach)

▪ Participate in professional development opportunities to develop skills and expand scope of curricular and instructional knowledge and understanding (including school-wide professional development retreats, critical inquiry group participation, opportunities with school partners, and outside individual professional development)

▪ Provide regular feedback to students about their progress, including completing quarterly progress reports and updating the online grade book weekly

▪ Participate in “Academic Familia” grade level meetings to problem solve student issues and build out collaborative, cross-curricular projects

▪ Develop project-based “Rigorous Summative Assessments” in alignment with our Graduate Profile

▪ Collaborate with teachers/peers and our Adelante Student Support team to provide a consistent academic support system for all students

▪ Participate in peer observations with other teachers to heighten the effectiveness and experience of our community of teachers as learners

▪ Align course content with our Public and Community Health Pathway

▪ Provide academic support outside of class to our students (e.g. tutoring, mentoring, homework assistance, including one afternoon each week assisting with required study hall hours) at least twice per week.

▪ Contribute to teaching a two-week beyond the classroom course during our Post Session, which runs for the final two weeks of the school year

▪ Attend and support additional beyond the classroom activities including Advisory retreats, College Tours, Days of Service, Student-led conferences, and Exhibition nights)

HISTORY /SOCIAL SCIENCE TEACHER SPECIFIC QUALIFICATIONS

▪ Familiarity with the Stanford History Education Group Historical Thinking Skills

▪ Experience supporting students through the multiple stages of research-based writing and other expository writing 

▪ Experience with scaffolding reading and writing from smaller discrete steps to more complex skills

▪ Stance that asks students to think about history from multiple and critical perspectives, including a focus on non-dominant narratives of historically oppressed peoples

▪ Experience with academic discourse and student talk structures

▪ Interest and expertise in co-building a Humanities department that cultivates knowledge of self,

critical consciousness, codes of power, literacy, and reading the word and the world.

RESPONSIBILITIES AS AN ADVISOR

2

▪ Provide academic, socio-emotional, personal guidance, and support to a grade-level homogenous Advisory class of 15-22 students, including support towards fulfilling graduation requirements (e.g. Defenses, community programs, cultural immersion, etc.)

▪ Exemplify and reinforce the ARISE Vision, Mission, and Core Values in and beyond Advisory

▪ Collaborate with students, parents/guardians and other teachers to address the academic and social needs of advisees; provide consistent follow-up with/for students, parents/guardians and teachers in the role of Advisor

▪ Facilitate the maintenance of student portfolios

▪ Hold a focused independent reading time space 3x per week during Advisory

▪ Coordinate bi-annual student-led conferences

▪ Conduct home visits to meet with advisees and their families as necessary

TEACHER LEADERS

We at ARISE are excited to bring on experienced teacher leaders to help realize our ARISE Mission and Vision. We encourage teachers to participate in leadership roles in school development and are provided a stipend for doing so. Such duties include: operations, and/or administration, internship coordinator, technology coordinator, data coordinator, advisory coordinator, Academic Familia lead, etc.

EMPLOYMENT DETAILS AND SELECTION PROCESS

All teacher candidates are asked to submit the following via email to jobs@arisehighschool.org


  1. a cover letter that includes how the candidate is a good fit with ARISE

  2. a resume

  3. three references

  4. a sample lesson plan

  5. a sample unit plan

After an initial document and phone screening, potential candidates will be asked to do the following:


  1. INTERVIEW: An interview by a panel of students, parents, and staff

  2. DEMONSTRATION LESSON: Candidates will be asked to do a demonstration lesson with some of our students.

  3. LESSON DEBRIEF: Candidates will participate in a lesson debrief in order for ARISE to assess for teacher coachability.

  4. TEACHING PORTFOLIO: A portfolio brought to the interview that includes:

▪ Resume, lesson(s) plans, curriculum plans or unit plans, sample of student work (multiple levels recommended), a letter of recommendation from parent and/or student, a letter of recommendation from a colleague or supervisor

▪ Additional artifacts may include rubrics, classroom handouts, articles written

SALARY AND SCHEDULE

▪ Competitive, with health, sick, and pension benefits

▪ Stipends available for leadership responsibilities, advanced degrees, Spanish fluency

▪ Employment runs from August 1st through the beginning of June. On-site work is estimated to begin on the first week of August.

3


See full job description

 Who We Are

What if all students graduated high school with the knowledge, skills and habits they need to lead  a fulfilled life?  This is the question that guides our mission at Summit Public Schools.  Summit is a leading network of public schools that prepare a diverse student population for success in a four-year college and to be thoughtful, contributing members of society. We operate 15 schools serving over 4,500 students in the Bay Area and Washington state. Historically, 98 percent of Summit graduates are accepted to four-year colleges, and Summit graduates complete college at double the national average. We need exceptional, diverse, and mission-aligned teachers to join our team to help prepare our students for a fulfilled life. Join us! 

The Summit Model

Summit’s research-backed model makes teaching and learning at a Summit school unlike any other.  At Summit, our teachers mentor the same group of students each year in advisory groups, which allows them to build strong relationships based on deep trust over multiple years. Mentors meet 1:1 with each student regularly to coach students toward their personal goals, and meet daily as a mentor group. During Project Time,  teachers teach universal skills through real-world projects - using their subject-area expertise to help students apply their knowledge to the world around them. Through our research-backed curriculum, Summit gives teachers the tools they need so that they can focus on teaching and becoming the best project-based teachers in the world.  We are deeply committed to continuous improvement at Summit, both as an organization and for our individual faculty. With dedicated days of professional development built into the academic year, regular coaching sessions with a school leader, and a culture of honest, actionable, and timely feedback, we equip our teachers with the tools necessary to improve their practice and tackle challenging issues. We also prioritize developing leaders from within and have invested in multiple career pathway programs for our teachers and school leaders.  Summit has intensive collaboration structures built in to our weekly schedules. Teachers collaborate at the grade and subject levels, forming regular communities of practice to support each other in continuously improving as project-based teachers and mentors. By design, our schools are small communities where every student is known. They are intentionally heterogeneous and reflect the diversity of the communities in which we operate. As a teacher, this will require being culturally responsive and creating equitable learning pathways for all students. 

What you’ll do:


  • A student school day is around 8-8:30am to 3-3:30pm, depending on the specific school. Teachers stay until 5pm three days per week. 


  • Project Time: Teach 90-minute blocks in high school or four 55-minute blocks in middle school, per day of project time. Most teachers teach one course for the entire grade (e.g. 9th Grade Biology), and see each section twice per week. Teachers work with students on projects that develop cognitive skills and apply their content knowledge to real-world situations. Teachers facilitate discussions in the classroom, coach students in applying their cognitive skills, and give students feedback. Between teaching blocks, teachers analyze student data, build lesson plans, support school culture, and other personal development activities. Summit teachers build lesson plans through a deep understanding of student progress data, which determines the group and individual supports needed for their students to succeed. 


  • Mentor Time: Build deep relationships and sense of community when teachers meet with their small group of mentees daily for their entire time at Summit. Daily, teachers meet with their mentor groups, work on habits of success as a group, and check in one-on-one with their mentees. Mentors coach and advocate for their mentees both inside and outside of the classroom, and strive to support them as they develop their sense of purpose as they become self-directed learners.


  • Self-Directed Learning Time and Interventions: Facilitate Self Directed Learning time and daily literacy or math interventions, which don’t involve lesson planning. During this time, teachers provide student support, monitor progress, and check in with individuals or groups of students.


  • Collaboration & Professional Development: Twice a week, teachers participate in all-faculty after-school meetings where community decisions are made, professional development takes place, and faculty collaborates as a grade-level team or subject-level team. 

What You Need


  • Commitment to uphold Summit’s values, and the belief that all children deserve a rigorous and equitable education that prepares them for college and for life


  • Teaching Credential in California or another US state


  • Bachelor’s Degree (a Master’s Degree in Education is preferred, but not required)

  • Clear health and background check


  • Teaching experience in your subject preferred, but not required

Who You Are


  • You want to be a world-class project-based learning teacher 

  • You thrive while collaborating and are excited to work with mission-aligned, high-performing colleagues. You find positivity in shared successes.

  • You’re excited to teach Summit’s common curriculum and assessment system, which was designed for teachers and by teachers in partnership with learning scientists. 

  • You care deeply about working in intentionally heterogeneous schools and are ready to support all diverse students to reach a fulfilled life

  • You’re eager to engage in professional development and be developed as a practitioner in a network that is committed to continuous improvement.

  • You have a growth mindset and see feedback as a positive

  • You are passionate about serving as a mentor and advocate for a group of students that you’ll follow year to year. You’re open to having hard conversations to support students. 

What You Get

Summit offers competitive salaries and benefit options, including covering 75% of the health, dental, and vision plan costs. We fully cover life and disability insurance. We have a “take what you need” PTO policy, 11 paid holidays, 4 weeks of vacation during the year, and a summer break. We value our teachers’ Summit experience, offering stipends for teachers who have been with us for three or more years and helping teachers grow with us through designated time for paid professional development and regular coaching. Summit Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to all programs.  People from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus. We don't just encourage diversity and inclusion—we believe it's a requirement for us to be successful in our mission of helping all children succeed. Since we serve a diverse-by-design community of schools, educators, parents, and students, we need our team members to bring a broad range of lived experiences to the table with them. This is the only way we can ensure we are staying close to the work and building an authentic relationship with the people we serve. 


See full job description

Who We Are

What if all students graduated high school with the knowledge, skills and habits they need to lead  a fulfilled life?  This is the question that guides our mission at Summit Public Schools.  Summit is a leading network of public schools that prepare a diverse student population for success in a four-year college and to be thoughtful, contributing members of society. We operate 15 schools serving over 4,500 students in the Bay Area and Washington state. Historically, 98 percent of Summit graduates are accepted to four-year colleges, and Summit graduates complete college at double the national average. We need exceptional, diverse, and mission-aligned teachers to join our team to help prepare our students for a fulfilled life. Join us! 

The Summit Model

Summit’s research-backed model makes teaching and learning at a Summit school unlike any other.  At Summit, our teachers mentor the same group of students each year in advisory groups, which allows them to build strong relationships based on deep trust over multiple years. Mentors meet 1:1 with each student regularly to coach students toward their personal goals, and meet daily as a mentor group. During Project Time,  teachers teach universal skills through real-world projects - using their subject-area expertise to help students apply their knowledge to the world around them. Through our research-backed curriculum, Summit gives teachers the tools they need so that they can focus on teaching and becoming the best project-based teachers in the world.  We are deeply committed to continuous improvement at Summit, both as an organization and for our individual faculty. With dedicated days of professional development built into the academic year, regular coaching sessions with a school leader, and a culture of honest, actionable, and timely feedback, we equip our teachers with the tools necessary to improve their practice and tackle challenging issues. We also prioritize developing leaders from within and have invested in multiple career pathway programs for our teachers and school leaders.  Summit has intensive collaboration structures built in to our weekly schedules. Teachers collaborate at the grade and subject levels, forming regular communities of practice to support each other in continuously improving as project-based teachers and mentors. By design, our schools are small communities where every student is known. They are intentionally heterogeneous and reflect the diversity of the communities in which we operate. As a teacher, this will require being culturally responsive and creating equitable learning pathways for all students. 

What you’ll do:


  • A student school day is around 8-8:30am to 3-3:30pm, depending on the specific school. Teachers stay until 5pm three days per week. 


  • Project Time: Teach 90-minute blocks in high school or four 55-minute blocks in middle school, per day of project time. Most teachers teach one course for the entire grade (e.g. 9th Grade Biology), and see each section twice per week. Teachers work with students on projects that develop cognitive skills and apply their content knowledge to real-world situations. Teachers facilitate discussions in the classroom, coach students in applying their cognitive skills, and give students feedback. Between teaching blocks, teachers analyze student data, build lesson plans, support school culture, and other personal development activities. Summit teachers build lesson plans through a deep understanding of student progress data, which determines the group and individual supports needed for their students to succeed. 


  • Mentor Time: Build deep relationships and sense of community when teachers meet with their small group of mentees daily for their entire time at Summit. Daily, teachers meet with their mentor groups, work on habits of success as a group, and check in one-on-one with their mentees. Mentors coach and advocate for their mentees both inside and outside of the classroom, and strive to support them as they develop their sense of purpose as they become self-directed learners.


  • Self-Directed Learning Time and Interventions: Facilitate Self Directed Learning time and daily literacy or math interventions, which don’t involve lesson planning. During this time, teachers provide student support, monitor progress, and check in with individuals or groups of students.


  • Collaboration & Professional Development: Twice a week, teachers participate in all-faculty after-school meetings where community decisions are made, professional development takes place, and faculty collaborates as a grade-level team or subject-level team. 

What You Need


  • Commitment to uphold Summit’s values, and the belief that all children deserve a rigorous and equitable education that prepares them for college and for life


  • Teaching Credential in California or another US state


  • Bachelor’s Degree (a Master’s Degree in Education is preferred, but not required)

  • Clear health and background check


  • Teaching experience in your subject preferred, but not required

Who You Are


  • You want to be a world-class project-based learning teacher 

  • You thrive while collaborating and are excited to work with mission-aligned, high-performing colleagues. You find positivity in shared successes.

  • You’re excited to teach Summit’s common curriculum and assessment system, which was designed for teachers and by teachers in partnership with learning scientists. 

  • You care deeply about working in intentionally heterogeneous schools and are ready to support all diverse students to reach a fulfilled life

  • You’re eager to engage in professional development and be developed as a practitioner in a network that is committed to continuous improvement.

  • You have a growth mindset and see feedback as a positive

  • You are passionate about serving as a mentor and advocate for a group of students that you’ll follow year to year. You’re open to having hard conversations to support students. 

What You Get

Summit offers competitive salaries and benefit options, including covering 75% of the health, dental, and vision plan costs. We fully cover life and disability insurance. We have a “take what you need” PTO policy, 11 paid holidays, 4 weeks of vacation during the year, and a summer break. We value our teachers’ Summit experience, offering stipends for teachers who have been with us for three or more years and helping teachers grow with us through designated time for paid professional development and regular coaching. Summit Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to all programs.  People from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus. We don't just encourage diversity and inclusion—we believe it's a requirement for us to be successful in our mission of helping all children succeed. Since we serve a diverse-by-design community of schools, educators, parents, and students, we need our team members to bring a broad range of lived experiences to the table with them. This is the only way we can ensure we are staying close to the work and building an authentic relationship with the people we serve. 


See full job description

Who We Are

What if all students graduated high school with the knowledge, skills and habits they need to lead  a fulfilled life?  This is the question that guides our mission at Summit Public Schools.  Summit is a leading network of public schools that prepare a diverse student population for success in a four-year college and to be thoughtful, contributing members of society. We operate 15 schools serving over 4,500 students in the Bay Area and Washington state. Historically, 98 percent of Summit graduates are accepted to four-year colleges, and Summit graduates complete college at double the national average. We need exceptional, diverse, and mission-aligned teachers to join our team to help prepare our students for a fulfilled life. Join us! 

The Summit Model

Summit’s research-backed model makes teaching and learning at a Summit school unlike any other.  At Summit, our teachers mentor the same group of students each year in advisory groups, which allows them to build strong relationships based on deep trust over multiple years. Mentors meet 1:1 with each student regularly to coach students toward their personal goals, and meet daily as a mentor group. During Project Time,  teachers teach universal skills through real-world projects - using their subject-area expertise to help students apply their knowledge to the world around them. Through our research-backed curriculum, Summit gives teachers the tools they need so that they can focus on teaching and becoming the best project-based teachers in the world.  We are deeply committed to continuous improvement at Summit, both as an organization and for our individual faculty. With dedicated days of professional development built into the academic year, regular coaching sessions with a school leader, and a culture of honest, actionable, and timely feedback, we equip our teachers with the tools necessary to improve their practice and tackle challenging issues. We also prioritize developing leaders from within and have invested in multiple career pathway programs for our teachers and school leaders.  Summit has intensive collaboration structures built in to our weekly schedules. Teachers collaborate at the grade and subject levels, forming regular communities of practice to support each other in continuously improving as project-based teachers and mentors. By design, our schools are small communities where every student is known. They are intentionally heterogeneous and reflect the diversity of the communities in which we operate. As a teacher, this will require being culturally responsive and creating equitable learning pathways for all students. 

What you’ll do:


  • A student school day is around 8-8:30am to 3-3:30pm, depending on the specific school. Teachers stay until 5pm three days per week. 


  • Project Time: Teach 90-minute blocks in high school or four 55-minute blocks in middle school, per day of project time. Most teachers teach one course for the entire grade (e.g. 9th Grade Biology), and see each section twice per week. Teachers work with students on projects that develop cognitive skills and apply their content knowledge to real-world situations. Teachers facilitate discussions in the classroom, coach students in applying their cognitive skills, and give students feedback. Between teaching blocks, teachers analyze student data, build lesson plans, support school culture, and other personal development activities. Summit teachers build lesson plans through a deep understanding of student progress data, which determines the group and individual supports needed for their students to succeed. 


  • Mentor Time: Build deep relationships and sense of community when teachers meet with their small group of mentees daily for their entire time at Summit. Daily, teachers meet with their mentor groups, work on habits of success as a group, and check in one-on-one with their mentees. Mentors coach and advocate for their mentees both inside and outside of the classroom, and strive to support them as they develop their sense of purpose as they become self-directed learners.


  • Self-Directed Learning Time and Interventions: Facilitate Self Directed Learning time and daily literacy or math interventions, which don’t involve lesson planning. During this time, teachers provide student support, monitor progress, and check in with individuals or groups of students.


  • Collaboration & Professional Development: Twice a week, teachers participate in all-faculty after-school meetings where community decisions are made, professional development takes place, and faculty collaborates as a grade-level team or subject-level team. 

What You Need


  • Commitment to uphold Summit’s values, and the belief that all children deserve a rigorous and equitable education that prepares them for college and for life


  • Teaching Credential in California or another US state


  • Bachelor’s Degree (a Master’s Degree in Education is preferred, but not required)

  • Clear health and background check


  • Teaching experience in your subject preferred, but not required

Who You Are


  • You want to be a world-class project-based learning teacher 

  • You thrive while collaborating and are excited to work with mission-aligned, high-performing colleagues. You find positivity in shared successes.

  • You’re excited to teach Summit’s common curriculum and assessment system, which was designed for teachers and by teachers in partnership with learning scientists. 

  • You care deeply about working in intentionally heterogeneous schools and are ready to support all diverse students to reach a fulfilled life

  • You’re eager to engage in professional development and be developed as a practitioner in a network that is committed to continuous improvement.

  • You have a growth mindset and see feedback as a positive

  • You are passionate about serving as a mentor and advocate for a group of students that you’ll follow year to year. You’re open to having hard conversations to support students. 

What You Get

Summit offers competitive salaries and benefit options, including covering 75% of the health, dental, and vision plan costs. We fully cover life and disability insurance. We have a “take what you need” PTO policy, 11 paid holidays, 4 weeks of vacation during the year, and a summer break. We value our teachers’ Summit experience, offering stipends for teachers who have been with us for three or more years and helping teachers grow with us through designated time for paid professional development and regular coaching. Summit Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to all programs.  People from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus. We don't just encourage diversity and inclusion—we believe it's a requirement for us to be successful in our mission of helping all children succeed. Since we serve a diverse-by-design community of schools, educators, parents, and students, we need our team members to bring a broad range of lived experiences to the table with them. This is the only way we can ensure we are staying close to the work and building an authentic relationship with the people we serve. 


See full job description

 Who We Are

What if all students graduated high school with the knowledge, skills and habits they need to lead  a fulfilled life?  This is the question that guides our mission at Summit Public Schools.  Summit is a leading network of public schools that prepare a diverse student population for success in a four-year college and to be thoughtful, contributing members of society. We operate 15 schools serving over 4,500 students in the Bay Area and Washington state. Historically, 98 percent of Summit graduates are accepted to four-year colleges, and Summit graduates complete college at double the national average. We need exceptional, diverse, and mission-aligned teachers to join our team to help prepare our students for a fulfilled life. Join us! 

The Summit Model

Summit’s research-backed model makes teaching and learning at a Summit school unlike any other.  At Summit, our teachers mentor the same group of students each year in advisory groups, which allows them to build strong relationships based on deep trust over multiple years. Mentors meet 1:1 with each student regularly to coach students toward their personal goals, and meet daily as a mentor group. During Project Time,  teachers teach universal skills through real-world projects - using their subject-area expertise to help students apply their knowledge to the world around them. Through our research-backed curriculum, Summit gives teachers the tools they need so that they can focus on teaching and becoming the best project-based teachers in the world.  We are deeply committed to continuous improvement at Summit, both as an organization and for our individual faculty. With dedicated days of professional development built into the academic year, regular coaching sessions with a school leader, and a culture of honest, actionable, and timely feedback, we equip our teachers with the tools necessary to improve their practice and tackle challenging issues. We also prioritize developing leaders from within and have invested in multiple career pathway programs for our teachers and school leaders.  Summit has intensive collaboration structures built in to our weekly schedules. Teachers collaborate at the grade and subject levels, forming regular communities of practice to support each other in continuously improving as project-based teachers and mentors. By design, our schools are small communities where every student is known. They are intentionally heterogeneous and reflect the diversity of the communities in which we operate. As a teacher, this will require being culturally responsive and creating equitable learning pathways for all students. 

What you’ll do:


  • A student school day is around 8-8:30am to 3-3:30pm, depending on the specific school. Teachers stay until 5pm three days per week. 


  • Project Time: Teach 90-minute blocks in high school or four 55-minute blocks in middle school, per day of project time. Most teachers teach one course for the entire grade (e.g. 9th Grade Biology), and see each section twice per week. Teachers work with students on projects that develop cognitive skills and apply their content knowledge to real-world situations. Teachers facilitate discussions in the classroom, coach students in applying their cognitive skills, and give students feedback. Between teaching blocks, teachers analyze student data, build lesson plans, support school culture, and other personal development activities. Summit teachers build lesson plans through a deep understanding of student progress data, which determines the group and individual supports needed for their students to succeed. 


  • Mentor Time: Build deep relationships and sense of community when teachers meet with their small group of mentees daily for their entire time at Summit. Daily, teachers meet with their mentor groups, work on habits of success as a group, and check in one-on-one with their mentees. Mentors coach and advocate for their mentees both inside and outside of the classroom, and strive to support them as they develop their sense of purpose as they become self-directed learners.


  • Self-Directed Learning Time and Interventions: Facilitate Self Directed Learning time and daily literacy or math interventions, which don’t involve lesson planning. During this time, teachers provide student support, monitor progress, and check in with individuals or groups of students.


  • Collaboration & Professional Development: Twice a week, teachers participate in all-faculty after-school meetings where community decisions are made, professional development takes place, and faculty collaborates as a grade-level team or subject-level team. 

What You Need


  • Commitment to uphold Summit’s values, and the belief that all children deserve a rigorous and equitable education that prepares them for college and for life


  • Teaching Credential in California or another US state


  • Bachelor’s Degree (a Master’s Degree in Education is preferred, but not required)

  • Clear health and background check


  • Teaching experience in your subject preferred, but not required

Who You Are


  • You want to be a world-class project-based learning teacher 

  • You thrive while collaborating and are excited to work with mission-aligned, high-performing colleagues. You find positivity in shared successes.

  • You’re excited to teach Summit’s common curriculum and assessment system, which was designed for teachers and by teachers in partnership with learning scientists. 

  • You care deeply about working in intentionally heterogeneous schools and are ready to support all diverse students to reach a fulfilled life

  • You’re eager to engage in professional development and be developed as a practitioner in a network that is committed to continuous improvement.

  • You have a growth mindset and see feedback as a positive

  • You are passionate about serving as a mentor and advocate for a group of students that you’ll follow year to year. You’re open to having hard conversations to support students. 

What You Get

Summit offers competitive salaries and benefit options, including covering 75% of the health, dental, and vision plan costs. We fully cover life and disability insurance. We have a “take what you need” PTO policy, 11 paid holidays, 4 weeks of vacation during the year, and a summer break. We value our teachers’ Summit experience, offering stipends for teachers who have been with us for three or more years and helping teachers grow with us through designated time for paid professional development and regular coaching. Summit Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to all programs.  People from all diverse backgrounds are strongly encouraged to apply. Spanish language proficiency is a plus. We don't just encourage diversity and inclusion—we believe it's a requirement for us to be successful in our mission of helping all children succeed. Since we serve a diverse-by-design community of schools, educators, parents, and students, we need our team members to bring a broad range of lived experiences to the table with them. This is the only way we can ensure we are staying close to the work and building an authentic relationship with the people we serve. 


See full job description

Saint Joseph Notre Dame High School is a co-educational, Catholic parish high school located in the heart of residential Alameda, just minutes from downtown Oakland. SJND offers academic excellence and moral development to its diverse and talented 470 students. The 65 staff members are dedicated to the development of confident, open-minded, generous leaders who are ready to live joyful lives of faith, scholarship and service. The school educates future leaders in a supportive and challenging environment.

We are currently seeking a full-time Theology teacher to teach Christian Scriptures and Foundations of Social Justice during the 2020-21 school year. The position begins August 1, 2020.  

Minimum qualifications for this position include a Master’s Degree in Theology. Successful high school teaching experience is required. Candidates must be able to teach all grade levels 9th-12th.

The candidate will be responsible for working with other members of the Theology Department to implement curriculum. Candidates must be willing to teach according to Roman Catholic Church doctrine and values.

 Salary is commensurate with experience, graduate education and credentials, according to the school's established salary model for teachers. This position offers full benefits including medical, dental, and visual health benefits as well as pension and retirement plans. 

Please submit a resume, cover letter, statement of educational philosophy and three professional references by email to Jessica Park. Find out more about our school at www.sjnd.org. We are an equal opportunity employer and we welcome and encourage diverse candidates to join our community. 


See full job description

Are you looking for a flexible job while you are in school, making plans for graduate school, or trying to figure out the next steps in your career?  

Study Smarter is a small, local company based in Oakland. Since 1997 we have been offering high-quality tutoring to students throughout the East-Bay Area. We are a caring team looking out for the well being of tutors, students, and their families. Our close-knit team supports learning and growth for all our tutors, in and out of work. Our tutors build meaningful mentor relationships with their students in local, Bay Area communities.

We are looking for conscientious individuals with dynamic personalities and strong interpersonal skills. High energy people who enjoy thinking creatively and motivating high school students will love this job. Study Smarter offers a fun, casual work experience with extensive support and mentorship.

• $30/hr starting, with regular pay increases

• Paid training

• Part-time and full-time positions available. Tutors can work as few as 5hrs/week and as many as 40hrs/week depending on the subject(s) they tutor and their availability.

• Health benefits included if hours greater than 25hr/week

• Although applicants should be enthusiastic and willing to learn, no prior teaching experience is required

• Start Fall 2020 with specific date and schedule flexible

Requirements:

• Applicants must demonstrate a solid knowledge in one or more of the following fields: math (algebra, geometry, trigonometry, calculus), science (chemistry, physics, biology), English/writing, Spanish, or study skills

• A commitment to work with students through the end of the school year, mid-June 2021

• Must have a car

Please apply by submitting your resume and cover letter and by calling 510.350.8444.


See full job description

Mission Montessori believes our goal as educators is to help each child become a passionate member of the human community who is confident, creative, and flourishing. We pride ourselves on taking our mission to heart and having a school culture that supports our mission. We know that our students thrive when we, as adults, feel passionate about our work and create an environment where we also feel confident, creative, and flourishing.

Mission Montessori is seeking caring assistant teachers to work in our infant, toddler, and primary classrooms! We currently have openings for infant assistant teachers and floaters. We have full-time positions, as well as on-call sub and afternoon support positions available.

You would be teaming up with our Montessori trained lead teachers and fellow assistants to support our students' development and maintain our beautiful and orderly Montessori environments. We love to see our team learn and grow! Under the right circumstances, we sponsor assistant teachers for Montessori training so they can become lead teachers.

Qualifications


  • A joyful disposition and love of working with children

  • Ability to interact with children, parents, and co-workers in a warm, empathetic, competent, and respectful manner

  • Desire to understand and implement Montessori education (prior Montessori experience not required)

  • Fluency in Spanish (not required, but a huge plus!)

  • Willingness and ability to toilet train, change diapers, and clean

  • Punctuality and dependability 

To find out more and apply, please visit https://www.missionmontessori.org/join-our-team


See full job description

Fast growing Robotics Club for kids are looking for energetic instructors. We are committed to bring the joy of learning to our students; develop their best abilities and talents in engineering and design which help them succeed in school and in life.

Who you are:

- Energetic person who loves working with kids

- Have joy for teaching, especially to younger audiences (elementary, middle school)

- Experience working in an educational environment

- Savvy within tech with a solid competence in math and science

- The ability to work well in teams

- Interested in learning robotics and lead class lessons

- Have a creative mind, and a love of play

- Have a commitment to quality

- Have a track record of being trustworthy, responsible and reliable

- Must pass a background check, TB test and CPR (we provide info and compensate the expenses).

- College students are welcome to apply

We can consider you working on selected days/hours to meet your needs and schedule.

We provide:

- Good compensation

- Be part of the curriculum and lessons structure development

- Training and professional development

- Ability to work part time

- A wonderful team environment

- The joy of teaching, making a true difference

Our Need:

• Lego Mindstorm, Dash and Dot, Micro:bit instructors - NO EXPERIENCE NEEDED we will teach you

We provide the education materials and webinars.


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Sunsational Swim School is seeking experienced Swim Instructors to teach lessons at clients' home and community pools right away! Instructors set their own schedule, and choose which clients they want to work with. There are many lessons available now!

About:

Sunsational Swim School is the #1 provider of private at-home swim lessons in America - with over 2,000 Sunsational swim instructors. Join the Sunsational team today.

Why teach swim lessons with Sunsational?


  • Pick which clients to work with & teach when and where you want

  • Complete freedom - create your own schedule and teach lessons as you want

  • Great pay starting at $30-$45/hour (depending upon your area & lesson)

  • Have many clients to choose from and Immediate work available

  • Friendly, San Diego based office staff to support you 7-days a week

  • Gain committed students that sign up for 6-18 lessons

  • On average, Sunsational Instructors make 70%+ more than a location based swim school

  • Insurance coverage is provided for all Sunsational students you teach

  • Feel supported with our San Diego based office staff who handles all the details for you

Qualifications desired:

Experience teaching swim lessons

Reliable transportation

Passion for teaching & working with children

Detail oriented, self-motivated and able to work independently

 

Suburbs where we're seeking swimming instructors include:

Antelope, Carmichael, Citrus Heights, Clarksburg, Courtland, Davis, Dixon, El Dorado Hills, Elk Grove, Elverta, Fair Oaks, Folsom, Granite Bay, Herald, Knights Landing, Lincoln, Loomis, Mather, McClellan, North Highlands, Orangevale, Penryn, Pleasant Grove, Rancho Cordova, Represa, Rio Linda, Rio Oso, Rocklin, Roseville, Ryde, Sloughhouse, Thornton, Walnut Grove, West Sacramento, Wilton, Woodland, Yolo

Our swim instructor opportunity can be a great fit for people searching for: Seasonal job for Students, School Teachers, Tutoring jobs, tutor jobs, Nannies, Swim Coaches, Preschool Teachers, Babysitters, Special Education Teachers, Infant/Toddler Teachers, Swim Teachers. swim, swimming, swim instructor, swim instructor job, swimming instructor job, swim coach, swimming coach, swim coach job, swimming coach job, teaching, teaching job, swim school, swim school job, swim school jobs, instructing, swim instructing job, lifeguard, lifeguarding, lifeguard job, lifeguarding job, private swim lessons, swim lessons, swimming lessons, private swimming lessons, teach swim lessons, teaching swim lessons, student job, students jobs, part time job, part time jobs, part-time job, part-time jobs, seasonal jobs, temporary jobs.

 


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Bonjour!

WE are looking for one part time Teacher

Color Me French preschool is located in San Francisco.

We are a French immersion preschool serving children 2 -5 years old.

www.colormefrenchpreschool.com

We are looking for a creative, communicative, committed experienced French lead teacher. Someone that is playful, passionate, and a children's advocate.

HOURS: Mon- TH: 9-1 FRI: 8:30-4:30

Job start date : APRIL 2020

Job Description ( Lead teacher)

Implement developmentally appropriate activities and monthly curriculum for age group served.

Responsible for the daily oversight of center operations in absence of the director.

Work in a team, share information, and build positive working relationships.

Job Requirements

Lead teacher must have ECE units- If you dont . you should be willing to take some.

WE also accept French diploma ( professeur des écoles ) . we will have to make a U.S equivalence

Upbeat, playful

We will only considerate candidates that speaks french, native or close to native.

Applicants must be living in San Francisco or the Bay area at time of Hire

Must have a Working visa

Willingness and desire to work with young children, Must have a minimum of 2 years of experience working with preschoolers in a preschool setting.

Must love nature and being able to go on hikes and plan outdoor class activities

Yoga, gymnastic experience a plus. Looking to expand our Body movement activities.

CPR/ immunization ( MMR- DTAP) mandatory reporter certification and Finger print clearance upon hiring

Email if interested. Merci!

Job Type: Part-time

Salary: $24,000.00 to $26,000.00 /year

Experience:

relevant: 3 years (Required)

Education:

Associate (Preferred)

License:

ECE UNITS (Preferred)

Language:

FRENCH (Required)

Work authorization:

United States (Required)

Application Question:

what age where the children in your classroom?

How many children were in your classroom?

Did you work in a bilingual classroom before?

Are you Reggio, Waldorf or Montessori inspired?

Work Location:

One location

Benefits:

Paid time off

Professional development assistance

Tuition reimbursement

Schedule:

Monday to Friday


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We have full-time Montessori & Preschool/Toddler teacher openings at our location at 34735 Ardenwood Blvd, Fremont, CA 94555. Little Flowers Montessori has ten locations in Fremont, Milpitas, Newark, Pleasanton, Walnut Creek, Elk Grove and Vacaville.

This is an excellent opportunity to join us for a rewarding career. We are looking for teachers who are creative, energetic, and simply enjoy being with young children.

We provide excellent benefits to full-time employees including, competitive salaries, paid time off, paid holidays, medical, dental & vision coverage, 401K retirement plan, Montessori Training and tuition discounts for children of teachers.

Our school programs focus on every aspect of child's growth. We tailor our attention to each child's cognitive, emotional, social and physical development. Children learn self respect, respect for others, and respect for their surroundings and love for learning.



  • Montessori Teacher: Applicants must be a fully qualified Montessori Teacher (AMI or AMS) or currently taking Montessori Training.


  • Preschool/Toddler Teacher: Applicants must have a minimum of 12 ECE units and a minimum of 6 months work experience. Applicants must be able to implement the curriculum set by the school and must be willing to change diapers.

All applicants must be able to pass the fingerprinting/child background check & be able to pass health screening and TB.

We prefer you submit the application online here: http://lfmont.com/emp_application.html

Please call (510) 793-0000 for more information or visit our web site at http://lfmont.com

Job Type: Full-time

Experience:


  • Preschool Teacher: 1 year (Preferred)

Benefits:


  • Health insurance

  • Dental insurance

  • Vision insurance

  • Retirement plan

  • Paid time off

  • Parental leave

  • Professional development assistance

  • Tuition reimbursement


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  • Are you a preschool teacher who is supportive, passionate, happy, and enthusiastic about providing young learners with a developmentally appropriate curriculum?

**- Do you agree with the phrase--IT'S THE PROCESS...NOT THE PRODUCT?


  • Are you ready for a change in your Early Childhood career to a position in a quality program with low ratios that values both early learners and educators?**

    IF YOUR ANSWER TO EACH OF THESE QUESTIONS IS YES, CONTACT THE CHILD DAY SCHOOLS, (TCDS) MORAGA. We currently have a full-time opening for fully qualified Pre-K teachers and substitutes who can support our wonderful children and staff.


More About Our Pre-K Position:

Our charming, friendly campus in Moraga seeks a fully qualified, experienced Pre-Kindergarten teacher who understands how important the Pre-K school year is for young children and their families. For many of our children it will be their last year of preschool, and we want to prepare them for the social-emotional and intellectual challenges ahead. TCDS offers a dynamic curriculum model, which includes both HighScope and the Emergent Curriculum (Project Webs). We are looking for nurturing educators who are interested in providing young learners with a developmentally appropriate hands-on curriculum with activities designed to enhance the healthy emotional, social, intellectual, and physical development of young children. If you are an educator who is committed to ongoing coaching and training, values a professional, respectful environment, and enjoys positive connections with children, parents and co-workers...we would like to welcome you to our school.

Requirements:

- Minimum 15 Early Childhood Education Units (an AA or BA is preferred but not required) - 6 Months Experience - Live Scan clearance - Current Immunizations and Health Report - CPR/First Aid Certified - Mandated Reporter Training completion - Understands Community Care Licensing Regulations - Average or above average physical strength and mobility - Commitment to ongoing coaching and education in Early Childhood

*Please reply via Craigslit to Emil Delgado-Olson, Director You may call 925-376-5110 to confirm receipt of your e-mailed resume..

What We Offer Our Staff: At The Child Day Schools (TCDS), we provide the highest quality early childhood education programs for early learners and their families and have done so successfully for over 40 years. We value and support our staff by providing a welcoming collaborative, professional work environment that offer teachers the opportunity to develop their skills through continuous training while receiving benefits that honor their ECE profession.

Our Benefits Include:

- Competitive Wages (based on education and experience) - 19 Paid Holidays Per Year - 6 Paid Sick Time Days - Medical Plan - Dental Plan - 401(k) - Staff Childcare - Annual End of Year Retention Bonus!

Sounds wonderful, but worried about the commute to Moraga? Our teachers, who commute from Antioch, Pittsburg, Hercules, Vallejo, Oakland, or anywhere on Hwy 680, find Moraga to be centrally located and an easy drive from their homes.

 

LOOKING FOR A SUBSTITUTE TEACHING POSITION?

The Child Day Schools (TCDS) has five schools, which are located in Antioch, Lafayette, Moraga, Pleasanton and San Ramon. Our goal at TCDS is to provide an inclusive nurturing learning environment with experiences that allow young children to grow and prosper during the preschool years. If interested in being a part of our TCDS family, please reply with a cover letter and resume to Yvonne Sylvia, Program Facilitator

THANK YOU FOR YOUR INTEREST IN OUR SCHOOL!

For more information, please visit our website.

E.O.E.


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Tinker Preschool is currently seeking a:


  • Lead Teacher/Early Childhood Educator

About our school:

Tinker Preschool is a progressive inquiry based early childhood program. We take a strong inspiration from the philosophies of Reggio Emilia, S.T.E.A.M and connections with nature. We are a team of experienced educators who are passionate about building on the individual interests of children, in the classroom and beyond. Together, we are creating a nurturing learning environment that encourages innovation, invites creativity, and inspires multifaceted thinking.

Job Overview and Responsibilities:

The Lead Teacher/Early Childhood Educator is responsible for:

-Planning the daily indoor and outdoor curriculum that offers supportive and stimulating learning experiences for the school children.

-Adopting clear and consistent observation and documentation practices to support the learning process, curriculum, and teacher research.

-Maintaining strong and consistent lines of communication to the school community including staff and parents.

-Providing positive behavioral guidance for children based on a co-learning approach through inquiry, research and reflective based practices.

-Collaborating with and modeling effective and responsible teaching practices for teaching assistants.


  • Commitment to professional development and continued education through collaboration, workshops, training, research and reading.

Minimum Requirements:

-Holds a BA degree in ECE or relevant field

-2 years teaching experience

12 ECE units or Child Development Associate Permit

-CPR & First Aide Certification

-Negative TB test

-Criminal background clearance

Desired Qualifications:

-MA degree in a related field

-Strong language command of Mandarin Chinese

-Knowledge of Reggio/inquiry based philosophy

Our Commitment to you:

-A supportive and respectful working environment where you are heard and valued

-Providing consistent professional development

-Competitive Salary

To apply, please respond with your CV and 3 references.

 

Tinker Preschool is currently seeking a:


  • Teacher's Assistant

Job Overview and Responsibilities:

The Teaching Assistant is responsible for:

-Preparing activities in collaboration with the lead teacher.

-Supporting the social emotional safety and development of young children by utilizing positive guidance, developmentally appropriate practice and responsive language.

-Fostering and maintaining safe and engaging learning environments.

Minimum Requirements:

-Prior experience working with young children

-CPR & First Aide Certification

Our Commitment to you:

-A supportive and respectful working environment where you are heard and valued

-Providing consistent professional development

-Competitive Salary

To apply, please respond with your CV and 3 references.


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Marin Horizon School (Mill Valley, CA) is a progressive, toddler – 8th grade school of about 300 students. The inquiry-based curriculum focuses heavily on hands-on, collaborative learning in order to develop students’ academic and social-emotional skills. The school views character education and self-advocacy as integral to growth in and out of the classroom and acknowledges diversity, equity, and inclusion as necessary elements of a strong community.

POSITION DESCRIPTION

We are looking for a creative and dynamic Second/Third Grade Lead Teacher who demonstrates a desire to create engaging, differentiated curriculum and foster a caring and vibrant classroom community. The ideal candidate has experience with Lucy Calkins’ Readers/Writers Workshop, Responsive Classroom, an interest in curriculum design, and acknowledges the importance of social-emotional learning across all learning experiences.

This position is responsible for 3rd grade math and language arts instruction and works collaboratively with the 2nd grade lead teacher, as well as a shared assistant teacher, to plan and implement mixed-age science and social studies curriculum across the two classrooms.

PRIMARY RESPONSIBILITIES

Curriculum, Materials, Classroom Management

- Plan and implement third grade whole-group, small-group, and individual instruction in mathematics and language arts, following the Readers and Writers Workshop model.

- Collaborate with other 2nd/3rd grade lead teacher to plan and lead science and social studies in mixed-age groups

- Assess students regularly, examine assessment data, and refine lesson plans to differentiate instruction for each student while working collaboratively with Learning Support teachers

- Establish a classroom culture that creates community and embraces mistakes as learning opportunities by following Responsive Classroom, restorative justice, and best practices

Community-Building, Professional Development, and Other Responsibilities

- Consistently communicate student progress to families in order to involve parents/guardians in their child’s education

- Assist in the development of and participate in school functions, including but not limited to Back to School Night, admissions events, parent education events, and school-wide community-building events

- Chaperone at least one overnight camping trip

- Actively seek professional development

- Other duties as assigned

QUALIFICATIONS AND SKILLS

- Bachelor's degree in related field; master’s degree preferred

- 3-5 years teaching experience in lower elementary school

- Demonstrated commitment to culturally inclusive teaching practices

- Experience working with students from diverse backgrounds

- Experience with Responsive Classroom and/or Readers/Writers Workshop

- Must possess a collaborative, growth mindset intent on refining teaching practices as well as a desire to work with and learn from adults and students alike


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ARISE HIGH SCHOOL IS HIRING A CREDENTIALED SPANISH TEACHER

 Do you want to join a dream team of educators who are innovative, passionate, and committed to challenging the status quo in public education and building a model for academically rigorous social justice education in Oakland and beyond?! ARISE High School, a small charter school in East Oakland, California focused on preparing students to find success in college and career, is growing and seeking passionate and skilled teachers interested in joining a crew of dedicated and experienced educators, students, parents, and community leaders who struggle together to help create a more just, healthy, and equitable society. 

 

WHO WE ARE: At ARISE we nurture, train, and discipline our school community to engage in a continuous practice of developing mind, heart, and body towards a vision where we actively rise up. Agency and self-determination drive our struggle to improve our own material and social conditions towards a more healthy, equitable, & just society. The mission of ARISE High School is to empower ourselves with the skills, knowledge, and agency to become highly educated, humanizing, critically conscious, intellectual, and reflective leaders in our community. 

 

REQUIRED QUALIFICATIONS FOR TEACHERS 

▪ Hold or be working towards a valid California Teaching Credential 

▪ Be able to work from and build upon an established curriculum, scope, and sequence 

▪ Experience with differentiation in curriculum and instruction to support emerging skill sets of students, especially students with IEPs and English Language Learners 

▪ Committed to further developing the skills and examining the ideologies associated with the ARISE Instructional Core criteria 

▪ Growth mindset 

▪ Commitment to equity and serving the students, families, and community of ARISE PREFERRED QUALIFICATIONS FOR TEACHERS 

▪ The successful candidate will have demonstrated proficiency in all areas of our ARISE Instructional Core: 

  1. Restorative Justice 

  2. Literacy strategies 

  3. Culturally relevant teaching 

  4. Rigorous instruction through project-based learning 

  5. Standards-based teaching 6. Classroom aesthetics 

▪ Experience in individual and collaborative curriculum development 

▪ Experience with trauma-informed classroom and restorative justice 

▪ Two years of credentialed teaching experience in an urban setting 1 

▪ Advanced degree in subject-matter content or education 

▪ Familiarity working with Common Core standards 

▪ Experience with assessments for and of learning ( standards based grading) 

▪ Experience with gradual release instruction (i.e. “I do - We do - You do”) and student-centered instructional practices TEACHER JOB 

 

RESPONSIBILITIES & EXPECTATIONS 

▪ Teach four sections of a course/courses within your discipline and one section of Advisory 

▪ Attend and participate fully in weekly Professional Development and weekly or bi-weekly coaching meetings with an instructional coach (all teachers at ARISE have a dedicated instructional coach) 

▪ Participate in professional development opportunities to develop skills and expand scope of curricular and instructional knowledge and understanding (including school-wide professional development retreats, critical inquiry group participation, opportunities with school partners, and outside individual professional development) 

▪ Provide regular feedback to students about their progress, including completing quarterly progress reports and updating the online grade book weekly 

▪ Participate in “Academic Familia” grade level meetings to problem solve student issues and build out collaborative, cross-curricular projects 

▪ Develop project-based “Rigorous Summative Assessments” in alignment with our Graduate Profile 

▪ Collaborate with teachers/peers and our Adelante Student Support team to provide a consistent academic support system for all students 

▪ Participate in peer observations with other teachers to heighten the effectiveness and experience of our community of teachers as learners 

▪ Align course content with our Public and Community Health Pathway 

▪ Provide academic support outside of class to our students (e.g. tutoring, mentoring, homework assistance, including one afternoon each week assisting with required study hall hours) at least twice per week. 

▪ Contribute to teaching a two-week beyond the classroom course during our Post Session, which runs for the final two weeks of the school year 

▪ Attend and support additional beyond the classroom activities including Advisory retreats, College Tours, Days of Service, Student-led conferences, and Exhibition nights) SPANISH TEACHER SPECIFIC QUALIFICATIONS 

▪ Experience in primary language literacy and development (i.e. Spanish) 

▪ Experience with teaching native/heritage speakers 

▪ Teaching complex reading and writing 

▪ Experience with teaching non-native speakers 

▪ Teaching grammar and conversational Spanish 

▪ Able to teach Spanish for Native Speakers and Introduction to Spanish (for non-native speakers) 

▪ Experience with writing and reading models such as 6+1 Traits of Writing (Culham & Chin, 2003), 

▪ Experience with scaffolding reading and writing from smaller discrete steps to more complex skills 

▪ Interest and expertise in co-building a Foreign Language department that cultivates knowledge of self, critical consciousness, codes of power, literacy, and reading the word and the world 2 

 

RESPONSIBILITIES AS AN ADVISOR 

▪ Provide academic, socio-emotional, personal guidance, and support to a grade-level homogenous Advisory class of 15-22 students, including support towards fulfilling graduation requirements (e.g. Defenses, community programs, cultural immersion, etc.) 

▪ Exemplify and reinforce the ARISE Vision, Mission, and Core Values in and beyond Advisory 

▪ Collaborate with students, parents/guardians and other teachers to address the academic and social needs of advisees; provide consistent follow-up with/for students, parents/guardians and teachers in the role of Advisor 

▪ Facilitate the maintenance of student portfolios 

▪ Hold a focused independent reading time space 3x per week during Advisory ▪ Coordinate bi-annual student-led conferences 

▪ Conduct home visits to meet with advisees and their families as necessary 

 

TEACHER LEADERS 

We at ARISE are excited to bring on experienced teacher leaders to help realize our ARISE Mission and Vision. We encourage teachers to participate in leadership roles in school development and are provided a stipend for doing so. Such duties include: operations, and/or administration, internship coordinator, technology coordinator, data coordinator, advisory coordinator, Academic Familia lead, etc. 

EMPLOYMENT DETAILS AND SELECTION PROCESS 

All teacher candidates are asked to submit the following via email to jobs@arisehighschool.org 


  1. a cover letter that includes how the candidate is a good fit with ARISE 2. a resume 

  2. three references 

  3. a sample lesson plan 

  4. a sample unit plan 

 

After an initial document and phone screening, potential candidates will be asked to do the following: 


  1. INTERVIEW: An interview by a panel of students, parents, and staff 

  2. DEMONSTRATION LESSON: Candidates will be asked to do a demonstration lesson with some of our students. 

  3. LESSON DEBRIEF: Candidates will participate in a lesson debrief in order for ARISE to assess for teacher coachability. 

  4. TEACHING PORTFOLIO: A portfolio brought to the interview that includes: 

▪ Resume, lesson(s) plans, curriculum plans or unit plans, sample of student work (multiple levels recommended), a letter of recommendation from parent and/or student, a letter of recommendation from a colleague or supervisor 

▪ Additional artifacts may include rubrics, classroom handouts, articles written SALARY AND SCHEDULE 

▪ Competitive, with health, sick, and pension benefits

▪ Stipends available for leadership responsibilities, advanced degrees, Spanish fluency 

▪ Employment runs from August 1st through the beginning of June. On-site work is estimated to begin on the first week of August. 


See full job description

Are you passionate about teaching? Do you love being amongst kids and want to make a difference in the education of children? Our preschool kids are the best! Their curiosity, questioning, and zest for life inspire our passionate educators every day. As a preschool teacher you’ll help preschoolers develop their problem-solving skills, guide them in both structured learning and play time, and prepare them with the knowledge they’ll need to succeed in kindergarten and beyond.

A little about us

Stratford School is an independent private school founded on the belief that education is a significant influence in the life of a child. Our mission is to create a school community that inspires children to realize their full potential, while providing a safe and nurturing school environment. To support our mission, we bring together principals, teachers, and parents who are passionate about education. Stratford offers a balanced and unparalleled curriculum from preschool through eighth grade with an emphasis in the areas of STEAM (Science, Technology, Engineering, Arts, and Mathematics) that incorporates music, physical education, foreign language, and social skills development. Our goal is to prepare students to become creative problem-solvers, innovators, and confident, compassionate leaders. Together, we provide the best possible learning environment for our students to achieve outstanding results.

A little about you

You are a fun and energetic preschool teacher who is passionate about child care and early childhood education. You like being creative within framework of curriculum. You are patient, kind, and understanding, and take the time to develop personal connections with your families. Above all, you love learning and instill that zest in your students. At Stratford School we are committed to helping you to be the best teacher you can be.

A typical day

Preschool Teachers at Stratford create a warm, engaging, and creative classroom that promotes a curriculum that teaches 21st century skills of communication, collaboration, problem solving, and analysis. A lot of fun between circle time, play time, snack time should be expected.

Musts

Stratford preschool educators are dedicated to the love of learning and inspire their students not only to learn more but to do more. Engaging, creative and full of sparkle are a few words that describe our preschool teaching professionals. Being a strong communicator and having an abundance of patience is the key to success for our teachers. An educational background with early childhood units shall include courses that cover the general areas of child growth and development, child, family, and community, and program/curriculum or a Bachelors of Child Development is needed for this opportunity.

This is a part time position working 5 mornings in a preschool classroom


See full job description

Essential Qualifications for Applicants:

Single Subject California Teaching Credential in Mathematics.

B.A. or B.S. required, Master’s Degree preferred

Desirable Qualification for Applicants:

3+ years teaching experience in an urban education setting serving low-income students of color

Experience in inquiry based lessons (students centered) with an emphasis on critical thinking

Experience with instruction that is specific to teaching math-specific vocabulary

Interest in joining a highly collaborative team that co-constructs curriculum, lesson plans, and assessments

Experience with assessments for and of learning including standards based grading

Experience or knowledge of how to create and maintain a cohesive, productive, positive, rigorous, and reflective classroom community

Bilingual in Spanish

Teacher Job Responsibilities and Expectations:

Teach 4 sections of Geometry

Provide regular feedback to students about their progress, including completing quarterly progress reports and updating the online grade book weekly

Participate in professional development opportunities to develop skills and expand scope of curricular and instructional knowledge and understanding (including school-wide professional development retreats, critical inquiry group participation, opportunities with school partners, and outside individual professional development)

Provide academic support outside of class to our students (

RESPONSIBILITIES AS ADVISER

Provide academic, socio-emotional, personal guidance, and support to a grade-level homogenous

Advisory class of 17- 22 students, including support towards fulfilling graduation requirements

Collaborate with students, parents/guardians and other teachers to address the academic and social needs of advisees; provide consistent follow-up with/for students, parents/guardians and teachers in the role of Adviser

Time Commitment:

This position is for the remainder of semester two in the academic calendar running till the middle of June.

Common Building Hours: All teachers are expected to maintain hours of 8:15 am-4:00 pm Mondays,Tuesdays, and Fridays and 8:15am-4:30pm on Wednesdays and Thursdays plus office hours 2x/week.

Weekly professional development occurs on Wednesdays and Thursdays, minimum of bi-weekly observation and coaching for all teachers, and paid content specific off-site PD

 


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 ARISE High School is hiring a STEM Elective Teacher     

Do you want to join a dream team of educators who are innovative, passionate, and committed to challenging the status quo in public education and building a model for academically rigorous social justice education in Oakland and beyond?!

ARISE High School, a small charter school in East Oakland, California focused on preparing students to find success in college and career, is growing and seeking passionate and skilled teachers interested in joining a crew of dedicated and experienced educators, students, parents, and community leaders who struggle together to help create a more just, healthy, and equitable society.     Who We Are:At ARISE we nurture, train, and discipline our school community to engage in a continuous practice of developing mind, heart, and body towards a vision where we actively rise up. Agency and self-determination drive our struggle to improve our own material and social conditions towards a more healthy, equitable, & just society.     The mission of ARISE High School is to empower ourselves with the skills, knowledge, and agency to become highly educated, humanizing, critically conscious, intellectual, and reflective leaders in our community.      

Required Qualifications for Teachers


  • Hold a valid California Teaching Credential 

  • Be able to work from and build upon an established curriculum for two Engineering courses, and co-teach two computer science course sections with a master teacher

  • Growth mindset, commitment to building a healthy staff culture of professional learners

  • Commitment to equity and serving the students, families, and community of ARISE

  • Committed to further developing the skills and examining the ideologies associated with the criteria

 Preferred Qualifications for Teachers


  • Hold a valid California Teaching Credential in math or science

  • Experience in individual and collaborative curriculum development 

  • Experience with trauma-informed classroom and restorative justice

  • Two years of credentialed teaching experience in an urban setting 

  • Advanced degree in subject-matter content or education

  • Familiarity working with Common Core standards, or NGSS standards

  • Experience with assessments for and of learning ( standards based grading)

  • Experience with gradual release instruction (i.e. “I do - We do - You do”) and student-centered instructional practices

  • The successful candidate will have demonstrated proficiency in all areas of our ARISE Instructional Core


  1. Restorative Justice

  2. Literacy strategies

  3. Culturally relevant teaching

  4. Rigorous instruction through project-based learning

  5. Standards-based teaching

  6. Classroom aesthetics

Teacher Job Responsibilities & Expectations


  • Teach four sections of a course/courses within your discipline and one section of Advisory

  • Attend and participate fully in weekly Professional Development and weekly or bi-weekly coaching meetings with an instructional coach (all teachers at ARISE have a dedicated instructional coach)

  • Participate in professional development opportunities to develop skills and expand scope of curricular and instructional knowledge and understanding (including school-wide professional development retreats, critical inquiry group participation, opportunities with school partners, and outside individual professional development)

  • Provide regular feedback to students about their progress, including completing quarterly progress reports and updating the online grade book weekly

  • Participate in “Academic Familia” grade level meetings to problem solve student issues and build out collaborative, cross-curricular projects

  • Develop project-based “Rigorous Summative Assessments” in alignment with our

  • Collaborate with teachers/peers and our Adelante Student Support team to provide a consistent academic support system for all students

  • Participate in peer observations with other teachers to heighten the effectiveness and experience of our community of teachers as learners

  • Align course content with our Public and Community Health Pathway

  • Provide academic support outside of class to our students (e.g. tutoring, mentoring, homework assistance, including one afternoon each week assisting with required study hall hours) at least twice per week.  

  • Contribute to teaching a two-week beyond the classroom course during our Post Session, which runs for the final two weeks of the school year

  • Attend and support additional beyond the classroom activities including Advisory retreats, College Tours, Days of Service, Student-led conferences, and Exhibition nights)

Responsibilities as an Advisor


  • Provide academic, socio-emotional, personal guidance, and support to a grade-level homogenous Advisory class of 15-22 students, including support towards fulfilling graduation requirements (e.g. Defenses, community programs, cultural immersion, etc.)

  • Exemplify and reinforce the ARISE Vision, Mission, and Core Values in and beyond Advisory

  • Collaborate with students, parents/guardians and other teachers to address the academic and social needs of advisees; provide consistent follow-up with/for students, parents/guardians and teachers in the role of Advisor

  • Facilitate the maintenance of student portfolios

  • Hold a focused independent reading time space 3x per week during Advisory

  • Coordinate bi-annual student-led conferences

  • Conduct home visits to meet with advisees and their families as necessary

Teacher Leaders

We at ARISE are excited to bring on experienced teacher leaders to help realize our ARISE Mission and Vision.  We encourage teachers to participate in leadership roles in school development and are provided a stipend for doing so.  Such duties include: operations, and/or administration, internship coordinator, technology coordinator, data coordinator, advisory coordinator, Academic Familia lead, etc.

Employment Details and Selection Process

All teacher candidates are asked to submit the following via email to 


  1. a cover letter that includes how the candidate is a good fit with ARISE

  2. a resume

  3. three references

  4. a sample lesson plan 

  5. a sample unit plan 

After an initial document and phone screening, potential candidates will be asked to do the following:


  1. INTERVIEW:  An interview by a panel of students, parents, and staff

  2. DEMONSTRATION LESSON:  Candidates will be asked to do a demonstration lesson with some of our students.

  3. LESSON DEBRIEF:  Candidates will participate in a lesson debrief in order for ARISE to assess for teacher coachability.

  4. TEACHING PORTFOLIO:  A portfolio brought to the interview that includes:


    • Resume, lesson(s) plans, curriculum plans or unit plans, sample of student work (multiple levels recommended), a letter of recommendation from parent and/or student, a letter of recommendation from a colleague or supervisor

    • Additional artifacts may include rubrics, classroom handouts, articles written Salary and Schedule




  • Competitive, with health, sick, and pension benefits

  • Stipends available for leadership responsibilities, advanced degrees, Spanish fluency

  • Employment runs from August 1st through the beginning of June. On-site work is estimated to begin on the first week of August.


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Do you have a passion for making learning fun, exciting, and full of giggles?

Do you love introducing new concepts to young minds in a fresh and creative way?*

Do you believe that the classroom is the “third teacher” and strive to make it a warm, accessible, and encouraging place for curious little minds?

If yes, we want to meet you!

Little Star Preschool is looking for a dedicated, creative, and community focused Early Childhood professional to join our team of passionate teachers working with students ages 2.5 to 5 years and their families at our Taraval location.

Our amazing core teachers work together to develop and implement a quality age appropriate curriculum that encourages curiosity, builds skills and confidence, and looks to instill a growth mindset in our young students. We look to create and maintain a warm, safe and nurturing learning environment that encourages play, exploration, communication and lots and lots of fun!

We hope to add to our team an energetic self-starter who thinks outside the box, can adjust to any situation that may arise with ease, holds the belief that children are valuable members of society as they are, truly believes that communication is key, and knows that community and teamwork really do make the dream work!

As a full time employee with Little Star Preschool you can expect:

An hourly salary based on candidate’s level of education, experience and performance*

10+ paid holidays a year

Two weeks paid vacation in your first year

Compensation for unused sick & vacation time

Health, dental, and vision insurance

401K contribution

Laughter and joy everyday!

An applicant for this great teaching opportunity should meet the following requirements:

Must have 12+ Early Childhood Education units from an accredited institution*

Must have a minimum of two years experience working in a preschool aged classroom

Must be able to provide 3+ teaching references

Must be willing to come in for a demo in addition to an interview (2 separate days)

Should have experience working in a mixed age classroom of 20+ students

Should be willing to commit 1 year minimum to the program

We look forward to hearing from you!

Little Star Preschool is an established, state-licensed preschool and child care center operating in the Sunset District in San Francisco. If interested, please respond with a cover letter and resume outlining your most recent experiences with children. Qualified candidates will be contacted for in-person for an interview.

Teacher

Preschool

Childcare

Education

Fulltime

Elementary Teacher

Preschool Teacher

Substitute Teacher


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Little Urbanites Preschool is looking for a wonderful Teaching Assistant to Join our Team.

Requirement: 6 ECE units, 6 month experience in Preschool Classroom

Hours: M-F 9-1

The above position is available immediately. We are also hiring TA's for our second location opening in May.

Please reach out with your resume and we'll be in touch to arrange an interview.


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Reading Partners AmeriCorps Member (2020-21)

San Francisco Bay Area

San Francisco & Oakland

Full time

Reading Partners is changing the education landscape. We are a leader in working to solve the literacy crisis in our country by leveraging community volunteers and AmeriCorps service members in under-resourced elementary schools. Our dedicated and expansive volunteer base provides one-on-one tutoring to students twice weekly, and our program is proven to help children master the reading fundamentals they need to unlock their potential as successful and confident readers in school and in life. Our people are the heart and soul of our organization, and our greatest resource; we are all passionately rallied around our mission to help children become lifelong learners by empowering communities to provide individualized instruction that works. Join our stellar team leading the charge to deepen our impact and expand our service. 

 

AmeriCorps/VISTA engages more than 80,000 Americans in intensive service each year at nonprofits, schools, public agencies, and community and faith-based groups across the country. Since the program s founding in 1994, over 1 million AmeriCorps members have contributed more than 1.4 billion hours in service across America while tackling pressing problems and mobilizing more than 2.3 million volunteers for the organizations they serve.

At Reading Partners we have to mobilize 350 full-time AmeriCorps and VISTA members to serve in various positions across the country. This AmeriCorps service opportunity is school-based supporting and implementing the Reading Partners mission while at the same time exemplifying the AmeriCorps motto of getting things done. Reading Partners strives to recruit AmeriCorps members dedicated to a year of service in the community.

The Roles

Interested in direct service in one or multiple elementary schools? Check out our school-based AmeriCorps opportunities below!

The AmeriCorps Site Coordinator is the face of Reading Partners within our reading centers in elementary schools, leading the full-time program coordination, operations, and relationship development at their school. This is an exciting opportunity to serve directly with kids, coach volunteers, build partnerships with faculty and staff, and gain hands-on-experience with a literacy program that works!

What you ll do & how you ll do it:

Program implementation - Coordinate the day-to-day operations of Reading Partners program at a partner school to ensure the Reading Partners program and curriculum meet students learning needs.


  • Leading program implementation is a huge responsibility! As the head of a reading center, Site Coordinators demonstrate a strong understanding of our program and can effectively coach volunteer tutors through the curriculum. Superb organizational skills are paramount in meeting student enrollment goals (an average of 40-80 students), coordinating constantly changing schedules, managing accurate student and tutor data records, and tracking student progress through regular assessments. Site Coordinators also serve directly with students to provide ongoing tutoring throughout the year.

Relationship management & communication - Forge and maintain positive relationships within the school community to create a welcoming environment for students, volunteer tutors, faculty, and staff.


  • Fostering relationships within the school community is a key component of a Site Coordinator s success. Site Coordinators demonstrate an aptitude for communication, adapting their communication styles to best suit the needs of students, volunteer tutors, Reading Partners colleagues, and school-based faculty/staff. The ability to motivate kids in their learning and to manage their behavior is a significant responsibility, as is the ability to train, guide, and give feedback to volunteer tutors.

The AmeriCorps Regional Site Coordinator plays a critical role in our school-based team within the region. This role serves as a mobile coordinator to support multiple reading centers. They accomplish this by tutoring, identifying trends, sharing best practices across schools, and supporting AmeriCorps Site Coordinators.

What you ll do & how you ll do it:

Program support - Collaborate with AmeriCorps Site Coordinators to implement the Reading Partners program at a portfolio of partner school sites, ensuring that all students receive support to meet their learning needs.


  • The Regional Site Coordinator is an extension of the greater Reading Partners team. In serving multiple school sites, Regional Site Coordinators must develop a strong understanding of our curriculum and how to implement them across different reading centers. This knowledge is key to identifying regional trends and partnering with the local team to share best practices and resources across schools. Regional Site Coordinators often provide additional targeted tutoring support to students and coaching to volunteer tutors to improve program quality. If needed, Regional Site Coordinators may be asked to transition into the Site Coordinator role at a specific elementary school.

Relationship management & communication - Forge and maintain positive relationships within multiple school communities and with AmeriCorps peers to create welcoming environments for students, volunteer tutors, faculty, and staff.


  • Strong relationships are a cornerstone of the Regional Site Coordinator s success. Because Regional Site Coordinators interact with a significant number of students, volunteer tutors, Reading Partners staff, and school faculty/staff across the region, the ability to foster trust and positive relationships is a must. The aptitude to guide and give feedback to volunteer tutors is critical, as is the ability to identify student and tutor trends throughout individual school sites.

The AmeriCorps Literacy Lead is a direct tutoring support within our reading centers, focusing on target students in need of more individualized instruction. This is an exciting opportunity to provide intensive tutoring to kids, support the research and creation of literacy trainings, and get a hands-on approach to an educational program that works!

What you ll do and how you ll do it:

Direct tutoring & student support - Tutor an average of 15 target students twice per week, identifying alternative methods to provide more intensive and individualized literacy strategies to meet our students learning needs.


  • The Literacy Lead is an exciting role that hones in on tutoring and educational best practices. Literacy Leads partner with the region s school-based team to support site setup at multiple reading centers through the first month of launch. Once assigned to a reading center, our Literacy Leads collaborate with AmeriCorps Site Coordinators to identify, assess, and tutor students in need of additional instruction. A strong ability to understand our program is crucial, as is a love for serving directly with students. Literacy Leads may also research, create, and facilitate tutor trainings to share best practices and improve student outcomes.

Relationship management & communication - Forge and maintain positive relationships within the elementary school community to create a welcoming environment for students.


  • Creating strong relationships with target students is a significant aspect of the Literacy Lead s role. Because Literacy Leads regularly tutor a portfolio of approximately 15 students, an inherent passion and ability to connect with and motivate children towards success is crucial.

About You!

You ll be successful in this role if you:


  • Are dedicated to national and community service

  • Understand this position is an AmeriCorps service commitment and are dedicated to successfully completing a full term term of service.

  • Demonstrate a passion for working with children

  • Possess a natural ability to connect with people

  • Are eager for a dynamic schedule

  • Pay strong attention to detail and manage competing priorities effectively

  • Boast a deep belief in and passionately promote our mission

  • Demonstrate a love for relationship building and public speaking

  • Have flexibility and adaptability in both work style and work environment

  • Take initiative in meeting goals and seeking professional growth

  • Can problem-solve through challenges and failures

  • Can quickly learn new technology systems like Salesforce, and have a high level of comfort with Microsoft Office and Google Apps

  • Root your work in our core values

  • Possess a high school diploma or GED

  • Hold US Citizenship or Permanent Resident Status

  • Have not completed more than three (3) prior AmeriCorps or VISTA service terms

Bonus Points if you:


  • Are an AmeriCorps, Peace Corps, and other national service alum/alumna

  • Have experience volunteering with other community-based or education programs

What we offer:


  • AmeriCorps members earn an annual living stipend of $23,000

  • AmeriCorps members are eligible for medical, dental, and vision coverage at no cost for our members; childcare assistance is available through AmeriCorps for those who qualify.

  • AmeriCorps members can earn an education award of $6,195 after successfully completing their service term.

  • You may be eligible for student loan forbearance on federal student loans.

  • We offer an exciting and dynamic culture, and we commit to investing in and supporting our amazing people to grow their careers with us. As such, we provide ongoing professional development opportunities.

The other things you need to know:



  • Service Terms: AmeriCorps members serve full-time (approximately 40 hours/week) from August 2020 through June 2021, and must commit to a service term of 1700 hours over an 11-month period.


  • Travel: AmeriCorps members regularly travel to school sites throughout the week, and need access to reliable transportation on a daily basis. AmeriCorps members also make occasional trips to regional offices and service day events.


  • Reading Partners AmeriCorps Orientation: At the start of each program year, Reading Partners holds an intensive program orientation training to take a deeper dive into our program, foster relationships with regional teams, and learn the skills necessary to execute their respective AmeriCorps role.

We look forward to hearing from you!

_________________________________

Applications will be considered on a rolling basis. Position will remain posted until filled. No phone inquiries.


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COMPANY DESCRIPTION

Wellness in the Schools (WITS) is a national non-profit that teaches kids healthy habits to learn and live better. We partner with public schools to provide nutrition and fitness education, healthy scratch-cooked meals and active recess periods. Our approach improves student outcomes and drives systemic, long-term change, shifting school cultures.

JOB DESCRIPTION

Qualifications:

*Culinary school graduate or equivalent in experience.

*Deadline and detail focused.

*Strong interpersonal skills (necessary for working cooperatively with school personnel, parents, and other partnering organizations).

*Excellent organizational and communication skills.

*Strong leadership and management skills.

*Ability to work well with children and parents.

*Passion for the WITS mission.

*Fluent Spanish preferred, but not required.

Responsibilities (may include, but are not limited to):

*Train school kitchen staff on new menu items on a weekly basis.

*Build relationships with school community including principal, teachers and parents while exercising flexibility and resilience in understanding the changing nature of school environments; attend meetings as required.

*Educate school community through culinary and nutrition classes.

*Support evaluation of WITS programs.

*Manage ingredient inventory.

*Engage with regional and national office.

*Perform other duties as assigned.

Details:

Start date: March, 2020. ASAP.

Part-time, salaried role based on school year calendar.

This position reports to the WITS Program Manager or other appointee as designated by WITS.

Compensation based on experience.

Hire may be contingent upon: recent PPD negative status, ServSafe certification, and cleared background/fingerprint check.

Job requires Hire to lift up to 50 pounds.

Job requires Hire to be on their feet for 5 hours per day.

Job requires Hire to handle all types of food and ingredients.

WITS provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, gender, national origin, age, disability or genetics. In addition to federal law requirements, WITS complies with applicable state and local laws governing nondiscrimination in employment in every location in which it operates.

COMPENSATION

this position is: salaried, less than 50k

APPLICATION INSTRUCTIONS

Email 

Include cover letter outlining your fit for the role and reason/s for applying.

DEADLINE March 26, 2020


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Noah’s Ark Preschool in Danville is seeking an experienced, skilled, collaborative and committed individual to direct the early childhood program. The school is located in a pastoral setting on the campus of Saint Timothy’s Church. The preschool is a ministry of the church providing children a safe, supportive and enriched learning environment. As is true in our larger parish community, at Noah’s Ark we acknowledge and honor the diversity of families, and welcome all who choose to be with us. The hands-on intentional curriculum consists of literacy, math, science, gardening, nature exploration, cooking, perceptual motor, drama and music. The curriculum addresses the developmental needs of the ‘whole’ child while preparing them for today’s academic kindergarten experience.


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We are now hiring full time Assistant Guides for Montessori campus in the Mill Valley area!

Do you love working with young children? Have you been searching for a friendly team of educators who hold themselves to high standards? Do you have 12 ECE units? Have you been looking for a place where you can grow and learn and develop your career?


Your Role

We're looking for an enthusiastic, adaptable Assistant Guides (Teachers) & Extended Day Specialists who have a passion for working with children for our Toddler, Nido or Children's House classrooms (ages 1-3 or 3-6).

This position is a full-time role (9 am - 6:00 pm or 7:00am - 4:00pm) with great benefits including health, dental, and vision insurance, a 401K, a competitive rate of pay, and a generous 75% tuition discount for up to two children at our school. We are also open to part time roles for the right candidate.

This role is a great opportunity to get your foot in the door, and learn more about Montessori education! Many of our Assistant Guides ultimately grow to take on Lead Guide roles over time, thanks to our accredited Montessori training program we offer to exceptional employees.


About You


  • Experience working with children ages 0-6

  • 12 Early Childhood Education (ECE) credits

  • Valid negative TB test taken within last 12 months (prior to start date with Guidepost)

  • Ability to work well with other adults

  • Growth mindset and problem-solving approach

- Familiarity with the Montessori approach to education is preferred, but not required

What we offer:


  • Ongoing professional development

  • A network of supportive peers and mentors who regularly share best practices

  • Career growth and promotion opportunities

  • A competitive salary

  • Health, dental, and vision insurance

  • Paid time off and paid holidays

  • 75% tuition discount for two children at any school in our network (we serve children 3 months through 12th grade)

- The opportunity to contribute to a high-quality Montessori program that serves the individual needs of each child

About Us

Guidepost Montessori ( https://guidepostmontessori.com/ ) is a community of trained educators who are driven by a deep desire to bring about widespread change in education today. To meet the needs of today's students and to bring about true progress in the world around us, we need an education model that fosters independence and develops competent, capable, action-oriented thinkers and change agents. To that end, we are committed to dramatically increasing the amount of high-fidelity, authentic Montessori programs, not only in the U.S., but around the globe!

If you love children and have been looking for the right opportunity to grow, join our school community by applying below!


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Do you love working at summer camp, but require full-time, year-round employment? If so, Sarah’s Science has an opportunity for you.

Sarah’s Science has been offering high-quality science programs for children for more than 20 years. Our This Land is Your Land summer camps, and Toyology after-school enrichment classes feature hands-on projects which delight and engage children while making complex science concepts easily understandable. Bay Area families have come to equate Sarah’s Science programs with excellence.

The Summer Camp Director/School-Year Program Assistant position is a full-time, long-term job opportunity where you can gain meaningful leadership experience while making a difference in the lives of children. Our mission is to provide children with experiential learning opportunities that stimulate curiosity, and leave them with the knowledge that science is fun!

In this role, you will provide leadership, teach hands-on science projects, and oversee daily activities in close partnership with camp counselors, teachers and other staff, to create an outstanding experience for campers, students and their families in the summer and throughout the school year.

We are looking for candidates with demonstrated leadership experience in recreation, youth programs, and environmental/outdoor education. Applicants must have excellent communication skills and a positive and energetic attitude. Experience working with children is a must. Interest in science and nature is strongly preferred. You must have your own transportation and be reliable.

CAMP RESPONSIBILITIES:

*Teach daily science lessons and give instructions for building science projects to large groups of campers (we will provide written instructions and train you how to teach lessons)

*Provide leadership, guidance, and support to camp counselors, staff, campers, and families

*Be a positive role model for camp counselors and staff

*Oversee and facilitate all camp activities, including (but not limited to): science projects, art, games, hiking, swimming, outdoor play, music, snacks, and lunch

*Team up with camp counselors and staff to help create a fantastic experience for all

*Assist with daily set-up and clean-up before and after camp

*Lead weekly staff meetings

SCHOOL-YEAR RESPONSIBILITIES:

* Administrative responsibilities at our Castro Valley office, including taking phone registrations, light data entry, and other duties as assigned

*Manage a one-hour after-school class of 15-30 students (with an assistant)

*Teach science concepts from a lesson plan

*Instruct children how to build projects from step-by-step instructions

*Conduct roll call and sign kids in and out of class

*Interact with parents, teachers, and school staff

*Set up and clean up the classroom

*Transport all materials to and from class

REQUIREMENTS:

* Must have a reliable vehicle with space to transport program materials, and a clean driving record

*Must have leadership qualities and feel comfortable managing large groups of campers as well as staff

*Must be organized, detail-oriented, energetic, and flexible

*Outdoor education experience is a plus

*Prior experience as a camp director strongly preferred

*Able to communicate, multi-task, and resolve issues and challenges creatively

*Must have experience working with children

*Background in education and prior experience teaching is a plus

*BA/BS preferred

*Upon being hired, must submit to finger printing (Live Scan background check) and receive a negative TB-Test result


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Want better pay and more work? Want to be rewarded for your loyalty as a substitute teacher? Tired of not having taxes withdrawn from paychecks? Scoot is hiring exceptional substitute teachers in Oakland, San Francisco, Palo Alto, and the greater Bay Area.

Join an elite group of educators who believe in the value of exceptional education and understand the complexities associated with filling in for the day and take great pride in providing a consistent, valuable day of learning even when the regular teacher is unavailable.

You’ll get:- W-2 employee status (no fussing with taxes at the end of the year!) - Highest pay with weekly direct deposit - Friendly humans: expect to speak to a consultant daily - Easy tech: Instantly set your schedule and receive assignments via app/website - More work: there’s a shortage of teachers and we need your help! - Costs covered: we pay TB/Live-scan and application fees for 30 day permitYou are:


  • Credentialed or have a 30-day Teaching Permit **

  • Empathetic, professional, and passionate

  • Capable of leading in stressful situations and communicating with diverse audiences

  • Reliable, flexible, and excited to belong to a community

  • Competent, kind and fun** Only taken the CBEST? No worries! Instead of a gift card, we’ll cover your CTC live-scan costs & reimburse you for your 30 Day Permit application!


About Scoot:

We place exceptional people in educational settings. We invest in teachers looking for substitute or full-time teaching positions and connect them with stellar independent, charter, private, and religiously-affiliated schools across California. We utilize technology to provide better human experiences and strive to elevate substitute teaching as a career.


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Want better pay and more work? Want to be rewarded for your loyalty as a substitute teacher? Tired of not having taxes withdrawn from paychecks? Scoot is hiring exceptional substitute teachers in Oakland, San Francisco, Palo Alto, and the greater Bay Area.

Join an elite group of educators who believe in the value of exceptional education and understand the complexities associated with filling in for the day and take great pride in providing a consistent, valuable day of learning even when the regular teacher is unavailable.

You’ll get:- W-2 employee status (no fussing with taxes at the end of the year!) - Highest pay with weekly direct deposit - Friendly humans: expect to speak to a consultant daily - Easy tech: Instantly set your schedule and receive assignments via app/website - More work: there’s a shortage of teachers and we need your help! - Costs covered: we pay TB/Live-scan and application fees for 30 day permitYou are:


  • Credentialed or have a 30-day Teaching Permit **

  • Empathetic, professional, and passionate

  • Capable of leading in stressful situations and communicating with diverse audiences

  • Reliable, flexible, and excited to belong to a community

  • Competent, kind and fun** Only taken the CBEST? No worries! Instead of a gift card, we’ll cover your CTC live-scan costs & reimburse you for your 30 Day Permit application!


About Scoot:

We place exceptional people in educational settings. We invest in teachers looking for substitute or full-time teaching positions and connect them with stellar independent, charter, private, and religiously-affiliated schools across California. We utilize technology to provide better human experiences and strive to elevate substitute teaching as a career.


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Job Title: Infant/Toddler Teacher

Organization: International Child Resource Institute (ICRI)

Location: Stanford University Stock Farm Road Children's Center, Stanford, CA

Salary: Competitive pay rate plus $250 Sign-on Bonus after 3 months of employment!

Job type: Full-time

“We are a community of thousands of children, families, community leaders, great thinkers, innovative doers, program experts, and those with the heart, soul, and commitment to make change for children and families every day.”

About Us: International Child Resource Institute (ICRI) is a leading international early childhood education, health, and development organization that provides award-winning locally-initiated preschool and infant/toddler Emergent Curriculum programs in over fifty countries from Ghana to Malaysia and partners with UNICEF, World Health Organization, and many other leading organizations. Founded in 1981, our early education programs are based on child-directed, Reggio-inspired, developmentally appropriate practices. We seek full-time Infant/Toddler Teachers who embrace the opportunity to make a lasting difference in children’s lives. Our three centers on the Stanford campus (Madera, Arboretum, and Stock Farm) offer growth opportunities, competitive pay, a positive team culture and excellent benefits, including tuition reimbursement, paid training and partnerships with leading early childhood educators. ICRI envisions a world in which all children are able to fulfill their greatest potential.

The Opportunity: As a full-time Infant/Toddler Teacher on the Stanford University campus you are responsible for nurturing each child’s creativity and curiosity on the path of growth and early learning. Responsibilities include implementing curriculum, providing instruction and supervision, communicating with parents and team members, and creating a healthy and safe environment for all students and staff. All ICRI teachers and staff are held to our high standards regarding communication, curriculum, professionalism, and safety.

Key Responsibilities:


  • Plan and implement activities with your co-teacher team for the classroom.

  • Create an environment in which each child has a chance to grow and thrive.

  • Provide a balance between child-initiated and teacher-informed activities.

  • Actively engage with children to support social and emotional development.

  • Implement hands-on activities that develop positive self-esteem and social skills.

  • Promote positive guidance techniques.

  • Provide a variety of creative and expressive activities.

  • Manage classroom through positive redirection, problem-solving, and active listening.

  • Follow routines that have been established to ensure smooth transitions.

  • Communicate with children at their developmental level.

  • Answer questions while children engage in their explorations.

  • Lead small groups and prepare learning activities.

  • Use a variety of methods (songs, art, outdoor activities) to motivate abilities.

  • Display inclusive practices to accommodate children with special needs.

  • Utilize classroom materials and routines to promote an environment conducive to age-appropriate levels of development, interests, and special needs of the children.

  • Assist in documentation of student work; such as portfolios, and wall displays.

  • Maintain an open line of communication with parents and provide appropriate information (after speaking with your team), and share relevant information from parents with the team.

Qualifications:


  • Minimum of 12 Early Childhood Education units, including 3 units in Infant/Toddler Development (required)

  • 1+ year Infant/Toddler Education Experience (preferred)

  • Knowledge of early childhood education and child development

  • Knowledge and experience with emergent curriculum - a plus

  • Experience working with infants, toddlers, and preschool-aged children

  • Commitment to promoting the mission and values of ICRI

  • A positive attitude, flexibility, and enthusiasm for education and learning

  • Strong verbal and written communications skills

  • US Work Authorization and excellent references

  • Submission of TB clearance and background check

  • CPR and First Aid Certification or willingness to obtain

  • Must be able to work from 9:30 am - 6:30 pm

Working at ICRI: Our team is here to support you learn and grow as an educator. We provide all teachers and staff with a positive environment that rewards excellence, promotes learning, and offers great benefits, including:


  • A comprehensive benefits package including health insurance

  • Competitive pay with opportunities for raises

  • Commuter reimbursement (up to $300/year)

  • Opportunity to participate in a 403(b) retirement program, with a matching plan

  • Paid professional development days (4 days/years of small group courses)

  • Tuition reimbursement up to $2,500 annually to support ongoing learning.

How to Apply: Are you ready to make a difference in the lives of children and join an amazing team? Contact us today to find out how we can help you grow your career in early childhood education and how you can inspire the next generation. 


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