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Student success coach and mentor (entry level, paid, full-time) City Year AmeriCorps Member About City Year City Year, an AmeriCorps program, helps students across schools succeed. Teams of City Year AmeriCorps members provide support to students, classrooms and the whole school, helping to ensure that students in schools receive a high-quality education that prepares them with the skills and mindset to thrive and contribute to their community. What You’ll Do As a City Year AmeriCorps member, your service will focus on coaching and mentoring elementary, middle and/or high school students. You will help these students earn academic success, improve their attendance, and develop positive behaviors at school. You will plan and monitor individual student progress and work with teachers on whole class instruction, breakout spaces and other in-class student assistance. Role and Responsibilities Experience in all these tasks is not necessary. We provide 2-4 weeks of training at the beginning of the year to support you. Plus, you will work with partner teachers and school staff every step of the way. Support academic coaching and interpersonal development for students: · Work with identified students 1:1 and in small groups · Develop literacy and/or math skills varying learning activities by student level, answering student questions and encouraging assignment completion · Create and implement a behavior management system for students · Develop interpersonal skills throughout their day, using proven strategies of learning, practicing, reflection and repetition · Collaborate with teachers and team members to collect, record, analyze and monitor individual student progress, participating in facilitated reviews of student data collected and entered into City Year’s student data system· Create an engaging, safe and healthy classroom space in collaboration with the teacher Support Whole School initiatives to increase engagement with students and families: · Support and/or conduct extended day and virtual programming for students before, during and after school including, but not limited to, academic enrichment and intervention, homework support, recreation and student clubs, service learning, and leadership development · Create, support and/or co-lead events or programs that recognize and appreciate student growth and/or achievement in math, literacy, attendance, and behavior City Year benefits You will receive: · Health, Dental, and Vision Insurance · Curalinc Employee Assistance Program · Talkspace Therapy Program · Free 3-year membership to Happier · Benefit Advocate Center · Bi-weekly living stipend · Workers’ compensation · Relocation support · Benefits specific to City Year location · Career and University partnerships and scholarships · City Year / AmeriCorps Uniform parts AmeriCorps and other federally-issued benefits You will be eligible for: · Segal AmeriCorps Education Award* · Child care benefits paid by AmeriCorps · Loan forbearance and interest accrual payments for qualified student loans · Time accrual toward the U.S. Department of Education’s Public Service Loan Forgiveness Program, (see Reduction of Education Costs) · Income-based Loan Repayment Plan (IBR) Eligibility Requirements City Year AmeriCorps members are as varied as the communities we serve. We’re looking for you if you want to build yourself, give back and are ready to change the world. · Be a U.S. citizen or legal permanent resident (Authorization to work in the U.S. is not sufficient. Those with DACA status unfortunately are not eligible at this time) · Be 17-25 by July 1, 2025 · Have a GED or high school diploma, some college experience, or college degree · Have served no more than three terms in an AmeriCorps state or national program* · Agree to and complete a background check · Be able to begin City Year by July/August 2025 (specific start date varies by location) How to Apply Visit ___ and submit your completed application online. For more information on how to apply, visit: ___. For more information about this role visit our ___

Student success coach and mentor (entry level, paid, full-time) City Year AmeriCorps Member About City Year City Year, an AmeriCorps program, helps students across schools succeed. Teams of City Year AmeriCorps members provide support to students, classrooms and the whole school, helping to ensure that students in schools receive a high-quality education that prepares them with the skills and mindset to thrive and contribute to their community. What You’ll Do As a City Year AmeriCorps member, your service will focus on coaching and mentoring elementary, middle and/or high school students. You will help these students earn academic success, improve their attendance, and develop positive behaviors at school. You will plan and monitor individual student progress and work with teachers on whole class instruction, breakout spaces and other in-class student assistance. Role and Responsibilities Experience in all these tasks is not necessary. We provide 2-4 weeks of training at the beginning of the year to support you. Plus, you will work with partner teachers and school staff every step of the way. Support academic coaching and interpersonal development for students: · Work with identified students 1:1 and in small groups · Develop literacy and/or math skills varying learning activities by student level, answering student questions and encouraging assignment completion · Create and implement a behavior management system for students · Develop interpersonal skills throughout their day, using proven strategies of learning, practicing, reflection and repetition · Collaborate with teachers and team members to collect, record, analyze and monitor individual student progress, participating in facilitated reviews of student data collected and entered into City Year’s student data system· Create an engaging, safe and healthy classroom space in collaboration with the teacher Support Whole School initiatives to increase engagement with students and families: · Support and/or conduct extended day and virtual programming for students before, during and after school including, but not limited to, academic enrichment and intervention, homework support, recreation and student clubs, service learning, and leadership development · Create, support and/or co-lead events or programs that recognize and appreciate student growth and/or achievement in math, literacy, attendance, and behavior City Year benefits You will receive: · Health, Dental, and Vision Insurance · Curalinc Employee Assistance Program · Talkspace Therapy Program · Free 3-year membership to Happier · Benefit Advocate Center · Bi-weekly living stipend · Workers’ compensation · Relocation support · Benefits specific to City Year location · Career and University partnerships and scholarships · City Year / AmeriCorps Uniform parts AmeriCorps and other federally-issued benefits You will be eligible for: · Segal AmeriCorps Education Award* · Child care benefits paid by AmeriCorps · Loan forbearance and interest accrual payments for qualified student loans · Time accrual toward the U.S. Department of Education’s Public Service Loan Forgiveness Program, (see Reduction of Education Costs) · Income-based Loan Repayment Plan (IBR) Eligibility Requirements City Year AmeriCorps members are as varied as the communities we serve. We’re looking for you if you want to build yourself, give back and are ready to change the world. · Be a U.S. citizen or legal permanent resident (Authorization to work in the U.S. is not sufficient. Those with DACA status unfortunately are not eligible at this time) · Be 17-25 by July 1, 2025 · Have a GED or high school diploma, some college experience, or college degree · Have served no more than three terms in an AmeriCorps state or national program* · Agree to and complete a background check · Be able to begin City Year by July/August 2025 (specific start date varies by location) How to Apply Visit ___ and submit your completed application online. For more information on how to apply, visit: ___. For more information about this role visit our ___

Company Overview: StrivePath empowers students and families with personalized academic and college advising. We bring community resources and leverage comprehensive data to provide clarity in high school and college planning. Focusing on holistic development, we guide students through academic planning, career exploration, and admissions, ensuring they are well-prepared for the future. Happier students. Less stressed families. Better admission outcomes. Position: Academic College Consultant/Coach Locations: Expected to service students from our Mountain View or Moraga offices. Employment Type: Full Time Compensation: $75/hour with opportunity to scale to full time Role Overview: The Academic College Consultant/Coach will be responsible for advising and coaching students as they progress through middle and high school. This role involves working closely with students to ensure they are well-prepared for college applications, utilizing a well-defined curriculum and data-driven insights. Key Responsibilities Student Coaching and Advising: • Guide students through academic planning and college admissions processes, including UC, Common App, and CSU applications., • Conduct one-on-one sessions with students to assess their academic progress and provide personalized advice out of our Moraga or Mountain View locations., • Assist students in developing skills such as time management, study habits, and setting academic and career goals., • Lead workshops, and seminars (in person and remote) related to academic and college planning for students and their families. Curriculum Implementation: • Utilize the structured curriculum provided by StrivePath to deliver consistent and effective coaching., • Ensure that all coaching activities align with the curriculum and leverage data assets to track student progress. Admissions Expertise: • Stay updated on the latest trends and changes in the college admissions landscape., • Provide insights and strategies to students and parents to enhance college application success. Collaboration and Documentation: • Work collaboratively with other consultants and staff to share insights and strategies., • Document findings and strategies to contribute to the continuous improvement of the curriculum and coaching methods. Face-to-Face Interactions: • Engage with students in person to build strong relationships and provide tailored support. Qualifications: Educational Background: Bachelor’s degree in Education, Counseling, or a related field (Master’s preferred). Certification in college planning and membership in HECA/WACAC/NACAC is preferred. Experience: • Proven experience in college admissions consulting or a related field., • Strong understanding of the UC, Common App, and CSU application processes. Skills: • Excellent communication and interpersonal skills., • Strong organizational and process-oriented mindset., • Ability to work independently and as part of a team., • Demonstrated curiosity and a proactive approach to problem-solving. Technical Proficiency: • Must be familiar and comfortable using G-suite. College Planner Pro, and Notion are a plus. Why Join StrivePath? Innovative Environment: Be part of a forward-thinking company that values curiosity and continuous learning. Impactful Work: Make a difference in students' lives by helping them achieve their academic goals. Growth Opportunities: Access to professional development and career advancement within the company. Application Process: Interested candidates should submit a resume and cover letter detailing their experience and interest in the role. Applications will be reviewed on a rolling basis. StrivePath is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees.

OUR MISSION Invictus Academy of Richmond prepares 100% of students in grades 7-12 to thrive in the colleges of their choice, solve relevant problems, and communicate with confidence. OUR SCHOOL Invictus Academy is a high performing independent public charter school located in El Cerrito, and we are seeking team members who want to join our team and create an exceptional school. Invictus creates joyful, rigorous classroom cultures where students understand the importance of the content they are learning, and how it connects to their everyday lives and ambitions. We work to ensure that in every lesson, the heavy lifting is done by our students. We build trusting, authentic relationships with students, families, and colleagues. With these relationships as our foundation, we work closely with each other to support students in meeting the highest academic and behavior expectations. At Invictus, we are eager to learn about and implement restorative approaches to support students to be their best selves. Invictus Academy of Richmond embodies humility and constantly strives to strengthen our knowledge, skills, and practice. We crave feedback and welcome opportunities to grow through observations, coaching meetings, and professional development. We are fiercely solutions-oriented. We never shy away from a problem that we must solve to achieve our mission, but always bring potential solutions to the table. ESSENTIAL FUNCTIONS We are seeking a highly motivated and experienced Program Specialist to join our Special Education Team. The Program Specialist will play a crucial role in ensuring that students with diverse learning needs receive the necessary support and resources to achieve success. The ideal candidate will be passionate about inclusive education and dedicated to promoting equity and excellence for all students. We are seeking exceptional individuals to execute the following essential job functions and professional responsibilities: • Manage, coach, and develop the Special Education Team including the Education Specialists and Instructional Aides., • Create and maintain master schedules for members of the SpEd team., • Develop and implement policies, procedures, and programs to support students with special needs in accordance with state and federal regulations., • Collaborate with the Director of MTSS to integrate special education initiatives into the overall school plan., • Monitor and ensure compliance with IDEA, ADA, OCR, CRDC and federal and state regulations and ensure that all IAR practices are legal and ethical for each student/family so that each child has the opportunity to achieve at a high level and be prepared for post-secondary success., • Ensure timelines for IEP processes are maintained, including assessment timelines, meeting timelines and service and data tracking timelines., • Coordinate the evaluation and identification process for students with disabilities, including conducting assessments and facilitating multidisciplinary team meetings, • Oversee individualized education plans (IEPs) and associate service provision for students with disabilities, ensuring that all components are aligned with state standards and student needs., • Coordinate external partnerships and contractors providing services (such as speech and language and occupational therapy) for students and liaise with SELPA., • Coordinate with the Director of MTSS, Director or Operations and Back Office support to complete CALPADS reporting., • Ensure Special Education Local Plan Areas (SELPA) reporting requirements are completed, in coordination with the Director of Operations and Back Office providers., • Serve as an active member of the Multi-Tiered System of Supports (MTSS) team, monitoring and tracking progress for middle and high school students., • Serve as the administration liaison for all IEP meetings., • Provide professional development and guidance to school staff, including General Education teachers, Dean's Office staff, and Special Education staff, including teachers, paraprofessionals, and related service providers to enhance their knowledge and skills in supporting students with diverse learning needs and new legal mandates., • Develop and implement strategies to promote inclusive practices and support the integration of students with disabilities into general education classrooms., • Ensure continuous improvement and coordination of Special Education services and compliance for Students with IEPs., • Support the coordination and oversight of standardized state testing and testing logistics for students with disabilities., • Support summer school and credit recovery programming to ensure students with disabilities stay on their graduation pathway., • Build positive and collaborative relationships with parents/guardians of students with disabilities, providing support and resources to address their concerns and questions., • Collaborate with community organizations, agencies, and service providers to enhance support services and resources available to students with disabilities and their families., • Organize and facilitate meetings and workshops to educate parents/guardians and community members about special education programs and services., • Actively supervise students during transitions such as arrival, homeroom, passing periods, lunch, and dismissal., • Attend and participate in school-wide events including Back to School Night, Parent/Teacher conferences, End of the Year events, Grade Level Meetings, Department Meetings, Summer Professional Development, weekly Professional Development during the school year, and other assigned meetings., • Demonstrate proficient use of technology to communicate with staff, families, and community members using multiple school-based platforms., • Utilize Educational Technology platforms for curriculum development and planning., • Implement, monitor, and sustain school-wide IAR systems and expectations., • Demonstrate regular and consistent attendance in order to perform essential functions of the role., • Collaborate with staff and leadership to continuously improve practices and address student needs effectively., • Foster open and respectful communication, offering and receiving constructive feedback to enhance personal and team performance., • Set and hold high expectations for academics and behavior., • Develop trusting, authentic relationships with students and their families., • Create and maintain a joyful, safe, structured, and engaging school and classroom culture., • Demonstrate passion for the content area you coach., • Encourage students to take risks and learn from their mistakes and create opportunities for students to leverage the power of their voice., • Supervise and engage with students in-person to ensure student safety and learning., • Uphold and model core values, including purpose, perseverance, productivity, growth mindset, integrity, leadership, joy, gratitude, mindfulness, and kindness., • Perform any other reasonable duties or responsibilities as assigned by your supervisor., • Participate in the performance evaluation process, which is based on adherence to the outlined responsibilities and qualifications. PUBLIC SCHOOL EMPLOYMENT REQUIRED QUALIFICATIONS • Earned Bachelor’s Degree., • Pass a Criminal Background Check through the Department of Justice., • Clear California Special Education Teaching Credential and/or a California Pupil Personnel Services Credential., • Demonstrate a deep knowledge and experience working with students who have IEPs and 504 plans., • Team lead or supervisor experience., • Knowledge of California A-G requirements., • Experience monitoring and analyzing data to inform instruction., • Excellent written and oral communicator., • Professional, warm and collaborative with students, families, and colleagues. This full-time and on-site position requires sufficient mobility to report to campus, work in an office, and engage with students, families, and colleagues, with or without reasonable accommodations. The role may involve light lifting, pushing/pulling, standing, sitting, and bending for extended periods. Success in this role requires working well under pressure, meeting deadlines, and adapting to stressful and unpredictable environments. The employee must effectively prioritize and organize tasks while maintaining open and respectful communication with families and community members using school platforms and technology. Attendance and active participation in school-wide events, professional development sessions, and other assigned meetings are essential. NON-DISCRIMINATION Invictus Academy acknowledges and agrees that all persons are entitled to equal employment opportunity. Invictus Academy shall not discriminate against applicants or employees on the basis of race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, genetic information, military and veteran status, or any other characteristic protected by California or federal law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including but not limited to recruitment, selection, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from employment.

OUR MISSION Invictus Academy of Richmond prepares 100% of students in grades 7-12 to thrive in the colleges of their choice, solve relevant problems, and communicate with confidence. OUR SCHOOL Invictus Academy is a high performing independent public charter school located in El Cerrito, and we are seeking team members who want to join our team and create an exceptional school. Invictus creates joyful, rigorous classroom cultures where students understand the importance of the content they are learning, and how it connects to their everyday lives and ambitions. We work to ensure that in every lesson, the heavy lifting is done by our students. We build trusting, authentic relationships with students, families, and colleagues. With these relationships as our foundation, we work closely with each other to support students in meeting the highest academic and behavior expectations. At Invictus, we are eager to learn about and implement restorative approaches to support students to be their best selves. Invictus Academy of Richmond embodies humility and constantly strives to strengthen our knowledge, skills, and practice. We crave feedback and welcome opportunities to grow through observations, coaching meetings, and professional development. We are fiercely solutions-oriented. We never shy away from a problem that we must solve to achieve our mission, but always bring potential solutions to the table. ESSENTIAL FUNCTIONS Invictus Academy is an independent public charter school located in El Cerrito and we are seeking a Dean of Students (grades 7-12) to join our team who believes deeply that the mission, model, and values at Invictus are driving improved educational outcomes for students. The Dean of Students plays an invaluable role in building the cultural and academic foundation of Invictus Academy. In close partnership with the Principal, the Dean of Students designs, executes, monitors, and continuously improves school culture systems, including parent involvement, discipline and restorative justice, and supporting teachers to create joyful, structured, and productive learning environments. The Dean of Students will lead staff professional development, interface with all members of the campus community, and be relied upon as a leader on campus. We are seeking exceptional individuals to execute the following essential job functions and professional responsibilities: ESSENTIAL FUNCTIONS • Serve as the Dean of Students for grades 7-12, • Manage, orchestrate, and oversee supervision system, including maps and modify the system/coverage needs throughout the year, • Support Summer School programming and execution, • Set and hold high expectations for school culture, ensuring teachers and staff create and maintain a positive, joyful, structured, and productive school culture, • Develop trusting, authentic relationships with students, their families, and staff, • Collect and monitor school culture data, designing and implementing schoolwide and classroom-specific responses to address areas of need, • Manage and oversee school wide communication with parents, driving towards a ratio of three positive communications for each corrective one, • Initiate and respond to communications with families around student behavior and lead meetings with families to define plans to support students while in their classes and on campus, • Provide and manage supervision during arrival, bathrooms, transitions, lunch, and dismissal to support a safe and productive environment, • Oversee all DeansList systems, including free dress indicator, daily/weekly reports, ratio watch, strong moves and deductions system, • Ensure referral entries and DeansList data are entered daily, following up with teachers as necessary, • Respond to student violations of school policies related to behavior including but not limited to technology misuse, uniform, electronics, missed class time, HallPass violations, and use of harmful language, • Oversee and lead systems for uniforms and free dress, • Plan and lead Phoenix Society meetings, • Manage Phoenix [student] of the Week process, including voting process, data review, and student/family-facing communications, • Hold restorative conversations with students who face behavioral challenges, and ensure students and teachers to engage in similar restorative conversations and actions when needed; engaging families in partnership to support students as appropriate, • Support the design, implementation, and monitoring of individual student behavior intervention plans including student “scorecards”, • Oversee student referral processes: reflection, DOS check in, back-to-class activities, • Investigate incidents and coordinate follow up, • Manage and coordinate restorative follow up or disciplinary action: restorative chats, assignments, conferences, ISS protocols, • Coordinate lunchtime and afterschool reflection processes, • Leads the Dean’s Office to ensure effective implementation of all culture systems and policies, • Support continuous growth of school program through identifying school-wide challenges and working towards solutions, • Give and receive honest and direct feedback to improve your practice, that of your peers, and school leaders, • Create and maintain open, honest, and respectful lines of communication with all stakeholders, • Attend and participate in school-wide events including Back to School Night, Parent/Teacher conferences, End of the Year events, Grade Level Meetings, Department Meetings, Summer Professional Development, weekly Professional Development during the school year, and other assigned meetings., • Demonstrate proficient use of technology to communicate with staff, families, and community members using multiple school-based platforms., • Utilize Educational Technology platforms for curriculum development and planning., • Demonstrate regular and consistent attendance in order to perform essential functions of the role., • Collaborate with staff and leadership to continuously improve practices and address student needs effectively., • Foster open and respectful communication, offering and receiving constructive feedback to enhance personal and team performance., • Set and hold high expectations for academics and behavior., • Develop trusting, authentic relationships with students and their families., • Create and maintain a joyful, safe, structured, and engaging school and classroom culture., • Demonstrate passion for the content area you coach., • Encourage students to take risks and learn from their mistakes and create opportunities for students to leverage the power of their voice., • Supervise and engage with students in-person to ensure student safety and learning., • Uphold and model core values, including purpose, perseverance, productivity, growth mindset, integrity, leadership, joy, gratitude, mindfulness, and kindness., • Perform any other reasonable duties or responsibilities as assigned by your supervisor., • Participate in the performance evaluation process, which is based on adherence to the outlined responsibilities and qualifications. PUBLIC SCHOOL EMPLOYMENT REQUIRED QUALIFICATIONS • Earned Bachelor’s Degree., • Pass a Criminal Background Check through the Department of Justice., • Our ideal candidate has at least three years of experience working in schools and supporting high needs students and vulnerable populations., • Our ideal candidate has worked with high needs students and has experience in effectively and safely preventing, de-escalating, and responding to student needs. This full-time and on-site position requires sufficient mobility to report to campus, work in an office, and engage with students, families, and colleagues, with or without reasonable accommodations. The role may involve light lifting, pushing/pulling, standing, sitting, and bending for extended periods. Success in this role requires working well under pressure, meeting deadlines, and adapting to stressful and unpredictable environments. The employee must effectively prioritize and organize tasks while maintaining open and respectful communication with families and community members using school platforms and technology. Attendance and active participation in school-wide events, professional development sessions, and other assigned meetings are essential. NON-DISCRIMINATION Invictus Academy acknowledges and agrees that all persons are entitled to equal employment opportunity. Invictus Academy shall not discriminate against applicants or employees on the basis of race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, genetic information, military and veteran status, or any other characteristic protected by California or federal law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including but not limited to recruitment, selection, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from employment.

Job DescriptionOur Mission Nestled in a picturesque residential community in Alameda, minutes away from San Francisco, Saint Joseph Notre Dame (SJND) High School is a Catholic parish high school that provides a dynamic and rigorous college preparatory education. Our faith-filled, diverse, and welcoming community embraces the teachings of Jesus Christ. We develop confident, open-minded, and effective leaders ready to live joyful lives of faith, scholarship, and service. Job Description and Essential Duties and Responsibilities In response to growing student academic needs, the Academic Success Coach provides various academic support services to accommodate school programming and student needs. This position reports to the Dean of Academics and the Academic Support Counselor. The following list of general essential duties and responsibilities are determined and assigned by the Academic Support Counselor and Dean of Academics in coordination with the Learning Services Counselor and are dependent upon specific school and student needs, candidate aptitude, and experience. Hours: 8:45am-4:45pm M- F. * The Coach will be assigned a caseload of 15-25 students. The students will be 9th graders with an ILP (Individual Learning Plan), students on Academic Monitoring as identified by the Dean of Academics and/or the Academic Support Counselor, or students identified by the counseling team, teachers, or families as having a high priority for academic intervention. * The Coach will provide individualized weekly support for students on caseload as assigned by the Academic Support Counselor. * Work one-on-one with students to create and monitor Assignment Plans, as well as to ensure family involvement and student accountability. * Provide general classroom support in such courses as English 9, Algebra 1, Geometry, Integrated Science 1 and 2, and Theology, as assigned by the Dean of Academics and/or Academic Support Counselor: * Working with small groups or individual students as determined by the classroom teacher. * Maintain accountability and monitoring of students on caseload: * Track general progress on Schoology and ensure student accountability with spreadsheets specific to caseload. * Check the weekly D/F/I list produced by the school registrar and reviewed by the Academic Support Counselor: Assess current grades for the caseload based on this report. * Facilitate communications between students, families, counselors, and teachers. * Provide general support at First Friday Study Hall for students placed on Academic Monitoring, including taking attendance and checking work status to be done that day. * Maintain student attendance at Pilot Prep (after-school academic support program). * May be asked to provide general subject matter support at Pilot Prep by the Academic Support Counselor. * Navigator Notes: organize and implement Navigator Notes accommodation for student with Individual Learning Plans * Be available to teach a 6-week Summer School session which focuses on credit recovery and academic support; subjects to be determined. Eligibility * Prior teaching experience with young people is preferred; teaching or academic coaching experience, specifically. * Bachelor’s Degree is required. * Standard health and background checks, including Department of Justice fingerprinting, are required. Compensation $30-35 hour, depending on experience The Application Process Please, click here and you will be directed to SJND's Career Center via ADP Workforce Now portal. Include in your application a single PDF document containing: * A cover letter addressing each of the following items: * How your own values and passions connect with our school mission; * How you hope to grow as an educator if hired at SJND. * Your resume or CV. Applications are accepted on an ongoing basis, and we will review them in the order in which they are received. If you are selected to participate in our interview process, you will be contacted. Otherwise, if there are no current openings, your materials will be kept on file. We are an equal opportunity employer, and we welcome and encourage diverse candidates to join our community.

___Job ID84387 LocationMain Campus-Berkeley Full/Part TimePart Time ______ At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff. As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value. We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our ___, ___, and ___. At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for ___ (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can ___ at UC Berkeley. Departmental Overview The Department of Recreation & Wellbeing provides competitive and recreational opportunities for students, faculty, staff and campus affiliated community members. In addition to the 30 sports clubs, the department offers a wide range of recreational activities and state of the art equipment. Position Summary The UC Martial Arts Program (UCMAP), under the Department of Recreational Sports, consists of more than 20 staff members and coaches and operates 6 different martial arts clubs. These 6 clubs include more than 500 student-athletes who participate in the various sports programs, and compete at the US National Collegiate Championships annually. We are currently seeking an Assistant Coach/Coordinating Instructor for the Taekwondo club. The Martial Arts Instructors in Judo, Karate, Taekwondo, Taichi, Wushu, & Yongmudo are responsible for overseeing all aspects of the Martial Arts Club under the UC Martial Arts Program. This includes teaching and managing student- athletes, recruiting, coaching, and developing objectives and strategies for a successful program. Application Review Date The First Review Date for this job is: 03/03/2026. This is an ongoing hiring process with multiple positions available. Applications will be regularly assessed, and hiring will occur at various points throughout the year. The job listing will remain open for as long as applications are accepted. Responsibilities • Teaches martial arts trainings at practices and competitive events., • Assumes responsibility for building a nationally competitive martial arts team through successful recruiting and retention of high-level student-athletes., • Collaborates with Athletic Trainers, Assistant Coaches, and Strength and Conditioning Coaches to design both academic year (in season and out-of-season) and summer conditioning programs., • Proposes budgets, reconciles expenses, and proposes purchases for sports program., • Operates program within the approved budget guidelines., • In conjunction with various units within the athletic department, participate in donor meetings and events, participate in public relations activities, and monitor both individual and team academic performance to ensure that academic requirements are met., • Serve as key liaison to the broader UC Martial Arts Program community, engaging in alumni, fund raising and other key stakeholder activities., • Must be a recognized junior instructor with a minimum of two (2) years of teaching experience., • Must demonstrate advanced interpersonal, motivational, and team leadership skills., • Must maintain current knowledge of rules and regulations governing martial arts competitions as established by the relevant National Governing Bodies (NGBs) or International Sport Federations (ISFs)., • Must hold a martial arts rank of at least 1st Dan Black Belt (or equivalent) in Taekwondo, Judo, Yongmudo, and Wushu, or possess equivalent certified experience., • Must have strong verbal and written communication skills in English, including active listening, critical thinking, multitasking, time management, and adaptability to meet client needs. For information on the comprehensive benefits package offered by the University, please visit the University of California's ___website. Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. The budgeted hourly range that the University reasonably expects to pay for this position is $19.60 - $23.10. • This is not a visa opportunity. This position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee. This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check. Mandated Reporter This position has been identified as a Mandated Reporter required to report the observed or suspected abuse or neglect of children, dependent adults, or elders to designated law enforcement or social service agencies. We reserve the right to make employment contingent upon completion of signed statements acknowledging the responsibilities of a Mandated Reporter. SB 791 and AB 810 Misconduct Disclosure Requirement: As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. For reference, below are UC's policies addressing some forms of misconduct: Equal Employment Opportunity The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law.

___Job ID84543 LocationMain Campus-Berkeley Full/Part TimeFull Time ______ At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff. As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value. We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our ___, ___, and ___. At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for ___ (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can ___ at UC Berkeley. Departmental Overview The Faculty Support Unit (FSU) has as its mission to serve the administrative operations needs generated by the teaching, research, and public service activities of faculty members in residence. The FSU is responsible for performing a broad range of administrative responsibilities which include: legal word processing; editing, research; special events coordination; course material compilation and preparation; initiate purchasing, payment, and reimbursement financial transactions; exam administration and proctoring; and training and development. Position Summary This Faculty Support Unit Supervisor oversees the day-to-day administrative management of Berkeley Law's Faculty Support Unit (FSU), ensuring administrative support for the entire faculty at the School of Law. The position supervises a large group of administrative staff in support of these activities and provides direct administrative support to members of the faculty assuring high quality and time sensitive support services to approximately 100+ faculty members and lecturers. Application Review Date The First Review Date for this job is: 03/10/2026. Responsibilities STAFF SUPERVISION: • Responsible for the employment, selection, training, development, performance management and evaluation, counseling, and discipline of assigned staff and student employees:, • Oversees the Faculty Support Unit (FSU) and supervises the work of faculty support staff and student employees in accordance with University of California policies and procedures., • Develops metrics for assessing successful execution of job responsibilities and holds direct reports accountable for achieving goals., • Establishes and maintains handbooks, manuals, onboarding guides, orientation materials, etc. that outline key policies and practices unique to the FSU for staff to reference., • Monitors performance of staff members according to established monitoring standards., • Conducts regular check-in meetings/conversations with direct reports and delivers performance reviews in accordance with campus policies., • Develops and implements performance improvement plans, including execution of disciplinary actions, as needed; in consultation with the Deputy Chief Administrative Officer and Human Resources staff, recommends personnel-related actions., • Trains, mentors and develops direct reports; develops professional development and related training to support the education of the team and enhance retention efforts; provides opportunities for individualized and team-wide professional development., • Sets work schedules and project priorities., • Consults with HR to address accommodations-related requests., • Oversees day-to-day management of FSU in the fast-paced and high-demand environment of a leading law school., • Consults with faculty and staff to determine and coordinate support needs; arranges for back-up assistance during staff absences and peak periods; redistributes and delegates work projects among staff to assure equity in workloads while meeting client needs., • Collaborates with other managers and administrators to establish and improve business processes and to deliver excellent results on critical cross-departmental projects., • Coordinates and assigns the allocation of work to FSU with other managers for large projects (e.g. Career Development Office for clerkship processing, Student Services for final examination management, Appellate Advocacy Competitions to plan travel and reimbursement for student teams, HR to assist faculty with GSR hiring processes. etc.)., • Uses good judgment with limited guidance to prioritize tasks and direct routine operation of the FSU., • Supervises and follows internal policies and procedures., • Analyzes and interprets changes in campus policies and labor contracts to set internal business processes and best practices., • Approves time cards and addresses issues with reporting., • Works directly with faculty, vendors, Business Services offices, and campus buyers to set up and pay out service order contracts, each with unique terms., • Partners closely with Business Services to meet fiscal close deadlines., • Trains FSU staff on campus systems, such as BearBuy, BFS, CalTime, UCPath, etc. and provides troubleshooting assistance when necessary., • Documents internal business processes to ensure consistent application across a large team and to provide up-to-date training., • Distributes and assigns work to FSU team members, and monitors the progress and quality of work in the unit., • Researches and resolves issues and discrepancies., • Reviews, processes, and approves transactions to ensure accuracy., • Assesses, edits, and intervenes on specific projects or events to ensure the quality of the work produced is consistent meeting expectations and established standards., • Responds to client-satisfaction issues and engages in collaborative problem-solving to reach resolution., • Deploys a strong awareness of the fundamentals of research, event planning, legal education, etc. such as is required to understand the nature of the department's work and the unique needs to the clients it serves., • Understands, interprets, communicates, and ensures adherence to complex policies., • Identifies issues, trends, and challenges, and suggests solutions for greater efficiency and effectiveness of the FSU overall., • Solid knowledge of budgeting and expense tracking; human resources and risk management planning; accounting, payroll and timekeeping procedures., • Excellent organizational skills to work on multiple projects with competing deadlines, establish goals and workload priorities, and meet project deadlines within budget and time constraints., • Strong interpersonal skills, including active listening, customer service orientation, critical thinking, ability to multi-task effectively, persuasion / negotiation, mentoring, leadership/supervision, problem solving, operations analysis and quality control analysis., • Excellent written and verbal communication skills to communicate effectively in a variety of environments., • Strong attention to detail., • Demonstrated analytical skills to evaluate issues, identify solutions and negotiate and/or advocate for resolution., • Strong computer skills and proficiency in Microsoft Office, Google Suite, database applications, and videoconferencing platforms., • Ability to learn new software systems and computer programs., • Demonstrated skills and ability to effectively motivate, inspire, train and coach others to achieve exceptional results., • Strong service orientation and excellent customer service skills to deliver quality results in a timely manner., • Critical thinking skills to quickly evaluate complex issues and identify effective solutions., • Ability to effectively manage multiple priorities and manage the critical balance between supporting the needs of faculty and the resources a unit., • Ability to multitask and prioritize daily activities effectively and resolve customer problems/concerns in a timely manner., • Ability to work effectively with a variety of constituencies and to lead a large team possessing a broad range of skills and from a variety of backgrounds, toward a common goal., • Ability to develop and implement policies and procedures to meet evolving needs and a continuous improvement of services., • Demonstrated ability to collaborate and work effectively with individuals and groups from a wide range of backgrounds, experiences, and perspectives., • Demonstrated commitment to fostering an inclusive and supportive environment that promotes collaboration and mutual respect among all members of the UC Berkeley community and its stakeholders., • Must demonstrate strong interpersonal skills, including the ability to engage with and understand individuals from varied academic, socioeconomic, cultural, disability, gender, and ethnic backgrounds., • Direct leadership and/or supervisory experience., • Working knowledge of and/or can quickly learn campus processes, protocols and procedures, preferably with a focus on budget, account and fund management, personnel management of labor contract(s), personnel policies, and rules and regulations., • Familiarity or experience working with and/or can quickly learn campus systems (BearBuy, BFS, CalTime, UCPath, etc. such as to be able to use these tools effectively., • Experience supervising a large team of 6 or more employees. For information on the comprehensive benefits package offered by the University, please visit the University of California's ___website. Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. The budgeted annual salary range that the University reasonably expects to pay for this position is $93,500.00 - $109,000.00. • This is not a visa opportunity. This position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee. This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check. SB 791 and AB 810 Misconduct Disclosure Requirement: As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. For reference, below are UC's policies addressing some forms of misconduct: Equal Employment Opportunity The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law.

___Job ID85032 LocationOakland Full/Part TimeFull Time ______ For UCOP internal applicants, please login to the internal candidate gateway at: ___ UC OFFICE OF THE PRESIDENT At the University of California (UC), your contributions make a difference. A world leader producing Nobel and Pulitzer Prize recipients with over 150 years of groundbreaking research transforming the world. Choose a career where you can leverage your knowledge, skills and aspirations to inspire and support some of the greatest minds in the world, and those who will follow in their footsteps. Working at the University of California is being part of a unique institution, and a vibrant and diverse community. At the University of California, Office of the President, we propel our mission through impactful work locally, in government centers and systemwide. We are passionate people, serving the greater good. The University of California, one of the largest and most acclaimed institutions of higher learning in the world, is dedicated to excellence in teaching, research and public service. The University of California Office of the President is the headquarters to the 10 campuses, six academic medical centers and three national laboratories and enrolls premier students from California, the nation and the world. ___ DEPARTMENT OVERVIEW The Digital and Creative Strategy department helps build public understanding and support for the University of California and its mission through innovative and engaging digital, print, and other physical products. We work to steward the UC brand and to ensure a positive user experience for our varied audiences. As a team, we strive to build products we're proud of, create processes that empower, and cultivate a culture where all can be authentic, inspired and valued. POSITION SUMMARY The Director of Digital Strategy is a strategic leader charged with guiding the vision and development of UC systemwide digital products. This role leads the Digital Product team, overseeing UX, content strategy, and development for systemwide websites, applications, and tools. The Director is responsible for the end-to-end development of digital products, ensuring they align with the university's mission and departmental priorities. Reporting to the Senior Director of Digital and Creative Strategy, this role also serves as a key advisor to leadership and internal and external partners, ensuring products remains engaging, usable, accessible, and on-brand. RESPONSIBILITIES • Management and digital strategy (50%):, • Guides digital product ideation, development and execution, effectively balancing business, user, accessibility, branding, design, content and technology needs., • Creates cohesive, best-in-class digital experiences through ongoing cross-functional collaboration., • Ensures design consistency and adherence to brand guidelines, preserving systemwide brand identity across all digital products., • Establishes and guides strategy for UCOP's flagship properties, various program sites and applications., • Builds consensus for both strategic and tactical decisions through ongoing collaboration with colleagues, partners and vendors., • Uses UX methodologies to ground ongoing decision-making while driving iterative product improvement., • Manages, mentors and trains individual team members, ensuring continued professional development and engagement., • Establishes goals and objectives that align with departmental priorities, tracking both personal and team progress., • Remains up-to-date on emerging UX, technology and content strategy trends, helping to advance department-wide thinking and best practices., • Consultation and collaboration (25%):, • Acts as the primary liaison between ER&C, ITS, and external vendors, ensuring seamless coordination., • Partners with leadership and cross-functional teams to advise on digital strategies, ensuring products effectively support UC's priorities., • Fosters relationships with key stakeholders across UCOP and the UC system to drive collaboration and alignment on key initiatives., • Project management (25%):, • Develops project plans, budgets, and timelines for multiple digital projects of varying scope., • Ensures the delivery of high-quality digital products on time and within budget, balancing strategic goals with execution., • Expertise in end-to-end digital product development, including UX design, content strategy, project planning, and technical execution, with a deep understanding of UX/UI best practices and accessibility standards., • Strong leadership and team management experience, with the ability to communicate clearly about resources, dependencies, and expectations., • Proven ability to hire, train, supervise, develop, and coach staff, fostering a culture of collaboration and innovation., • Exceptional interpersonal, communication and relationship-building skills, with the ability to effectively and diplomatically engage stakeholders at all levels., • Strategic thinker with strong analytical and problem-solving skills, able to independently generate insights and make informed decisions., • Ability to set and communicate a long-term UX and digital strategy, ensuring alignment with institutional priorities., • Strong ability to manage multiple projects and deadlines at once., • Familiarity with the University of California system, including the UC Office of the President, and its mission, goals, policies, practices, structure, and achievements. Job Title Communications Manager 1 Job Code 000408 Salary Grade Grade 25 Payscale: $150,000 - $170,000, commensurate with experience The University of California, Office of the President, is required to provide a reasonable estimate of the compensation range for this role. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. The full salary range shows the growth potential for this position and the pay scale is the budgeted salary or hourly range that the University reasonably expects to pay for this position. Benefits: For information on the comprehensive benefits package offered by the University visit: ___ ADDITIONAL INFORMATION HOW TO APPLY Please be prepared to attach a cover letter and resume with your application. APPLICATION REVIEW DATE The first review date for this job is April 16, 2026. The position will be open until filled. CONDITIONS OF EMPLOYMENT Background Check Process: Successful completion of a background check is required for this critical position. ___ Smoke Free Work Environment: The University of California, Office of the President, is smoke & tobacco-free as of January 1, 2014. ___ As a condition of employment, you will be required to comply with the University of California ___, as may be amended or revised from time to time. Federal, state, or local public health directives may impose additional requirements. As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct, are currently being investigated for misconduct, left a position during an investigation for alleged misconduct, or have filed an appeal with a previous employer. • "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. EEO STATEMENT The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law. The University of California, Office of the President, strives to make this job board accessible to any and all users. If you have comments regarding the accessibility of our website or need assistance completing the application process, please contact us at: ___ or email the Human Resource Department at: ___.

Job DescriptionSalary: $62k to 90k DOE Elementary School Teacher Job Description Classification: Certificated DOL Status: Full-time Exemption Status: Exempt Manager: Principal Supervisor: Principal Direct Reports: N/A Summary of Position The Academy is seeking a full-time, highly qualified Elementary Classroom Teacher committed to serving a diverse student body and delivering high-quality, and inclusive instruction.. Our Classroom Teachers work as part of a dynamic team that includes close collaboration with other teachers, the instructional coach and support staff to deliver strong academic instruction. When applying for the position, please take time in your cover letter to reference your knowledge and/or experience, your and how The Academys Mission and Values apply to your professional work. Also, please discuss what about this particular position excites you. Essential Duties and Responsibilities • Plan, prepare, and deliver lesson plans and instructional materials that facilitate active learning., • Use relevant technology to support and differentiate instruction., • Build and maintain strong positive relationshipts with students and families., • Manage student behavior in the classroom by establishing and enforcing school expectations and procedures., • Maintain discipline in accordance with the rules and restorative practices of the school., • Encourage and monitor the progress of individual students and use information to adjust teaching strategies., • Maintain accurate and complete records of students' progress and development., • Prepare required reports on students and activities., • Participate in department/grade-level, school, and parent meetings., • Communicate necessary information regularly to students, colleagues and parents regarding student progress and student needs., • Establish and communicate clear objectives for all learning activities., • Provide a variety of learning materials and resources for use in educational activities., • Observe and evaluate student's performance and development., • Assign and grade class work, homework, tests and assignments., • Demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds., • Encourage parent and community involvement, obtain information for parents when requested, promptly return phone calls and answer emails., • Participate in appropriate professional activities., • Participate in extracurricular activities such as social activities, sporting activities, clubs and student organizations as directed., • Other duties as assigned., • Passing score of California Basic Educational Skills Test (CBEST), • Bachelor's Degree, • Must pass a criminal background check and TB test clearance Skills & Requirements • Ability to remain calm in stressful situations, • Ability to establish and maintain cooperative and effective working relationships with others., • Ability to communicate effectively orally and in writing., • Must have the ability and proven ability to report to work on a regular and punctual basis., • Perform all other related work delegated or required to accomplish the objectives of the total school program., • 11 month position Required attendance at events outside of the professional workday include: • Back-to-School Night, • Family Home Visits, • Family/Teacher Conferences, • Science Fair, • Open House, • 5th Grade Promotion (as appropriate), • Other schoolwide family/student events Additional Obligations (Teachers receive compensation for participation) Its critical that students and families be provided with authentic learning experiences and opportunities to connect to each other outside of the regular school day. We anticipate that teachers will need to attend only 2 or more of these types of events throughout the course of the year. Teachers will be provided the time and resources to effectively prepare for these events during the school day. In addition, teachers will be notified long before the event, and in many cases will be able to select the event option. Compensation Competitive based on education level & experience Working Conditions The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee must be able to: • Stand or sit for extended periods of time, • Bend at the waist, kneel or crouch to file materials, • Reach above shoulders to file materials, • Contact with dissatisfied or abusive individuals, • Possible fights and confrontations, • Contact with ill students

Job DescriptionSalary: $80,000$95,000; Placement on the YMCS Salary Table with up to 12 years of experience recognized; $5000 stipend for National Board Certification; 100% of Medical, Dental, and Vision Insurance offered by the school; CalSTRS contributions; 11 sick days Grade 5 Mandarin Immersion Teacher and Instructional Coach Yu Ming Charter School seeks dynamic, innovative, and experienced educators to join our team, committed to nurturing lifelong learners who are bilingual, bicultural and able to create change in their own lives and in our community. We seek teachers that are excited by the possibility of transforming the traditional model of education to be learner-centered through personalized and project based learning that cultivates both the cognitive and social emotional skills our students need to thrive in school and beyond. Yu Ming teachers are leaders that thrive on exploration, collaboration, and seek to continuously learn and grow as individuals and team members. ABOUT YU MING CHARTER SCHOOL Yu Ming Charter School is a non-profit, tuition-free network of public schools located in Oakland and San Leandro and open to all residents of California. As a leader in Mandarin Immersion education, our mission is to nurture our inclusive and diverse community to become empowered, engaged, and outstanding global citizens. We currently serve 952 students across three campuses, and continue to grow our enrollment each year. Our intentionally diverse student body comes from many racial, ethnic, and socio-economic backgrounds representing 70 zip codes across the Bay Area and 29 home languages. Founded in 2011, Yu Ming is the first Mandarin immersion public charter school in the state. We believe every child, regardless of their background or zip code, deserves a free, high-quality education that prepares them today to succeed tomorrow. Ranked the #7 Elementary School and the #2 Elementary Charter School in California by U.S. News, Yu Ming is a 2019 National Blue Ribbon School of Excellence and a 2020 and 2023 California Distinguished School. Yu Mings future-forward model prepares young people to succeed and thrive in an interconnected and multicultural world through personalized and rigorous learning experiences, active student agency, whole child and community focus, and multilingual education. As a result, our students far outperform their peers in the district, county, and state, regardless of socio-economic status, race, language background, and learning differences. We are closing the opportunity gap for our historically underserved students every day. To learn more about our innovative school visit our website . POSITION OVERVIEW The Grade 5 Mandarin Teacher and Instructional Coach is a hybrid role, with approximately 60% of time dedicated to teaching and 40% to instructional coaching. Teaching responsibilities include delivering high-quality instruction in Chinese Language Arts, Mathematics, and Social-Emotional Learning (SEL) in a Mandarin immersion environment. Coaching responsibilities include providing ongoing support to teachers to build their capacity in implementing effective instructional practices, aligned with school-wide priorities. This position reports to the Principal and works in collaboration with the Director of Academics to support both classroom instruction and teacher professional growth. Core Teaching Responsibilities • Develop and implement Common Core State Standards-aligned units of study and lessons that build and integrate rigorous, hands-on, inquiry-based and student-centered learning experiences in Mandarin Chinese and all standard subjects (i.e. language arts, mathematics, social science, science), • Personalize learning by teaching effectively to the diversity of students in the classroom and ensuring student mastery of academic skills, • Assess and analyze student achievement using a variety of means to collect and report on data, make strategic planning decisions, and tailor instruction to meet individual student needs, • Use educational technology to support instruction, develop and deliver content and skill benchmarks, organize instructional materials, and track student progress, • Establish a strong classroom culture for learning that is positive, inclusive, restorative, and contributes to the broader school community, • Provide access and ensure results for all students (i.e. above and below grade level proficiency, with IEPs, English Learners) and integrate needed differentiation, interventions, accommodations, and extensions, • Actively collaborate with all colleagues, contribute pedagogical knowledge and expertise, and provide shared stewardship of the school, • Plan and pursue a program of personal professional growth and participate in both internal and external professional development activities, • Build meaningful relationships and communicate effectively with students, families, colleagues, and other school stakeholders, • Maintain a high-level of professionalism including meeting deadlines and commitments to self and the community, • May participate in summer program teaching or professional learning or curriculum development Core Instructional Coaching Responsibilities • Provide instructional coaching to Mandarin immersion teachers using the Yu Ming Core 3 coaching framework, • Develop and model classroom lessons that support delivery of classroom instruction, • Plan, deliver and support professional development with instructional staff Qualifications: • Bachelors Degree, • Masters Degree, preferred, • Valid California Teaching Credential, • Minimum of 5 years of full-time teaching experience in a Mandarin immersion setting, • Prior experience with instructional coaching, • Demonstrated success improving student learning outcomes, especially for diverse learners, • Bilingual proficiency in Mandarin Chinese and English, with strong academic language in both, • Strong interpersonal, communication, and collaboration skills, with a commitment to fostering trusting relationships, • Experience using student data to drive instructional improvement and differentiate support for teachers, • Deep understanding of instructional best practices, including culturally responsive pedagogy and language acquisition strategies TIME COMMITMENT 180-day school year, 8 student-free professional development days for collaboration with colleagues. Common building hours are 8:00am-4:00pm Monday. SALARY AND BENEFITS Yu Ming offers a generous salary and benefits package which includes: • Teaching portion (60% FTE): Placement on the Yu Ming Charter School Salary Table based on years of experience and highest degree earned, with up to 12 years of experience recognized (prorated at 0.60 FTE)., • Instructional Coach portion (40% FTE): Annual salary of $80,000$95,000, prorated at 0.40 FTE based on experience and qualifications., • An additional Annual $5000 stipend for National Board Certification., • 100% of Medical, Dental, and Vision Insurance covered by the school (depending on the selected plan)., • Free Access to an Employee Assistance Program offering a variety of services including counseling and legal aid., • Participation in CalSTRS Retirement System, • 11 Sick days per full time employee per school year. TO APPLY Interested candidates should submit the following at • A Resume, • Copies of valid California or out-of-state teaching credential/certificate, • Copies of degree(s), unofficial transcripts, and CBEST and/or CSET, • Second combined document which includes the following:, • A cover letter, not to exceed two double-spaced pages, describing your experience with students, the most significant event in your teaching career, and your long-term goals, • Three letters of recommendation (one from an immediate supervisor) dated within 12 months Application submission screening and initial phone interviews will be completed on a rolling basis. Yu Ming Charter School is an equal opportunity employer committed to diversity at all levels.

Job DescriptionCHIEF ACADEMIC OFFICER - Lighthouse Community Public SchoolsTHE ORGANIZATION At Lighthouse Community Public Schools, we are engaged in an educational movement that goes beyond our classrooms, working to disrupt inequities by providing our students and families with exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice, rooted in the EL Education Model, LCPS is a leader in fostering innovative schools that achieve exceptional student outcomes, where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving nearly 1,500 students in East Oakland. Lighthouse is a beacon for public education, and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . THE OPPORTUNITY LCPS is seeking a Chief Academic Officer (CAO) who can lead a rigorous, equity-centered TK–12 academic program while operating effectively in the complex social, political, and community context of East Oakland. This role blends high-level academic systems leadership with hands-on, on-the-ground community engagement. The CAO will be responsible for strengthening academic outcomes while ensuring that LCPS remains a trusted, credible community partner within a dynamic and multifaceted community context. This leader must be equally comfortable navigating California’s charter and accountability landscape as they are engaging families, community leaders, and external stakeholders with humility and respect. The CAO reports directly to the CEO and oversees principals, special education and mental health services, college and career programming, and central academic teams—impacting approximately ~200 staff across the organization. CAO CORE COMPETENCIES * Leadership, management, and coaching of principals and senior academic leaders across TK–12 systems * Deep expertise in inclusive academic systems, including special education, mental health, and student supports * Ability to drive rigorous, equity-centered academic improvement through data-informed strategy and continuous improvement * Strong community engagement and partnership-building skills, with the ability to navigate complex neighborhood dynamics and earn trust in historically marginalized communities * Skill in navigating complex educational systems, accountability, and political landscape with credibility and strategic judgment * Capacity to set clear academic priorities, align resources, and lead execution across multiple schools and teams * Collaborative, adaptive leader who balances strategic vision with hands-on problem solving and relationship-centered leadership CAO RESPONSIBILITIES AND OUTCOMES Academic Strategy, Systems Alignment, and Instructional Excellence * Lead the design, execution, and continuous refinement of a coherent, equity-centered TK–12 academic program that reflects LCPS’s mission, values, and East Oakland community context. * Establish and communicate clear academic priorities that drive student achievement, engagement, and long-term success, with particular attention to historically underserved student groups. * Oversee and align curriculum, instruction, assessment, literacy, English language development, and intervention systems across all schools to ensure consistency, quality, and impact. * Ensure strong alignment between network-level academic strategy and school-based implementation through clear expectations, coaching, and performance monitoring. Community Partnership, Political Navigation, and External Engagement * Operate effectively within East Oakland’s complex social, cultural, and political environment, including violence-impacted neighborhoods and labor-centered community dynamics. * Build, sustain, and repair trust-based relationships with families, students, community leaders, partner organizations, and local stakeholders. * Engage in sustained, trust-based dialogue with community partners to center their voices in shaping and advancing shared, community-driven priorities * Navigate a political climate with credibility, diplomacy, and strategic judgment, particularly during high-stakes charter renewals and accountability processes. * Serve as a visible, trusted representative of LCPS in community, district, board, and public accountability settings. Student Support, Special Education, and Whole-Child Systems Leadership * Provide strategic leadership for a comprehensive special education program serving nearly 20% of students, including moderate-to-severe populations. * Oversee special education, behavioral health, and mental health services to ensure high-quality, compliant, and inclusive support for students and families. * Champion access, inclusion, and dignity for students with the greatest needs, reinforcing LCPS’s commitment to serving all students without exclusionary practices. * Ensure strong collaboration between academic teams and student support services to promote holistic student success. College, Career, and Postsecondary Readiness & Pathways * Lead and continuously strengthen college, career, and postsecondary readiness systems across middle and high school grades. * Oversee CTE pathways, dual enrollment, and postsecondary partnerships to ensure alignment between academic preparation and real-world opportunities. * Ensure students graduate with clear, supported pathways to college, career, and technical options aligned to their aspirations. Leadership Development, Talent Strategy, and Performance Management * Supervise, coach, and evaluate principals and senior academic leaders, building instructional leadership capacity across all school sites. * Foster a culture of continuous improvement, collaboration, and shared accountability among academic leaders and teams. * Develop and sustain leadership pipelines while maintaining high expectations for performance, growth, and results. Governance, Accountability, and Long-Term Strategic Planning * Lead academic accountability efforts, including charter renewals, state and federal reporting, accreditation, and internal performance monitoring. * Partner closely with the CEO and Board, providing regular, transparent updates on academic progress, risks, and strategic priorities. * Contribute to long-term organizational strategy, including the successful completion of the current strategic plan and the design of future academic priorities and initiatives. QUALIFICATIONS * Education, Credentials & Certification * Bachelor’s degree with significant, relevant professional experience required; Master’s degree beyond Administrative credential / certification preferred but not required. * Strong preference for candidates with prior experience working in California; demonstrated familiarity with California’s charter, accountability, and regulatory environment is highly valued. Professional Experience * Senior TK–12 instructional leadership experience, including prior service as a principal and direct supervision of principals and/or senior school leaders. * 10+ years of progressive public education leadership experience, with demonstrated scope across network-, district-, or multi-site school systems. * Direct responsibility for academic outcomes in high-need, historically underserved, and culturally diverse communities. * Demonstrated success leading academic improvement in complex environments, including schools and communities impacted by poverty and other systemic challenges. * Strong academic systems leadership, with the ability to align curriculum, instruction, assessment, and interventions while remaining grounded in school- and community-level realities. * Deep experience overseeing special education systems, including moderate-to-severe programming and integrated student support and mental health services. * Experience operating within complex educational and community ecosystems, navigating diverse stakeholder interests with credibility, care, and effectiveness. * Proven ability to engage families, community leaders, and external partners as core components of academic and organizational leadership, including experience with community-centered or community school models. * Experience working in California’s public or charter school context, including familiarity with charter accountability, renewals, and state/federal compliance (strongly preferred); leaders from similarly complex urban contexts may be considered. * Oversight of large teams and systems, impacting approximately 200+ staff across academics, student supports, and college and career readiness. * Bachelor’s degree required; Master’s degree preferred (education leadership, administration, or related field). * Valid administrative credential preferred. Skills, Leadership Style & Attributes * Ability to bridge rigorous academic outcomes with authentic community credibility and trust-building. * Strong political, organizational, and stakeholder navigation skills, particularly in labor-focused and anti-charter environments. * Deep commitment to equity, access, and culturally responsive leadership practices. * Collaborative, humble, and relationship-centered leadership approach grounded in listening and partnership. * Data-informed decision-maker with strong instructional, systems, and improvement expertise. * Ability to balance high expectations for performance with care for students, families, and staff. COMPENSATION Full-time, 12-month, exempt leadership position. Competitive salary range anticipated between $180,000–$220,000, commensurate with experience. Comprehensive benefits package. Target start date of June/July, 2026 with flexibility for the right candidate. This is an in-person leadership role based in East Oakland, California. TO APPLY People of color and bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * A detailed resume outlining your experience Candidates who progress through the process will be asked to share the information below at a later date: * 3-5 Professional References: Name, position, phone number, and email address. (Two of which should be current or previous supervisors of your role). * A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school. Applications should be submitted through the Stronger Consulting website. Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job DescriptionSalary: $24/hour Title: High School Soccer Coach (Girls) Schedule: Spring Athletics Season Reports to: Athletic Director Pay: $24/hour Start Date: January 31, 2026 OUR MISSION Invictus Academy of Richmond prepares 100% of students in grades 7-12 to thrive in the colleges of their choice, solve relevant problems, and communicate with confidence. OUR SCHOOL Invictus Academy is a high performing independent public charter school located in El Cerrito, and we are seeking athletic coach team members who want to join our team and create an exceptional school. Invictus creates joyful, rigorous classroom cultures where students understand the importance of the content they are learning, and how it connects to their everyday lives and ambitions. We work to ensure that in every lesson, the heavy lifting is done by our students. We build trusting, authentic relationships with students, families, and colleagues. With these relationships as our foundation, we work closely with each other to support students in meeting the highest academic and behavior expectations. At Invictus, we are eager to learn about and implement restorative approaches to support students to be their best selves. Invictus Academy of Richmond embodies humility and constantly strives to strengthen our knowledge, skills, and practice. We crave feedback and welcome opportunities to grow through observations, coaching meetings, and professional development. We are fiercely solutions-oriented. We never shy away from a problem that we must solve to achieve our mission, but always bring potential solutions to the table. IS THIS YOU? • You believe in the value of athletics as a means to teach and model the principles of fair play, teamwork, good sportsmanship, effort, and self-improvement., • You have the knowledge and experience to teach skills related to the sport that you coach, lead practices and conditioning for individuals and a team., • You are passionate about the area that you are coaching and have knowledge and experience with the techniques specific to the sport you are coaching, including strategy, player development, and skills to develop players., • You are eager to develop your students love for it too., • You are professional, responsible, and collaborative with students, families, and colleagues., • You are able to clear TB and Livescan checks before the intended start date. ESSENTIAL FUNCTIONS We are seeking exceptional individuals to execute the following essential job functions and professional responsibilities: • Ensure compliance with the rules, regulations, and expectations of the CIF, OAL, and BACSAC., • Oversee all practices and games and supervise the athletes in their use of all facilities., • Responsible for the care, issuing, collection, storage and inventory of all equipment and uniforms used in the program., • Submit to the AD a complete, cleared roster of team members and full season schedule., • Assist in the prevention and care of injuries., • Follow the appropriate procedures for budget, purchasing, and transportation., • Ensure that all school disciplinary policies are followed., • Act as liaison between the school and parents, AD and Leadership., • Coordinate any banquets, awards or honors with the Athletic Director., • Maintain a relationship with athletes based on mutual respect and trust. PROFESSIONAL RESPONSIBILITIES • Demonstrate regular and consistent attendance in order to perform essential functions of the role., • Foster open and respectful communication, offering and receiving constructive feedback to enhance personal and team performance., • Set and hold high expectations for academics and sportsmanship., • Develop trusting, authentic relationships with students and their families., • Encourage students to take risks and learn from their mistakes and create opportunities for students to leverage the power of their voice., • Supervise and engage with students in-person to ensure student safety and development., • Uphold and model core values, including purpose, perseverance, productivity, growth mindset, integrity, leadership, joy, gratitude, mindfulness, and kindness., • Perform any other reasonable duties or responsibilities as assigned by your supervisor. PUBLIC SCHOOL EMPLOYMENT REQUIRED QUALIFICATIONS • High school diploma or the equivalent, • Pass a Criminal Background Check through the Department of Justice., • Obtain a negative TB reading prior to starting employment. DESIRED QUALIFICATIONS • Bilingual in Spanish., • Knowledge of child cognitive development and different learning styles., • Ability and willingness to reflect and improve on practice., • Flexibility and ability to adapt to changing conditions; ability and good judgment to take initiative to modify activities. WORK ENVIRONMENT AND PHYSICAL DEMANDS This is an on-site position requires sufficient mobility to report to campus, engagement with students, families, and colleagues, with or without reasonable accommodations. The role may involve light lifting, pushing/pulling, standing, sitting, and bending for extended periods. Success in this role requires working well under pressure, meeting deadlines, and adapting to stressful and unpredictable environments. The employee must effectively prioritize and organize tasks while maintaining open and respectful communication with families and community members using school platforms and technology. Attendance and active participation in athletics-related trainings, and other assigned meetings are essential. NON-DISCRIMINATION Invictus Academy acknowledges and agrees that all persons are entitled to equal employment opportunity. Invictus Academy shall not discriminate against applicants or employees on the basis of race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, genetic information, military and veteran status, or any other characteristic protected by California or federal law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including but not limited to recruitment, selection, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from employment.

Job DescriptionSalary: 65,000-100,804 Job Title: Program Specialist - SPED Work Year: 11 months Employment Type: Exempt, Full-Time Salary Range: $65,000-100,804 Supervisor: Director of MTSS OUR MISSION Invictus Academy of Richmond prepares 100% of students in grades 7-12 to thrive in the colleges of their choice, solve relevant problems, and communicate with confidence. OUR SCHOOL Invictus Academy is a high performing independent public charter school located in El Cerrito, and we are seeking team members who want to join our team and create an exceptional school. Invictus creates joyful, rigorous classroom cultures where students understand the importance of the content they are learning, and how it connects to their everyday lives and ambitions. We work to ensure that in every lesson, the heavy lifting is done by our students. We build trusting, authentic relationships with students, families, and colleagues. With these relationships as our foundation, we work closely with each other to support students in meeting the highest academic and behavior expectations. At Invictus, we are eager to learn about and implement restorative approaches to support students to be their best selves. Invictus Academy of Richmond embodies humility and constantly strives to strengthen our knowledge, skills, and practice. We crave feedback and welcome opportunities to grow through observations, coaching meetings, and professional development. We are fiercely solutions-oriented. We never shy away from a problem that we must solve to achieve our mission, but always bring potential solutions to the table. ESSENTIAL FUNCTIONS We are seeking a highly motivated and experienced Program Specialist to join our Special Education Team. The Program Specialist will play a crucial role in ensuring that students with diverse learning needs receive the necessary support and resources to achieve success. The ideal candidate will be passionate about inclusive education and dedicated to promoting equity and excellence for all students. We are seeking exceptional individuals to execute the following essential job functions and professional responsibilities: • Manage, coach, and develop the Special Education Team including the Education Specialists and Instructional Aides., • Create and maintain master schedules for members of the SpEd team., • Develop and implement policies, procedures, and programs to support students with special needs in accordance with state and federal regulations., • Collaborate with the Director of MTSS to integrate special education initiatives into the overall school plan., • Monitor and ensure compliance with IDEA, ADA, OCR, CRDC and federal and state regulations and ensure that all IAR practices are legal and ethical for each student/family so that each child has the opportunity to achieve at a high level and be prepared for post-secondary success., • Ensure timelines for IEP processes are maintained, including assessment timelines, meeting timelines and service and data tracking timelines., • Coordinate the evaluation and identification process for students with disabilities, including conducting assessments and facilitating multidisciplinary team meetings, • Oversee individualized education plans (IEPs) and associate service provision for students with disabilities, ensuring that all components are aligned with state standards and student needs., • Coordinate external partnerships and contractors providing services (such as speech and language and occupational therapy) for students and liaise with SELPA., • Coordinate with the Director of MTSS, Director or Operations and Back Office support to complete CALPADS reporting., • Ensure Special Education Local Plan Areas (SELPA) reporting requirements are completed, in coordination with the Director of Operations and Back Office providers., • Serve as an active member of the Multi-Tiered System of Supports (MTSS) team, monitoring and tracking progress for middle and high school students., • Serve as the administration liaison for all IEP meetings., • Provide professional development and guidance to school staff, including General Education teachers, Dean's Office staff, and Special Education staff, including teachers, paraprofessionals, and related service providers to enhance their knowledge and skills in supporting students with diverse learning needs and new legal mandates., • Develop and implement strategies to promote inclusive practices and support the integration of students with disabilities into general education classrooms., • Ensure continuous improvement and coordination of Special Education services and compliance for Students with IEPs., • Support the coordination and oversight of standardized state testing and testing logistics for students with disabilities., • Support summer school and credit recovery programming to ensure students with disabilities stay on their graduation pathway., • Build positive and collaborative relationships with parents/guardians of students with disabilities, providing support and resources to address their concerns and questions., • Collaborate with community organizations, agencies, and service providers to enhance support services and resources available to students with disabilities and their families., • Organize and facilitate meetings and workshops to educate parents/guardians and community members about special education programs and services., • Actively supervise students during transitions such as arrival, homeroom, passing periods, lunch, and dismissal., • Attend and participate in school-wide events including Back to School Night, Parent/Teacher conferences, End of the Year events, Grade Level Meetings, Department Meetings, Summer Professional Development, weekly Professional Development during the school year, and other assigned meetings., • Demonstrate proficient use of technology to communicate with staff, families, and community members using multiple school-based platforms., • Utilize Educational Technology platforms for curriculum development and planning., • Implement, monitor, and sustain school-wide IAR systems and expectations., • Demonstrate regular and consistent attendance in order to perform essential functions of the role., • Collaborate with staff and leadership to continuously improve practices and address student needs effectively., • Foster open and respectful communication, offering and receiving constructive feedback to enhance personal and team performance., • Set and hold high expectations for academics and behavior., • Develop trusting, authentic relationships with students and their families., • Create and maintain a joyful, safe, structured, and engaging school and classroom culture., • Demonstrate passion for the content area you coach., • Encourage students to take risks and learn from their mistakes and create opportunities for students to leverage the power of their voice., • Supervise and engage with students in-person to ensure student safety and learning., • Uphold and model core values, including purpose, perseverance, productivity, growth mindset, integrity, leadership, joy, gratitude, mindfulness, and kindness., • Perform any other reasonable duties or responsibilities as assigned by your supervisor., • Participate in the performance evaluation process, which is based on adherence to the outlined responsibilities and qualifications. PUBLIC SCHOOL EMPLOYMENT REQUIRED QUALIFICATIONS • Earned Bachelors Degree., • Pass a Criminal Background Check through the Department of Justice., • Clear California Special Education Teaching Credential and/or a California Pupil Personnel Services Credential., • Demonstrate a deep knowledge and experience working with students who have IEPs and 504 plans., • Team lead or supervisor experience., • Knowledge of California A-G requirements., • Experience monitoring and analyzing data to inform instruction., • Excellent written and oral communicator., • Professional, warm and collaborative with students, families, and colleagues. This full-time and on-site position requires sufficient mobility to report to campus, work in an office, and engage with students, families, and colleagues, with or without reasonable accommodations. The role may involve light lifting, pushing/pulling, standing, sitting, and bending for extended periods. Success in this role requires working well under pressure, meeting deadlines, and adapting to stressful and unpredictable environments. The employee must effectively prioritize and organize tasks while maintaining open and respectful communication with families and community members using school platforms and technology. Attendance and active participation in school-wide events, professional development sessions, and other assigned meetings are essential. NON-DISCRIMINATION Invictus Academy acknowledges and agrees that all persons are entitled to equal employment opportunity. Invictus Academy shall not discriminate against applicants or employees on the basis of race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, genetic information, military and veteran status, or any other characteristic protected by California or federal law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including but not limited to recruitment, selection, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from employment.

Job Description Executive Director: SY27 2026-2027 The Executive Director is in charge of ensuring that the mission and vision of the school is implemented effectively, ensuring that academic programs accelerate positive outcomes for all students. The Executive Director is responsible for overseeing all aspects of running a school. This includes providing instructional leadership to faculty, managing the on-site operations and administrative duties, supporting student enrollment, and cultivating a strong anti-bias, anti-racist school culture. The Executive Director will also foster relationships with key internal and external stakeholders to meet budgetary, academic, and talent goals. The ideal candidate is an experienced school leader and educator with an expertise in leading successful school environments, coaching teams of faculty and staff, and meeting student outcomes. Familiarity with Summit Learning or personalized learning is strongly preferred. Who We Are What if all students graduated high school with the knowledge, skills and habits they need to lead a fulfilled life? This is the question that guides our mission at Summit Public Schools. To collectively prepare a diverse community of young people with the skills, knowledge, and habits to attain economic empowerment and success in a chosen concrete next step toward a fulfilled life. We operate 10 schools serving over 3,300 students in the Bay Area and Washington state. 100% of Summit graduates are college ready and Summit graduates complete college at double the national average. We need exceptional, diverse, and mission-aligned teachers to join our team to help prepare our students for a fulfilled life. Join us! What You’ll Do: Strategic Vision * Create a school-based vision that aligns with Summit Public Schools’ mission, which includes clearly articulated goals and measures of success. Lead all internal and external stakeholders to implement this vision effectively. Refine and adjust the vision as necessary throughout the academic year. * Meet regularly with students, parents, and faculty to communicate and inspire them around mission and vision. * Ensure that academic programs accelerate outcomes for all students - this includes supporting strong instructional leadership, facilitating leadership team meetings with faculty and staff, and providing professional development and coaching. Data Management & Student Academics * Implement a school design and program that regularly collects and analyzes data to best improve student outcomes. * This includes implementing a training system and fostering a culture where faculty regularly utilize classroom data to improve their teaching practices and support student success. * Ensure all data is accurate in the student information system. * This includes maintaining student records in accordance with all federal, state, and local guidelines. * Design, implement and manage a testing plan that includes both external (eg. SATs) and internal tests (eg. CAASPP) to meet all test ordering deadlines and guidelines. * This includes following all testing protocols, training all proctors appropriately, collaborating with Special Education teachers to provide any testing accommodations, and fostering a culture that respects the importance of standardized tests. * Ensure that all courses offered are approved through the UC system * Design, implement and manage a UC course approval plan * Stay up to date with changes made to the UC course approval process * Oversee the execution of the plan by the assistant director Recruitment and Retention * Ensure that the school is fully enrolled. Develop and execute a vision for student recruitment and enrollment through collaboration with other site-based school leadership, the external engagement team, and other relevant stakeholders. * Collaborate with the talent team, other school leaders, and Heads of Schools to interview, assess, and select the best faculty and staff. * This includes utilization of culturally responsive rubrics and tools to conduct final round interviews with candidates to assess pedagogical effectiveness, academic performance, and alignment with Summit Public Schools’ mission. * Coach and support faculty and staff to ensure professional progression and growth. * This includes meeting with each teacher to develop goals and monitor progress; and observing, evaluating, and providing timely feedback during teacher observations. * Support people in finding additional opportunities for development by advocating for them internally and for identifying external opportunities that support their growth and retention at Summit Public Schools. * Ensure a strong faculty culture that embraces the vision and meets the mission of the school * Lead the new-hires through a school-specific on-boarding program that ensures they completely understand the mission and vision of the school and the organization School Culture * Lead all faculty, staff, students, and parents to support a strong school culture that embraces the mission and vision of the school; provides an engaging and supportive environment; and develops effective strategies to inspire students to implement student culture goals. * Ensure a positive student experience with extracurricular activities, including opportunities for athletic teams, student clubs and groups, and other related school events. * Develop and implement effective restorative practices and discipline strategy for students. Relationship Management * Cultivate strong relationships with internal and external stakeholders - this includes all school governing bodies (SPS board, state authorizer, district authorizer, local school district authorizer, and community advisory board); community partnerships; and student families. * Ensure requirements with school governing bodies are met according to charter petition. * Attend SPS Board meetings at least twice a year. * Develop and maintain a strong relationship with community partners. School Operations * Ensure that the school is accredited through WASC. * This includes designing, implementing, and managing a WASC plan; and create and review school-wide ESLRS; and positioning WASC as an opportunity to use data to evaluate school effectiveness. * Create and maintain a balanced budget in conjunction with the Chief Financial Officer, both for the existing year and for future years. Meet with the CFO regularly to forecast, monitor, and manage school budget that will maintain financial viability. * Participate in audits of financial procedures to meet best financial practices. * Ensure that faculty and staff understand rationale and importance of working on the state allocation budget, and that all team members are abiding by financial requirements set by the SPS finance and accounting department. Authorize all spending by signing expense reports and reviewing approving bills and all contracts. * Create appropriate annual fundraising goals and strategies; meet with the development team to regularly assess progress and design initiatives to meet measures of success. * Support on-site operations and administrative staff to ensure that school facility is operational at all times. * Design, implement, and manage a student attendance plan. * Collaborate with office manager to design a welcoming and supportive front-desk. * Collaborate with staff members responsible for the school’s lunch program and ensure that every student eligible for free and reduced lunch is identified and submits the required paperwork. * Ensure that all federal, state and local compliance requirements are met (PCSGP, CPR training, SB 740, PENSEC, CALPADS, CBEDs, etc.). What You Need: Key Qualities and Skills * Commitment to uphold Summit’s values, belief that all children deserve a rigorous and equitable education that prepares them for college and for life. * Bachelor’s Degree is required. * A Master’s Degree in Education, Educational Leadership, or similar program is required. * Prior experience in school leadership is required. * A Teaching Credential in California or another US state is required, as is prior teaching experience. * An Administrative Credential in California or another US State is required. * Proficiency in Google Platforms, including Google Drive, Google Sheets, Google Docs, and Google Slides. * Clear health and background check. Who You Are: About You * You maintain high expectations for all students and believe all students can find success in school, college, and life. * You thrive while collaborating and are excited to work with your colleagues. You find positivity in shared successes. * You share our vision to reimagine what schools should be and are excited to make an impact on the public education landscape. * You are empathetic and culturally competent. You’re proactively facilitate courageous conversations to advance anti-bias anti-racist practices and dismantle racism in our organization. * You are data driven and have the ability to collect, evaluate, and utilize data in meaningful ways. * You have expertise in planning learning experiences that model skills-based, personalized instruction. * You are positive and resilient in the face of big challenges. * You take initiative and ownership in driving your work to meet personal and team goals. * You possess strong people management and relationship skills, with the ability to motivate, inspire, develop, and communicate with a diverse group of teachers, leaders, staff members, and community members. * You have an ability to apply honest, actionable, and timely feedback that results in improved performance. * You have a strategic mindset when it comes to executing professional development initiatives. * You thrive in innovative environments, and are comfortable with the ambiguity that can come with a dynamic and progressive workplace. * You’re committed to continuous improvement, see feedback as a positive, and have a growth mindset. What you get: In addition to joining a highly motivated team and engaging in meaningful work, you’ll have access to a comprehensive suite of benefits including a retirement plan, unlimited “take what you need” PTO policy, 11 paid holidays, and 3 weeks of organization-wide closures during the year. You and your dependents will have access to multiple health, dental, and vision plans at 25% cost (we cover the other 75%) and employee life and disability insurance at no cost. Our compensation policy strives to be equitable and transparent. The salary for this position starts at $131,337 and goes up to $165,120 commensurate with experience and qualifications. Summit is an equal opportunity employer. We believe that diversity, equity, and inclusion are directly intertwined with education. We are ALL better when we are able to bring our whole selves to work and honor each other’s voices across identities, cultural backgrounds, and life experiences. We welcome and encourage applications from individuals who are members of historically marginalized communities. Spanish language proficiency is a plus.

Job Description Biology Teacher, SY26-27 at Summit Public Schools (View all jobs) Who We Are: What if every student graduated high school fully prepared to take their next step toward a fulfilled life? At Summit Public Schools, our mission is to collectively prepare a diverse community of young people with the skills, knowledge, and habits to attain economic empowerment and success in a chosen, concrete next step toward a fulfilled life. Summit is a leading network of public schools serving over 3,300 students across 10 schools in the Bay Area and Washington state. We are committed to ensuring that every student graduates ready to pursue a future of purpose and opportunity. In 2025, 99% of our graduates were accepted to a four-year college, and Summit alumni continue to persist in and complete college at 2 times the national average. We are looking for exceptional, mission-driven educators who reflect the diversity of our students and are passionate about preparing young people for meaningful, empowered futures. Join us! The Summit Model: Summit’s research-backed model makes teaching and learning at a Summit school unlike any other. At Summit, our teachers mentor the same group of students each year in advisory groups, which allows them to build strong relationships based on deep trust over multiple years. Mentors meet 1:1 with each student regularly to coach students toward their personal goals, and meet daily as a mentor group. During Project Time, teachers teach universal skills through real-world deep learning projects, using their subject-area expertise to help students apply their knowledge to the world around them. Through our research-backed curriculum, Summit gives teachers the tools they need so that they can focus on teaching and become the best deep learning (i.e., project-based) teachers in the world. We are deeply committed to continuous improvement at Summit, both as an organization and for our individual faculty. With dedicated days of professional development built into the academic year, regular coaching sessions with a school leader, and a culture of honest, actionable, and timely feedback, we equip our teachers with the tools necessary to improve their practice and tackle challenging issues. We also prioritize developing leaders from within and have invested in multiple career pathway programs for our teachers and school leaders. Summit has intensive collaboration structures built into our weekly schedules. Teachers collaborate at the grade and subject levels, forming regular communities of practice to support each other in continuously improving as deep learning teachers and mentors. By design, our schools are small communities where every student is known. They are intentionally heterogeneous and reflect the diversity of the communities in which we operate. As a teacher, this will require being culturally responsive and creating equitable learning pathways for all students. What You’ll Do: * See sample teacher schedules here. A student school day is around 8-8:30am to 3-3:30pm, depending on the specific school. Teachers' days shall begin no earlier than 8:00 a.m. and end no later than 5:00 p.m. on any given workday. * Project Time: Teach 90-minute blocks in high school or four 55-minute blocks in middle school, per day of project time. Most teachers teach one course for the entire grade (e.g. 9th Grade Biology), and see each section twice per week. Teachers offer students deep learning experiences that develop cognitive skills and apply their content knowledge to real-world situations. Teachers facilitate discussions in the classroom, coach students in applying their cognitive skills, and give students feedback. Between teaching blocks, teachers analyze student data, build lesson plans, support school culture, and other personal development activities. Summit teachers build lesson plans through a deep understanding of student progress data, which determines the group and individual supports needed for their students to succeed. * Mentor Time: Build deep relationships and sense of community when teachers meet with their small group of mentees daily for their entire time at Summit. Daily, teachers meet with their mentor groups, work on habits of success as a group, and check in one-on-one with their mentees. Mentors coach and advocate for their mentees both inside and outside of the classroom, and strive to support them as they develop their sense of purpose as they become self-directed learners. * Self-Directed Learning Time and Interventions: Facilitate Self Directed Learning time and daily literacy or math interventions, which don’t involve lesson planning. During this time, teachers provide student support, monitor progress, and check in with individuals or groups of students. * Collaboration & Professional Development: Twice a week, teachers participate in all-faculty after-school meetings where community decisions are made, professional development takes place, and faculty collaborates as a grade-level team or subject-level team. What You Need: * Commitment to uphold Summit’s values and to ensure all students receive a rigorous, equitable education that prepares them for success and fulfillment beyond high school.) * A strong commitment to Diversity, Equity, Inclusion, and Belonging (DEIB) by embedding these values into daily practices, interactions, and decision-making. * Teaching Credential in California or another US state. * Bachelor’s Degree (a Master’s Degree in Education is preferred, but not required). * Clear health and background check. * Teaching experience in your subject is preferred, but not required. Who You Are: * You want to be a world-class deep learning (i.e., project-based) teacher. * You thrive while collaborating and are excited to work with mission-aligned, high-performing colleagues. You find positivity in shared successes. * You’re excited to teach Summit’s common curriculum and assessment system, which was designed for teachers and by teachers in partnership with learning scientists. * You care deeply about working in intentionally heterogeneous schools and are ready to support all diverse students to reach a fulfilled life. * You’re eager to engage in professional development and be developed as a practitioner in a network that is committed to continuous improvement. * You have a growth mindset and see feedback as a positive * You are passionate about serving as a mentor and advocate for a group of students that you’ll follow year to year. You’re open to having hard conversations to support students. What You Get: In addition to joining a highly motivated team and engaging in meaningful work, you’ll have access to a comprehensive suite of benefits including a retirement plan, 12 paid holidays, and 3 weeks of organization-wide closures during the year. You and your dependents will have access to multiple health, dental, and vision plans at 25% cost (we cover the other 75%) and employee life and disability insurance at no cost. Our compensation policy strives to be equitable and transparent. The salary for this position starts at $63,718 and goes up to $99,987 commensurate with experience and qualifications. Summit is an equal opportunity employer. We believe that diversity, equity, and inclusion are directly intertwined with education. We are ALL better when we are able to bring our whole selves to work and honor each other’s voices across identities, cultural backgrounds, and life experiences. We welcome and encourage applications from individuals who are members of historically marginalized communities. Spanish language proficiency is a plus.

Job DescriptionCHIEF ACADEMIC OFFICER - Lighthouse Community Public Schools THE ORGANIZATION At Lighthouse Community Public Schools, we are engaged in an educational movement that goes beyond our classrooms, working to disrupt inequities by providing our students and families with exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice, rooted in the EL Education Model, LCPS is a leader in fostering innovative schools that achieve exceptional student outcomes, where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving nearly 1,500 students in East Oakland. Lighthouse is a beacon for public education, and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . THE OPPORTUNITY LCPS is seeking a Chief Academic Officer (CAO) who can lead a rigorous, equity-centered TK–12 academic program while operating effectively in the complex social, political, and community context of East Oakland. This role blends high-level academic systems leadership with hands-on, on-the-ground community engagement. The CAO will be responsible for strengthening academic outcomes while ensuring that LCPS remains a trusted, credible community partner within a dynamic and multifaceted community context. This leader must be equally comfortable navigating California’s charter and accountability landscape as they are engaging families, community leaders, and external stakeholders with humility and respect. The CAO reports directly to the CEO and oversees principals, special education and mental health services, college and career programming, and central academic teams—impacting approximately ~200 staff across the organization. CAO CORE COMPETENCIES • Leadership, management, and coaching of principals and senior academic leaders across TK–12 systems, • Deep expertise in inclusive academic systems, including special education, mental health, and student supports, • Ability to drive rigorous, equity-centered academic improvement through data-informed strategy and continuous improvement, • Strong community engagement and partnership-building skills, with the ability to navigate complex neighborhood dynamics and earn trust in historically marginalized communities, • Skill in navigating complex educational systems, accountability, and political landscape with credibility and strategic judgment, • Capacity to set clear academic priorities, align resources, and lead execution across multiple schools and teams, • Collaborative, adaptive leader who balances strategic vision with hands-on problem solving and relationship-centered leadership CAO RESPONSIBILITIES AND OUTCOMES Academic Strategy, Systems Alignment, and Instructional Excellence • Lead the design, execution, and continuous refinement of a coherent, equity-centered TK–12 academic program that reflects LCPS’s mission, values, and East Oakland community context., • Establish and communicate clear academic priorities that drive student achievement, engagement, and long-term success, with particular attention to historically underserved student groups., • Oversee and align curriculum, instruction, assessment, literacy, English language development, and intervention systems across all schools to ensure consistency, quality, and impact., • Operate effectively within East Oakland’s complex social, cultural, and political environment, including violence-impacted neighborhoods and labor-centered community dynamics., • Build, sustain, and repair trust-based relationships with families, students, community leaders, partner organizations, and local stakeholders., • Engage in sustained, trust-based dialogue with community partners to center their voices in shaping and advancing shared, community-driven priorities, • Navigate a political climate with credibility, diplomacy, and strategic judgment, particularly during high-stakes charter renewals and accountability processes., • Provide strategic leadership for a comprehensive special education program serving nearly 20% of students, including moderate-to-severe populations., • Oversee special education, behavioral health, and mental health services to ensure high-quality, compliant, and inclusive support for students and families., • Champion access, inclusion, and dignity for students with the greatest needs, reinforcing LCPS’s commitment to serving all students without exclusionary practices., • Lead and continuously strengthen college, career, and postsecondary readiness systems across middle and high school grades., • Oversee CTE pathways, dual enrollment, and postsecondary partnerships to ensure alignment between academic preparation and real-world opportunities., • Supervise, coach, and evaluate principals and senior academic leaders, building instructional leadership capacity across all school sites., • Foster a culture of continuous improvement, collaboration, and shared accountability among academic leaders and teams., • Lead academic accountability efforts, including charter renewals, state and federal reporting, accreditation, and internal performance monitoring., • Partner closely with the CEO and Board, providing regular, transparent updates on academic progress, risks, and strategic priorities. QUALIFICATIONS • Education, Credentials & Certification, • Bachelor’s degree with significant, relevant professional experience required; Master’s degree beyond Administrative credential / certification preferred but not required., • Strong preference for candidates with prior experience working in California; demonstrated familiarity with California’s charter, accountability, and regulatory environment is highly valued. Professional Experience • Senior TK–12 instructional leadership experience, including prior service as a principal and direct supervision of principals and/or senior school leaders., • 10+ years of progressive public education leadership experience, with demonstrated scope across network-, district-, or multi-site school systems., • Direct responsibility for academic outcomes in high-need, historically underserved, and culturally diverse communities., • Demonstrated success leading academic improvement in complex environments, including schools and communities impacted by poverty and other systemic challenges., • Strong academic systems leadership, with the ability to align curriculum, instruction, assessment, and interventions while remaining grounded in school- and community-level realities., • Deep experience overseeing special education systems, including moderate-to-severe programming and integrated student support and mental health services., • Experience operating within complex educational and community ecosystems, navigating diverse stakeholder interests with credibility, care, and effectiveness., • Proven ability to engage families, community leaders, and external partners as core components of academic and organizational leadership, including experience with community-centered or community school models., • Experience working in California’s public or charter school context, including familiarity with charter accountability, renewals, and state/federal compliance (strongly preferred); leaders from similarly complex urban contexts may be considered., • Oversight of large teams and systems, impacting approximately 200+ staff across academics, student supports, and college and career readiness., • Bachelor’s degree required; Master’s degree preferred (education leadership, administration, or related field)., • Valid administrative credential preferred. Skills, Leadership Style & Attributes • Ability to bridge rigorous academic outcomes with authentic community credibility and trust-building., • Strong political, organizational, and stakeholder navigation skills, particularly in labor-focused and anti-charter environments., • Deep commitment to equity, access, and culturally responsive leadership practices., • Collaborative, humble, and relationship-centered leadership approach grounded in listening and partnership., • Data-informed decision-maker with strong instructional, systems, and improvement expertise. COMPENSATION • Full-time, 12-month, exempt leadership position., • Competitive salary range anticipated between $180,000–$220,000, commensurate with experience. TO APPLY People of color and bilingual candidates are strongly encouraged to apply. Interested candidates should submit: • 3-5 Professional References: Name, position, phone number, and email address. (Two of which should be current or previous supervisors of your role).

Job Description POSITION TITLE: Varsity Flag Football Coach (Part-Time) Seasonal Employee/Coach Bishop O’Dowd High School – Oakland, CA Compensation: $25/hour REPORTS TO: Athletic Director Season Dates: August 9th - Mid November Bishop O’Dowd High School is a Catholic college-preparatory community, guided by the teachings of Jesus Christ, that educates its diverse student body to build a more just, joyful and sustainable world. Charism: Finding God In All Things Calls Us to: Community in Diversity Strength of Character Academic Excellence Kinship With Creation Social Justice Joy The Head Varsity Flag Football Coach leads all aspects of the Bishop O’Dowd High School Flag Football program to ensure the highest quality of spiritual, social, physical and intellectual growth for every Flag Football student-athlete participating in the program. The Head Varsity Flag Football Coach oversees all phases of Flag Football skill development while ensuring the implementation of the school’s mission and core values. As director of the Flag Football program, the Head Varsity Flag Football Coach is responsible for the successful operation of the program as accomplished through the communication and delegation of responsibilities to coaching staff, school support staff, and families. REPORTING RESPONSIBILITIES * The Head Varsity Flag Football Coach reports directly to the Athletic Director. The Head Varsity Flag Football Coach is hired, supervised, and evaluated by the Athletic Department in consultation with the Principal. * The Head Varsity Flag Football Coach hires, supervises, evaluates and dismisses coaches in consultation with the Athletic Department. MAJOR RESPONSIBILITIES * Upholds and models a spiritual and moral code consistent with the teachings of the Roman Catholic Church and Bishop O’Dowd High School’s charism. Integrates the school’s mission and Catholic identity into the coaching-learning process of the Flag Football program. * Serves as the overall leader of the Flag Football program and maintains a clear vision reflecting current trends in coaching and Flag Football skill development. * Ensures and monitors the implementation of current instructional coaching methods to maximize player development. * Facilitates regular coaching staff meetings and assists in creating a professional development plan for coaching staff in consultation with the Athletic Department. * Staffs all levels of the Flag Football program and monitors the effectiveness and success of the entire program through regular meetings with coaching staff and the Athletic Department. * Regularly updates Flag Football program expectations to players and families in consultation with the Athletic Department. * Plans and develops a master practice, game schedule including overnight trips for the Flag Football program in consultation with the Athletic Department. * Manages the day to day schedule with the off campus facilities in regards to practice and meet schedules in consultation with the Athletic Department. * Represents the school at league preseason and postseason Flag Football meetings. * Regularly seeks information from school colleagues about student well-being in order to monitor the Flag Football program’s social climate/culture. * Regularly attends athletic department events and meetings as required. * Participates in the annual review of the Flag Football budget with the Athletic Department. * Ensures compliance with policies, procedures, and bylaws from Bishop O’Dowd High School, West Alameda County Conference, North Coast Section, and California Interscholastic Federation. * Supports academic and ministry programs of the school by encouraging student-athletes to participate in these offerings. * Works in conjunction with the athletic trainers and strength and conditioning coach. * Knowledgeable and experienced in supporting student-athletes in the college recruitment process. * Leads and manages the distribution, collection and organization of all program equipment, uniforms, and related items. * Establishes a team culture that encourages and builds strong relationships * Works to create an environment of care and support for student-athletes * Experience working with students and colleagues of different backgrounds, races, genders and ethnicities APPLICANTS, PLEASE SUBMIT THE FOLLOWING IN ONE PDF/WORD DOCUMENT: * Job application via our website. * Cover letter that includes your philosophy on coaching and developing a multi-level Flag Football program that embraces O’Dowd’s charism and mission. * Rough Outline of a 5 day practice plan (any week during the season) * Detail the practice plan for one of the days of that week * Please describe what a graduating senior from your Flag Football program walks away having learned and experienced. For more information on Bishop O’Dowd High School, please see our website at: . Bishop O’Dowd High School is an equal opportunity employer, and does not discriminate in its employment policies and procedures. It follows the Diocese of Oakland's policies prohibiting illegal harassment, retaliation or discrimination. However, as a Roman Catholic high school with a stated mission, goals and objectives that clearly reflect the teachings and educational philosophy of the Diocese of Oakland, Bishop O’Dowd High School reserves the right to require all current and prospective employees to commit to carry out their duties and responsibilities in a manner that clearly and unconditionally demonstrates support of and respect for the school’s mission and Catholic identity. Persons who in good conscience are unable to agree to this commitment should not seek or accept employment at Bishop O’Dowd High School. As a faith-based institution, we reserve the right to use religion as a criterion in hiring decisions, as permitted by law, as it relates to performing essential job duties.

Job DescriptionDescription: The Organization Francophone Charter School of Oakland is a French immersion charter school that opened its doors in 2015. Our mission is to provide a dual-immersion curriculum to a diverse community of students and to develop bilingual and bi-literate global citizens who are open minded and who value intellectual curiosity, personal integrity and creativity. Summary of Position Serves as teacher coach, instructional leader, and assessment coordinator. Reports to the Principal. Responsible for working with the Principal to implement and manage school policies, regulations, procedures and curriculum to ensure all students receive instruction that meets or exceeds FCSO standards. Responsible for coaching instructional staff, including in analyzing data to plan instruction and interventions; completing staff evaluations; leading curriculum content and course development; coordinating mandated and interim assessments (SBAC, NWEA and ELPAC testing); and facilitating teacher and staff professional development, including MTSS meetings. Key responsibilities: • Articulate and model the school’s mission, vision, and values., • Ensure instructional alignment TK-8., • Participate in the Schoolwide Leadership Team., • Supervise assigned school certificated and classified personnel for the purpose of monitoring performance, providing for professional growth, and achieving overall curricular objectives., • With Principal, manage schoolwide MTSS efforts and Student Support Team meetings., • Ensure student progress is appropriately assessed, recorded, and communicated with parents., • Oversee the development, implementation, and purchasing of curriculum in accordance with the school’s French immersion model., • Plan and coordinate CAASPP Testing; ELPAC Initial and Summative Testing; and NWEA-MAP Interim testing., • Plan and facilitate data dives and associated professional development., • Support instructional team with implementation of data-based instruction and intervention., • Coordinate ELD Program and support for English Learners., • Coordinate and manage the Independent Study Plan for students, • Develop and implement professional development and teacher coaching., • Collaborate with the Director of Operations and external partners to oversee, coordinate and monitor teacher visas from initial offer of employment through the end of their employment., • Facilitate family events to communicate about the academic program and provide resources., • Coordinate with the Director of Before- and After-School Care (BASC) to provide additional academic enrichment opportunities., • Read and provide feedback on lesson plans., • Perform other duties as assigned. Requirements: Requirements: • Teaching and administrative experience in TK-8 education with increasing levels of responsibility., • Bilingual English / French., • Master’s degree from a regionally accredited institution with major course work in Education preferred., • Valid CA teaching credential preferred.

Job DescriptionDescription: AMPS (Amethod Public Schools) is a values driven organization. Our mission is to provide a rigorous college preparatory education and character development program that will prepare students from underserved communities to succeed in college and beyond. Our day-to-day work is driven within the organizational core values: Commitment to Distinction, Be Adaptable, Perseverance, Take Responsibility, and Students First. We are looking for team members who exude these values and a passion for our mission. Position Overview The Instructional Dean serves as the educational leader of the staff and students at the school site. In collaboration with the Site Director, he or she is responsible for the execution of the instructional program development and leadership of the staff. The Instructional Dean will oversee the instructional program to provide a quality educational environment that meets the needs of all students. The Instructional Dean in conjunction with the School Leader will serve as a member of the administrative team dedicated to cultivating excellence throughout the school and community. They will have the leadership responsibility of coaching and managing the school’s teachers. Requirements: Characteristics • Flexibility: Must work with the Site Administration team to adapt to swift changes that occur on a daily basis in schools., • Problem Solver: Strong initiative and ability to solve problems as a member of the administration team., • Dependability: Members of the entire team, including the Site administration and teaching staff need to rely on the dean to see tasks all the way through to completion, and to communicate regular updates., • Ability to communicate: Must seek out others instead of waiting to be sought out and this requires open and constant dialogue. Student Assessment and Monitoring • Excellence in assessment; emphasizes student academic achievement as the primary outcome for students., • Systematically assesses and monitors student progress using objective and verifiable information., • Works with staff to systematically identify and respond to at risk students; makes referrals to appropriate community agencies., • Supports and documents progress with students, specifically the most vulnerable students in the MTSS (Tiered practice), • Helps maintain policies and practices for grading, reporting, and promoting., • Assists in training and supporting teachers and leaders in using student information and assessment systems, • Assists in coordination of all statewide and school wide assessments such as: CAASP/ELPAC/SBAC/CELDT/CAHSEE/ Benchmark Assessments., • Coordinates development and execution of grade level performance tasks for SBAC/CAASSP., • Assists in analyzing students’ work with individuals or groups of teachers, and then brainstorms next steps for adjusting instruction., • Takes initiative to assist the Principal in staff classroom observations and instructional coaching and demonstrates aptitude in the process., • Uses a tiered system to structure and organize teaching staff to identify and support struggling teachers through modeling, coaching, and mentoring., • Assists the Principal with recruiting, screening, hiring, training, and evaluation of the school personnel., • Assists the Principal in developing and maintaining positive staff morale and stays on mission with leader goals and priorities through the year., • Assists the Principal in providing orientation for newly assigned staff members and assists in their professional development., • Assumes responsibility for his/her own professional growth and development. Views self as a role model for expected staff behavior., • Provide leadership in the development, direction and innovation of educational programs designed to meet the needs of student groups, including English Language Learners and Special Education., • Helps teachers set, and reach yearly objectives for themselves and students., • Assists with special school events which may require flexible hours, • Set up and operate Audio Visual equipment, • Attend meetings and trainings as assigned, • Must be aligned to the core values of the organization, • Professionalism and commitment to the students above all,, • Deep knowledge of curriculum development and program design,, • Must be able to coach teachers of all levels,, • Excellent communication,, • Deep understanding of the Google platform is a must., • Microsoft office (excel, and word) is a must., • Must be able to prepare and deliver presentations effectively, • Excellent organization, time management and follow-up skills;, • Spanish fluency strongly preferred, • Valid Administrative Services Credential preferred, but not necessary, • Five or more years of successful educational experience, • Self-starter with deep urgency to better programs and teaching for low income kids The position is in a school building, which may be air conditioned and heated. May be exposed to prolonged noise or weather. This type of work will involve walking, standing, or sitting for extended periods. Stooping, squatting, kneeling, overhead reaching and repetitive bending may be involved frequently with this position. -Perceiving the nature of sound, near and far. Vision, depth perception, providing oral information, the manual dexterity. Must be able to climb stairs and sit for extended periods of time. Requires finger dexterity to operate equipment, handle work with various, materials and objects are important aspects of this job. Compensation The salary range for this position is $95,000-$105,000. Salary is commensurate with experience, education, and expertise. A competitive benefits package is also offered. This is a full-time, exempt, 100% in-person position. To apply: Visit us at As an equal opportunity employer; we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability. AMPS is strongly committed to hiring a diverse and multicultural staff, and we encourage applications from traditionally under--represented backgrounds. AMPS does not discriminate on the basis of race, color, gender, handicap, age, religion, sexual orientation, national origin, ethnic origin, or any other reason prohibited by state or federal law.

Job Description Science Teacher, SY26-27 at Summit Public Schools (View all jobs) Who We Are: What if every student graduated high school fully prepared to take their next step toward a fulfilled life? At Summit Public Schools, our mission is to collectively prepare a diverse community of young people with the skills, knowledge, and habits to attain economic empowerment and success in a chosen, concrete next step toward a fulfilled life. Summit is a leading network of public schools serving over 3,300 students across 10 schools in the Bay Area and Washington state. We are committed to ensuring that every student graduates ready to pursue a future of purpose and opportunity. In 2025, 99% of our graduates were accepted to a four-year college, and Summit alumni continue to persist in and complete college at 2 times the national average. We are looking for exceptional, mission-driven educators who reflect the diversity of our students and are passionate about preparing young people for meaningful, empowered futures. Join us! The Summit Model: Summit’s research-backed model makes teaching and learning at a Summit school unlike any other. At Summit, our teachers mentor the same group of students each year in advisory groups, which allows them to build strong relationships based on deep trust over multiple years. Mentors meet 1:1 with each student regularly to coach students toward their personal goals, and meet daily as a mentor group. During Project Time, teachers teach universal skills through real-world deep learning projects, using their subject-area expertise to help students apply their knowledge to the world around them. Through our research-backed curriculum, Summit gives teachers the tools they need so that they can focus on teaching and become the best deep learning (i.e., project-based) teachers in the world. We are deeply committed to continuous improvement at Summit, both as an organization and for our individual faculty. With dedicated days of professional development built into the academic year, regular coaching sessions with a school leader, and a culture of honest, actionable, and timely feedback, we equip our teachers with the tools necessary to improve their practice and tackle challenging issues. We also prioritize developing leaders from within and have invested in multiple career pathway programs for our teachers and school leaders. Summit has intensive collaboration structures built into our weekly schedules. Teachers collaborate at the grade and subject levels, forming regular communities of practice to support each other in continuously improving as deep learning teachers and mentors. By design, our schools are small communities where every student is known. They are intentionally heterogeneous and reflect the diversity of the communities in which we operate. As a teacher, this will require being culturally responsive and creating equitable learning pathways for all students. What You’ll Do: * See sample teacher schedules here. A student school day is around 8-8:30am to 3-3:30pm, depending on the specific school. Teachers' days shall begin no earlier than 8:00 a.m. and end no later than 5:00 p.m. on any given workday. * Project Time: Teach 90-minute blocks in high school or four 55-minute blocks in middle school, per day of project time. Most teachers teach one course for the entire grade (e.g. 9th Grade Biology), and see each section twice per week. Teachers offer students deep learning experiences that develop cognitive skills and apply their content knowledge to real-world situations. Teachers facilitate discussions in the classroom, coach students in applying their cognitive skills, and give students feedback. Between teaching blocks, teachers analyze student data, build lesson plans, support school culture, and other personal development activities. Summit teachers build lesson plans through a deep understanding of student progress data, which determines the group and individual supports needed for their students to succeed. * Mentor Time: Build deep relationships and sense of community when teachers meet with their small group of mentees daily for their entire time at Summit. Daily, teachers meet with their mentor groups, work on habits of success as a group, and check in one-on-one with their mentees. Mentors coach and advocate for their mentees both inside and outside of the classroom, and strive to support them as they develop their sense of purpose as they become self-directed learners. * Self-Directed Learning Time and Interventions: Facilitate Self Directed Learning time and daily literacy or math interventions, which don’t involve lesson planning. During this time, teachers provide student support, monitor progress, and check in with individuals or groups of students. * Collaboration & Professional Development: Twice a week, teachers participate in all-faculty after-school meetings where community decisions are made, professional development takes place, and faculty collaborates as a grade-level team or subject-level team. What You Need: * Commitment to uphold Summit’s values and to ensure all students receive a rigorous, equitable education that prepares them for success and fulfillment beyond high school.) * A strong commitment to Diversity, Equity, Inclusion, and Belonging (DEIB) by embedding these values into daily practices, interactions, and decision-making. * Teaching Credential in California or another US state. * Bachelor’s Degree (a Master’s Degree in Education is preferred, but not required). * Clear health and background check. * Teaching experience in your subject is preferred, but not required. Who You Are: * You want to be a world-class deep learning (i.e., project-based) teacher. * You thrive while collaborating and are excited to work with mission-aligned, high-performing colleagues. You find positivity in shared successes. * You’re excited to teach Summit’s common curriculum and assessment system, which was designed for teachers and by teachers in partnership with learning scientists. * You care deeply about working in intentionally heterogeneous schools and are ready to support all diverse students to reach a fulfilled life. * You’re eager to engage in professional development and be developed as a practitioner in a network that is committed to continuous improvement. * You have a growth mindset and see feedback as a positive * You are passionate about serving as a mentor and advocate for a group of students that you’ll follow year to year. You’re open to having hard conversations to support students. What You Get: In addition to joining a highly motivated team and engaging in meaningful work, you’ll have access to a comprehensive suite of benefits including a retirement plan, 12 paid holidays, and 3 weeks of organization-wide closures during the year. You and your dependents will have access to multiple health, dental, and vision plans at 25% cost (we cover the other 75%) and employee life and disability insurance at no cost. Our compensation policy strives to be equitable and transparent. The salary for this position starts at $63,718 and goes up to $99,987 commensurate with experience and qualifications. Summit is an equal opportunity employer. We believe that diversity, equity, and inclusion are directly intertwined with education. We are ALL better when we are able to bring our whole selves to work and honor each other’s voices across identities, cultural backgrounds, and life experiences. We welcome and encourage applications from individuals who are members of historically marginalized communities. Spanish language proficiency is a plus.

Job DescriptionSalary: $97,500-$127,180 Job Title: Assistant Principal of Middle School Work Year: 12 months Employment Type: Exempt, Full-Time Salary Range: $97,500-$127,180 Supervisor: School Principal OUR MISSION Invictus Academy of Richmond prepares 100% of students in grades 7-12 to thrive in the colleges of their choice, solve relevant problems, and communicate with confidence. OUR SCHOOL Invictus Academy is a high performing independent public charter school located in El Cerrito, and we are seeking leadership team members who want to join our team and create an exceptional school. Invictus creates joyful, rigorous classroom cultures where students understand the importance of the content they are learning, and how it connects to their everyday lives and ambitions. We work to ensure that in every lesson, the heavy lifting is done by our students. We build trusting, authentic relationships with students, families, and colleagues. With these relationships as our foundation, we work closely with each other to support students in meeting the highest academic and behavior expectations. At Invictus, we are eager to learn about and implement restorative approaches to support students to be their best selves. Invictus Academy of Richmond embodies humility and constantly strives to strengthen our knowledge, skills, and practice. We crave feedback and welcome opportunities to grow through observations, coaching meetings, and professional development. We are fiercely solutions-oriented. We never shy away from a problem that we must solve to achieve our mission, but always bring potential solutions to the table. THE ROLE The Assistant Principal of Middle School is a key member of the Invictus Leadership Team, responsible for driving both strong instructional outcomes and a positive, structured school culture for grades 7-8. In close partnership with the Principal, the Assistant Principal owns the vision for effective middle school teaching and learning while also serving as the primary steward of school culture, discipline, and student character development for the middle grades. This dual-focus role requires an exceptional leader who can move seamlessly between coaching teachers to deliver rigorous, joyful instruction and holding high behavioral expectations for students through consistent, restorative, and relationship-driven practice. The quality of our school is defined by the quality of our team. In that spirit, we are seeking exceptional individuals to execute the following essential job duties and responsibilities: ESSENTIAL FUNCTIONS • Coach, observe, and provide high-leverage, actionable feedback to middle school teachers to continuously improve instructional practice, • Build trust with teachers in service of supporting their development, using strong interpersonal skills and diverse coaching strategies, • Support teachers in using data to inform instruction and close student learning gaps, • Define academic rigor for middle school content areas and support teachers in achieving a high level of consistency across classrooms, • Develop and support all aspects of new teacher onboarding for middle school staff, • Develop and lead professional development and teacher collaboration focused on instruction, intellectual preparation, classroom management, and culturally responsive pedagogy, • Organize and facilitate Grade Level meetings for middle school teachers, • Support the coordination of benchmark, finals, and standardized testing, including data analysis protocols and re-teaching plans, • Evaluate and oversee implementation of grading policies and systems in the middle grades, • Collaborate with Directors of Curriculum and Instruction to ensure alignment between middle and high school academic programming, • Support the Academic Counselor with the grading system and report card compilation for middle school students, • Collaborate with Leadership Team members to design and execute academic events, such as Semester Awards Night, • Serve as the primary Dean of Students for grades 7-8, managing all aspects of school culture, behavioral expectations, and discipline for the middle school, • Set and hold high expectations for school culture, ensuring teachers and staff create and maintain a positive, joyful, structured, and productive learning environment, • Manage and oversee the supervision system for the middle grades, including coverage maps, arrival, transitions, lunch, and dismissal, • Oversee all DeansList systems for the middle school, including free dress indicators, daily/weekly reports, ratio watch, and the strong moves and deductions system, • Ensure referral entries and DeansList data are entered daily, following up with teachers as necessary, • Investigate incidents and coordinate appropriate follow-up, including restorative conversations, assignments, conferences, ISS protocols, and lunchtime/afterschool reflection processes, • Lead restorative conversations with students who face behavioral challenges, and support teachers and students in similar restorative conversations and actions, • Support the design, implementation, and monitoring of individual student behavior intervention plans, including student scorecards, • Manage schoolwide communication with families around student behavior, driving toward a ratio of three positive communications for each corrective one, • Initiate and lead meetings with families to define plans that support students both in class and on campus, • Equip teachers with skills to hold and support high expectations for behavior and to effectively implement restorative justice practices in their classrooms, • Oversee systems for uniforms, free dress, and student recognition programs, • Plan and lead Phoenix Society meetings and manage the Phoenix Student of the Week process for the middle school, • Develop and lead professional development and training for Deans Office staff to support growth and continuous development, • Serve on the school Leadership Team to make key decisions related to the overall school program, • Support continuous school improvement by identifying middle-grades challenges and collaborating with the Leadership Team on solutions, • Give and receive honest and direct feedback to improve your practice, that of your peers, and school leaders, • Create and maintain open, honest, and respectful lines of communication with all stakeholders, • Support student recruitment and enrollment efforts for the middle school, in alignment with school enrollment targets, • Attend and participate in school-wide events including Back to School Night, Parent/Teacher Conferences, End of the Year events, Grade Level Meetings, Department Meetings, Summer Professional Development, weekly Professional Development during the school year, and other assigned meetings, • Demonstrate proficient use of technology to communicate with staff, families, and community members using multiple school-based platforms, • Utilize educational technology platforms for curriculum development and planning, • Other duties as assigned by the Principal PROFESSIONAL RESPONSIBILITIES • Demonstrate regular and consistent attendance in order to perform essential functions of the role., • Collaborate with staff and leadership to continuously improve practices and address student needs effectively., • Foster open and respectful communication, offering and receiving constructive feedback to enhance personal and team performance., • Set and hold high expectations for academics and behavior., • Develop trusting, authentic relationships with students and their families., • Create and maintain a joyful, safe, structured, and engaging school and classroom culture., • Encourage students to take risks and learn from their mistakes and create opportunities for students to leverage the power of their voice., • Supervise and engage with students in-person to ensure student safety and learning., • Uphold and model core values, including purpose, perseverance, productivity, growth mindset, integrity, leadership, joy, gratitude, mindfulness, and kindness., • Perform any other reasonable duties or responsibilities as assigned by your supervisor., • Participate in the performance evaluation process, which is based on adherence to the outlined responsibilities and qualifications. PUBLIC SCHOOL EMPLOYMENT REQUIRED QUALIFICATIONS • Earned Bachelors Degree., • At least three years of teaching experience., • At least two years of instructional coaching and school leadership experience., • Knowledge and experience building the capacity of teacher teams., • Experience using data to develop priorities and action planning., • Experience leading adults toward a common goal., • Belief in strong routines and consistency is essential to creating a safe learning environment., • Experience leading effective classrooms that result in strong academic outcomes for students., • Experience monitoring and analyzing data to inform instruction., • Excellent written and oral communicator., • Professional, warm and collaborative with students, families, and colleagues., • Pass a Criminal Background Check through the Department of Justice., • Obtain a negative TB reading prior to starting employment. DESIRED QUALIFICATIONS • Clear California Single Subject or Multiple Subjects Credential; Administrative Credential preferred., • Masters Degree in a related field., • Experience working with middle school students (grades 7-8) in a high-needs urban school context., • Experience in effectively and safely preventing, de-escalating, and responding to student behavioral needs., • At least three years of school leadership or administrative experience., • Bilingual in Spanish. WORK ENVIRONMENT AND PHYSICAL DEMANDS This full-time and on-site position requires sufficient mobility to report to campus, work in an office, and engage with students, families, and colleagues, with or without reasonable accommodations. The role may involve light lifting, pushing/pulling, standing, sitting, and bending for extended periods. Success in this role requires working well under pressure, meeting deadlines, and adapting to stressful and unpredictable environments. The employee must effectively prioritize and organize tasks while maintaining open and respectful communication with families and community members using school platforms and technology. Attendance and active participation in school-wide events, professional development sessions, and other assigned meetings are essential. NON-DISCRIMINATION Invictus Academy acknowledges and agrees that all persons are entitled to equal employment opportunity. Invictus Academy shall not discriminate against applicants or employees on the basis of race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, genetic information, military and veteran status, or any other characteristic protected by California or federal law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including but not limited to recruitment, selection, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from employment.

Job Description Football Assistant Coach (Part-Time) REPORTS TO: Athletic Director Compensation: $19 per hour Season Dates: Beginning of August 10th - December 12th Bishop O’Dowd Mission/Charism Mission: Bishop O’Dowd High School is a Catholic college-preparatory community, guided by the tea chings of Jesus Christ, that educates its diverse student body to build a more just, joyful and sustainable world. Charism: Finding God In All Things Calls Us to: Community in Diversity Strength of Character Academic Excellence Kinship With Creation Social Justice Joy Job requirements may include but are not limited to: The Football Assistant Coach assists with all aspects of the Bishop O’Dowd High School Football program to ensure the highest quality of spiritual, social, physical and intellectual growth for every Football student-athlete participating in the program. The Football Assistant Coach assists all phases of Football skill development while ensuring the implementation of the school’s mission and core values. REPORTING RESPONSIBILITIES * The Football Assistant Coach reports directly to the Varsity Football Head Coach. * The Football Assistant Coach is hired, supervised, and evaluated by the Director of Athletics in consultation with the Principal. MAJOR RESPONSIBILITIES ● Upholds and models a spiritual and moral code consistent with the teachings of the Roman Catholic Church and Bishop O’Dowd High School’s charism. Integrates the school’s mission and Catholic identity into the coaching-learning process of the Football program. ● Serves to assist the Football program and maintains a clear vision reflecting current trends in coaching and Football Skill development. ● Ensures and monitors the implementation of current instructional coaching methods to maximize player development. ● Attends regular coaching staff meetings. ● Assists the Football Head Coach with plans and helps develop a master practice and game schedule for the Football program in consultation with the Director of Athletics. ● Represents the school at league preseason and postseason Football meetings, when the Head Coach is not available. ● Regularly attends athletic department events and meetings as required. ● Assists the Football Head coach in ensuring compliance with policies, procedures, and bylaws from Bishop O’Dowd High School, West Alameda County Conference, North Coast Section, and California Interscholastic Federation. ● Knowledgeable and experienced in supporting student-athletes in the college recruitment process. ● Assists and helps manage the distribution, collection and organization of all program equipment, uniforms, and related items. ● Works to create an environment of care and support for student-athletes ● Experience working with students and colleagues of different backgrounds, races, genders and ethnicities Job requirements may include but are not limited to: * Serve as a positive role model to the student athletes and parents. * Teach skills through effectively planned practices at a level appropriate for each member of the team * Condition athletes appropriately for activities requiring endurance, strength and agility * Responsible for assisting all aspects of directing the team’s practice and play in matches * Teach sportsmanship, cooperation, work ethic and responsibility to one’s team. * Prioritize an environment of safety for our student athletes * Assist in managing equipment * Performs other duties as required Qualifications: * Playing experience and/or knowledge of the sport is required. * Previous high school or college coaching experience is preferred. * First Aid CPR or willingness to do so * NFHS Fundamentals of Coaching Certificate or willingness to do so * Candidates must be available during after-school hours and weekends * Off-season meetings and duties are also required. Physical Demands The physical demands described here represent those that must be met by an employee to successfully perform the essential job functions. Reasonable accommodations may be made for individuals with disabilities to perform the essential functions. While performing the duties of this Job, the employee is regularly required to sit; use hands and fingers to handle or feel as well as talk and hear. The employee is frequently required to reach with hands and arms. The employee is required to stand and walk. The employee may lift and/or move up to 25 pounds. Work Environment The work environment characteristics described here represent those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made for individuals with disabilities to perform the essential functions. Compensation Hourly based upon agreed stipend. The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. Additionally, all personnel may be required to perform duties outside of their normal responsibilities from time to time, as needed. APPLICANTS, PLEASE SUBMIT THE FOLLOWING IN ONE PDF/WORD DOCUMENT: ● Job application via ADP ● Cover letter that includes your philosophy on coaching and developing a multi-level Football program that embraces O’Dowd’s charism and mission. Applications will be reviewed on a rolling basis. Pre-employment background screening is required for all positions. For more information on Bishop O’Dowd High School, please see our website at: . Bishop O’Dowd High School is an equal opportunity employer and does not discriminate in its employment policies and procedures. It follows the Diocese of Oakland's policies prohibiting illegal harassment, retaliation or discrimination. However, as a Roman Catholic high school with a stated mission, goals and objectives that clearly reflect the teachings and educational philosophy of the Diocese of Oakland, Bishop O’Dowd High School reserves the right to require all current and prospective employees to commit to carry out their duties and responsibilities in a manner that clearly and unconditionally demonstrates support of and respect for the school’s mission and Catholic identity. Persons who in good conscience are unable to agree to this commitment should not seek or accept employment at Bishop O’Dowd High School. As a faith-based institution, we reserve the right to use religion as a criterion in hiring decisions, as permitted by law, as it relates to performing essential job duties.

Job DescriptionSalary: $84,000-$109,817 OUR MISSION Invictus Academy of Richmond prepares 100% of students in grades 7-12 to thrive in the colleges of their choice, solve relevant problems, and communicate with confidence. OUR SCHOOL Invictus Academy is a high performing independent public charter school located in El Cerrito, and we are seeking leadership team members who want to join our team and create an exceptional school. Invictus creates joyful, rigorous classroom cultures where students understand the importance of the content they are learning, and how it connects to their everyday lives and ambitions. We work to ensure that in every lesson, the heavy lifting is done by our students. We build trusting, authentic relationships with students, families, and colleagues. With these relationships as our foundation, we work closely with each other to support students in meeting the highest academic and behavior expectations. At Invictus, we are eager to learn about and implement restorative approaches to support students to be their best selves. Invictus Academy of Richmond embodies humility and constantly strives to strengthen our knowledge, skills, and practice. We crave feedback and welcome opportunities to grow through observations, coaching meetings, and professional development. We are fiercely solutions-oriented. We never shy away from a problem that we must solve to achieve our mission, but always bring potential solutions to the table. ESSENTIAL FUNCTIONS The Director of Curriculum and Instruction (DCI) at Invictus is relentless about strong student outcomes and identifies ways to continuously impact student learning. As a DCI, you hold the vision for great teaching and learning and take action to realize this vision. Great teaching is the determining factor in realizing our schools mission and the DCI supports teachers in creating and maintaining a rigorous, productive, and joyful classroom climate through effective coaching and feedback. We are seeking exceptional individuals to execute the following essential job functions and professional responsibilities: • Build trust with teachers in service of supporting their development, using strong interpersonal skills, • Develop and support all aspects of new teacher onboarding, • Conduct regular classroom observations, • Provide consistent, high-leverage, actionable feedback for teachers to improve practice, • Leverage diverse coaching strategies to support teacher development, • Support teachers in using data to inform instruction, • Ensure a high level of academic rigor and consistency of classroom management across classrooms, • Develop and implement systems of accountability to evaluate teacher performance, • Define academic rigor by content area and support teachers in achieving this in their classrooms, • Organize Grade Level meetings, • Support the Academic Counselor with the grading system and report cards compilation, • Lead testing coordination and logistics., • Develop and lead professional development and teacher collaboration focused on instruction, intellectual preparation, and classroom management, • Support professional development and coaching related to student supports and culturally responsive pedagogy, • Evaluate and oversee implementation of grading policies and systems, • Plan and design summer school programming, in collaboration with Student Supports Team, • Support continuous growth of school program through identifying school-wide challenges and working towards solutions, • Coordinate all benchmark, finals and standardized testing, including data analysis protocols and re-teaching plans, • Design, implement, and sustain seamless execution of schoolwide routines, systems and operations in collaboration with Leadership Team members, • Collaborate with Leadership Team members to design and execute events related to the academic program, such as the Semester Awards Night, • Serve on the Instructional Leadership Team and the Leadership Team to make key decisions related to the academic and overall school program, • Support the coordination and oversight of standardized state testing, including SBAC, CAST, and MAP, • Actively supervise students during transitions such as arrival, homeroom, passing periods, lunch, and dismissal., • Attend and participate in school-wide events including Back to School Night, Parent/Teacher conferences, End of the Year events, Grade Level Meetings, Department Meetings, Summer Professional Development, weekly Professional Development during the school year, and other assigned meetings., • Demonstrate proficient use of technology to communicate with staff, families, and community members using multiple school-based platforms., • Utilize Educational Technology platforms for curriculum development and planning., • Other duties as assigned by the Principal or an administrator. PROFESSIONAL RESPONSIBILITIES • Demonstrate regular and consistent attendance in order to perform essential functions of the role., • Serve as a substitute teacher across different spaces as needed., • Collaborate with staff and leadership to continuously improve practices and address student needs effectively., • Foster open and respectful communication, offering and receiving constructive feedback to enhance personal and team performance., • Set and hold high expectations for academics and behavior., • Develop trusting, authentic relationships with students and their families., • Create and maintain a joyful, safe, structured, and engaging school and classroom culture., • Demonstrate passion for the content area you coach., • Encourage students and teachers to take risks and learn from their mistakes and create opportunities for students to leverage the power of their voice., • Supervise and engage with students in-person to ensure student safety and learning., • Uphold and model core values, including purpose, perseverance, productivity, growth mindset, integrity, leadership, joy, gratitude, mindfulness, and kindness., • Perform any other reasonable duties or responsibilities as assigned by your supervisor., • Participate in the performance evaluation process, which is based on adherence to the outlined responsibilities and qualifications. PUBLIC SCHOOL EMPLOYMENT REQUIRED QUALIFICATIONS • Earned Bachelors Degree., • Pass a Criminal Background Check through the Department of Justice., • Obtain a negative TB reading prior to starting employment., • At least three years of teaching experience. DESIRED QUALIFICATIONS • California Single Subject or Multiple Subjects Credential, • Our ideal candidate has at least two years of coaching experience., • 1-3 years of school leadership experience., • Bilingual in Spanish. WORK ENVIRONMENT AND PHYSICAL DEMANDS This full-time and on-site position requires sufficient mobility to report to campus, work in an office, and engage with students, families, and colleagues, with or without reasonable accommodations. The role may involve light lifting, pushing/pulling, standing, sitting, and bending for extended periods. Success in this role requires working well under pressure, meeting deadlines, and adapting to stressful and unpredictable environments. The employee must effectively prioritize and organize tasks while maintaining open and respectful communication with families and community members using school platforms and technology. Attendance and active participation in school-wide events, professional development sessions, and other assigned meetings are essential. NON-DISCRIMINATION Invictus Academy acknowledges and agrees that all persons are entitled to equal employment opportunity. Invictus Academy shall not discriminate against applicants or employees on the basis of race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, genetic information, military and veteran status, or any other characteristic protected by California or federal law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including but not limited to recruitment, selection, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from employment.

Job DescriptionTHE ORGANIZATIONLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving nearly 1,600 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . THE OPPORTUNITYAssistant Principal of Instruction (26-27SY) At Lighthouse Community Public Schools, the Assistant Principal (AP) is a developing instructional leader who works with the Principal and instructional leadership team to lead middle school culture and learning systems. The AP, together with the principal and teacher leaders, will work to foster an innovative and progressive learner-centered school community, including being tasked with leadership of specific school initiatives/systems. The Assistant Principal’s primary responsibility will be to develop, coach, and supervise a sub-set of teachers and other staff under their supervision to best implement relationship-based, purposeful, and learner-centered pedagogies and systems in alignment with the LCPS Mission, Theory of Change, Graduate Profile, and Instructional Stances. The Assistant Principal is also responsible for cultivating school culture, including serving as a champion and liaison for students and families. The AP will be accountable for managing one or more elements of the academic program/systems leading to improved student and staff outcomes, with particular attention to our most vulnerable students (SPED, English learners, African-American boys, etc.). The AP will work in collaboration with the principal, dean, and teacher leaders to align curriculum, instruction, and assessment at the site to the LCPS shared vision and Strategic Plan. This is an exciting opportunity for a growing, committed, and equity-focused instructional or teacher leader who is energized to develop their school leadership capacity and passionate about transformational growth for yourself, the teachers, staff, students, and families you will serve, and our Oakland community. LCPS ASSISTANT PRINCIPAL CORE COMPETENCIES As a strategic and visionary leader for equity, LCPS Principals: * Inspire a shared vision of college and career readiness in collaboration with the leadership team. * Ensure an exceptional education for all by monitoring and developing the academic program and by facilitating data-driven and equity-focused teams. * Encourage the heart by promoting a joyful organizational & school culture that attends to the needs of the whole child and adult. * Empower and engage the community by mobilizing families, students, staff, and other community stakeholders as partners to achieve our vision. * Enable others to act by supervising and developing teachers resulting in retention of a diverse, highly effective team and increased student outcomes.. * Innovate and problem solve by exhibiting persistence, creativity, flexibility, motivation to make change, and the ability to imagine new approaches and opportunities for impact. * Model the way as a leader for equity through skilled and culturally competent collaboration, communication, and relationship-building. * Embody LCPS’ core values of community, integrity, love, social justice, and agency * Bring passion to the school’s growth as a dependable, organized, solutions-oriented, and optimistic transformational leader committed to our community. ASSISTANT PRINCIPAL RESPONSIBILITIES AND OUTCOMES Supervise and Develop Adults and Teams (20%) * Contribute to building a strong, collaborative, equity-focused adult learning community, including supporting, hiring, and leading professional development for staff; * Develop and lead one or more high-functioning adult teams; * Supervise, observe, coach, evaluate, and develop teachers and non-instructional staff using knowledge of adult learning theory and in alignment with LCPS Instructional Stances, Framework for Transformational Teaching, and school instructional model; * Support the professional development path of assigned teachers and instructional staff members, including a combination of coaching cycles and other internal, EL, and external professional learning experiences aligned to unique needs and leading to professional growth for staff across a range of experience; * Facilitate professional development spaces both formal and informal, where the use of data is timely, consistent, and actionable; * Complete evaluation process or end of the quarter conference for all supervisees using a defined process. New Teacher Coaching & Support (35%) * Mentor, onboard, and train new teachers in core LCPS practices (SLC meetings, standards-based grading, EXPO, Crew, etc.). * Facilitate teachers’ understanding and implementation of the Common Core State Standards. * Serve as the year-long Induction coach as assigned, complying with state and local requirements regarding induction and other teacher education programs; Coordinate Response To Intervention System (20%) * Lead the RTI Team to engage in regular and ongoing analysis of student attendance, behavior, and academic data to develop and implement early intervention strategies to support all students in being college and career ready. * Manage and monitor the COST process for individual students, identifying potential supports, and drafting intervention plans in collaboration with the student’s teachers. * Coordinate implementation of research-based interventions aligned to a three-tiered intervention framework * Collaborate with the Director of Student Services to oversee referrals of students requiring Tier 3 supports. * Support teachers to implement individual behavior/intervention plans * Support teachers with the tracking of student behavioral/academic data during the implementation of the intervention plan. * Oversee and monitor 504 plans. * Serve as an administrator in IEP meetings School Culture Builder (5%) * Help to implement a vision and develop systems & structures to promote a strong school culture in service of the school mission in collaboration with the principal, dean, and other instructional leaders; * Using principles of Restorative Justice, collaborate with the Principal and Dean of Students to implement and evaluate a responsive positive behavior system that clearly articulates the school-wide systems and supports students will use to build positive relationships and manage their own behavior. * Collaborate with leaders and teachers to engage families in the life of the school * Build strong relationships and communicate clearly and effectively with students, families, and the community. Management & Monitoring of Select Academic Programs & Student Outcomes (15%) * Serve as manager for one or more academic programs and testing coordinator for the school ensuring they meet the needs of students within the context of our Theory of Change, Graduate Profile, and Instructional Stances; * Regularly use and analyze key data in measuring the effectiveness of program(s) and individual student success with a particular focus on equity gaps and our most struggling students; * Support the principal in the development of resource and budget allocation to meet programmatic and student needs; * In collaboration with other instructional leaders, strategically design, implement, and adjust school level systems toward achieving institutional goals at a high level; * Support the implementation and analysis of common assessment and core curricula in collaboration with Principal and Shared Service Academic Team; * In collaboration with the Principal and other instructional leaders, assess the effectiveness of student achievement, coaching, EL Workplan, and Professional Development. Leadership Development and Reflection (5%) * Assists the principal in carrying out their duties and acts in the capacity of the principal during the principal’s absence from the school; * Model holding a learner-driven stance for own professional learning; * Participate fully in professional learning experiences led by the CAO, Principal, and other instructional leaders to engage in leadership development, alignment of systems/processes, and reflection of practice; * Engage in regular collaboration, learning, and development through coaching, ILT meetings, and one-on-one check-ins with Principal; * Prioritize setting and scheduling regular planning/work time each week/month devoted to prioritized instructional leadership moves/work. * Performs other duties as assigned by supervisor. MINIMUM QUALIFICATIONS: * At least 3+ years of successful elementary classroom teaching and teacher/instructional leadership experience, required * Experience teaching/leading in urban education serving students of color from low-income backgrounds * Valid CA teaching credential required; administrative credential preferred * MA in education, educational leadership or related field, preferred * Knowledge of learner-centered curriculum, instruction, and assessment, * Experience working in Oakland schools preferred and charter school experience, a plus, * EL Education experience, a plus. * Spanish fluency preferred Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: • See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. May need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in situations involving student safety. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS. SUPERVISION This position reports to the Principal. TIME COMMITMENT This is a 12-month, full-time, salaried exempt position. LCPS offers a competitive compensation package with nearly 5 weeks of holidays in line with our academic calendar and 10 days of paid time off in addition to generous sick and personal time off, generous health and retirement benefits, and a salary commensurate with experience. Start date is July 1, 2026 for new 12-month employees per the LCPS Calendar for the 26-27SY (to be published in February). COMPENSATION At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA). TO APPLY People of color and bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume * Cover letter describing your interest in this position and why you are an optimal fit * 4-5 references with Name, Email, Phone Number and Title/nature of working relationship * A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school. Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job DescriptionTHE ORGANIZATIONLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving nearly 1,600 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . The OpportunityAP of Culture and Expanded Learning PoolCompetencies and Qualifications The AP of Culture and Expanded Learning (“AP of Culture”) works with their Principal, AP of Instruction, and other members of their team to build a safe and affirming school community that centers students and student learning during the Core Day and in After School Programming (ASP). ASSISTANT PRINCIPAL CORE COMPETENCIES * Project and expanded learning and MTSS/SEL program management with high level of organization and detail and compliance with grant requirements and school policies * Development and support of a team of emerging instructional staff and teams * Knowledge of adult learning theory, emotional intelligence, and systems thinking * Facilitation of data-driven and equity-focused teams, systems, professional learning and processes * Develop strategic plans and collaborate with others to achieve them * Deep knowledge of learner-driven, relationship-based, and purposeful teaching and learning * Highly flexible and comfortable with change, growth, and possibility * Skilled collaborator, communicator, and relationship-builder The AP of Culture has several core responsibilities: * Creating safe, inclusive, learning-focused school environments by: * Articulate schoolwide universal expectations for student behavior, supporting students to meet these expectations, and holding students accountable when expectations are not met in collaboration with leadership team. * Develop student leadership pathways and opportunities for students to use their agency to build culture and community at Lighthouse. * Track progress towards school wide goals around attendance, behavior, and academics and celebrating student progress in these areas. * Coach teachers to implement foundational classroom management practices. * Support community members to restore harm when it occurs. * Ensure accurate collection and documentation of student referrals and family contact in AERIES (our Student Information System) and developing support plans for students and staff who need more support. * Clearly and consistently communicate with all stakeholders, especially families, about student referrals and progress of interventions. * Partner with families of students who require additional support. * In collaboration with site and organizational leaders, conduct lawful suspensions when required by law. * Facilitate and support the school’s Culture Team. * Holding Behavioral MTSS / SEL Programs * In collaboration with your site’s Coordination of Services Team (COST), identify students who need additional behavioral support and build, implement, and track data around individual behavior plans. * Hold implementation of LCPS-adopted SEL curriculum at your site, through Crew (Advisory), Community Meetings, and for groups of students who need skill development or support. * Directing Expanded Learning at your site (Lunch, Recess, and ASP). * Hire, manage, support, and evaluate a team of “Teachers in Training” in providing tutoring, academic support, behavioral support, enrichments, supervision, and other responsibilities as needed across the Core Day and After School Program (ASP). * With your team, provide structured, safe, and predictable experiences for students across Lunch and Lunch Recess, including structured play, team building, and consistent access to meaningful exercise and movement and healthy meals. * Responsible for the management, oversight, and success of the afterschool program for your school. Facilitate and monitor day-to-day operations of the ASP program * Oversee, track and monitor student registration, recruitment and retention in collaboration with K-12 Culture & Expanded Learning Programs Team Coordinator. * Implement and enforce LCPS, OFCY, ASES and/or ASSETs grant policies as applicable * Maintain efficient, organized office systems, distribute and collect student attendance daily - maintain and store attendance records. * Coordinate special events such as: student/family orientations, family nights and student showcase/performances, and share photos. * With your team, implement academically-enriching ASP programming in compliance with the requirements of our Expanded Learning Grants (ASES, ASSETS, and OFCY), most notably around attendance taking. * Ensure that ASP programming is safe, inclusive, and learning focused; and is an extension of the learning and expectations from the Core Day. * Coordinate core teachers who are providing tutoring for students after school. * New Teacher Coaching & Support * Mentor, onboard, and train new teachers in core LCPS practices (SLC meetings, standards-based grading, EXPO, Crew, etc.). * Facilitate teachers' understanding and implementation oft he Common Core State Standards. * Serve as the year-long induction coach as assigned, complying with state and local requirements regarding induction and other teacher education programs. * Other responsibilities as assigned by Supervisor. MINIMUM QUALIFICATIONS * B.A. or B.S. required, relevant Master’s Degree a plus * 3+ years experience working with urban youth required * Experience effectively leading teams/adults * Experience with one or more of the following: restorative justice, responsive classroom, Expeditionary Learning and any other progressive positive behavior approaches a plus * Appropriate California Credential a plus * Bilingual in Spanish a plus Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: This position reports to the Principal. TIME COMMITMENT This is a 12-month, full-time salaried exempt position. LCPS offers a competitive compensation package with nearly 5 weeks of holidays in line with our academic calendar and 10 days of paid time off in addition to generous sick and personal time off, generous health and retirement benefits, and a salary commensurate with experience. Start date could be in early Spring 2026, but no later than early July 2026 (exact date TBD) per the LCPS Calendar for the 26-27SY (to be published in February).). COMPENSATION At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA). TO APPLY People of color and bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume * Cover letter describing your interest in this position and why you are an optimal fit * 4-5 references with Name, Email, Phone Number and Title/nature of working relationship * A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school. Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job DescriptionSalary: $24/hour Title: Middle School Soccer Coach (Boys) Schedule: Spring Athletics Season Reports to: Athletic Director Pay: $24/hour Start Date: April 1, 2026 OUR MISSION Invictus Academy of Richmond prepares 100% of students in grades 7-12 to thrive in the colleges of their choice, solve relevant problems, and communicate with confidence. OUR SCHOOL Invictus Academy is a high performing independent public charter school located in El Cerrito, and we are seeking athletic coach team members who want to join our team and create an exceptional school. Invictus creates joyful, rigorous classroom cultures where students understand the importance of the content they are learning, and how it connects to their everyday lives and ambitions. We work to ensure that in every lesson, the heavy lifting is done by our students. We build trusting, authentic relationships with students, families, and colleagues. With these relationships as our foundation, we work closely with each other to support students in meeting the highest academic and behavior expectations. At Invictus, we are eager to learn about and implement restorative approaches to support students to be their best selves. Invictus Academy of Richmond embodies humility and constantly strives to strengthen our knowledge, skills, and practice. We crave feedback and welcome opportunities to grow through observations, coaching meetings, and professional development. We are fiercely solutions-oriented. We never shy away from a problem that we must solve to achieve our mission, but always bring potential solutions to the table. IS THIS YOU? • You believe in the value of athletics as a means to teach and model the principles of fair play, teamwork, good sportsmanship, effort, and self-improvement., • You have the knowledge and experience to teach skills related to the sport that you coach, lead practices and conditioning for individuals and a team., • You are passionate about the area that you are coaching and have knowledge and experience with the techniques specific to the sport you are coaching, including strategy, player development, and skills to develop players., • You are eager to develop your students love for it too., • You are professional, responsible, and collaborative with students, families, and colleagues., • You are able to clear TB and Livescan checks before the intended start date. ESSENTIAL FUNCTIONS We are seeking exceptional individuals to execute the following essential job functions and professional responsibilities: • Ensure compliance with the rules, regulations, and expectations of the CIF, OAL, and BACSAC., • Oversee all practices and games and supervise the athletes in their use of all facilities., • Responsible for the care, issuing, collection, storage and inventory of all equipment and uniforms used in the program., • Submit to the AD a complete, cleared roster of team members and full season schedule., • Assist in the prevention and care of injuries., • Follow the appropriate procedures for budget, purchasing, and transportation., • Ensure that all school disciplinary policies are followed., • Act as liaison between the school and parents, AD and Leadership., • Coordinate any banquets, awards or honors with the Athletic Director., • Maintain a relationship with athletes based on mutual respect and trust. PROFESSIONAL RESPONSIBILITIES • Demonstrate regular and consistent attendance in order to perform essential functions of the role., • Foster open and respectful communication, offering and receiving constructive feedback to enhance personal and team performance., • Set and hold high expectations for academics and sportsmanship., • Develop trusting, authentic relationships with students and their families., • Encourage students to take risks and learn from their mistakes and create opportunities for students to leverage the power of their voice., • Supervise and engage with students in-person to ensure student safety and development., • Uphold and model core values, including purpose, perseverance, productivity, growth mindset, integrity, leadership, joy, gratitude, mindfulness, and kindness., • Perform any other reasonable duties or responsibilities as assigned by your supervisor. PUBLIC SCHOOL EMPLOYMENT REQUIRED QUALIFICATIONS • High school diploma or the equivalent, • Pass a Criminal Background Check through the Department of Justice., • Obtain a negative TB reading prior to starting employment. DESIRED QUALIFICATIONS • Bilingual in Spanish., • Knowledge of child cognitive development and different learning styles., • Ability and willingness to reflect and improve on practice., • Flexibility and ability to adapt to changing conditions; ability and good judgment to take initiative to modify activities. WORK ENVIRONMENT AND PHYSICAL DEMANDS This is an on-site position requires sufficient mobility to report to campus, engagement with students, families, and colleagues, with or without reasonable accommodations. The role may involve light lifting, pushing/pulling, standing, sitting, and bending for extended periods. Success in this role requires working well under pressure, meeting deadlines, and adapting to stressful and unpredictable environments. The employee must effectively prioritize and organize tasks while maintaining open and respectful communication with families and community members using school platforms and technology. Attendance and active participation in athletics-related trainings, and other assigned meetings are essential. NON-DISCRIMINATION Invictus Academy acknowledges and agrees that all persons are entitled to equal employment opportunity. Invictus Academy shall not discriminate against applicants or employees on the basis of race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, genetic information, military and veteran status, or any other characteristic protected by California or federal law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including but not limited to recruitment, selection, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from employment.

Job DescriptionTHE ORGANIZATIONLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving nearly 1,600 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . THE OPPORTUNITYAssistant Principal of Instruction Pool At Lighthouse Community Public Schools, the Assistant Principal (AP) is a developing instructional leader who works with the Principal and instructional leadership team to lead middle school culture and learning systems. The AP, together with the principal and teacher leaders, will work to foster an innovative and progressive learner-centered school community, including being tasked with leadership of specific school initiatives/systems. The Assistant Principal’s primary responsibility will be to develop, coach, and supervise a sub-set of teachers and other staff under their supervision to best implement relationship-based, purposeful, and learner-centered pedagogies and systems in alignment with the LCPS Mission, Theory of Change, Graduate Profile, and Instructional Stances. The Assistant Principal is also responsible for cultivating school culture, including serving as a champion and liaison for students and families. The AP will be accountable for managing one or more elements of the academic program/systems leading to improved student and staff outcomes, with particular attention to our most vulnerable students (SPED, English learners, African-American boys, etc.). The AP will work in collaboration with the principal, dean, and teacher leaders to align curriculum, instruction, and assessment at the site to the LCPS shared vision and Strategic Plan. This is an exciting opportunity for a growing, committed, and equity-focused instructional or teacher leader who is energized to develop their school leadership capacity and passionate about transformational growth for yourself, the teachers, staff, students, and families you will serve, and our Oakland community. LCPS ASSISTANT PRINCIPAL CORE COMPETENCIES As a strategic and visionary leader for equity, LCPS Principals: * Inspire a shared vision of college and career readiness in collaboration with the leadership team. * Ensure an exceptional education for all by monitoring and developing the academic program and by facilitating data-driven and equity-focused teams. * Encourage the heart by promoting a joyful organizational & school culture that attends to the needs of the whole child and adult. * Empower and engage the community by mobilizing families, students, staff, and other community stakeholders as partners to achieve our vision. * Enable others to act by supervising and developing teachers resulting in retention of a diverse, highly effective team and increased student outcomes.. * Innovate and problem solve by exhibiting persistence, creativity, flexibility, motivation to make change, and the ability to imagine new approaches and opportunities for impact. * Model the way as a leader for equity through skilled and culturally competent collaboration, communication, and relationship-building. * Embody LCPS’ core values of community, integrity, love, social justice, and agency * Bring passion to the school’s growth as a dependable, organized, solutions-oriented, and optimistic transformational leader committed to our community. ASSISTANT PRINCIPAL RESPONSIBILITIES AND OUTCOMES Supervise and Develop Adults and Teams (20%) * Contribute to building a strong, collaborative, equity-focused adult learning community, including supporting, hiring, and leading professional development for staff; * Develop and lead one or more high-functioning adult teams; * Supervise, observe, coach, evaluate, and develop teachers and non-instructional staff using knowledge of adult learning theory and in alignment with LCPS Instructional Stances, Framework for Transformational Teaching, and school instructional model; * Support the professional development path of assigned teachers and instructional staff members, including a combination of coaching cycles and other internal, EL, and external professional learning experiences aligned to unique needs and leading to professional growth for staff across a range of experience; * Facilitate professional development spaces both formal and informal, where the use of data is timely, consistent, and actionable; * Complete evaluation process or end of the quarter conference for all supervisees using a defined process. New Teacher Coaching & Support (35%) * Mentor, onboard, and train new teachers in core LCPS practices (SLC meetings, standards-based grading, EXPO, Crew, etc.). * Facilitate teachers’ understanding and implementation of the Common Core State Standards. * Serve as the year-long Induction coach as assigned, complying with state and local requirements regarding induction and other teacher education programs; Coordinate Response To Intervention System (20%) * Lead the RTI Team to engage in regular and ongoing analysis of student attendance, behavior, and academic data to develop and implement early intervention strategies to support all students in being college and career ready. * Manage and monitor the COST process for individual students, identifying potential supports, and drafting intervention plans in collaboration with the student’s teachers. * Coordinate implementation of research-based interventions aligned to a three-tiered intervention framework * Collaborate with the Director of Student Services to oversee referrals of students requiring Tier 3 supports. * Support teachers to implement individual behavior/intervention plans * Support teachers with the tracking of student behavioral/academic data during the implementation of the intervention plan. * Oversee and monitor 504 plans. * Serve as an administrator in IEP meetings School Culture Builder (5%) * Help to implement a vision and develop systems & structures to promote a strong school culture in service of the school mission in collaboration with the principal, dean, and other instructional leaders; * Using principles of Restorative Justice, collaborate with the Principal and Dean of Students to implement and evaluate a responsive positive behavior system that clearly articulates the school-wide systems and supports students will use to build positive relationships and manage their own behavior. * Collaborate with leaders and teachers to engage families in the life of the school * Build strong relationships and communicate clearly and effectively with students, families, and the community. Management & Monitoring of Select Academic Programs & Student Outcomes (15%) * Serve as manager for one or more academic programs and testing coordinator for the school ensuring they meet the needs of students within the context of our Theory of Change, Graduate Profile, and Instructional Stances; * Regularly use and analyze key data in measuring the effectiveness of program(s) and individual student success with a particular focus on equity gaps and our most struggling students; * Support the principal in the development of resource and budget allocation to meet programmatic and student needs; * In collaboration with other instructional leaders, strategically design, implement, and adjust school level systems toward achieving institutional goals at a high level; * Support the implementation and analysis of common assessment and core curricula in collaboration with Principal and Shared Service Academic Team; * In collaboration with the Principal and other instructional leaders, assess the effectiveness of student achievement, coaching, EL Workplan, and Professional Development. Leadership Development and Reflection (5%) * Assists the principal in carrying out their duties and acts in the capacity of the principal during the principal’s absence from the school; * Model holding a learner-driven stance for own professional learning; * Participate fully in professional learning experiences led by the CAO, Principal, and other instructional leaders to engage in leadership development, alignment of systems/processes, and reflection of practice; * Engage in regular collaboration, learning, and development through coaching, ILT meetings, and one-on-one check-ins with Principal; * Prioritize setting and scheduling regular planning/work time each week/month devoted to prioritized instructional leadership moves/work. * Performs other duties as assigned by supervisor. MINIMUM QUALIFICATIONS: * At least 3+ years of successful elementary classroom teaching and teacher/instructional leadership experience, required * Experience teaching/leading in urban education serving students of color from low-income backgrounds * Valid CA teaching credential required; administrative credential preferred * MA in education, educational leadership or related field, preferred * Knowledge of learner-centered curriculum, instruction, and assessment, * Experience working in Oakland schools preferred and charter school experience, a plus, * EL Education experience, a plus. * Spanish fluency preferred Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: • See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. May need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in situations involving student safety. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS. SUPERVISION This position reports to the Principal. TIME COMMITMENT This is a 12-month, full-time salaried exempt position. LCPS offers a competitive compensation package with nearly 5 weeks of holidays in line with our academic calendar and 10 days of paid time off in addition to generous sick and personal time off, generous health and retirement benefits, and a salary commensurate with experience. Start date could be in early Spring 2026, but no later than early July 2026 (exact date TBD) per the LCPS Calendar for the 26-27SY (to be published in February). COMPENSATION At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA). TO APPLY People of color and bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume * Cover letter describing your interest in this position and why you are an optimal fit * 4-5 references with Name, Email, Phone Number and Title/nature of working relationship * A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school. Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job DescriptionTHE ORGANIZATIONLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving nearly 1,600 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . The OpportunityElementary Assistant Principal (26-27SY)Competencies and Qualifications At Lighthouse Community Public Schools, the Assistant Principal (AP) is a developing instructional leader who works with the Principal and instructional leadership team to lead middle school culture and learning systems. The AP, together with the principal and teacher leaders, will work to foster an innovative and progressive learner-centered school community, including being tasked with leadership of specific school initiatives/systems. The Assistant Principal’s primary responsibility will be to develop, coach, and supervise a sub-set of teachers and other staff under their supervision to best implement relationship-based, purposeful, and learner-centered pedagogies and systems in alignment with the LCPS Mission, Theory of Change, Graduate Profile, and Instructional Stances. The Assistant Principal is also responsible for cultivating school culture, including serving as a champion and liaison for students and families. The AP will be accountable for managing one or more elements of the academic program/systems leading to improved student and staff outcomes, with particular attention to our most vulnerable students (SPED, English learners, African-American boys, etc.). The AP will work in collaboration with the leadership team to align curriculum, instruction, and assessment at the site to the LCPS shared vision and Strategic Plan. This is an exciting opportunity for a growing, committed, and equity-focused instructional or teacher leader who is energized to develop their school leadership capacity and passionate about transformational growth for yourself, the teachers, staff, students, and families you will serve, and our Oakland community. LCPS ASSISTANT PRINCIPAL CORE COMPETENCIES As a strategic and visionary leader for equity, LCPS Principals: * Inspire a shared vision of college and career readiness in collaboration with the leadership team. * Ensure an exceptional education for all by monitoring and developing the academic program and by facilitating data-driven and equity-focused teams. * Encourage the heart by promoting a joyful organizational & school culture that attends to the needs of the whole child and adult. * Empower and engage the community by mobilizing families, students, staff, and other community stakeholders as partners to achieve our vision. * Enable others to act by supervising and developing teachers resulting in retention of a diverse, highly effective team and increased student outcomes.. * Innovate and problem solve by exhibiting persistence, creativity, flexibility, motivation to make change, and the ability to imagine new approaches and opportunities for impact. * Model the way as a leader for equity through skilled and culturally competent collaboration, communication, and relationship-building. * Embody LCPS’ core values of community, integrity, love, social justice, and agency * Bring passion to the school’s growth as a dependable, organized, solutions-oriented, and optimistic transformational leader committed to our community. ASSISTANT PRINCIPAL RESPONSIBILITIES AND OUTCOMES Supervise and Develop Adults and Teams * Contribute to building a strong, collaborative, equity-focused adult learning community, including supporting, hiring, and leading professional development for staff; * Develop and lead one or more high-functioning adult teams; * Supervise, observe, coach, evaluate, and develop teachers and non-instructional staff using knowledge of adult learning theory and in alignment with LCPS Instructional Stances, Framework for Transformational Teaching, and school instructional model; * Support the professional development path of assigned teachers and instructional staff members, including a combination of coaching cycles and other internal, EL, and external professional learning experiences aligned to unique needs and leading to professional growth for staff across a range of experience; * Facilitate professional development spaces both formal and informal, where the use of data is timely, consistent, and actionable; * Complete evaluation process or end of the quarter conference for all supervisees using a defined process. New Teacher Coaching & Support * Mentor, onboard, and train new teachers in core LCPS practices (SLC meetings, standards-based grading, EXPO, Crew, etc.). * Facilitate teachers’ understanding and implementation of the Common Core State Standards. * Serve as the year-long Induction coach as assigned, complying with state and local requirements regarding induction and other teacher education programs; Coordinate Response To Intervention System * Lead the RTI Team to engage in regular and ongoing analysis of student attendance, behavior, and academic data to develop and implement early intervention strategies to support all students in being college and career ready. * Manage and monitor the COST process for individual students, identifying potential supports, and drafting intervention plans in collaboration with the student’s teachers. * Coordinate implementation of research-based interventions aligned to a three-tiered intervention framework * Collaborate with the Director of Student Services to oversee referrals of students requiring Tier 3 supports. * Support teachers to implement individual behavior/intervention plans * Support teachers with the tracking of student behavioral/academic data during the implementation of the intervention plan. * Oversee and monitor 504 plans. * Serve as an administrator in IEP meetings School Culture Builder * Help to implement a vision and develop systems & structures to promote a strong school culture in service of the school mission in collaboration with the leadership team; * Using principles of Restorative Justice, collaborate with the leadership team to implement and evaluate a responsive positive behavior system that clearly articulates the school-wide systems and supports students will use to build positive relationships and manage their own behavior. * Collaborate with leaders and teachers to engage families in the life of the school * Build strong relationships and communicate clearly and effectively with students, families, and the community. Management & Monitoring of Select Academic Programs & Student Outcomes * Serve as manager for one or more academic programs and testing coordinator for the school ensuring they meet the needs of students within the context of our Theory of Change, Graduate Profile, and Instructional Stances; * Regularly use and analyze key data in measuring the effectiveness of program(s) and individual student success with a particular focus on equity gaps and our most struggling students; * Support the principal in the development of resource and budget allocation to meet programmatic and student needs; * In collaboration with other instructional leaders, strategically design, implement, and adjust school level systems toward achieving institutional goals at a high level; * Support the implementation and analysis of common assessment and core curricula in collaboration with Principal and Shared Service Academic Team; * In collaboration with the Principal and other instructional leaders, assess the effectiveness of student achievement, coaching, EL Workplan, and Professional Development. Leadership Development and Reflection * Assists the principal in carrying out their duties and acts in the capacity of the principal during the principal’s absence from the school; * Model holding a learner-driven stance for own professional learning; * Participate fully in professional learning experiences led by the CAO, Principal, and other instructional leaders to engage in leadership development, alignment of systems/processes, and reflection of practice; * Engage in regular collaboration, learning, and development through coaching, ILT meetings, and one-on-one check-ins with Principal; * Prioritize setting and scheduling regular planning/work time each week/month devoted to prioritized instructional leadership moves/work. * Performs other duties as assigned by supervisor. MINIMUM QUALIFICATIONS: * At least 3+ years of successful elementary classroom teaching and teacher/instructional leadership experience, required * Experience teaching/leading in urban education serving students of color from low-income backgrounds * Valid CA teaching credential required; administrative credential preferred * MA in education, educational leadership or related field, preferred * Knowledge of learner-centered curriculum, instruction, and assessment, * Experience working in Oakland schools preferred and charter school experience, a plus, * EL Education experience, a plus. * Spanish fluency preferred Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: • See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. May need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in situations involving student safety. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS. SUPERVISION This position reports to the Principal. TIME COMMITMENT This is a 12-month, full-time salaried exempt position. LCPS offers a competitive compensation package with nearly 5 weeks of holidays in line with our academic calendar and 10 days of paid time off in addition to generous sick and personal time off, generous health and retirement benefits, and a salary commensurate with experience. Start date is July 1, 2026 for new 12-month employees per the LCPS Calendar for the 26-27SY. COMPENSATION At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA). TO APPLY People of color and bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume * Cover letter describing your interest in this position and why you are an optimal fit * 4-5 references with Name, Email, Phone Number and Title/nature of working relationship * A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school. Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels. #LI-AC1

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