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🟢 Starting Salary: $35 - $37.50 /hour based on experience 🏫 Environment: Special Education Program, Grades K-12 ___, a growing, dynamic organization with a social mission to offer hope, is seeking a School Counselor to join our award-winning Special Education team and perform meaningful work in a culture that welcomes innovation, encourages creative expression and offers limitless potential for personal and professional satisfaction! If you thrive in a dynamic, student-centered, support-focused environment, seek a career with meaningful impact, and possess a compassionate spirit, creative mindset, and unwavering commitment to student success — We Should Talk! 📲 As a School Counselor, you are primarily responsible for helping students to succeed academically, socially, and emotionally, through individual and group counseling and by collaborating with educators, parents, and other professionals to create a safe, healthy, and supportive learning environment that strengthens connections between home and school. ‖ Responsibilities Include: • Providing individual and group counseling sessions to help resolve interpersonal or family problems that interfere with school performance, including crisis intervention consultation as needed., • Conducting interviews with students, family members, and school personnel to gather information required to assess student social, emotional and behavioral adjustment to school and the community., • Maintaining regular contact with students' parents/guardians to inform of student's progress, areas of difficulties and any changes or situations in home life that may affect school performance., • Developing and updating Individualized Education Plans (IEP) and Positive Behavior Intervention Plans (PBIP) as needed in adherence to company, school, state and federal regulations and procedures., • Attending and participating in IEP team meeting, facilitating at the discretion of the school district. Actively participating in other team meetings when necessary to address specific student and parent concerns., • Collaborating with education and social services professionals to develop appropriate agency services for students and their families., • Providing case management functions for students, which includes but is not limited to, coordination of parent meetings, emergency transportation requests, disciplinary actions such as detention/suspension, and coordination with outside therapists., • Collaborating with teachers, parents/guardians, district personnel, and services providers to find effective solutions to learning and behavior problems, always establishing and maintaining effective public relations and projecting a positive company image., • Ensuring the use of positive teaching methods by conducting monthly climate data through direct observation of classroom staff's implementation of IEP goals and Positive Behavior Intervention Plans., • Providing guidance, consultation, and assistance to Teachers in the development of classroom schedules, maintenance of student data systems and facilitation of student transition plans to assure appropriate curriculum, schedule, and services, based on each student's IEP and other applicable goals., • Assessing student progress through consistent review of classroom data collection and recording systems and providing applicable training and guidance to classroom staff accordingly to address student needs., • Master’s degree or higher in educational counseling, therapy, social work or a closely related field of study., • Meet all state and district requirements for appropriate licensing or credentials., • Licensing and/or credential requirements vary by location and may include:, • AMFT | CRC | LMFT | LMHC | LPC | LPCC | LEP | NCSC | LCSW | LMSW | DCSW | LCSW-R | C-SSWS, • Other state credential authorizing provision of school-based counseling may be considered in lieu of licensure., • Licensed currently or in the process of obtaining a special education credential highly preferred., • Ability to obtain and maintain certification in company approved crisis management training., • Prior experience and/or knowledge in special education services and compliance, particularly for students with autism related disabilities, emotional disturbance and/or challenging behaviors., • Well-versed in applied behavior analysis (ABA) including positive behavior interventions and supports (PBIS), effective teaching strategies, classroom management systems, data-based decision making, and functional analysis/behavior intervention plans., • Proven success in developing and implementing effective treatment plans for students with diverse needs, preferably in an alternative, special education and/or behavioral health program setting., • Proficiency in providing motivation and having critical conversations with students that help move them toward realistic goals., • Ability to think and act quickly and calmly in an emergency and make independent decisions., • Advanced oral and written communication, instruction, curriculum, conflict resolution, multitasking, problem solving, and decision making ability., • Well-versed in the use of relevant technology including experience with computers, Microsoft Office Suite, database entry and basic office equipment. ___ is a division of ___, the nation’s leading provider of alternative and special education programs for children and young adults. For more than 50 years, and in partnership with over 235 school districts nationwide, we have helped change the direction of more than 240,000 student lives! 💻 Learn more about our history, our mission and the program services we provide by visiting the link below: At ChanceLight we believe in providing more than just a job, as a member of our team you'll receive the opportunity to make meaningful impacts, the support needed to achieve success, and all the tools essential to reaching your personal & professional fulfillment! Your path to a truly rewarding career starts here – where growth, empowerment, and collaboration define our culture; and every day is a Chance to transform lives through education! ‖ Perks and Benefits Include: • Comprehensive Medical, Dental and Vision Plans, • Annual Education Stipend - $2,000, • FREE Telehealth and Virtual Counseling Sessions, • FREE Health Advocacy Services and 24/7 Nurse Line, • Company Paid Life & Disability Insurance, • Company Paid Employee Assistance Program, • Flexible Spending and Health Savings Accounts, • Personal Protection Insurance Plans, • Cigna Healthy Pregnancies, Healthy Babies Program, • Legal Services Insurance, • Pet Health Insurance, • Accrual-based Paid Time Off, • School Hours and Paid Holiday Schedule, • Extensive Personal and Life Event Paid Leave Policy, • 401k Retirement Saving Plan, • Perks at Work Employee Discount Program, • Opportunities for Growth & Development Join us and together, we can empower students to overcome challenges, build confidence and unlock their full potential! Copyright © 2026 ChanceLight Behavioral Health, Therapy, & Education, a ___ company *Benefit plans and eligibility requirements may vary based on role and employment status. Education Required • All State Req Credentials, • Crisis Prevention InstPreferred, • Any of the following:, • Counselor - LMFT, • Counselor - LMHC, • Counselor - LPC, • Counselor - LPCC, • Counselor - LEP, • Counselor - NCSC, • Pupil Personnel Services, • Social Worker - DCSW, • Social Worker - LCSW-R, • Social Worker - LCSW, • Social Worker - LMSW, • Special Education, • Counseling & Guidance, • Social School Work, • Teacher Mentoring/Training, • Individualized Education Programs (IEP), • Positive Behavior Intervention and Support, • Functional Behavioral Assessment (FBA), • Applied Behavior Analysis (ABA), • Performance Motivation, • Crisis Intervention, • Behavioral Disorders, • Learning Disabilities, • Autism, • Student Development, • Working With At-Risk Students, • Record Keeping & Reporting, • Problem Solving, • Attention to Detail, • Communication, • Interdepartmental Collaboration, • Interpersonal Skills, • Computer Skills, • Dedicated: Devoted to a task or purpose with loyalty or integrity

🟢 Starting Salary: $90,000 - $100,000 /year based on experience PLUS $5,000 Sign-on Bonus! 🏫 Environment: Special Education Program, Grades K-12 ___, a growing, dynamic organization with a social mission to offer hope is seeking an Education Program Director to join our award-winning Special Education team and perform meaningful work in a culture that welcomes innovation, encourages creative expression, and offers limitless potential for personal and professional satisfaction! If you thrive in a collaborative, goal-oriented environment focused on meaningful outcomes for students with special education needs, seek a career filled with genuine purpose, and possess strong problem-solving skills, compassion and exceptional dedication — We Should Talk! 📲 As the Education Program Director, you will play a pivotal role in transforming student outcomes by championing excellence in instruction and fostering an environment of continuous academic growth. Serving as the instructional leader, you will inspire and guide our dedicated staff to consistently deliver high-quality teaching practices aligned with Spectrum's proven educational strategies. Your leadership will ensure that policies and procedures are implemented effectively, creating a supportive and efficient learning environment where every student can thrive. This position oversees all site operations and functions as the liaison between the site and the school districts’ designated site contacts by establishing and maintaining positive, interactive, working relationships. ‖ Responsibilities Include: * Providing visionary leadership to drive student achievement and ensure smooth, effective operations by supervising staff, developing and implementing performance management plans, identifying professional learning needs, and engaging in continuous professional growth opportunities. * Participating in the recruitment and selection process to build and retain a faculty/staff team with the instructional skills and competencies necessary to meet the unique needs of the program’s student population. * Analyzing staff professional development needs and aligning them with Spectrum’s instructional vision while recognizing achievements, addressing concerns, and maintaining productive, solutions-focused site operations. * Leading the induction and training of new staff—either directly or through designees—to ensure a positive onboarding experience and maximize the success and retention of new team members. * Monitoring facilities and programs to ensure the safety of students and staff at all times, including compliance with contractual and state requirements, adherence to staffing ratios, and readiness to implement crisis protocols. * Performing essential managerial functions such as overseeing daily school operations, managing schedules and activities, coordinating custodial and maintenance efforts, supervising food and transportation services, directing administrative and budgetary processes, allocating resources, and fostering positive district and community relationships. * Demonstrating fiscal responsibility by strategically maximizing resources in partnership with the direct supervisor to support instructional priorities and student outcomes. * Participating in the enrollment process from initial referral to final day of attendance, ensuring timely placement, conducting effective site tours, managing rosters per student needs and state mandates, and contributing to transition planning toward the least restrictive environment when applicable. * Instructing, monitoring, and evaluating staff and students in the effective use of learning materials and resources to ensure instructional fidelity and optimal student performance. * Observing, evaluating, and reporting staff and student performance using the START Checklist or other approved observation tools to inform feedback and improvement efforts. * Participating in accreditation and quality assurance processes to ensure the site meets or exceeds Spectrum and accrediting body standards. * Preparing and presenting reports on student achievement, development, and activities to showcase progress and program effectiveness. * Compiling, analyzing, and utilizing assessment data to track student growth, inform instruction, and guide targeted academic interventions. * Maintaining accurate, complete, and timely records of student progress in compliance with state laws, Spectrum guidelines, and district policies. * Ensuring the on-time completion and distribution of grades, report cards, IEP progress reports, and transcripts for all students. * Ensuring compliance with all mandatory requirements, including the IEP process, state assessments, and Spectrum policies. * Promoting a positive school culture by fostering programs and practices that encourage appropriate student behavior, applying support or disciplinary measures as needed in alignment with Spectrum policies. * Providing guidance, encouragement, and academic counseling to students facing challenges to help them achieve their goals. * Performing other duties as assigned to support the overall success of the program and its students. ‖ Qualifications Required: • Must hold currently or be in the process of obtaining one or more of the following:, • Master’s degree or higher in education, special education, psychology, counseling, applied behavior analysis, social work, rehabilitation or a closely related field of study issued by an accredited postsecondary institution., • Educational leadership, school principal, administrator or related credential and minimum 2yr's prior experience working with pupils with disabilities., • Pupil personnel services (PPS) credential with authorization for school counseling or psychology., • Licensed clinical social worker (LCSW) credential issued by the Board of Behavioral Sciences., • Licensure in psychology regulated by the Board of Psychology., • Credential authorizing special education instruction and minimum 2yr's special education teaching experience prior to becoming an administrator., • Licensed marriage and family therapist (LMFT), educational psychologist (LEP) or professional clinical counselor (LPCC) issued by the board of behavioral sciences., • Minimum 2yr's prior experience working in an educational leadership or school administrator role., • Minimum 2yr's prior teaching experience in a special education program setting., • Minimum 2yr's prior experience working with pupils with learning disabilities, emotional behavioral disorders, autism spectrum disorders and/or other related disabilities., • Highly knowledgeable in the development, assessment, and management of curriculum, content areas, differentiated instruction and working with individualized education plans (IEP's)., • Effective management skills and comprehensive knowledge of administrative and school operations, admission and enrollment procedures, certification, accreditation and compliance laws and regulations., • Well-versed in applied behavior analysis (ABA) including positive behavior interventions and supports (PBIS), effective teaching strategies, classroom management systems, data-based decision making, functional behavior analysis (FBA) and behavior intervention plans (BIP's)., • Proficiency in providing motivation and having critical conversations with students that help move them toward realistic goals., • Proven ability to build and maintain multiple relationships with students, parents, teachers and community and/or district partners., • Advanced oral and written communication, organization, conflict resolution, multitasking, problem solving and decision-making ability., • Knowledge of relevant technology including experience with instructional technology, Microsoft Office Suite, database entry and basic office equipment. ___ is a division of ___, the nation’s leading provider of alternative and special education programs for children and young adults. For more than 50 years, and in partnership with over 235 school districts nationwide, we have helped change the direction of more than 240,000 student lives — and we're just getting started! 💻 Learn more about our history, our mission, and the program services we provide by visiting the link below: At ChanceLight we believe in providing more than just a job, as a member of our team you'll receive the opportunity to make meaningful impacts, the support needed to achieve success, and all the tools essential to reaching your personal & professional fulfillment! Your path to a truly rewarding career starts here – where growth, empowerment, and collaboration define our culture; and every day is a Chance to transform lives through education! ‖ Perks and Benefits Include: • Comprehensive Medical, Dental and Vision Plans, • FREE Telehealth and Virtual Counseling Sessions, • FREE Health Advocacy Services and 24/7 Nurse Line, • Company Paid Life & Disability Insurance, • Company Paid Employee Assistance Program, • Flexible Spending and Health Savings Accounts, • Personal Protection Insurance Plans, • Cigna Healthy Pregnancies, Healthy Babies Program, • Legal Services Insurance, • Pet Health Insurance, • Accrual-based Paid Time Off, • School Hours and Paid Holiday Schedule, • Extensive Personal and Life Event Paid Leave Policy, • 401k Retirement Saving Plan, • Perks at Work Employee Discount Program, • Opportunities for Growth & Development, • And So Much More! ⚕️ Learn more about our employee perks and in benefits in our digital brochure: If you're ready to start making lasting impacts on the lives of students and contribute to the creation of a brighter future — This Is Your Chance! Join us and together, we can empower students to overcome challenges, build confidence and unlock their full potential! Copyright © 2026 ChanceLight Behavioral Health, Therapy, & Education, a ___ company *Benefit plans and eligibility requirements may vary based on role and employment status. Education Required • Bachelors or better in Education or related fieldPreferred, • All State Req Credentials, • Ed - Teaching Credential, • Crisis Prevention InstPreferred, • Any of the following:, • Ed - Principal License, • Education Administrator, • Special Ed Certification, • Counselor - LMFT, • Counselor - LPCC, • Counselor - LEP, • Social Worker - LCSW, • Special Education, • Elementary Education, • Middle School Education, • High School Education, • Communication, • Decision Making, • Leadership, • Performance Management, • Emergency Management, • Quality Assurance & Compliance, • Budget Management, • Admission and Enrollment, • Community Relations, • Parent Counseling & Train, • Teacher Mentoring/Training, • Performance Motivation, • Positive Behavior Intervention and Support, • Functional Behavioral Assessment (FBA), • Applied Behavior Analysis (ABA), • Crisis Intervention, • Behavioral Disorders, • Autism, • Learning Disabilities, • Student Development, • Individualized Education Programs (IEP), • Curriculum Development, • Classroom Management, • Interpersonal Skills, • Dedicated: Devoted to a task or purpose with loyalty or integrity

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

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

Organization Overview Family & Child Empowerment Services (FACES) SF provides families who live and work in San Francisco with high-quality early childhood education and enrichment; job support, training, and placement; and comprehensive family support services and referrals. Our mission is to empower families who live and work in San Francisco to transform their futures through evidence-based educational and economic opportunities. Position Summary Are you an educator looking to create inclusive learning environments? Do you want the opportunity to contribute to an organization with a mission of serving the needs and well-being of San Francisco's youngest children? We are looking for an Inclusion Specialist to provide comprehensive assessment and intervention services to children in our infant, toddler and preschool programs at FACES’s Masonic & Hayes Valley location. This staff member is responsible for assisting in the assessments of special needs, supporting classroom teachers to set developmental goals for children, educating teachers to make accommodations in their classrooms, and developing curricula to enable each student to reach their full potential! What You’ll Do • Collaborate effectively and appropriately with teachers, administration, parents and consultants/specialists, i.e. OT, mental health services, etc. Following up with Ages and Stages Questionnaire (ASQ) and Desired Results Developmental Profile (DRDP) concerns when necessary., • Collaborate on Individualized Education Programs (IEPs) or 504 plans with teachers, parents, and other specialists. Develop, implement, and train paraprofessionals on Behavior Intervention Plans (BIP)., • Provide one-on-one support with children in the classroom to meet specific developmental goals outlined in IEPs, and develop data tracking processes to track ongoing progress towards goals., • Coach teachers and paraprofessionals and model developmentally appropriate classroom activities to support children with suspected or identified special needs. (expanding in SY 2025-2026 PBC coaches), • Documentation and maintenance of confidential child files including ongoing tracking and documentation of interventions, assessments, family, teacher and administration communication., • Support and collaborate with teachers, parents/caregivers, and Site Supervisor to identify and access resources (instructional materials, adaptive equipment, etc.) to help children flourish in classrooms., • Meet with parents/ caregivers, in conjunction with teaching staff and paraprofessionals, to interpret ASQ’s, parent conferences, IEP meetings, and assessments when needed., • Provide referrals, advocate, and serve as liaison for additional family services, such as support for families with special needs, etc., • Lead occasional parent/ caregiver and staff training on child development, special education and early intervention topics. Expanding in SY 2025-2026 (PPP, Sparkler Developmental Playgroups), • Collaborate with the Family Support Team to facilitate Center on the Social Emotional Foundations for Early Learning (CSEFEL) meetings and work with teachers to implement CSEFEL strategies in classrooms, including visual schedules and expectations. Qualifications You have a solid mix of the following knowledge, ability, skills and experience: • B. A. degree in Child Development, Mental Health, Special Education or related fields, • At least 2 years of experience working with preschool age children with a focus on children with special needs., • Possesses California Child Development permit or 12 qualifying units in Early Childhood Education, • Demonstrated knowledge of parenting challenges, child development, and children and families with special needs, including behavioral and emotional issues, • Experience with coaching staff and facilitating workshops/trainings preferred, • Commitment to working with families from marginalized communities, • Effective and compassionate communication and interpersonal skills, • Ability to work cooperatively and independently with initiative and enthusiasm, • Ability to handle sensitive information in a confidential manner, • Proficiency with all Microsoft Office applications and electronic client management systems, • Ability to meet required state, federal, local, and CDC standards (including but not limited to fingerprint clearance, negative TB test, First Aid, CPR), • A deep commitment to aligning all program practices to FACES SF values, especially around equity, inclusion, and belonging for all our stakeholders, • Strong passion for and a desire to humbly reflect, learn, and grow in pursuit of our mission, • A sense of humor- we believe joy and justice go hand in hand! Desired Qualifications • Bilingual (Spanish/English), • Special Education Credential What We Offer • Hourly rate range $36.00 - $40.00 based on experience, qualifications, and education, • Healthcare premiums 100% paid for employees and 25% paid for dependents, • Three weeks of vacation, personal and floating holidays, ten sick days, ten paid holidays (including one-week winter closure between Christmas and New Year’s) and a day off for your birthday!, • A retirement plan with employer match up to 7% of your salary, • A chance to positively impact the lives of young children and their families, • A fun, dynamic and collaborative working environment, • Opportunity to join a movement to achieve educational, economic, and racial justice! FACES SF is a welcoming workplace for all. We embrace diversity in every form- race and culture, gender identity, sexuality, country of origin, religion, and/or ability. Candidates with diverse backgrounds and lived experiences are strongly encouraged to apply. FACES SF is an Equal Employment Opportunity Employer. ADP Talent Page to apply

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

Job DescriptionSalary: $61,623-$98,293, dependent on years of experience 2026-2027 K-5 English Literacy Teacher 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 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 . RESPONSIBILITIES • Teach 3 50-minute English blocks to one grade-level and 1 1-hour intervention block each day, • Teach Social-Emotional Learning (SEL) lessons and facilitate self directed learning (SDL) time, • Implement Common Core State Standards-aligned and Science of Reading-aligned curriculum and lessons that build and integrate rigorous and student-centered learning experiences in English in partnership with Mandarin Chinese co-teacher leading other subjects (i.e. Chinese language arts, mathematics, social science, science), • Personalize learning by teaching effectively to the diversity of students in the classroom and ensuring student mastery of academic skills, • Assess and analyze student achievement using a variety of means to collect and report on data, make strategic planning decisions, and tailor instruction to meet individual student needs, • Use educational technology to support instruction, develop and deliver content and skill benchmarks, organize instructional materials, and track student progress, • Establish a strong classroom culture for learning that is positive, inclusive, restorative, and contributes to the broader school community, • Provide access and ensure results for all students (i.e. above and below grade level proficiency, with IEPs, English Learners) and integrate needed differentiation, interventions, accommodations, and extensions, • Actively collaborate with all colleagues, contribute pedagogical knowledge and expertise, and provide shared stewardship of the school, • Plan and pursue a program of personal professional growth and participate in both internal and external professional development activities, • Build meaningful relationships and communicate effectively with students, families, colleagues, and other school stakeholders, • Maintain a high-level of professionalism including meeting deadlines and commitments to self and the community Required • B.A. or B.S., • Appropriate California Credential (or transferable out of state equivalency) Preferred • M.A. or M.S. in Education or Subject Area, • Three years experience teaching in relevant grade(s) or subject, • Experience with Google apps and other educational technology, • Experience with one or more of the following: project-based learning, social-emotional learning, personalized learning, service learning, interdisciplinary curriculum, • Understanding of the Common Core State Standards, • Superb interpersonal skills; ability to work collaboratively with a diverse group of students, colleagues and families, • Flexibility and adaptability to change; ability to work in a dynamic, creative and start-up learning environment, • Driven adult learner dedicated to his or her own professional growth, including learning new and innovative teaching practices, • Maturity, humility, strong work ethic, sense of humor, and a solutions-oriented attitude TIME COMMITMENT 185-day school year, 8 student-free professional development days for collaboration with colleagues. Common building hours are 8:00am-3:30pm Monday, 8:00am-4pm Tuesday-Friday. SALARY AND BENEFITS Yu Ming offers a generous salary and benefits package which includes: • Placement on the Yu Ming Charter School Salary Table based on years of experience and highest degree earned, with up to 12 years of experience recognized., • 100% of Medical, Dental, and Vision Insurance covered by the school (depending on the selected plan)., • Free Access to an Employee Assistance Program offering a variety of services including counseling and legal aid., • Participation in CalStrs Retirement System, • 11 Sick days per full time employee per school year. TO APPLY Interested candidates should submit their resume and cover letter 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: Job Title: ELD Teacher Location: Oakland Hours: 40 hours/week Salary: Credentialed teacher starting at $66,500 The Organization Francophone Charter School of Oakland is a French immersion charter school that opened its doors in 2015. Our mission is to provide a dual-immersion curriculum to a diverse community of students and to develop bilingual and bi-literate global citizens who are open minded and who value intellectual curiosity, personal integrity and creativity. We are a small (350 students in TK-8), tight-knit international community that is looking to expand its staff. No knowledge of French is required for the positions posted here. Summary of Position The ELD teacher is responsible for teaching and supporting student achievement in the area of English Language Development, Academic Intervention, and Behavior Support. The teacher provides individual or small group instruction to ELstudents and to those who’ve been identified as working below grade level in reading and/or math or needing additional support with English. This teacher is also responsible for monitoring, reporting, and communicating student progress and performance and coordinating the ELPAC testing. Requirements: English Language Development • Increases the academic performance of English Learners by designing and implementing pullout and/or push-in language acquisition instruction for English Learners., • Builds school-wide capacity of best practices for English Learners through co-planning/teaching, planning and facilitating professional development, and collaborating with teachers and administrators., • Assists with administration of all state mandated testing for English Learners., • Responsible for entering data and keeping English Learner files in compliance with federal, state and local mandates and provisions., • Provide direct individual and small group instruction at Tier 2 and 3 level., • Use research based literacy intervention strategies to support students., • Use positive intervention strategies to support students and promote their social-emotional growth and development., • Analyze student literacy data to inform instruction and support., • Follow the PBIS program, • Promote school values

Job DescriptionThe OrganizationLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the Expeditionary Learning Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving over 1,600 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . The OpportunityTK Instructional Aide/Paraprofessional (26-27SY)Competencies and Qualifications Lighthouse Community Public Schools is looking for TK Instructional Aide/Paraprofessional to support our growing transitional kindergarten program. This would include supporting individual TK students, instructing small and whole groups of TK students, and/or providing instruction alongside the lead teacher in a TK or TK/K combo classroom. At Lighthouse, we strive to hire and retain staff who are relentlessly committed to ensuring that traditionally underserved students of color develop agency and are able to strive for the post-secondary educational experience and career of their choice. Lighthouse staff believe that this important mission is not only attainable; it is essential to transforming our Oakland community. If you are inspired by our mission and vision and want to be a changemaker in students' lives here in Oakland, then please apply and join us! You will embody the following Core Competencies: * Believes that every student can meet high expectations and demonstrates a commitment to equitable outcomes, particularly for our most vulnerable students. * Holds a growth mindset for self, colleagues, and students. * Builds meaningful relationships and communications effectively with students, families, colleagues, and community. * Has knowledge of child development and different learning modalities. * Proactively advocates and takes responsibility for what they need to provide high quality supports to the students they serve. Your responsibilities will include: * Under the guidance and supervision of the Lead TK teacher, deliver individualized, small group and whole group instruction to TK students throughout the TK day in a variety of subject areas as well as leading play-based learning and other core structures necessary for TK student development and using developmentally appropriate TK curriculum and instructional strategies. * Collaborate weekly with other TK teachers, instructional aides, teachers in training, and/or special education teachers to customize supports that encourage students’ engagement and inclusion in the general education classroom * Implement behavior intervention strategies and plans, as needed. * Collaboratively plan and lead activities that build meaningful community connections. * Support with other key tasks across the school day, including proctoring assessments, communicating with families, and supporting teachers and student engagement as assigned. * Attend and actively participate in professional development activities, team and staff meetings to improve the effectiveness of student support and engagement. * Actively collaborate with other staff and the larger Lighthouse community. * Maintain a high standard of professional behavior and follow all school staff policies, including Mandated Reporter, staff/student interaction policies and other requirements at all times. * Other duties as assigned by the supervisor. MINIMUM QUALIFICATIONS: * Associate's degree or completion of the equivalent of 2 years of college coursework. * B.A. or B.S., preferred * 2+ years of related experienceand/or experience working in schools, early childhood education, or with youth highly preferred. * Bilingual in Spanish, a plus Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Teachers may need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in student safety situations involving student safety. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS. TIME COMMITMENT This position is a full-time, salaried, non-exempt, 10-month (190 day) position following the LCPS school calendar (including approximately 5 weeks of time off aligned to school holidays and breaks during the school year). All new staff will report in July 27, 2026. • Common Building Hours: 8:00am-4:30pm. These may be subject to change for the 2026-27SY: Occasional evening events during the year including start of year Ice cream Social, Back to School Night, Expo, and other events identified by the school calendar in advance. SUPERVISION This position reports to the Assistant Principal. OUR COMPENSATION PACKAGE At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA) and ample time off connected to the school year calendar. Opportunities for additional compensation for staff interested in working in our summer school program. TO APPLY People of color and/or bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume * Cover letter describing why you are an optimal fit for this position * 3 references with Name, Email, Phone Number and Title/nature of working relationship Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Charter Public Schools is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job DescriptionSalary: $85,000 - $100,000 annually 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 The Special Education Teacher is responsible for providing differentiated instruction and academic interventions for students with multi-grade and diverse learning abilities. The teacher works with and guides the team to create a consistent and integrated academic/therapeutic environment for the classroom. The teacher ensures that each student's academic, social, and emotional needs are met within the guidelines of the program, Ed Code, and the Individualized Education Program (IEP) goals. QUALIFICATIONS AND SKILLS • Must have a valid California Driver License and car insurance, • Must be able to pass all required tests and clearances (Live Scan (DOJ, FBI, Guardian) TB test, etc.), • Understand the process of Master Contracts and ISAs with school districts and SELPAS., • Special Education Credential, MHRS or CBEST., • Experience in Special Education preferred., • Hold a valid California Special Education Mild to Moderate Disabilities Credential. 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 interpersonal 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 following is the extent of the specific activity required for this position: • 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 • Create a welcoming and secure learning environment while utilizing data-driven planning and differentiation for an engaging academic curriculum. As a multi-disciplinary team member, the teacher will supervise Teacher Assistants and School Counselors to provide academic, behavioral, and therapeutic services for students., • Implement La Cheim's positive behavior intervention program using the principles of trauma-informed care setting., • Complete IEP, including assessments, goal, and progress reporting., • Assist with the educational component of NPS Site Certification annually., • Be prepared to respond to crises, including the use of physical intervention with students when necessary to ensure their safety., • Ensure accurate and timely completion of all necessary documentation, including relevant information in billing and electronic health records., • Engage caregivers in discussions about student growth and education involvement., • Guide and coordinate duties of support staff. Supervising up to four teacher assistants. 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., • Complete any additional tasks assigned by the Supervisor, Department Head, and/or CEO, • Participate in required meetings (classroom, site-wide, and supervision). Attending professional development as directed., • Complete all mandatory training, including through Relias, and Pro-Act. Always maintain a high standard of professional behavior., • La Cheim expects employees to be responsive to program and student needs. Additional duties may be required as the organization develops, and flexibility is key., • Maintain a rewards program for students and communicate progress with families., • Produce the School Accountability Report Card and perform Test Coordinator duties., • Supervise the completion of report cards, credit counts, and transcripts, and oversee the quarterly updates of IEP goals and reporting as required.

Job DescriptionThe OrganizationLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the Expeditionary Learning Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving over 1,600 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . The OpportunitySpecial Education Instructional Aide/ParaprofessionalCompetencies and Qualifications Lighthouse Community Public Schools is looking for Instructional Aide/Paraprofessionals to support our Special Education program. This would include supervising and supporting students who attend virtual speech services, supporting an individual student, instructing small groups of students, and/or providing instruction alongside the general education teacher in an inclusive classroom. At Lighthouse, we strive to hire and retain staff who are relentlessly committed to ensuring that traditionally underserved students of color develop agency and are able to strive for the post-secondary educational experience and career of their choice. Lighthouse staff believe that this important mission is not only attainable; it is essential to transforming our Oakland community. If you are inspired by our mission and vision and want to be a changemaker in students' lives here in Oakland, then please apply and join us! You will embody the following Core Competencies: * Believes that every student can meet high expectations and demonstrates a commitment to equitable outcomes, particularly for our most vulnerable students. * Holds a growth mindset for self, colleagues, and students. * Builds meaningful relationships and communications effectively with students, families, colleagues, and community. * Has knowledge of child development and different learning modalities. * Proactively advocates and takes responsibility for what they need to provide high quality supports to the students they serve. Your responsibilities will include: * Under the guidance and supervision of the special education teacher, deliver individualized or small group instruction in the following areas: academic, behavioral/social-emotional, social, transition, and functional/life skills as specified in the Individualized Educational Plan (IEP) in order to support the student in achieving their personalized goals. May include individualized support for toileting, feeding, and other functional skills depending on specific IEP goals, services, and students' self-care needs. * Supports teachers in maintaining students’ engagement, inclusion, and independence in the larger general education classroom through the implementation of school-wide systems and strategies as well as the accommodations and modifications necessitated by students’ IEPs. * Collaborate weekly with classroom teachers and/or special education teachers to customize supports that encourage students’ engagement and inclusion in the general education classroom * Support with the modification and accommodations of learning activities, under the guidance of the special education teacher. * Formally monitor and document students' progress on IEP goals. * Provide testing accommodation or modifications for students (e.g. 1:1 testing support, supervised breaks, extended time, etc.) * Communicate with students' families in conjunction with the teachers to discuss progress and growth areas. * Attend and actively participate in professional development activities to increase knowledge of best practices. * Implement behavior intervention strategies and plans, as needed. * Provide appropriate physical supports to students, including but not limited to, active supervision throughout the day, supporting students who elope, engaging in crisis prevention and intervention (including the most restrictive interventions), etc. * Maintain a high standard of professional behavior and follow all school staff policies, including Mandated Reporter, staff/student interaction policies and other requirements at all times. * Other duties as assigned by the supervisor. MINIMUM QUALIFICATIONS: * Associate's degree or completion of the equivalent of 2 years of college coursework. * B.A. or B.S., preferred * 1+ years of related experience supporting students with disabilities, in a school setting preferred * Registered Behavior Technician, a plus * Bilingual in Spanish, a plus Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Teachers may need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in student safety situations involving student safety. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS. TIME COMMITMENT This position is a full-time, salaried, non-exempt, 10-month (190 day) position following the LCPS school calendar (including approximately 5 weeks of time off aligned to school holidays and breaks during the school year). • Common Building Hours: 8:00am-4:30pm. These may be subject to change for the 2026-27SY: Occasional evening events during the year including start of year Ice cream Social, Back to School Night, Expo, and other events identified by the school calendar in advance. SUPERVISION This position reports to the Assistant Principal. OUR COMPENSATION PACKAGE At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA) and ample time off connected to the school year calendar. Opportunities for additional compensation for staff interested in working in our summer school program. TO APPLY People of color and/or bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume * Cover letter describing why you are an optimal fit for this position * 3 references with Name, Email, Phone Number and Title/nature of working relationship Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Charter Public Schools is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job DescriptionSalary: $61,623-$98,293, dependent on years of experience Full-Time Special Education Teacher - Mild/Moderate or Moderate/Severe 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 SUMMARY The Special Education teacher reports to the Yu Ming Charter School Director of Student Support Services. The role of the Special Education Teacher is to improve students success in basic academics (reading, language and/or math, etc.) through implementing Yu Ming approved curriculum; documenting teaching and student progress/activities/outcomes; modeling the necessary skills to perform assignments; providing a safe and optimal learning environment and providing feedback to students, classroom teachers, parents and administration regarding student progress, expectations, goals, etc. RESPONSIBILITIES • Ensure that the student experiences gains through the academic goals outlined both within their IEPs and by Yu Ming standards, • Evaluate students' abilities in basic academics for the purpose of assisting other personnel in the support of learning disorders, development of remediation plans and/or student progress, • Provide one-to-one instruction, direct services and push in or pull out intervention as required by IEP, • Administer assessment, interpreting results to determine learners' strengths and areas of need for IEPs, • Provide accommodations and/or modifications for assignments and testing as determined by the IEP team, • Perform a variety of specialized tasks: draft and write professional and compliant IEPs, maintain records, meet schedule and compliance deadlines, • Instruct students for the purpose of improving their success in assigned basic academic subject areas of reading, writing and/or math, • Manage student behavior for the purpose of providing a safe and optimal learning environment, develops behavior support plans and collaborates with staff on behaviors as needed, • Participates in various meetings as needed (IEP, SST, Parent Conferences, Professional Development and Training, Staff Meetings etc.), • Ensures full compliance with legal requirements as prescribed by federal law under IDEA (Individuals with Disabilities in Education Act 1997) and IDEIA (Individuals with Disabilities in Education Improvement Act, 2004) and State of California Education Code, • Collaborate 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 assigned QUALIFICATIONS Required • B.A. or B.S., • Valid Special Education Teacher Credential for Mild/ Moderate or Moderate/Severe disabilities, or enrolled in an accredited teacher preparation program working towards a credential. Must be qualified for Intern Credential at time of application., • Knowledge of curriculum, education code and special education law/policies, • M.A. or M.S. in Education or Subject Area, • Experience with Google apps and other educational technology, • Experience with Special Education Full Inclusion Model, • Experience with one or more of the following a plus: Wilson reading curriculum, project-based learning, social-emotional learning, and personalized learning, service learning, interdisciplinary or IB curriculum, • Maturity, humility, strong work ethic, sense of humor, and a solutions-oriented attitude TIME COMMITMENT 185-day school year, 8 student-free professional development days for collaboration with colleagues. Common building hours are Monday 8:00-3:30 and Tuesday-Friday 8:00am-4:00pm. SALARY AND BENEFITS Yu Ming values you as a person and a professional. Heres an overview of how we invest in you: • Placement on the Yu Ming Charter School Salary Table based on years of experience and highest degree earned, with up to 12 years of experience recognized., • $5,000 Signing Bonus and $3,000 Special Education Stipend following years., • An additional $5000 stipend for National Board Certification., • 100% of Medical, Dental, and Vision Insurance covered by the school (depending on the selected plan)., • Free Access to an Employee Assistance Program offering a variety of services including counseling and legal aid., • 11 Sick days per full time employee per school year. Work Sustainability is also important to us. Here are the ways in which we create this for you: Protected Workload Shields • Union Protected Direct Service Minute Cap: Per YMEU contract, Ed Specialist direct service minutes cannot exceed 20 hours per week., • Remote IEP Meetings: IEP meetings occur online and Ed Specialists are allowed to take IEP meetings remotely if they have completed all other student facing duties for the day., • 2 Weeks of IEP Release Days: Ed Specialists are allowed to work from home during the Parent Teacher Conference week on paperwork related to IEPs and case management responsibilities., • IEP Meeting Scheduling Support:, • IEP meetings are not scheduled before school starts or after the contract day ends. An hourly stipend compensation per YMEU contract is provided if this has to occur., • Administrative Support for IEP meeting scheduling and gathering parent signatures., • High Quality paraeducator support for service provision., • Dedicated service space: Dedicated service space to provide student support and shared private office for testing students and holding confidential parent meetings., • Curriculum and Student Support Budget: A dedicated $1,000 annual "flex budget" for sensory tools, rewards, and specialized software to support students on your caseload. TO APPLY Interested candidates should apply 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 DescriptionSalary: $61,623-$98,293, dependent on years of experience Full-Time Special Education Teacher - Mild/Moderate or Moderate/Severe 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 SUMMARY The Special Education teacher reports to the Yu Ming Charter School Director of Student Support Services. The role of the Special Education Teacher is to improve students success in basic academics (reading, language and/or math, etc.) through implementing Yu Ming approved curriculum; documenting teaching and student progress/activities/outcomes; modeling the necessary skills to perform assignments; providing a safe and optimal learning environment and providing feedback to students, classroom teachers, parents and administration regarding student progress, expectations, goals, etc. RESPONSIBILITIES • Ensure that the student experiences gains through the academic goals outlined both within their IEPs and by Yu Ming standards, • Evaluate students' abilities in basic academics for the purpose of assisting other personnel in the support of learning disorders, development of remediation plans and/or student progress, • Provide one-to-one instruction, direct services and push in or pull out intervention as required by IEP, • Administer assessment, interpreting results to determine learners' strengths and areas of need for IEPs, • Provide accommodations and/or modifications for assignments and testing as determined by the IEP team, • Perform a variety of specialized tasks: draft and write professional and compliant IEPs, maintain records, meet schedule and compliance deadlines, • Instruct students for the purpose of improving their success in assigned basic academic subject areas of reading, writing and/or math, • Manage student behavior for the purpose of providing a safe and optimal learning environment, develops behavior support plans and collaborates with staff on behaviors as needed, • Participates in various meetings as needed (IEP, SST, Parent Conferences, Professional Development and Training, Staff Meetings etc.), • Ensures full compliance with legal requirements as prescribed by federal law under IDEA (Individuals with Disabilities in Education Act 1997) and IDEIA (Individuals with Disabilities in Education Improvement Act, 2004) and State of California Education Code, • Collaborate 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 assigned QUALIFICATIONS Required • B.A. or B.S., • Valid Special Education Teacher Credential for Mild/ Moderate or Moderate/Severe disabilities, or enrolled in an accredited teacher preparation program working towards a credential. Must be qualified for Intern Credential at time of application., • Knowledge of curriculum, education code and special education law/policies, • M.A. or M.S. in Education or Subject Area, • Experience with Google apps and other educational technology, • Experience with Special Education Full Inclusion Model, • Experience with one or more of the following a plus: Wilson reading curriculum, project-based learning, social-emotional learning, and personalized learning, service learning, interdisciplinary or IB curriculum, • Maturity, humility, strong work ethic, sense of humor, and a solutions-oriented attitude TIME COMMITMENT 185-day school year, 8 student-free professional development days for collaboration with colleagues. Common building hours are Monday 8:00-3:30 and Tuesday-Friday 8:00am-4:00pm. SALARY AND BENEFITS Yu Ming values you as a person and a professional. Heres an overview of how we invest in you: • Placement on the Yu Ming Charter School Salary Table based on years of experience and highest degree earned, with up to 12 years of experience recognized., • $5,000 Signing Bonus and $3,000 Special Education Stipend following years., • An additional $5000 stipend for National Board Certification., • 100% of Medical, Dental, and Vision Insurance covered by the school (depending on the selected plan)., • Free Access to an Employee Assistance Program offering a variety of services including counseling and legal aid., • 11 Sick days per full time employee per school year. Work Sustainability is also important to us. Here are the ways in which we create this for you: Protected Workload Shields • Union Protected Direct Service Minute Cap: Per YMEU contract, Ed Specialist direct service minutes cannot exceed 20 hours per week., • Remote IEP Meetings: IEP meetings occur online and Ed Specialists are allowed to take IEP meetings remotely if they have completed all other student facing duties for the day., • 2 Weeks of IEP Release Days: Ed Specialists are allowed to work from home during the Parent Teacher Conference week on paperwork related to IEPs and case management responsibilities., • IEP Meeting Scheduling Support:, • IEP meetings are not scheduled before school starts or after the contract day ends. An hourly stipend compensation per YMEU contract is provided if this has to occur., • Administrative Support for IEP meeting scheduling and gathering parent signatures., • High Quality paraeducator support for service provision., • Dedicated service space: Dedicated service space to provide student support and shared private office for testing students and holding confidential parent meetings., • Curriculum and Student Support Budget: A dedicated $1,000 annual "flex budget" for sensory tools, rewards, and specialized software to support students on your caseload. TO APPLY Interested candidates should apply 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 Description The OrganizationLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving TK-12 public charter schools whose goal is to be the highest performing schools in East Oakland. Our two schools serve over 1,600 students and are a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . The OpportunityEducation Specialist (Mild-Moderate)Teacher (26-27SY)Competencies and Qualifications Lighthouse Community Public Schools is looking for talented Education Specialist (Mild-Moderate) teachers to join our team who are relentlessly committed to ensuring that traditionally underserved students of color achieve our mission of completing college, securing a career of their choice, and becoming lifelong changemakers in their communities. LCPS teachers believe that this important mission is not only attainable; it is essential to transforming our Oakland community. If you are inspired by our mission and vision and want to be a changemaker in students’ lives here in Oakland, then please apply and join us! You will embody the following Core Competencies to be an effective change-agent: * Be an anti-racist educator committed to educational justice as evidenced by pursuing high academic outcomes for all students, respectful and supportive relationships, well-planned instruction, rigorous daily assessment, and daily opportunities for students to revise and refine their work. * Facilitate cognitively engaging student-centered learning. * Demonstrate a keen belief in and ability to create, collect, and analyze achievement data to drive student learning and outcomes for all students * Be a strong community builder and team collaborator * Model and foster a growth mindset with agency, persistence, and flexibility * Be a collaborative and responsible professional educator ESSENTIAL RESPONSIBILITIES * Maintain a high level of rigor for students with disabilities in order to ensure equitable access to common core state standards and/or alternate curriculum standards * Ensure that students are at the center of their own learning and deeply engaged in ways that foster agency. self-direction, and independence * Regularly collaborate with other specialists, including outside providers, and general education teachers for the purposes of: reviewing student data, ensuring individualized education plan (IEP) implementation, co-planning and/or co-teaching * Oversee, teach, and implement a student’s behavior intervention plan, including gathering and analyzing relevant data on a regular basis, and collaborating with staff members around student plan and progress * Demonstrate knowledge of Individuals with Disabilities Education Act (IDEA) and its influences on our special education program and daily responsibilities * Facilitate IEP meetings and ensure IEPs are designed for educational benefit * Create and maintain notifications, records, files, and reports as required by federal, state, and SELPA regulations * Provide daily oversight of paraprofessional support, including the staff schedule and implementation of IEP services * Communicate with caregivers on a frequent basis to ensure they are familiar with their child’s progress and a part of their child’s educational planning * Administer standardized academic assessments (e.g. KTEA-4, WIAT-3, etc.), write a report, and share the information at IEP meetings * Utilize, collect, and analyze rigorous, student-engaged assessments, both formative and summative, to identify and address students’ areas of growth and mastery of learning objectives and IEP goals * Grow and contribute as an educator, colleague, learner, and community member including engaging in professional development and your own growth as a teacher in service of student learning and outcomes * If teaching high school, coordinate the development and implementation of a student’s Individualized Transition Plan If you are excited about the opportunity to foster and facilitate a progressive growth mindset in students and engage in transformational teaching, we are actively looking for student-centered, dedicated, and dynamic teachers. MINIMUM QUALIFICATIONS: We would love to hear from you if your educational toolbox includes the following: * B.A. or B.S., required * Appropriate California Teaching Credential or commitment and verified ability to acquire one (must supply unofficial transcripts to verify eligibility if do not have a valid license in CA or another state or country) * Valid Certificate of Clearance verifying professional fitness for all CA teachers of record, required (if have never held a COC must obtain one before can be fully hired and cleared to start) * Knowledge of California Common Core State Standards, student-centered, mastery-based learning, curriculum planning, and data analysis, preferred * 2+ years teaching urban youth with transformational results, preferred * Familiarity navigating educational platforms * Experience teaching in a progressive school model * Bilingual in Spanish preferred Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. Teachers may need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in situations involving student safety.Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS. SUPERVISION: This position will report to the principal or assistant principal at their school site. TIME COMMITMENT: This position is 1.0 FTE (full-time exempt) and follows a 10-month (190 day) work year with significant student-free days for professional learning and collaboration with colleagues and interaction with families. All new instructional staff will report in late July/early August 2026 per the LCPS Calendar for the 26-27SY (to be published in February). Common Building Hours: All teachers are expected to maintain common building hours for their school site. These may be subject to change for the 2026-27SY: * Campus Building Hours: 8:00 - 4:00 pm M, Tu, Th, Fri and 8:00-5:00 on Wednesdays for Professional Development. * Occasional evening events during the year including start of year Icecream Social, Back to School Night, Expo, and other events identified by the school calendar in advance OUR COMPENSATION PACKAGE: At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA). TO APPLY: People of color and/or bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume. * Cover letter describing your interest in this exciting position and why you are an optimal fit, including how your teaching philosophy, approach to student learning, and educational expertise would contribute to Lighthouse Community Public Schools. * 3-5 Professional References: Name, position, phone number and email address. (Two of which should be current or previous supervisors of your role). * A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school. Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job Description The OrganizationLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving TK-12 public charter schools whose goal is to be the highest performing schools in East Oakland. Our two schools serve over 1,600 students and are a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . The OpportunityEducation Specialist (Mod-Severe) Teacher Pool (26-27SY)Competencies and Qualifications Lighthouse Community Public Schools is looking for talented Education Specialist (Mod-Severe) teachers to join our team who are relentlessly committed to ensuring that traditionally underserved students of color achieve our mission of completing college, securing a career of their choice, and becoming lifelong changemakers in their communities. LCPS teachers believe that this important mission is not only attainable; it is essential to transforming our Oakland community. If you are inspired by our mission and vision and want to be a changemaker in students’ lives here in Oakland, then please apply and join us! You will embody the following Core Competencies to be an effective change-agent: * Be an anti-racist educator committed to educational justice as evidenced by pursuing high academic outcomes for all students, respectful and supportive relationships, well-planned instruction, rigorous daily assessment, and daily opportunities for students to revise and refine their work. * Facilitate cognitively engaging student-centered learning. * Demonstrate a keen belief in and ability to create, collect, and analyze achievement data to drive student learning and outcomes for all students * Be a strong community builder and team collaborator * Model and foster a growth mindset with agency, persistence, and flexibility * Be a collaborative and responsible professional educator ESSENTIAL RESPONSIBILITIES * Maintain a high level of rigor for students with disabilities in order to ensure equitable access to common core state standards and/or alternate curriculum standards * Ensure that students are at the center of their own learning and deeply engaged in ways that foster agency. self-direction, and independence * Regularly collaborate with other specialists, including outside providers, and general education teachers for the purposes of: reviewing student data, ensuring individualized education plan (IEP) implementation, co-planning and/or co-teaching * Oversee, teach, and implement a student’s behavior intervention plan, including gathering and analyzing relevant data on a regular basis, and collaborating with staff members around student plan and progress * Demonstrate knowledge of Individuals with Disabilities Education Act (IDEA) and its influences on our special education program and daily responsibilities * Facilitate IEP meetings and ensure IEPs are designed for educational benefit * Create and maintain notifications, records, files, and reports as required by federal, state, and SELPA regulations * Provide daily oversight of paraprofessional support, including the staff schedule and implementation of IEP services * Communicate with caregivers on a frequent basis to ensure they are familiar with their child’s progress and a part of their child’s educational planning * Administer standardized academic assessments (e.g. KTEA-4, WIAT-3, etc.), write a report, and share the information at IEP meetings * Utilize, collect, and analyze rigorous, student-engaged assessments, both formative and summative, to identify and address students’ areas of growth and mastery of learning objectives and IEP goals * Grow and contribute as an educator, colleague, learner, and community member including engaging in professional development and your own growth as a teacher in service of student learning and outcomes * If teaching high school, coordinate the development and implementation of a student’s Individualized Transition Plan If you are excited about the opportunity to foster and facilitate a progressive growth mindset in students and engage in transformational teaching, we are actively looking for student-centered, dedicated, and dynamic teachers. MINIMUM QUALIFICATIONS: We would love to hear from you if your educational toolbox includes the following: * B.A. or B.S., required * Appropriate California Teaching Credential or commitment and verified ability to acquire one (must supply unofficial transcripts to verify eligibility if do not have a valid license in CA or another state or country) * Valid Certificate of Clearance verifying professional fitness for all CA teachers of record, required (if have never held a COC must obtain one before can be fully hired and cleared to start) * Knowledge of California Common Core State Standards, student-centered, mastery-based learning, curriculum planning, and data analysis, preferred * 2+ years teaching urban youth with transformational results, preferred * Familiarity navigating educational platforms * Experience teaching in a progressive school model * Bilingual in Spanish preferred Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. Teachers may need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in situations involving student safety.Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS. SUPERVISION: This position will report to the principal or assistant principal at their school site. TIME COMMITMENT: This position is 1.0 FTE (full-time exempt) and follows a 10-month (190 day) work year with significant student-free days for professional learning and collaboration with colleagues and interaction with families. All new instructional staff will report in late July/early August 2026 per the LCPS Calendar for the 26-27SY (to be published in February). Common Building Hours: All teachers are expected to maintain common building hours for their school site. These may be subject to change for the 2026-27SY: * Campus Building Hours: 8:00 - 4:00 pm M, Tu, Th, Fri and 8:00-5:00 on Wednesdays for Professional Development. * Occasional evening events during the year including start of year Icecream Social, Back to School Night, Expo, and other events identified by the school calendar in advance OUR COMPENSATION PACKAGE: At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA). TO APPLY: People of color and/or bilingual candidates are strongly encouraged to apply. Interested candidates should submit: * Resume. * Cover letter describing your interest in this exciting position and why you are an optimal fit, including how your teaching philosophy, approach to student learning, and educational expertise would contribute to Lighthouse Community Public Schools. * 3-5 Professional References: Name, position, phone number and email address. (Two of which should be current or previous supervisors of your role). * A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school. Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site. Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels. #LI-AC1

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

Job DescriptionThe OrganizationLighthouse Community Public Schools At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the Expeditionary Learning Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving nearly 1,600 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at . The OpportunitySchool Counselor (26-27SY) Competencies and Qualifications Lighthouse Community Charter School is looking for a Counselor who is relentlessly committed to ensuring that traditionally underserved students achieve our mission of completing college and securing the career of choice. Lighthouse staff believe that this important mission is not only attainable; it is essential to transforming our Oakland community. The Counselor will be an integral part of an RTI Team which ensures all students receive necessary academic, behavioral, and social-emotional supports to thrive in alignment with the Lighthouse Mission, Theory of Change, Graduate Profile, and Instructional Stances. Roles and Responsibilities • Counseling Expertise. Provide counseling, case management, and consultation services for a caseload of students, dependent on need and determined in conjunction with the Clinical Intervention Team. This may include: engaging caregivers and teachers, providing frequent opportunities to discuss student growth and needs as well as report out on goals and progress, • Team Collaboration. Work collaboratively and effectively as a member of the RTI Team and instructional staff, including but not limited to:, • Professional Learning. Provide consultation and professional development to support staff in providing social/emotional and behavior supports to promote success for all students, • Data Collection and Analysis. Implement and track research-based interventions aligned with Response to Intervention, • Consultation. Provide consultation to school staff on safety assessments, mental health crises, and accessing social, • Professionalism. Maintain a high level of professionalism at all times, • This role includes responsibilities that support students in three primary ways: 1.) individual student support, including crisis response, 2.) group counseling and support, and 3.) staff support, including coaching and leadership in the COST process., • Individual caseload of 1:1 counseling/therapy clients, • Represent therapists at COST meetings, • Multi-disciplinary Coordination of Services Teams, • Participate and liaise with the Clinical Interventions Team, • Therapy services for students as needed in collaboration with Clinical Interventions Team, • Proactive School-wide Support with RTI Team, • Process referrals from COST or counseling referrals and ensure communication back to staff and teachers, • Engage in Staff PD Spaces: Whole Staff PD, Band-Level, Grade-Level, and PLCs, • Be a connector to families:, • Build relationships with families, • Connect families with internal and external services and resources as necessary, • Provide trainings for families as needed in coordination with Family Liaison, • Instructional Staff Support:, • Schedule monthly meetings with teachers and provide necessary updates on students who were referred for services and/or through a COST Process, • Teacher consultation and in class behavior support and observation, • Support teachers in classroom lesson design and facilitation as necessary, • Student Groups:, • Counseling Groups/Circle Facilitation (Co-facilitating with Deans), • Psycho Educational Groups/Skill Building Groups, • Possible Areas of Focus: social skills, grief, aggressive behavior, communication skills, stress reduction, anger management, focus and attentional redirection, • Additional Duties as Needed Minimum Qualifications • Appropriate Master’s Degree required, • Appropriate California Pupil Personnel Services Credential or full licensure LMFT, LCSW, or other Mental Health License, required, • Experience working in urban public schools and with high school students, preferred, • Experience with Google apps, • Bilingual in Spanish a Plus Environmental Requirements: Able to work in: * Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings * Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events * Airconditioned and heated environments under fluorescent lighting. Physical Demands: Ability to: See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Teachers may need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in student safety situations involving student safety. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS. Time Commitment This position is 1.0 FTE (full-time exempt) and follows a 12-month (233 day) work year with significant student-free days for professional learning and collaboration with colleagues and interaction with families. Includes approximately 5 weeks of paid holidays/breaks during the school year in addition to accruing 10 days of PTO during the year for use during the summer. All 12-month staff will report on July 27, 2026. Common Building Hours: All teachers are expected to maintain common building hours for their school site. These may be subject to change for the 2026-27SY: * Campus Building Hours: 8:00 - 4:00 pm M, Tu, Th, Fri and 8:00-5:00 on Wednesdays for Professional Development. * Occasional evening events during the year including start of year Ice cream Social, Back to School Night, Expo, and other events identified by the school calendar in advance. SUPERVISION This position reports to the Director of Student Services & Special Education. COMPENSATION PACKAGE Range: $80K-105K/Year. Commensurate with experience. At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA). TO APPLY: People of color are strongly encouraged to apply. Interested candidates should submit: • Resume, • Cover Letter--Describing why you are an optimal fit for this position and your philosophy of education that describes how you would support students achieving the Lighthouse mission, • 3 references including a current supervisor Lighthouse Community Public School is an equal opportunity employer committed to diversity at all levels. #LI-AC1

Job DescriptionSalary: $61,261-$80,089 (prorated) 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 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 believe in academic rigor, collaboration, have an unwavering belief in our students capabilities, and do whatever it takes to support their growth. 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 Invictus Academy is an independent public charter school located in El Cerrito and we are seeking an INTERIM Associate Dean of Students to join our team for a temporary period who believes deeply that the mission, model, and values at Invictus are driving improved educational outcomes for students. The Associate Dean of Students plays an invaluable role in building the cultural and academic foundation of Invictus Academy. In close partnership with the Dean of Students, the Associate Dean of Students assists with the design, execution, monitoring of school culture systems, including parent involvement, discipline and restorative justice, and supporting teachers to create joyful, structured, and productive learning environments. The Associate Dean of Students interfaces with all members of the campus community. RESPONSIBILITIES School Culture • Set and hold high expectations for school culture, ensuring teachers and staff create and maintain a positive, joyful, structured, and productive school culture, • Develop trusting, authentic relationships with students, their families, and staff, • Executes referral process according to Invictus vision, • Ensures that daily Dean's Office checklist tasks are effectively and consistently completed, assuring schoolwide systems for uniforms, daily reports, etc. are consistently, seamlessly, and reliably executed, • Provide and manage supervision during arrival, transitions, lunch, and dismissal to support a safe and productive environment, • Executes consistently effective lunchtime and after-school reflections, • Follows appropriate and required protocols for incident follow up and disciplinary record keeping, including restorative work, reflections, and suspension logging, • Collects and tracks data for behavior agreements and implements agreed upon behavior plan rewards and consequences, • Assigns and ensures completion of restorative assignments, chats, conferences, and other practices to drive student progress and growth, • Assist with Family Meetings, • Communicates appropriately with students by establishing clear, professional boundaries between teacher and pupil, • Coordinates with the Dean of Students to appropriately investigate and take action in response to incidents between students and/or staff, • Makes positive and constructive contact with parents, as appropriate, maintaining a positive ratio of positive to constructive calls and keeping accurate records of conversations, • Support the design, implementation, and monitoring of individual student behavior intervention plans including student scorecards, • Oversee student reflection, DOS check in, back-to-class activities, • Supports Dean of Students in the investigation of incidents and necessary follow up, • Supports consistent school wide messaging and communication to students and parents, • Support continuous growth of school program through identifying school-wide challenges and working towards solutions, • Give and receive honest and direct feedback to improve your practice, that of your peers, and school leaders, • Create and maintain open, honest, and respectful lines of communication with all stakeholders, • Navigates disagreements and conflict using the Invictus norms for productive conflict framework, • Model our core values: purpose, perseverance, productivity, growth mindset, integrity, leadership, joy, gratitude, mindfulness, and kindness, • Support school wide events and conferences as needed REQUIRED QUALIFICATIONS • Believe deeply in the Invictus Academy mission and vision, • Assume the best of students and staff, seek to understand others perspectives, and surface healthy conflict, respectfully, when needed, • Build strong, trusting relationships with students, parents, and staff through empathy and honest communication, • Thrive by getting and giving honest, direct, and frequent feedback, • Value diversity and are willing to step out of your comfort zone in service of students, • Possess strong attention to detail in all aspects of your work, • Maintain poise in a fast-paced, urgent environment, • Communicate clearly and confidently, both in speaking and writing, • Earned a Bachelors degree, • At least two years of teaching experience in a K-12 educational setting This position is on-site. The employee must have sufficient mobility to report to campus, work in an office, and engage with students and families, with or without reasonable accommodations. The employee may be required to do light lifting, pushing/pulling, and bending, with or without accommodations. The employee must possess the ability to communicate with students, parents, and colleagues, with or without reasonable accommodations. NON-DISCRIMINATION Invictus Academy acknowledges and agrees that all persons are entitled to equal employment opportunity. Invictus Academy shall not discriminate against applicants or employees on the basis of race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, genetic information, military and veteran status, or any other characteristic protected by California or federal law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including but not limited to recruitment, selection, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from employment.

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

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

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

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