We are seeking an innovative, compassionate, dedicated assistant director to join our staff. Our morning staff includes the director and assistant director, the Afternoon Program staff includes a lead teacher and a teacher.  There is some overlap with the two teams. Responsibilities include:

• Provide oversight for the morning program under the direction of the director, including building child-centered, play-based curriculum based on the emergent curriculum model.
• Confidently communicate with parents.
• Model positive guidance strategies and conflict resolution practices with children.
• Work with the director and participating parents to keep the school environment safe, clean and attractive.
• Attend evening classes and other school functions.
• Work with the Director to support the Afternoon Program.
• Be qualified to substitute for the director, in her absence.

Current knowledge of child development tenets and familiarity with developmentally appropriate practice are essential requirements of the position.  We encourage and support continuing education.

Minimum Qualifications/Requirements:

• Child Development Program Director Permit/Child Development Site Supervisor Permit.
• Bachelor’s Degree in Child Development, Early Childhood Education, Human Development, Family & Consumer Studies with a specialization in Child Development or Early Childhood Education, Education Psychology with a specialization in Child Development, Elementary Education, Psychology or Family Life Studies.
• 2 years or more full-time teaching experience in an Early Childhood Program or parent education.
• The following CCL requirements must be satisfied, prior to employment:
  • TB test clearance and up-to-date immunizations
  • Current Adult and Pediatric First Aid/CPR Certificate
  • Criminal background clearance

Preferred Qualifications/Requirements:

• Experience participating in a cooperative workshop environment.
• Experience with Early Childhood Nature-Based Education/Environmental Education.
• Bilingual in English and Spanish.

The Oaks Parent-Child Workshop does not discriminate on the basis of gender, gender identity, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital or parental status, sexual orientation, or disability.

To see a more detailed job description, please go to: www.theoakspcw.org/careers

LOYOLA MARYMOUNT UNIVERSITY

Senior Administrative Coordinator

Loyola Marymount University’s Children’s Center has an opening for Senior Administrative Coordinator. Under general supervision create and maintain a professional office environment that will promote efficiency and support the daily operations for all services offered through the LMU Children’s Center. Serve as the primary liaison for the Children’s Center to the Staff and Families. 

Additional responsibilities include: Provide skilled administrative support to the department. Prepare confidential and non-confidential letters, memoranda, e-mail, and other documents. Handle highly sensitive and/or urgent information with diplomacy; maintain surroundings in a clean and professional manner including shared spaces and bulletin boards. Hire, supervise, train, and coordinate schedules of work study students. Process student work awards in coordination with financial aid and Student Employment Services. Review student timecards for accuracy and approve; track weekly/semester/yearly accumulations of student hours and compare/contrast with student worker budget allocations. Bring discrepancies to the attention of the Director. Coordinate schedule of the Director and assist with correspondence as well as communication with staff, families, students, and other related parties. Answer questions about routine policies and practices at the Children Center based on California State Licensing regulations and National Association for the Education of Young Children Accreditation requirements as well as modern child development schools of thought. Review and edit information in Children’s Center staff manuals, in publications, and bulletins, to ensure current, relevant, and accurate information across platforms. Monitor, resolve and reconcile office coordination issues; recommend changes to increase/expand office efficiency and professionalism. “Meet and greet” parents and other visitors to the Children’s Center. Respond to calls facilitating resolution of callers’ inquiries. Schedule and conduct parent tours. Oversee and ensure proper maintenance of all Children’s Center files (electronic and paper) including but not limited to: accreditation records, licensing records, student/parent demographic data, staff notifications, calendars, parent and/or staff communications, and edit and proof read documents such as the Newsletter, etc. Perform audits as necessary to ensure completeness and accuracy of files. Facilitate the processing of tuition fees ensuring timely deposit, appropriate receipts, and tracking of parent accounts. Perform monthly reconciliation of tuition and other payments between ProCare and Concur. Monitor past-due balances and follow proper collection procedures. Assist with bookkeeping duties to track budgets. Maintain general written materials and assist in keeping forms and other written documents current and available upon request.

Disseminate information and answer general questions regarding the Children’s Center. Assist Director with research related to the Children’s Center operations, programming, compliance, and other activities. This includes covering in the classrooms on an ongoing basis. Help maintain the Waitlist. Return calls to parents regarding the Waitlist process and enrollment. Assist in the processing of new child enrollments. Perform other duties consistent with the functions required of staff of the Children’s’ Center and as assigned by the Director.

We seek candidates who typically hold a Bachelor’s degree in Early Childhood Education, Child Development or related field. Minimum of 12 units completed in Early Childhood Education or the equivalent (as stipulated by Department of Social Services State Licensing), including 3 units in Infant/Toddler if working with children under the age of 2. Some knowledge of developmentally appropriate practices and NAEYC Accreditation criteria helpful.

We offer a comprehensive benefits package and competitive salary.  For more details regarding this position please visit our website.  Interested candidates may apply by submitting a cover letter and resume to http://jobs.lmu.edu   (reference # 0180357). 

Equal Opportunity Employer

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

We believe deeply in the power of all parents to drive positive academic and health outcomes for their children, and as such, the family program is a cornerstone of theThe Primary School model. We seek to develop a bold new approach to working with parents and families that complements our health and education elements and leverages parent strengths to drive the highest possible return on investment for adults and children.

The Primary School is searching for compassionate and dedicated individuals who are skilled at working with families to help them envision a bold future for their children and set goals towards this vision. Coaching is a partnership in which the coach supports and motivates caregivers to make changes towards achieving their goals for themselves and their families. The coach will holistically work with our parents and families to identify strengths and problem solve around challenges. The Parent Coach role is a vital part of The Primary School that ensures our parents are supported and connected. Coaches will deliver weekly programming to cohorts of caregivers, facilitate our group-based coaching model, and build 1:1 coaching relationships with their cohort.

Responsibilities

• Provide one-on-one coaching and group coaching for parents, including the co-development of individualized parent growth plans.
• Serve as a resource to connect participants with appropriate partners related to housing, budgeting, career and education, childcare, health care, and more.
• Communicate regularly with other stakeholders related to the child (teachers, doctors, health workers, social service workers) and monitor and document participants’ progress according to individual growth plans.
• Work with families to align parent growth plans with student growth plans, supporting family engagement with the student’s experience in school.
• Recruit parents & families for our school, including outreaching to community groups, presentations to local agencies, etc.
• Thorough and organized documentation of caseload efforts, according to deadlines.
• Participate in the development and facilitation of participants’ workshops and community groups.
• Provide regular feedback toThe Primary School regarding parent and coaching experiences with the program and be an innovator for change.

ABOUT YOU

• You have 3-5 years of community outreach experience supporting parents who have experienced trauma and/or crises (e.g., homelessness, domestic violence), and have deep knowledge of the resources available to families. (Note: We are open to individuals from a wide range of backgrounds, including but not limited to social work, medicine, public health, education, community development, and international development.)
• You are a communicator with strong writing and public speaking skills, and feel comfortable leading and facilitating large groups.
• You coach and advocate for others in a way that is compassionate, strength-based and non-judgmental.
• You embody empathy and embrace cultural differences; you recognize and know how to navigate groups and individuals representing a range of needs, abilities and socioeconomic backgrounds.
• You are able to balance multiple priorities - meeting with families, preparing for sessions, entering data - gracefully and with practiced personal organization and time management.
• You are a natural problem solver, fixer and finder of resources; in moments of tension, you diffuse and resolve conflict.
• You are extremely self-aware and self motivated, and have a strong desire to learn.
• You are comfortable in ambiguity and environments that change rapidly environments.
• You recognize that working with families often requires work on evenings and weekends.
• You want to work with and learn from allThe Primary School team members, from early childhood education to parent coaching to community engagement.
• You believe in the mission of The Primary School and that all children and families are capable of extraordinary things.
• You are bilingual (English/Spanish speaker)

A Plus If

• You speak fluent Spanish.

Compensation

Compensation is commensurate with qualifications and experience, plus excellent health benefits, 401k retirement plan, flexible spending account (FSA), dependent care FSA, and generous paid time off, including a competitive paid parental leave benefit.

HOW TO APPLY

Please visit our website for more information and to apply!

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

The Primary School Assistant Teachers are 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, The Primary School 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, The Primary School 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 The Primary School, 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 The Primary School 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 The Primary School Parent Coaches and staff, and external health practitioners and partners
• Active participation in the ongoing design and implementation of the The Primary School 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 + Early Childhood Credits. 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 have an understanding of early childhood education and child development.
• You speak fluent Spanish.

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

The Special Education Manager (SPED manager) will be part of our Integrated Supports team, helping insure that all children at The Primary School receive the assessment and interventions they need to be successful in school. In addition to traditional SPED responsibilities, the SPED manager will have a key role in rethinking how we utilize our unique model (e.g., supporting children prior to entering school, leveraging the health care system, partnering with parents) to meet the needs of each student.

Case management of children with complex needs

• Case manage students with IEPs at the Primary School (~20% of the population):
• Attend IEP meetings.
• Track service minutes and design/deliver progress reports 3 times per year.
• Organize IEP document management system (paper and electronic).
• Communicate and coordinate with district and medical partners.
• Communicate changes to parents, support parents in advocating for their students.  

Provide direct support to children, families, and teachers

• Provide direct intervention supports to children with special needs
• Partner with families to build effective home practices
• Observe, model supports in the classroom, and coach teachers on inclusion practices

Manage and coordinate SPED team

• Manage Special Education team:
• Work with academic, behavioral, speech, and occupational therapy experts to set and manage against goals
• Build capacity through professional development, ongoing classroom modeling, and coaching.
• Create and manage assignments.
• Oversee development of SPED staffing planning
• Support recruitment of new team members (e.g., creating job descriptions, designing interviews, and hiring)

Partner and cross-team engagement

• Support in the design of Success Plan Process that identifies students who may need further evaluation and integrated supports.
• Partner with the Regional Center and the District on services and transitions from IFSPs to IEPs to ISPs.
• Identify and coordinate additional internal and external specialists to support children in school.
• Work with specialists to develop and lead training for teachers, coaches, and staff to support special needs.
• Support parent coaches in promoting parent advocacy for parents who have students with identified needs.
• Work with team to design community events and parent sessions.
• Interface with our health care team on developmental/medical needs.
• Other responsibilities related to growing our Special Education practices at the Primary School.

ABOUT YOU

• A strong commitment to supporting the highest need students in succeeding at school.
• A background working with young children (PreK and early elementary), English Language Learners, and supporting both schools and families.
• A passion to innovate on traditional RTI and Special Education systems, reimaging how coordinating systems of care and interventions can change trajectories for children.
• Management experience, and experience leading trainings and professional development.
• At least 4 years working in a Special Education environment, with a strong knowledge of IEPs, IFSPs, service plans, and interventions that drive change.
• A drive to work in a high energy start-up environment.
• A plus if you are bilingual (Spanish speaking) and have worked with a diverse population of kids and families.
• A flexible mindset and desire to jump in across programming wherever support is needed.

Compensation

Compensation is commensurate with qualifications and experience, plus excellent health benefits, 401k retirement plan, flexible spending account (FSA), dependent care FSA, and generous paid time off, including a competitive paid parental leave benefit.

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

The Teacher's Aide (TA or paraprofessional) is an aspiring educator with a deep love of working with, supporting and spending time with young children. In this role, the TA will primarily support The Primary School teachers during early (7:15 - 8:45am) or late care (4 - 5:15pm) as well as during the school day.  Depending on your availability and program needs, TAs may also facilitate child care forThe Primary School parent programming, ensuring that parents and caretakers have the opportunity to fully engage in adult programming. Collectively, TAs, will have the opportunity to experience theThe Primary School model of coordinated care across school, parent coaching and health realms. This role may be part-time or full-time.

Responsibilities

TAs will supportThe Primary School Teachers in creating a warm and welcoming environment for children ages (mostly 1-6). Specifically, the Teacher's Aide will:

• Support daily preparation of early/late care materials along with supervision of students
• Support parent sign-in/-out process, transition to/from classroom, and/or other operational procedures
• Assist Lead and Associate Teachers with needed tasks during the school day
• Communicate information gathered from children or families to appropriate staff
• Collaborate with Lead and other Assistant Teachers to practice skills and jointly problem solve

ABOUT YOU

• You have experience working with children in a school or similarly structured environment. 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 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 have an understanding of early childhood education and child development.
• You speak fluent Spanish.
• You have Early Childhood Education credits

Compensation

Compensation is commensurate with qualifications and experience, plus excellent health benefits, 401k retirement plan, flexible spending account (FSA), dependent care FSA, and generous paid time off, including a competitive paid parental leave benefit.

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

The Special Education Teacher (SPED teacher) will be an integral part of the integrated supports team.  The SPED teacher will deliver direct services to children with identified needs, collaborate with teachers and support staff on integrated support plans, and serve as case manager for students with IEPs.

RESPONSIBILITIES

The SPED teacher will be part of our Integrated Supports team, helping insure that all children at The Primary School receive the support they need to be successful at school.

• Develop and deliver direct services to achieve both academic and behavioral goals (for children in pre-K, kindergarten, and first grade).
  • Provide a range of supports which may include small group instruction and individual intervention.
  • Evaluate effectiveness of interventions.
  • Tailor supports to continue to improve efficacy.
• Collaborate with teachers to ensure instruction and classroom environment optimize learning for all children.
• Provide case management services for students with IEPs:
• Attend IEP meetings.
• Track services and progress against goals.
• Communicate changes to parents, support parents in advocating for their students.

• Work with parents to ensure understanding of child needs and progress and provide tools to support children at home.
• Coordinate with internal and external specialists (e.g., occupational therapy, speech therapy, health care providers, and behavioral supports) to ensure supports are coordinated and integrated.
• Other responsibilities related to growing our Special Education practices

QUALIFICATIONS

• A strong commitment to supporting the highest need students in succeeding at school.
• A background working with young children (aged 3 - 6), English Language Learners, and supporting both schools and families.
• Experience working in a Special Education environment. 
• A drive to work in a high energy start-up environment.
• A plus if you are bilingual (Spanish speaking) and have worked with a diverse population of kids and families.
• A flexible mindset and desire to jump in across programming wherever support is needed.

Compensation

Compensation is commensurate with qualifications and experience, plus excellent health benefits, 401k retirement plan, flexible spending account (FSA), dependent care FSA, and generous paid time off, including a competitive paid parental leave benefit.

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

We believe deeply in the importance of supporting children and their families from an early age. We currently focus on serving children between the ages of 18 to 36 months of age and we will expand our services down to birth over time. We are seeking a clinician for the birth-to-three program who will be responsible for designing and delivering programming that builds parent-child relationships through parent capacity building.

This individual will be exceptionally skilled at building trusted relationships through group-based and dyadic programming with parents and families of infants and toddlers.  The role is mission critical to delivering upon The Primary School’s innovative model of aiming to support children from birth.

Responsibilities

• Coordinate and deliver weekly group-based psycho-education in English and Spanish, focused on parent-child attachment, parental well-being and sense of self-efficacy.
• Design, plan, and implement social-emotional learning groups with parents and children together. These groups will focus on 1) nurturing the parent-child attachment relationship, 2) demonstrating evidence-based parenting techniques, 3) strengthening children’s development, 4) increasing parents’ knowledge of their children’s developmental needs and strengths, and 5) building community between families.
• Conceptualize cases utilizing reliable and evidence-based tools like developmental screeners and assessment tools.
• Support parents in implementing strategies that lead to positive attachment and their child’s social-emotional development.
• Work in deep partnership with families, parent wellness coaches, 0-3 program interventionists, and school teams to ensure program delivery and optimal care for families.
• Coordinate support for families with other Primary School team members and community organizations by maintaining well-documented and organized information.
• Help develop and provide feedback on technology that can support child-directed time and the parent-child relationship.
• Participate in the design, evaluation, and refinement of all of the above programs and services.
• Participate in and contribute to the universal activities of the 0-3 program and The Primary School.

As needed:

• Conduct dyadic coaching interventions for families in need of additional, personalized supports.
• Provide training to Primary School parent wellness coaches with varying levels of expertise in child development and parent-child attachment.
• Attend trainings relevant to parent education and/or parent-child curriculum and share new learnings with TPS staff.

ABOUT YOU

Professional skills + experience

• You have at least four years of experience in infant and early childhood mental health or clinical work, focusing on coaching and supporting the relationships between young children and their adult caregivers. Clinical license is not required.
• A plus if: you have completed certification in the Program for Infant and Toddler Care (PITC), are trained in an intervention method such as Circle of Security, or .
• You have experience and interest in working with children ages 0-5, and their parents, either in group-based settings or individual dyads.
• You are able to easily connect and work well with parents of children across a wide range of ages and different socioeconomic backgrounds.
• You value the importance of the parent-child relationship and you are knowledgeable about healthy child development, especially in the social and emotional domains.
• You are a communicator with strong public speaking skills, and feel comfortable leading and facilitating groups of parents, and groups of parents and children together, with positive energy.
• You coach families and advocate for others in a way that is compassionate, culturally-responsive, strengths-based and non-judgmental.
• You are able to balance multiple priorities - meeting with families, preparing for groups, entering data - gracefully and with practiced personal organization and time management.
• You are a natural problem solver, fixer and finder of resources.

Personal qualities

• You speak fluent English and Spanish and feel confident in leading groups and coaching families in both languages.
• You are flexible with your schedule and understand that this work needs to meet the availability of our families (i.e., must be available and willing to work some evenings and/or weekends).
• You are comfortable in ambiguity and environments that change rapidly.
• You love collaboration and learning and are excited to work with and learn from all TPS team members, from pre-K to 8 education, to parent coaching, to community engagement.
• You believe in the mission of The Primary School and that all children and families are capable of extraordinary things

Compensation

Compensation is commensurate with qualifications and experience, plus excellent health benefits, 401k retirement plan, flexible spending account (FSA), dependent care FSA, and generous paid time off, including a competitive paid parental leave benefit.

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

We believe deeply in the importance of supporting children and their families from an early age. We currently focus on serving children between the ages of 18 to 36 months of age and we will expand our services down to birth over time. We are seeking a clinician for the birth-to-three program who will be responsible for designing and delivering programming that builds parent-child relationships through parent capacity building.

This individual will be exceptionally skilled at building trusted relationships through group-based and dyadic programming with parents and families of infants and toddlers.  The role is mission critical to delivering upon The Primary School’s innovative model of aiming to support children from birth.

Responsibilities

• Coordinate and deliver weekly group-based psycho-education in English and Spanish, focused on parent-child attachment, parental well-being and sense of self-efficacy.
• Design, plan, and implement social-emotional learning groups with parents and children together. These groups will focus on 1) nurturing the parent-child attachment relationship, 2) demonstrating evidence-based parenting techniques, 3) strengthening children’s development, 4) increasing parents’ knowledge of their children’s developmental needs and strengths, and 5) building community between families.
• Conceptualize cases utilizing reliable and evidence-based tools like developmental screeners and assessment tools.
• Support parents in implementing strategies that lead to positive attachment and their child’s social-emotional development.
• Work in deep partnership with families, parent wellness coaches, 0-3 program interventionists, and school teams to ensure program delivery and optimal care for families.
• Coordinate support for families with other Primary School team members and community organizations by maintaining well-documented and organized information.
• Help develop and provide feedback on technology that can support child-directed time and the parent-child relationship.
• Participate in the design, evaluation, and refinement of all of the above programs and services.
• Participate in and contribute to the universal activities of the 0-3 program and The Primary School.

As needed:

• Conduct dyadic coaching interventions for families in need of additional, personalized supports.
• Provide training to Primary School parent wellness coaches with varying levels of expertise in child development and parent-child attachment.
• Attend trainings relevant to parent education and/or parent-child curriculum and share new learnings with The Primary School staff.

ABOUT YOU

Professional skills + experience

• You have at least four years of experience in infant and early childhood mental health or clinical work, focusing on coaching and supporting the relationships between young children and their adult caregivers. Clinical license is not required.
• A plus if: you have completed certification in the Program for Infant and Toddler Care (PITC), are trained in an intervention method such as Circle of Security.
• You have experience and interest in working with children ages 0-5, and their parents, either in group-based settings or individual dyads.
• You are able to easily connect and work well with parents of children across a wide range of ages and different socioeconomic backgrounds.
• You value the importance of the parent-child relationship and you are knowledgeable about healthy child development, especially in the social and emotional domains.
• You are a communicator with strong public speaking skills, and feel comfortable leading and facilitating groups of parents, and groups of parents and children together, with positive energy.
• You coach families and advocate for others in a way that is compassionate, culturally-responsive, strengths-based and non-judgmental.
• You are able to balance multiple priorities - meeting with families, preparing for groups, entering data - gracefully and with practiced personal organization and time management.
• You are a natural problem solver, fixer and finder of resources.

Personal qualities

• You speak fluent English and Spanish and feel confident in leading groups and coaching families in both languages.
• You are flexible with your schedule and understand that this work needs to meet the availability of our families (i.e., must be available and willing to work some evenings and/or weekends).
• You are comfortable in ambiguity and environments that change rapidly.
• You love collaboration and learning and are excited to work with and learn from all TPS team members, from pre-K to 8 education, to parent coaching, to community engagement.
• You believe in the mission of The Primary School and that all children and families are capable of extraordinary things

Compensation

Compensation is commensurate with qualifications and experience, plus excellent health benefits, 401k retirement plan, flexible spending account (FSA), dependent care FSA, and generous paid time off, including a competitive paid parental leave benefit.

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

The Bridge to Preschool Program: What, Why and Who

The Assistant Teacher for the 0-3 Toddler Program will be directly supporting our Bridge to Preschool program, a highly structured small group intervention targeting children ages 2.5 to 3 and families as they prepare for 3-year-old preschool in August 2019. Children are identified for and invited to participate in the Bridge to Preschool program based on their developmental screening results, with special attention given to children who may need more support in their language development, social & emotional development, or both.

This position reports to the Early Intervention Specialist who is the Master Teacher and program designer of Bridge to Preschool. Under the guidance and supervision of the Early Intervention Specialist, the Assistant Teacher will be interacting with children and families to help develop stronger communication and social emotional skills.  Prior to the start of Bridge to Preschool, the Assistant Teacher will receive training on the curriculum and pedagogical methods of the program.

Short-term, contract position from mid-February to early-August 2019, with the potential to convert to full-time. 

The Bridge to Preschool program will operate on Tuesdays and Wednesdays from late February to early August 2019. The Assistant Teacher position is a part-time, short-term contract for 15 hours a week (Tuesdays & Wednesdays)  from mid-February to mid-August. The future of this position is open, and may include expansion into a full-time, permanent role after August for interested and qualified individuals.

Ideal Candidate Profile

The Primary School equally encourages individuals interested in only a short-term contract, as well as those interested in expansion to a full-time role, to apply. This position is well-suited for individuals interested in positions as paraprofessionals, or for individuals in undergraduate or graduate degree programs (such as in special education, occupational therapy, speech and language pathology or early intervention) looking for field work experience.

Responsibilities:

Assistant Teaching

• Support the Early Intervention Specialist/Master Teacher in the implementation of Bridge to Preschool intervention groups.
• Supervise and participate in outdoor and indoor activities with children.
• Model for parents high impact language development strategies through songs, stories and talking with children.
• Scaffold and support young children to develop positive interpersonal relationships with peers and caregivers.
• Function as an appropriate, positive role model.

Data Collection & Analysis

• Assist in the observation and recording of children’s’ development and progress.
• Contributes relevant feedback/information on student progress through observation, interaction and maintaining accurate records.

Materials & Space Management

• Assist with the creation of visuals and classroom materials as needed.
• Help with the set-up and clean-up of the intervention space and materials
• Assists with daily housekeeping duties, e.g., washing dishes, disinfecting of toys.

Other Responsibilities

• Attends appropriate staff meetings and in-service trainings as needed.
• Maintains cooperative relationships with all parents, staff and students.
• Maintains strict confidentiality on all job-related matters.
• Other responsibilities as needed.

ABOUT YOU

Professional skills + experience

• You have experience and interest in working with toddlers and preschool-aged children
• You value the importance of the parent as the child’s first teacher
• You are knowledgeable about child development and developmental milestones
• You are a strong communicator that values collaboration
• You interact with families and advocate for others in a way that is compassionate, culturally-responsive, strengths-based and non-judgmental
• You are a natural problem solver, fixer and finder of resources

Personal qualities

• You speak fluent English and Spanish and feel confident in communicating with children and families in both languages
• You love collaboration and learning and are excited to work with and learn from all TPS team members, from pre-K to 8 education, to parent coaching, to community engagement
• You believe in the mission of The Primary School and that all children and families are capable of extraordinary things
• You are physically able and willing to lift and move up to 50lbs with or without a reasonable accommodation

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

The School Operations Manager is responsible for the smooth and effective functioning of day-to-day non-instructional school administration so that the Principal, Assistant Principal and teachers can focus exclusively on student learning and wellbeing. This position will take on a variety of operational responsibilities managing student services, compliance, data integrity, and other general school support functions. This position report to the Sr. Manager of Program Operations.

Note: This position requires occasional lifting of up to 50 pounds with frequent lifting of up to 25 pounds, and regularly requires the individual to be on their feet for ~6 hours per day.

Responsibilities

• Student Services
  • Coordinate daily student food services at the campus; troubleshoot issues as they arise; ensure the accurate tracking of student meal consumption; report chronic service issues to the Sr. Manager of Program Operations.
  • Coordinate student health services; monitor student health and safety for any unusual/disconcerting trends; coordinate with site nursing staff to ensure that students receive appropriate care.

• Compliance
  • In partnership with the Sr. Manager of Program Operations, lead monthly and annual reporting for California Child Care Licensing and California State Preschool Programs; and ensure all staff, volunteers, and families have required paperwork on file.
  • Assist the Sr. Manager of Program Operations on successful federal meal program audit.
  • Support teachers in completing all licensing and state preschool credentialing actions prior to first day of employment.

• Student Data & Information
  • Manage and record new student enrollment and withdrawals in PowerSchool and Noho Care; partner with organizational staff on lottery and waitlist procedures.
  • Manage audit of student records for ongoing completeness and accuracy in PowerSchool – ensure that every electronic student record is accurate and updated on a timely basis.
  • Run ad-hoc reports for school leadership team to manage daily and weekly operational performance.
  • Serve as point person for teacher technical support in using PowerSchool and/or other sources of record for student information.
  • Oversee student attendance data process and ensure that it is reconciled and accurate on a daily basis.
  • Manage the operational logistics of student test administration at the campus, including the distribution of test materials to the classroom, and the collection and aggregation of results.
  • Produce academic and school culture reports (i.e., report cards, awards).

• General School Support
  • Assist the Sr. Manager of Program Operations in preparing the campus annually for startup/new school year launch.
  • Work closely with the Principal, record and maintain the school’s calendar and class schedules, and ensure appropriate levels of staff-to-child ratios.
  • Assist with planning and implementation of school special events and field lessons.
  • Assist the Sr. Manager of Program Operations with facilities management including weekly and monthly facilities walkthroughs to ensure that facilities are up to organizational standards.

ABOUT YOU

• You have at least four years of experience in an operations, coordinator and/or administrative role.
• You have practiced habits of organization and project management, and can quickly move back and forth between the 30,000 foot and on-the-ground levels.
• You can juggle multiple priorities and take pride in consistently meeting deadlines.
• You have strong technical skills, experience in managing and manipulating databases and datasets, and are highly proficient in Excel.
• You are a natural problem solver, fixer and finder of resources; when the going gets tough, you are calm under pressure and show excellent judgment.
• You get joy out of building efficient, user-friendly and results-oriented work flows and processes.
• You have the ability to motivate peers and colleagues to get things done - with or without the leadership title.
• You are extremely self-aware and self motivated, and have a strong desire to learn.
• You are comfortable in ambiguity and environments that change rapidly environments.
• You want to work with and learn from all TPS team members, from early childhood education to parent coaching to community engagement.
• You believe in the mission of The Primary School and that all children and families are capable of extraordinary things.

A Plus If

• You are fluent in Spanish (written and oral).
• You have experience supporting children and families managing the effects of trauma and poverty.

Compensation

Compensation is commensurate with qualifications and experience, plus excellent health benefits, 401k retirement plan, flexible spending account (FSA), dependent care FSA, and generous paid time off, including a competitive paid parental leave benefit.

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

The Primary School Associate Teachers are early career educators seeking to build their skills in rigorous instruction. They focus on a subset of content and skills and work with the support of the Lead Teachers and partnership of other associate teachers to integrate their lessons into larger units.  They teach multiple blocks during the day, providing them with the opportunity to quickly implement feedback and improve their practice.  We believe in developing talent from within --- Associate Teachers receive coaching support and opportunities to practice literacy and math instruction and grow into Lead Teachers.  The will be supervised by an Assistant Principal.

Specifically, Associate Teachers are responsible for:

• Instructional planning and delivery
• Assessment and analysis of student data
• Working with families and collaborating with other staff
• Supporting individual students
• Engaging fully in coaching and professional development

Essential Beliefs, Skills, and Experience

Successful Associate Teachers must hold a...

• Deep Commitment to All Students
• Unwavering confidence in the potential of all students
• Absolute ownership over the growth of their students
• Constant confidence that our team can achieve with every child

• Parent- and Family-Centered Mindset
• Belief that parents are essential partners in our work.
• Ability to foster a welcoming school and class environment for families
• Willingness to invest the time and energy to engage all families

• Passion for Our New School Model
• Recognition of the multi-dimensional needs of kids and families
• Desire to dedicate time and energy to work beyond academic instruction
• Excitement to engage fully in an innovative “start-up” environment

In their work so far, they have demonstrated a...

• Proficiency turning provided units and curriculum into internalized lessons
• Fluency in articulating clear and specific learning objectives
• Competence in designing engaging lesson materials
• Developing and leveraging formal and informal assessment

• Understanding of how to engage groups of students
• Ability to foster a rigorous, urgent and joyful environment
• Strong sense of appropriate tone in leading groups of students
• Recognition of diverse needs of learners and willingness to tailor approach

• Cultural competence in engaging with our community of children and families
• Basic understanding of how to support English Language Learners instructionally
• Experience supporting students experiencing the effects of trauma and poverty
• Competence in bridging cultures with kids and adults alike

Experience and Credentials

• One or two years of teaching, or completion of a teacher preparation course 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
• A permit is not required for 1st/2nd Grade teachers

A Plus If

• You have an understanding of early childhood education and child development.
• You speak fluent Spanish.
• You are an internal candidate.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the functions. While performing the duties of this position, the employee is regularly required to talk, hear, and communicate with both adults and children. The employee frequently is required to use hands or fingers, handle or feel objects, tools, or controls. The employee is frequently required to stand, walk, sit, and reach with hands and arms. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. The noise level in the work environment is moderate to high.  

Compensation

Compensation is commensurate with qualifications and experience, plus excellent health benefits, 401k retirement plan, flexible spending account (FSA), dependent care FSA, and generous paid time off, including a competitive paid parental leave benefit. 

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

Instructionally, lead 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. 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 withThe Primary School Parent Coaches and staff, and external health practitioners and partners
• Participation in reflection and coaching, both 1:1 with Assistant Principal and in group context with colleagues
• 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 your desired position) and hold deep and diverse instructional competence.
• Your work demonstrates a practice of creating transformative classroom culture for all kids. You are committed to social justice and take proactive steps to build an equitable classroom practice.
• You enthusiastically utilize data to understand what a student needs and to personalize instruction accordingly.
• You have a parent- and family-centered mindset.
• 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 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 are unafraid of diversity and engage confidently across differences.
• You are kind, humble, and collaborative.

Experience and Credentials

• Three to five 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.
• Master’s degree preferred, Bachelor's degree required.  
• A permit is not required for 1st/2nd Grade teachers.

A Plus If

• You have an understanding of early childhood education and child development.
• You speak fluent Spanish.
• You are an internal candidate.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the functions. While performing the duties of this position, the employee is regularly required to talk, hear, and communicate with both adults and children. The employee frequently is required to use hands or fingers, handle or feel objects, tools, or controls. The employee is frequently required to stand, walk, sit, and reach with hands and arms. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. The noise level in the work environment is moderate to high.

Compensation

Compensation is commensurate with qualifications and experience, plus excellent health benefits, 401k retirement plan, flexible spending account (FSA), dependent care FSA, and generous paid time off, including a competitive paid parental leave benefit.

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

The Primary School Associate Teachers are early career educators seeking to build their skills in rigorous instruction. They focus on a subset of content and skills and work with the support of the Lead Teachers and partnership of other associate teachers to integrate their lessons into larger units.  They teach multiple blocks during the day, providing them with the opportunity to quickly implement feedback and improve their practice. We believe in developing talent from within --- Associate Teachers receive coaching support and opportunities to practice literacy and math instruction and grow into Lead Teachers.  The will be supervised by an Assistant Principal.

Specifically, Associate Teachers are responsible for:

• Instructional planning and delivery
• Assessment and analysis of student data
• Working with families and collaborating with other staff
• Supporting individual students
• Engaging fully in coaching and professional development

Essential Beliefs, Skills, and Experience

Successful Associate Teachers must hold a...

• Deep Commitment to All Students
• Unwavering confidence in the potential of all students
• Absolute ownership over the growth of their students
• Constant confidence that our team can achieve with every child

• Parent- and Family-Centered Mindset
• Belief that parents are essential partners in our work.
• Ability to foster a welcoming school and class environment for families
• Willingness to invest the time and energy to engage all families

• Passion for Our New School Model
• Recognition of the multi-dimensional needs of kids and families
• Desire to dedicate time and energy to work beyond academic instruction
• Excitement to engage fully in an innovative “start-up” environment

In their work so far, they have demonstrated a...

• Proficiency turning provided units and curriculum into internalized lessons
• Fluency in articulating clear and specific learning objectives
• Competence in designing engaging lesson materials
• Developing and leveraging formal and informal assessment

• Understanding of how to engage groups of students
• Ability to foster a rigorous, urgent and joyful environment
• Strong sense of appropriate tone in leading groups of students
• Recognition of diverse needs of learners and willingness to tailor approach

• Cultural competence in engaging with our community of children and families
• Basic understanding of how to support English Language Learners instructionally
• Experience supporting students experiencing the effects of trauma and poverty
• Competence in bridging cultures with kids and adults alike

Experience and Credentials

• One or two years of teaching, or completion of a teacher preparation course or substantial experience working with students in an instructional setting, preferably serving a community similar to East Palo Alto and Belle Haven
• A minimum of 24 ECE units for preschool associate is required
• Currently held or in pursuit of a college degree strongly preferred

A Plus If

• You have an understanding of early childhood education and child development.
• You speak fluent Spanish.
• You are an internal candidate.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the functions. While performing the duties of this position, the employee is regularly required to talk, hear, and communicate with both adults and children. The employee frequently is required to use hands or fingers, handle or feel objects, tools, or controls. The employee is frequently required to stand, walk, sit, and reach with hands and arms. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. The noise level in the work environment is moderate to high. 

Compensation

Compensation is commensurate with qualifications and experience, plus excellent health benefits, 401k retirement plan, flexible spending account (FSA), dependent care FSA, and generous paid time off, including a competitive paid parental leave benefit. 

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

Instructionally, lead 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. 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 withThe Primary School Parent Coaches and staff, and external health practitioners and partners
• Participation in reflection and coaching, both 1:1 with Assistant Principal and in group context with colleagues
• Active participation in the ongoing design and implementation of the The Primary School 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 your desired position) and hold deep and diverse instructional competence.
• Your work demonstrates a practice of creating transformative classroom culture for all kids. You are committed to social justice and take proactive steps to build an equitable classroom practice.
• You enthusiastically utilize data to understand what a student needs and to personalize instruction accordingly.
• You have a parent- and family-centered mindset.
• 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 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 are unafraid of diversity and engage confidently across differences.
• You are kind, humble, and collaborative.

Experience and Credentials

• Three to five 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.
• Master’s degree preferred, Bachelor's degree required.  
• A permit is not required for 1st/2nd Grade teachers.

A Plus If

• You have an understanding of early childhood education and child development.
• You speak fluent Spanish.
• You are an internal candidate.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the functions. While performing the duties of this position, the employee is regularly required to talk, hear, and communicate with both adults and children. The employee frequently is required to use hands or fingers, handle or feel objects, tools, or controls. The employee is frequently required to stand, walk, sit, and reach with hands and arms. The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. The noise level in the work environment is moderate to high.

Compensation

Compensation is commensurate with qualifications and experience, plus excellent health benefits, 401k retirement plan, flexible spending account (FSA), dependent care FSA, and generous paid time off, including a competitive paid parental leave benefit.

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

The Primary School internship program is an unpaid summer internship for current undergraduate and graduate students interested in exploring nonprofit management careers at the intersection of education, health and family supports. While this position is unpaid, The Primary School will offer transportation cost supplements for interns who commute. Summer interns are matched with a team and project based on prior experience and interests. During the 10-12 week program, interns engage in hands-on, project-based learning, and also participate in high-impact developmental and networking programming. This includes 1:1 mentorship, an organizational leadership speaker series, and opportunities to build meaningful relationships with other interns,The Primary School staff, and the broader Primary School family and East Palo Alto community.

We have opportunities for summer interns in the following areas for Summer 2019. Interns will be matched to projects based on prior experience and interests:

• School Launch Operations Interns will get an immersive experience in preparing a school for the launch of new grade levels and refresh of existing grade levels. Activities will include procurement and inventory of materials, new classroom set-up, curriculum organization, and support for and participation in family welcome events and staff summer development. Interns will get first-hand exposure to the joys and challenges of school growth and will get to work closely with the The Primary School Operations team.

ABOUT YOU

• You are currently enrolled in a 2-/4-year college or university, or a graduate program, in the United States.
• You are able to complete a 10-12 week program beginning in June or July 2019.
• You are unafraid of diversity and engage confidently across differences.
• You are kind, humble, and collaborative.
• You are excited to build a new model to deliver excellent outcomes for children and are passionate about constantly improving our work to get closer to this vision.
• You exhibit sound, mature judgement and understand how to navigate diverse audiences and across differences.
• You believe in the mission of The Primary School and that all children and families are capable of extraordinary things.

A Plus If

• You speak fluent Spanish.

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

The Primary School is preparing to launch its next site in the Hayward.  We are seeking an outstanding, experienced school leader to take on the leadership of developing, implementing, and managing this new Prek3-8th grade school. The new school is expected to launch with a preschool in Fall of 2020. We will grow an additional grade each subsequent school year until 8th grade.

The School Leader will spend part of the year learning in residency, while also doing the groundwork and design necessary to open The Primary School’s next site in 2020. The School Leader will receive mentorship and support from school leaders across the organization.

The Primary School was created on the belief that the current model of school is too narrow to support the needs of our highest risk children. Our model expands the boundaries of school to 1) start earlier (we admit children at birth), 2) integration with socio-emotional and health supports, and 3) deep engagement with parents. Our leadership structure reflects this expanded vision; the expectation of all school leaders is that they both oversee the academic program and play a key role in incorporating these broader supports. As such, for the School Leader role, we are looking for an individual who both brings deep expertise in managing teachers and schools and a sincere desire to innovate and stretch themselves beyond the traditional school model and principal role.

Our philosophy balances high expectations for all children with a trauma-sensitive approach that addresses holistic child outcomes (academic, health, and “soul”). Our curriculum is inquiry-based and data-driven, and we believe that student voice and choice are driven by rigorous planning and intellectual preparation. We celebrate joy in the classroom and take into account the needs of the whole child, ensuring children are emotionally and cognitively ready to access learning. The School Leader will work closely with our medical director and parent program lead to augment the classroom experience with health and parent supports that are both integrated within the school day and expand beyond the classroom. Our model is still in the early stages, and the School Leader will have an outsized opportunity to shape the design of the program and organization.

RESPONSIBILITIES

Refine The Primary School program model for a new community

• In partnership with site director, determine how the school program design in the flagship site will translate to a modified design for the new site, based on the resources and needs of the next community
• Support the strategic and tactical plan to build and open the new school site

Execute program delivery at our flagship East Palo Alto site

• Serve “in residency” at our flagship program site, receiving coaching.from existing program leaders including our school principal
• Manage a variety of special projects at our flagship East Palo Alto site, with the goal of both delivering high quality services to our current children and families and deeply understanding the complexities of  our work
• Work with leaders in all three program areas (core school, parent program, and health) to understand their work

Leading high-quality instruction at our new Hayward site

• Coach and manage teachers to ensure they are prepared to deliver exceptional instruction and build positive classroom environments.
• Develop and promote common instructional practices.
• Identify and tailor appropriate curriculum for each component of the day.
• Drive instructional excellence by ensuring teachers receive appropriate and targeted coaching.
• Develop and ensure the implementation of consistent, efficient, and safe practices and routines across all classrooms.
• Build arc of professional development to enrich organizational learning and deepen the practices of our instructional team.
• Identify and reward strong performance, drive retention of high performers, and create opportunities for professional growth.

Build a powerful and positive culture across students, staff, and families at our new Hayward site

• Support  deep family engagement and communications; work with family engagement lead to help parents understand and support academic learning at home
• Partner with the team to develop a school readiness program for children age 0-3 to ensure they are cognitively and socially prepared for school
• Build and sustain a culture of joy, inquiry, high expectations, collaboration, and continuous improvement for children, parents, and community partners.
• Communicate regularly with families regarding student performance and academic achievement, coordinating with parent support team.
• Design and execute on schoolwide events and rituals.

Ensure efficient school site operations

• Ensure compliance with all program policies and procedures and state preschool, state licensing, CACFP/NSLP, and other regulations.
• Coordinate with school operations team to ensure a safe and consistent school environment for students.
• Manage staff, student, and classroom schedules to ensure efficient and consistent day-to-day operations.
• Oversee usage of space and facilities for student programming, and manage related district and city relationships as needed.
• Represent school in annual budget setting process; manage ongoing school finances and ensure school upholds all fiscal policies and procedures.

ABOUT YOU

• You have previously led a high-performing school, early childhood, and/or parent program
• You have deep experience working with communities of color
• You have an exceptional grasp of best practices in instruction and curriculum, ideally for both early childhood and elementary school
• You have successfully designed innovative models and programs
• You have a deep commitment to re-defining systems and the way we care for our children
• You are a voracious and quick learner with a flexible mind and a willingness to question what you know
• You are able to inspire direct reports, colleagues, and teams to be their best.
• You are relentlessly results-driven and have a record of managing towards and achieving exceptional outcomes for children, families, or others
• You are highly collaborative and excited to work with an interdisciplinary team
• You excel in a fast-paced, entrepreneurial, and innovative organization
• You are deeply kind, humble, and courageous
• You believe in the mission of The Primary School and that all children and families are capable of extraordinary things

A Plus If...

• You have an understanding of early childhood education and child development
• You speak fluent Spanish

Compensation

Compensation is commensurate with qualifications and experience, plus excellent health benefits, 401k retirement plan, flexible spending account (FSA), dependent care FSA, and generous paid time off, including a competitive paid parental leave benefit.

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

The Lake School, a nationally recognized, small, private play-based preschool located in the historic and beautiful Lake Merritt neighborhood of Oakland, is seeking an experienced and qualified candidate for the position of Head of School.  

The Lake School’s philosophy is to reinforce the child's fundamental need to learn and to play in a joyful and challenging environment. The Lake School was founded on the premise that an organized and enriched environment provides children with a sense of themselves, their own world and their own development. The Lake School welcomes parents' ideas, talents and support as a vital part of our school. We recognize that the wholesome development of the child depends upon how well the Head of School, parents and staff work together.  

The Head of School will embrace, honor and support the school’s mission: to provide a safe, nurturing, and developmentally appropriate environment in which children develop socially, emotionally, intellectually and physically.  

Key responsibilities include:

• Manage and administer the school, including licensing, enrollment and marketing

• Recruit, manage, support and develop school staff of 5-10 teachers who co-teach

• Provide lesson planning support & curriculum implementation

• Build and maintain positive relationships with current and prospective families

• Develop and maintain good relationships between the staff and parents

• Maintain financial records, prepare budgets and oversee finances of the school

• Work closely with the Executive Board and Parent Board

• Maintain and advance high standards of care and accreditations

• Maintain safe and healthy environment for students and staff

Minimum qualifications include:

• BA in Child Development or Early Childhood Education from an accredited college; Masters or other advanced degree preferred

• Minimum of 5 years verifiable experience in early childhood education, including at least 2 years teaching experience at a licensed child care center and experience teaching or developing a play-based or project approach curriculum

• Passion for early childhood education, solid understanding of child development and love of small children

• Strong administrative, organizational and time management skills

• Excellent communication, writing, presentation and interpersonal skills

• Supervisory experience and leadership ability to create and maintain excellent collaborative working environment for all staff members

• Knowledge of and ability to comply with applicable laws and regulations and interface with the California Department of Social Services and other governmental agencies

• Demonstrated ability to maintain financial records and budgets

Compensation package includes a salary commensurate with experience, benefits and paid holidays. The position is Full-time and will start no later than May 1, 2019. Applications will be accepted immediately.  Please send cover letter and resume to: executiveboard@thelakeschool.net and/or The Lake School, 304 Lester Avenue, Oakland, California 94606, Attention: Executive Board.

Child Development Instructor (2019)

MiraCosta College

To view the full job posting and apply for this position, go to: http://apptrkr.com/1362095

Discipline or Department: Child Development/Early Childhood Education

Position Type: Full-time Faculty

Hourly Rate or Monthly Salary:

Working Hours: WORKLOAD AND OTHER EMPLOYMENT INFORMATION:

This position is a 10-month, 176-day contract. The standard contractual work week for credit and noncredit classroom faculty is forty (40) hours. The standard instructional work week shall consist of thirty (30) hours of instructional time, class preparation and student evaluation (contact hours and preparation hours). The remaining time will consist of five (5) student hours (of which at least two (2) hours must be designated office hours), and five (5) institutional service hours. Noncredit faculty may substitute three (3) of the required five (5) weekly student hours for additional preparation hours.

The person selected for this position will be assigned a Faculty Service Area (FSA) in Child Development/Early Childhood Education and will be subject to assignment to any district facility during any hours of operation. Adherence to all District policies and procedures is expected.

Special Instructions to Applicants:

APPLICATION PROCEDURE:

Apply and submit application materials online at https://jobs.miracosta.edu. Once you're in the online system, we strongly advise you to read the information on "How to Apply" and the FAQs (Frequently Asked Questions) before starting the application process.

Submit the following documents directly in the online system and finish applying and receive a confirmation number by 11:59 PM on the closing date:

1. Application for Academic Employment.

2. A cover letter addressed to the Selection Committee discussing your strengths and weaknesses as they apply to the desirable qualifications and representative duties stated in the position announcement;

3. Teaching philosophy statement [attach this to the "Teaching Philosophy" link], addressing questions such as:

a. Explain how you create a diverse learning environment that stimulates curiosity and exploration in your classes and promotes positive learning opportunities for students.

b. Describe the teaching strategies and/or techniques you have utilized to increase the retention and completion rates for under-served student populations, particularly for Black/African-American, Latinx, and Native American students?

c. Describe how your teaching approach has changed over the years. Provide examples of what motivated the change(s);

4. A curriculum vitae or resume summarizing your educational background and experience;

5. Three recent letters of recommendation (must be dated and signed). Letters need not be confidential. If you already have letters of recommendation in your possession, you may attach them yourself when attaching the other required documents in the online application system. If you would prefer, or if your letter writers would prefer to submit a confidential letter, you can enter their names and e-mail addresses in the online system, and the system will send an e-mail requesting them to submit a letter of recommendation via our online system. IMPORTANT: The system will NOT e-mail your letter writers until you have completely finished applying and receive a confirmation number from the system. Therefore, if you use this option, it is recommended that you finish applying at least 7 days prior to the closing date so that your letter writers have enough time to submit their letters. NOTE: Entering your letter writers' names and email addresses in order for them to receive an email generated by the system is a separate step from just listing them in the "References" section of the Application for Academic Employment;

6. Two sample syllabi, written by you, for two of the following courses: art, music, math/ science, language/literature, or program planning [attach these to the "Sample Syllabus" and "Sample Syllabus 2" links];

7. A sample syllabus, written by you, for a core child development course (child growth & development; or child, family & community) [attach this to the "Other Document" link];

8. A sample exam, written by you, for a course taught recently [attach this to the "Sample Class Exam" link];

9. Transcripts

a. Transcripts of ALL college degrees/coursework needed to qualify for this position; unofficial or legible copies are acceptable but must indicate that the degree(s) has been conferred, if applicable. A diploma will not be accepted in lieu of transcripts. An equivalency narrative and supporting documentation must be submitted at the time of application if (i) you do not possess the EXACT degree major(s) listed in the Minimum Qualifications section or (ii) your qualifying degree will not be awarded before the position begins. (View the instructions for equivalency requests at http://www.miracosta.edu/administrative/hr/downloads/Equivalency_009.pdf.)

If your qualifying degree is in progress but will be conferred BEFORE the position begins in August 2019, then you must also include a written statement from your adviser indicating the anticipated degree CONFERRAL date.

All degrees and units used to satisfy the minimum qualifications must be from postsecondary institutions accredited by an accreditation agency recognized by either the U.S. Department of Education or the Council on Postsecondary Accreditation. If your degree/coursework is from a college or university anywhere outside of the United States, you must submit a detailed evaluation from a professional evaluation agency. A partial list of agencies can be found at http://www.ctc.ca.gov/credentials/leaflets/cl635.pdf. Transcripts or translations in English still require the evaluation to show the U.S. equivalence of your degree.

b. If needed to meet the minimum qualifications, a copy (front and back) of your fully satisfied, lifetime California Community College credential authorizing instruction in the appropriate subject matter.

NOTE: When you "APPLY FOR THIS POSTING," you will be asked to answer the additional question(s) listed below. Your answer(s) will appear toward the bottom of the application form.

-- MiraCosta College is an Equal Opportunity Employer with a commitment to diversity. We strive to be a model for equity and inclusion, effectively supporting students and employees from diverse socioeconomic and cultural backgrounds who possess a range of abilities, academic preparation, and life experiences. Please reflect on two or three examples of how you have or would create, modify, and/or perform one or more of the following to meet the needs of a diverse student population: (1) curricula; (2) learning activities; (3) teaching/counseling practices; (4) library reference services or collection development; (5) literary efforts (e.g., original scholarly works); or (6) budgetary or planning processes.

ATTENTION: As of December 2018, the above question is a revised version of the diversity question. If you previously completed the Application for Academic Employment for MiraCosta College, review your previous response to the diversity question and update it as needed before you finish applying for this posting. For instructions on how to update your response, go to http://www.miracosta.edu/diversityresponse.

-- What experience, certification, or professional development do you have in teaching online? [If applicable, attach documentation to the "Other Document 1" link].

-- Provide examples of ways you connect theory and practice, and utilize experiential learning, in your teaching (e.g., working in or with a lab school, having students implement activities in a lab school, assigning service learning, mentoring students who are enrolled in internship courses).

-- Briefly describe your accomplishments in curriculum development (e.g., course outlines written) and collaboration (e.g., clubs, committees, grants).

Individuals with qualified disabilities who need accommodation with any aspect of the application and/or interview process should contact Human Resources at 760.795.6854 at least five days prior to the closing date.

The screening and interview committee will review application materials two to five weeks following the closing date. Applicants selected for interview will be contacted by phone; those not selected will be notified by e-mail. For interviewees, the selection process will include a panel interview, as well as possible teaching demonstration and written exercise. Interview candidates coming from out of state or over 300 miles away will be reimbursed for travel expenses up to $500 for both initial and final interviews.

Basic Function and Other Details:

POSITION AVAILABLE:

MiraCosta College's Child Development Department invites applications for a full-time (10 months per year), tenure-track faculty position beginning in August 2019. The ideal candidate will share MiraCosta's commitment to educating its racially and socioeconomically diverse student population. Principle responsibilities include teaching a variety of child development courses, both on-ground and online. The person selected will share leadership roles with other full-time instructors in developing curriculum, in using culturally responsive pedagogical techniques, and in coordinating the overall program.

BACKGROUND:

MiraCosta students are diverse in age and represent all of California's major racial/ethnic groups. The credit student population in Spring 2018 was approximately 37% Latinx, 8% Asian/Pacific Islander, 3% Black/African American, 1% American Indian/Alaska Native, and 8% multiracial. Diversity is also evidenced by student-veterans, re-entry students, students with disabilities, international students, and LGBTQIA+. The college was designated as a Hispanic Serving Institution (HSI) in 2013. This designation reflects the great responsibility that MiraCosta has to the educational attainment and economic well-being of the surrounding community. The successful candidate will join a campus that exhibits its dedication to its students and faculty through offering robust, culturally responsive events, including speaker series dedicated to heritage month events through the Social Justice and Equity Center.

In the Child Development Department, 47% of the students are Latinx, 5% Asian/Pacific Islander, 5% Black/African American, 7% multiracial and 35% white. The Child Development Department includes both Child Development and Education. Students enrolled in courses can build skills for success in the workplace, earn certificates and permits, prepare for transfer as child development majors, and fulfill general education requirements. Our department currently consists of four full-time faculty members, with one of those faculty members responsible for directing our Child Development Center, which is connected to our main child development classroom. The Child Development Center is used by students in our classes for observations, curriculum implementation, service learning, and student teaching. We are committed to maintaining a strong connection between our college courses and our lab school (Child Development Center), as well as to providing students with a learning experience that includes high expectations, inclusive classroom practices, and a high degree of professionalism. To view the Child Development Department website, go to www.miracosta.edu/Instruction/ChildDevelopment.

MiraCosta College is an Equal Opportunity Employer and is committed to providing an educational environment that affirms and supports diversity in its faculty, staff, and administration, and promoting an environment of inclusion. The college's commitment to diversity, equity and inclusion is expressed in the policy found at http://www.miracosta.edu/officeofthepresident/board/downloads/3400BP-Diversity-Equity-Inclusion-Adopted4-6-16.pdf.

OFFER OF EMPLOYMENT:

An offer of employment to the person selected for this position is contingent upon 1) successful completion of a pre-placement physical exam at district expense, 2) submission of a current tuberculosis clearance certificate, 3) proof of eligibility to work in the United States, 4) fingerprint clearance, and 5) approval by the Board of Trustees.

Representative Duties:

(E = essential job function)

Duties and responsibilities may include, but are not limited to, the following:

1. Teach a variety of child development courses, including both online and on-ground courses. (E)

2. Assist in the creation, review, development and evaluation of courses both online and on-ground, certificates, and programs in collaboration with other instructors as appropriate. (E)

3. Work in collaboration with other full-time and associate faculty in coordinating and maintaining currency of curriculum. (E)

4. Integrate the latest research and utilize a variety of culturally responsive teaching strategies to promote student learning and student success. (E)

5. In close cooperation with other faculty in the department, provide leadership in curriculum development, program review, and mentoring of associate faculty. (E)

6. Advise students about program requirements and facilitate student acquisition of certificates, degrees, and teaching permits. (E)

7. Assist in recruiting students and promoting the child development program through participation in college and community events, student clubs, and educational outreach.

8. Participate in articulation with high schools and transfer institutions.

9. Work with other child development faculty to maintain certification programs and coordinate student internships.

10. Work with the Child Development Advisory Committee to serve the needs of the community and update the curriculum.

11. Coordinate local and state grants and participate on local and state committees related to services and/or advocacy for children and families. (E)

12. Participate in institutional service and collegial governance (e.g., governance councils, advisory committees, working conditions committees, ad hoc committees, task forces, and standards groups); and active involvement in department and/or program functioning (e.g., serving on hiring committees, faculty evaluation, and department meetings). (E)

13. Participate in the development, assessment and evaluation of student learning outcomes (SLOs). (E)

14. Participate in the tenure review process as described in the "Criteria for Evaluation" at http://www.miracosta.edu/administrative/hr/downloads/CriteriaForEvaluation.pdf.

Type of Benefits:

SALARY AND BENEFITS:

For current salary schedule, go to http://www.miracosta.edu/administrative/hr/downloads/FacultyAssemblySalarySchedule2018-2019.pdf.

MiraCosta College offers a comprehensive package of benefits, which includes employer-paid medical, dental, and vision plans for employee and dependents; $100,000 employee life insurance; and other optional coverages. Faculty members are also covered under the California State Teachers' Retirement System (CalSTRS).

Minimum Qualifications:

To be eligible for this position, you must meet and provide evidence of the following minimum qualifications:

1. Master's degree in Child Development (CD); Early Childhood Education (ECE); Human Development; Home Economics/Family and Consumer Studies with a specialization in CD/ECE; Educational Psychology with a specialization in CD/ECE; or Human Development and Psychology [an approved comparable degree at MiraCosta College]; OR

2. Bachelor's degree in any of the majors listed above or in Family & Consumer Sciences: Child Development and Family Studies [an approved comparable degree at MiraCosta College] AND a Master's degree in Bilingual/Bicultural Education; Educational Supervision; Elementary Education; Family and Consumer Studies; Family Life Studies; Life Management/Home Economics; Psychology; Social Work; Special Education; or Education (Elementary Curriculum and Instruction) [an approved comparable degree at MiraCosta College]; OR

3. the equivalent. Applicants who do not possess the EXACT degree major(s) listed above must attach an equivalency narrative and supporting documentation at the time of application. Instructions can be found at http://www.miracosta.edu/administrative/hr/downloads/Equivalency_009.pdf; OR

4. a fully satisfied, lifetime California Community College credential authorizing instruction in the appropriate subject matter; AND

5. sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds of community college students, as these factors relate to the need for equity-minded practice within the classroom.

Desirable Qualifications:

1. Recent, successful experience teaching at the college level, as well as direct experience working in early care and education programs with young children and/or families.

2. Familiarity with a broad range of early care and education programs (e.g. infant/toddler care, preschool, before/after-school programs, state/federal funded programs, Transitional Kindergarten).

3. Experience with online teaching and pedagogy.

4. Commitment to work closely with child development center staff on program issues and the integration of theory and practice.

5. Evidence of a strong commitment to teach and remain current in the field of early childhood education.

6. Familiarity with the California Early Childhood Curriculum Alignment Project (CAP) and CAP Expansion.

7. Knowledge of the system of regulations regarding employment and credentialing of early care and education programs and elementary TK-grade five, including state initiatives focused on quality improvement and workforce development.

8. Demonstrated leadership and advocacy in the field of early childhood education, and active participation in local and statewide child development communities.

9. Ability to design and assess culturally responsive curriculum and teaching pedagogy related to student learning needs.

10. Experience or familiarity with student and program learning outcomes development and assessment.

11. Demonstrated success in helping students from historically underrepresented and/or marginalized groups, nontraditional students, speakers of other languages, and students with learning disabilities.

12. Experience collaborating with faculty or community leaders in programs or initiatives that are specifically designed to help historically underrepresented students achieve their educational goals.

13. Ability to communicate professionally and clearly, both orally and in writing; experience writing grant reports, program review, student learning outcomes reports, etc., preferred.

14. Demonstrated commitment to the community college mission of providing instruction to students of diverse abilities, interests, and cultural backgrounds.

15. In addition to being well qualified to teach, additional abilities and interests in contributing to other professional pursuits at the College, such as: instructional innovation, second language ability, sponsoring clubs, new program development, student success initiatives, and community outreach.

16. Commitment to examine, reflect, and modify instructional, relational, and classroom practices to more effectively engage and support disproportionately impacted student populations with a goal of closing equity gaps (see Student Equity website at http://www.miracosta.edu/studentservices/studentequity/index.html).

17. Ability to contribute to the mission of the college.

Licenses and Other Requirements:

Closing Date:

First Screening Date: Tuesday, February 12, 2019

Human Resources Contact Information:

jobs@miracosta.edu or 760.795.6854

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