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Job Description TITLE: HIGH SCHOOL EDUCATIONAL ADVISOR POSITION: FULL-TIME (40 HOURS PER WEEK) COMPENSATION: $50,000 to $52,000/YR DOE LOCATION: In-person. Office location is 1710 OCTAVIA STREET, SAN FRANCISCO, CA 94109 DESIRED START DATE: Monday, August 3, 2026 ABOUT JCYC Established in 1970, JCYC was founded by students who stood in solidarity with other communities to fight for the creation of ethnic studies. Today, JCYC annually serves over 7,000 young people from all backgrounds and provides a continuum of care from preschool through college. The organization strives to offer young people a comprehensive array of services to ensure that they have the resources and support necessary to grow into healthy, productive adults. JCYC VALUES Community: We foster a collective desire and passion to support the healthy development of children and youth. Cooperation: We build strong partnerships to ensure we have the greatest impact on children and youth possible. Compassion: We see in a child that which they cannot see in themselves. Diversity: We respect and embrace differences that make all members of our society unique. Integrity: We conduct ourselves in a manner that is worthy of trust and confidence placed in us by the communities we serve. Vision: Like a child, we look ahead with imagination and without limits. ABOUT UPWARD BOUND Upward Bound is a year-round, pre-college TRIO Program funded by the U.S. Department of Education. The program targets students who are from low-income families and/or are the first generation in their families to attend college. The goal of Upward Bound is to increase the rate at which participants complete high school and enroll in and graduate from institutions of postsecondary education. JCYC is a non-profit §501c(3) agency that annually serves 7,000 children and youth from all ethnic backgrounds in San Francisco. For more info about Upward Bound and JCYC, visit and . POSITION SUMMARY The High School Educational Advisor will be responsible for the identification, selection and advising of participants at one to two high schools in the San Francisco Unified School District. These participants will meet the eligibility criteria set by the U.S. Department of Education for all UB Projects. JOB RESPONSIBILITIES Responsibilities include, but are not limited to: Direct Service and Outreach (60%): * Identify, recruit, and manage a caseload of high school participants according to the Federal TRIO income and first-generation eligibility guidelines * Assess students’ educational needs and guide them in setting and achieving academic goals * Design and deliver small- and large-group presentations on college access, financial aid, and career pathways to promote secondary school completion and enrollment in postsecondary programs * Support participants with applications for admission or re-enrollment to secondary and postsecondary institutions * Support college matriculation by coordinating with admissions, financial aid offices, and campus resource centers * Refer participants to appropriate school-based and external support services as needed Program Coordination (20%): * Assist in planning and facilitating weekend and overnight events, including Saturday College Academy workshops and SoCal College Tour * Support high school counseling staff and collaborate on events aligned with JCYC UB program objectives * Collaborate with UB sister programs, SF Cal-SOAP and Educational Talent Search, to co-host events (e.g., Cash for College, Middle School Career Days) Data tracking and reporting (10%): * Collect and maintain required program documentation for an annual caseload of high school students * Monitor student progress and complete monthly caseload reports * Assist with the implementation and evaluation of UB program activities Other Program Participation (5%): * Participate in agency and College Access Department meetings, trainings, committees, and activities as required * Engage in agency advocacy initiatives * Support agency and UB efforts to promote youth civic engagement * Perform other duties as assigned SKILLS AND EXPERIENCE * Bachelor's degree and at least one year of experience working with youth * Strong organizational skills, attention to detail, and follow-through * Experience in planning events and creating and giving presentations * Effective verbal and written communication skills * Proficient with Microsoft Office and Google Suite * Professional or personal background reflecting experiences or challenges similar to those of UB participants * Experience with different student populations * Bilingual preferred (e.g., Spanish, Cantonese) * Knowledge of community activities, resources, and programs for youth in San Francisco * Ability to collaborate effectively with secondary school faculty and community agency staff COMPENSATION AND BENEFITS Compensation for this position is $50,000 to $52,000/YR, based on experience. JCYC offers a generous benefits package including: * Full medical, dental, and vision insurance is provided for employees, with partial contributions toward dependent coverage for those working 30 hours or more per week * 14 days of paid vacation, 13 days paid sick time, and 15 paid holidays/year * 403(b) retirement plan with employer match * Employee assistance program * Commuter benefits program * Flexible Spending Accounts for healthcare and dependent care costs * Voluntary disability, life, and accidental death and dismemberment insurance * Discounts to JCYC programs for employee’s family members * LegalShield and IDShield HOW TO APPLY Please compose a cover letter describing your commitment to JCYC mission and how your experience fits the qualifications for this position. To apply, please attach your cover letter and resume to your ADP application. No phone calls or visits please! JCYC is an equal opportunity employer and strongly encourages applications from all qualified individuals. We value the unique experiences, strengths, and perspectives that applicants will bring to this position and encourage. We look at each applicant’s full experience, consider each applicant and encourage people from all backgrounds and experiences to apply.

Job Description The College Preparatory School Chemistry Teacher .75 time Teaching Position Beginning Fall 2026 Founded in 1960, The College Preparatory School in Oakland, CA, is an independent coeducational secondary school created for intellectual risk-takers who want to pursue a purposeful education with kindred peers. Our mission is to prepare students for productive, ethical lives in college and beyond by fostering a stimulating education within an atmosphere of consideration, trust, and mutual responsibility. College Prep seeks a .75 time Chemistry teacher beginning in August 2026. This teacher would teach 3 sections of approximately 16 students, likely 2 core chemistry courses and an advanced chemistry elective each semester. The College Prep science program prioritizes rigor, critical thinking, and hands-on learning. Students are required to take Physics in 9th grade, Chemistry in 10th grade, and Biology in 11th grade. Nearly all of our students choose to take one or more science electives in 12th grade. Designed to prepare students for the depth and complexity of college-level courses, these include Anatomy and Physiology, Molecular Genetics, Organic Chemistry, Physical Chemistry, Astronomy, Marine Biology, and Mechanics, Electricity, and Magnetism (among others). At College Prep, Science teachers share a spacious but cozy office where they regularly collaborate with one another and meet with students as needed. A convivial and collegial bunch, in addition to regular impromptu office chats, they meet monthly as a department, weekly as teaching teams. A qualified candidate will: • Have a Bachelor's degree in Chemistry or Physics, • Be prepared to teach a course on an advanced topic in Chemistry, • Have a minimum of three years experience teaching Science to students at the secondary or college level, • Have a strong interest in working in a multicultural community, • Be eager to embrace spirited intellectual challenges in a rewarding academic environment, • Have a clear vision of the purpose and future of secondary level science education, • Have graduate training in Science Faculty at College Prep are compensated according to a step scale based on years of experience that ranges from $74,000 for teachers with no prior relevant experience to $148,500 for teachers with 44 years of prior experience. Benefits include medical and dental coverage, a retirement plan (to which the school contributes regardless of employee contribution), and most pleasantly and collegially, a prepared lunch every day. College Prep is a community of life-long learners and actively encourages and supports the professional development of all of its members. As an equal opportunity employer, College Prep does not discriminate in its hiring of employees on the basis of race, color, sex, sexual orientation, religion, creed, national origin, citizenship, marital or veteran status, age, or disability. We actively seek diversity among our faculty and administration as well as among our students. Job Posted by ApplicantPro

Job Description:\n\nDescription: Position: 5th-6th Grade Science Teacher Report to: Middle School Division Head Department: Faculty FTE: 100% Work Hours: 7:45 a.m. - 4:00p.m (Monday - Friday) FLSA Classification: Salary, Exempt Salary Range: $83,887 - $132,998 Agreement Dates: August 16 - August 15, annually (First-year employees required to attend orientation on campus up to 2 business days prior) OVERVIEW The 5th-6th Grade Science Teacher is responsible for designing and implementing a dynamic and innovative science curriculum for students in 5th-6th grade. The 5th-6th grade science curriculum focuses on physics. Some topics include force, and the laws of motion, energy, and the scientific method. The teacher will create an engaging, student-centered learning environment that fosters a positive learning environment and assesses student learning, all while adhering to the school’s curriculum and policies. For Middle School: A middle school teacher needs to have a strong understanding of, and experience in, middle school development and their specific content subject area. A full-time middle school teacher teaches between 800 - 850 instructional minutes + 200-250 additional duties minutes per week. Teachers who do not meet the full-time requirements can satisfy their full teaching load with additional programs such as:Teaching and planning an elective courseServing as a coach for additional programs (ie: Robotics or Math club)Additional duties and responsibilities Additional role-specific responsibilities for this middle school role include:Serve as a middle school advisor, providing academic and social emotional guidance and supportTeach and plan an elective courseAttend outdoor ed SKILLS & COMPETENCIESDesire to teach middle school-aged students and appreciation for this age groupComprehensive and expansive understanding of best practices of education: The arc of child developmentCulturally responsive pedagogyDiverse learning profilesClassroom managementResponsive classroomRestorative practicesContent-specific knowledgeStrong supervisory and leadership skills to manage the classroom and student behavior patiently and effectively Active listening skills to understand and adapt to students’ various learning needsAbility to effectively communicate with others and clearly express complex ideas Excellent verbal and written communication skills.Strong oral presentation skills to students and familiesExcellent organization and time management skills with attention to detailExcellent communication and interpersonal skills with a proven ability to maintain professionalism and tact in fast-paced situationsExcellent analytical and problem-solving skillsStrong technology skills to track student attendance and grades and present creative lessons leveraging technology to enhance student learning TEACHING RESPONSIBILITIES The responsibilities below highlight the basic skills and duties of SF Day School teachers. The School may amend and modify the job description and the employee handbook at any time. Teaching & LearningArrive on time daily to adequately prepare for class to ensure a smooth learning experience for students. Remain on campus during work hours and notify your supervisor any time you will not be on campus during the entire school dayEnsure teaching and learning is developmentally appropriate, culturally responsive, and engaging to students. Provide students with “voice and choice,” with clear scaffolds and supportsPrepare lessons, units, and projects to meet learning objectives aligned to the scope and sequence and supervisor feedback. Establish and communicate clear objectives for lessons, units, and projects to students and families.Create, assign, and grade various and timely formative and summative assessments for students to promote a culture of feedback and accountability. Provide rubrics or tools for student self-assessment before grades are givenTrack and evaluate student academic progressProvide timely feedback on student progress (academic and social-emotional)Supporting Diverse Learning Interests & Needs Develop strategies to work effectively with students of varying abilities, including those with diagnosed learning differences and/or students who need extensionParticipate in meetings, training, and planning sessions to fully support each child’s unique needs.Work with students in various settings, including whole groups, small groups, and one-on-one.Proactively inform the Leadership Team whenever there are significant changes with a student and/or family, including learning goals, strengths, and growth areas.Partner with the Leadership Team to build and implement Student Support or Learning Plans. Partner with Leadership Team for students who are undergoing a “Student Success Team” (SST) processExpand Learning Beyond the Classroom – Identify opportunities to connect curriculum to the Bay Area to ground learning in real life experiences. Classroom Management and CulturePrioritizing Safety & Security – Design all activities, environments, and field trips with the utmost focus on ensuring the safety and security of all students.Building Trust & Openness – Meet each student and family where they are, fostering relationships based on trust and openness.Creating a Values-Based Classroom Culture – establish and maintain a classroom culture that reflects and reinforces the School’s core values. Establish and uphold classroom norms and expectations, systems, and routines, to create a positive and safe classroom culture.Addressing Behavior as a Learning Opportunity – Approach behavioral incidents as teaching moments, addressing them promptly to uphold core values and support the well-being of allStudents Create a culture of support and accountability with student behavior within the classroom by providing clear expectations, logical consequences, and opportunities to reflect and repair.Partner with the Leadership Team as needed for identified student needs. Parent/Guardian PartnershipPromote the School’s mission, objectives, and policies to parents in a positive, supportive manner.Build a professional and cordial relationship with families, offering timely feedback on student progress (academic and social-emotional).Maintain regular and open communication with parents/guardians Communicate with parents in person or via email and/or phone.Respond to parent calls or emails within 24 - 48 business hours.Seek help from the Leadership Team in a timely fashion when additional support or guidance is needed.(For homeroom and advisors) Lead fall and spring parent/guardian teacher conferences to provide up-to-date, constructive feedback for student learning and progress. These conferences should include sharing: Student work and data informed assessmentsAcademic and social emotional progressProvide written feedback for other teachers to share at conferences NON-TEACHING RESPONSIBILITIESAdhere to the guidelines in the San Francisco Day School Employee Handbook.(For non-homeroom teachers and non-advisors) CCE DAYS Lead and/or support in our Community and Engagement days as designated by the CCE office.Actively participate in all meetings, faculty workdays, and school functions, including: but not limited to: Program eventsAdmissions eventsAdvancement eventsParticipate in the school’s outdoor education programs for your grade level or as directed by the supervisor.Serve on school committees and fulfill assigned responsibilities.Perform duties as designated by supervisor, including but not limited to arrival, dismissal, lunch, substitute coverage, and recess duties.Complete required administrative tasks (e.g., HR training, progress reports) accurately and on time.Utilize proper HR platforms to request for time off and, if approved, submit sub plans. Avoid scheduling absences on faculty/staff meeting days, immediately before or after school vacation, and parent/guardian conference days.Report any suspected abuse or neglect to supervisor, and, if necessary, to California Family Services, following the guidelines in the Employee Handbook.Professional GrowthEngage in continuous development through research, workshops, school visits, and peer collaboration that contribute to school initiatives or professional goals..Set annual goals, conduct self-evaluations, create a growth plan, and participate in performance reviews.Provide data and samples to demonstrate progress toward school and personal goalsProfessional Conduct and Community EngagementFollow all SF Day Community ExpectationsRequirements: QUALIFICATIONS AND EDUCATION REQUIREMENTSBachelor’s degree in Education or a related field; Master’s degree preferred.A minimum of 3 years of teaching experience in a middle school setting. Independent school experience is preferred.Subject specific experience is preferred.Experience working with a wide range of students, teachers, and families of diverse backgroundsExperience with Google Suite (Google Calendar, Google Docs, uploading and downloading digital ?les)Solid experience with educational technology platformsExperience with differentiated instruction and inclusive educational practices. Desire to continue learning in the areas of pedagogical practice and DEIA commitment to professional growth and development.Familiarity with educational technology and innovative teaching methodologies.Strong work ethic, collaborative skills, flexibility, and sense of humor, with high emotional intelligence PHYSICAL REQUIREMENTS90% Indoors, 10% outdoors (PE Teachers 60/40)Prolonged periods of sitting at a desk and working on a computer or standing to teachAbility to traverse classroom and playground and adjust one’s tone and height by bending or leaning to teach each child.Occasional requirement to lift more than 25 lbs SF Day Community Expectations In following these community expectations, we strive to create:A working environment for employees to feel grounded in purpose, seen, and respected at school.A learning environment for students to gain the skills and knowledge to grow into global citizens who care for themselves, each other, and our world. Employees:Are compassionate and kind to ourselves and others. We work together as active contributors in a connected community and focus on balance and wellness so we can show up fully for students.Are prepared. We have the appropriate training, knowledge, and skills regarding this age group's developmental characteristics and needs. We complete our responsibilities with professionalism and fidelity.Are reflective and accountable. We take time to consider the intent and impact of our actions and repair the harm done for the betterment of the community.Are lifelong learners. We are committed to continuous professional growth and lifelong learning.Put the children first. We are child-centered, both in and out of the classroom. We treat each child as an individual with respect and dignity. We create a safe environment where students grow in autonomy and the ability to work and play together.Partner with families. We believe in the importance of the home-school partnership and partner with families proactively and positively.Communicate with professionalism and care. We communicate with professionalism and care to each other and our students.Uphold high expectations for ourselves and our students. It is all of our work to create an environment that fosters personal integrity and social responsibility. Teachers:Are skilled at teaching their subject area and grade level(s). We are constantly deepening and evolving our craft to ensure best practices. We know how we teach is as important as what we teach, and growth requires feedback, reflection, and change.Understand the arc of child development. We align our pedagogy and content to this developmental arc.Create an engaging, culturally responsive classroom. We recognize and value the importance of actively engaging students’ learning. We honor students’ cultural displays of learning and respond positively and constructively.Plan for predictable variability in the learning profiles of students. We provide multiple means of representation and engagement, as well as support and extension in what we teach and assess.Provide clear, consistent classroom norms and logical consequences. We provide feedback to students with clarity and care and guide them through the reflective and restorative process. Students know what routines to expect and what’s expected of them to support them in becoming empowered learners and responsible school community members.Provide clear learning goals and objectives. We align to content area scope and sequence. We ensure that students know what they are learning when they are learning it, and why they are learning it.Per CA statutes, all School employees should be able to pass a Federal and State background check, provide a negative TB test, and maintain professional behavior during the period of employment. The employment offer is contingent upon these requirements.

Job DescriptionDescription: Position: Lower School Lead Teacher Report to: Lower School Division Head Department: Faculty FTE: 100% Work Hours: 7:45 a.m. - 4:00p.m (Monday - Friday) FLSA Classification: Salary, Exempt Salary Range: Low $83,887 Mid $104,974 High $132,998 Agreement Dates: August 16 - August 15, annually (First-year employees required to attend orientation on campus up to 2 business days prior) OVERVIEW The Lower School Teacher reports directly to their Division Head and is primarily responsible for designing and delivering the classroom program and curriculum as aligned with the School’s mission. They must create and maintain a safe and supportive environment, ensuring the safety (physical and emotional) of all students during all activities and interactions. The teacher is also responsible for fostering professional relationships with students, parents/guardians, and colleagues through timely, clear, and kind communication. The Lower School Lead Teacher will be responsible for one class of students in a specific grade level (K-5). A lower school teacher needs to have a strong understanding of, and experience in, teaching the foundational skills of English language arts, math, social studies and social emotional learning. The lower school lead teacher will also have a broad understanding of the range of academic, social and emotional developmental levels of their specified grade. A full-time lower school teacher has on average 80-100 prep minutes per day. Additional role-specific responsibilities for the lower school lead teacher include: • Serve as a coach, • Attend outdoor ed, • Desire to teach elementary and/or middle school-aged students and appreciation for this age group, • Comprehensive and expansive understanding of best practices of education:, • The arc of child development, • Culturally responsive pedagogy, • Diverse learning profiles, • Classroom management, • Responsive classroom, • Restorative practices, • Content-specific knowledge, • Strong supervisory and leadership skills to manage the classroom and student behavior patiently and effectively, • Active listening skills to understand and adapt to students’ various learning needs, • Ability to effectively communicate with others and clearly express complex ideas, • Excellent verbal and written communication skills., • Strong oral presentation skills to students and families, • Excellent organization and time management skills with attention to detail, • Excellent communication and interpersonal skills with a proven ability to maintain professionalism and tact in fast-paced situations, • Excellent analytical and problem-solving skills The responsibilities below highlight the basic skills and duties of SF Day School teachers. The School may amend and modify the job description and the employee handbook at any time. Teaching & Learning • Arrive on time daily to adequately prepare for class to ensure a smooth learning experience for students. Remain on campus during work hours and notify your supervisor any time you will not be on campus during the entire school day, • Ensure teaching and learning is developmentally appropriate, culturally responsive, and engaging to students., • Provide students with “voice and choice,” with clear scaffolds and supports, • Prepare lessons, units, and projects to meet learning objectives aligned to the scope and sequence and supervisor feedback., • Establish and communicate clear objectives for lessons, units, and projects to students and families., • Create, assign, and grade various and timely formative and summative assessments for students to promote a culture of feedback and accountability., • Provide rubrics or tools for student self-assessment before grades are given, • Track and evaluate student academic progress, • Provide timely feedback on student progress (academic and social-emotional), • Supporting Diverse Learning Interests & Needs, • Develop strategies to work effectively with students of varying abilities, including those with diagnosed learning differences and/or students who need extension, • Participate in meetings, training, and planning sessions to fully support each child’s unique needs., • Work with students in various settings, including whole groups, small groups, and one-on-one., • Proactively inform the Leadership Team whenever there are significant changes with a student and/or family, including learning goals, strengths, and growth areas., • Partner with the Leadership Team to build and implement Student Support or Learning Plans., • Partner with Leadership Team for students who are undergoing a “Student Success Team” (SST) process, • Prioritizing Safety & Security – Design all activities, environments, and field trips with the utmost focus on ensuring the safety and security of all students., • Building Trust & Openness – Meet each student and family where they are, fostering relationships based on trust and openness., • Creating a Values-Based Classroom Culture – establish and maintain a classroom culture that reflects and reinforces the School’s core values., • Establish and uphold classroom norms and expectations, systems, and routines, to create a positive and safe classroom culture., • Addressing Behavior as a Learning Opportunity – Approach behavioral incidents as teaching moments, addressing them promptly to uphold core values and support the well-being of all, • Students, • Create a culture of support and accountability with student behavior within the classroom by providing clear expectations, logical consequences, and opportunities to reflect and repair., • Promote the School’s mission, objectives, and policies to parents in a positive, supportive manner., • Build a professional and cordial relationship with families, offering timely feedback on student progress (academic and social-emotional)., • Maintain regular and open communication with parents/guardians, • Communicate with parents in person or via email and/or phone., • Respond to parent calls or emails within 24 - 48 business hours., • Seek help from the Leadership Team in a timely fashion when additional support or guidance is needed., • (For homeroom and advisors) Lead fall and spring parent/guardian teacher conferences to provide up-to-date, constructive feedback for student learning and progress. These conferences should include sharing:, • Student work and data informed assessments, • Academic and social emotional progress, • Adhere to the guidelines in the San Francisco Day School Employee Handbook., • (For non-homeroom teachers and non-advisors) CCE DAYS Lead and/or support in our Community and Engagement days as designated by the CCE office., • Actively participate in all meetings, faculty workdays, and school functions, including: but not limited to:, • Program events, • Admissions events, • Advancement events, • Participate in the school’s outdoor education programs for your grade level or as directed by the supervisor., • Serve on school committees and fulfill assigned responsibilities., • Perform duties as designated by supervisor, including but not limited to arrival, dismissal, lunch, substitute coverage, and recess duties., • Complete required administrative tasks (e.g., HR training, progress reports) accurately and on time., • Utilize proper HR platforms to request for time off and, if approved, submit sub plans., • Avoid scheduling absences on faculty/staff meeting days, immediately before or after school vacation, and parent/guardian conference days., • Report any suspected abuse or neglect to supervisor, and, if necessary, to California Family Services, following the guidelines in the Employee Handbook.Professional Growth, • Engage in continuous development through research, workshops, school visits, and peer collaboration that contribute to school initiatives or professional goals.., • Set annual goals, conduct self-evaluations, create a growth plan, and participate in performance reviews., • Provide data and samples to demonstrate progress toward school and personal goalsProfessional Conduct and Community Engagement, • Bachelor’s degree in Education or a related field; Master’s degree preferred., • A minimum of 3 years of teaching experience in an elementary / middle school setting., • Independent school experience is preferred., • Subject specific experience is preferred., • Experience working with a wide range of students, teachers, and families of diverse backgrounds, • Experience with Google Suite (Google Calendar, Google Docs, uploading and downloading digital ?les), • Solid experience with educational technology platforms, • Experience with differentiated instruction and inclusive educational practices., • Desire to continue learning in the areas of pedagogical practice and DEI, • A commitment to professional growth and development., • Familiarity with educational technology and innovative teaching methodologies., • 90% Indoors, 10% outdoors (PE Teachers 60/40), • Prolonged periods of sitting at a desk and working on a computer or standing to teach, • Ability to traverse classroom and playground and adjust one’s tone and height by bending or leaning to teach each child., • Occasional requirement to lift more than 25 lbs

Job DescriptionLead Teacher - Second Grade At Children’s Day School, what you learn and who you become are equally important. Children’s Day School (CDS) is a welcoming community in the big city, a farm and garden among urban streets, an advocate for change and uplifting progressive values, an independent school with down-to-earth values, and an institution that is always asking how we can do this better. We strive for balance so students become both academically successful and grounded. They leave CDS confident, with the humility to listen and the resolve to speak up for what they see as right. CDS is a co-educational preschool through eighth grade school serving over 450 students in the Mission Dolores neighborhood of San Francisco with two campuses, two sheep, and lovely people. To learn more about CDS, visit our website at . Job Summary Lower School Teachers at CDS work as co-teacher in their classroom. Each grade level classroom has two lead teachers working together, and we have two classrooms per grade level. With two lead teachers in each classroom, teachers work together to implement the curriculum and best support the needs of the learners in the class. Lower School Teachers also work as part of their grade level team to ensure the continuous development of grade-level curriculum in alignment with the school’s mission and core learning beliefs. This opening is for either a first or second grade class. Grade level placement will be determined in collaboration with the division director. If you are interested in a different grade level position as well, please mention that in your cover letter. The primary job duties for the position are set below, but include other duties assigned by the employee’s supervisor or manager. Primary Responsibilities Essential Practices of a CDS Educator CDS Educators have identified and aligned on these five essential teaching practices to guide instruction and learning in the classroom. Applicants should excel in applying these practices and be able to integrate them into curriculum and unit design across all content areas for which they are responsible. Classroom Leader and Curriculum Thought Partner • Collaborate with teaching partner to co-lead the development and implementation of grade-level curriculum so that it is both accessible to a diverse population of students and meets the intended learning goals of the division., • Provide a hands-on, inquiry-based learning experience with an integrated approach to embed concepts and themes into the curriculum creatively., • Manage regular small group work and demonstrate effective and proactive differentiation strategies to meet the needs of learners., • Provides coaching and feedback to a diverse student population through a culture of social justice, inclusion, and action in the classroom, utilizing curriculum, conversations, and community-based learning., • Develop and implement formative and summative learning assessments and approaches that will consistently and continuously provide a basis for giving students feedback and reporting student progress., • Design purposeful assessments and performance tasks to understand student learning and track progress and students’ development of school wide competencies., • Keep track of assessment data and critically analyze the collected data to understand student learning, and adapt instructional practice accordingly., • Facilitate the social, emotional, and academic growth of students., • Demonstrate and model cultural competence; proactively address mistakes and misunderstandings with curiosity and a learner stance; continue ongoing learning about how racism, stereotypes, and bias continue to shape children's lives and experiences., • Co-lead and provide parent education opportunities, including Back to School Night, weekly classroom blogs, family conferences, and learning celebrations., • Manage the day to day operations of the classroom and keep curriculum documentation and assessment data up to date., • Partner with the Lower School Division Head, Grade Level Team, Learning Specialists, and Counselors to support student learning and well being., • Partner with the Lower School Division Head, Director of Curriculum and Innovation, Team Leads, instructional coach and other leaders on campus to set goals, respond to feedback, and focus on professional growth and development., • Attend weekly division meetings, grade level team meetings, collaboration meetings and, as needed meetings with families to update or check in on student progress and development., • Support the division with lunch duties, recess coverage, and various other division wide student supervision needs., • Build strong collaborative partnerships with specialist teachers to integrate the curriculum and support student learning both inside and outside the classroom.Whole School - CDS Team, • Engage actively in the CDS professional learning community by supporting schoolwide initiatives and strategic priorities., • Partner with Admissions and Advancement as needed to promote the CDS program and its mission., • Find opportunities to lead and contribute by joining committees, leading affinity groups, and collaborating with colleagues to sustain our commitment to innovation and ongoing learning.Position Requirements and Preferences, • BS/BA (required), • Teaching credential/Minimum three years classroom teaching experience preferred, • Successful experience with inquiry-based models of elementary teaching., • Experience with curriculum development and/or oversight., • Cultural competency and the ability to support issues of social justice work in the classroom., • Have knowledge and skills to facilitate whole child learning practices - a focus on core academics and SEL development in a diverse population., • Utilize strong communication skills and a solutions-oriented mindset., • Proficiency in the use of technology, Google Suite, and managing multiple platforms for organization and curriculum implementation.Schedule, • The new school year begins with planning and development in August, with meetings scheduled to start the week of August 10th., • The first day of school starts on August 26th., • Work hours are: Monday to Friday, 7:45 am - 3:45 pm. CDS is an equal opportunity employer. Our community is diverse in many ways, inclusive of race/ethnicity, sexual orientation, gender spectrum, age, ability, and more. We welcome and value the same in our faculty and staff. Clearance Requirements • TB Test/Risk Assessment, • Live Scan background check Please inquire directly about grade level placement opportunities. Powered by JazzHR v6BWUobUwA

Job DescriptionBenefits: • Flexible schedule, • Opportunity for advancement BENEFITS / PERKS • Part-time Pay: $20.00 - $22.00 per hour, • Training, • All curriculum is prepared for you, • Flexible Hours, • Work-life balance (you leave your work here)JOB REQUIREMENTS, • Be a good human, • Be able to work 2-3 days/week 2+ hours per day. We are open Monday - Friday 3PM-7PM. Saturday and Sunday we are open 9:30AM-1:00PM., • Exceptional math skills from basic operations through Algebra II, • Exceptional command of conversational and written English, • Exceptional writing skills, • Attention to detail (seriously), • Must live in San Francisco, • Be able work with us past August 2026 When you apply, please include a cover letter explaining in a few words why you wish Mathnasium to reply to your application. A missing cover letter means you did not take the time to full ready this job description.

Job Description We are seeking a highly organized, versatile person to join MBH for our 9-week Summer Internship Program. Our internship begins on June 9th and ends August 6th. Interns should be available to work on site at the Alameda office during that time. MBH is an equal-opportunity employer that values diversity, equity, & inclusion in the workplace. To request a reasonable accommodation during the interview process please email . What You'll Do * Conduct comprehensive research into local, state, and national building codes to ensure project designs align with regulatory standards * Participate in rigorous quality control (QC) checks of construction documents to identify discrepancies, ensure technical accuracy, and maintain firm-wide standards * Prepare and finalize technical drawings in Revit, focusing on construction details * Assist in performing detailed code compliance reviews and zoning analyses for various project phases, documenting findings * Attend team meetings, site visits, lunch & learns, and other presentations as part of the intern cohort * Create an internship presentation based on a project completed during the program, present to the organization Minimum Qualifications * Current student participating in an Architecture program or related (bachelor’s degree, master’s degree, or technical training program) * Ability to work on site in our Alameda office for the duration of the program * Deep interest in the technical lifecycle of a project, specifically regarding code-driven design solutions and the rigorous accuracy of construction documentation * Experience utilizing Bluebeam or Revit for technical markups and document auditing is preferred About MBH Architects MBH Architects offers the best of both worlds: the resources of a top-tier firm with the supportive culture of a close-knit team. With offices in the San Francisco Bay Area, New York, Denver, Mumbai, and Bengaluru, we provide hybrid flexibility and global reach. Our success is built on meaningful collaboration and continuous education. Through integrated services (architecture, environmental graphics, fixture and interior design), we deliver world-class projects, including multi-family housing, labs, retail experiences for iconic brands, and many more. We believe great work happens when people feel supported and inspired. What sets us apart? A strong sense of community, dedication to sustainability and social impact, and a culture that celebrates creativity and connection—whether through design competitions or our legendary waffle-offs. If you are passionate about your work, and strive for excellence in everything you do, MBH Architects could be the perfect fit for you. MBH participates in EVerify for all of our US hires and follows applicable local and national hiring laws for all of our locations.

Job Description Middle School Math Teacher Pool (26-27SY) The 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 TK-12 public charter schools whose goal is to be the highest performing schools in East Oakland. Our two schools serve over 1,600 students and are a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . The OpportunityMiddle School Math Teacher Pool (26-27SY) — Competencies and Qualifications Lighthouse Community Public Schools is looking for talented Middle School Math Teachers to join our team who are relentlessly committed to ensuring that traditionally underserved students of color achieve our mission of completing college, securing a career of their choice, and becoming lifelong changemakers in their communities. LCPS teachers believe that this important mission is not only attainable; it is essential to transforming our Oakland community. If you are inspired by our mission and vision and want to be a changemaker in students’ lives here in Oakland, then please apply and join us! You will embody the following Core Competencies to be an effective change-agent: * Be an anti-racist educator committed to educational justice as evidenced by pursuing high academic outcomes for all students, respectful and supportive relationships, well-planned instruction, rigorous daily assessment, and daily opportunities for students to revise and refine their work. * Facilitate cognitively engaging, student-centered learning. * Demonstrate a keen belief in and ability to create, collect, and analyze achievement data to drive student learning and outcomes for all students * Be a strong community builder and team collaborator * Model and foster a growth mindset with agency, persistence, and flexibility * Be a collaborative and responsible professional educator Your responsibilities will include: INSTRUCTIONAL VISION * Specific teaching responsibilities of this role include: * Teach multiple sections of middle school math, possibly an elective, and a grade-level Crew/advisory each day. * All LCPS teachers lead an advisory (known as a “Crew”) daily, morning or afternoon duty (yard supervision) up to 2 times per week, and either a guided study hall or designated ELD course depending on the need of the school and the teacher’s specific licensure. * Demonstrate culturally responsive pedagogy which gives students the skills, practice, and daily opportunity to grapple with rigorous content each day and includes unrelenting high expectations and an assets-based approach for every student. * Plan, internalize, and implement adopted, effective, grade-level standards-based curriculum, units, and lessons that are learner-driven and maintain rigor. * Differentiate curriculum while still maintaining rigor to provide grade-level access and results for all student subgroups, including students with IEPs, English language learners, African-American, and Latinx students. * Utilize, collect, and analyze rigorous, student-engaged assessments, both formative and summative, to identify and address students’ areas of growth and mastery of learning objectives. To include Schoology, MAP, as well as others. * Additional Duties, as assigned by Supervisor CLASSROOM & SCHOOL CULTURE * Build and maintain a classroom culture that is supportive and learning-centered, undergirded by strong management, efficient procedures, and systems, but most evident in the full inclusion of African-American boys, students with trauma, and students with IEPs in the social and learning community. * Create positive relationships by building nurturing and affirming teacher-student, student-student, and teacher-family partnerships with a focus on building a community of risk-taking, collaborative learners. PROFESSIONAL PRACTICES/STAFF CULTURE * Grow and contribute as an educator, colleague, learner, and community member including engaging in professional development and your own growth as a teacher in service of student learning and outcomes. * Demonstrate advocacy, flexibility, and collegiality. * Demonstrate self-awareness, reflect on practice with self and others, and act on feedback. * Demonstrate flexibility and ownership of our collective results. * Administer all policies and procedures in a professional and timely manner as mandated by LCPS, and state and federal agencies (i.e., attendance records, dress code, reporting of sexual/physical abuse). Are you ready to join an educational movement that is bigger than one classroom? If you are excited about the opportunity to foster and facilitate a progressive growth mindset in students and engage in transformational teaching, we are actively looking for student-centered, dedicated, and dynamic teachers. MINIMUM QUALIFICATIONS: We would love to hear from you if your educational toolbox includes the following: * B.A. or B.S., required * Appropriate California Teaching Credential required or commitment and verified ability to acquire one (must supply unofficial transcripts to verify eligibility if do not have a valid license in CA or another state or country) * Valid Certificate of Clearance verifying professional fitness for all CA teachers of record, required (if have never held a COC must obtain one before can be fully hired and cleared to start) * Knowledge of California Common Core State Standards, student-centered, mastery-based learning, curriculum planning, and data analysis, preferred * 2+ years teaching urban youth with transformational results, preferred * Familiarity navigating educational platforms * Experience teaching in a progressive school model; preferred * Bilingual in Spanish, 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. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Teachers may need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in student safety situationssituations 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 will report to School Principal or principal’s designee. TIME COMMITMENT This position is 1.0 FTE (full-time exempt) and follows a 10-month (190 day) work year with significant student-free days for professional learning and collaboration with colleagues and interaction with families. All new instructional staff will report in late July/early August, 2026 per the LCPS Calendar for the 26-27SY (to be published in February). Common Building Hours: All teachers are expected to maintain common building hours for their school site. These may be subject to change for the 2026-27SY: * Campus Building Hours: 8:00 - 4:00 pm M, Tu, Th, Fri and 8:00-5:00 on Wednesdays for Professional Development. * Occasional evening events during the year including start of year Ice cream Social, Back to School Night, Expo, and other events identified by the school calendar in advance. OUR COMPENSATION PACKAGE 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, Employee Assistance Program, life insurance, optional 403b retirement plan, and other optional insurance benefits). Starting salary range for certificated teachers is $61,500-$105,000. TO APPLY People of color and/or bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume * Cover letter describing your interest in this exciting position and why you are an optimal fit, including how your teaching philosophy, approach to student learning, and educational expertise would contribute to Lighthouse Community Public Schools. * 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. 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 DescriptionCompany Description La Scuola International School is the only Reggio Emilia inspired, International Baccalaureate (Early, Primary and Middle Years) and Italian Language Immersion school in the world. Teachers are researchers and are supported with robust Professional Development opportunities throughout the year. Learning is a part of everything that we do, not just what happens in the classroom. While our school experience is rooted in highly regarded curricula, the magic of La Scuola is more than what we teach. It is how we teach and learn, which is truly a way of living, thinking, and interacting with the world. To learn more, please visit us at . Founded: 2002 Number of students: 465 Locations: San Francisco, Silicon Valley, and Milano, Italy La Scuola International School is an independent non-profit school accredited by NAIS, CAIS, WASC and CIS and is one of two Italian schools recognized by the Italian government in the United States. Job Description The Student Support Specialist provides direct, student-centered behavioral and social-emotional support to help students thrive academically, socially, and emotionally within a bilingual, international school setting. Working under the guidance of the Director of Student Support & Counseling, this role supports the implementation of student support practices across elementary grades. The Student Support Specialist is a hands-on practitioner who collaborates with faculty, counselors, administrators, and families to deliver targeted interventions, promote positive behavior, and contribute to an inclusive, developmentally responsive school culture. The position reports dually to the Director of Student Support & Counseling and the Director of Elementary. Key Responsibilities Student Behavioral & Social-Emotional Support • Provide behavioral and social-emotional interventions for individual students and small groups., • Mediate conflicts with students through restorative practices., • Support students in developing self-regulation, coping, problem-solving, and social skills through 1:1 or small group support., • Implement behavior support strategies aligned with Positive Behavior Supports, restorative practices, and SEL frameworks., • Assist with behavior monitoring, documentation, and progress tracking under the direction of the Director., • Collaborate with teachers with classroom-based strategies that support diverse learners and promote positive behavior., • Participate in Student Support Group meetings and consult with teachers on strategies to support student behavior., • Participate in restorative, solution-focused conversations with families regarding student behavior and well-being, in collaboration with the Director and Pedagogical Leadership., • Maintain accurate and confidential records related to student interventions, behavior plans, and support strategies., • Assist in coordinating with external specialists or providers, as directed., • Support compliance with school policies and applicable ethical and legal guidelines., • Provide consistent on-site support and a visible, supportive presence throughout the school day, including during transitions and unstructured times, to promote student safety, regulation, and positive behavior., • Model calm, respectful, and culturally responsive interactions with students., • Provide support to students during transitions and re-entry, and assist with follow-up after behavioral incidents.Support admissions and pedagogical teams during observations or student visits, as appropriate.Qualifications Required • Bachelor’s degree required; coursework or advanced training in counseling, psychology, education, social work, or related field., • Minimum 2 years of experience supporting the social-emotional and behavioral needs of children in elementary and / or middle school in an independent school setting., • Training or experience in behavioral intervention, SEL, restorative practices, or related approaches., • Experience in independent, international, or bilingual school environments preferred., • Strong relational skills with students, families, and colleagues., • Ability to remain calm, grounded, and reflective during moments of student dysregulation., • Collaborative, flexible, and solution-oriented mindset., • Strong organizational, communication, and documentation skills., • Commitment to inclusion, equity, and whole-child development. Additional Information Start date: August 1, 2026 Salary: $70,000 - $85,000 annual salary for this full time role based on qualifications and experience How to Apply: Refer to the Employment Opportunities within and apply online. Please include a cover letter sharing your background and interest and your résumé (translated into English) as a first step. Applicants should be prepared to share three professional references. Final candidates will need to pass both Criminal Justice Department and Federal Bureau of Investigation Fingerprint Clearance and a physical exam, and provide a recent copy of a negative TB test and other immunization records.

Job DescriptionSalary: $3,000-$4,500 Job Overview We are seeking a compassionate and experienced Summer Camp Counselor / Earth Educator to join our team at the Terra Schools and Terra Camps. You will play a critical role in creating a positive, emotionally safe, and enriching environment for our campers, ages 3 to 10. The ideal candidate will have a passion for working with children and a background in camp education. The Summer Camp Counselor / Earth Educator will be responsible for developing and implementing curriculum, working collaboratively with other camp staff, and ensuring the safety and fun of all campers. The successful candidate will have strong communication skills and a commitment to providing a fun and safe environment for all campers. About Us We are a multilingual private school and camp that combines small class sizes, whole-child development, and nature-based learning. We have two locations for camp. Terra Marin is located in Mill Valley, just north of the Golden Gate Bridge. Terra San Francisco is located in the Outer Richmond District of San Francisco, just south of the Golden Gate Bridge. During outdoor Earth Education days, we visit nearby scenic green spaces. If the outdoor location is more than walking distance from the school, we provide a shuttle for both students and teachers. Our work environment includes: • Growth opportunities, • Diverse and international workforce Job Responsibilities • Oversee safety and instruction of youth ages 3-10 during weekly nature programs., • Maintain a happy environment for all campers., • Lead youth on hikes and nature-based educational activities., • Create and implement weekly curriculum with co-instructors., • Troubleshoot emotional or behavioral issues that may come up with campers., • Mentor Counselors-In-Training during programs and planning., • Ensure compliance with State and Federal regulations., • Cultivate positive relationships with parents, guardians, and other stakeholders., • Communicate with parents (in-person, via email / messaging, or via phone) when necessary., • Assist with organization, planning, and pre/post camp day duties (packing, clean-up, etc.) Qualifications • 2 years of experience teaching, tutoring, nannying, or mentoring children ages 3 to 10., • High school diploma. Bachelors degree a plus., • Nature survival, animal tracking, mapping, and local flora and fauna identification a plus., • Excellent communication and professionalism with parents and youth., • Strong class / group management skills., • First Aid & CPR certification a plus. Mandatory Dates Summer camp training: • June 15th to 19th Camps in session: June 22th to August 14th Locations Green spaces and beaches in and around Marin County and San Francisco. Whats Unique About Us • Language Immersion. We believe young children are capable of learning a second and/or third language. Bilingualism & trilingualism also helps them develop empathy and cognitive skills, as well as an appreciation for diversity., • Reggio Emilia-inspired. Our children are center stage. Their interests and passions drive the topics discussed in class, while teachers facilitate their cognitive, social, and emotional skill acquisition., • Nature-based Learning. At least once a week, children explore the outdoors through both open-ended and guided play to cultivate their sense of wonder and curiosity. Why work with us • Small Class Sizes & Ratios: We offer ratios that are smaller than those found in traditional camps and childcare centers (up to 8:1 student-teacher ratio). This fosters stronger and more intimate connections with children, families, and fellow educators., • Holistic Child Development: Our project-based, Reggio-inspired curriculum, outdoor classroom, and social and emotional learning curriculum are centered around nurturing the multiple intelligences of each child., • Diverse & Inclusive Community: Learn from a diverse and inclusive group of fellow educators, students, and families who value kindness. Over half of teachers and students are multi-ethnic, a third of families receive scholarships, and a third have lived abroad. Perks & Benefits • Competitive pay, based on experience and location., • Federal holidays and weekends off., • Opportunity for professional growth, including potential advancement to be a Camp Director or After School Program Director., • Covid-19 Safety: Free daily access to covid tests, masks, and hand sanitizer., • Free parking for employees in our parking lot and on the street. Apply today Join the Terra Schools as a Summer Camp Earth Educator and make a difference in the lives of our students. Apply today to be part of our collaborative, diverse, and innovative team. Please note that the job description and requirements outlined above are subject to change as per the organization's needs and policies.

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 Description START DATE: AUGUST 2026 Job description: We are seeking a dedicated native French-speaking preschool assistant to assist our teachers and assistant teachers in creating a nurturing and educational environment for children. The ideal candidate should be friendly, enjoy working with kids, and demonstrate exceptional patience. Responsibilities: • Support teachers in implementing daily lesson plans and activities., • Engage positively with children and provide support as needed., • Foster a safe and inclusive classroom environment., • Build strong relationships with children, families, and colleagues., • Create a dynamic environment where play and learning flourish., • Assist with daily classroom routines and transitions., • Native French speaker with fluency in spoken and written French., • Passion for working with young children and a friendly demeanor., • Patience and understanding of child development., • Excellent communication and interpersonal skills., • Ability to collaborate effectively within a team., • Strong organizational skills and attention to detail., • Previous experience in a preschool or childcare setting., • More than 1 year

Job DescriptionCompany Description La Scuola International School is the only Reggio Emilia inspired, International Baccalaureate (Early, Primary and Middle Years) and Italian Language Immersion school in the world. Teachers are researchers and are supported with robust Professional Development opportunities throughout the year. Learning is a part of everything that we do, not just what happens in the classroom. While our school experience is rooted in highly regarded curricula, the magic of La Scuola is more than what we teach. It is how we teach and learn, which is truly a way of living, thinking, and interacting with the world. To learn more, please visit us at . Founded: 2002 Number of students: 465 Locations: San Francisco, Silicon Valley and Milano, Italy La Scuola International School is an independent non-profit school accredited by NAIS, CAIS, WASC and CIS and is one of two Italian schools recognized by the Italian government in the United States. Job Description La Scuola seeks an experienced IB Math / Science Teacher (MYP / PYP) teacher for the upcoming academic year. The role will report to our Division Directors and will collaborate closely with the Math / Science Department and Assistant Head of School. The position will be split into Middle School Math & Science teaching in line with the IB-MYP framework and provide additional support as Math Specialist for elementary students. The ideal candidate will be a lifelong learner with an innovative mindset, and strong interdisciplinary skills across mathematics, science, engineering. This educator will inspire students to pursue their interests, build transdisciplinary connections, and embody the IB Learner Profile while teaching students across a range of ages and abilities. Key Responsibilities Teaching and Learning • Implement the International Baccalaureate Middle Years Programme (IB-MYP) curriculum in alignment with IB standards and practices., • Teach middle school-aged children math and science, • Design, plan & implement appropriate curriculum goals and long-term projects within the IB guidelines., • Set educational and developmental goals for the students, both as a group and individually, • Differentiate instruction to support diverse learners, including English language learners and students with learning needs., • Assess and report on students’ progress, individually and as a group, along the continuum and as compared with the learning outcomes and IB Scope & Sequence., • Maintain a provocative and thoughtful environment to support the Reggio Emilia inspired learning goals., • Following classroom environment guidelines and La Scuola high standards in maintaining an aesthetically pleasing and beautiful classroom., • Making the learning process visible through documentation of student work, • Providing different activities, materials and projects for learning and exploration., • Conduct professional and insightful parent/teacher conferences, • Create a provocative and engaging learning environment inspired by the Reggio Emilia approach., • Maintain a classroom that reflects La Scuola’s aesthetic and educational standards., • Prepare indoor and outdoor learning environments that support exploration, creativity, and inquiry., • Develop relevant interdisciplinary units across math and science, • Integrate hands-on learning in the form of labs, workshops and atelier experiences, focused on application of knowledge and reflection., • Develop, enhance and document curriculum, while ensuring continued coordination and alignment within the IB Middle Years Program., • Connect Science and Math curricula to other subject areas in a broad multidisciplinary approach., • Organize science lab, science materials and experiential learning., • Work with Department Head to maintain Grade 6-8 allocated annual departmental budgets., • Collect, analyze, and share annual student data with Pedagogical Leadership Team., • Collaborate with teachers in other grade levels on Science,Math, and Design inquiries; collaborate with colleagues in other disciplines to create interdisciplinary units., • Serve as a student advisor, provide scheduled supervision of students, participate in MS trips and field experiences, and engage in ongoing professional development., • Integrate the “100 languages of children”—including teaching practice and curriculum, • Collaborate with other Departments and colleagues to develop interdisciplinary units and inquiries across the 100 languages., • Serve as a student advisor, supervise students, and participate in middle school trips and experiential learning opportunities., • Engage in ongoing professional development. Instruction & Curriculum * Support the development and implementation of inquiry-based, conceptually rich mathematics curriculum aligned with IB standards to complement and fulfill program requirements. * Teach small-group and, as needed, whole-class math instruction in mixed-age and mixed-ability classes across grades K–8. * Collaborate with faculty to integrate mathematics into interdisciplinary, theme-based units. * Design learning experiences that are hands-on, problem-based, and reflective of current best practices in mathematics pedagogy. * Support teachers in identifying resources and strategies for inquiry based mathematical learning. Deliver model lessons, observe teachers, and meet to provide feedback and collaborate on developing ideas. * Use technology thoughtfully to enhance conceptual understanding and engagement. * Student Support & Intervention * In collaboration with teachers, support and conduct the implementation of diagnostic and benchmark assessments to identify student strengths and barriers to learning. * Design and implement research-based math interventions based on assessment results for individuals and small groups. * Differentiate instruction, learning strategies, activities, materials and equipment based on assessment data to support a range of learners, * Monitor student progress and support teachers by communicating growth through written narratives and conferences. * Collaboration & Community Engagement * Partner with classroom teachers, learning specialists, and administrators to ensure coordinated student support. * Participate in student support meetings, weekly faculty meetings, and other meetings as needed, including professional learning activities. * Support semester math narratives and participate in parent-teacher conferences as needed. * Present at Back-to-School Night and other community events. * Serve as an advisor/mentor for PYP Exhibition or Middle School advisory, as appropriate. Qualifications • Masters Degree or higher in Mathematics or closely related field and California Teaching Credential, • Experience in inquiry-based teaching, program development and assessment within the IB Middle Years Programme (MYP)., • Background in program development, assessment, and curriculum design., • Experience in international schools or multicultural environments., • Strong technology skills and experience integrating digital tools into instruction., • Experience using data to improve student learning outcomes., • Commitment to contributing to school life beyond the classroom, including extracurricular activities and trips., • Proficiency in Italian and/or Spanish, • Demonstrates educational leadership and professionalism, and is a role model to students, faculty and staff, • Builds positive, collaborative relationships with colleagues., • Strong interpersonal and communication skills, • Commitment to shared values of diversity, equity, inclusion and belonging., • Adaptable, reflective, and committed to being a lifelong learner., • Interest in living and working in the San Francisco Bay Area Additional Information Start date: August 1, 2026 Salary: Estimated annual range of $85,000 - $110,000 for full time role depending on credentials, qualifications and experience. How to Apply: Refer to the Employment Opportunities within and apply online. Please include a cover letter sharing your background and interest, a letter of intent, and your résumé (translated into English) as a first step. Applicants should be prepared to share three professional references. Must be authorized to work in the U.S. La Scuola may be able to offer a teachers exchange visa for teachers with a BA in education/teaching credentials in their country of origin AND a minimum of two years of teaching experience. Prior to beginning work and as a condition of employment in order to comply with the law, all employees must provide documentation to prove eligibility to work in the United States. In addition, the final candidate will need to pass Criminal Justice Department and Federal Bureau of Investigation Fingerprint Clearance, a physical exam, and provide recent copy of a negative TB test/assessment and other immunization records. Position receives full benefits, including medical and dental coverage. The school also offers group life insurance, long-term disability insurance and commuter benefits. Other fringe benefits include sick leave, PTO, paid holidays, vacation days, and daily warm lunch.

Job DescriptionSalary: $30/Hour 2026 U.S. Summer Internship Program San Francisco Eastdil Secured is the global real estate investment bank that uniquely combines commercial real estate and capital markets expertise. We provide truly independent advice with the mission to drive value for our clients through creative, actionable ideas and flawless execution. Our knowledge-driven team is comprised of remarkable people who are seamlessly connected across all levels and geographies, merging experience, expertise, and resources to deliver the best strategies from around the globe. With a focus on serving our clients, we thrive on collaboration to execute the worlds most dynamic transactions. At Eastdil Secured, we seek individuals who have strong analytical skills, can craft compelling narratives on behalf of our clients, and who also demonstrate the grit and determination necessary to become the leaders of tomorrow. We hire and advance based on merit and are committed to engaging talent with diverse backgrounds and perspectives; by doing so, we aim to foster creativity and innovation throughout our company. As an Eastdil Secured Summer Intern, you will spend the summer learning about the commercial real estate industry and will build a strong foundation of skills essential to be a competitive Analyst candidate. Summer Interns will receive comprehensive on-the-job training led by team members who are experts in the real estate field, learn about real estate fundamentals and financial principles, and gain valuable experience in Excel and Argus Enterprise financial modeling. Most importantly, at the end of the internship, you will be considered for an offer to join us as a full-time Analyst after graduation. Summer Interns will have the opportunity to: • Undergo a rigorous training program covering Excel and Argus Enterprise modeling as well as real estate finance and fundamentals, • Participate in speaker sessions conducted by senior level team members and various clients, • Work closely with experienced team members on various presentations and financial analysis (depending on office location), • Perform comprehensive and in-depth company, real estate, and market analysis, • Assist with preparing presentations and other materials for experienced team members, • Assist in market research for use in pitches, proposals, and marketing collateral To be considered for the U.S. Summer Internship Program, you must be pursuing a bachelors or master's degree with an anticipated graduation date in Spring of 2027 and be able to work in the United States on a permanent basis. What were looking for: • Excellent analytical and communication skills, • Dedication to building a career in the financial services industry with a focus on real estate finance, • Willingness to work hard in a demanding and highly focused environment, • Ability to collaborate with others and work on a team, • Energetic self-starters who are flexible, organized, conscientious, proactive, and detail-oriented, • Demonstrated personal accountability with an urgency for achieving results The 2026 U.S. Summer Internship Program will begin on Monday, June 15 and conclude on Friday, August 7. Eastdil Secured will not sponsor visas for these positions and will not hire individuals whose work eligibility is based on, for example, F-1 or other student visa status. In addition, not only must candidates be able to work in the United States without sponsorship when hired, they must maintain the ability to work in the U.S. without sponsorship throughout their employment.

Job Description Lower School Lead Teacher - First Grade At Children’s Day School, what you learn and who you become are equally important. Children’s Day School (CDS) is a welcoming community in the big city, a farm and garden among urban streets, an advocate for change and uplifting progressive values, an independent school with down-to-earth values, and an institution that is always asking how we can do this better. We strive for balance so students become both academically successful and grounded. They leave CDS confident, with the humility to listen and the resolve to speak up for what they see as right. CDS is a co-educational preschool through eighth grade school serving over 450 students in the Mission Dolores neighborhood of San Francisco with two campuses, two sheep, and lovely people. To learn more about CDS, visit our website at . Job Summary Lower School Teachers at CDS work as co-teacher in their classroom. Each grade level classroom has two lead teachers working together, and we have two classrooms per grade level. With two lead teachers in each classroom, teachers work together to implement the curriculum and best support the needs of the learners in the class. Lower School Teachers also work as part of their grade level team to ensure the continuous development of grade-level curriculum in alignment with the school’s mission and core learning beliefs. This opening is for either a first or second grade class. Grade level placement will be determined in collaboration with the division director. If you are interested in a different grade level position as well, please mention that in your cover letter. The primary job duties for the position are set below, but include other duties assigned by the employee’s supervisor or manager. Primary Responsibilities Essential Practices of a CDS Educator CDS Educators have identified and aligned on these five essential teaching practices to guide instruction and learning in the classroom. Applicants should excel in applying these practices and be able to integrate them into curriculum and unit design across all content areas for which they are responsible. Classroom Leader and Curriculum Thought Partner ● Collaborate with teaching partner to co-lead the development and implementation of grade-level curriculum so that it is both accessible to a diverse population of students and meets the intended learning goals of the division. ● Provide a hands-on, inquiry-based learning experience with an integrated approach to embed concepts and themes into the curriculum creatively. ● Manage regular small group work and demonstrate effective and proactive differentiation strategies to meet the needs of learners. ● Provides coaching and feedback to a diverse student population through a culture of social justice, inclusion, and action in the classroom, utilizing curriculum, conversations, and community-based learning. ● Develop and implement formative and summative learning assessments and approaches that will consistently and continuously provide a basis for giving students feedback and reporting student progress. ● Design purposeful assessments and performance tasks to understand student learning and track progress and students’ development of school wide competencies. ● Keep track of assessment data and critically analyze the collected data to understand student learning, and adapt instructional practice accordingly. ● Facilitate the social, emotional, and academic growth of students. ● Demonstrate and model cultural competence; proactively address mistakes and misunderstandings with curiosity and a learner stance; continue ongoing learning about how racism, stereotypes, and bias continue to shape children's lives and experiences. ● Co-lead and provide parent education opportunities, including Back to School Night, weekly classroom blogs, family conferences, and learning celebrations. ● Manage the day to day operations of the classroom and keep curriculum documentation and assessment data up to date. ● Ensure timely communication with parents/guardians through calls, emails, classroom blogs, and conferences. ● Pursue professional development that aligns with professional goals and school wide initiatives to model and practice continued learning. ● Attend weekly grade level team meetings and semi weekly collaborative meetings with student support team and administration. Division Wide Collaboration • Partner with the Lower School Division Head, Grade Level Team, Learning Specialists, and Counselors to support student learning and well being., • Partner with the Lower School Division Head, Director of Curriculum and Innovation, Team Leads, instructional coach and other leaders on campus to set goals, respond to feedback, and focus on professional growth and development., • Attend weekly division meetings, grade level team meetings, collaboration meetings and, as needed meetings with families to update or check in on student progress and development., • Support the division with lunch duties, recess coverage, and various other division wide student supervision needs., • Engage actively in the CDS professional learning community by supporting schoolwide initiatives and strategic priorities., • Partner with Admissions and Advancement as needed to promote the CDS program and its mission., • BS/BA (required), • Teaching credential/Minimum three years classroom teaching experience preferred, • Successful experience with inquiry-based models of elementary teaching., • Experience with curriculum development and/or oversight., • Cultural competency and the ability to support issues of social justice work in the classroom., • Have knowledge and skills to facilitate whole child learning practices - a focus on core academics and SEL development in a diverse population., • Utilize strong communication skills and a solutions-oriented mindset., • The new school year begins with planning and development in August, with meetings scheduled to start the week of August 10th., • The first day of school starts on August 26th., • Work hours are: Monday to Friday, 7:45 am - 3:45 pm. CDS is an equal opportunity employer. Our community is diverse in many ways, inclusive of race/ethnicity, sexual orientation, gender spectrum, age, ability, and more. We welcome and value the same in our faculty and staff. Clearance Requirements • TB Test/Risk Assessment, • Live Scan background check Please inquire directly about grade level placement opportunities. Powered by JazzHR u6vaIRTJFD

Job DescriptionCompany Description 2026 Summer High School Internship - SFO (9910 - Public Service Trainee) Application Opening: Tuesday, March 24, 2026 Application Deadline: Interested applicants are encouraged to apply as soon as possible as this announcement may close at any time after 5:00 PM on Tuesday, April 7, 2026. Salary Range: The compensation is $25.00 per hour Recruitment ID: TEX-9910-EXEMPT Appointment Type: This is a Temporary Exempt (TEX) appointment, not to exceed 1,040 hours. This position is excluded by the Charter from the competitive Civil Service examination process and shall serve at the discretion of the Appointing Officer. Time Commitment: Eight (8) weeks from June 22, 2026 to August 14, 2026. Hours: Twenty (20) hours per week, Monday through Friday, between 8:00am and 5:00pm To maximize this training opportunity, Interns may request no more than five (5) business days for vacation, summer school, or other activities during the duration of the internship. Interns must attend required workshops, trainings, and orientation sessions. Working at SFO: San Francisco International Airport (SFO) is a world-class, award-winning airport that served more than 54 million guests in Fiscal Year 2025. SFO offers non-stop flights to 60+ international cities on over 40 international carriers. The Bay Area’s largest airport also connects non-stop with 80+ U.S. cities on 10 domestic airlines. As an enterprise department of the City & County of San Francisco, SFO has a workforce of approximately 1,900 City employees. In Fiscal Year 2021, SFO generated more than 28,000 direct jobs and $6.1B in business activity. SFO is more than an airport— we are a dynamic organization where employees collaborate with a wide range of stakeholders to support global travel, economic development, and public service. We are recognized as a leader in safety, environmental sustainability, and forward-thinking infrastructure, and continue to be at the forefront of transforming the travel experience. Our Vision, Mission, and Core Values shape our culture and operations as we continue to build a supportive, purpose-driven workplace where all employees can thrive. Our mission is to deliver an airport experience where people and our planet come first. Learn more about careers at SFO at flysfo.com, and follow us on Facebook, Instagram, YouTube, LinkedIn, Bluesky and Threads. Job Description SFO Summer High School Intern San Francisco International Airport (SFO) has unique internship programs and hosts interns during the summer. Summer High School interns will work part-time, twenty (20) hours per week, for eight (8) weeks. Summer High School Interns will learn to perform specialized duties that are pertinent to the entry level of the designated target employment; learn the organization of the department within the host office for which they are assigned, its relationship to other city agencies and the range of services it provides; attend instructional or other training programs relating directly to the duty assignment; and learn to perform other related duties normally expected of the entry-level employee. Requires responsibility for following instructions, learning, and adapting to existing policies and procedures and maintaining simple records of work completed. Interns will be assigned to various host offices throughout SFO and will gain exposure to careers focused on safety and security, customer service, administration, facilities, and operations. Under the direct supervision of the Talent Mobility Program Manager and in close collaboration with SFO host offices and mentors, interns will perform duties including but not limited to: • Participates in job-related work experience, performing functions and assuming responsibilities, as assigned, as training for employment in the designated target position., • Performs job-related duties, learning those functions and assuming those responsibilities expected of incumbents in the target employment., • Perform other functions outlined in the 9910 Public Service Trainee.Qualifications Minimum Qualifications: • Enrollment in High School, • High School graduating seniors are also eligible to apply for this internship., • 16 years of age by June 1, 2026, • Possession of a Social Security Card, valid picture identification, and documents that establish both identity and employment eligibility, such as a birth certificate, state-issued proof of identity, or proof of legal rights to work in the United States., • Commitment to working twenty (20) hours per week with no more than five (5) workdays time off due to vacation, summer school, or other activities. What you’ll possess: • Interest in public service, aviation industry, or professional development., • Strong communication and teamwork skills., • Attention to detail and ability to meet deadlines., • Commitment to diversity, equity, and inclusion. Qualified candidates will be sent a Supplemental Questionnaire. Candidates who do not complete and submit this questionnaire by the specified deadline will not receive further consideration for this internship program. NOTE: Applicants who meet the minimum qualifications are not guaranteed advancement through all steps in the selection process. Additional Information Please read carefully: Transportation Security Administration (TSA) Security Clearance: Candidates for employment with the San Francisco Airport Commission are required to undergo a criminal history record check, including FBI fingerprints, and Security Threat Assessment in order to determine eligibility for security clearance and may be required to undergo drug/alcohol screening. Per Civil Service Commission Rule Section 110.9.1, every applicant for an examination must possess and maintain the qualifications required by law and by the examination announcement for the examination. Failure to obtain and maintain security clearance may be basis for termination from employment with the Airport Commission. Customs Clearance: Some of the positions may require that the incumbent be qualified for unescorted access to the San Francisco International Airport U.S. Customs Security Area. An application for a U.S. Custom Access Seal may be submitted to Customs ONLY after employment has commenced. Employment in certain position requires that the incumbent submit an application for, successfully acquire and maintain a Customs Access Seal. Per Civil Service Commission Rule 110.9.1, every applicant must possess and maintain the qualifications required by law and by the examination announcement for this examination. Failure to acquire or maintain customs access, a requirement for this position, may be basis for termination from employment with the Airport Commission. Customs Access Seal requirements and procedures are located in the Code of Federal Regulations, Title 19, Part 122, Sections 181 or 189. Additional Information Regarding Employment with the City and County of San Francisco: Conviction History Disaster Service Workers Equal Employment Opportunity Information on requesting a reasonable ADA Accommodation Veteran's Preference Seniority Credit in Promotional Exams General Information concerning City and County of San Francisco Employment Policies and Procedures Copies of Application Documents Right to Work Diversity Statement Position Based Testing Information Benefits Overview HOW TO APPLY Applications for City and County of San Francisco jobs are only accepted through an online process. Visit and begin the application process. • Select the “I’m Interested” button and follow instructions on the screen. • Attach a resume (required) - Upload in the "Resume" section., • Attach unofficial high school transcript(s) (required)- On "Preliminary questions," upload under "Additional attachments.”, • Attach a cover letter (optional) Applicants may be contacted by email about this recruitment and, therefore, it is their responsibility to ensure that their registered email address is accurate and kept up-to-date. Also, applicants must ensure that email from CCSF is not blocked on their computer by a spam filter. To prevent blocking, applicants should set up their email to accept CCSF mail from the following addresses (@sfgov.org, @sfdpw.org, @sfport.com, @flysfo.com, @sfwater.org, @sfdph.org, @asianart.org, @sfmta.com, @sfpl.org, @dcyf.org, @first5sf.org, @famsf.org, @ccsf.edu, @smartalerts.info, and @smartrecruiters.com). Applicants will receive a confirmation email that their online application has been received in response to every announcement for which they file. Applicants should retain this confirmation email for their records. Failure to receive this email means that the online application was not submitted or received. Recruitment Analyst Information: If you have any questions regarding this recruitment or application process, please contact the analyst, Corinne Young at . The City and County of San Francisco encourages women, minorities and persons with disabilities to apply. Applicants will be considered regardless of their sex, race, age, religion, color, national origin, ancestry, physical disability, mental disability, medical condition (associated with cancer, a history of cancer, or genetic characteristics), HIV/AIDS status, genetic information, marital status, sexual orientation, gender, gender identity, gender expression, military and veteran status, or other protected category under the law.

Job Description About Presence Presence is the leading provider of teletherapy solutions for children with diverse needs. Our award-winning technology connects speech-language pathologists, school psychologists, occupational therapists, and mental health specialists to K-12 school districts nationwide. With a growing network of over 2,000 clinicians and more than 7 million teletherapy sessions delivered, we're dedicated to ensuring every child has access to the support they need. At Presence, we embrace the benefits of being a remote-first company while recognizing the importance of in-person connection to advance our mission. We place a high value on "cameras on" engagement, schedule coordination, and cross-functional communication to stay connected while working in different places. Travel is also an important part of many roles, helping us build stronger relationships with our teams, clinicians, and school partners. The frequency will vary by role and responsibilities, but may include activities such as department offsites, team gatherings, and school or industry events. About the internship: We're looking for a Product Engineer Intern to dedicate their time vibe coding with our team for Summer 2026. Reporting to the VP of Product Management and working closely with product, design and engineering teams, you'll play a meaningful role in advancing our mission to deliver teletherapy solutions for children with diverse needs. This internship is designed to be a hands-on, immersive experience where you'll gain real-world exposure to product thinking and technical execution, build valuable skills in rapid prototyping, and contribute to impactful projects from day one. It's a great opportunity for someone who is familiar with the latest vibe-coding tools and is excited to learn, grow, and make a difference within a mission-driven organization supporting children with special needs. This is a remote 8-week, part-time internship program running from June 15 through August 7, with interns working up to 25 hours per week. Your specific weekly schedule will be determined in partnership with your manager based on team needs and your availability. The preferred schedule of this internship is between 9-5p pt. What will you do at Presence: • Participate in user research and design reviews, translating clinician and school partner feedback into actionable improvements, • Design and build features for the tools clinicians and school administrators use every day—improving workflows, usability, and outcomes for students, • Collaborate with product managers and engineers to scope, prototype, and ship meaningful features from concept to delivery, • Create wireframes and interactive prototypes in Figma to communicate ideas and gather early feedback from real users, • Work with product data (SQL) to surface insights that inform prioritization and product decisions Required: • Current enrollment in an undergraduate program Computer Science, Software Engineering, Human-Computer Interaction, or a related field (anticipated graduation in 2027 or 2028), • Proficient in Claude Code, Figma Make and/or Loveable through coursework, personal projects, or prior internships, • Available to work up to 25 hours per week, • Familiarity with Google Workspace (Docs, Sheets, Slides), • Excellent verbal and written communication skills, • Ability to work independently and collaboratively as part of a remote team, • Self-motivated, organized, and able to manage multiple priorities, • Strong problem-solving skills and ability to think critically, • Previous internship or project experience in edtech, healthtech, or a consumer-facing product environment, • Experience working with or building tools for non-technical end users (e.g., educators, clinicians, administrators), • You actively listen and respond with empathy, fostering respectful and productive collaboration, • You maintain a strong service mindset, consistently meeting the needs of internal and external stakeholders while building trust and credibility, • You seek creative, effective solutions and persist beyond the first answer to find what truly works, • You make thoughtful, informed decisions that align with company goals, and you're not afraid to ask questions to gain clarity Submit your resume and a brief cover letter (max 300 words) explaining why you're excited to join Presence and how your skills align with this role. Join us for a summer of impact, innovation, and collaboration! The hourly pay range for this role is $15 - $20 per hour. This job description is intended to outline the general scope, responsibilities, and qualifications of the role. It is not designed to cover or contain a comprehensive list of all tasks, duties, or responsibilities that may be required. Duties, responsibilities, and activities may change, or new ones may be assigned at any time, with or without notice, to meet the evolving needs of Presence. Presence is unable to provide visa sponsorship for this position. Candidates must be authorized to work in the United States without the need for sponsorship, now or in the future.

Job DescriptionHigh School Physics Teacher (26-27SY)The 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 TK-12 public charter schools whose goal is to be the highest performing schools in East Oakland. Our two schools serve over 1,600 students and are a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . The OpportunityHigh School Physics Teacher— Competencies and Qualifications Lighthouse Community Public Schools is looking for a talented High School Physics teacher to join our team who is relentlessly committed to ensuring that traditionally underserved students of color achieve our mission of completing college, securing a career of their choice, and becoming lifelong changemakers in their communities. LCPS teachers believe that this important mission is not only attainable; it is essential to transforming our Oakland community. If you are inspired by our mission and vision and want to be a changemaker in students’ lives here in Oakland, then please apply and join us! You will embody the following Core Competencies to be an effective change-agent: • Be an anti-racist educator committed to educational justice as evidenced by pursuing high academic outcomes for all students, respectful and supportive relationships, well-planned instruction, rigorous daily assessment, and daily opportunities for students to revise and refine their work., • Facilitate cognitively engaging, student-centered learning., • Demonstrate a keen belief in and ability to create, collect, and analyze achievement data to drive student learning and outcomes for all students, • Be a strong community builder and team collaborator, • Model and foster a growth mindset with agency, persistence, and flexibility INSTRUCTIONAL VISION • Specific teaching responsibilities of this role include:, • In LCPS’ Elementary instructional model teachers in grades TK-2 teach all subjects in a self-contained classroom and in grades 3-5, teachers team teach in a more departmentalized setting ELA/Humanities, Math, Science, Fitness, and Arts allowing teachers to specialize in fewer content areas taught to two classes of students per grade. All elementary math and ELA teachers teach small-group phonics/reading instruction., • All LCPS teachers lead an advisory (known as a “Crew”) daily, morning or afternoon duty (yard supervision) up to 2 times per week, and either a guided study hall or designated ELD course, depending on the need of the school and the teacher’s specific licensure., • Demonstrate culturally responsive pedagogy which gives students the skills, practice, and daily opportunity to grapple with rigorous content each day and includes unrelenting high expectations and an assets-based approach for every student., • Plan, internalize, and implement adopted, effective, grade-level standards-based curriculum, units, and lessons that are learner-driven and maintain rigor., • Differentiate curriculum while still maintaining rigor to provide grade-level access and results for all student subgroups, including students with IEPs, English language learners, African-American, and Latinx students., • Utilize, collect, and analyze rigorous, student-engaged assessments, both formative and summative, to identify and address students’ areas of growth and mastery of learning objectives. To include Schoology, MAP, as well as others., • Build and maintain a classroom culture that is supportive and learning-centered, undergirded by strong management, efficient procedures, and systems, but most evident in the full inclusion of African-American boys, students with trauma, and students with IEPs in the social and learning community., • Grow and contribute as an educator, colleague, learner, and community member including engaging in professional development and your own growth as a teacher in service of student learning and outcomes., • Demonstrate advocacy, flexibility, and collegiality., • Demonstrate self-awareness, reflect on practice with self and others, and act on feedback., • Demonstrate flexibility and ownership of our collective results. If you are excited about the opportunity to foster and facilitate a progressive growth mindset in students and engage in transformational teaching, we are actively looking for student-centered, dedicated, and dynamic teachers. MINIMUM QUALIFICATIONS: We would love to hear from you if your educational toolbox includes the following: • B.A. or B.S., required, • Appropriate California Teaching Credential required or commitment and verified ability to acquire one (must supply unofficial transcripts to verify eligibility, if do not have a valid license in CA or another state or country), • Valid Certificate of Clearance verifying professional fitness for all CA teachers of record, required (if have never held a COC must obtain one before can be fully hired and cleared to start), • Knowledge of California Common Core State Standards, student-centered, mastery-based learning, curriculum planning, and data analysis, preferred, • 2+ years teaching urban youth with transformational results, preferred, • Familiarity navigating educational platforms, • Experience teaching in a progressive school model; preferred 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 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. Teachers 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 will report to School Principal or principal’s designee. TIME COMMITMENT This position is 1.0 FTE (full-time exempt) and follows a 10-month (190 day) work year with significant student-free days for professional learning and collaboration with colleagues and interaction with families. All new instructional staff will report in late July/early August 2026 per the LCPS Calendar for the 26-27SY (to be published in February). Common Building Hours: All teachers are expected to maintain common building hours for their school site. These may be subject to change for the 2026-27SY: • Campus Building Hours: 8:00 - 4:00 pm M, Tu, Th, Fri and 8:00-5:00 on Wednesdays for Professional Development. 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, Employee Assistance Program, life insurance, optional 403b retirement plan, and other optional insurance benefits). Starting salary range for certificated teachers is $61,500-$105,000. TO APPLY People of color and/or bilingual candidates are strongly encouraged to apply. Interested candidates should submit: • Resume, • Cover letter describing your interest in this exciting position and why you are an optimal fit, including how your teaching philosophy, approach to student learning, and educational expertise would contribute to Lighthouse Community Public Schools., • 3-5 Professional References: Name, position, phone number, and email address. (Two of which should be current or previous supervisors of your role). Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job DescriptionDescription: Position: Breakthrough San Francisco Teaching and Learning Coordinator Position Status: Active FTE: 25 - 100% (approximately 10 - 15 hours/week in spring 2026, increasing to 40 hours/week from June - Aug) Agreement Dates: late spring (specific date TBD) - August 5, 2026 Reports To: Breakthrough San Francisco Director of Teaching and Learning Department: Staff Supervisory Responsibilities: No Pay Category: Non-Exempt Pay Rate: $25 - $35/hour, depending on experience Pay Schedule: Semi-Monthly Breakthrough Overview Breakthrough San Francisco is a college access and teacher training program. In 2025-26, we’re serving approximately 250 students from across San Francisco; 84% will be the first in their families to attend a four-year college, while 89% are eligible for free or reduced-priced lunch. They make an eight-year commitment – from the summer after fourth grade until their high school graduation. Through our program, we work to ensure they are academically successful, on the path to college and celebrated for all pieces of their identity. We’re proud that 97% of students who’ve graduated from our program in the past eight years have gone on to college, including 89% at four-year schools. In addition, through our summer teacher residency, we train outstanding college students for education careers. Each summer, our Teaching Fellows bring energy, commitment, and a willingness to learn; they’re trained and supported by a corps of Instructional Coaches, experienced professional classroom teachers who review their lesson plans, observe their teaching, and provide ongoing feedback. Because of this successful partnership, our Teaching Fellows leave the summer inspired and prepared; 36% of Teaching Fellows who’ve graduated from college in the past decade are currently working in the education sector, most as classroom teachers in urban public schools. General Job Description The Teaching and Learning Coordinator (TLC) is a committed educator who supports the Director of Teaching and Learning (DTL) with the Breakthrough San Francisco instructional program. The TLC will support the DTL with pre-summer preparation, including but not limited to Teaching Fellow Orientation planning, workshop creation and facilitation, and reviewing Teaching Fellow asynchronous assignments. During the summer, the TLC will briefly observe all Teaching Fellows, and debrief observations and takeaways with the DTL. The TLC will also help plan Instructional Coach (IC) Meetings, Faculty Meetings, PD workshops, and take on other instructional program responsibilities. Specific Teaching and Learning Coordinator Duties Pre-Summer: late April or early May - early June 2026 • Review Summer 2026 Unit Plans, BIT (Breakthrough Instructional Training) modules, and other key summer program documents, • Review and comment on TF pre-summer assignments, attend pre-summer Teaching Fellow webinar, and build relationships with TFs, • Support planning and facilitation of IC Training, • Participate fully in all Orientation workshops and rapidly build professional relationships with TFs and ICs, • Support facilitation of workshops on topics such as classroom culture, lesson planning, and teaching practices (BITs), • Support with Department Time, • Review TF homework assignments, • Plan and co-facilitate IC Meetings and Faculty Meetings, • Attend Pre-Summer Student Orientation, • Alongside the DTL, observe TFs and share big picture successes and areas of growth, • Alongside the DTL, hold TFs accountable for to Breakthrough Core Values and expectations, • Ensure completion of IC observations, • Support planning of Professional Development sessions, • Support DTL in ensuring high-quality instructional program and significant TF growth, • Plan and co-facilitate IC Meetings and Faculty Meetings to ensure consistency across teams, • Support with Exact Path administration, including proctoring and tracking student completion, • Attend Morning Meeting, All-School Meeting, and staff meetings, and support with student supervision as needed (i.e., lunch and recess duty, hallway duty), • Support with planning and leadership of Wrap-Up Week, • Ensure TFs complete end-of-summer tasks (finalizing unit plans, completing surveys, writing student evaluations, cleaning up classrooms, writing thank you cards, etc), • Bachelor’s degree required, • At least three years of professional experience working in schools, preferably in grades 5-8, • Knowledge of teacher preparation programs and how to best support early-career professionals, • Excellent communication, presentation, writing, time management, and organizational skills, • People-centered approach: ability to hold others to high standards while also offering support and maintaining positive relationships, • Ability to reflect proactively on and participate in discussions around identity, race, gender, and issues of social justice, • California teaching credential (Single Subject or Multiple Subject) preferred, • Prior experience with Breakthrough or Summerbridge highly desirable EEO San Francisco Day School is an equal opportunity employer. All aspects of employment including the decision to hire will be based on merit, competence, performance, and business needs. San Francisco Day School does not discriminate on the basis of race, color, religion, marital status, age, national origin, ancestry, physical or mental disability, medical condition or history, pregnancy, expression, gender, sexual orientation, gender identity or expression, veteran status, or any other status protected under any federal, state, or local law. San Francisco Day School provides reasonable accommodation(s) to all qualified candidates and all employees with disabilities, where their disability affects the performance of their essential job functions, except when doing so would create undue hardship. If you need assistance or request accommodations, please contact . Applications will be evaluated on a rolling basis until March 30, 2026. For more information, please visit: and Questions? Contact Dr. Sara Marcopulos, Director of Teaching and Learning, at (415) 713-8605 or at . SF Day Community Expectations In following these community expectations, we strive to create: • A working environment for employees to feel grounded in purpose, seen, and respected at school., • Are compassionate and kind to ourselves and others. We work together as active contributors in a connected community and focus on balance and wellness so we can show up fully for students., • Are prepared. We have the appropriate training, knowledge, and skills regarding this age group's developmental characteristics and needs. We complete our responsibilities with professionalism and fidelity., • Are reflective and accountable. We take time to consider the intent and impact of our actions and repair the harm done for the betterment of the community., • Are lifelong learners. We are committed to continuous professional growth and lifelong learning., • Put the children first. We are child-centered, both in and out of the classroom. We treat each child as an individual with respect and dignity. We create a safe environment where students grow in autonomy and the ability to work and play together., • Partner with families. We believe in the importance of the home-school partnership and partner with families proactively and positively., • Communicate with professionalism and care. We communicate with professionalism and care to each other and our students., • Are skilled at teaching their subject area and grade level(s). We are constantly deepening and evolving our craft to ensure best practices. We know how we teach is as important as what we teach, and growth requires feedback, reflection, and change., • Understand the arc of child development. We align our pedagogy and content to this developmental arc., • Create an engaging, culturally responsive classroom. We recognize and value the importance of actively engaging students’ learning. We honor students’ cultural displays of learning and respond positively and constructively., • Plan for predictable variability in the learning profiles of students. We provide multiple means of representation and engagement, as well as support and extension in what we teach and assess., • Provide clear, consistent classroom norms and logical consequences. We provide feedback to students with clarity and care and guide them through the reflective and restorative process. Students know what routines to expect and what’s expected of them to support them in becoming empowered learners and responsible school community members. All employment with San Francisco Day School is at will and shall continue only upon the mutual consent of the School and the employee. This means that an employee may terminate their employment with the School at any time with or without cause or prior notice and that the School may terminate an employee’s employment at any time with or without cause or prior notice. Requirements:

Job Description About OmniAb OmniAb provides our pharmaceutical industry partners access to the most diverse antibody repertoires and cutting-edge screening technologies to enable discovery of next-generation therapeutics. We leverage our state-of-the-art technologies to facilitate the discovery of best-in-class antibodies. Within OmniAb are also core capabilities for the discovery and screening of high-value ion channel and transporter targets. OmniAb consists of dynamic, collaborative and innovative team members that are passionate about contributing to the technological frontier of drug discovery and to the advancement of global human health. Together, with our partners, we are enabling the discovery of next-generation therapeutics. About Our Internship Program Our interns provide valuable support to our teams as we work to expand access to the most diverse antibody repertoires and cutting-edge screening technologies. Our mission is to provide a welcoming environment and impactful work to our interns as well as learning and development opportunities. This is a 10-week program which offers an internship project and a platform for our interns to share their work with the organization. Our interns will be encouraged to drive their projects and network within the organization, but they will also have a dedicated Intern Manager and Intern Advocate to offer guidance and support throughout the program. About This Role We’re seeking a Summer Intern who will contribute to developing and executing technology refinements to xPloration, our single-cell, high-throughput platform. The individual will work in our Screening team, which focuses on performing high-throughput screening to identify and characterize therapeutic antibodies. The individual will bridge software, hardware, and wetlab to support screening and develop new workflow refinements. The ideal candidate should have prior hands-on experience in a molecular biology laboratory setting, software programing, and strong communication skills. Additionally, the candidate should possess enthusiasm to learn complex systems and assays, coupled with a passion for therapeutic biology research. This role reports to the Manager, Screening. Please note: Our program will begin mid-June and end mid-late August. This is an onsite position based out of our Emeryville headquarters, and we do not offer relocation for this opportunity. This is a full-time position, and the office hours are within 8am-5pm PT. What You’ll Do • Optimize screening workflows to facilitate high-throughput screening., • Craft and refine experimental protocols for robust and reproducible results., • Dive into single-cell antibody discovery techniques., • Gain hands-on experience in this cutting-edge field., • Learn how to plan, execute, and analyze experiments., • Collaborate with experienced professionals and subject matter experts., • Present your work at the annual Internship Showcase. What You Bring • Currently pursuing a BSc (3rd year+) in Bioengineering, Biomedical Engineering, ora related field., • Prior experience in a molecular biology laboratory setting., • Strong experience (>1 year) with programming languages (Python or R), • Knowledge of basic laboratory safety procedures and practices to ensure a safe working environment for yourself and others in the lab., • Ability to troubleshoot issues as they arise., • Effective management of time and resources to meet project deadlines and prioritize tasks efficiently., • Ability to communicate clearly with supervisors and fellow lab members., • Passion for therapeutic biology research and a willingness to acquire new skills. Nice To Have • Understanding statistical methods commonly used in molecular biology research. The base compensation range for this position is $22 - $33 per hour. The range provided is an estimate. Actual compensation may vary based on skills, experience, education, location, and other factors permitted by law. At OmniAb, we value diversity and strive to create an inclusive environment for everyone. We welcome a variety of experiences, skills, and perspectives within our organization and encourage individuals from diverse backgrounds to apply. We’re proud to be an Equal Opportunity Employer, and we will consider all qualified applicants based on merit and business need. We do not discriminate due to any non-merit-based factors or legally protected classes under federal, state, or local law.

Job Description Note: candidates must apply through our jobs page to be considered, as job boards do not contain the additional application questions. Applications through other methods will not be considered. Kids Summer Camp Staff Dogpatch Games Seasonal, Summer 2026 Dogpatch Games is hiring Kids Summer Camp Staff for our 2026 Kids Summer Camp program. We are hiring for two kinds of summer camp staff roles: * General Camp Staff, who help lead board games, game design activities, breaks, transitions, and the overall camp day * D&D Specialists, who help lead roleplaying programming, most often in the afternoons Some candidates may be a fit for both roles, but they do not need to be. Our summer camp serves ages 8–14, runs in 7 one-week sessions, and includes a mix of tabletop gaming, with board games as a major part of camp and Dungeons & Dragons as a key afternoon activity. Camp hours are 9:00am–5:00pm. Schedule * Summer 2026 * Camp hours are generally 9:00am–5:00pm * General Camp Staff typically work 9:00am - 2:00pm * D&D Staff generally work 2:00pm - 5:00pm * Candidates must be available for at least 5 weeks of camp * Preference for candidates available for 6 or all 7 weeks 2026 Camp Sessions * Session 1: June 15–19 * Session 2: June 22–26 * Session 3: July 13–17 * Session 4: July 20–24 * Session 5: July 27–31 * Session 6: August 3–7 * Session 7: August 10–14 Compensation * $25–$35 per camp hour staffed, depending on experience and area * General Camp Staff: $25-$30 per camp hour * D&D Specialist: $30-$35 per camp hour General Camp Staff General Camp Staff help lead the broader camp day and support a fun, organized, and welcoming experience for campers. They lead numerous board games throughout the week, teaching at least one new game each day, and also run/support special programs like board game design exercises and miniature painting. What General Camp Staff Do * Help lead board games and other tabletop activities * Support game design activities, breaks, transitions, and group management * Help maintain a positive, structured, and inclusive environment for campers * Work closely with camp leads and other staff to keep the day running smoothly * Support setup, cleanup, and other operational needs throughout the week D&D Specialists D&D Specialists help lead roleplaying programming, usually in the afternoons, and support campers in learning, playing, and enjoying Dungeons & Dragons. What D&D Specialists Do * Lead Dungeons & Dragons sessions for kids * Help new and returning players engage with the game * Manage pacing, group dynamics, and player participation * Work with camp staff to keep afternoon programming organized and fun * Support transitions, materials, and general camp operations as needed Ideal Qualifications * Experience working with children in camps, classrooms, afterschool programs, tutoring, or similar settings * Strong experience with the relevant program areas: board games or D&D • Comfort leading groups of kids and helping create a positive group dynamic Good judgment and problem-solving when challenges come up * Reliability, professionalism, and strong communication * A love of board games, tabletop games, and sharing them with young players Especially Strong Candidates May Also Have * Experience leading board games for groups of children * Experience running Dungeons & Dragons for kids or teens * Experience adapting activities to different ages, personalities, and experience levels * Interest in supporting multiple parts of the camp day across both general and D&D programming What Success Looks Like * Campers are engaged, included, and having fun * Staff work well together and activities run smoothly * Kids feel supported, welcomed, and encouraged * Programming is organized, upbeat, and well paced

Job Description Note: Candidates must apply on our jobs page to be considered, as job boards do not contain the application questions. Applications sent through other methods will not be considered. Kids Summer Camp Manager Dogpatch Games is hiring a Kids Summer Camp Manager to lead full weeks of our 2026 Kids Summer Camp program. This is a leadership role for someone who can take ownership of a camp week from start to finish: handling prep and family communication ahead of the week, leading daily camp operations, coordinating camp staff, and helping run strong, engaging programming. Our summer camp serves ages 8–14 and includes a mix of tabletop gaming, with board games as a major part of camp and Dungeons & Dragons as a key afternoon activity. Schedule * Camp hours are generally 9:00am–5:00pm * Some flexibility may be possible for excellent candidates with slightly different availability * Candidates must be available for at least 5 weeks of camp * Preference for candidates available for 6 or all 7 weeks * Strong candidates also interested in other kids programming work outside of the summer schedule may be considered for additional roles at Dogpatch Games. 2026 Camp Sessions * Session 1: June 15–19 * Session 2: June 22–26 * Session 3: July 13–17 * Session 4: July 20–24 * Session 5: July 27–31 * Session 6: August 3–7 * Session 7: August 10–14 Compensation * $1,300–$1,500 per week for fully leading a summer camp week, depending on experience What You'll Do * Lead full weeks of summer camp from preparation through execution * Handle key administrative and family communication tasks leading up to each session * Coordinate and help manage other camp staff during the week * Lead camp programming, especially board games, and ideally also Dungeons & Dragons * Create a positive, structured, and inclusive environment for campers * Use good judgment to solve issues that come up with kids, staffing, or parent communication * Support setup, cleanup, transitions, and other operational needs throughout the week Ideal Qualifications * Classroom teaching experience and/or summer camp leadership experience * Comfort leading groups of children and creating a positive group dynamic * Strong judgment and problem-solving when challenges come up * Comfort with basic administrative systems and logistics * A love of board games, tabletop games, and sharing them with young players Especially Strong Candidates May Also Have * Experience leading Dungeons & Dragons for kids or teens * Experience managing or mentoring other staff * Experience with camp scheduling or family communications * Ability to adapt programming to different ages, personalities, and experience levels * Broad familiarity with modern board games and tabletop gaming What Success Looks Like * Campers are engaged, included, and having fun * Families feel informed and confident in the program * Staff feel supported and clear on responsibilities * The camp week runs smoothly, with strong leadership and good pacing

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 over 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 OpportunityHigh School Math Teacher (26-27SY) Competencies and Qualifications Lighthouse Community Public Schools is looking for a talented High School Math Teacher to join our High School team who is relentlessly committed to ensuring that traditionally underserved students of color achieve our mission of completing college, securing a career of their choice, and becoming lifelong changemakers in their communities. LCPS teachers believe that this important mission is not only attainable; it is essential to transforming our Oakland community. If you are inspired by our mission and vision and want to be a changemaker in students’ lives here in Oakland, then please apply and join us! You will embody the following Core Competencies to be an effective change-agent: • Be an anti-racist educator committed to educational justice as evidenced by respectful and supportive relationships, well-planned instruction, rigorous daily assessment, and daily opportunities for students to revise and refine their work., • Facilitate cognitively engaging student-centered learning., • Demonstrate a keen belief in and ability to create, collect and analyze achievement data to drive student learning and outcomes for all students, • Be a strong community builder and team collaborator, • Model and foster a growth mindset with agency, persistence, and flexibility, • Be a collaborative and responsible professional educator Your responsibilities will include: INSTRUCTIONAL VISION • Specific teaching responsibilities of this role include:, • Teach multiple sections of High School Math, possibly an elective, and a grade-level Crew/advisory each day, • In addition to your content courses, all LCPS teachers are assigned an advisory (known as a “Crew”) and either a guided study hall or designated ELD course depending on the need of the school and the teacher’s specific licensure., • Demonstrate culturally responsive pedagogy which gives students the skills, practice, and daily opportunity to grapple with rigorous content each day and includes unrelenting high expectations and an assets-based approach for every student., • Plan, internalize, and implement effective, grade-level standards-based curriculum, units, and lessons that are learner-driven and are modified or differentiated while maintaining rigor to provide access and results for students with IEPs, African-American and ELL students., • Ensure that students are at the center of their own learning and deeply engaged in ways that foster agency and self-direction., • Utilize, collect, and analyze rigorous, student-engaged assessments, both formative and summative, to identify and address students’ areas of growth and mastery of learning objectives. To include Altitude, ANET, MAP, as well as others., • Additional Duties, as assigned by Supervisor CLASSROOM & SCHOOL CULTURE • Builds and maintains classroom culture that is supportive and learning-centered, undergirded by strong management, efficient procedures and systems, but most evident in the full inclusion of African-American boys, students with trauma, and students with IEPs in the social and learning community., • Create positive relationships by building nurturing and affirming teacher-student, student-student, and teacher-family partnerships with a focus on building a community of risk-taking, collaborative learners. PROFESSIONAL PRACTICES/STAFF CULTURE • Grow and contribute as an educator, colleague, learner, and community member including engaging in professional development and your own growth as a teacher in service of student learning and outcomes., • Demonstrate advocacy, flexibility, autonomy, and collegiality., • Demonstrates self-awareness, reflects on practice with self and others, and acts on feedback., • Demonstrate flexibility, and ownership of our collective results. If you are excited about the opportunity to foster and facilitate a progressive growth mindset in students and engage in transformational teaching, we are actively looking for student-centered, dedicated and dynamic teachers. MINIMUM QUALIFICATIONS: We would love to hear from you if your educational toolbox includes the following: • B.A. or B.S. required; Master’s Degree, preferred, • Appropriate California Teaching Credential or commitment and ability to acquire one, • Valid Certificate of Clearance verifying professional fitness for all CA teachers of record, required (if have never held a COC must obtain one before can be fully hired and cleared to start), • Knowledge of California Common Core State Standards, student-centered, mastery-based learning, curriculum planning, and data analysis, preferred, • 2+ years teaching urban youth with transformational results, preferred, • Familiarity navigating educational platforms, • Experience teaching in a progressive school model; preferred 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 * Air-conditioned 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. Teachers 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 will report to School Principal or principal’s designee TIME COMMITMENT This position is 1.0 FTE (full-time exempt) and follows a 10-month (190 day) work year with significant student-free days for professional learning and collaboration with colleagues and interaction with families. All new instructional staff will report in late July/early August 2026 per the LCPS Calendar for the 26-27SY (to be published in February). Common Building Hours: All teachers are expected to maintain common building hours for their school site. These may be subject to change for the 2026-27SY: * Campus Building Hours: 8:00 - 4:00 pm M, Tu, Th, Fri and 8:00-5:00 on Wednesdays for Professional Development. * Occasional evening events during the year, including start of year Ice Cream Social, Back to School Night, Expo, and other events identified by the school calendar in advance. OUR COMPENSATION PACKAGE 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, Employee Assistance Program, life insurance, optional 403b retirement plan, and other optional insurance benefits). Starting salary range for certificated teachers is $61,500-$105,000. TO APPLY People of color and/or bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume * Cover letter describing your interest in this exciting position and why you are an optimal fit, including how your teaching philosophy, approach to student learning, and educational expertise would contribute to Lighthouse Community Public Schools. * 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. 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 Description The College Preparatory School Math Full-Time Teaching Position August 2026 The College Preparatory School, an independent high school in Oakland, California, seeks a full-time Math teacher beginning in August 2026. The College Prep Math program is rigorous, innovative, and grounded in deep mathematical inquiry. Our integrated curriculum spans algebra through calculus and extends into advanced topics including linear algebra, multivariable calculus, and abstract algebra, inviting students to experience mathematics as a rich, interconnected landscape of ideas. We especially welcome educators who appreciate the growing interplay between mathematics and computational science. In every class, teachers and students form a small mathematical community, exploring new ideas, testing conjectures, and deepening understanding through shared inquiry. Full-time teachers teach four classes averaging 14 students each, typically with two to three preparations, and collaborate closely with colleagues to refine a curriculum that integrates application, review, and theory. We value teachers who help students build strong conceptual foundations while remaining connected to mathematics beyond the classroom and engaging with new ideas, advanced texts, and emerging developments in the field. Math teachers share a spacious, sunlit office buzzing with mathematical conversation and collaboration, punctuated by Nespresso coffees and snacks. Whiteboards filled with proofs and problem solving invite ongoing dialogue, and teachers and students often continue mathematical conversations beyond the classroom. Faculty have opportunities to mentor independent studies. Peer feedback and shared curiosity are part of the daily rhythm. Math teachers also benefit from a robust professional development budget that supports both individual and collective exploration of content and pedagogy. A qualified candidate will have: ● A bachelor's or graduate degree in Math ● Enthusiasm for professional collaboration and team teaching ● Experience teaching math at the secondary or college level ● Ability and desire to teach all levels of our math curriculum ● Patience, flexibility and a good sense of humor ● Demonstrated cultural competence ● Commitment to working with high school students outside of the classroom as part of our advising system and other programs ● Strong organizational and communication skills ● Eagerness to embrace spirited intellectual challenges in a rewarding academic environment ● Experience using or willingness to learn LaTeX A preferred candidate will have all of the above plus: ● Interest or experience teaching computer or data science (strongly preferred) ● Interest in possible administrative opportunities Faculty at College Prep are compensated according to a step scale based on years of experience that ranges from $72,500/year for teachers with no prior relevant experience to $143,700/year for teachers with 44 years of prior experience. Benefits include medical and dental coverage, a retirement plan for eligible employees, and most collegially, a prepared lunch every day. Founded in 1960, The College Preparatory School is an independent coeducational secondary school created for intellectual risk-takers who want to pursue a purposeful education with kindred peers. As an equal opportunity employer, College Prep welcomes candidates representing diversity of all kinds. We celebrate the inclusivity of our community regarding race, color, religion, national or ethnic origin, gender, sexual orientation, and gender identity. College Prep typically does not sponsor applicants for work visas. For more information about our school, visit our website at . Please apply by submitting a cover letter and resume in Applicant Pro. Job Posted by ApplicantPro

Job DescriptionCompany Description La Scuola International School is the only Reggio Emilia inspired, International Baccalaureate (Early, Primary and Middle Years) and Italian Language Immersion school in the world. Teachers are researchers and are supported with robust Professional Development opportunities throughout the year. Learning is a part of everything that we do, not just what happens in the classroom. While our school experience is rooted in highly regarded curricula, the magic of La Scuola is more than what we teach. It is how we teach and learn, which is truly a way of living, thinking, and interacting with the world. To learn more, please visit us at . Founded: 2002 Number of students: 465 Locations: San Francisco, Silicon Valley and Milano, Italy La Scuola International School is an independent non-profit school accredited by NAIS, CAIS, WASC and CIS and is one of two Italian schools recognized by the Italian government in the United States. Job Description Position Overview La Scuola seeks an experienced Middle School Math / Science & Design / Robotics teacher for the upcoming academic year. The role will report to our Middle School Director and will collaborate closely with the Math / Science Department and Assistant Head of School. The ideal candidate will be a lifelong learner with an innovative mindset, and strong interdisciplinary skills across mathematics, science, engineering, robotics, and digital design. This educator will inspire students to pursue their interests, build transdisciplinary connections, and embody the IB Learner Profile while teaching students across a range of ages and abilities. Key Responsibilities Teaching and Learning • Implement the International Baccalaureate Middle Years Programme (IB-MYP) curriculum in alignment with IB standards and practices., • Teach middle school-aged children math, science and design., • Design, plan & implement appropriate curriculum goals and long-term projects within the IB guidelines., • Set educational and developmental goals for the students, both as a group and individually., • Differentiate instruction to support diverse learners, including English language learners and students with learning needs., • Assess and report on students’ progress, individually and as a group, along the continuum and as compared with the learning outcomes and IB Scope & Sequence., • Maintain a provocative and thoughtful environment to support the Reggio Emilia inspired learning goals., • Following classroom environment guidelines and La Scuola high standards in maintaining an aesthetically pleasing and beautiful classroom., • Making the learning process visible through documentation of student work., • Providing different activities, materials and projects for learning and exploration., • Conduct professional and insightful parent/teacher conferences., • Create a provocative and engaging learning environment inspired by the Reggio Emilia approach., • Maintain a classroom that reflects La Scuola’s aesthetic and educational standards., • Prepare indoor and outdoor learning environments that support exploration, creativity, and inquiry., • Develop relevant interdisciplinary units across math, science, and design with an emphasis on robotics, computer science, and engineering., • Integrate hands-on learning in the form of labs, workshops and atelier experiences, focused on application of knowledge and reflection., • Develop, enhance and document curriculum, while ensuring continued coordination and alignment within the IB Middle Years Program., • Connect Science and Math curricula to other subject areas in a broad multidisciplinary approach., • Organize science lab, science materials, makers’ space, machinery and experiential learning., • Work with Department Head to maintain Grade 6-8 allocated annual departmental budgets., • Collect, analyze, and share annual student data with Pedagogical Leadership Team., • Collaborate with teachers in other grade levels on Science,Math, and Design inquiries; collaborate with colleagues in other disciplines to create interdisciplinary units., • Serve as a student advisor, provide scheduled supervision of students, participate in MS trips and field experiences, and engage in ongoing professional development., • Integrate the “100 languages of children”—including digital and technological tools such as coding, robotics, and graphic design—into the Design curriculum., • Collaborate with other Departments and colleagues to develop interdisciplinary units and inquiries across the 100 languages., • Serve as a student advisor, supervise students, and participate in middle school trips and experiential learning opportunities., • Engage in ongoing professional development., • Contribute to school events such as Parent Education, Spotlight Series, Admission Events, and Exhibitions, highlighting student learning and creativity.Qualifications Required • Masters Degree or higher in Mathematics or closely related field and California Teaching Credential., • Experience in inquiry-based teaching, program development and assessment within the IB Middle Years Programme (MYP)., • Background in program development, assessment, and curriculum design., • Experience in international schools or multicultural environments., • Strong technology skills and experience integrating digital tools into instruction., • Experience using data to improve student learning outcomes., • Commitment to contributing to school life beyond the classroom, including extracurricular activities and trips., • Proficiency in Italian and/or Spanish., • Demonstrates educational leadership and professionalism, and is a role model to students, faculty and staff., • Builds positive, collaborative relationships with colleagues., • Strong interpersonal and communication skills., • Commitment to shared values of diversity, equity, inclusion and belonging., • Adaptable, reflective, and committed to being a lifelong learner., • Interest in living and working in the San Francisco Bay Area. Additional Information Start date: August 1, 2026 Salary: Estimated annual range of $85,000 - $110,000 for full time role depending on credentials, qualifications and experience. How to Apply: Refer to the Employment Opportunities within and apply online. Please include a cover letter sharing your background and interest, a letter of intent, and your résumé (translated into English) as a first step. Applicants should be prepared to share three professional references. Must be authorized to work in the U.S. La Scuola may be able to offer a teachers exchange visa for teachers with a BA in education/teaching credentials in their country of origin AND a minimum of two years of teaching experience. Prior to beginning work and as a condition of employment in order to comply with the law, all employees must provide documentation to prove eligibility to work in the United States. In addition, the final candidate will need to pass Criminal Justice Department and Federal Bureau of Investigation Fingerprint Clearance, a physical exam, and provide recent copy of a negative TB test/assessment and other immunization records. Position receives full benefits, including medical and dental coverage. The school also offers group life insurance, long-term disability insurance and commuter benefits. Other fringe benefits include sick leave, PTO, paid holidays, vacation days, and daily warm lunch.

Infuse Hospitality, part of the Phoenix3 Collective portfolio, is seeking a proactive, friendly, and detail-oriented.This role is ideal for someone passionate about hospitality, coffee, energized by fast-paced service, and committed to creating memorable moments for every guest.Deliver outstanding h

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Personal Care / Health Aide] - Competitive Pay - $18/hour Starting Pay / Flexible Schedules (full-time, part-time) / Performance & Referral Bonuses / Paid Training and Education / Supportive and Inclusive Work Environment - As a Caregiver you'll: Provide personal care assistance, including bathing,