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RCM HealthCare Travel is seeking a local contract Speech Language Pathologist for a local contract job in Richmond, California. Job Description & Requirements • Specialty: Speech Language Pathologist, • Discipline: Therapy, • Start Date: ASAP, • Duration: 13 weeks, • 40 hours per week, • Shift: 8 hours, • Master’ s degree in speech-language pathology from an accredited college or university\n\t, • Valid California license as a speech-language pathologist granted by the State Board of Examiners for Speech-Language Pathology and Audiology (SBESLPA)\n\t, • Valid driver's license with driving record that meets District requirements\n\nSpecial Knowledge/Skills:\n\n\n\t, • Ability to use the accepted tests and measurements to assess communication disorders and conditions\n\t, • Knowledge of evaluation, habilitation, and rehabilitation of speech-language disorders and conditions\n\t, • Ability to instruct and manage student behavior\n\t, • Excellent organizational, communication, and interpersonal skills\n\n Major Responsibilities and Duties:\n\n\n\t, • Plan and provide appropriate individual and group therapy to students consistent with speech and language goals contained in Individual Education Plans (IEP).\n\t, • Evaluate student progress and determine readiness for termination of therapy services.\n\t, • Conduct independent evaluations to assess students with speech or language disorders and conditions to determine eligibility for services.\n\t, • Develop clinical management strategies or procedures and diagnostic statements by interpreting observations or data.\n\t, • Participate in the Admission, Review, and Dismissal (ARD) Committee to assist in interpretation of assessment data, appropriate placement, and goal setting for students with communication disorders or conditions according to district procedures.\n\t, • Counsel and involve parents in remedial process.\n\t, • Collaborate with classroom teachers to plan and implement classroom activities to improve communication skills of students.\n\t, • Provide professional development in assigned schools to help school personnel identify and understand communication deficits in students.\n\t, • Communicate effectively with colleagues, students, and parents regarding the accomplishment of therapy goals and needs of the student.\n\t, • Create an environment conducive to learning and appropriate for the maturity level and interests of students.\n\t, • Establish control and administer discipline according to the Student Code of Conduct and student handbook.\n\t, • May supervise licensed speech-language pathology assistant(s) or speech aide(s).*\n\t, • Develop and coordinate a continuing evaluation of speech-language pathology services and make changes based on the findings.\n\t, • Assist in the selection of equipment and instructional materials.\n\t, • Compile, maintain, and file all physical and computerized reports, records, and other required documents.\n\t, • Comply with policies established by federal and state laws, State Board of Education rule, and board policy.\n\t, • Comply with all district and campus routines and regulations.\n\t, • Participate in professional development activities to improve skills related to job assignment.\n\n Supervisory Responsibilities:\n\n\n\t, • May direct and monitor the work of speech-language pathology assistant(s) or speech aide(s).*\n\nSchedule:\n\n\n\t, • School Year - Will follow Academic Calendar\n\nBenefits:\n\n\n\t, • Medical, Dental, and Vision Insurance\n\t, • Life and Disability insurance\n\t, • 401K Flex Spending\n\t, • Referral Bonus Program\n\t, • Weekly Direct Deposit\n\nCompensation:\n\n\n\t, • $55-$60/hour - based on experience SLPA\n\t We proudly hold the Joint Commission Gold Seal of Approval as well.

Job DescriptionIf you are interested in any opportunities listed below, please send your resume to along with either a written or video-recorded cover letter. Please note the specific job title in the subject line of your email. ABOUT THE JCC EAST BAY The JCC East Bay values hachnasat orchim (providing a welcoming home) for people of all ages and life stages. Inspired by Jewish values, culture, and tradition, we build relationships, foster learning, and offer accessible pathways to Jewish life through programs for children, teens, families, adults, and older adults. After decades of operating our suite of programs in North Berkeley, we will be opening a new home for East Bay Jewish life in the summer of 2026 in Oakland. Our new campus will offer programs and activities to spark creativity, nurture identity, and weave together diverse generations, cultures, and organizations—including voices from across global Jewry—into a living tapestry of culture, learning, and kehilla (community) connections. Our future flagship campus in the Rockridge neighborhood will house our administrative offices and our award-winning preschool opening in the fall of 2026, and we will retain afterschool programs in Berkeley and in several Oakland public schools. POSITION SUMMARY The Afterschool Lead TK/Kindergarten Teacher will report directly to the Afterschool Leadership Team and will be instrumental in the success of the JCC East Bay’s Afterschool Program. This person in this role must be able to create a positive educational climate where students can learn and grow. They will be responsible for preparing and implementing several weekly developmentally appropriate classes based on their personal passions and skills. They will work throughout the school year, from August until May, up to 27 hours per week. We are looking for Lead and Assistant TK/K Teachers at our Berkeley program. Classroom Planning • Develop lesson plans and activities for grade groups that incorporate organizational philosophy and overall program vision., • Supervise children, including planning, preparation and implementation of developmental programming for children in TK and Kindergarten., • Plan and implement weekly elective classes., • Create instructional resources and curriculum that reflect the diverse educational, cultural, and linguistic backgrounds of the students served., • Establish and communicate clear objectives for all learning activities., • Provide varied opportunities using multiple learning styles for children’s active participation, independent choices, experimentation, and problem solving within the context of a structured setting and program., • Ability to support other staff’s lesson planning; act as point person for collaboration around lesson planning., • Ability to lead and supervise children in a variety of activities, both structured and unstructured., • Establish and maintain a well-organized, safe, and healthy environment for children., • Check materials, equipment, and supplies to see that amounts are adequate and that everything is in good working condition; take preventative measures against hazards to physical safety., • Observe and assess the cognitive, perceptual, spoken, non-verbal language, and social, emotional, physical, and personal developmental needs of each child. Share observations with leadership team on areas of interest, strengths, and challenges., • Mindful and aware of children’s needs to promote growth and foster curiosity., • Manage student behavior in the classroom utilizing methods consistent with JCC standards and invoking approved disciplinary action when necessary., • Collaborate with leadership and inclusion staff to implement behavior plans., • Serve as role model and help guide/facilitate collaboration between staff., • Support other afterschool staff in their learning and development., • Read and stay abreast of current topics in education., • Act as a positive and appropriate role model for children and fellow staff., • Contribute to overall program development; support the goals of the JCC East Bay., • Maintain organization and cleanliness during programming; assist in keeping all afterschool spaces organized and operational., • Communicate with Afterschool administrative team when supplies are needed., • Participate in weekly staff meetings., • Assist with daily walking pickups., • Assist in serving and cleaning up snacks., • Assist in toileting accidents., • Ability to document programs (photos, written form) for weekly newsletters and bulletin boards., • Consistent attendance as an afterschool staff is required as this role is a critical component in the success of the afterschool program., • Never be on cell phones while on the job (unless for work related communication or there is an emergency)., • Commitment to the mission of the JCC East Bay and knowledge of or commitment to learning about the Jewish community, values, and traditions., • Commitment to Diversity, Equity, Inclusion, and Belonging work., • 2+ years of childcare or equivalent experience in early childhood educational environments., • Must have some units or equivalent recreation, education, physical education, human services, or social welfare classes. Please submit a college transcript with your application to verify acceptable coursework., • Must have experience planning and facilitating developmentally appropriate activities for TK/Kindergarten., • Excellent communication and organizational skills., • Ability to organize tasks, and develop and implement plans to efficiently meet organizational goals., • Strong classroom management and behavior management skills., • Ability to lead a classroom of children., • Ability to work in a team., • Ability to push/pull and lift/carry objects weighing 50 pounds., • Ability to walk and stand for extended periods of time., • Ability to sit on floors and chairs, and to get up and down quickly., • Ability to bend from knees and waist to help a child., • Ability to maneuver in confined lavatories to aid children with toilet needs., • Ability to respond without delay to needs of young children., • Regular and consistent attendance and ability to work a full shift; must be available Monday through Friday from 1pm-6pm and Wednesdays 12:30pm-6pm.The salary range for this position starts at $25.00/hour - $26.50/hour. Excellent benefits including medical, dental, vision, vacation, sick pay, and holidays (including Jewish). This position is represented by the Union. Powered by JazzHR TAj8h33P8U

Job Description LIFE SKILLS COACH (Weekends and Evenings) Why Join CIP? * Vacation Time - 15 days full time only * Paid Holidays - 13 days full time only;Holiday premium pay for part time only * Paid Sick Days and Personal Days accrued * Medical, Dental and Vision Insurance * Voluntary Benefits: Short and Long-term Disability, Additional Life, Child Life and Spousal Life * Dependent Care Flexible Spending Account * Flexible Spending Accounts * 401(K) - We offer a Traditional 401(K) and a Roth 401(K) employer match up to 4% * Financial Wellness Advisor Services * Tuition and continued education reimbursement up to $3,000 annually for full time and up to $1,000 for part time * Wellness reimbursement of $200 per year for full time and $100 per year for part time * Employee Assistance Program: child care and parenting, senior care and aging, emotional health, health and wellness, legal and financial, access to discounts * A health advocate to assist with our insurance & healthcare challenges * Ongoing monthly training and professional development opportunities * Supportive and Collaborative Culture *Please note that the benefits listed may change based on business needs, regulatory requirements or other factors A Day in the Life: The Life Skills Coach is an onsite full-time non-exempt position located in Berkeley, CA who reports to the Life Skills and Wellness Coordinator. In this dynamic role, you’ll guide and mentor students as they build life skills for success in adulthood—from managing a household to developing strong social relationships. You’ll work one-on-one and in small groups, teaching cooking, cleaning, grocery shopping, and apartment upkeep while fostering healthy roommate interactions and leading fun, inclusive social activities in the community. This position operates in a highly scheduled environment and requires longer hours and weekend work and minimal travel as job duties demand. The Life Skills Coach position involves a moderate physical demand. The College Internship Program (CIP) is a full-year private young adult transition program for individuals 18-26 with autism, ADHD, and other learning differences offering comprehensive and specialized services. CIP’s programs uniquely address the needs of adolescents and young adults with high-functioning autism, ADHD, and other learning differences by providing a comprehensive curriculum, expert staffing, and a structured weekly schedule. We believe that a learning disability is a learning difference, and our expert staff understand and meet our young adults enrolled in the program where they are at. Our programs focus on the generalization of specialized skills specifically for autism and learning differences. CIP students live with a close-knit community of peers within a supported apartment living setting and fully access the community around them. Each student’s unique needs are met individually as they prepare for success in independent living, college, and employment. CIP is the result of strategies we have developed over 40 years working with hundreds of young people who learn differently and have exceptionalities, helping develop the self-knowledge and skills to live happy and productive lives. All the Responsibilities We’ll Trust You With: * Assist students in building independent living skills competencies and routines to develop the ability to live independently after CIP. * Support students in learning and practicing independent living skills, such as apartment maintenance, cooking, cleaning, and time management. * Lead grocery shopping outings and provide transportation as needed. * Collaborate with a multidisciplinary team to support students’ growth across all areas of the CIP program—academic, career, social, and wellness. * Engage students in productively exploring and connecting within the community. * Ensure a high level of health and safety within one's living environment and the community. * Conducts appropriate Executive Functioning appointments with students based on their needs and coordinates with staff accordingly. * Assist students in handling challenges and when necessary uses de-escalation techniques and other strategies. * Passionate about helping individuals with learning disabilities reach their full potential. * *Other Duties as Assigned Qualities You Possess: * The Life Skills Coach will possess exceptional communication skills, precise attention to detail, superior organization and prioritization skills and self-motivation in managing tasks to completion. They will have genuine empathy and awareness of the needs and sensitivities of prospective families, students, and staff. Your Areas of Knowledge and Expertise: * Crisis management and mentor experience is preferred. * Independent living skills experience is required. * High School Diploma or GED is required. * Bachelor’s degree is highly preferred. * Active Drivers License is required. * Proficiency in office utility computer software programs is required. * Experience in the field of autism and/or learning disabilities, especially in a residential setting is highly preferred. This role may also be of interest to candidates searching for positions or skills related to case management, student success, behavioral health, mental health counseling, disability services, special education, autism support, vocational counseling, higher education, social work, peer mentor, human services, therapy, school counseling, internship support, college readiness, residential life, crisis response, student engagement, transition services, behavior technician, substitute teacher, college advising, working with people with autism, wraparound services, camp counselor, marriage and family therapy, executive functioning, peer coach, emotional regulation, resource specialist, neurodiversity support, crisis intervention, working with people with developmental disabilities, student involvement, cognitive behavioral therapy, trauma informed care, campus life, paraprofessionals, clinical therapist, psychologist, coping skills, alternative education, youth services, private practice, individual/group counseling, inclusion workforce development, student affairs, student assistant, school experience, instructional assistant, IEP, social-emotional learning, autism advocacy, working with high schoolers, holistic wellness, career services, student life, academic planning, peer support, crisis prevention intervention, student services, working with people with disabilities, first year experience, college success, postsecondary support, inclusive teaching, mental health advocacy, college transition, academic advising, adaptive learning, paraeducators, psychology, individualized support, mindfulness, learning disabilities, accessibility services, disability studies, cognitive science, sociology, social and behavioral sciences, and education. Accommodations Disabilities Act Statement Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this job position. Affirmative Action Plan (AAP)/Equal Employment Opportunity (EEO) Statement College Internship Program (CIP) provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. This job description is intended to provide a general overview of the responsibilities and qualifications associated with this position. It is not an exhaustive list of all duties, responsibilities, and qualifications required. Team members may be assigned additional responsibilities as necessary. Wednesday through Sunday 1 pm to 9 pm. The schedule may change based on organizational needs.

___Job ID85393 LocationMain Campus-Berkeley Full/Part TimeFull Time ______ At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff. As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value. We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our ___, ___, and ___. At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for ___ (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can ___ at UC Berkeley. Departmental Overview Reporting to the Assistant Dean of Instruction & Student Affairs, the Assistant Director of Curriculum Management is responsible for the full cycle of curriculum planning and management in the Rausser College of Natural Resources. Working closely with the Assistant Dean of Instruction & Student Affairs and faculty Vice Chair for Curriculum, this role uses significant curriculum analysis and evaluation to make key decisions around adapting and improving the department curriculum at the undergraduate level; counsels with faculty leadership on enrollment trends, campus policy, and graduate requirements for a large and complex curriculum with changing populations, new major requirements, budget constraints, and always in-flux faculty and visitor population. The Assistant Director has sole responsibility over scheduling and enrollment management of all student populations once the curriculum has been set, and is a close advisor to the Graduate Student Affairs Officers during enrollment periods. The Assistant Director is the primary resource for both ladder and visiting faculty around course development, and orients all visitors to the department's processes and policies, including instruction. The Assistant Director is also central to the planning of revenue programs for the department, such as Summer sessions and concurrent enrollment, and serves as the primary liaison between the department and extra-departmental curricular initiatives. They proactively resolve novel challenges, assess administrative processes, and develop creative solutions to enhance efficiency. Position Summary This Assistant Director of Curriculum Management position coordinates all details, aspects, and components of the ongoing curriculum planning process, regularly reviews and formulates policy and process improvements as needed, provides supervision and leadership on the entire range of course and curriculum planning, and functions with a high-degree of autonomy. Responsibilities include handling all matters pertaining to the curriculum planning, execution, and analysis. This includes multi-year planning, course scheduling, enrollment management, publicity, and evaluation of courses. All efforts by the Assistant Director require the ability to strategically plan and to understand how the department's curriculum functions and fits together with the overall mission and educational objectives of the academic programs. This position contributes information and recommends strategic plan reviews and project implementation plans to department leadership, including the Assistant Dean, Dean of the College, Department Chairs and Vice Chairs, and other faculty committees. Also serves as staff resource for instruction, advising on department and campus resources and procedures related to instruction and on classroom technology, especially for new faculty, lecturers, and visitors. This position is expected to identify systemic problems and issues, propose solutions to management, and lead resolution. Takes into consideration the proper sequencing of courses for progression toward the degree, courses taught in other departments, and other complicating factors. Makes recommendations for replacement courses. The Assistant Director is central to all high-level decision-making in course planning and support services. This open position is responsible for Rausser College's undergraduate curriculum management, enrollment, and scheduling. This role is also responsible for coordinating the Research Showcase. Application Review Date The First Review Date for this job is: April 20, 2026 Responsibilities Curriculum Development and Management • Working with a high degree of independence, responsible for the oversight of the undergraduate and graduate curriculum for the Rausser College of Natural Resources, and facilitates the efficient and effective management of curriculum planning processes., • Under the general direction of the Assistant Dean of Instruction & Student Affairs, evaluates curricula and recommends improvements to enhance the efficiency and quality of program offerings. Utilizes campus and departmental data to enhance curriculum that aligns with student needs, faculty availability, and TAS budget. Maintains records on enrollment data and course inventory and produces reports on curriculum and enrollment trends and faculty teaching., • In conjunction with leadership, takes a lead role in planning the curriculum. Gathers enrollment trend data to project departmental need for Academic Student Employees (ASEs) in preparation for TAS budget submission and advises on ASE hiring., • Independently works with faculty and staff leadership to develop and administer department courses, learning systems and technology to establish and meet project timelines, milestones, and outcomes., • Directs the curriculum planning process, including goal-setting meetings, data preparation and tracking, field meeting facilitation, TAS preparation schedule, and issue-spotting., • Independently develops solutions to overall course logistical and programmatic issues, taking into account multiple and varied options and needs as well as policies and procedures. Makes recommendations to improve policies and procedures where needed., • Utilizes technology and database tools such as CalAnswers to evaluate and recommend a course of action when new courses and programs are introduced. Recommends changes to degree requirements based on trends., • Applies discretion to address unusual or highly sensitive program or course issues with students, faculty, and instructors., • Estimates classroom needs and course schedules based on the analysis of historical data of courses offered and current enrollment trends., • Lead Curriculum and Course Management System Approver and Trainer for the college. Helps departments and advisors create and modify academic programs (e.g., majors, minors, certificates), supports course management by submitting course proposals for faculty or departments, updates approvers as leadership changes, and supports catalog publication by guiding advisors and departments when updates need to be made. Enrollment Management and Scheduling • Closely monitors enrollment management of undergraduate and some graduate courses, maintaining constant communication with students and faculty., • Directs the process of promoting classes via social media, the college enrollment website, and targeted email campaigns., • Schedules courses, rooms, final exams, and room shares., • Solely manages concurrent enrollment, dual enrollment, and cross-campus enrollment processes., • Develops strategies and solutions to resolve complex student enrollment issues or challenges., • Collaborates with faculty, administration, graduate students, and external vendors to manage program operations. Instructional Development, Management, and Faculty Support • Utilizing expert knowledge of course content and overall program objectives, facilitates new undergraduate and graduate course approvals and curriculum revisions through interaction with the Committee on Courses of Instruction (COCI)., • Facilitates and guides proposals for L&S breadth and AC requirements, working closely with faculty to prepare syllabi and justification materials, overseeing submission timelines and developing submission strategies., • Uses expert knowledge of enrollment trends and campus policy to collaborate with faculty on course listings, descriptions, and promotion., • Serves as the primary staff contact for new faculty, visiting faculty, and lecturers, providing guidance on campus systems and technologies., • Independently develops solutions to course logistical and programmatic issues, considering multiple options and policy implications, and recommends process improvements., • Guides departmental adoption of new campus policies and pedagogical initiatives., • Archives curricular and pedagogical materials for departments as needed. Department and College Policy Interpretation • Advises Chairs and Deans on the development, interpretation, and implementation of academic and enrollment policies., • Identifies gaps or ambiguities in existing policies and recommends solutions, including for issues without established precedent., • Analyzes the impact of academic policies on students, faculty workload, and instructional resources, and recommends revisions as needed., • Develops and recommends enrollment policies to ensure consistency, clarity, and compliance with campus requirements., • Oversees daily scheduling of divisional teaching and conference spaces, trains college staff on room scheduling systems and processes, and serves as the primary escalation point for complex scheduling needs., • Communicates policies through web content, social media, and direct advising, ensuring alignment with campus-wide rules while supporting student progression. College Programming • Directly plans, implements, and evaluates a portfolio of student service programs, including initiatives such as Cal Day, Cal Week, Department Citations and Awards, Forestry Camp, Honors Program, Major Maps, Peer Advisor Leadership Program, Petitions Committee, Sponsored Programs for Undergraduate Research, Summer Internship Grants, Student Awards, Wellness Programs, Yield Efforts, and other assigned responsibilities. Solely responsible for planning the Research Showcase., • Conducts holistic review and scoring of transfer student admission applications, participates in admissions training related to implicit bias, confidentiality, and conflict of interest, and evaluates domestic and international transcripts for transferability., • Collaborates with New Student Services to plan, implement, and evaluate advising and orientation for new students, including development of major-specific bCourse modules and approval of first-term curriculum., • Plans and executes complex, high-visibility events such as Commencement, Cal Day, and Cal Week., • Performs other duties as assigned. Student Advising • Provides enrollment advising to students through weekly office hours during high-demand enrollment periods., • Serves as interim advisor during staffing transitions or extended leaves., • Maintains professional growth through participation in training sessions, seminars, conferences, and cross-campus committees., • Engages in ongoing training related to curriculum planning, student affairs, and university requirements through workshops and professional development opportunities. Professional Development • Maintain professional growth and development through attendance at regular office-wide training sessions, seminars, conferences, cross-campus committees, and through participation on campus-wide committees and in professional organizations., • In-depth knowledge of and/or ability to quickly learn commonly used computer application programs., • Excellent in-depth knowledge and experience in curriculum planning processes and best practices., • In-depth knowledge and/or the ability to quickly learn the undergraduate program course and degree requirements., • Advanced interpersonal skills to work with and gain trust from department senior management, faculty, external stakeholders, fundraisers, and students., • Advanced ability to resolve unique and highly complex problems, program challenges, and other issues with little or no precedent., • Advanced critical thinking skills along with excellent quantitative and analytical reasoning ability., • Advanced ability to utilize online learning and database technology to analyze and improve program offerings., • Ability to train and direct other staff members to administer program operations. For information on the comprehensive benefits package offered by the University, please visit the University of California's ___website. Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. • This is an exempt, monthly-paid position., • This position is eligible for up to 40% remote work. Exact arrangements are determined in partnership with your supervisor to meet role responsibilities and department needs, and are subject to change., • This position is governed by the terms and conditions in the agreement for the Student Services Advising Professionals, represented by the UAW. This is not a visa opportunity. This position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee. Conviction History Background This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check. Mandated Reporter This position has been identified as a Mandated Reporter required to report the observed or suspected abuse or neglect of children, dependent adults, or elders to designated law enforcement or social service agencies. We reserve the right to make employment contingent upon completion of signed statements acknowledging the responsibilities of a Mandated Reporter. SB 791 and AB 810 Misconduct Disclosure Requirement: As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. For reference, below are UC's policies addressing some forms of misconduct: Equal Employment Opportunity The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law.

Position title: Extension Instructor Assistant (Non-Senate, Non-Tenure Track) Salary range: A reasonable estimate for this position is $1,000 to $4,000 per course. Instructor assistant compensation is determined by course length, number of units, enrollment, budgetary considerations, and other factors. Percent time: Part-time by agreement on a course-by-course basis. Anticipated start: Appointments are expected to begin in mid-August for the fall term and mid-January for the spring term. Review timeline: Applications are typically reviewed for fall course needs in April-July, and for spring course needs in September-November. Applicants are considered for positions as needs arise; the existence of this pool does not guarantee that a position is available. The pool will remain in place for 10 months; those interested in remaining in the pool beyond the advertised final closing date must reapply. Position duration: Length of courses differs depending on the subject, level, and credits taught. Courses typically range from 3 to 16 weeks. Further course agreements may be assigned based on program needs, meritorious performance, and funding availability. Open date: April 3, 2026 Next review date: Monday, May 4, 2026 at 11:59pm (Pacific Time) Apply by this date to ensure full consideration by the committee. Final date: Friday, Jan 29, 2027 at 11:59pm (Pacific Time) Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled. UC Berkeley Extension (UNEX), the continuing education branch of the University of California, Berkeley, has been building bridges between UC Berkeley and the public since 1891. UNEX serves the professional and continuing education goals of thousands of people each year and plays an essential part of the University mission to: extend the research and scholarship of UC Berkeley to a global community; increase access to higher education for non-traditional, online, and international students; and improve the workforce. UC Berkeley Extension is a part of the division under the leadership of the Dean of Extended Education that also includes Berkeley Summer Sessions, Berkeley Study Abroad, and Osher Lifelong Learning Institute. UC Berkeley Extension invites applications for a pool of qualified Extension Instructor Assistants to provide teaching assistance to the Berkeley Haas Global Access Program (BHGAP). All courses are offered weekdays in-person on the UC Berkeley campus with some online instructional components. Applicants must be authorized to work in the United States at the time of hire. Visa sponsorship is not available for this position. We are seeking qualified applicants who possess subject matter expertise and/or interest in (but not limited to) the following course subjects: • Artificial Intelligence, Data Analytics & Other Technology, • Entrepreneurship & Innovation, • Leadership, Strategy & Business Negotiation, • Marketing, • Product Management, • Sustainability Assist primary instructor with: • Course preparation, including preparing course materials, coordinating student groups, and setting up the course in the learning management system., • Grading and providing feedback on student assignments, projects, papers, and examinations., • Facilitating group work, activities, or breakout discussions., • Monitoring online course activity and the student discussion forum. May answer routine student emails/questions., • Provide individual or group tutoring to students., • Bachelor's degree (or equivalent international degree) Additional qualifications (required at time of start), • Minimum of one year of experience in related content area., • Ability to reliably commute to Berkeley, California, U.S.A. once or twice a week for classes that are 1.5 to 3 hours long during weekdays (Monday through Thursday between 9am-7pm, U.S.A .Pacific Time). Preferred qualifications, • Advanced degree in course subject area preferred., • 2 or more years of professional experience in the course subject., • Understanding of the business, innovation, and entrepreneurship environment either through studies or practical work experience (2+ years)., • Teaching, training, mentoring or tutoring experience in the course subject., • Ability to support the success of all students through inclusive curriculum, classroom environment, and pedagogy., • Effective verbal/written communication and presentation skills (English), including ability to convey conceptual and complex ideas and information and ability to collaborate with colleagues and work within a team environment., • Effective organizational skills with attention to detail., • Proficiency in (or willingness to learn) instructional and other technology such as the campus' Learning Management System (Canvas), online video conferencing (Zoom), and Google tools (docs, sheets, slides, shared calendars, email, etc.). Document requirements Curriculum Vitae - Your most recently updated C.V. or Resume. * Cover Letter - Please discuss prior teaching or teaching assistant experience, teaching approach, and other/future teaching interests. This can include, for example, specific efforts, accomplishments, and future plans to support the success of all students through inclusive curriculum, classroom environment, and pedagogy. Apply link: Help contact: UC Berkeley is committed to diversity, equity, inclusion, and belonging in our public mission of research, teaching, and service, consistent with UC Regents Policy 4400 and University of California Academic Personnel policy (APM 210 1-d). These values are embedded in our Principles of Community, which reflect our passion for critical inquiry, debate, discovery and innovation, and our deep commitment to contributing to a better world. Every member of the UC Berkeley community has a role in sustaining a safe, caring and humane environment in which these values can thrive. The University of California, Berkeley is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or protected veteran status. For more information, please refer to the University of California's Affirmative Action and Nondiscrimination in Employment Policy and the University of California's Anti-Discrimination Policy. In searches when letters of reference are required all letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality prior to submitting their letter. As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements. Unless stated otherwise, unambiguously, in the position description, this position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee. As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct. • "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer., • UC Sexual Violence and Sexual Harassment Policy, • UC Anti-Discrimination Policy, • APM - 035: Affirmative Action and Nondiscrimination in Employment Berkeley, California, U.S.A.

___Job ID84991 LocationMain Campus-Berkeley Full/Part TimeFull Time ______ At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff. As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value. We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our ___, ___, and ___. At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for ___ (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can ___ at UC Berkeley. Departmental Overview Berkeley Law's executive education platform connects legal practitioners, investors, executives, and nonprofit leaders to a wide range of professional development training programs. Berkeley Law Executive Education helps legal practitioners and business professionals, as well as government and nonprofit leaders, meet their professional goals by delivering world-class certificate programs that teach hard and soft skills, elicit insights that lead to more effective problem solving, and expand participant networks. The program draws upon the expertise of UC Berkeley faculty, the law school's extensive alumni network, and deep relationships with business and legal leaders to provide program participants with access to thought leaders from a wide range of disciplines. Many of the programs from Berkeley Law Executive Education provide for Mandatory Continuing Legal Education (MCLE) credits (MCLE). Programs offering MCLE credit include monthly webinars, online courses, and in-person bootcamps and workshops. Position Summary The Director of Executive Education provides strategic leadership and independent operational oversight for Berkeley Law's portfolio of revenue-generating executive education programs. The position exists to ensure that the department's programs are designed, delivered, and scaled in alignment with Berkeley Law's academic standards, strategic priorities, and financial objectives. The Director translates high-level departmental vision into actionable program strategies and execution plans, manages a team of program professionals, and ensures the delivery and quality of all Executive Education programs, including custom corporate programs, online offerings, and on-campus events. The role also serves as a primary external representative, building and maintaining relationships with corporate partners and prospective clients. Through a combination of program leadership, team management, and cross-functional collaboration, the Director ensures that the Executive Education unit operates as a cohesive and scalable delivery engine-supporting growth, innovation, and financial sustainability while maintaining the academic rigor and institutional reputation of Berkeley Law. Application Review Date The First Review Date for this job is: 04/03/2026. Responsibilities Strategic Program Leadership & Team Management: • Responsible for the employment, selection, training, development, performance management and evaluation, counseling, and discipline of assigned staff employees, • Develops metrics for assessing successful execution of job responsibilities and holds direct reports accountable for achieving goals., • Conducts regular check-in meetings/conversations with direct reports and delivers performance reviews in accordance with campus policies, • Develops and implements performance improvement plans, including execution of disciplinary actions, as needed., • Trains, mentors and develops direct reports., • Provides guidance, direction, and solutions on escalated matters., • Partners with the Assistant Dean to identify, evaluate, and pursue new partnerships and revenue-generating opportunities., • Leads initial scoping discussions with prospective clients to assess needs and alignment with Berkeley Law's capabilities., • Serves as the primary relationship manager for key institutional partners, ensuring high-quality custom program delivery, client satisfaction, and contract renewals., • Collaborates with curricular partners to develop new programs., • Contributes to instructional design across all programs, including online and in-person offerings., • In collaboration with the Associate Director of Operations, participates in advanced program budgeting to ensure accurate pricing and delivery within established margin targets., • Serves on committees representing the program to the broader campus and external stakeholders, supporting interdisciplinary collaboration as appropriate., • Advanced knowledge of academic and executive program management, including planning, launching, and overseeing complex program portfolios with multiple delivery formats., • Demonstrated leadership and supervisory skills, including the ability to hire, train, mentor, evaluate, and discipline professional staff., • Ability to develop performance metrics and accountability frameworks to assess staff effectiveness, program execution, and operational outcomes., • Strong strategic planning and implementation skills, including the ability to translate broad goals into actionable roadmaps, measurable operational plans, and launch timelines., • Knowledge of financial and operational principles sufficient to manage program budgets, pricing strategies, contract agreements, and delivery of revenue-generating educational programs within established financial parameters., • Knowledge of business development principles and partnership models relevant to academic, professional, or executive education environments., • Strong interpersonal skills and the ability to cultivate and sustain strategic relationships with institutional partners, faculty, internal stakeholders, and external clients, • Knowledge of budgetary and financial principles and practices sufficient to support accurate program budgeting and delivery within established financial parameters., • Advanced written and oral communication skills sufficient to convey complex information clearly to diverse academic, administrative, and external audiences., • Ability to exercise sound judgment, discretion, and problem-solving skills in resolving operational, personnel, and programmatic issues., • Demonstrated proficiency with commonly used computer software and educational technologies, and the ability to learn new software systems and computer programs., • Progressive experience managing complex, multi-format programs or projects from planning through delivery and evaluation., • Experience supervising professional staff, while fostering team collaboration, accountability, and high-performance culture., • Demonstrated ability to collaborate and work effectively with individuals and groups from a wide range of backgrounds, experiences, and perspectives., • Demonstrated commitment to fostering an inclusive and supportive environment that promotes collaboration and mutual respect among all members of the UC Berkeley community and its stakeholders., • Must demonstrate strong interpersonal skills, including the ability to engage with and understand individuals from varied academic, socioeconomic, cultural, disability, gender, and ethnic backgrounds., • Knowledge of the legal profession and professional services sector sufficient to assess program needs and align offerings with the expectations of executive and professional learners. For information on the comprehensive benefits package offered by the University, please visit the University of California's ___website. Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience. The budgeted annual salary range for this position is $112,400.00 - $163,200.00. The expected hiring range is $130,000.00 - $150,000.00, commensurate with experience and qualifications. • This is not a visa opportunity. This position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee. This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check. SB 791 and AB 810 Misconduct Disclosure Requirement: As a condition of employment, the final candidate who accepts a conditional offer of employment will be required to disclose if they have been subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct; received notice of any allegations or are currently the subject of any administrative or disciplinary proceedings involving misconduct; have left a position after receiving notice of allegations or while under investigation in an administrative or disciplinary proceeding involving misconduct; or have filed an appeal of a finding of misconduct with a previous employer. "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment, discrimination, dishonesty, or unethical conduct, as defined by the employer. For reference, below are UC's policies addressing some forms of misconduct: Equal Employment Opportunity The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law.

Position title: Lecturer Salary range: The posted UC academic salary scales set the minimum pay determined by rank and/or step at appointment. See the following table for the salary scale for this position (). A reasonable salary estimate for this position is $70,977 - $120,835 Percent time: Part-time or Full-time Anticipated start: Spring 2026 and/or Summer 2026 Review timeline: Applicants are considered for positions as needs arise; the existence of this pool does not guarantee that a position is available. Open date: November 7, 2025 Most recent review date: Friday, Apr 24, 2026 at 11:59pm (Pacific Time) Applications received after this date will be reviewed by the search committee if the position has not yet been filled. Final date: Friday, Nov 6, 2026 at 11:59pm (Pacific Time) Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled. The Department of Integrative Biology (IB) at UC Berkeley invites applications for a pool of non-tenure track Lecturer positions to teach Integrative Biology courses and General Biology (BIO 1B) courses as need arises. Our department's emphasis is on organismal biology. Teaching Responsibilities We are seeking outstanding lecturers who can teach/co-teach small, medium, and large size lecture and/or laboratory courses in the broad subject areas listed below: • Ecology, • Evolution, • Organismal Biology, • Human Biology, • General Biology (BIO 1B), • A detailed list of all courses are located online (please see below for links to our undergraduate and graduate courses). General Duties In addition to teaching responsibilities, general duties include holding office hours, creating and grading quizzes and/or exams, managing and assigning grades, advising students, preparing course materials (e.g., syllabus), and using a learning management system (e.g., bCourses at UC Berkeley, Blackboard, Canvas, etc.). For courses with discussion or lab sections, duties may include supervision, training and coordination of Graduate Student Instructors (GSIs). For General Biology (BIO 1B) Lab Courses: The laboratory class currently covers three major sections: Evolution, Ecology, and Plant Biology/Organismal Diversity. Exercises include investigations into population genetics, phylogenetic relationships, macroevolution, bioindicators, and structure and function of organisms. BIO 1B is a gateway course to the major field of Integrative Biology that consists of three one-hour lectures and one four-hour combined discussion and lab each week. Lecturers will be required to lead one discussion and lab per week, create assignments, grade assignments, attend a Friday instructional meeting, be familiar with lecture, proctor exams, hold office hours and complete other instructional duties as assigned. Senior lecturers mentor new hires and GSIs. Undergraduate Courses: Graduate Courses: Basic qualifications (required at time of application) Enrolled in Ph.D., M.D., or equivalent international degree-granting program at the time of application. Additional qualifications (required at time of start) Lecturer Courses: A Ph.D. or M.D. (or equivalent international degree) is required to teach a lecture course by the time of hire. Preferred qualifications Familiarity with a web-based learning management system (e.g., Canvas) for grading and classroom management is preferred, as well as experience teaching a college-level course in the biological sciences (for example, previously employed as a graduate student instructor, teaching assistant, lecturer, or similar). For General Biology (BIO 1B): Experience working with computer-based phylogenetic programs and teaching a class similar to UC Berkeley's BIO 1B lab courses is preferred. A Ph.D., M.D., (or equivalent international degree) in the biological sciences is preferred. Document requirements * Curriculum Vitae - Your C.V. should include teaching experience with a listing of dates, courses, units, titles (Lecturer, Graduate Student Instructor/Teaching Assistant, Guest Lecturer, etc.). If you were not the full-time instructor, please indicate the percentage of contribution as a co-instructor or guest lecturer. * Cover Letter - Review Integrative Biology (IB) courses we offer () and please include career highlights in the cover letter that specifically address your experience for the IB or Bio 1B courses you wish to teach. Courses other than those listed on the IB website are less likely to be taught, but may be considered. (Optional) * Statement of Teaching - Three page maximum (Optional) Reference requirements UC Berkeley is committed to diversity, equity, inclusion, and belonging in our public mission of research, teaching, and service, consistent with UC Regents Policy 4400 and University of California Academic Personnel policy (APM 210 1-d). These values are embedded in our Principles of Community, which reflect our passion for critical inquiry, debate, discovery and innovation, and our deep commitment to contributing to a better world. Every member of the UC Berkeley community has a role in sustaining a safe, caring and humane environment in which these values can thrive. The University of California, Berkeley is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or protected veteran status. For more information, please refer to the University of California's Affirmative Action and Nondiscrimination in Employment Policy and the University of California's Anti-Discrimination Policy. In searches when letters of reference are required all letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley statement of confidentiality prior to submitting their letter. As a University employee, you will be required to comply with all applicable University policies and/or collective bargaining agreements, as may be amended from time to time. Federal, state, or local government directives may impose additional requirements. Unless stated otherwise, unambiguously, in the position description, this position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee. As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct. • "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination, as defined by the employer., • UC Sexual Violence and Sexual Harassment Policy, • UC Anti-Discrimination Policy, • APM - 035: Affirmative Action and Nondiscrimination in Employment Berkeley, CA

The Instructional Assistant provides instructional support to individual or small groups of students. Provide instructional support to individual or small groups of students. Confer with other instructional staff in adapting lesson plans and materials to meet student needs.

Job DescriptionSalary: $26-29 per hour plus benefits, commensurate with experience. Transitional Kindergarten Mandarin Instructional Assistant Yu Ming Charter School seeks dynamic, innovative, and experienced educators to join our team, committed to nurturing lifelong learners who are bilingual, bicultural and able to create change in their own lives and in our community. We seek teachers that are excited by the possibility of transforming the traditional model of education to be learner-centered through personalized and project based learning that cultivates both the cognitive and social emotional skills our students need to thrive in school and beyond. Yu Ming teachers are leaders that thrive on exploration, collaboration, and seek to continuously learn and grow as individuals and team members. ABOUT YU MING CHARTER SCHOOL Yu Ming Charter School is a non-profit, tuition-free network of public schools located in Oakland and San Leandro and open to all residents of California. As a leader in Mandarin Immersion education, our mission is to nurture our inclusive and diverse community to become empowered, engaged, and outstanding global citizens. We currently serve 1060 students across three campuses, and continue to grow our enrollment each year. Our intentionally diverse student body comes from many racial, ethnic, and socio-economic backgrounds representing 70 zip codes across the Bay Area and 29 home languages. Founded in 2011, Yu Ming is the first Mandarin immersion public charter school in the state. We believe every child, regardless of their background or zip code, deserves a free, high-quality education that prepares them today to succeed tomorrow. Ranked the #7 Elementary School and the #2 Elementary Charter School in California by U.S. News, Yu Ming is a 2019 National Blue Ribbon School of Excellence and a 2020 and 2023 California Distinguished School. Yu Mings future-forward model prepares young people to succeed and thrive in an interconnected and multicultural world through personalized and rigorous learning experiences, active student agency, whole child and community focus, and multilingual education. As a result, our students far outperform their peers in the district, county, and state, regardless of socio-economic status, race, language background, and learning differences. We are closing the opportunity gap for our historically underserved students every day. To learn more about our innovative school visit our website . Position Overview: Mandarin Instructional Assistants report to the Assistant Principal and will be responsible for assisting in the classroom while fostering the social and emotional growth of students. Core Competencies • Ability to organize data, schedules, and information collected and/or submitted by teachers., • An aptitude to work with children and teachers; warmth, empathy and the desire to become involved in the instructional process., • Flexibility and adaptability to change; ability to work in a dynamic, creative and start-up learning environment., • Superb interpersonal skills; ability to work collaboratively with a diverse group of students, colleagues and families., • Ability to follow instructions and accept constructive suggestions and professional standards., • Maturity, humility, strong work ethic, sense of humor, and a solutions-oriented attitude. Core Responsibilities • Instruct individuals, small groups or classes of students within certificated teacher guidelines, • May prepare lesson plans, materials for lessons, and assess student progress, • Document student progress/activities/outcomes and provide regular feedback to student(s), classroom teachers, parents, and administration regarding student progress, expectations, goals, etc., • May work with students to reinforce learning of material or skills as described in an Individualized Education Plan., • Assist the teacher in devising special strategies for reinforcing material or skills based on a sympathetic understanding of the individual student's needs, interests, and abilities., • During the Extended Care After School Program, plan and independently lead engaging and age-appropriate activities that promote learning, social interaction, and skill development., • Maintain the same high level of ethical behavior and confidentiality of information about the student as is expected of fully licensed teachers., • Establish and maintain collaborative working relationships with school personnel, parents, and other service providers for the purpose of improving the quality of student outcomes, developing solutions and planning curriculum., • Other duties as needed. QUALIFICATIONS Required • Native or near native fluency in Mandarin Chinese., • Experience as a classroom aide and/or coursework in Education/Special Education preferred., • Bachelors degree preferred. TIME COMMITMENT 180-day school year, 8 student-free professional development days for collaboration with colleagues. Common building hours are 8:00am-4:00pm. COMPENSATION $26-29 per hour plus benefits, commensurate with experience. TO APPLY Interested candidates should submit their resume at Application submission screening and initial phone interviews will be completed on a rolling basis. Yu Ming Charter School is an equal opportunity employer committed to diversity at all levels.

Job DescriptionDescription: Amethod Public Schools (AMPS) is mission and values driven organization. Our mission is to provide a rigorous college preparatory education and character development program that will prepare students from underserved communities to succeed in college and beyond. Our day to day work is embodied with a set of core values: Students First, Be Adaptable, Perseverance, Take Responsibility, and Commitment to Distinction. We are looking for team members who exude these values and a passion for our mission. POSITION SUMMARY The Instructional Assistant position will assist students under the direction of a certified teacher. The Instructional Assistant assists the teacher in general daily classroom activities, help students, and cares for their physical, emotional health and safety, affirming their abilities, and striving to promote dignity in all relationships. The Instructional Assistant will be under the supervision of the Principal. Requirements: ESSENTIAL DUTIES AND RESPONSIBILITIES • Monitors individual and groups of students, classroom and/or playground activities for the purpose of providing a safe environment., • Assists teachers and parents for the purpose of implementing lesson plans and general requirements of teaching, i.e. setting up schedules, meetings, etc., in both large and small group activities., • Performs record keeping, i.e. recording test results, basic clerical functions, copying tests, handouts, etc., • for the purpose of supporting the teacher in maintaining students’ files and providing classroom, • materials., • Maintains classroom equipment and supplies, etc. for the purpose of ensuring a safe and appropriate, • learning environment., • Consults with teacher on a daily basis for current and future problems as well as alerting teacher to any, • problem or special information about students., • Assists teacher in supervision of students during emergency drills, assemblies, play periods and field trips., • Administers tests for the purpose of assisting teacher., • Participates in various meetings for the purpose of receiving and/or providing information. Required knowledge and skills • Work experience in a school setting with students, • Must possess organization, communication and problem solving skills., • Must pass a DOJ background check., • Must be willing to create and follow through with individualized professional development plan., • Ability to demonstrate skills in development of academic activities., • Strong administrative and organizational skills., • High level of communication skills, both written and oral., • Prolonged periods of desk work and computer use., • Ability to regularly use finger dexterity., • Prolonged periods of standing and walking on stairs, inclines and flat surfaces, • Motor coordination and finger dexterity for keyboarding and other tasks., • Occasional lifting of objects up to twenty pounds., • Ability to sustain in various weather conditions., • Ability to access and navigate various facilities within the multiple school site network.

Job DescriptionSalary: $21.00 - $23.00 per hour ABOUT LA CHEIM La Cheim has been providing a robust continuum of care for nearly 50 years to help children and adults who were previously unreachable. Our non-public school, community mental health center, therapeutic behavioral services program, and Short-Term Residential Treatment Program offer educational and mental health services throughout Alameda and Contra Costa County. Our team is made up of teachers, art therapists, counselors, psychiatrists, psychologists, RNs, social workers, MFTs, and mentors who are known for their caliber and compassion. They create life-changing experiences for those they serve. All La Cheim programs embrace and apply a Trauma-Informed approach to addressing emotional and behavioral issues. By joining La Cheim you will be part of a supportive community serving an inspiration mission. You will enjoy rich benefits, valuable training and wellness opportunities, close support, and room to grow. POSITION DESCRIPTION Behavioral and Educational Support Specialist (AKA Teacher Assistant) provides comprehensive support to students by addressing both their behavioral and academic needs. This role involves working closely with students, teachers, and other school staff to enhance the learning environment by managing behavioral challenges while assisting students with academic tasks. The specialist aims to foster a positive and inclusive educational experience by promoting behavioral growth, academic success, and social-emotional development. Working Conditions • This position is typically performed within a school environment, working closely with students in classrooms and during school activities., • The role may require flexibility and adaptability to address different students' needs and varying academic or behavioral challenges. QUALIFICATIONS AND SKILLS • High school diploma required; Associate degree or coursework in education, psychology, special education, or a related field is preferred., • Previous experience working with students in an educational setting is highly preferred. Experience supporting students with behavioral challenges and academic support is a plus., • Must have a valid California Driver License and car insurance, • Must have reliable transportation to ensure consistent and timely attendance., • Intermediate-level skills in MS Office (including Excel, Word, Microsoft TEAMS, and Outlook)., • Must be able to pass all required tests and clearances (Live Scan (DOJ, FBI, Guardian) TB test, etc.) Skills: • Strong communication and interpersonal skills, with the ability to work effectively with students, staff, and families., • Ability to manage classroom behaviors and de-escalate difficult situations in a calm and effective manner., • Knowledge of basic academic support strategies and behavioral management techniques., • Patience, empathy, and the ability to motivate and engage students. Certifications (Preferred but not required): • Behavioral intervention training (e.g., PBIS, CPI, or ABA)., • First Aid/CPR certification may be required, depending on the schools policies. PROFESSIONAL ATTRIBUTES • Functions as a team player, prioritizing the organizations best interests, • Proactively identifies opportunities for improvement and ways to contribute, • Exhibits creativity, adaptability, openness, and a high level of professionalism, • Possesses strong organizational and interpersona3l skills, • Maintains confidentiality with discretion, • Demonstrates excellent verbal and written communication skills, • Works effectively independently and pays close attention to detail, • Collaborates well with other agency staff, • Outstanding organizational and time management abilities., • Exhibit a strong professional commitment and represent La Cheim effectively while engaging with the community. PHYSICAL REQUIREMENTS • The role may involve supporting students physically in some situations, such as helping them stay engaged in class or guiding them to a safe space during behavioral incidents., • Must be able to stand, walk, and interact with students in and out of a classroom setting for extended periods., • Stairs climbing stairs up to 50-100 up to 2-4 hours, not continuously., • Sitting up to 2 hours, not continuously; standing up to 4 hours, not continuously, • Walking up to 2 hours, not continuously; bending over up to 1 hour, not continuously., • Crawling up to 0 hours; climbing up to 0 hours, reaching overhead up to a few minutes., • Crouching up to hour, not continuously; kneeling up to a few minutes, • Balancing up to 0 hours; pushing or pulling up to a few minutes., • Lifting or carrying 25 pounds or less; repetitive use of feet up to 0 hours, • Repetitive use of hands up to 0 hours, • Grasping with one or both, simple and firm, for up to 1 hour, not continuously, • Fine dexterity - either hand up to 1 hour, not continuously Auditory and visual acuity 8 hours within normal limits and maybe with glasses, contact lenses or hearing aids., • Driving cars and vans; Exposure to uneven concrete and blacktop, • Exposure to normal dust, heat, and noise, • Exposure to emotionally disturbed students who may be physically and verbally violent and require safe physical management., • Frequent exposure to office equipment. ESSENTIAL DUTIES • Behavioral Support:, • Implement and support behavior intervention strategies to help students improve their behavior and emotional regulation., • Work directly with students exhibiting challenging behaviors, providing positive reinforcement and de-escalation techniques., • Assist in the development and implementation of Behavior Intervention Plans (BIPs) for students with specific behavioral needs., • Observe and document student behaviors, identifying triggers and progress, and report findings to teachers and behavioral teams., • Work with teachers to create a structured and supportive classroom environment that minimizes disruptions., • Academic Support:, • Assist students in completing classroom assignments and understanding academic content across subjects., • Provide one-on-one or small group tutoring to students who need extra help with their schoolwork.(REMOVE THIS), • Help students develop study skills, organizational strategies, and time management techniques to support academic success., • Work with students to improve academic performance by providing instructional support, encouragement, and guidance in a variety of subjects., • Collaborate with teachers to identify students who need additional academic support and help implement tailored strategies., • Collaboration and Communication:, • Collaborate with teachers, counselors, and school staff to monitor student progress and adjust support plans as necessary., • Provide regular feedback to teachers and parents about students' behavior and academic performance. (REMOVE THIS), • Attend team meetings to discuss individual student needs and ensure that behavioral and academic goals are aligned., • Communicate effectively with students, staff, and families to ensure coordinated support for the students academic and behavioral growth., • Social-Emotional Support:, • Help students build essential social and emotional skills, such as conflict resolution, self-regulation, and effective communication., • Provide support for students experiencing personal challenges or difficulties in adapting to school life., • Offer guidance in navigating peer interactions and building positive relationships with classmates and teachers., • Crisis Management:, • Assist in managing behavioral crises in the classroom by providing appropriate interventions and ensuring student safety., • Follow crisis intervention protocols when needed, ensuring that all actions are documented and reported appropriately., • Record Keeping and Documentation:, • Maintain accurate records of student progress, behavioral interventions, and academic assistance., • Document student behaviors, academic achievements, and any challenges faced, sharing relevant information with the educational team., • Complete and document daily Medi-Cal progress notes to track services provided to youth, ensuring compliance with billing and electronic health record requirements., • Regularly checks email and uses a personal cell phone to communicate effectively with the team. ADDITIONAL RESPONSIBILITIES • Complete all required trainings as assigned, • Attend all mandatory meetings, • Meet regularly for individual oversight with supervisor(s), • Other duties may be required as La Cheim continues its development. Employees are expected to be flexible and responsive to changes in the scope of duties., • Understand and embody La Cheim's philosophy, organizational culture, and communication channels by practicing a collaborative approach., • May involve occasional errands, such as shopping for supplies, picking up items from local stores, or other off-site tasks in company van., • Complete any additional tasks assigned by the Supervisor, Department Head, and/or CEO

Job Description The Special Education Instructional Assistant provides instructional support to individual or small groups of students with Individualized Education Plans (IEPs). Essential Duties: • Provide instructional support to individual or small groups of students with IEPs, • Assist students in completing classroom assignments, homework, and projects across various subject areas, • Assist with implementation of IEP goals in collaboration with Education Specialists and classroom teachers, • Provide students with socio-emotional support, • Confer with other instructional staff in adapting lesson plans and materials to meet student needs, • Collect and maintain accurate records and files related to student progress, • Communicate with staff and administrators to provide updates on student progress or areas of concern, • Participate in IEP meetings as assigned, • Develop positive relationships with the school-community aligned with LPS’ culture and values Other Duties • Perform related duties as assigned Minimum Qualifications Education and Experience Any combination equivalent to: • Two years of college (48 units), or A.A. degree (or higher), • One-year of successful work experience in special education preferred Licensing and Other Requirements • Employment eligibility that may include fingerprints, tuberculosis and/or other employment clearance, • Bilingual proficiency in Spanish highly desired Knowledge of: • Guiding principles and practices related to students with special needs, • Subjects taught in schools, including basic and advanced arithmetic, grammar, spelling, language, history, science, and reading, • Engaging instructional methods and techniques, • Correct English usage, grammar, spelling, punctuation, and vocabulary, • Graduation and college admission requirements, • Acceptable school and classroom policies and procedures, • Behavior management and deescalation techniques, • Operation of standard office and classroom equipment, • Interpersonal skills using tact, patience, and professionalism, • Basic record-keeping and report preparing techniques Skills and Ability to: • Assist with instruction and related activities in a classroom or assigned learning environment, • Reinforce instruction to individual or small groups of students with special needs, • Manage a range of student behaviors, • Assist in the preparation of instructional materials in support of IEPs, • Perform routine clerical duties, • Understand and relate to students with special needs, • Establish and maintain cooperative and effective working relationships with others, • Communicate effectively both orally and in writing, • Demonstrate an understanding, patient, and receptive attitude towards students with special needs, • Collect data, monitor, and observe and report student behavior and progress Working Conditions: Environment • Instructional environment which includes indoor and outdoor activities, • Exposure to a range of student behaviors Physical Demands • Mental acuity, • Dexterity of hands and fingers to operate standard office and classroom equipment, • Bending at the waist and/or kneeling to assist students, • Hearing and speaking to exchange information, • Seeing to observe and read a variety of materials and monitor student activities, • Sitting or standing for extended periods of time Leadership Public Schools is an equal opportunity employer committed to diversity at all levels. Notification of Non-Discrimination Policy Leadership Public Schools prohibits discrimination, harassment, intimidation, and bullying based on actual or perceived race, religion creed, color, national origin, ancestry, age, parental, family, or marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, gender identity, gender expression, sex (sexual harassment), or sexual orientation, or association with a person or a group with one or more of these actual or perceived characteristics. Complaint forms are available at school sites and on the network webpage at . For inquiries or concerns regarding LPS nondiscrimination policy or the filing of discrimination complaints please contact: Chris Harrell, Director of Student Services, Title IX Coordinator 99 Linden Street Oakland, CA 94607 email: Phone: 510-830-3780 x115 Powered by JazzHR Pt406Mzeh4

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

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