Job Title Job Description Job Location Posted on Actions
Associate Teacher

Full time Associate Teacher (8:00 to 5:00, Monday to Friday) for our infants and toddlers. Responsible for participation in daily classroom activities, curriculum development and parent engagement. Minimum 12 units in early childhood education with 3 units in Infant/Toddler Development REQUIRED. Familiarity with Creative Curriculum, Conscious Discipline and Anti-Bias Education valuable for this position. Work with a professional teaching team in a family atmosphere for a program that strives for high quality and utilizes best practices. Salary commensurate with education and experience, health insurance benefits provided. For further information about ACC, www.accc-kids.org.

Altadena, CA 91001 2018-10-10 View
Early Childhood Program Associate Job#5587
Position Title: Early Childhood Program Associate
Reports to: Senior Research Associate
Program: Center for Child & Family Studies
Salary: LEVEL G: Competitive Salary (DOE)
Location: Home Office
Time Base: 50%
Position No: 5587


WestEd’s Center for Child and Family Studies Program (CCFS) 
The Center for Child & Family Studies (CCFS) is dedicated to helping children get a healthy and successful start in life—particularly those living in poverty, dual language learners, and those with special needs. CCFS promotes high-quality, research-based early care and education and its work informs national, state, and local child and family policies. 

Parent Involvement Project (PIP) 
CCFS has been funded by an advised fund of the Silicon Valley Community Foundation to lead the Parent Involvement Project whose purpose is to facilitate high quality early learning experiences for underserved families and their children through a model of four essential, linked, and integrated components: 1) parent education workshops; 2) classroom participation; 3) home visits; and 4) enrichment activities. PIP works directly with the California state preschool programs (CSPP) of four school districts in the San Francisco Bay Area to implement this model, and CCFS is cultivating relationships with additional state preschool programs. The long-term goal is to expand PIP to additional districts, broadening its impact. 

Position Description
The successful candidate will support implementation of the Parent Involvement Project (PIP) within designated school districts, working in close collaboration with the project staff, under the supervision of the project director. The ideal candidate will apply their expertise and experience in the areas of early childhood education, family engagement, child development, and support of culturally and linguistically diverse children and their families. 

All who apply must live in the San Francisco Bay Area. This position requires regular travel to participating districts across various counties in the San Francisco Bay Area and to WestEd offices for project meetings. Due to the high amount of local travel, Bay Area candidates with access to reliable transportation are preferred. All applicants who are invited to the interview phase will be required to provide a written statement describing their approach to working with programs that serve families and young children. All applicants with Spanish fluency will be required to complete a written task in Spanish. 

Responsibilities
• Provide technical assistance and coaching to school district staff to ensure consistent, high-quality provision of PIP services to preschool children and their families 
• Facilitate regular professional learning community meetings for facilitators and home visitors to enhance quality of PIP implementation 
• Monitor progress and challenges regarding PIP implementation across districts, informing the WestEd Project Director on an ongoing basis and escalating issues in a timely fashion 
• Engage in project meetings and one-on-one meetings with WestEd Project Director and WestEd project staff as required 
• Foster strong relationships with preschool administrators and school district staff by establishing effective, ongoing communication and check-in meetings 
• Collaborate in the development of materials to support PIP implementation (e.g. district delivery of PIP services, district staff development on family engagement and culturally and linguistically diverse populations) 
• Collaborate in the development of materials for meetings, conferences, publications 
• Support data collection efforts in school districts 
• Establish and maintain relationships with local community agencies 

Qualifications
• Master’s degree in child development, education, or related field and 2-5 years’ experience in early childhood education, preschool experience preferred 
• Expertise on current research related to family engagement in early childhood (0-5-year-olds), especially as it relates to culturally and linguistically diverse populations 
• Experience providing technical assistance to early childhood educators through professional learning communities, one-on-one coaching, etc. 
• Experience working with diverse populations 
• Strong communication and interpersonal skills 
• Experience and capability to collaborate closely with a project team 
• Ability to collaboratively problem-solve with team members and clients 
• Ability to work effectively independently 
• Ability to manage and balance multiple tasks and priorities 
• Excellent organizational skills and attention to detail 
• Excellent writing skills 
• Excellent group facilitation and presentation skills 
• Proficient in Microsoft Office suite, cloud-based platforms e.g. Google Drive 
• Ability to travel locally – requires weekly travel and providing own reliable transportation to participating districts and WestEd offices in the Bay Area 
• Spanish fluency, written and oral, preferred 
• Must be a US citizen or authorized to work (visa sponsorship not available) 

Application Process
We invite you to Apply for this Position.

If you are an individual with a disability and need an accommodation to complete the online application process, please call 415.615.3170. Please leave a message and a member of our Human Resources team will return your call within three business days. Alternatively, you may send an email to accommodationrequest@wested.org with "Applicant Accommodation" in the subject line of the email. Please note that this phone number and email are only for those individuals with a disability who would like to request an accommodation to apply for a job. If you are not an individual with a disability and have a question or comment, please email recruitingassistance@wested.org. 

Human Resources
WestEd
730 Harrison Street
San Francisco, CA 94107
http://www.WestEd.org

San Francisco, CA 94107 2018-10-01 View
Teacher

Our parent co-op nursery school is looking for a passionate, experienced, loving teacher to job share teaching our 4 and 5 year olds on Tuesday and Thursday mornings, opposite our wonderful Monday/;Friday teacher. This is a small class of 12 kiddos with a nature day component once a week. This position includes supervising parent volunteers and assisting with monthly evening parent education. The details of the job share are very flexible. If you have experience with positive discipline, child-centered early education, a sense of humor, and passion for doing it right with kids, we invite you to check out our program (www.sunnymontwestside.org) and see if you might want to become a part of a close-knit, mutually appreciative staff just waiting to welcome you!

San Jose, CA 95124 2018-09-30 View
Preschool Teacher (Associate or Assistant, Immediate)

We are growing our instructional team and are looking forward to adding new staff members for the immediate 2018-2019 school year as well as for next year, 2019-2020.  Please let us know your interest!

ABOUT THE ORGANIZATION

The Primary School (TPS) is a new non-profit organization dedicated to dramatically improving health and educational outcomes for children. Fueled by the belief that the current model of school is too limited to close the achievement gap for our nation’s most at risk children, TPS is designing a new model of primary education and primary care which braids together education, health, and family support services starting at birth. We pair high expectations and joy, in a powerful community of supports to care for the whole child. With this innovative new model, we aim to expand the traditional definition of “school” in order to prepare all children to succeed in college, career, and life.

The Primary School approach has three defining characteristics:

  • Provide integrated supports: We partner with existing health care organizations to address the needs of the whole child. Educators, parent coaches and healthcare professionals come together as a team to provide integrated academic and health (physical, mental, and socio-emotional) supports to students and families.
  • Start early: We admit students at or before birth, and provide parent-driven, early childhood supports alongside medical care during the critical years of child development, ensuring that students are ready for school at age 3. Our infant-toddler program consists of regular parent-child playgroups to support the goals of attachment, language development and resilience.
  • Offer two-generation supports: We put families at the center of this work and focus on building parent capacity to support the health and education of their children. Families receive support, including group-based coaching, individual supports, and connection to other social services, to help them better support their children and become healthier themselves.

We opened our first site in East Palo Alto in 2016 and currently serve 250 children (ages 0 to 5) and their families. In 2018-19, the TPS school will serve children Pre-K (3s and 4s) through 1st grade. TPS was seeded by the Chan Zuckerberg Initiative, a major national philanthropy.

TPS is committed to designing a model that is replicable in other communities and redefines what is possible for our highest need children and families. We are investing in design, research, evaluation, and dissemination that will allow us to replicate our model and transfer our learnings to others.

ABOUT THE ROLE

TPS Assistant Teachers are aspiring educators looking to develop new skills and build an enriching career in early childhood education. Assistant Teachers provide consistent support and connection to a classroom of students throughout the day and with guidance from a Lead Teacher, create and deliver a joyful learning environment. You will also get the opportunity to build relationships with all students in a grade level, and observe other teaching styles, as you might be asked to support in different classrooms within the grade level throughout the week. Additionally, Assistant Teachers play an active role partnering with families, TPS staff, and health providers in delivering on our system of coordinated care for children. On a daily basis, Assistant Teachers move seamlessly across the many different demands of their day -- from preparing classroom materials, to setting up for nap, to leading morning circle, to lesson planning, to analyzing student performance data, to discussing socio-emotional outcomes with parents and Parent Coaches, to following up with the Medical Director about a student health need. Beyond the scope of daily instruction and integration, TPS Assistant Teachers also play an active role in the continued development and evaluation of The Primary School model.

Our Instructional Approach & Day

We believe that even at the earliest ages, children have diverse needs and that instruction must be personalized to each student. At TPS, this means a heavy reliance on small group and individualized instruction; a diverse day that addresses the many needs of kids; and a team approach that allows teachers to focus and prepare amazing lessons day after day.  Our work truly focuses on the whole child, supporting the cognitive, socio-emotional, and health needs of our students.

We don’t adhere to a single philosophy or mode of instruction across our day, but instead draw on the wisdom of a variety of approaches and formats as they fit various development, content, and needs. We use a blend of inquiry, investigation, workshop, small groups and stations, read alouds and direct instruction. Our practice is highly intentional - we ensure a balanced and thoughtful use of all lesson types across the week and unit. We incorporate time, daily, for exploration and application of new learnings in authentic projects.

Our instructional day is divided into three blocks - Humanities, Math & Science, and Exploration. Students stay in the same class and classroom for most of the day, but work with 2-3 teachers.

  • Humanities: The largest block of the day, the Humanities block is used for integrated and individualized instruction around literacy, writing, language, social sciences, and critical thinking. Teachers use a balanced literacy approach, building and/or modifying high quality curriculum within our own integrated units while planning individual and small group skills lessons to reach each child.
  • Math & Science: The Math & Science block is used to build essential math and science skills and content. Instruction is integrated with the deeper learning and extended projects taking place in the Humanities and/or Exploration Blocks. We use a strong mix of curricular materials and approaches, with an emphasis on building rich conceptual understanding through the and cognitively guided instruction.
  • Exploration: The “E-block” is a daily “lab” for students to extend and apply what they are learning in other classes. Lessons feature ample investigation, enrichment, discovery, project-based, and hands-on learning and regularly take place outside.

We believe that essential skills and content should be “integrated and designated.” We dedicate substantial, designated time, daily, to social-emotional learning in our Community Meeting block, as well as throughout breakfast, recess and lunch. We offer daily physical and health education as well as ample opportunities for outdoor play.

Our Community

The Primary School serves the communities of East Palo Alto and Belle Haven. Over 90% of families in these communities live in poverty and 65% of students are English Language Learners. It is our intention to serve a high-need population of students, focusing on families who have struggled or may struggle in traditional schools and/or health systems. We believe that a great school welcomes all students, including those with special needs, and empowers them to achieve truly incredible things.

Responsibilities

Assistant Teachers support Lead Teachers in developing and delivering engaging, comprehensive and integrated units across a student’s day. Assistant Teachers provide students with continuity and support, and leverage multiple modalities of learning to ensure that all children receive the small group and individual attention they need to maximize growth. Assistant Teachers also help to support classroom and school-wide systems (e.g., student pick-up, meal preparation) that allow TPS to provide students and families with a seamless and enriching day-long experience.

Specifically, Assistant Teachers are responsible for:

  • Annual, weekly, and daily instructional planning as directed by Lead Teacher
  • Instructional delivery in large group, small group, and individualized formats
  • Support regular assessment and analysis of quantitative and qualitative student data with the goal of tailoring responsive instruction and support
  • Collaboration with Lead and other Assistant Teachers to practice skills and jointly problem solve
  • Regular communication with and outreach to families, including daily documentation and notes
  • Proactive collaboration and frequent engagement with TPS Parent Coaches and staff, and external health practitioners and partners
  • Active participation in the ongoing design and implementation of the TPS model through research, curriculum development, engagement with school and organizational leadership, and focused professional development

ABOUT YOU

  • You have experience working with children in a school or similarly structured environment and hold a high school degree or GED-equivalent. Whether it’s from your time in a classroom, after-school group, summer camp, child care program or tutoring session, you know that a great environment for children doesn’t just “happen” - it’s built with great care, preparation, practice and love. With or without “teacher” in your job title, you have always been the “teacher” - at home, at your job, with your family, in your community - and caring for and engaging children has been a consistent theme and/or area of interest in your life.
  • You love spending time with kids and kids love spending time with you. Your family and friends know you as the kid-magnet and you are famous for your impromptu cooking classes, dance parties, fort-building and reading circles. When kids are with you, they feel heard, connected and invested, because even in a group, you make every child feel like they are at the center.
  • You have a parent- and family-centered mindset. You are a parent or empathize deeply with parents, and recognize that long before a child steps foot into a classroom, he or she has been learning at home with their parents. Throughout your life and/or career, parents look to you for guidance, camaraderie and support. You believe that parents are essential partners in the work of schools and know that strong parent relationships will improve your own practice.
  • You recognize the multidimensional needs of children and families, because you’ve seen the intersection of education, health, and family support services in your own life. You may not be a teacher, doctor or social worker, but you’ve helped your brother get access to additional tutoring and explained to a teacher why your niece’s asthma plan is different. You personally know that it’s worth the extra effort to connect the academic-health-family dots, but also wonder why it has to be so hard. You read The Primary School’s “About the Organization” section and thought “Yes! This is what I’ve been thinking!”
  • You learn new systems quickly and feel comfortable with technology. You may not be fluent in Google Docs, Excel and Asana, but you are driven by curiosity and are not frustrated by a learning curve (in fact, you just took a break to look up “Asana”). You know that technology has the potential to empower the work of educators and you are motivated to build out your analytical skill set. When doing something for the first time, you take notes, ask questions, and constantly tweak your actions to do it better, faster and with greater fidelity.
  • You get that starting a new school and organization is no easy task and are not scared - in fact, you’re energized - by the idea of putting in the long hours and deep commitment needed to bring The Primary School to life. You know that the Assistant Teacher role will present a vast set of learning experiences and you relish the opportunity to grow as a professional both inside and outside of the classroom. You are self-motivated, always on time, and meticulously plan your schedule, because there’s a lot to get done and time is a valuable resource. When you see a need, you fill it, navigate change with ease, and are not above breaking down cardboard boxes and hauling them to the dumpster.
  • You are unafraid of diversity and engage confidently across differences. You believe that differences - in race, culture, gender, age, background, experiences - enrich our community and know how to bridge those differences with grace and humility.
  • You are kind, humble, and collaborative. You bring a positive attitude to every interaction and always see the best in others. You have the courage to step out of your comfort zone, and when you fall, you get right back up, remember what tripped you up and unabashedly try it all over again. You have an open mind and a thirst to learn and improve, and you can’t help but wonder what it would be like to work in an environment where every door is open and feedback is second nature. Even during challenging times, you see the “small victories” and maintain constant confidence in the team’s ability to achieve with every child.

A Plus If

  • You are an East Palo Alto or Belle Haven native and/or have experience working with a community similar to East Palo Alto and Belle Haven.
  • You have an understanding of early childhood education and child development.
  • You speak fluent Spanish.

HOW TO APPLY

TPS values diversity; people of all backgrounds are encouraged to apply. Please complete the following application and submit your most recent resume. The short-answer questions along with the cover letter are optional - please feel free to include if you'd like to add more context to your application. Applications are being reviewed on a rolling basis so we encourage you to submit yours soon. We look forward to reading your application!

East Palo Alto, CA 94303 2018-09-28 View
Director of Early Childhood Education Programs

Director of Early Childhood Education Programs

 

Location

Main Campus

 

Job Code

213

 

Opened until filled; priority screening deadline October 15, 2018

Anticipated start date: January 7, 2019

 

THE POSITION

 

Under the direction of the area administrator, provide leadership for and administer the Early Childhood Education (ECE) instructional program and the Child Development Center (CDC) services at Hartnell College. Plan, organize, control and direct the delivery of comprehensive child development and care services within the Child Development Center; provide direction, organization, and support for a comprehensive ECE instructional program. Lead and manage employees, budgets and other resources. Ensure compliance with state, federal, and local laws, rules, and regulations. Serve as liaison to and coordinate with appropriate local, state, and federal groups and agencies.

 

REPRESENTATIVE DUTIES

 

Direct, administer, and manage the Early Childhood Education (ECE) instructional program, and the Child Development Center (CDC), which, among other things, serves as a laboratory for the ECE program.

 

Plan, organize, and direct programs, projects, class schedules, and activities related to the

 

CDC and the ECE programs and services.

 

Provide leadership for and develop and implement long- and short-term plans and activities for the CDC and ECE programs; prepare goals and objectives; coordinate program planning and assessment activities; manage and participate in the continued evaluation and improvement of the assigned area's instructional, student, and support services.

 

Serve as liaison for and coordinate programs and services with local, state, and federal education and child development agencies.

 

Establish and maintain network of community, civic, advisory groups and educational contacts/resources for both ECE program and CDC participants.

 

Interpret applicable laws, policies, regulations, rules, and procedures, including collective bargaining agreement provisions; determine impact on assigned instructional and services areas; provide technical expertise regarding assigned functions; formulate and develop policies and procedures; recommend policy and prepare written procedures for operations.

 

Oversee compliance and reporting; direct the preparation and maintenance of a variety of narrative and statistical reports, records and files.

 

Provide leadership for and contribute to accreditation processes; promote the assessment of student learning outcomes and program and service area outcomes in order to determine effectiveness, assisting faculty and others, where appropriate.

 

Develop and implement long- and short-term funding plans for sustainability and expansion of assigned areas; develop, coordinate, and administer budgets; provide leadership for the effective utilization of resources; develop and write grant proposals and otherwise facilitate grant applications for assigned areas; manage grants and prepare required reports.

 

Train, supervise, and evaluate the performance of assigned faculty and staff; participate in the recruitment and assignment processes.

 

Provide comprehensive child development and care services in support of the academic success of students with children. Oversee and administer registration activities for children entering the CDC.

 

Assure proper identification of children, including those with special needs, and provide or refer resources as necessary. Administer, review, and monitor adherence to health and welfare standards in accordance with federal and state laws.

 

Plan, organize and direct ECE class scheduling and instructor assignment , assure that programs are well represented in print or electronic materials, including catalogs and schedules; Ensure that curriculum, instruction delivery methods, and course and program articulation are kept current, represent current and best practices, and comply with all legal requirements.

 

Evaluate the academic needs of ECE students relevant to their success. Administer, coordinate, revise, and update instructional services relevant to students enrolled in courses related to children and their development.

 

Advocate for and implement culturally sensitive child development and child care services with an emphasis on anti-bias curriculum development.

 

Interpret, implement and maintain federal and state program compliance directives and financial accountability mandates.

 

Serve on college and district committees as assigned. Travel throughout the District as needed in carrying out responsibilities and functions.

 

Perform other duties as assigned.

 

KNOWLEDGE, SKILLS, AND ABILITIES

 

Demonstrated sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds of community college students.

 

Knowledge of the theories, principles, and practices associated with higher education curricula, college level course scheduling and instruction, child development center, child care services and preschool operations, student learning, and student success.

 

Knowledge of pertinent federal and state laws, regulatory provisions, policies and procedures.

 

Demonstrated ability to interpret, apply and explain rules, regulations, policies and procedures. Ability to interpret certification changes.

 

Principles and practices of management.

 

Positive personnel management, supervision, and evaluation.

 

Ability to effectively lead teams with a collaborative style in a collegial and participatory governance environment. Ability to network with local and state agencies.

 

Knowledge of accreditation procedures, practices, and standards. Knowledge of the development, implementation, and assessment of student learning outcomes.

 

Ability to be a fair-minded and ethical leader with excellent interpersonal and communication skills, both oral and written. Analyze situations accurately and adopt an effective course of action.

 

Ability to develop, implement, and evaluate programs and services. Ability to utilize data and assessment to make improvements for programs and services.

 

Ability to develop and monitor budgets and effectively utilize resources.

 

Ability to effectively manage priorities in large, complex and diverse operational units.

 

Ability to use independent judgment in the interpretation and application of rules, regulations, policies, and procedures.

 

Ability to provide leadership and work collaboratively and productively with all stakeholders, including public and private agencies, outside contractors, parents and families, faculty, students, administrators, peers, support staff, unions, and the community.

 

Ability to prepare comprehensive narrative and statistical reports. Knowledge of computer software applications for reporting. Secure successful grants.

 

Ability to plan and work independently with little direction and meet schedules and time lines.

 

MINIMUM QUALIFICATIONS

 

Education:

 

Master's degree in child development, early childhood education, human d evelopment, home economics/family and consumer studies with a specialization in child development/early childhood education, or educational psychology with a specialization in child development/early childhood education, OR

 

Bachelor's degree in any of the above AND master's degree in social work, educational supervision, elementary education, special education, psychology, bilingual/bicultural education, life management/home economics, family life studies, or family and consumer studies OR

 

The equivalent.

 

Experience :

 

Three (3) years' management or administrative experience managing programs, budget, and personnel.

 

Three years' experience as a teacher, department chair, and/or director.

 

License requirements :

 

Current permit issued by the Commission on Teacher Credentialing with authorization as a program director of a child development center.

Valid First Aid and CPR certificates.

Valid driver's license required.

 

CONDITIONS OF EMPLOYMENT

 

Regular, full-time, academic management position.

 

Management salary range IX: $88,546 to $103,662 annually (within this salary range, the successfull candidate's starting salary will be commensurate with education and experience).

 

Annual doctoral stipend $1,500

 

District provides health benefits, which currently consist of full coverage for medical, dental, and vision insurance for employee and a high percentage of coverage for eligible dependents.

 

Life, accident, and income protection insurance.

 

Sick leave, vacation, paid holidays.

 

STRS (state teacher retirement system).

 

Valid California driver's license required.

 

APPLICATION PROCEDURE

 

The following documents MUST be uploaded as attachments to your on-line application:

 

1) Resume

 

2) Cover letter

 

3) Transcripts from all colleges/universities (unofficial copies acceptable)

 

We require unofficial copies showing all undergraduate and graduate coursework and must be from regionally accredited institutions. Official copies will be required at the time of hire. Foreign transcripts must be evaluated by the National Association of Credential Evaluation Services (NACES) member organization at the applicant's expense.

 

EQUAL OPPORTUNITIES

 

It is the policy of the Hartnell Community College District that no person shall be discriminated against in any employment procedure on the basis of race, color, national origin, ancestry, religion, sex, sexual orientation, age, marital status, veteran status, or disability. The College actively seeks applications from candidates who have multi-cultural experience. Contact the Office of Human Resources and Equal Employment Opportunity if you need any special accommodations to complete the application process.

 

To Apply, visit:

http://apptrkr.com/1300319

Salinas, CA 93901 2018-09-25 View
Kindergarten Teacher (Associate or Lead, Immediate)

We are growing our instructional team and are looking forward to adding new staff members for the immediate 2018-2019 school year as well as for next year, 2019-2020.  Please let us know your interest!

ABOUT THE ORGANIZATION

The Primary School (TPS) is a new non-profit organization dedicated to dramatically improving health and educational outcomes for children. Fueled by the belief that the current model of school is too limited to close the achievement gap for our nation’s most at risk children, TPS is designing a new model of primary education and primary care which braids together education, health, and family support services starting at birth. We pair high expectations and joy, in a powerful community of supports to care for the whole child. With this innovative new model, we aim to expand the traditional definition of “school” in order to prepare all children to succeed in college, career, and life.

The Primary School approach has three defining characteristics:

  • Provide integrated supports: We partner with existing health care organizations to address the needs of the whole child. Educators, parent coaches and healthcare professionals come together as a team to provide integrated academic and health (physical, mental, and socio-emotional) supports to students and families.
  • Start early: We admit students at or before birth, and provide parent-driven, early childhood supports alongside medical care during the critical years of child development, ensuring that students are ready for school at age 3. Our infant-toddler program consists of regular parent-child playgroups to support the goals of attachment, language development and resilience.
  • Offer two-generation supports: We put families at the center of this work and focus on building parent capacity to support the health and education of their children. Families receive support, including group-based coaching, individual supports, and connection to other social services, to help them better support their children and become healthier themselves.

We opened our first site in East Palo Alto in 2016 and currently serve 250 children (ages 0 to 5) and their families. In 2018-19, the TPS school will serve children Pre-K (3s and 4s) through 1st grade. TPS was seeded by the Chan Zuckerberg Initiative, a major national philanthropy.

TPS is committed to designing a model that is replicable in other communities and redefines what is possible for our highest need children and families. We are investing in design, research, evaluation, and dissemination that will allow us to replicate our model and transfer our learnings to others.

ABOUT THE ROLE

TPS teachers are passionate educators who not only drive student instruction, but also serve as a critical partner to families, TPS staff, and health providers in delivering on our system of coordinated care for children. On a daily basis, teachers move seamlessly across the many different demands of their day - from staging the classroom, to serving breakfast, to leading humanities instruction, to lesson planning, to analyzing student performance data, to discussing socio-emotional outcomes with parents and Parent Coaches, to following up with the Medical Director about a student health need. Beyond the scope of daily instruction and integration, TPS teachers also play an active role in the continued development and evaluation of The Primary School model.

Our Instructional Approach & Day

We believe that even at the earliest ages, children have diverse needs and that instruction must be personalized to each student. At TPS, this means a heavy reliance on small group and individualized instruction; a diverse day that addresses the many needs of kids; and a team approach that allows teachers to focus and prepare amazing lessons day after day.  Our work truly focuses on the whole child, supporting the cognitive, socio-emotional, and health needs of our students.

We don’t adhere to a single philosophy or mode of instruction across our day, but instead draw on the wisdom of a variety of approaches and formats as they fit various development, content, and needs. We use a blend of inquiry, investigation, workshop, small groups and stations, read alouds and direct instruction. Our practice is highly intentional - we ensure a balanced and thoughtful use of all lesson types across the week and unit. We incorporate time, daily, for exploration and application of new learnings in authentic projects.

Our instructional day is divided into three blocks - Humanities, Math & Science, and Exploration. Students stay in the same class and classroom for most of the day, but work with 2-3 teachers.

  • Humanities: The largest block of the day, the Humanities block is used for integrated and individualized instruction around literacy, writing, language, social sciences, and critical thinking. Teachers use a balanced literacy approach, building and/or modifying high quality curriculum within our own integrated units while planning individual and small group skills lessons to reach each child.
  • Math & Science: The Math & Science block is used to build essential math and science skills and content. Instruction is integrated with the deeper learning and extended projects taking place in the Humanities and/or Exploration Blocks. We use a strong mix of curricular materials and approaches, with an emphasis on building rich conceptual understanding and cognitively guided instruction.
  • Exploration: The “E-block” is a daily “lab” for students to extend and apply what they are learning in other classes. Lessons feature ample investigation, enrichment, discovery, project-based, and hands-on learning and regularly take place outside.

We believe that essential skills and content should be “integrated and designated.” We dedicate substantial, designated time, daily, to social-emotional learning in our Community Meeting block, as well as throughout breakfast, recess and lunch. We offer daily physical and health education as well as ample opportunities for outdoor play.

Our Community

The Primary School serves the communities of East Palo Alto and Belle Haven. Over 90% of families in these communities live in poverty and 65% of students are English Language Learners. It is our intention to serve a high-need population of students, focusing on families who have struggled or may struggle in traditional schools and/or health systems. We believe that a great school welcomes all students, including those with special needs, and empowers them to achieve truly incredible things.

Responsibilities

Instructionally, teachers not only lead their own instruction, but also support junior teachers on their team in developing and executing comprehensive, integrated units across all parts of a student’s day. Teachers have a breadth and depth of instructional experience that allows them to build individualized instructional plans for students on top of our rigorous foundation of resources and unit plans.

Specifically, teachers are responsible for:

  • Annual, weekly, and daily instructional planning tailored to the needs of each child
  • Instructional delivery in large group, small group, and individualized formats
  • Regular assessment and analysis of quantitative and qualitative student data with the goal of tailoring responsive instruction and support
  • Collaboration with other teachers to practice skills and jointly problem solve
  • Regular meetings with and outreach to families, including daily documentation and notes
  • Proactive collaboration and frequent engagement with TPS Parent Coaches and staff, and external health practitioners and partners
  • Active participation in the ongoing design and implementation of the TPS model through research, curriculum development, engagement with school and organizational leadership, and focused professional development

ABOUT YOU

  • You have a minimum of 3 years of experience as a classroom teacher (ideally within two grades of kindergarten) and hold deep and diverse instructional competence. You have a command of balanced literacy and/or rigorous math instruction with young kids. You have well practiced habits of unit-planning and individualizing instruction, and a passion for integrating skills and content into every aspect of the classroom experience. You work hard to ensure goals are achieved in your classroom and across the school and organization, and your effort shows in exceptional academic results.
  • Your work demonstrates a practice of creating transformative classroom culture for allkids. Kids love being in your classroom because you foster a student-centered and individualized environment, invest in student socio-emotional and non-cognitive skill development, and fully include all learners. You are particularly skilled at and excel in working with English Language Learners and students experiencing the effects of trauma and poverty. You have a deep commitment to and unwavering confidence in the potential of all students.
  • You enthusiastically utilize data to understand what a student needs and to personalize instruction accordingly. You take full ownership of your classroom and students’ growth, and hustle to ensure your students achieve the greatest outcomes across academics, health and socio-emotional learning. You know that data isn’t everything, but you value data tremendously and see it as a powerful tool for driving towards greater student and program outcomes.
  • You have a parent- and family-centered mindset. Parents consistently share that you are the teacher they feel most comfortable reaching out to. On nights and weekends, you can’t help but find yourself at student birthday parties, quinces, dance recitals, and soccer games. Colleagues regularly ask you to put them in touch with the most difficult-to-reach parents. You believe that parents are essential partners in the work of schools and know first-hand that strong parent relationships have improved your own practice.
  • You recognize the multidimensional needs of children and families, because in your own way, you’ve been trying to weave education, health, and family support services together for your students. You’re the teacher who knows the family’s social worker and have exchanged emails with the child’s pediatrician. You read The Primary School’s “About the Organization” section and thought “That’s me! That’s what I’ve been trying to do!”
  • You get that starting a new school and organization is no easy task and are not scared - in fact, you’re energized - by the idea of putting in the long hours and deep commitment needed to bring The Primary School to life. You know that the teacher role will require much more than just fulfilling instructional responsibilities and relish the opportunity to engage outside of your silo. You are a self-motivated professional and meticulously plan your time, because there’s a lot to get done and time is a valuable resource. When you see a need, you fill it, and you aren’t above breaking down cardboard boxes and hauling them to the dumpster. You love the energy of a start-up environment and handle change with ease.
  • You are unafraid of diversity and engage confidently across differences. You believe that differences - in race, culture, gender, age, background, experiences - enrich our community and know how to bridge those differences with grace and humility.
  • You are kind, humble, and collaborative. You bring a positive attitude to every interaction and always see the best in others. You have the courage to step out of your comfort zone, and when you fall, you get right back up, remember what tripped you up and unabashedly try it all over again. You have an open mind and a thirst to learn and improve, and you can’t help but wonder what it would be like to work in an environment where every door is open and feedback is second nature. Even during challenging times, you see the “small victories” and maintain constant confidence in the team’s ability to achieve with every child.

Experience and Credentials

  • Three years of teaching or substantial experience working with students in an instructional setting, preferably serving a community similar to East Palo Alto and Belle Haven
  • College degree strongly preferred, but current students will be considered
  • A permit is not required for Kindergarten teachers.

A Plus If

  • You are an East Palo Alto or Belle Haven native and/or have experience working with a community similar to East Palo Alto and Belle Haven.
  • You have an understanding of early childhood education and child development.
  • You speak fluent Spanish.

HOW TO APPLY

TPS values diversity; people of all backgrounds are encouraged to apply. Please complete the application by clicking the link below and submit your most recent resume. The short-answer questions along with the cover letter are optional - please feel free to include if you'd like to add more context to your application. Applications are being reviewed on a rolling basis so we encourage you to submit yours soon. We look forward to reading your application!

 
East Palo Alto, CA 94303 2018-09-14 View
Senior Program Director

The Senior Program Director (SPD) is a key player in building Centers/Programs of excellence to achieve our mission of enriching children’s lives. The SPD is responsible for leading a team of Program Directors, Site Supervisors and center staff in a region to meet our goals in program quality, financial management, people management and customer/family engagement. The Senior Program Director will also manage between 3-4 centers

The SPD participates and supports the VP, Operations in establishing strategic relationship with external stakeholders as well as developing regional strategies and tactical plans. Internally, the SPD acts a key liaison with Key Department Leaders in the implementation of policies, systems and processes. The SPD may also participate in regional or statewide projects.

 

KEY RESPONSIBILITIES:

Program Development and Quality:

• Provide direction and guidance to Program Directors and Site Supervisors to ensure program plans and tools are implemented effectively in centers.

• Assess program quality regularly and directly through center visits; identify center specific or systemic issues

• Provide feedback to Program Directors on program quality and ensure appropriate actions are taken to improve/elevate program quality to center of excellence standards.

• Actively drive program quality to achieve our internal Program of Excellence standards as well as external accreditation.

 

People Development and Management:

• Communicate corporate goals, objectives and plans to centers and ensure understanding and relevancy at staff level

• Mentor and coach high potential staff at all levels – Program Directors, Site Supervisors and teaching staff; develop high potential plans on a center and cluster level; work with other regional leaders to develop a regional staff development plan.

• Assess people management quality regularly and directly through center visits and observation; promote company culture and values.

 

Financial Management:

• Lead Program Directors to guide Site Supervisors in prudent fiscal planning, budgeting and use of resources; ensure balanced considerations of program quality and people quality in financial decisions.

• Actively participate in developing, implementing and monitoring improvement plans to turnaround center financial performance.

• Work collaboratively with other SPDs and VP to ensure financial goals of the region are achieved.

 

Business Growth and Development:

• In partnership with VP, Operations, establish strategic relationship with external stakeholders – Principals, School Districts, Community leaders, Professional affiliations etc.

• Assess business potentials and develop plans to grow the business vertically and horizontally.

 

Family and Customer Engagement

• Work with functional leaders to develop and implement systems and processes to gauge customer feedback, satisfaction and engagement.

• Develop a culture of customer satisfaction and engagement in the centers; provide training and coaching to center staff as necessary.

• Ensure customer issues are addressed promptly and satisfactorily.

 

Operations and Projects:

• Manage 3-4 centers and their program and operations in addition to overseeing operations of a small team of Program Directors.

• May participate in regional and statewide projects.

 

ACCOUNTABILITIES:

• SPD directly manages a team of 1-6 PDs, indirectly leading about Site Supervisors 10-45 and up to 400 center staff.

• SPD oversees 3-4 centers.

• SPD is responsible for the achievement of program, people, financial and customer goals of the centers in the SPD team.

• SPD shares with other SPDs, VP and key functional leaders the accountability of the success of the region.

COMPETENCIES:

Strategic Leadership – masters advanced level; sets short to medium term strategies and goals to achieve the mission and vision; develops standards; aligns, mobilizes, reviews and evaluates the achievement of the strategies and goals in conjunction with the regional and company goals for a cluster of centers.

Talent Development – masters advanced level; attracts and retains top talents; sets clear performance goals and objectives; provides performance feedback to include coaching, training and development; addresses performance issues consistently for individual employees and centers consistently.

Program Quality – masters advanced level; develops, assesses, implements and maintains program quality standards in support of Program Development, State and Agency requirements; provides guidance and support to a cluster of centers in use, understanding and implementation of quality tools in support of center excellence.

Business Acumen – masters advanced level; understands internal and external factors and the potential impact on the business environment; keeps appraised of the change and development factors in the industry and can translate impact to business environment.

Business Planning and Development – masters advanced level; plans and implements marketing initiatives; evaluates and develops enrollment goals for each center in cluster based on environment, agency goals and needs specific to a given center; identifies new revenue streams and the potential for implementation and actualization of same.

Financial Management – masters advanced level; aligns resources to ensure financial goals are achieved for a cluster of centers. Analyzes and interprets financial trending data to identify strengths/opportunities to make informed business decisions to meet the goals and objectives for the region.

Program Operations – masters advanced level; establishes, implements and manages policies and procedures in support of agency and state standards for clusters of centers to include resource planning; managing agency and state initiatives for continued center level excellence.

Relationship Building – masters advanced level; understands the importance of relationship; builds rapport easily with a variety of individual styles and personalities; engages and collaborates with partners and stakeholders to reach business goals; maintains broad internal and external networks of business and professional relationships.

Leading Change – masters advanced level; communicates, influences and manages the change process to include components/benefits of change; engages population in planning and implementation; promotes environment conducive to change and the impact of change.

Communication – masters advanced level in communication skills; selects the most appropriate method to deliver a message; prepares and presents verbal/written information clearly and concisely on complex subjects; provides guidance and coaching to others to improve verbal, written, presentation and listening skills.

Critical Thinking and Problem Solving – masters advanced level in critical evaluation of key issues in complex situations; anticipates issues and develops contingency plans to optimize resolution(s); analyzes risk/benefit associated with each resolution.

 

Qualifications and Requirements:

• BA degree in Child Development or closely related field required, MA preferred

• Minimum 10 years experience in child development and/or early education and 5 years in management capacity for large child development programs or other related experience.

• Demonstrated success in leading a sizeable team towards achieving company goals

• Exemplary leadership traits and skills; ability to inspire, motivate, guide and train managers and staff.

• Strong communication skills including written communication and the ability to present ideas logically in writing and verbally.

• A system thinker as well as an effective implementer.

• Results-oriented and ability to balance the soft and hard factors to achieve results.

• Works well under stress; handles multiple priorities while meeting other job responsibilities.

• Knowledge and respect of the culture and life-style of the population being served.

• Frequent travel.

• Experience accrediting child development programs through NAEYC and/or NASCA.

 

We Offer:

  • Career Development and Training
  • Discounted Childcare
  • Paid Vacation/Holiday/Sick Time
  • Medical/Dental/Vision Benefits
  • 401K with company match
  • Life Insurance
  • Commuter Benefits
  • Company Discounts

 

Sacramento, CA 95834 2018-08-20 View
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