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Stratford School, part of Spring Education Group, is a leading independent WASC-accredited private school in California offering courses from preschool through 12th grade with a vision of creating a unique, multi-dimensional educational foundation for children. At Stratford School, we understand every child has his or her own interests and passions and contributes in their own way. Our proven program includes our STEAM-based curriculum that was recognized by the White House as a leader in early childhood STEAM education, and we are also the first California school to earn the Carnegie Science Seal of Excellence for STEM. What We Offer Competitive Compensation: Pay range: $56,000 - $72,000 • Sign-On Bonus: $1,500 payable to new hire upon 90 days of completed employment Comprehensive Benefits: Health, vision, and dental insurance, plus a 401(k) plan Tuition Assistance: Student Tuition Discount for eligible dependents Career Growth: Clear opportunities for professional advancement and development About the Role The Elementary Spanish Teacher works as part of our teaching team to develop lessons appropriate for grades Kindergarten – 5th with an emphasis on reading, writing, vocabulary, grammar, and speaking. Young students may work on counting, common words, and basic grammar, while older students progress to reading and writing more complex concepts. You will also… Plan and deliver Spanish curriculum aligned with Stratford policies, in collaboration with fellow Spanish teachers Demonstrate fluency in Spanish and integrate cultural knowledge into lessons Collaborate with other faculty and staff members Monitor, document, and assess student progress; maintain regular communication with parents and the director Submit weekly lesson plans Maintain Spanish curriculum materials and inventory Support school events and staff meetings Promote a positive, respectful classroom environment Exhibit professionalism through punctuality, initiative, teamwork, and appropriate conduct and appearance. What We Are Looking For Education: Bachelor’s degree from an accredited college or university required (degree in Education, Spanish, or related field preferred). Language Skills: Complete fluency in both English and Spanish (written and spoken). Experience: Prior teaching or instructional experience with students preferred. Attributes: Strong communication skills, collaboration mindset, and a passion for language education. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively “Company”) is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

Stratford School, part of Spring Education Group, is a leading independent WASC-accredited private school in California offering courses from preschool through 12th grade with a vision of creating a unique, multi-dimensional educational foundation for children. At Stratford School, we understand every child has his or her own interests and passions and contributes in their own way. Our proven program includes our STEAM-based curriculum that was recognized by the White House as a leader in early childhood STEAM education, and we are also the first California school to earn the Carnegie Science Seal of Excellence for STEM. What We Offer • Pay range: $26-$32.50 hourly, • Location: 2425 19th Avenue, San Francisco, CA, • Health, vision, and dental benefits, • 401(k) plan, • Paid holidays and sick days, • Employee Referral Bonus, • Student Tuition Discount About the Role As a Preschool Spanish and Science Teacher at Stratford School, you're responsible for creating a safe and nurturing learning environment for children between the ages of 3 and 5. This position offers an opportunity to engage preschool-aged children in immersive Spanish language experiences while fostering their curiosity and understanding of basic scientific concepts. Candidates who are enthusiastic about promoting language development and scientific inquiry in young children are encouraged to apply. You will also • Plan, supervise and implement Spanish and Science curriculum, • Collaborate with other faculty and staff members, • Communicate daily with parents or guardians, • Participate in professional development opportunities What We Are Looking For • Educational background with 12 semesters or 18 quarter early childhood education units shall include courses that cover the general areas of early child development, child, family, and community, and program/curriculum or a bachelor’s degree in child development, • Patience, compassion, and a genuine love for working with young children., • Strong communication and interpersonal skills., • Must be fluent in both Spanish and English language, • Prior teaching experience with young students is preferred To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively “Company”) is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

Job Description Position Title: Post-Secondary Success Coordinator FLSA: Exempt, Full-Time Compensation Range: $75,000 to $ 80,000 Schedule: 40 hours/week | Monday - Friday, with some nights and weekends Location: 100% In-Person, on-site in San Francisco, CA Start Date: Until Filled Mission: Booker T. Washington Community Service Center (BTWCSC) is one of the Bay Area’s oldest Black-led, Black-serving nonprofit organizations, with 106 years of service to San Francisco. A beacon of Black joy and self-determination, we have nurtured over five generations of Black San Franciscans. We stand embedded as an anchor institution, fostering intergenerational bonds and working in solidarity with allied communities to reform and reimagine a more inclusive San Francisco. We prioritize serving the Black community, and we welcome all individuals from all cultures and ages, from 0 to 99, who walk through our door. We are one of the few urban spaces where anyone in the community can access comprehensive services, ranging from a hot meal to childcare, academic support, and senior services. Summary: The youth department is informed by the Children’s Defense Fund (CDF) Freedom School® model. Our youth programming centers identity development, critical consciousness, leadership, and collective responsibility. The Post-Secondary Success Coordinator approaches college and career readiness through a strengths-based, healing-centered, and liberation-focused lens, recognizing the historical and systemic barriers many Black, low-income, and first-generation students face. BTWCSC seeks a reliable, collaborative, and results driven professional Post-Secondary Success Coordinator to help our dynamic, multi-service organization meet its ambitious short-term and long-term operational targets while sustaining its growth, as it expands its youth programming to better support TAY. The Post-Secondary Success Coordinator plays a critical role in supporting high school, post-secondary, and Transitional Age Youth (TAY) participants -some of whom may have experienced homelessness -as they prepare for and successfully transition into college, career training programs, employment, or independent living. BTWCSC's youth department serves young people who are both system-impacted and college-bound. Reporting to the BTWCSC Teen/TAY Manager, this position is responsible for shaping and carrying out BTWCSC's post-secondary vision by designing and delivering programming that supports young people navigating life after high school. The Coordinator partners closely with teachers, youth coordinators, case managers, families, and external organizations to ensure students receive consistent, culturally affirming, high-quality guidance throughout their post-secondary journey. This role is not only about access to post-secondary opportunities, but about belonging, persistence, and long-term success. The Coordinator ensures students and families have trusted relationships, culturally relevant resources, and sustained support as they navigate complex education and workforce systems, while remaining deeply connected to community, culture, and self-determination. Essential Duties & Responsibilities Post-Secondary Planning & Student Support: • Support TAY in pursuing post-secondary pathways: college enrollment or re-enrollment, workforce entry, vocational training, credential programs, paid internships, and independent living readiness., • Provide individualized planning for non-matriculated TAY emphasizing employment readiness, career exploration, life skills, and stabilization supports, while keeping pathways back into education or training open., • Assess participants' strengths, interests, academic or work history, and barriers to build realistic, strengths-based action plans., • Conduct regular check-ins (in person, phone, virtual) to track milestones such as GED completion, job placement, credential attainment, or re-engagement in education or training., • Coordinate crisis response and ongoing support with families, Property Management, and community partners when academic, employment, personal, or housing challenges arise., • Collaborate with Youth Programs and BSAFE teams -Teen Coordinators, the Teen/TAY Manager, and BSAFE Case Managers - to align goals, coordinate interventions, and ensure consistent support. College & Career Readiness Programming: • Develop and facilitate a college and career readiness curriculum covering applications, pre-college testing (SAT, ACT, placement exams, GED), financial aid, scholarships, job readiness, and life skills., • Support youth in understanding testing requirements, registering for exams, accessing fee waivers and accommodations, preparing for tests, and interpreting scores., • Plan and lead local and out-of-state college visits, corporate tours, and career exploration experiences., • Maintain current resources on transferable credits, post-secondary programs, testing requirements, scholarships, internships, and employment opportunities. Partnerships & Systems Navigation: • Build and maintain relationships with post-secondary institutions, partner programs, and college access organizations., • Sustain partnerships with colleges, universities, trade organizations, apprenticeship programs, and CBOs to expand culturally safe engagement opportunities., • Collaborate with high schools, counselors, and external programs to support shared students., • Serve as a liaison between students, families, schools, and post-secondary institutions, minimizing language, cultural, and systems-based barriers. Financial Aid, Case Management & Continued Post-Secondary Support: • Help students identify and apply for scholarships, grants, and financial aid, including options for those ineligible for federal aid., • Provide case management, referrals, and job placement assistance., • Maintain ongoing contact with Continued Post-Secondary Students to support persistence and track outcomes., • Identify barriers to matriculation and provide continued advising for youth not immediately matriculated. Family Engagement & Community Leadership: • Educate caregivers on post-secondary planning, financial aid, and college systems., • Conduct regular parent/guardian check-ins and facilitate family workshops and information sessions., • Participate in parent-teacher and IEP meetings alongside student support teams when appropriate. Data, Compliance & Organizational Responsibilities: • Maintain accurate participant data, case notes, and outcomes in BTWCSC's systems (e.g., Airtable, DCYF CMS)., • Track outcomes and contribute to grant and funder reporting., • Attend required program, department, and agency-wide meetings and trainings., • Perform other duties as assigned in alignment with BTWCSC's mission and youth development goals. Qualifications & Skills • High school diploma or equivalent required; associate's or bachelor's degree in education, social work, counseling, human services, or a related field strongly preferred., • At least two years of relevant experience working with youth or young adults in school-based programs, afterschool settings, college access initiatives, workforce development, housing-based services, or nonprofit social services., • Experience supporting first-generation college students, transitional age youth (TAY), or system-impacted youth is highly valued., • Demonstrated understanding of the distinct needs, barriers, and strengths of youth from historically marginalized communities, including communities of color, grounded in a culturally responsive and strengths-based approach., • Ability to plan, coordinate, and facilitate post-secondary readiness activities, such as college and career exploration, financial aid guidance, life skills development, and goal-setting workshops., • Strong verbal and written communication skills, with the ability to engage effectively and professionally with youth, families, staff, school partners, post-secondary institutions, and community-based organizations., • Proven ability to build and sustain trusting, professional relationships with youth, families, colleagues, volunteers, and external partners., • Excellent organizational skills and strong attention to detail; able to manage multiple priorities, track participant progress, and complete case notes, reports, and documentation accurately and on time., • Ability to work collaboratively as part of a team while also exercising independent judgment in youth support and planning., • Emotional maturity, professionalism, integrity, and sound judgment; able to serve as a positive adult role model for young people., • Comfortable working in a fast-paced, dynamic environment and adapting programming and supports to meet youth needs., • Proficiency in Microsoft Office and Google Workspace (Docs, Sheets, Forms, email), with the ability to learn and consistently use data systems for tracking and reporting outcomes., • Ability to read, understand, and complete a range of forms, reports, and compliance documentation., • Valid driver's license preferred; willingness and ability to take part in off-site activities, college visits, and occasional evening or weekend events., • CPR/First Aid certification required, or ability to obtain within the onboarding period., • Food Safety/ServSafe certification required, or ability to obtain within the onboarding period., • Commitment to complying with all organizational policies related to safety, professional conduct, and substance-free work hours. Preferred: • Familiarity with CDF Freedom School, culturally responsive teaching, or literacy intervention models., • Experience working in community-based organizations or expanded learning programs., • Bilingual skills (English/Spanish) a plus., • Valid driver's license preferred Schedule • Monday–Friday, approximately 10:30 - 7:30pm during the school year (subject to SFUSD bell schedules)., • Required CDF National Ella Baker Trainer & Servant Leader Intern Training in Tennessee, • Occasional nights and weekends for family events, staff training sessions, or showcases Benefits & Compensation BTWCSC offers a competitive compensation package with paid time off, holidays, robust health benefits, and a salary commensurate with experience. This position is full-time and exempt with an annual salary range of $75,000-$80,000, plus a comprehensive benefits package that includes: • 100% employer-covered health, dental, and vision benefits, • Paid time off, including 15 days of vacation, holidays, and Center seasonal breaks/closures, • Workers’ compensation coverage, • Employee Assistance Program (EAP), • Monthly wellness benefit after 90 days, • Access to daily hot meals and snacks, • Commuter benefits after 90 days, • Life and disability insurance, • 401(k) retirement plan with a 4% employer match (1% employee contribution required), • Professional development opportunities, including conferences, seminars, webinars, and trainings BTWCSC is an Equal Opportunity Employer committed to hiring a diverse workforce. All employment decisions are based on qualifications and merit, without regard to race, color, sex, sexual orientation, gender identity, national origin, marital status, veteran status, disability, age, religion, or any other protected status. In accordance with the San Francisco Fair Chance Ordinance, we will consider qualified applicants with arrest and conviction records. To Apply Please submit your application directly through BambooHR. Do not email resumes or application materials. Your BambooHR submission must include: • A brief cover letter describing your qualifications and interest in the position, • A current résumé or CV, • Copies of any relevant certifications, • Minimum of three (3) references, including at least one recent supervisor Applications will be reviewed on a rolling basis. Final candidates must successfully complete a LiveScan and full background check.

Job Description Position: Middle School Director of Culture & Instruction Reports to: Head of School, Middle School Location: San Francisco, California Website: www.newschoolsf.org PROGRAM New School San Francisco is a public charter school currently serving 470 transitional kindergarten through 8th grade students from all corners of the city and from all backgrounds. We believe in a “hands on minds on” approach to learning that harnesses each student’s curiosity and encourages learners to construct their own meaning and knowledge through inquiry-based learning. We aim to practice equity in all that we do – ensuring every child is able to access and receive an individualized education that builds off their unique strengths, skills and passions. We pursue social justice as a through line, helping learners develop an understanding of how to make our community better. Taken all together, this approach fosters a deep love of learning in students and prepares them with the problem-solving and critical-thinking skills necessary to meet the challenges and opportunities of this changing world. PURSUIT OF ANTI-RACISM & PRO–BLACKNESS We are committed to breaking down systemic structures which contribute to deep inequities in education. Our goal is to prioritize our Black and brown students, English Language Learners (ELLs), and students with Individualized Education Plans (IEPs) by dismantling white supremacy. However, we know that our school and organization must continue to evolve to reach this aspiration. We therefore continuously question our culture, climate, and curriculum. We aim to teach kids of all ages to think critically about how race has been constructed in the United States, to become aware of their own racial socialization, and to have skills and vocabulary to engage in productive conversations around race, racism, classism, sexism, ableism and other inequities. We specifically are aiming to become a pro-Black organization, as we know that Black people have been the most marginalized within our society and within our school as well. We are seeking educators who are committed to anti-racism, pro-Blackness, and the accompanying ongoing work that comes with this pursuit. PEOPLE It is important that our staff reflect the diversity of our students and their families. We strongly encourage leaders and teachers of color, LGBTQIA+ and male candidates to apply. All candidates must be excited to roll up their sleeves, operate with a level of flexibility as we build our program, bring creativity to their work, commit to the ongoing work of being anti-racist, and be ready to collaborate across and within teams. DEVELOPMENT + SUPPORT We invest in our staff in meaningful ways. We believe that the adults must be taken care of and supported to do right by our students. To that end, every staff member has a coach, a team, an individualized learning plan, and opportunities to grow. We value hard work and we also value self-care. The two are not mutually exclusive. POSITION OVERVIEW: The Middle School Director of Culture & Instruction plays a critical role in ensuring that every student experiences a rigorous, inclusive, and joyful learning environment where they feel a deep sense of belonging and are held to high academic expectations. This leader sets a vision where strong culture and strong instruction are inextricably linked, ensuring that systems, practices, and adult actions consistently drive student achievement and well-being. Through close collaboration with leadership, teachers, students, and families, this role develops, implements, and refines systems that support both excellent teaching and equitable student outcomes. The Director ensures that instructional practices, school culture, and student supports work cohesively to meet the needs of all learners. QUALIFICATIONS: • Deep belief in New School San Francisco’s mission, vision and values (required), • Bachelor’s degree (required), • Extensive experience and passion working with middle schoolers, families and staff from diverse backgrounds and with diverse learning needs, including – but not limited to – English Language learners, academically high-achieving students, students with IEPs, academically low-performing students, and students who have experienced trauma (required), • Proven record of collaborating well on a team and building relationships with students and families (required), • Deep commitment to equitable approaches, including — but not limited to — culturally responsive teaching, inclusion, anti-racist education, restorative practices, Universal Design for Learning, social emotional learning and data-informed instruction (required), • Familiarity with Special Education accommodations and modifications, IEP implementation, and inclusive practices (required), • Specialized behavior training (e.g. Restorative Practices, Applied Behavior Analysis, Crisis Prevention and Intervention) (strongly preferred), • Bilingual in Spanish (preferred), • Experience as a school leader and/or administrator (strongly preferred), • CA Administrator’s credential (preferred) COMPETENCIES: • Ability to build partnerships and trust across lines of difference with students, families, and educators, • Ability to set and lead toward a compelling vision of excellence for program-wide culture & climate, while effectively coaching colleagues to translate that vision into consistent, values-aligned practices and behaviors across teams, • Familiarity and experience with implementation of Restorative Practices, PBIS, behavior training across different school settings, • Strong communication and interpersonal skills, • Exceptional organizational and project management skills, • Comfortable working within a diverse, collaborative environment with openness to giving and receiving feedback, • A deep belief that all students will meet our vision and goals, tied to an unfailing commitment to equity in education, • Love for middle school students and skill in navigating middle school behavior RESPONSIBILITIES: Supporting Systems, Vision & Culture • Support the vision and strategic plan around school wide and middle school goals, • Support and attend Culture and Climate and Instructional Leadership Team Meetings, • Collaborate closely with the school leader and operations team to ensure a safe and consistent school environment for students, • Design and lead cultural celebrations (e.g., heritage months, school-wide events, all-staff gatherings) that build community, elevate diverse identities, and strengthen a sense of belonging., • Develop and codify culture-building systems and tools (e.g., behavior matrices, shared norms, routines) to ensure clarity, consistency, and alignment across teams., • Support with teacher recruitment and hiring process, • Support and drive school culture aligned with the school vision and mission, • Identify, retain and develop high performing teachers, • Attend and lead professional development and collaboratives as assigned, • Coordinates home visits and other interventions in addressing crises with the support of clinician and Head of School, • Create a culture of high expectations and continuous improvement with a relentless focus on student achievement, operational efficiency, and self-improvement, • In partnership with elementary leadership, develop and uphold bus expectations and implementation of expectations, • Acts as the senior administrator when the Head of School is off campus, • Help to execute daily operations (drop-off, pick-up, lunch/recess duty) Leading Instruction • Coach grade team leads and grade level deliverables, • Coach content teams and lead weekly data protocols, • Manage specialist teachers, • Oversee and support department chairs and department deliverables, • Support administering all state and local testing, • Track individual student and subset data to monitor progress of students in appropriate data systems, • Plan, conduct and support teachers with data meetings, • Support with facilitation of content specific blocks or intervention, including the scope and sequence, training, roll out, ongoing developments and progress monitoring, • Support with school-wide curriculum implementation including professional development & progress monitoring, • Oversee data collection & monitoring, including: behavioral data, attendance data and climate data Coaching Teachers • Develop staff members’ knowledge, skills, attitudes, and behaviors through a variety of professional development targeted topics and designs, • Drive instructional excellence by setting aspirational targets and ensuring that teachers receive appropriate and targeted coaching and professional development on academics, instruction and culture to implement successful classroom management and teaching, • Utilize the teaching rubric to create teachers’ Individualized Learning Plans (ILPs) and coach teachers towards goals, • Support the instructional development of teachers, including meeting needs of Tier 1, 2, and 3 students (instructionally and behaviorally), • Internalize curricula and coach teachers towards implementation, • Formally evaluate teachers and staff for their Annual Review, • Observe teachers and staff and provide feedback on a weekly or biweekly basis Fostering Family & Community Partnerships • Support deep family engagement and communications, • Partners with the Diverse Learners Team (DLT) to ensure that the instructional model and school environment responds to the needs (particularly mental, behavioral, and social-emotional of students), • Foster relationships with families and between families and teachers, • Manage family and student concerns and problem solve for resolution, • Develop community partnerships to enhance school programming, • Support high school-readiness culture by planning events and assisting families with the process, • Collaborate with staff to lead MTSS processes to ensure data-informed tiered behavioral and academic supports across the middle school program, • Lead student-facing culture & climate initiatives, e.g. facilitate student council, lead middle school meetings (assemblies), facilitate small groups focused on socio-emotional learning Student Support • Be a model for staff in Restorative Practices and facilitate the restorative process when necessary, • Co-create and implement informational workshops for families, • Assist students, staff, families and other members of the admin team in the creation of responses to behavior that align with Restorative Justice Practices, • Facilitate 504 meetings, • Lead student behavior support during the school day, • Complete other duties as assigned by Head of School COMPENSATION: • This is a full-time, in-person position. The salary range for this position is $100,000 - $135,000 depending on experience in similar roles and certifications held., • Competitive benefits package including health coverage and retirement. TO APPLY: • Contact hiring@newschoolsf.org with your resume and a cover letter outlining your educational philosophy and student outcomes that you are most proud of - don’t be afraid to toot your own horn! Powered by JazzHR i5tpfQoWOp

Job Description Instructional Paraeducator 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 Ming’s 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 www.yumingschool.org. OVERVIEW Paraprofessionals, also known as paraeducators, teacher aides, or instructional aides, are an important component of California’s education system. A paraprofessional includes an instructional aide as defined in subdivision (a) of California Education Code (EC) Section 45343 and a teacher aide as described in EC Section 45360. In this position paraeducators use their in-depth working knowledge of the principles and practices of age appropriate child development and guidance within an educational setting. Paraeducators have a working knowledge of the subjects taught in the District schools, including arithmetic, grammar, spelling, language and reading, with sufficient competency to assist students with individual or group studies. As an instructional paraeducator, the candidate will be providing teaching and instruction to support students as well as keeping records of student progress. RESPONSIBILITIES • Assists teachers on an in-depth basis with small groups and/or individual students on special subjects and activities to execute individual lesson plans and strategies for maximizing learning experiences for students with special needs and students who need Tier 2 intervention. Assists with scoring and recording achievement and diagnostic tests given by teachers and specialists., • Assists in identifying student proficiency and placement., • Prepares and may develop age-grade appropriate instructional aids and exercises to support the curriculum being taught., • May assist special program administrators and/or teaching staff with preparation and presentation of in-service/teacher training sessions., • Assist in organizing and participating in meetings to share information about the program to which assigned., • Confers with teachers and specialists to develop and evaluate individual and group educational goals and objectives., • Assist with implementation of special programs., • Assists with administering assessment instruments (spelling tests, etc.), helps to score objective tests and written papers, and keeps appropriate records for teachers, including those on computerized student information and grading systems., • Assists in reclassifying students according to proficiency., • Monitors classroom activities when a teacher is absent from the classroom for a limited time., • Accompanies students going from one location to another., • Observes, monitors, and directs behavior of students within approved procedures., • Develops and uses incentives as positive behavior reinforcement., • Exercises constant supervision of children., • Assesses the need for, and uses appropriate behavior management procedures in accordance with grade level and student’s ability to understand., • Reports student academic and behavior progress and performance to teachers., • Documents student progress by correcting assignments, administering and scoring criterion referenced tests, recording and charting test scores and curriculum based measurements in reading., • Confers, as needed, with teachers, resource staff, and other school personnel concerning programs and materials to meet student needs. Alerts teacher to any special problems or information concerning students in assigned program., • Assists special program administrative staff with the preparation and presentation of in service training sessions., • Assist in organizing meetings, participate in meetings to share information about the program to which assigned., • Prepare and maintain a variety of files and records for classroom or assigned program., • May provide clerical and technical assistance to teachers such as researching and ordering books and school supplies, maintaining a workroom inventory., • Reviews students’ schedules and makes requests for equipment and resource materials to support curriculum., • Sets up and operates audiovisual equipment, computers, and other equipment that serves to assist and enhance instructional programs., • May assist with loading and unloading of students onto buses. Assists as needed with oversight at lunches and snacks., • Assures safety of students following health and safety rules., • When working with severely disabled, may be required to assist students with certain medical and hygiene functions., • These activities could range from physical hygiene to dispensing medications, tube feeding, limited invasive connections, and other applications in compliance with medical and legal requirements, after receiving the appropriate training., • Performs other duties as assigned that support the overall objective of the position. QUALIFICATIONS Education and Experience Requirements • Have a high school diploma or the equivalent, and, • Pass a local assessment of knowledge and skills in assisting in instruction, • Preferred: at least one year of experience working in an instructional capacity with students Knowledge Requirements • Requires knowledge of basic clerical and record keeping processes., • Requires knowledge of special education programs., • Requires a working knowledge of medical and therapeutic protocols and procedures used for student hygiene and comfort., • Requires knowledge of and skill at using personal computers, audiovisual, and other equipment to support learning, record information, and send communications., • Requires well-developed human relation skills to work productively and cooperatively with teachers, students, and parents in formal and informal settings, to exercise patience when conveying information to students having difficulty with verbal and written communications, and demonstrate sensitivity to the special needs of students., • May require competency in a second language or basic competency in sign language Academic/Professional Abilities • Requires the ability to assist teaching staff with implementation of instructional goals and activities., • Requires the ability to assess the needs of individual students and develop instructional support techniques and materials to meet those needs., • Requires the ability to perform specific medical or therapeutic processes following protocols and procedures developed by a licensed health care professional., • Requires the ability to interact with teachers, parents, and specialists in order to carry out assigned duties., • Requires the ability to oversee students, administer assignments and tests, and perform general clerical tasks., • Requires the ability to make formal presentations to classes, individuals, and small groups of students and assist with demonstrations of assigned subject matter to classroom sized groups., • Requires the ability to maintain confidentiality and impartiality when dealing with private and sensitive information., • Requires the ability to relate positively to students in a teaching/learning environment in a way that builds confidence, recognizes and works on learning disabilities and barriers. Physical Abilities • Requires the ability to perform indoors in an office and/or classroom/laboratory environment engaged in work of primarily a sedentary to a moderately active nature., • Requires near visual acuity to read and write printed materials and computer screens., • Requires hearing and speech ability for ordinary and telephonic conversation, to speak to groups, and to hear sound prompts from equipment., • Requires ambulatory ability to move about office, classroom/laboratory, and school grounds, to tutor, assist with presentations, and reach work materials., • Requires sufficient manual and finger dexterity to demonstrate teaching aids, to point out important words/figures to students, and to operate personal computers., • Requires the ability to lift, carry, push, and move supplies, fixtures, wheelchairs, etc., of light-to-medium weight (under 50 pounds) on a regular basis, and heavy weight (under 75 pounds) without labor saving equipment on an intermittent basis. TIME COMMITMENT 180-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. COMPENSATION $27-30 per hour, plus benefits for full time employees. TO APPLY Interested candidates should apply at https://yumingcharterschool.bamboohr.com/jobs/ 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.

Stratford School, part of Spring Education Group, is a leading independent WASC-accredited private school in California offering courses from preschool through 12th grade with a vision of creating a unique, multi-dimensional educational foundation for children. At Stratford School, we understand every child has his or her own interests and passions and contributes in their own way. Our proven program includes our STEAM-based curriculum that was recognized by the White House as a leader in early childhood STEAM education, and we are also the first California school to earn the Carnegie Science Seal of Excellence for STEM. Stratford School is looking for a caring and enthusiastic After School Teacher to join our team! This is a great opportunity for someone who enjoys working with elementary-aged students and wants a part-time position that fits well into a school-day schedule. You’ll play an important role in creating a fun, safe, and welcoming environment where students can learn, play, and build positive relationships. Monday–Friday • Afternoon: 3:15 PM–6:00 PM, • $20.00–$27.45 per hour, based on prior work experience As an After School Teacher, you will: • Create a fun, positive, and welcoming environment for students., • Supervise and engage students during after-school activities and recreational time., • Lead games, activities, and recreational opportunities that encourage students to participate and have fun., • Build positive relationships with students and help them feel supported and included., • Help students transition safely between classrooms, activities, and dismissal., • Monitor students both indoors and outdoors., • Support a safe and respectful school environment by following supervision and safety procedures., • Work collaboratively with teachers and campus staff., • Bring energy, patience, and a positive attitude to every interaction with students!, • High school diploma or GED, • A kind, patient, and positive demeanor when working with students, • Passion and enthusiasm for working with children and supporting education, • Strong communication and teamwork skills, • Dependability and a willingness to be an active member of the school community, • Integrity and professionalism in carrying out daily responsibilities, • Ability to build positive relationships with middle school students, • Ability to stand, walk, and actively supervise students for extended periods, • Ability to bend, stoop, and move quickly across campus when needed, • Comfortable working both indoors and outdoors in varying weather conditions, • Ability to actively supervise students by sight and sound at all times, • Ability to respond promptly to student needs and campus situations To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively “Company”) is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

Stratford School, part of Spring Education Group, is a leading independent WASC-accredited private school in California offering courses from preschool through 12th grade with a vision of creating a unique, multi-dimensional educational foundation for children. At Stratford School, we understand every child has his or her own interests and passions and contributes in their own way. Our proven program includes our STEAM-based curriculum that was recognized by the White House as a leader in early childhood STEAM education, and we are also the first California school to earn the Carnegie Science Seal of Excellence for STEM. Join Our Team as a Preschool Substitute Teacher! Pay Range: $26.00 – $28.00/hour Location: 2425 19th Avenue, San Francisco, CA 94116 Schedule: On-Call, As Needed Make a Difference Every Day Are you passionate about early childhood education and looking for a flexible opportunity to work with young learners? We’re seeking warm, energetic, and adaptable Preschool Substitute Teachers to support our dedicated team when staff coverage is needed. This is a great opportunity to gain experience in a nurturing, engaging classroom environment where children are encouraged to explore, grow, and thrive. What You’ll Do As a substitute teacher, you’ll step into classrooms and help create a safe, joyful learning experience by: • Implementing lesson plans and maintaining a positive classroom environment, • Supervising students with care, attention, and kindness, • Supporting classroom routines and reinforcing daily schedules, • Maintaining the classroom’s organization and welcoming appearance, • Building strong, respectful relationships with students and staff What We’re Looking For To be successful in this role, you’ll need: • Completion of 12 semester or 18 quarter units in Early Childhood Education (including child development, family/community, and curriculum) or a Bachelor’s degree in Early Childhood Development, • Prior teaching experience with preschool or pre-K students (preferred), • A patient and caring nature, with a strong desire to support young children, • Excellent communication and collaboration skills Why Apply? • Flexible scheduling that works around your availability, • Opportunity to gain experience across multiple age groups and classrooms, • Join a welcoming and mission-driven school community focused on whole-child development To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively “Company”) is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

Job Description On-Call Substitute Pool 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 766 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 Ming’s 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 www.yumingschool.org. RESPONSIBILITIES • Teaches all academic areas based on the provided lesson plan, • Supervises students in the classroom, in the cafeteria, and/or on the blacktop as needed, • Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities, • Follows school expectations to ensure the safety of the students, • Reports all student injuries, accidents, illnesses, and discipline problems to the appropriate authority, • Returns instructional materials, equipment, and keys to proper place QUALIFICATIONS Required • B.A. or B.S., • Possess a valid CA Teaching Credential or Emergency 30-Day Substitute Teaching Permit Preferred • Experience as a substitute or classroom teacher highly preferred, • Superb interpersonal skills; ability to work collaboratively, • Flexibility and adaptability to change, • Maturity, humility, strong work ethic, sense of humor, and a solutions-oriented attitude LOCATIONS • (K-2) Carolyn Campus, San Leandro, • (TK-4) Chestnut Campus, Oakland, • (3-4) Adeline Campus, Oakland, • (5-8) MLK Jr. Campus, Oakland TIME COMMITMENT The person filling this position will be able to accept assignments at will. We prefer candidates who can accept at least 2-3 assignments per month as that leads to a more reliable and successful sub pool. COMPENSATION $37/hour TO APPLY Interested candidates should apply at https://yumingcharterschool.bamboohr.com/jobs/ 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 Job Overview We are seeking a compassionate and experienced Summer Camp Counselor / Earth Educator to join our team at the Terra Schools and Terra Camps. You will play a critical role in creating a positive, emotionally safe, and enriching environment for our campers, ages 3 to 10. The ideal candidate will have a passion for working with children and a background in camp education. The Summer Camp Counselor / Earth Educator will be responsible for developing and implementing curriculum, working collaboratively with other camp staff, and ensuring the safety and fun of all campers. The successful candidate will have strong communication skills and a commitment to providing a fun and safe environment for all campers. About Us We are a multilingual private school and camp that combines small class sizes, whole-child development, and nature-based learning. We have two locations for camp. Terra Marin is located in Mill Valley, just north of the Golden Gate Bridge. Terra San Francisco is located in the Outer Richmond District of San Francisco, just south of the Golden Gate Bridge. During outdoor Earth Education days, we visit nearby scenic green spaces. If the outdoor location is more than walking distance from the school, we provide a shuttle for both students and teachers. Our work environment includes: • Growth opportunities, • Diverse and international workforce Job Responsibilities • Oversee safety and instruction of youth ages 3-10 during weekly nature programs., • Maintain a happy environment for all campers., • Lead youth on hikes and nature-based educational activities., • Create and implement weekly curriculum with co-instructors., • Troubleshoot emotional or behavioral issues that may come up with campers., • Mentor Counselors-In-Training during programs and planning., • Ensure compliance with State and Federal regulations., • Cultivate positive relationships with parents, guardians, and other stakeholders., • Communicate with parents (in-person, via email / messaging, or via phone) when necessary., • Assist with organization, planning, and pre/post camp day duties (packing, clean-up, etc.) Qualifications • 2 years of experience teaching, tutoring, nannying, or mentoring children ages 3 to 10., • High school diploma. Bachelor’s degree a plus., • Nature survival, animal tracking, mapping, and local flora and fauna identification a plus., • Excellent communication and professionalism with parents and youth., • Strong class / group management skills., • First Aid & CPR certification a plus. Mandatory Dates Summer camp training: • June 8th to 13th Camps in session: June 17th to August 2nd (with possible extension to Aug 16th) Locations Green spaces and beaches in and around Marin County and San Francisco. What’s Unique About Us • Language Immersion. We believe young children are capable of learning a second and/or third language. Bilingualism & trilingualism also helps them develop empathy and cognitive skills, as well as an appreciation for diversity., • Reggio Emilia-inspired. Our children are center stage. Their interests and passions drive the topics discussed in class, while teachers facilitate their cognitive, social, and emotional skill acquisition., • Nature-based Learning. At least once a week, children explore the outdoors through both open-ended and guided play to cultivate their sense of wonder and curiosity. Why work with us • Small Class Sizes & Ratios: We offer ratios that are smaller than those found in traditional camps and childcare centers (up to 8:1 student-teacher ratio). This fosters stronger and more intimate connections with children, families, and fellow educators., • Holistic Child Development: Our project-based, Reggio-inspired curriculum, outdoor classroom, and social and emotional learning curriculum are centered around nurturing the multiple intelligences of each child., • Diverse & Inclusive Community: Learn from a diverse and inclusive group of fellow educators, students, and families who value kindness. Over half of teachers and students are multi-ethnic, a third of families receive scholarships, and a third have lived abroad. Perks & Benefits • Competitive pay, based on experience and location., • Federal holidays and weekends off., • Opportunity for professional growth, including potential advancement to be a Camp Director or After School Program Director., • Covid-19 Safety: Free daily access to covid tests, masks, and hand sanitizer., • Free parking for employees in our parking lot and on the street. Apply today Join the Terra Schools as a Summer Camp Earth Educator and make a difference in the lives of our students. Apply today to be part of our collaborative, diverse, and innovative team. Please note that the job description and requirements outlined above are subject to change as per the organization's needs and policies.

Job DescriptionDescription: About Us Peninsula Family Service (PFS) is a nonprofit organization that provides children, families, and older adults with the support and tools they need to realize their full potential. As one of the largest providers of infant, toddler, and preschool programs in the region, PFS also delivers services in financial empowerment, employment, and older adult support — ensuring that people at every stage of life have access to opportunities to thrive. Established in 1950, PFS has been a trusted community partner for over 75 years, dedicated to fostering stability, resilience, and well-being for the individuals and families it serves. At PFS, our values guide how we serve our community and work together as a team. We expect every team member to demonstrate Ownership, Proactive Engagement, and a commitment to Continuous Learning and Adaptability. These values are grounded in a shared dedication to community, service, and collaborative teamwork. Job Summary The Teacher is responsible for providing a safe, nurturing, developmentally appropriate and inclusive learning environment for children aged 3 months to 5years of age, if supporting School Age, you would work with children up to 12 years of age. The Teacher aide supports a comprehensive early childhood environment that promotes children social-emotional, cognitive, language and physical development, while supporting family engagement and meeting state and federal regulations. REPORT TO: Site Manager JOB CLASSIFICATION: Non-Exempt, Full-timeESSENTIAL DUTIES AND RESPONSIBILITIES Curriculum & Instruction -Assist in planning and implementation of daily activities. -Prepare materials. -Prepare and support lesson plans and interactions for planned activities. -Provide documentation on observations of children and their activities. -Support children’s self-help skills, independence, and problem-solving abilities. • Incorporate early STEM, literacy, and social emotional learning strategies into the classroom experience. Health & Safety • Ensure constant and active supervision of all children., • Respond promptly to children’s needs, following individualized care routines if applicable., • Maintain a safe, clean, and organized classroom that meet licensing, California Department of Social Services and Head Start Health and safety standards., • Follow sanitation, diapering, toileting, and nutrition guidelines., • Monitor children’s health checks daily and document concerns. Assessment & Documentation • Complete ongoing observations and assessments, • Provide observations for DRDP data., • Maintain accurate and timely, incident reports and child portfolios (learning-genie), • Participate in data driven planning for children and program outcomes. Family & Community Engagement • Establish positive, respectful relationships with families., • Conduct parent-teacher conferences and at least two home visits per program year., • Share developmental progress, resources, and strategies with families to support learning at home., • Encourage family participation in classroom and program activities. Collaboration and professionalism • Work collaboratively with teaching staff, Face Coordinators, and specialists to support children’s Individualized Family Service Plan or other identified needs., • Participating in 21 hours of professional development and annual required training, • Maintain confidentiality and follow all agency policies, licensing regulations and Early Head Start performance standards. Requirements: QUALIFICATIONS Education/Experience • Teacher permit issues by CTC, • Minimum of 24 ECE/CD units with three units in Infant/toddler development if working with that specific age group, • 16 general education units, • 175 days of experience, • Preferred but not required one-2 years of experience working with children in a licensed childcare facility. Special Requirements • Work towards Teacher or higher Permit (or eligible to obtain one), • Current Pediatric CPR/First Aid certification, • I have the ability to pass background checks, TB tests, and meet immunization requirements., • Bilingual skills desired (English/Spanish) Physical Demands & Work Environment • Reach a child twenty-five feet away within 10 seconds or less., • Hear a child call for help from at least fifty feet away., • Comprehend and react to dangerous situations involving children without hesitation., • Crouch/bend to a child’s height and maintain eye contact., • Reach children on the highest piece of play equipment., • Ability to lift up to 50lbs., • Engage in floor/sitting at ground level play with children for extended periods of time., • Exposure to a childcare classroom indoor/outdoor setting, cleaning, disinfectant supplies, and noise levels that are consistent with working with young children. OTHER REQUIREMENTS • Prior to first day of employment, must have fingerprint clearance and maintain clearance., • Verification to legally work in the US and updated as required. Peninsula Family Service’s VALUES are expected of every staff member. All of our work is based on our commitment to Ownership, Proactive engagement, and Lean In growth, anchored in Community Pillar, Participant-Focused service, and Workforce-Centered collaboration.

\n French Teacher (FLE) — Sausalito \n \n Alliance Française de San Francisco \n \n Alliance Française de San Francisco is looking for a French as a Foreign Language (FLE) teacher for classes in Sausalito \n \n Position details \n \n • Location: Sausalito, CA (possibility of extra classes in San Francisco) \n • Schedule: 2 mornings per week, likely Wednesdays and Thursdays \n • Hours: 1 to 4 classes per morning, depending on enrollment \n • Status: part-time \n • Start date: last week of August 2026 \n \n Additional opportunities \n \n Beyond the Sausalito classes, extra hours may be available depending on needs and availability: \n • Online private lessons \n • Occasional substitute teaching \n • In-person classes in San Francisco \n \n Candidate profile \n \n • Experience teaching French as a Foreign Language (FLE certification a plus, but not required with equivalent experience) \n • Ability to teach different levels and audiences \n • Available Wednesday and Thursday mornings \n • Valid U.S. work authorization (Alliance Française does not sponsor visas) \n \n Compensation \n \n Fixed pay scale, applied to all teachers: \n • $35/hour — private lessons (in person or remote, prep time included) \n • $40/hour — online group classes \n • $45/hour — in-person group classes \n • $50/hour — workshops, exam prep, or exam administration (DELF/DALF/TCF) \n • $19/hour — meetings and administrative hours (pre-approved) \n \n How to apply \n \n Please send your resume and a cover letter (in French) to sylouan@afsf.com, or apply through our website: www.afsf.com \n \n Equal Employment Opportunity \n \n Alliance Française de San Francisco is an equal opportunity employer. All qualified applicants will be considered without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, or any other characteristic protected by law. \n \n --- \n \n Alliance Française de San Francisco — 1345 Bush Street, San Francisco, CA 94109 \n

Job Description MISSION Guided by the principles of academic rigor and diversity, The International School of San Francisco offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance. OPPORTUNITY Working at The International School of San Francisco opens up a myriad of opportunities – both personal and professional. Critical to our Strategic Plan in creating a proud, engaged community, we appreciate our faculty and staff by fostering a community of ongoing learning, respect and collegiality and by providing competitive compensation and benefits. POSITION OVERVIEW This position is a substitute positions as a teacher’s aide or a teacher in our High School. The position will begin as soon as possible and will last as long as you are available. Your role will be to cover for faculty absences and you will be working in several grades across the school. KEY RESPONSIBILITIES ● Appropriately supervise children while keeping them safe at all times ● Assist the teachers and assistants in the organizational and material aspects of the class ● Lead the work of some student group activities ● Support the teachers' pedagogical methods and comply with the school philosophy ● Read the lesson plan made by the teacher and master the goals and directions before taking charge of a group of students ● Facilitates the well-being and attention of the students to learn, watches over their physical and emotional safety ● Prepare the necessary materials for the students' arrival each morning and for various group activities and projects ● Assist in displaying and posting students’ work ● Take the necessary initiatives to ensure the classroom is clean and organized at the end of the day ● Maintain collective educational materials in good condition SKILLS AND QUALIFICATIONS ● Proficient in the language of teaching (French and/or English) ● Experience working with children ● Bachelor’s Degree ● CPR & First Aid certified or obtain certification upon hire ● Be mentally and physically capable of caring for a large group of children alone in a classroom. ● Have an awareness of the unique needs of young children and have appropriate expectations of their abilities ● Able to kneel, bend, squat, lift, push, pull, and carry children up to 70lbs ● Possess a strong work ethic, be punctual, and have minimal absences. Salary range for this position: $150.00 - $175.00 per day Short term sub pay (1-12 weeks): $150.00 per day Long term sub pay (13+ weeks): $175.00 per day EQUAL EMPLOYMENT OPPORTUNITY POLICY The International School of San Francisco is committed to providing an open, fair, inclusive, nondiscriminatory environment for all individuals across differences of race, religion, sexual orientation, gender identity, national origin, socio-economic status, ethnicity, age, physical ability, or medical condition. We seek to increase the presence, representation and inclusion of U.S. historically underrepresented people of color, international, bilingual and bicultural students, faculty and staff; and, to provide an environment that will attract and retain individuals identified as lesbian, gay, bisexual, transgender, queer, questioning and intersex (LGBTQQI) Powered by JazzHR 5YVFAYm9ny

Job Description 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 Ming’s 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 www.yumingschool.org. 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, • Skills in appropriate special subject matter Preferred • 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. Here’s 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., • 19.1% contribution of your salary in the California State Teachers' Retirement System to invest in your long-term financial well-being. • 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., • Flexible Session Scheduling: Teachers get to build their own session schedule for students Professional Support • Professional Development Stipend: Up to $500 to pay for professional development opportunities related to student support Workplace and Instructional Support • 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 https://yumingcharterschool.bamboohr.com/jobs/ 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 K-5 Chinese Lead Classroom Teacher (Mandarin Immersion) 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 Ming’s 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 www.yumingschool.org. RESPONSIBILITIES • Develop and implement Common Core State Standards-aligned units of study and lessons that build and integrate rigorous, hands-on, inquiry-based and student-centered learning experiences in Mandarin Chinese and all standard subjects (i.e. language arts, mathematics, social science, science), • Personalize learning by teaching effectively to the diversity of students in the classroom and ensuring student mastery of academic skills, • Assess and analyze student achievement using a variety of means to collect and report on data, make strategic planning decisions, and tailor instruction to meet individual student needs, • Use educational technology to support instruction, develop and deliver content and skill benchmarks, organize instructional materials, and track student progress, • Establish a strong classroom culture for learning that is positive, inclusive, restorative, and contributes to the broader school community, • Provide access and ensure results for all students (i.e. above and below grade level proficiency, with IEP’s, English Learners) and integrate needed differentiation, interventions, accommodations, and extensions, • Actively collaborate with all colleagues, contribute pedagogical knowledge and expertise, and provide shared stewardship of the school, • Plan and pursue a program of personal professional growth and participate in both internal and external professional development activities, • Build meaningful relationships and communicate effectively with students, families, colleagues, and other school stakeholders, • Maintain a high-level of professionalism including meeting deadlines and commitments to self and the community, • May participate in summer program teaching or professional learning or curriculum development QUALIFICATIONS Required • B.A. or B.S., • Hold (or be eligible for) appropriate California Credential (or transferable out of state equivalency), • Near-native ability in Chinese (including simplified and pinyin systems) and proficiency in English Preferred • M.A. or M.S. in Education or Subject Area, • Three years experience teaching in relevant grade(s) or subject, • Experience in teaching related to dual-immersion and Chinese language development, • 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 180-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., • An additional Annual $5000 stipend for National Board Certification., • 100% of Medical, Dental, and Vision Insurance covered by the school (depending on the selected plan)., • Free Access to an Employee Assistance Program offering a variety of services including counseling and legal aid., • Participation in CalStrs Retirement System, • 11 Sick days per full time employee per school year. TO APPLY Interested candidates should submit the following at https://yumingcharterschool.bamboohr.com/jobs/ • First combined PDF document which includes the following: • A Resume, • Copies of valid California or out-of-state teaching credential/certificate, • Copies of degree(s), unofficial transcripts, and CBEST and/or CSET, • Second combined document which includes the following:, • A cover letter, not to exceed two double-spaced pages, describing your experience with students, the most significant event in your teaching career, and your long-term goals, • Three letters of recommendation (one from an immediate supervisor) dated within 12 months Application submission screening and initial phone interviews will be completed on a rolling basis. Yu Ming Charter School is an equal opportunity employer committed to diversity at all levels.

Job Description Director of Talent and HR The Director of Talent and HR serves as Yu Ming Charter School’s senior leader for talent and HR systems, outcomes, and execution across the full employee lifecycle. Reporting to the Chief Operations Officer and serving on the Network Leadership Team, this role is accountable for designing, implementing, and continuously improving talent systems that ensure Yu Ming attracts, develops, retains, and exits staff in ways that are equitable, legally sound, and aligned to the school’s academic model and values. This role explicitly owns talent system effectiveness and outcomes, not just processes. The Director of Talent and HR balances strategic leadership with disciplined execution, ensuring that talent systems support instructional excellence, staff sustainability, and long-term organizational growth. The Director of Talent and HR does not primarily function as a recruiter or generalist HR manager. Instead, they act as the strategic architect and operator of the employee lifecycle, with particular accountability for teacher retention, performance management, leadership and people-management capacity, and foundational learning and development systems for non-instructional staff while ensuring HR operations are strong, compliant, and predictable. 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 Ming’s 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 www.yumingschool.org. A Strong Director of Talent and HR at Yu Ming: • Owns and advances a multi-year, network-wide talent strategy aligned to Yu Ming’s instructional model, equity commitments, and growth priorities, • Diagnoses and measurably improves teacher and staff retention through system design, manager capability, and clear performance expectations, • Designs and implements coherent performance management and learning systems that support staff growth, accountability, and sustainability, • Builds talent, recruiting, and HR systems that function reliably without consuming disproportionate leadership capacity, • Is trusted by principals and network leaders as a thought partner and risk manager, not just a service provider, • Uses data, structured listening, and change management to improve adult experience and organizational outcomes over time RESPONSIBILITIES Talent Strategy and System Ownership • Own and evolve a coherent, network-wide talent strategy aligned to Yu Ming’s instructional model, equity commitments, and multi-year organizational priorities, • Translate strategy into clear, executable systems with defined roles, timelines, and success metrics, • Maintain a multi-year staffing outlook and succession plan for key roles, in partnership with cabinet leadership, • Regularly assess talent system effectiveness and recommend adjustments based on data, trends, and organizational needs Talent Acquisition and Onboarding • Design and oversee high-quality recruiting and selection systems that produce strong candidate pools and equitable hiring outcomes, • Ensure hiring processes are consistent, legally compliant, and aligned to Yu Ming’s expectations for instructional and operational excellence, • Build and maintain talent pipelines for hard-to-fill and high-impact roles, • Partner with principals and hiring managers to support effective hiring decisions and mitigate hiring risks, • Ensure onboarding systems prepare staff to be successful quickly, with clarity around expectations, performance standards, and support structures Performance Management and Career Pathways • Design and implement a cohesive performance management framework that supports staff growth, accountability, and retention, • Establish clear performance expectations, documentation practices, and feedback cycles for non-instructional and network staff, • Develop foundational career pathways for non-instructional staff, prioritizing clarity, consistency, and transparency over complexity, • Partner with principals and managers to strengthen performance conversations, improvement planning, and follow-through Learning and Development • Design and implement foundational professional learning systems for non-instructional staff that build core competencies and role effectiveness, • Support principals and network leaders in developing coaching, feedback, and people-management skills, • Align learning and development efforts with performance management systems to ensure coherence and impact, • Establish clear goals and indicators to assess the effectiveness of learning and development investments Employee Relations and HR Partnership • Serve as a trusted advisor to principals and leaders on complex employee relations matters, including performance concerns, PIPs, disciplinary action, investigations, and exits, • Ensure employee relations processes are legally compliant, equitable, well-documented, and aligned with Yu Ming’s values, • Provide guidance and decision support to leaders navigating high-stakes people situations, • Maintain appropriate confidentiality, discretion, and professional judgment in all employee matters HR Operations and Compliance • Partner with the COO and Operations team to ensure strong HR operations, including credentialing, contracts, benefits, leaves, immigration support processes and compliance, • Build and maintain reliable systems for documentation, tracking, and reporting, • Ensure HR operations are proactive, predictable, and not crisis-driven Data, Monitoring, and Continuous Improvement • Own and analyze key talent data, including retention, exits, performance trends, and hiring outcomes, • Use data to identify risks, diagnose system gaps, and inform continuous improvement, • Regularly report on talent system health, risks, and priority areas to senior leadership Leadership and Collaboration • Serve as an active member of the Network Leadership Team, • Lead cross-functional implementation of talent initiatives, managing change and stakeholder communication, • Manage talent team including HR Manager, HR Assistants (if applicable), and Talent Consultants, develop direct reports to ensure strong execution and internal capacity, • Model sound judgment, solutions oriented systems thinking, and calm leadership in complex and high-stakes situations QUALIFICATIONS • 7+ years of experience in talent, HR, or people operations with demonstrated ownership of both strategy and execution, • Experience partnering with senior leaders on complex employee relations matters, including performance management and exits, • Demonstrated success designing and implementing talent and performance management systems, • Experience in K–12 or mission-driven organizations strongly preferred, • Strong data literacy and ability to use information to drive decisions, • Deep alignment with Yu Ming’s mission and equity commitments TIME COMMITMENT 12 month contract SALARY AND BENEFITS Yu Ming offers a generous salary and benefits package which includes: • $107,000-$123,000 annual salary, depending on relevant years of experience (non-negotiable), • 100% core benefits coverage on select plans (medical, dental, vision), • Free Access to an Employee Assistance Program offering a variety of services including counseling and legal aid, • Optional Life insurance, short and long term disability, • Pre-tax transit benefits, • 403(b) and 457 retirement plans, • 10 PTO days per calendar year, • Up to 9 accrued sick days per calendar year, • Additional time off during school breaks (Fall Break, Thanksgiving Break, Winter Break, Spring Break, etc.) TO APPLY Interested candidates should apply at https://yumingcharterschool.bamboohr.com/jobs/ 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 Behavior Intervention Aide 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 1061 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 California Distinguished School. Yu Ming’s 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 www.yumingschool.org. RESPONSIBILITIES The Behavior Aide reports to the Director of Student Services and provides behavior and academic support services to identified students in the general education classroom. Behavior intervention draws on multiple disciplines, including psychology, education, community health, social work, and counseling. The aide assists students to eliminate or replace disruptive, harmful, or negative behaviors with positive actions. The role of the Behavior Aide is to improve students’ success in the classroom by supporting the student in reaching goals for behavior changes, monitoring the student, assessing progress, and modifying behavioral plans if necessary. Specific responsibilities are: • Work under the supervision of a certificated Education Specialist who will provide weekly oversight, training and direction, • Manage student behavior for the purpose of providing a safe and optimal learning environment., • Use appropriate applied behavior teaching, communication, and reinforcement techniques consistently., • Document student progress/activities/outcomes and provide regular feedback to classroom teachers, parents, and administration regarding student progress, expectations, goals, etc. Accurately complete all required documentation and data collection daily., • Follow through on treatment or behavior plans for Yu Ming students who require special education services as outlined in their IEPs and reinforce learning of material or skills as described in the IEP., • Assist the teacher in devising special strategies for reinforcing material or skills based on a sympathetic understanding of the individual student's needs, interests, and abilities., • Assist the student throughout the school environment as necessary., • Supervise testing and make up work as assigned by the teacher., • Alert the classroom teacher to any problem or special information about the individual student in the classroom, • Supervise, observe and assist the assigned student at all designated times, including escorting the student during all transitions as prescribed in the student’s IEP., • Maintain the same high level of ethical behavior and confidentiality of information about the student as is expected of fully licensed teachers., • Create a variety of documents and materials (e.g. games, schedules, visual supports, observation and success logs, etc.) for the purpose of documenting activities and promoting student growth and development., • Establish and maintain collaborative working relationships with school personnel, parents, and other service providers for the purpose of improving the quality of student outcomes, developing solutions and planning curriculum., • Participate in various meetings as needed (IEP, SST, Parent Conferences, In Service Training, Staff Meetings etc.), • Other duties as needed QUALIFICATIONS Required • Desire and commitment to working with students with special needs required Preferred • Bachelor’s degree strongly preferred, • Experience working with students with Autism strongly preferred, • Experience/knowledge of ABA practices strongly preferred, • Coursework in Education/Special Education/Related field preferred, • Demonstrated awareness of, sensitivity to, and competence in working with families from various culturally and socioeconomically diverse backgrounds., • 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 180-day school year, 8 student-free professional development days for collaboration with colleagues. Common building hours are 8:00am-4:00pm. COMPENSATION $26-$29/hr commensurate with experience. Comprehensive benefits fully covered for full-time employees (depending on the selected plan). TO APPLY Interested candidates should submit their resume at https://yumingcharterschool.bamboohr.com/jobs/ 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 MISSION Guided by the principles of academic rigor and diversity, The International School of San Francisco offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance. OPPORTUNITY Working at The International School of San Francisco opens up a myriad of opportunities – both personal and professional. Critical to our Strategic Plan in creating a proud, engaged community, we appreciate our faculty and staff by fostering a community of ongoing learning, respect and collegiality and by providing competitive compensation and benefits. POSITION OVERVIEW This position is a substitute positions as a teacher’s aide or a teacher in our Lower School and our Early Childhood Education Center also known as the Maternelle (Grade PK to 5th). The position will begin as soon as possible and will last as long as you are available. Your role will be to cover for faculty absences and you will be working in several grades across the school. KEY RESPONSIBILITIES ● Appropriately supervise children while keeping them safe at all times ● Assist the teachers and assistants in the organizational and material aspects of the class ● Lead the work of some student group activities ● Support the teachers' pedagogical methods and comply with the school philosophy ● Read the lesson plan made by the teacher and master the goals and directions before taking charge of a group of students ● Facilitates the well-being and attention of the students to learn, watches over their physical and emotional safety ● Prepare the necessary materials for the students' arrival each morning and for various group activities and projects ● Prepare and supervise the distribution of snack to the children ● Assist in putting away the children's work in their personal files each week ● Assist in displaying and posting students’ work ● Take the necessary initiatives to ensure the classroom is clean and organized at the end of the day ● Maintain collective educational materials (games, psychomotor equipment/toys) in good condition SKILLS AND QUALIFICATIONS ● Proficient in the language of teaching (French and/or English) ● Experience working with children ● Bachelor’s Degree ● Certified in early childhood education or currently working towards the completion of one: at least 6 Early Childhood Education Units (12 would be a plus) ● CPR & First Aid certified or obtain certification upon hire ● Be mentally and physically capable of caring for a large group of children alone in a classroom. ● Have an awareness of the unique needs of young children and have appropriate expectations of their abilities ● Able to kneel, bend, squat, lift, push, pull, and carry children up to 70lbs ● Possess a strong work ethic, be punctual, and have minimal absences. Salary range for this position: $150.00 - $175.00 per day Short term sub pay (1-12 weeks): $150.00 per day Long term sub pay (13+ weeks): $175.00 per day EQUAL EMPLOYMENT OPPORTUNITY POLICY The International School of San Francisco is committed to providing an open, fair, inclusive, nondiscriminatory environment for all individuals across differences of race, religion, sexual orientation, gender identity, national origin, socio-economic status, ethnicity, age, physical ability, or medical condition. We seek to increase the presence, representation and inclusion of U.S. historically underrepresented people of color, international, bilingual and bicultural students, faculty and staff; and, to provide an environment that will attract and retain individuals identified as lesbian, gay, bisexual, transgender, queer, questioning and intersex (LGBTQQI) Powered by JazzHR abQuNl6Mbs

Job Description MISSION Guided by the principles of academic rigor and diversity, The International School of San Francisco offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance. OPPORTUNITY Working at The International School of San Francisco opens up a myriad of opportunities – both personal and professional. Critical to our Strategic Plan in creating a proud, engaged community, we appreciate our faculty and staff by fostering a community of ongoing learning, respect, and collegiality and by providing competitive compensation and benefits. POSITION OVERVIEW This is a substitute position in our Maternelle (Grade PK to K). The position will begin as soon as possible and will last as long as you are available. Your role will be to cover for faculty absences (teachers or assistant teachers) at our Early Childhood Center or Maternelle. KEY RESPONSIBILITIES ● Appropriately supervise children while keeping them safe at all times ● Assist the teachers and assistants in the organizational and material aspects of the class ● Lead the work of some student group activities ● Support the teachers' pedagogical methods and comply with the school philosophy ● Read the lesson plan made by the teacher and master the goals and directions before taking charge of a group of students ● Facilitates the well-being and attention of the students to learn, watches over their physical and emotional safety ● Prepare the necessary materials for the students' arrival each morning and for various group activities and projects ● Prepare and supervise the distribution of snack to the children ● Assist in putting away the children's work in their personal files each week ● Assist in displaying and posting students’ work ● Take the necessary initiatives to ensure the classroom is clean and organized at the end of the day ● Maintain collective educational materials (games, psychomotor equipment/toys) in good condition SKILLS AND QUALIFICATIONS ● Have an awareness of the unique needs of young children and have appropriate expectations of their abilities ● Experience working with children ● Bachelor’s Degree ● CPR & First Aid certified or obtain certification upon hire ● Proficient in the French language a plus ● Be mentally and physically capable of caring for a large group of children alone in a classroom. ● Must have 6 ECE Units, 12 EC units preferred. ● Possess a strong work ethic, be punctual, and have minimal absences. ● Must be authorized to work in the U.S. Salary range for this position: $150.00 - $175.00 per day Short term sub pay (1-12 weeks): $150.00 per day Long term sub pay (13+ weeks): $175.00 per day EQUAL EMPLOYMENT OPPORTUNITY POLICY The International School of San Francisco is committed to providing an open, fair, inclusive, non-discriminatory environment for all individuals across differences of race, religion, sexual orientation, gender identity, national origin, socio-economic status, ethnicity, age, physical ability, or medical condition. We seek to increase the presence, representation, and inclusion of U.S. historically underrepresented people of color, international, bilingual and bicultural students, faculty and staff; and, to provide an environment that will attract and retain individuals identified as lesbian, gay, bisexual, transgender, queer, questioning and intersex (LGBTQQI). Powered by JazzHR QP832WvWPx

Job Description 2026-2027 Middle School Teacher Pool 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 Ming’s 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 www.yumingschool.org. RESPONSIBILITIES • Develop and implement Common Core State Standards-aligned units of study and lessons that build and integrate rigorous, hands-on, inquiry-based and student-centered learning experiences, • 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 results for all students (i.e. above and below grade level, with IEP’s, 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, • Serve as an Advisory teacher to a grade level cohort of students, acting as the primary trusted adult and family liaison and supporting students in community building, character development, and academic progress monitoring, • May participate in summer program teaching or professional learning or curriculum development QUALIFICATIONS 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 180-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., • 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., • Participation in CalStrs Retirement System, • 11 Sick days per full time employee per school year. TO APPLY Interested candidates should apply at https://yumingcharterschool.bamboohr.com/jobs/ 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.

We’re hiring Primary School Teachers for the to support students in classrooms. As a Primary School Teacher, you will be teaching students in the fields of reading, language arts, mathematics, social science, general science, health, art, physical education, and music in a classroom utilizing the

ABOUT ASPIRE Aspire Public Schools operates a network of high-performing, college preparatory charter schools serving TK-12 scholars in communities across California. Founded in 1998in an effort to transform the inequitable racial, social, and gender outcomes that our communities persist throughAspire is one of the largest and most forward-thinking open-enrollment public charter school systems in the nation. Our purpose is to prepare our scholars for success in college, career, and life. At Aspire, we set a foundation for our scholars to gain knowledge, skills, and power to access and make choices for their families and post-secondary lives. Every day, our community of students, families, teachers and staff comes together to learn, work, and play in an environment grounded in our values of Bienestar (Well-Being), Culture of Belonging, Community Partnership, Agency & Self-Determination, and Joy. JOB SUMMARY The Instructional Aide will provide support for students with disabilities (IEP students) in the school environment and support the Special Education Teacher, General Education teacher/s and/or Speech & Language Pathologist, while upholding the core values of Aspire Public Schools. ESSENTIAL FUNCTIONS Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions • Assist Special Education teachers in supporting students with Individual Education Plans (IEPs) within the school setting., • Provide services, supports and interventions directly to students, under the guidance and daily supervision of the Special Education teacher/s., • Implement the IEP with fidelity (i.e. provide 1:1 support to student in classroom, support student/s with toileting needs, assist with health-related needs (g-tube, feeding, administration of medication) (under supervision of school nurse) and assist with the physical needs of students (lifting/ assisting with mobility, implementing student stretching/exercise routines.), • Create and implement instructional materials that are accommodated/modified for individualized students., • Regularly collaborate with members of the IEP team (GE teacher, Education Specialist, Speech and Language Pathologist, Instructional Aides, Administrators, Program Specialist and Other Service providers.) Additional: • Demonstrate knowledge of, and support, the Aspire Public Schools mission, vision, value statements including antiracism, policies and procedures, operating instructions, confidentiality standards, and the code of ethical behavior, • Perform other related duties as required and assigned. QUALIFICATIONS • Competencies:, • Knowledge of child cognitive development and different learning styles, • Familiarity with students that demonstrate moderate-severe needs., • Ability and willingness to implement students' individualized education programs, • Ability and willingness to reflect and improve on practice, • Flexibility and ability to adapt to changing conditions; ability and good judgment to take initiative to modify activities, • Minimum educational level:, • Associate's degree or successful completion of 48 units of college credit or passing of Paraprofessional Test, • Bachelor's degree in Education, Teaching, or related field preferred, • Experience required:, • 1+ year working with students in special education with moderate / severe needs or students from urban communities in an educational setting, • Physical requirements:, • Occasionally lift and/or move a minimum of 30 pounds. While performing the duties of this job, frequently required to sit, stand, move, feel, reach with hands and arms, talk and hear., • Work authorization requirements:, • Clear the Department of Justice background screening, • Authorized to work in the United States, • Provide health (TB) clearance (most update every four years) WORK ENVIRONMENT The work environment characteristics are representative of those in a normal office, classroom/school setting which one might encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. COMPENSATION : Aspire Public Schools is dedicated to our teammate's well-being! In addition to a competitive base salary that is benchmarked against local districts and charter schools, we offer employees exceptional benefits, including paid time off, 100% core health benefits coverage on select plans, life insurance/long-term disability, participation in a CA state retirement plan, tuition reimbursement plan, and adoption assistance program. Our salary schedule based on years of experience for this position type is reflected here: Aspire Public Schools SPED Instructional Assistant Pay Scale Aspire Public Schools is an equal opportunity employer and does not discriminate on the basis of race, color, gender, religion, age, sexual orientation, national or ethnic origin, disability, marital status, veteran status, or any other occupationally irrelevant criteria. Aspire promotes affirmative action for minorities, women, disabled persons, and veterans.

This posting is for candidates who would like to be considered for any and all instructional support specialist eligibility pool openings at OUSD. This is not an advertisement of a current vacancy at OUSD but rather an opportunity to submit applications to be screened for anticipated vacancies. This position may be used to identify potential teacher and other educational professional candidates. Collaborating with institutions of higher learning, educational development corporations, the business community, teacher preparation programs, human resources, special education, etc., the District will provide direct support to Instructional Support Specialists seeking to become teachers by assisting them in completing the educational and credentialing requirements. As part of the instructional team and under the direction of an assigned supervisor, perform a variety of specialized educational supports, including the implementation of behavioral interventions, increased access to the common core curriculum and, as needed, meet physical needs of students with disabilities. Key distinctions in this role compared to other paraprofessional roles include specialization in instructional supports that can support students to moving to less restrictive environments, training and enhanced abilities in providing behavioral supports to all students, and providing a pathway to a certificated position for interested employees. Although providing physical and health support services to students with disabilities may be directed on an as needed and case by case basis, it is not anticipated to be a daily task applying to all students supported by the Instructional Support Specialist. • Under the guidance of a certificated teacher provide core curriculum instruction and behavior intervention to students with disabilities (Pre-K through young adult) in an assigned classroom or program; support students with meeting goals and objectives including students with IEPs., • Participate in Individual Educational Plan (IEP) meetings; read IEP goals to support instruction to maximize student progress when trained by appropriate staff. Support the implementation of the behavior intervention plans for all special education students; provide positive reinforcement supports to other special education students experiencing behavior difficulties; support with non-special education students experiencing behavior problems if it does not interfere with the special education responsibilities., • Follow the schedule of activities for implementing student instruction and behavior plans; participate in staff development programs to reinforce interventions for students needing instructional or behavioral support., • Help prepare for periodic inspections of classroom environments to assure established standards of plan implementation are maintained., • Confer with Behavior Specialist, school administrators, teachers and site staff concerning individual student progress toward behavior plan goals., • Help manage behavior of students; intervene in crisis/emergency situations involving aggressive or uncontrolled behavior of identified students; restrain disruptive or dangerous students, when certified, in situations only when student is a danger to him/herself and/or others., • Work cooperatively with classroom teachers, interpreting the abilities and disabilities of students, assisting in classroom intervention strategies, modifying general education curricular as necessary and assisting students with class assignments., • Assure compliance with governmental regulations, codes and reporting requirements concerning those Special Education students affected by his/her services. Notify immediately appropriate personnel and agencies, and follow established procedures when there is reasonable suspicion of substance abuse, child neglect, severe medical or social conditions or potential suicide., • Provide data to teachers and other staff that will inform student progress reports provided to parents., • Support teachers and administrators in the coordination and monitoring of student behavior contracts; verify completion of appropriate student interventions and behavior consequences., • Prepare and maintain a variety of detailed records, files and data logs., • Monitor response to behavior intervention and instruction for students who receive special education services., • Perform a variety of clerical duties such as duplicating instructional materials, scoring papers and recording grades; assist in keeping attendance; prepare and maintain files and reports regarding student discipline, interventions and consequences as assigned., • Provide support to the teacher by setting up work areas and displays, operating audio-visual equipment, and distributing and collecting papers, supplies and materials; confer with teachers concerning programs and materials to meet student needs., • Administer, monitor and score a variety of tests and assignments to comply with established test criteria and provide a reliable testing environment; rephrase materials and explain instructions and words., • Maintain confidentiality of student records and information both written and verbal., • Communicate expectations, provide guidance and show an active interest in student progress., • Facilitate self-reliance, problem-solving, critical-thinking, creativity and performance skills., • Actively supervise in non-academic settings, including monitoring lunchroom activities and mealtime procedures, including feeding and cleaning as needed., • Strive to develop rapport and serves as a positive role model for others., • Maintain basic knowledge of computers including Microsoft Office., • Attend a variety of meetings, workshops and professional development., • Adhere to site and department codes of conduct; promote a professional image of the school district., • Respond to emergency situations to ensure immediate resolution and appropriate documentation of safety concerns by appropriate personnel., • May assist with the transportation of students; position and reposition students requiring the use of medical equipment, wheelchairs, braces, and other orthopedic equipment; make minor adjustments on lifting and other equipment as necessary; assure the safe use and operation of wheelchairs, prosthetic devices and other equipment as needed or directed., • May assist students with washing, toileting (may include lifting on and off toilet), diapering, dressing and undressing, grooming and other activities necessary for maintaining personal hygiene and neatness as needed or directed., • Provide basic first aid and specialized health care as needed or directed., • May volunteer, on an annual basis, to be trained to administer Diastat and will administer Diastat as needed. May also volunteer to perform medical procedures when trained and supervised by appropriate staff., • Perform related duties as assigned. The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position. • Basic principles and practices of behavior techniques, • Techniques used in guiding and motivating students, • Special needs, issues, and requirements of special education students, • Common Core Standards, Content Standards, Curriculum, Response to Intervention, Full Service Community Schools, • Positive reinforcement systems and behavioral strategies to maintain safe learning environments, • The 13 disability categories outlined in California Education Code and how they affect students' ability to access education, • Current District curriculum and school instructional programs in assigned area, • Utilization of various forms of assessment to guide and design instruction, • Basic concepts of child growth and development and developmental behavior characteristics, • Methods, techniques and procedures for lifting and moving children incapable of providing assistance, • The special needs of students who have behavioral, and/or learning disabilities, • Child guidance principles and practices, • Subjects taught in District schools, including arithmetic, grammar, spelling, language and reading, • Safe practices in classroom and playground activities, • Instructional methods and techniques, • Effective pedagogy for ethnic populations, English, and Standard English Learners, • Applicable federal, state, and District codes, regulations, policies and procedures governing work scope, • Planning, organization and coordination needed for assigned program, • Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students, • Basic record-keeping techniques, • Classroom procedures and appropriate student conduct, • Problems and concerns of disabled and/or at-risk students, • Safe contact with bodily fluids, blood-borne pathogens, and communicable diseases, • Effective student management techniques, • Correct English usage, grammar, spelling, and punctuation, • Technology and computer software applications relative to instruction, administration, and education, • Accepted record keeping and reporting methods and strategies, • Operation of office, instructional and audio-visual equipment, • Computer software, hardware, and related technology, • Apply identified behavior techniques in school setting, • Learn and apply techniques for physically restraining and controlling students safely in specific situations, • Effectively participate in and implement training in Emergency Behavior Intervention, • Assist teachers and staff in meeting the educational goals of students with identified behavior needs, • Carry out duties safely and calmly in unexpected or emergency situations, • Assist with instruction and related activities in a

Under the direction of assigned supervisor, assist a certificated teacher in providing instruction to individuals or small groups of students in an assigned educational program; assist children with meeting the goals and objectives of their Individualized Education Plan (IEP); attend to the physical and health needs of students; monitor and report student progress regarding educational performance; perform a variety of clerical and supportive duties related to classroom activities and classroom management. This position is distinguished from other student support roles in that, in addition to providing instructional support to students with disabilities under the guidance of a certificated teacher, employees in these positions are primarily responsible for attendant physical duties to enable students with disabilities to have equal educational opportunities, assisting with basic health needs of students with disabilities, as trained, and assisting the classroom teacher in creating with setting up and maintaining engaging academic environments. This position may be used as a step towards further professional development opportunities as an Instructional Support Specialist and/or certificated position. Assist a certificated teacher in providing instruction to students (in Pre-K through Young Adult) in an assigned classroom or program including, but not limited to Special Day Class (SDC) or other programs; assist students with disabilities to meet the goals and objectives included in their IEP. Read IEP goals to support instruction to maximize student progress when trained by appropriate staff. Communicate with teachers and/or parents as may be required to assist in evaluating progress and/or implementing IEP objectives. Implement classwide and individual behavior strategies to effectively maintain a safe learning environment when trained by appropriate staff, when needed. Communicate professionally with other staff and parents, both written and verbal, to provide seamless and transparent communication between all parties. Implement, under direction of teacher, lesson plans; assist individuals or small groups of students, reinforcing instruction as directed by the teacher; monitor and oversee student drills, practices and assignments for the purpose of presenting and/or reinforcing learning concepts and assisting students in reaching academic goals and grade level standards. Assist students with washing, toileting (may include lifting on and off toilet), diapering, dressing and undressing, grooming and other activities necessary for maintaining personal hygiene and neatness. Assist with the transportation of students; position and reposition students requiring the use of medical equipment, wheelchairs, braces, and other orthopedic equipment; make minor adjustments on lifting and other equipment as necessary; assure the safe use and operation of wheelchairs, prosthetic devices and other equipment. Assist with the loading and unloading of students on and from buses, automobiles, wheelchairs, stretchers and gurneys. May volunteer, on an annual basis, to be trained to administer Diastat and will administer Diastat as needed. May also volunteer to perform medical procedures when trained and supervised by appropriate staff. Provide basic first aid and specialized health care as needed and directed Assure the health and safety of students by following health and safety practices and procedures. Assist the teacher in monitoring, motivating and training students with disabilities; observe and manage behavior of students according to approved procedures; report progress regarding student performance and behavior; follow the behavior intervention plan. Perform a variety of clerical duties such as preparing, typing and duplicating instructional materials, scoring papers and recording grades; assist in keeping attendance; prepare and maintain student files as assigned. Provide support to the teacher by setting up work areas and displays, operating audio-visual equipment, and distributing and collecting papers, supplies and materials; confer with teachers concerning programs and materials to meet student needs. Administer, monitor and score a variety of tests and assignments to comply with established test criteria and provide a reliable testing environment; rephrase materials and explain instructions and words. Assist students in developing self-help, social and communication skills as assigned. Notify immediately appropriate personnel and agencies, and follow established procedures when there is reasonable suspicion of substance abuse, child neglect, severe medical or social conditions or potential suicide. Assist in monitoring lunchroom activities and mealtime procedures, including feeding and cleaning. Assist in carrying out positive reinforcement procedures and reactive strategies identified in a behavior support plan, such as prompting student to switch to functionally equivalent replacement behavior and debriefing during the school day. Respond to emergency situations to ensure immediate resolution and appropriate documentation of safety concerns by appropriate personnel. Assist with the supervision of students in and outside the classroom, recess and other playground activities and accompany students on field trips by helping students with physical needs, maintain discipline and reinforcing learning situations. Operate a variety of office, instructional and audio-visual equipment as assigned; provide technical assistance in the operation and maintenance of specialized instructional equipment as assigned. Maintain basic knowledge of computers including Microsoft Office. Assist with data collection; take data on goals and determine when a student has reached a benchmark to ensure continued and ongoing student progress when trained by appropriate staff. Work as part of a team of professionals for the betterment of the special education programs and site as a whole. Help keep classrooms and other school facilities neat, clean, orderly and safe. Direct group activities of students. Maintain confidentiality of student records and information. Adhere to site and department codes of conduct. Participate in staff meetings, professional development and attend various in-service meetings to acquire and/or convey information relative to job functions to support and maintain an effective educational environment. Perform related duties as assigned. The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position. Knowledge of: Special needs, issues, and requirements of special education students Common Core Standards, Content Standards, District Curriculum, Response to Intervention, Full Service Community Schools Positive reinforcement systems and behavioral strategies to maintain safe learning environments The 13 disability categories outlined in California Education Code and how they affect students' ability to access education Utilization of various forms of assessment to guide and design instruction Basic concepts of child growth and development and developmental behavior characteristics Methods, techniques and procedures for lifting and moving children incapable of providing assistance The special needs of students who have behavioral, and/or learning disabilities Child guidance principles and practices Safe practices in classroom and playground activities Instructional methods and techniques Effective pedagogy for ethnic populations, English, and Standard English Learners Applicable federal, state, and District codes, regulations, policies and procedures governing work scope Planning, organization and coordination needed for assigned program Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students Basic record-keeping techniques Classroom procedures and appropriate student conduct Safe contact with bodily fluids, blood-borne pathogens, and communicable diseases Effective student management techniques Technology and computer software applications relative to instruction, administration, and education Accepted record keeping and reporting methods and strategies Operation of office, instructional and audio-visual equipment Ability to: Assist with instruction and related activities in a classroom or assigned learning environment Reinforce instruction to individual or small groups of students as directed by the teacher Add, subtract, multiply and divide quickly and accurately Communicate effectively in the English language, both orally and in writing Assist students with disabilities in areas related to activities of daily function, such as feeding, toileting, exercises, and positioning Reinforce instruction to students with disabilities, communication, and behavioral problems Demonstrate an understanding, patient, and receptive attitude towards children with special needs Understand and follow oral and written directions Learn the procedures, functions and limitations of assigned duties Remain calm and exercise judgment in dealing with emergencies and special health needs Gather data and prepare reports, as directed Establish and maintain cooperative relationships with students, school personnel, parents, co-workers, and the public Work independently with appropriate direction and follow established policies and practices Work confidentially and with discretion

San Francisco PagerDuty (NYSE:PD) is a leader in Digital Operations Management. In an always-on world, organizations of all sizes trust PagerDuty to help them deliver a perfect digital experience to their customers, every time. Teams use PagerDuty to identify issues and opportunities in real time and bring together the right people to fix problems faster and prevent them in the future. Over 13,000 organizations (including 60 of Fortune 100) rely on PagerDuty to succeed with Digital Transformation, Cloud Migration, and DevOps Modernization. Notable customers include GE, Cisco, Genentech, Electronic Arts, Cox Automotive, Netflix, Shopify, Zoom, DoorDash, Lululemon and more. We are expanding rapidly as a platform for Digital Operations Management using AI/ML and Automation and growing our adoption by Development, IT, Customer Service, Security, and other teams across the organization. We are seeking a technical and customer-focused Solutions Consultant to join our team. The Solutions Consultant will be responsible for understanding customer business environments, actively identifying potential roadblocks, and providing thoughtful solutions that leverage PagerDuty's products. They will run the technical discovery process and provide guidance, relationship-building, and support throughout the sales process to ensure customer success. As a Solutions Consultant at PagerDuty, you'll sit at the nexus between pre-sales, sales, and customer experience and success. You are an extraordinary partner who plays the part of consultant, technical salesperson, technical guru, product specialist, and teacher, with a committed dedication to exceptional customer service. You will build strong, significant, and compassionate relationships with internal and external partners at all levels while helping customers realize and optimize PagerDuty's capabilities. • Actively identify potential roadblocks and provide thoughtful, technical solutions, • Run technical discovery processes to understand customer environments and potential technical landmines, • Design integrations to provide seamless implementation with the customer's current technology stack, • Support sales cycles by handling technical questions in RFPs, RFIs, and security questionnaires, • Break down complex technical concepts and clearly articulate PagerDuty's business value to stakeholders from DevOps engineers up to C-level executives, • Support one of our over 375+ native integrations to help customers realize and optimize PagerDuty's capabilities, • Partner with sales, product, and cross-functional teams with a focus on growth and exceptional customer service, • Manage multiple tasks independently and collaboratively using project management and account management skills, • Come up to speed quickly, learn continuously, and apply impeccable attention to detail to all tasks, • 5+ years of pre-sales experience, • Bachelor's degree or higher, preferably in a technical field, • Ability to do basic scripting (Java, PHP, Ruby, Perl) and a fundamental knowledge of Linux, • Experience selling SaaS in a fierce environment, • Strong communication skills to build and manage relationships with new and existing clients, with a focus on growth, • Demonstrable knowledge of IT monitoring tools or IT Operations, • Excellent at multi-tasking, self-driven, and able to work both independently and with cross-functional teams, • Ability to travel to customer sites as necessary, • Understanding of monitoring systems such as New Relic, Nagios, Zenoss, Splunk, ServiceNow, and Zabbix, • Familiarity and knowledge of PagerDuty's space, or already being a fan of our product, • Experience in both enterprise and commercial sales PagerDuty is a flexible, hybrid workplace. We embrace and encourage in-person working as an integral part of our culture. Both our employees and external research tells us that co-located collaboration strengthens connections, drives innovation, and accelerates learning. This role is expected to come into our San Francisco office two times per week, so you can thrive in your new role and fully embrace being a Dutonian! The base salary range for this position is 144,000 - 197,200 USD. This role may also be eligible for bonus, commission, equity, and/or benefits. Our base salary ranges are determined by role, level, and location. The range, which is subject to change based on primary work location, reflects the minimum and maximum base salary we expect to pay newly hired employees for the position. Within the range, we determine pay for an individual based on a number of factors including market location, job-related knowledge, skills/competencies and experience. Your recruiter can share more about the specific offerings for this role, as well as the salary range for your primary work location during the hiring process. We encourage you to submit your resume even if you don't meet every requirement. We value potential and consider each candidate's full professional story. Whether you're exploring a career change or taking your next step, we look forward to reviewing your application. If this just isn't the right role or time - sign up for job alerts! PagerDuty operates a hybrid work model with offices in 8 major cities: Atlanta, Lisbon, London, San Francisco, Santiago, Sydney, Tokyo, and Toronto. While we offer flexibility within our established locations, we cannot employ candidates residing in: Location restrictions: Australia: Northern Territory, Queensland, South Australia, Tasmania, Western Australia Canada: Alberta, Manitoba, Newfoundland, Northwest Territories, Nunavut, PEI, Quebec, Saskatchewan, Yukon United States: Alaska, Hawaii, Iowa, Louisiana, Mississippi, Nebraska, New Mexico, Oklahoma, Rhode Island, South Dakota, West Virginia, Wyoming Candidates must reside in an eligible location, which vary by role. Our values guide how we support customers, collaborate with colleagues, develop products, and foster a culture of belonging. They define not just our actions, but what it means to be Dutonian. People Leaders at PagerDuty are responsible for creating high performance environments that drive accountability. PagerDuty has four key dimensions that define our Leadership Impact: Lead Self, Lead the Team, Lead the Business, and Lead the Future. Each dimension has three associated competencies to give leaders a shared language for guiding their development, career, promotion, and succession planning discussions. Our Manager Expectations serve as a practical guide for managers to understand their responsibilities, prioritize their efforts, and drive engagement and performance. As a global organization, our total rewards approach is competitive with industry standards and aligned with local laws and regulations. Learn more, including country-specific offerings, on our benefits site. Your package may include: • Competitive salary, • Comprehensive benefits package, • Flexible work arrangements, • Company equity*, • ESPP (Employee Stock Purchase Program)*, • Retirement or pension plan*, • Generous paid vacation time, • Paid holidays and sick leave, • Dutonian Wellness Days & HibernationDuty - companywide paid days off in addition to PTO, • Paid parental leave: 22 weeks for pregnant parent, 12 weeks for non-pregnant parent (some countries have longer leave standards and we comply with local laws)*, • Paid volunteer time off: 20 hours per year, • Company-wide hack weeks, • Mental wellness programs *Eligibility may vary by role, region, and tenure PagerDuty, Inc. (NYSE:PD) is a global leader in digital operations management. The PagerDuty Operations Cloud is an AI-powered platform that empowers business resilience and drives operational efficiency for enterprises. With a generative AI assistant at its core, PagerDuty empowers teams to detect and resolve issues in real time, orchestrate complex workflows, and drive continuous improvement across their digital operations. Trusted by nearly half of both the Fortune 500 and the Forbes AI 50, as well as approximately two-thirds of the Fortune 100, PagerDuty is essential for delivering always-on digital experiences to modern businesses PagerDuty is Great Place to Work-certified, a Fortune Best Workplace for Millennials, a Fortune Best Medium Workplace, a Fortune Best Workplace in Technology, and a top rated product on TrustRadius and G2. PagerDuty is committed to providing reasonable accommodations for qualified individuals with disabilities in our job application process. Should you require accommodation, please email accommodation@pagerduty.com and we will work with you to meet your accessibility needs. PagerDuty uses the E-Verify

We are currently looking for an English Teacher for one of our clients in San Francisco, United States. Language Trainers is an international language training company working with freelance teachers of 99+ languages in hundreds of cities worldwide. Be a native English speaker and/or hold a relevant

Job Description 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 Ming’s 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 www.yumingschool.org. 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 IEP’s, English Learners) and integrate needed differentiation, interventions, accommodations, and extensions, • Actively collaborate with all colleagues, contribute pedagogical knowledge and expertise, and provide shared stewardship of the school, • Plan and pursue a program of personal professional growth and participate in both internal and external professional development activities, • Build meaningful relationships and communicate effectively with students, families, colleagues, and other school stakeholders, • Maintain a high-level of professionalism including meeting deadlines and commitments to self and the community, • May participate in summer program teaching or professional learning or curriculum development QUALIFICATIONS 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 180-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 https://yumingcharterschool.bamboohr.com/jobs 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: About Us Peninsula Family Service (PFS) is a nonprofit organization that provides children, families, and older adults with the support and tools they need to realize their full potential. As one of the largest providers of infant, toddler, and preschool programs in the region, PFS also delivers services in financial empowerment, employment, and older adult support — ensuring that people at every stage of life have access to opportunities to thrive. Established in 1950, PFS has been a trusted community partner for over 75 years, dedicated to fostering stability, resilience, and well-being for the individuals and families it serves. At PFS, our values guide how we serve our community and work together as a team. We expect every team member to demonstrate Ownership, Proactive Engagement, and a commitment to Continuous Learning and Adaptability. These values are grounded in a shared dedication to community, service, and collaborative teamwork. Job Summary The Teacher is responsible for providing a safe, nurturing, developmentally appropriate and inclusive learning environment for children aged 3 months to 5years of age, if supporting School Age, you would work with children up to 12 years of age. The Teacher aide supports a comprehensive early childhood environment that promotes children social-emotional, cognitive, language and physical development, while supporting family engagement and meeting state and federal regulations. REPORT TO: Site Manager JOB CLASSIFICATION: Non-Exempt About Us Peninsula Family Service (PFS) is a nonprofit organization that provides children, families, and older adults with the support and tools they need to realize their full potential. As one of the largest providers of infant, toddler, and preschool programs in the region, PFS also delivers services in financial empowerment, employment, and older adult support — ensuring that people at every stage of life have access to opportunities to thrive. Established in 1950, PFS has been a trusted community partner for over 75 years, dedicated to fostering stability, resilience, and well-being for the individuals and families it serves. At PFS, our values guide how we serve our community and work together as a team. We expect every team member to demonstrate Ownership, Proactive Engagement, and a commitment to Continuous Learning and Adaptability. These values are grounded in a shared dedication to community, service, and collaborative teamwork. Job Summary The Teacher is responsible for providing a safe, nurturing, developmentally appropriate and inclusive learning environment for children aged 3 months to 5 years of age, if supporting School Age, you would work with children up to 12 years of age. The Teacher aide supports a comprehensive early childhood environment that promotes children social-emotional, cognitive, language and physical development, while supporting family engagement and meeting state and federal regulations. REPORT TO: Site Manager JOB CLASSIFICATION: Non-Exempt ESSENTIAL DUTIES AND RESPONSIBILITIES Curriculum & Instruction · Assist in planning and implementation of daily activities. · Prepare materials. · Prepare and support lesson plans and interactions for planned activities. · Provide documentation on observations of children and their activities. · Support children’s self-help skills, independence, and problem-solving abilities. · Incorporate early STEM (Science, Technology, Engineering and Math), literacy, and social emotional learning strategies into the classroom experience. Health & Safety · Ensure constant and active supervision of all children. · Respond promptly to children’s needs, following individualized care routines if applicable. · Maintain a safe, clean, and organized classroom that meet licensing, California Department of Social Services and Head Start Health and safety standards. · Follow sanitation, diapering, toileting, and nutrition guidelines. · Monitor children’s health checks daily and document concerns. Assessment & Documentation · Complete ongoing observations and assessments · Provide observations for Desired Results Developmental Profile (DRDP) data. · Maintain accurate and timely, incident reports and child portfolios (learning-genie) · Participate in data driven planning for children and program outcomes. Family & Community Engagement · Establish positive, respectful relationships with families. · Conduct parent-teacher conferences and at least two home visits per program year. · Share developmental progress, resources, and strategies with families to support learning at home. · Encourage family participation in classroom and program activities. Collaboration and professionalism · Work collaboratively with teaching staff, Family Advocacy and Community Engagement Coordinators, and specialists to support children’s Individualized Family Service Plan or other identified needs. · Participating in 21 hours of professional development and annual required training · Maintain confidentiality and follow all agency policies, licensing regulations and Early Head Start performance standards. ESSENTIAL DUTIES AND RESPONSIBILITIES Curriculum & Instruction · Assist in planning and implementation of daily activities. · Prepare materials. · Prepare and support lesson plans and interactions for planned activities. · Provide documentation on observations of children and their activities. · Support children’s self-help skills, independence, and problem-solving abilities. · Incorporate early STEM, literacy, and social emotional learning strategies into the classroom experience. Health & Safety · Ensure constant and active supervision of all children. · Respond promptly to children’s needs, following individualized care routines if applicable. · Maintain a safe, clean, and organized classroom that meet licensing, California Department of Social Services and Head Start Health and safety standards. · Follow sanitation, diapering, toileting, and nutrition guidelines. · Monitor children’s health checks daily and document concerns. Assessment & Documentation · Complete ongoing observations and assessments · Provide observations for Desired Results Developmental Profile (DRDP) data. · Maintain accurate and timely, incident reports and child portfolios (learning-genie) · Participate in data driven planning for children and program outcomes. Family & Community Engagement · Establish positive, respectful relationships with families. · Conduct parent-teacher conferences and at least two home visits per program year. · Share developmental progress, resources, and strategies with families to support learning at home. · Encourage family participation in classroom and program activities. Collaboration and professionalism · Work collaboratively with teaching staff, Family Advocacy and Community Engagement Coordinators, and specialists to support children’s Individualized Family Service Plan or other identified needs. · Participating in 21 hours of professional development and annual required training · Maintain confidentiality and follow all agency policies, licensing regulations and Early Head Start performance standards. Requirements: QUALIFICATIONS Education/Experience · Teacher permit issues by Commission on Teacher Credentialing (CTC) · Minimum of 24 Early Childhood Education/Child Development units with three units in Infant/toddler development if working with that specific age group · 16 general education units · 175 days of experience · Preferred but not required one-2 years of experience working with children in a licensed childcare facility. Special Requirements · Work towards an Associate Teacher or higher Permit (or eligible to obtain one) · Current Pediatric Cardiopulmonary Resuscitation (CPR)/First Aid certification · I have the ability to pass background checks, Tuberculosis (TB) tests, and meet immunization requirements. · Bilingual skills desired (English/Spanish) Physical Demands & Work Environment · Reach a child twenty-five feet away within 10 seconds or less. · Hear a child call for help from at least fifty feet away. · Comprehend and react to dangerous situations involving children without hesitation. · Crouch/bend to a child’s height and maintain eye contact. · Reach children on the highest piece of play equipment. · Ability to lift up to 50lbs. · Engage in floor/sitting at ground level play with children for extended periods of time. · Exposure to a childcare classroom indoor/outdoor setting, cleaning, disinfectant supplies, and noise levels that are consistent with working with young children. OTHER REQUIREMENTS · Prior to first day of employment, must have fingerprint clearance and maintain clearance. · Verification to legally work in the United State and updated as required. Peninsula Family Service’s VALUES are expected of every staff member. All of our work is based on our commitment to Ownership, Proactive engagement, and Lean In growth, anchored in Community Pillar, Participant-Focused service, and Workforce-Centered collaboration.

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

Job Description Pay Range: $24-$26 Required to have a Teacher permit or equivalent and a minimum of 24 ECE/CD units completed prior to hire The Salvation Army Mission Statement: The Salvation Army, an international movement, is an evangelical part of the universal Christian Church. Its message is based on the Bible. Its ministry is motivated by the love for God. Its mission is to preach the gospel of Jesus Christ and to meet human needs in His name without discrimination. BASIC PURPOSE The purpose of this position is to work cooperatively in a team to teach and create/maintain a safe space for children to learn and grow. ESSENTIAL DUTIES AND RESPONSIBILITIES • Daily lesson planning and execution of all classroom and outdoor activities, • Interact with students and encourage their involvement in activities, • Establish and maintain good communication with parents, • Maintain clean and orderly workspace and classroom, • Supervise child toileting procedures, • Assist with the setup and cleanup of mealtimes, naptimes and activities, • Maintain daily student observation records, demonstrating evidence of learning, • Maintain and build student working folders, • Provide appropriate and positive discipline, • Attend staff meetings, training courses and provide training on in-service days, • Maintain and execute confidential information according to HIPPA standards, • Maintain a highly detailed and organized filling system, • Answer phone, handle routine questions and direct calls, • Utilize harm reduction and trauma informed care principles, • Maintain a professional image and procedures, • Complete written documentation of participant infractions, • Check and respond to emails and voicemails on a regular basis, • Adhere to confidentiality standards, • Other related duties, as assigned. KNOWLEDGE, SKILLS, ABILITIES AND OTHER QUALIFICATIONS REQUIREMENTS • Demonstrate experience in Early Childhood education or equivalent, • Demonstrated ability to work with children in an active environment, • Understanding of developmentally appropriate practices for infants, toddlers and preschoolers, • Ability to work with people of diverse backgrounds, • Ability to operate under stressful working conditions in a rapidly changing work environment with multiple priorities is required, • Ability to speak and write the English language at a high and professional level, • High degree of confidentiality, • Computer literate in Microsoft Office applications Word, Excel and Outlook preferred, • Excellent communication skills, both written and verbal, • Excellent and professional telephone etiquette and presence, • High degree of organizational skills, • Approach problem solving creatively, • Strong ability to utilize a high level of time management and handling multiple tasks CERTIFICATES, LICENSES, REGISTRATIONS • Must possess a high diploma, GED or equivalent, • Must possess a valid California Class C Driver License, and ability to drive a Salvation Army vehicle, • Must be 21 years or older, • Complete The Salvation Army vehicle course training, • Must have a Teacher permit or equivalent, • Minimum of 24 ECE/CD units completed prior to hire, • CPR and Mandated Reporter Certificate, • Must pass Live Scan and other background screenings PHYSICAL REQUIREMENTS: • Ability to sit, walk, stand, bend, squat, climb, kneel, and twist on an intermittent or sometimes continuous basis, • Ability to grasp, push, and/or pull objects, • Ability to reach overhead, • Ability to operate telephone, • Ability to lift up to 25-40 lbs., • Ability to operate a computer, • Ability to process written, visual, and/or verbal information, • Ability to operate basic office equipment and tools PC, Fax Machine, Telephone, Calculator, Copier, Printer. Qualified individuals must be able to perform the essential duties of the position with or without accommodation. A qualified person with a disability may request a modification or adjustment to the job or work environment in order to meet the physical requirements of the position. The Salvation Army will attempt to satisfy requests as long as the accommodation needed would not result in undue hardship.

Job Description Spanish Immersion Elementary Teacher – Terra San Francisco School Inspire curiosity. Cultivate compassion. Reimagine education. About Terra San Francisco School Terra San Francisco School is a pioneering Preschool–8th grade program rooted in multilingual (Spanish and Mandarin) immersion, nature-based learning, and the International Baccalaureate (IB) framework. We are a community of educators and families committed to nurturing the personal, intellectual, and emotional growth of each child through innovative and inclusive teaching practices. At TSFS, teachers are the heart of our school. They lead with curiosity, critical thinking, and empathy—modeling the same values we hope to instill in our students. Our educators honor each child’s unique strengths while guiding them toward becoming self-directed learners, collaborative thinkers, and responsible stewards of the natural world. What Makes Terra Unique • Two Tracks for World Language Immersion: Students can choose to work on the Spanish or Mandarin track, developing global awareness, cognitive flexibility, and empathy., • Nature-Based Learning: Each week, students and teachers spend a full day outdoors guided by expert Nature Educators, deepening their connection to the environment and their own sense of wonder., • Project-Based Learning: Our curriculum is anchored in inquiry and real-world relevance. Students explore academic concepts through hands-on, interdisciplinary projects that foster critical thinking, collaboration, and creative problem-solving. In our Preschool, this approach evolves into a Reggio Emilia-inspired model, where young learners’ interests guide emergent curriculum experiences that nurture curiosity and agency., • International Baccalaureate (IB): Our curriculum progressively aligns with IB standards to foster globally minded, reflective learners. Why Work With Us • Small Class Sizes & Low Ratios: With a student-teacher ratio of 10:1, you’ll have the time and space to form meaningful connections and support individual learning., • Holistic, Mission-Driven Curriculum: Join a school that integrates academic rigor with social-emotional learning, creative expression, and outdoor exploration., • Diverse, Inclusive Community: Over half of our teachers and students are multi-ethnic; about half of our families receive scholarships; and many have lived or worked internationally. Perks & Benefits • Competitive hourly rate: $55,000-$80,000, based on experience and skillset, • Health and dental insurance options, • Weekends and federal holidays off, • Opportunities for professional development, including training, mentorship, and a pathway to International Baccalaureate (IB) certification, • Supportive, mission-driven team dedicated to joyful and purposeful learning, • Clear pathways for career advancement as the program grows, including roles such as Department Head and Curriculum Developer Position Overview: Elementary Teacher We are seeking a compassionate, creative, and collaborative Teacher to join our team. This is an opportunity to be part of an innovative school environment where curiosity is celebrated, and each child’s voice matters. Responsibilities: • Embody and uphold the school’s mission and core values, • Plan and deliver engaging, inquiry-based lessons aligned with grade-level benchmarks, • Create a warm, inclusive classroom environment that supports both academic and social-emotional growth, • Collaborate closely with co-teachers, specialists, and administrators, • Communicate clearly and compassionately with families and colleagues, • Participate in school-wide events, professional development, and reflection practices, • Maintain confidentiality, professionalism, and a spirit of openness and respect Qualifications Required: • A passion for working with children and a belief in their potential, • Strong collaboration and communication skills, • A growth mindset and commitment to continuous learning, • A positive, flexible attitude and a sense of humor Preferred: • Bachelor’s degree or higher in Education, English, Spanish or a related field, • Multiple Subject Teaching Credential, • 2–7 years of relevant grade-level teaching experience, • Training in Project-Based Learning, Responsive Classroom, or child-led curriculum models, • Experience in differentiated instruction, phonics, and performance-based assessments Join Us If you are a passionate educator who values innovation, community, and nature-based learning, we invite you to be part of Terra SF’s growing team. Together, we’re not just teaching—we’re shaping the future of education. Apply by emailing us at: info@terraschools.org www.terraschools.org

Job Description Transitional Kindergarten Mandarin Instructional Assistant Yu Ming Charter School seeks dynamic, innovative, and experienced educators to join our team, committed to nurturing lifelong learners who are bilingual, bicultural and able to create change in their own lives and in our community. We seek teachers that are excited by the possibility of transforming the traditional model of education to be learner-centered through personalized and project based learning that cultivates both the cognitive and social emotional skills our students need to thrive in school and beyond. Yu Ming teachers are leaders that thrive on exploration, collaboration, and seek to continuously learn and grow as individuals and team members. ABOUT YU MING CHARTER SCHOOL Yu Ming Charter School is a non-profit, tuition-free network of public schools located in Oakland and San Leandro and open to all residents of California. As a leader in Mandarin Immersion education, our mission is to nurture our inclusive and diverse community to become empowered, engaged, and outstanding global citizens. We currently serve 1060 students across three campuses, and continue to grow our enrollment each year. Our intentionally diverse student body comes from many racial, ethnic, and socio-economic backgrounds representing 70 zip codes across the Bay Area and 29 home languages. Founded in 2011, Yu Ming is the first Mandarin immersion public charter school in the state. We believe every child, regardless of their background or zip code, deserves a free, high-quality education that prepares them today to succeed tomorrow. Ranked the #7 Elementary School and the #2 Elementary Charter School in California by U.S. News, Yu Ming is a 2019 National Blue Ribbon School of Excellence and a 2020 and 2023 California Distinguished School. Yu Ming’s 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 www.yumingschool.org. Position Overview: Mandarin Instructional Assistants report to the Assistant Principal and will be responsible for assisting in the classroom while fostering the social and emotional growth of students. Core Competencies • Ability to organize data, schedules, and information collected and/or submitted by teachers., • An aptitude to work with children and teachers; warmth, empathy and the desire to become involved in the instructional process., • Flexibility and adaptability to change; ability to work in a dynamic, creative and start-up learning environment., • Superb interpersonal skills; ability to work collaboratively with a diverse group of students, colleagues and families., • Ability to follow instructions and accept constructive suggestions and professional standards., • Maturity, humility, strong work ethic, sense of humor, and a solutions-oriented attitude. Core Responsibilities • Instruct individuals, small groups or classes of students within certificated teacher guidelines, • May prepare lesson plans, materials for lessons, and assess student progress, • Document student progress/activities/outcomes and provide regular feedback to student(s), classroom teachers, parents, and administration regarding student progress, expectations, goals, etc., • May work with students to reinforce learning of material or skills as described in an Individualized Education Plan., • Assist the teacher in devising special strategies for reinforcing material or skills based on a sympathetic understanding of the individual student's needs, interests, and abilities., • During the Extended Care After School Program, plan and independently lead engaging and age-appropriate activities that promote learning, social interaction, and skill development., • Maintain the same high level of ethical behavior and confidentiality of information about the student as is expected of fully licensed teachers., • Establish and maintain collaborative working relationships with school personnel, parents, and other service providers for the purpose of improving the quality of student outcomes, developing solutions and planning curriculum., • Other duties as needed. QUALIFICATIONS Required • Native or near native fluency in Mandarin Chinese., • Professional proficiency in English. Preferred • Experience as a classroom aide and/or coursework in Education/Special Education preferred., • Bachelor’s degree preferred. TIME COMMITMENT 180-day school year, 8 student-free professional development days for collaboration with colleagues. Common building hours are 8:00am-4:00pm. COMPENSATION $26-29 per hour plus benefits, commensurate with experience. TO APPLY Interested candidates should submit their resume at https://yumingcharterschool.bamboohr.com/jobs/ 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 Company: Terra San Francisco (The Terra Schools) Location: San Francisco, California Position Type: • Full-time, • 5 days per week, Monday through Friday, • 2 Shift Options: 8am to 4pm or 9:45am to 5:45pm, • Salary : $20-32 / hour based on experience Job Overview We are seeking a compassionate and dedicated Spanish Preschool Teacher to join our team at Terra San Francisco. International applicants are welcome to apply - we provide assistance with visas. You will play a critical role in creating a positive, emotionally safe, and enriching environment for our preschool students, ages 2.5 to 5.5. About Our School Teachers are at the heart of our school. We are a multilingual private school that combines small class sizes, whole-child development, and nature-based learning. We are located in the Outer Richmond District of San Francisco, just south of the Golden Gate Bridge. During outdoor Earth Education days once a week, we take a school shuttle to scenic green spaces in Marin, San Francisco, and the Peninsula. To help with the commute, we provide a San Francisco Shuttle for both students and teachers. What’s Unique About Us • Spanish Immersion. We believe young children are capable of learning a second and/or third language. Bilingualism & trilingualism also helps them develop empathy and cognitive skills, as well as an appreciation for diversity., • Reggio Emilia Inspired. Our children are center stage. Their interests and passions drive the topics discussed in class, while teachers facilitate their cognitive, social, and emotional skill acquisition., • Nature-based Learning. Once a week, children explore the outdoors with an experienced Earth Educator to cultivate their sense of wonder and curiosity. Why work with us • Small Class Sizes & Ratios: We offer ratios that are smaller than those found in traditional childcare centers. This fosters stronger and more intimate connections with children, families, and fellow educators., • Holistic Child Development: Our project-based, Reggio-inspired curriculum, outdoor classroom, and social and emotional learning curriculum are centered around nurturing the multiple intelligences of each child., • Diverse & Inclusive Community: Learn from a diverse and inclusive group of fellow educators, students, and families who value kindness. Over half of teachers and students are multi-ethnic, a third of families receive scholarships, and a third have lived abroad. Minimum Job Requirements • Bachelor’s or graduate degree, or in the process of obtaining one., • 12 hours of Early Childhood Education (ECE) college credit units, or equivalent., • Two years of experience teaching preschool or kindergarten students., • Advanced oral communication skills in Spanish., • Intermediate oral communication skills in English., • Ability to create and implement lesson plans that support learning objectives., • Proficient technology skills including, but not limited to, Microsoft Office, • Strong interpersonal skills and the ability to communicate openly, professionally, kindly, and empathetically with students, parents, and staff., • Demonstrated proficiency in classroom and behavioral management., • Passion for learning and youth development, particularly in the preschool age range., • Ability to work collaboratively in a team environment., • Reliable transportation to and from Mill Valley., • Commitment to a full school year., • Fully vaccinated against COVID-19 or have a valid medical or religious exemption., • Clear background check (provided by the Terra Schools). Job Responsibilities • Supervise to ensure physical safety of children., • Create and co-lead daily flow and curriculum., • Co-lead and engage a group of 5 to 15 students in age-appropriate free play, snack and lunch times, curriculum lessons, naps, transitions, drop-offs and pick-ups., • Educate students on the semantic and syntactic aspects of the Spanish language through content-based inquiry in a Spanish-immersion setting., • Implement compassionate and effective classroom and behavioral management strategies, in line with the Terra Schools’ values and Reggio Emilia philosophy., • Communicate openly and professionally with students, parents, school day staff, and after school staff., • Foster an emotionally safe and supportive environment for all children, teachers, and parents., • Facilitate a smooth hand-off to after-care teachers when the school day ends at 3:15pm., • Collaborate with staff and co-teachers to continuously improve and strengthen the program., • Adhere to the duties and responsibilities outlined in the Employee Handbook or mandated by State or Federal regulations. Perks & Benefits • Competitive pay rate ranging from $20 to $32 per hour, based on experience and location., • For international applicants, we will help with your visas., • Federal holidays and weekends off., • Opportunity for professional growth, including potential advancement to be a Preschool Director or run the After School Program., • Covid-19 Safety: Free daily access to covid tests, masks, and hand sanitizer., • Free parking for employees in our parking lot and on the street.

Job Description OUR SCHOOL The International School of San Francisco is a PK-12 independent school in San Francisco. Founded in 1962, the school is a multicultural, multilingual educational institution with almost 1,100 students across an urban campus in the heart of the city. MISSION Guided by the principles of academic rigor and diversity, The International School of San Francisco offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance. Our international community brings together people from many backgrounds. Together we strive to create a shared culture that develops compassionate, confident, and principled people who will make the world better. We base our community on these values: Respect, Integrity, Inclusion, Collaboration, and Curiosity. OPPORTUNITY Working at The International School of San Francisco opens up a myriad of opportunities – both personal and professional. Critical to our Strategic Plan in creating a proud, engaged community; we appreciate our faculty and staff by fostering a community of ongoing learning, respect, and collegiality and by providing competitive compensation and benefits. It is also of paramount importance to us that we continue to foster an environment of diversity, equity, and inclusion as we build a school community of individuals who are an actual representation of the world in which we live. POSITION OVERVIEW This position is for a Teacher's Assistant full-time position (35h/week) in our Early Childhood Education Center also known as the Preschool/Maternelle (Grade PK2-PK4), for the 2026-2027 school year. Teacher's Assistant is responsible for assisting the Preschool French and English Teachers in managing and caring for the well-being of students in the classroom, in the bathroom and on the playground within the context of implementing a program of activities that promote the academic, social, emotional, and physical development of each child enrolled in the program. Teacher's Assistant reports to their classroom teacher(s) and above them to the Assistant Principal and Principal of the Maternelle. If and when acting as Extended Care monitor for after school care, vacation camps, or childcare, reporting is to the Extended Care Supervisor. KEY RESPONSIBILITIES • Assist French and/or English Teacher(s) and collaborate closely with them in implementing the daily program of activities based on best practices and researched principles of child development and in accordance with the program’s curriculum, social-emotional learning program (Positive Discipline) and school culture., • Actively supervise students during class time, bathroom time (including but not limited to toileting and diaper changing), lunch time, transition times and during recess times. Develop a positive relationship with each child and promote the development of autonomy, self-esteem, and self-discipline., • Assisting with diaper changes and toilet training as needed., • Observe each child daily to assess skills, interests, and needs and use this information to facilitate learning and growth., • Maintain a well-organized, safe and attractive classroom environment conducive to the optimal growth and development of children (including maintaining classroom cleanliness and keeping materials clean, neat, and arranged), • Intervene with vigilance and respect to help any child in need, prevent accident or injury to the degree possible, and in any situation requiring assistance, • Establish a positive relationship with each child’s family., • Perform other duties as required or assigned, including acting as extended care staff before or after school, vacation camps, and child care when requested. SKILLS AND QUALIFICATIONS • Proficient in the language of teaching (French and English), • Experience working with young children (age 2-5 years old), • Bachelor’s Degree, • Certified in early childhood education or currently working towards the completion of one: at least 6 Early Childhood Education Units (12 would be a plus), • CPR & First Aid certified or obtain certification upon hire, • Be mentally and physically capable of caring for a group of children alone in a classroom., • Have an awareness of the unique needs of young children and have appropriate expectations of their abilities, • Able to kneel, bend, squat, lift, push, pull, and carry children up to 70lbs, • Possess a strong work ethic, be punctual, and have minimal absences., • Have the ability to collaborate and work positively in a professional setting with multiple colleagues in a teaching team - both in and out of the classroom., • Must be authorized to work in the United States Salary range for this position: $60,212 - $103,247 depending upon experience and qualifications. EQUAL EMPLOYMENT OPPORTUNITY POLICY The International School of San Francisco is committed to providing an open, fair, inclusive, non-discriminatory environment for all individuals across differences of race, religion, sexual orientation, gender identity, national origin, socio-economic status, ethnicity, age, physical ability, or medical condition. We seek to increase the presence, representation, and inclusion of U.S. historically under-represented people of color, international, bilingual, and bicultural students, faculty, and staff; and, to provide an environment that will attract and retain individuals identified as lesbian, gay, bisexual, transgender, queer, questioning and intersex Powered by JazzHR ro2lOGB8fT

Job DescriptionDescription: About Us Peninsula Family Service (PFS) is a nonprofit organization that provides children, families, and older adults with the support and tools they need to realize their full potential. As one of the largest providers of infant, toddler, and preschool programs in the region, PFS also delivers services in financial empowerment, employment, and older adult support — ensuring that people at every stage of life have access to opportunities to thrive. Established in 1950, PFS has been a trusted community partner for over 75 years, dedicated to fostering stability, resilience, and well-being for the individuals and families it serves. At PFS, our values guide how we serve our community and work together as a team. We expect every team member to demonstrate Ownership, Proactive Engagement, and a commitment to Continuous Learning and Adaptability. These values are grounded in a shared dedication to community, service, and collaborative teamwork. Job Summary The Teacher aide is responsible for providing a safe, nurturing, developmentally appropriate and inclusive learning environment for children aged 3 months to 5 years of age, if supporting School Age, you would work with children up to 12 years of age. The Teacher aide supports a comprehensive early childhood environment that promotes children social-emotional, cognitive, language and physical development, while supporting family engagement and meeting state and federal regulations. REPORT TO: Site Manager JOB CLASSIFICATION: Non-Exempt ESSENTIAL DUTIES AND RESPONSIBILITIES Curriculum & Instruction · Support implementation of daily activities. · Prepare materials. · Prepare and support lesson plans and interactions for planned activities. · Provide documentation on observations of children and their activities. · Support children’s self-help skills, independence, and problem-solving abilities. · Incorporate early STEM (Science, Technology, Engineering and Math), literacy, and social emotional learning strategies into the classroom experience. Health & Safety · Ensure constant and active supervision of all children. · Respond promptly to children’s needs, following individualized care routines if applicable. · Maintain a safe, clean, and organized classroom that meet licensing, California Department of Social Services and Head Start Health and safety standards. · Follow sanitation, diapering, toileting, and nutrition guidelines. · Monitor children’s health checks daily and document concerns. Assessment & Documentation · Complete ongoing observations · Maintain accurate and timely, incident reports and child portfolios (learning-genie) · Participate in data driven planning for children and program outcomes. Family & Community Engagement · Establish positive, respectful relationships with families. · Conduct parent-teacher conferences and at least two home visits per program year. · Share developmental progress, resources, and strategies with families to support learning at home. · Encourage family participation in classroom and program activities. Collaboration and professionalism · Work collaboratively with teaching staff, Family Advocacy and Community Engagement Coordinators, and specialists to support children’s Individualized Family Service Plan or other identified needs. · Participating in 21 hours of professional development and annual required training · Maintain confidentiality and follow all agency policies, licensing regulations and Early Head Start performance standa Requirements: Education/Experience · Minimum of 6-12 Early Childhood Education/Child Development units with three units in Infant/toddler development if working with that specific age group · Preferred but not required one year of experience working with children in a licensed childcare facility. Special Requirements · Work towards an Associate Teacher or higher Permit (or eligible to obtain one) · Current Pediatric Cardiopulmonary Resuscitation (CPR)/First Aid certification · I have the ability to pass background checks, Tuberculosis (TB) tests, and meet immunization requirements. · Bilingual skills desired (English/Spanish) Physical Demands & Work Environment · Reach a child twenty-five feet away within 10 seconds or less. · Hear a child call for help from at least fifty feet away. · Comprehend and react to dangerous situations involving children without hesitation. · Crouch/bend to a child’s height and maintain eye contact. · Reach children on the highest piece of play equipment. · Ability to lift up to 50lbs. · Engage in floor/sitting at ground level play with children for extended periods of time. · Exposure to a childcare classroom indoor/outdoor setting, cleaning, disinfectant supplies, and noise levels that are consistent with working with young children. OTHER REQUIREMENTS · Prior to first day of employment, must have fingerprint clearance and maintain clearance. · Verification to legally work in the United State and updated as required. Peninsula Family Service’s VALUES are expected of every staff member. All of our work is based on our commitment to Ownership, Proactive engagement, and Lean In growth, anchored in Community Pillar, Participant-Focused service, and Workforce-Centered collaboration.

Job Description Resident Teacher (Intern) 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 Ming’s 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 www.yumingschool.org. Position Overview: Teacher Residents report to the School Leaders and will be responsible for assisting in the classroom while fostering the social and emotional growth of students. Teacher Residency Yu Ming’s Teacher Residency program is a hands-on program where paid teaching residents gain experience and mentorship in the classroom while earning their California Multiple Subject Teaching Credential. Teacher residents who have an intern credential and successfully complete one year of residency are eligible to apply for a full-time Teacher role. In this residency year you will: • Earn a California Multiple Subject Teaching Credential through an accredited program, • Work as a Small Group Instructor in a Yu Ming classroom and learn from a highly-effective Mentor Teacher five days per week., • Build a relationship with an expert instructional leader, who will advise and support you through one-on-one observation and dialogue., • Engage in critical conversations about diversity, equity, and inclusion with your mentor, instructors, and peers., • Receive priority consideration for a full-time position upon completing the program. Core Competencies • Ability to organize data, schedules, and information collected and/or submitted by teachers., • An aptitude to work with children and teachers; warmth, empathy and the desire to become involved in the instructional process., • Flexibility and adaptability to change; ability to work in a dynamic, creative and start-up learning environment., • Superb interpersonal skills; ability to work collaboratively with a diverse group of students, colleagues and families., • Ability to follow instructions and accept constructive suggestions and professional standards., • Maturity, humility, strong work ethic, sense of humor, and a solutions-oriented attitude. Core Responsibilities Residents will assume the same schedule as a full-time Yu Ming Small Group Instructor. Duties and responsibilities may include: • Developing teaching skills through regular feedback and coaching, • Providing individual, small group, or whole group instruction for students, • Supporting the lead teacher in lesson planning, materials preparation, and student assessment, • Working with students to reinforce learning of content or skills as described in an Individualized Education Plan, • Committing to constant professional and personal growth through working closely with a team of teachers, • Constantly assessing student progress, and communicating results to families and colleagues, • Modeling the school’s values in all communications with students, families, and staff, • Actively participating in professional development activities, including: training sessions and working with lead teacher, school leaders, instructional coaches, • Perform other school related duties as required and assigned (such as assisting with lunch, recess, dismissal, etc), • Act as substitute for classrooms when lead teachers are not available (no extra compensation) QUALIFICATIONS Required • Enrollment in a teacher credential program OR possess a CA teaching credential, • A four-year degree from an accredited university (to be eligible for teacher credential program), • Native or near native fluency in Mandarin Chinese and professional proficiency in English (if a Mandarin Homeroom Resident Teacher) • Native near native fluency in English (if an English Resident Teacher) Preferred • Experience as a classroom aide and/or coursework in Education/Special Education preferred TIME COMMITMENT 180-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. COMPENSATION $24.80 per hour plus benefits, commensurate with experience. TO APPLY Interested candidates should apply at https://yumingcharterschool.bamboohr.com/jobs/ 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 DescriptionTeaching Associates (TAs) work under the supervision of a lead teacher, providing additional assistance and instruction to students. TAs typically work one-on-one or with small groups of students to help them understand and apply the learning taught by the classroom teacher. They often circulate around the classroom while students are completing assignments and assist students who need additional support or extensions. Likewise, TAs support teachers with other duties and responsibilities to ensure the classroom is clean and organized and materials are prepared for student use. Learning by doing is a core value of being a TA. In this role, TAs are encouraged to learn and grow their professional toolbox all with the goal of becoming future lead teachers. We are seeking a TA for transitional kindergarten and a TA for first grade. QUALIFICATIONS: Required • Ability to work Monday through Friday from 8am - 4:30pm., • High school diploma or GED equivalency, • Deep commitment to collaboration and equitable teaching and learning approaches, • Passion to build, collaborate and create an exceptional school community, • Experience working with children from diverse backgrounds and with diverse learning needs, including – but not limited to – English language learners, academically high-achieving or low-performing students, students receiving special education services, and students who have experienced trauma, • Bias towards curiosity and comfort with failure; love for learning Preferred • Bachelor's Degree, • Knowledge and application of best teaching practices including but not limited to: culturally responsive teaching, inclusion, anti-racist education, restorative practices, Universal Design for Learning, Total Physical Response (TPR), storytelling, inquiry and social emotional learning, • Bilingual RESPONSIBILITIES : • Provide support and reinforcement for teacher and lessons, • Give one-on-one or small group instruction and lesson review, • Assist teachers with attendance, grading, and other administrative tasks such as photocopying and filing, • Set up materials and equipment to help teachers prepare lessons, • Ensure the classroom is well organized, efficient and materials are accessible for students, • Provide additional supervision for students during class, lunch, recess, between classes, and on class outings or field trips COMPENSATION : • Hourly rate starting at $25, commensurate with education, degrees, years of relevant experience, and credentials, • Competitive benefits package including health coverage and retirementTO APPLY:, • Contact hiring@newschoolsf.org with your resume and a cover letter outlining your educational philosophy and student outcomes that you are most proud of - don’t be afraid to toot your own horn! Powered by JazzHR NYclhM5oM8

Job DescriptionDescription: Are you a native Spanish-speaker with a love for teaching preschool? We are looking for Spanish-Immersion Preschool Teachers to join our amazing team of maestras y maestros! ABOUT US KSS Spanish Immersion Preschools provide a nurturing, play-based environment for children ages 2 to 6 (PK2 through Transitional Kindergarten) across four convenient Bay Area locations. Our Reggio Emilia-inspired curriculum is fully immersive in Spanish, helping children develop confidence, creativity, and strong language skills alongside social and cognitive growth. At KSS, every child is celebrated as a unique learner and supported to thrive in a joyful, culturally rich community. We are passionate about creating a joyful, culturally rich community where every child and staff member is valued and supported. At KSS, teachers and staff have the opportunity to grow professionally in a collaborative and inspiring environment, making a meaningful impact on young learners’ lives every day. If you’re dedicated to fostering curiosity and love of learning in early childhood education and want to be part of a dynamic, bilingual team, we’d love to hear from you. ABOUT YOU • You love working with young children You find joy in building meaningful relationships with young children and supporting their natural curiosity and development. You are patient, observant, and playful, and you enjoy learning alongside children as they explore their ideas and interests. • You are a fluent Spanish-speaker and love being a Spanish-Immersion Preschool Teacher You are fluent in Spanish and enthusiastic about creating a language-rich, immersive environment. You naturally integrate Spanish throughout the day to support bilingual development and to honor language as an important part of children’s identity and expression. • You love being part of a team of dedicated teachers You value collaboration and reflective practice, and you enjoy working closely with colleagues to co-construct curriculum. You contribute ideas, listen openly, and support a strong team culture grounded in shared values. • You are caring and accepting of all children and families You approach all children and families with respect, empathy, and openness. You believe in inclusive, relationship-based teaching and work to create a welcoming classroom community where everyone feels seen and valued. • You are responsible, flexible, and enthusiastic You are dependable and adaptable, responding thoughtfully to the evolving needs of children and the classroom. You bring curiosity, energy, and a positive attitude to your work each day. YOUR ROLE AS A SPANISH-IMMERSION PRESCHOOL TEACHER • Create a safe and welcoming environment You create a warm, inclusive classroom where children feel a strong sense of belonging. You view relationships and the environment as central to learning, ensuring each child feels seen, accepted, and valued. • Support children’s well-being through responsive practice You support children’s physical, social, and emotional development through developmentally appropriate, child-centered practices. You use respectful, responsive language and collaborative problem-solving to guide children through their experiences. • Design meaningful learning experiences You co-construct learning experiences based on children’s interests, nurturing creativity, agency, and a strong sense of self. You encourage exploration, expression, and a joyful love of learning. • Partner with families You communicate thoughtfully with families about their child’s growth and learning through ongoing conversations and conferences, building strong, respectful partnerships. BENEFITS • 28 paid holidays/school breaks and 12 days of PTO per year, • Up to 100% of employee health plan premiums through Kaiser on select plans and 50% premium coverage for dependents, • Dental and vision insurance plans, • 401K retirement account with up to 4% matching, • Tuition discounts to children of employees, • Professional development and trainingRequirements:, • A high school diploma or GED, • At least 12 ECE credits, • At least 2 years of early childhood education experience, • Be fully fluent in Spanish (written and spoken), • BA or MA in child development, or related field, strongly preferred, • Experience with Reggio Emilia strongly preferred, • For this role you will be also be required to pass a background check, provide a Health Screening Report completed by a physician, which includes your Immunization Record, Flu Vaccinations and current TB Test Results

Job Description Treasure Island Child Development Center (TICDC) is a collaborative child-centered environment where everyone contributes and feels taken care of. Our community is a coming-together of families and teachers and staff members who express the quality and diversity of the Bay Area. Serving parents with children 3 months to 5 years of age, TICDC provides a secure and stimulating environment in a beautiful setting. Our enriched day program combines the best in early care and education with family support activities and effective resource and referral. POSITION PURPOSE: To further the Mission and Vision of Catholic Charities SF. The Teacher position is responsible for providing developmentally appropriate care and education for the children, in cooperation with parents and to work as a team with the Treasure Island Development Center staff to implement the philosophy, the goals and objectives of the child care center. The Teacher position acts as a leader in assisting with the mentoring of substitute teachers, aides and interns. QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. Salary $30.00-$32.00 Location: On site 5 days a week Education & Experience: • Have a minimum of a valid California Associate Teacher permit. A teacher hired with a permit working in the Infant Toddler program must complete at least 6 additional units of coursework in Infant Toddler care., • Minimum one year of center based care experience, • Understands rationale and procedure for child abuse reporting as mandated by state law and the responsibility for action as a mandated reporter, • Must be certified in Pediatric CPR and First Aid, • Personal cell phone required. Knowledge, Skills & Abilities: • Bilingual is Spanish and/or Chinese preferred but not required, • Knowledgeable of social issues, such as poverty, violence, racism, that impact children and families., • Knowledgeable about child development and is able to recognize deviation from the norm., • Understands and uses universal health precautions., • Understands emotional and social development including the emergence of identity and self esteem., • Must demonstrate an understanding of child development theory and practice., • Ability to provide for the care and safety of children without physical or verbal, exploitation or prejudice., • Ability to communicate positively and actively develop ongoing interaction with parents in order to discuss daily activities., • Achievement oriented., • Customer oriented., • Demonstrates the necessary attitudes, knowledge and skills to deliver culturally competent services and work effectively in cross-cultural situations. Clearances Required Prior to the First Day of Employment: Fingerprinting Clearance: Required TB Screening - Negative Tuberculosis Test: Required First Aid Pediatric CPR/1st Aid Certificate: N/A ESSENTIAL DUTIES & RESPONSIBILITIES • Read and understand program philosophy, personnel policies, position description, non-discrimination policy, and other related materials covering the teacher position., • Read and understand program philosophy, personnel policies, position description, non-discrimination policy, and other related materials covering the covering the teacher position., • As part of the TICDC team, assists in the planning and implementation of curriculum according to the Creative Curriculum guidelines, incorporates the California Foundations and Curriculum Frameworks, Desired Results Developmental Profiles, (DRDPs), CSEFEL strategies and the observations of children which evolves and expands over time, according to the needs and interests of the children., • Establishes a primary relationship with a group of children and their families., • Guides children in conflict management and problem-solving strategies., • Supervises and directly interacts with children in a warm and positive manner., • Work cooperatively with other staff members, accepts supervision, and helps promote positive and harmonious communication in all aspects of center operations., • Maintains child files and open contact logs., • Provides feedback to Program Manager/Director regarding staff’s interactions in the classroom., • Maintains confidentiality regarding all personal information regarding families, children and staff., • Assists in developing, preparing and implementing a written curriculum plan with weekly updates, including environment enhancements, activities, routines, garden activities and schedule that is developmentally, culturally and linguistically appropriate, in coordination with staff team., • Participates in monthly rotation of documentation boards in and outside of the classroom., • Oversees and is responsible for the observation, recording and DRDP assessment of child in a group that results in an environment supportive of the changing needs of children., • Completes and submits DRDP assessments on time through DRDP tech and COCOA., • Provides oral and written language experience, (including home language when possible), appropriate to each child’s level of interest and developmental capacity., • Monitors to assure that outdoor play areas are secure and that children cannot leave nor gain access to unsafe or unsupervised areas., • Maintains accepted standards of order, cleanliness, and sanitation of program facilities., • Solicits and responds to the families requests and suggestions and communicates them to appropriate staff., • Responsible for preparing and participating in parent-teacher conferences twice a year, (Nov and May)., • Participates in on-site and off-site learning opportunities in accordance with a professional development plan and in professional growth activities., • Assists Program Manager and/or Lead Teacher with supervision, training and evaluation of substitutes, interns and volunteers in a constructive way., • Works with Program Manager and Lead Teacher to implement California Department of Education program goal setting, DRDP goal setting for program and implementing a timeline for completion., • Utilizes resource materials such as books, articles, videos to enhance opportunities for individual professional growth., • Seeks information relevant to the needs of the children s/he is serving – for example, information on school readiness, bilingual development, special needs and ages and stages of development., • Assists Lead teacher and team in planning activities that integrate social, emotional, physical, cognitive, language and aesthetic development., • Responds to behavioral signals from children that indicate a need for a change in teaching style to meet the child’s emotional or intellectual development needs., • Prepares and participates in staff Professional Learning Community, sharing expertise with teaching staff., • Acknowledges and celebrates the variety and differences between families, and creates a classroom environment that reflects the diversity within the community., • Implement program of food service according to center policies and established food handling and nutritional guidelines and a written menu., • Follows center policies and procedures for health and safety, indoors and outdoors., • Assures classroom is in compliance at all times, including ratios, sign in sheets are completed daily, and required daily health checks are done., • Administers medication in compliance with agency polices and guidelines., • Reports to the supervisor replacement/repair needs for indoor and outdoor supplies and equipment to ensure that the physical plant is in good shape., • Actively involves parents/guardians in classroom and center activities., • Actively collaborates with parents/guardians in an ongoing and positive manner to support each child’s development., • Supports and facilitates the inclusion of all children in the center, when possible., • Promotes and enhances the child’s and families participation in all program events., • Is responsible for maintaining active teaching permit, including renewal, upgrading and all required professional development work required. Nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time. PHYSICAL REQUIREMENTS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. • Frequent bending, standing, stooping, kneeling, reaching, twisting, and walking., • Frequent lifting, pushing, and pulling., • Frequent repetitive motions: Making substantial movements (motions) of the wrists, hands, and/or fingers., • Medium work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects., • The worker is required to have visual acuity to determine the accuracy, neatness, and thoroughness of the work assigned., • Driving is not required for this position. If driving a car is required for the position, incumbent must have a valid California driver's license and be able to provide proof of DMV record and personal insurance (if required.) WORK ENVIRONMENT The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. • The work environment will include children ages 3 months to 5 years., • The worker is subject to outside environmental conditions, • Noise level is moderate DISCLAIMER: The above statements are intended to describe the general nature and level of work being performed by people assigned to this classification. They are not to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified. All personnel may be required to perform duties outside of their normal responsibilities from time to time, as needed. CATHOLIC CHARITIES IS AN EQUAL EMPLOYMENT OPPORTUNITY EMPLOYER and is committed to providing equal employment without regard to race, color, creed, religion, national origin, ancestry, age, sex, sexual orientation, gender identity, legal domicile status, veteran status, disability or AIDS/HIV status or any other characteristic protected under federal or state law. Pursuant to the San Francisco Fair Chance Ordinance, we will consider for employment qualified applicants with arrest and conviction records. \nCompany Description Catholic Charities is one of the largest, oldest, and most comprehensive nonprofit human services organizations in Northern California, annually reaching more than 60,000 vulnerable individuals of all faiths in San Francisco, San Mateo, and Marin Counties. With a staff of approximately 450, reaching peaks of nearly 600 with seasonal hires, a budget of $54.3 million, and a current governing board of 27, this venerable, fully-accredited, independent 501(c)(3) nonprofit addresses some of the most pressing community needs – homelessness, generational poverty, immigration, inequality, hunger, aging in isolation, and communicable disease -- to name a few – with compassion and services of highest quality. CATHOLIC CHARITIES IS AN EQUAL EMPLOYMENT OPPORTUNITY EMPLOYER and is committed to providing equal employment without regard to race, color, creed, religion, national origin, ancestry, age, sex, sexual orientation, gender identity, legal domicile status, veteran status, disability, or AIDS/HIV status or any other characteristic protected under federal or state law. Pursuant to the San Francisco Fair Chance Ordinance, we will consider for employment qualified applicants with arrest and conviction records. Catholic Charities is one of the largest, oldest, and most comprehensive nonprofit human services organizations in Northern California, annually reaching more than 60,000 vulnerable individuals of all faiths in San Francisco, San Mateo, and Marin Counties. With a staff of approximately 450, reaching peaks of nearly 600 with seasonal hires, a budget of $54.3 million, and a current governing board of 27, this venerable, fully-accredited, independent 501(c)(3) nonprofit addresses some of the most pressing community needs – homelessness, generational poverty, immigration, inequality, hunger, aging in isolation, and communicable disease -- to name a few – with compassion and services of highest quality.\r\n\r\nCATHOLIC CHARITIES IS AN EQUAL EMPLOYMENT OPPORTUNITY EMPLOYER and is committed to providing equal employment without regard to race, color, creed, religion, national origin, ancestry, age, sex, sexual orientation, gender identity, legal domicile status, veteran status, disability, or AIDS/HIV status or any other characteristic protected under federal or state law.\r\n\r\nPursuant to the San Francisco Fair Chance Ordinance, we will consider for employment qualified applicants with arrest and conviction records.

Job Description Job Overview We are seeking a compassionate and experienced Camp Counselor - Spanish Immersion to join our team at the Terra Schools and Terra Camps. You will play a critical role in creating a positive, emotionally safe, and enriching environment for our campers, ages 3 to 10. The ideal candidate will have a passion for working with children and a background in camp education. You will be responsible for developing and implementing curriculum, working collaboratively with other camp staff, and ensuring the safety and fun of all campers. The successful candidate will have strong communication skills and a commitment to providing a fun and safe environment for all campers. About Us We are a multilingual private school and camp that combines small class sizes, whole-child development, and nature-based learning. We have two locations for camp. Terra Marin is located in Mill Valley, just north of the Golden Gate Bridge. Terra San Francisco is located in the Outer Richmond District of San Francisco, just south of the Golden Gate Bridge. During outdoor Earth Education days, we visit nearby scenic green spaces. If the outdoor location is more than walking distance from the school, we provide a shuttle for both students and teachers. Our work environment includes: • Growth opportunities, • Diverse and international workforce Job Responsibilities • Oversee safety and instruction of youth ages 3-10 during weekly nature programs., • Maintain a happy environment for all campers., • Engage children in Spanish language and cultural projects., • Create and implement weekly curriculum with co-instructors., • Troubleshoot emotional or behavioral issues that may come up with campers., • Mentor Counselors-In-Training., • Ensure compliance with State and Federal regulations., • Cultivate positive relationships with parents, guardians, and other stakeholders., • Communicate with parents (in-person, via email / messaging, or via phone) when necessary., • Assist with organization, planning, and pre/post camp day duties (packing, clean-up, etc.) Qualifications • 2 years of experience teaching, tutoring, nannying, or mentoring children ages 3 to 10., • High school diploma., • Bachelor’s or Master's degree a plus., • Excellent communication and professionalism with parents and youth., • Strong classroom / group management skills., • First Aid & CPR certification a plus. Mandatory Dates Summer camp training: • Sunday, June 8th to 13th, 2025 Camp in session: June 16th to August, 15 2025 (can be extended to September 1st, 2025) Locations Terra San Francisco (San Francisco, CA) or Terra Marin (Mill Valley, CA) Half day outdoors once a week in a nearby green space. What’s Unique About Us • Language Immersion. We believe young children are capable of learning a second and/or third language. Bilingualism & trilingualism also helps them develop empathy and cognitive skills, as well as an appreciation for diversity., • Reggio Emilia-inspired. Our children are center stage. Their interests and passions drive the topics discussed in class, while teachers facilitate their cognitive, social, and emotional skill acquisition., • Nature-based Learning. At least once a week, children explore the outdoors through both open-ended and guided play to cultivate their sense of wonder and curiosity. Why work with us • Small Class Sizes & Ratios: We offer ratios that are smaller than those found in traditional camps and childcare centers (up to 8:1 student-teacher ratio). This fosters stronger and more intimate connections with children, families, and fellow educators., • Holistic Child Development: Our project-based, Reggio-inspired curriculum, outdoor classroom, and social and emotional learning curriculum are centered around nurturing the multiple intelligences of each child., • Diverse & Inclusive Community: Learn from a diverse and inclusive group of fellow educators, students, and families who value kindness. Over half of teachers and students are multi-ethnic, a third of families receive scholarships, and a third have lived abroad. Perks & Benefits • Competitive pay rates, • Federal holidays and weekends off., • Opportunity for professional growth, including potential advancement to be a Camp Director or After School Program Director., • Covid-19 Safety: Free daily access to covid tests, masks, and hand sanitizer., • Limited housing available for international counselors. Apply today Join the Terra Schools and make a difference in the lives of our students. Apply today to be part of our collaborative, diverse, and innovative team. Please note that the job description and requirements outlined above are subject to change as per the organization's needs and policies.

Job DescriptionDescription: About Us Peninsula Family Service (PFS) is a nonprofit organization that provides children, families, and older adults with the support and tools they need to realize their full potential. As one of the largest providers of infant, toddler, and preschool programs in the region, PFS also delivers services in financial empowerment, employment, and older adult support — ensuring that people at every stage of life have access to opportunities to thrive. Established in 1950, PFS has been a trusted community partner for over 75 years, dedicated to fostering stability, resilience, and well-being for the individuals and families it serves. At PFS, our values guide how we serve our community and work together as a team. We expect every team member to demonstrate Ownership, Proactive Engagement, and a commitment to Continuous Learning and Adaptability. These values are grounded in a shared dedication to community, service, and collaborative teamwork. Job Summary The Teacher is responsible for providing a safe, nurturing, developmentally appropriate and inclusive learning environment for children aged 3 months to 5years of age, if supporting School Age, you would work with children up to 12 years of age. The Teacher aide supports a comprehensive early childhood environment that promotes children social-emotional, cognitive, language and physical development, while supporting family engagement and meeting state and federal regulations. REPORT TO: Site Manager JOB CLASSIFICATION: Non-Exempt, Full-timeESSENTIAL DUTIES AND RESPONSIBILITIES Curriculum & Instruction -Assist in planning and implementation of daily activities. -Prepare materials. -Prepare and support lesson plans and interactions for planned activities. -Provide documentation on observations of children and their activities. -Support children’s self-help skills, independence, and problem-solving abilities. • Incorporate early STEM, literacy, and social emotional learning strategies into the classroom experience. Health & Safety • Ensure constant and active supervision of all children., • Respond promptly to children’s needs, following individualized care routines if applicable., • Maintain a safe, clean, and organized classroom that meet licensing, California Department of Social Services and Head Start Health and safety standards., • Follow sanitation, diapering, toileting, and nutrition guidelines., • Monitor children’s health checks daily and document concerns. Assessment & Documentation • Complete ongoing observations and assessments, • Provide observations for DRDP data., • Maintain accurate and timely, incident reports and child portfolios (learning-genie), • Participate in data driven planning for children and program outcomes. Family & Community Engagement • Establish positive, respectful relationships with families., • Conduct parent-teacher conferences and at least two home visits per program year., • Share developmental progress, resources, and strategies with families to support learning at home., • Encourage family participation in classroom and program activities. Collaboration and professionalism • Work collaboratively with teaching staff, Face Coordinators, and specialists to support children’s Individualized Family Service Plan or other identified needs., • Participating in 21 hours of professional development and annual required training, • Maintain confidentiality and follow all agency policies, licensing regulations and Early Head Start performance standards. Requirements: QUALIFICATIONS Education/Experience • Teacher permit issues by CTC, • Minimum of 24 ECE/CD units with three units in Infant/toddler development if working with that specific age group, • 16 general education units, • 175 days of experience, • Preferred but not required one-2 years of experience working with children in a licensed childcare facility. Special Requirements • Work towards Teacher or higher Permit (or eligible to obtain one), • Current Pediatric CPR/First Aid certification, • I have the ability to pass background checks, TB tests, and meet immunization requirements., • Bilingual skills desired (English/Spanish) Physical Demands & Work Environment • Reach a child twenty-five feet away within 10 seconds or less., • Hear a child call for help from at least fifty feet away., • Comprehend and react to dangerous situations involving children without hesitation., • Crouch/bend to a child’s height and maintain eye contact., • Reach children on the highest piece of play equipment., • Ability to lift up to 50lbs., • Engage in floor/sitting at ground level play with children for extended periods of time., • Exposure to a childcare classroom indoor/outdoor setting, cleaning, disinfectant supplies, and noise levels that are consistent with working with young children. OTHER REQUIREMENTS • Prior to first day of employment, must have fingerprint clearance and maintain clearance., • Verification to legally work in the US and updated as required. Peninsula Family Service’s VALUES are expected of every staff member. All of our work is based on our commitment to Ownership, Proactive engagement, and Lean In growth, anchored in Community Pillar, Participant-Focused service, and Workforce-Centered collaboration. • Be 18+ years (per Licensing Regulations), • Possess or be eligible to apply for a Child Development Teacher Permit or above, • Successful completion of A.A. degree in early childhood education or twenty-four (24) or more early childhood education units and sixteen (16) general education units, • Infant/Toddler teachers must have a minimum of three (3) units in infant/toddler education COMMUNICATION REQUIREMENTS: Teachers should be able to verbally communicate with parents and other adults in English, use grammatically correct language, and when possible, speak in the child’s home language. PREFERRED LANGUAGE SKILLS: Ability to speak with children and families in their native language. Some classrooms may require bilingual abilities due to needs of the children and families enrolled. OTHER REQUIREMENTS: • Maintain clear Criminal Background Check/Fingerprinting, • Submit and maintain evidence of a current (completed within the last year) negative Tuberculin test and health report prior to hire, • CPR and First Aid certified or willing to obtain within 3 months of employment; must maintain for duration of employment, • Maintain minimum of an Associate Teacher permit while employed in position, • Submit evidence of completion of education requirements prior to hire

Job DescriptionDescription: About Us Peninsula Family Service (PFS) is a nonprofit organization that provides children, families, and older adults with the support and tools they need to realize their full potential. As one of the largest providers of infant, toddler, and preschool programs in the region, PFS also delivers services in financial empowerment, employment, and older adult support — ensuring that people at every stage of life have access to opportunities to thrive. Established in 1950, PFS has been a trusted community partner for over 75 years, dedicated to fostering stability, resilience, and well-being for the individuals and families it serves. At PFS, our values guide how we serve our community and work together as a team. We expect every team member to demonstrate Ownership, Proactive Engagement, and a commitment to Continuous Learning and Adaptability. These values are grounded in a shared dedication to community, service, and collaborative teamwork. Job Summary The Associate Teacher is responsible for providing a safe, nurturing, developmentally appropriate and inclusive learning environment for children aged 3 months to 5years of age, if supporting School Age, you would work with children up to 12 years of age. The Teacher aide supports a comprehensive early childhood environment that promotes children social-emotional, cognitive, language and physical development, while supporting family engagement and meeting state and federal regulations. REPORT TO: Site Manager JOB CLASSIFICATION: Non-Exempt ESSENTIAL DUTIES AND RESPONSIBILITIES Curriculum & Instruction · Assist in planning and implementation of daily activities. · Prepare materials. · Prepare and support lesson plans and interactions for planned activities. · Provide documentation on observations of children and their activities. · Support children’s self-help skills, independence, and problem-solving abilities. · Incorporate early STEM, literacy, and social emotional learning strategies into the classroom experience. Health & Safety · Ensure constant and active supervision of all children. · Respond promptly to children’s needs, following individualized care routines if applicable. · Maintain a safe, clean, and organized classroom that meet licensing, California Department of Social Services and Head Start Health and safety standards. · Follow sanitation, diapering, toileting, and nutrition guidelines. · Monitor children’s health checks daily and document concerns. Assessment & Documentation · Complete ongoing observations and assessments · Provide observations for DRDP data · Maintain accurate and timely, incident reports and child portfolios (learning-genie) · Participate in data driven planning for children and program outcomes. Family & Community Engagement · Establish positive, respectful relationships with families. · Conduct parent-teacher conferences and at least two home visits per program year. · Share developmental progress, resources, and strategies with families to support learning at home. · Encourage family participation in classroom and program activities. Collaboration and professionalism · Work collaboratively with teaching staff, Face Coordinators, and specialists to support children’s Individualized Family Service Plan or other identified needs. · Participating in 21 hours of professional development and annual required training · Maintain confidentiality and follow all agency policies, licensing regulations and Early Head Start performance standards. Requirements: QUALIFICATIONS Education/Experience · Associate teacher permit issues by CTC · Minimum of 12 ECE/CD units with three units in Infant/toddler development if working with that specific age group · 50 days of experience · Preferred but not required one year of experience working with children in a licensed childcare facility. Special Requirements · Work towards Associate Teacher or higher Permit (or eligible to obtain one) · Current Pediatric CPR/First Aid certification · I have the ability to pass background checks, TB tests, and meet immunization requirements. · Bilingual skills desired (English/Spanish) Physical Demands & Work Environment · Reach a child twenty-five feet away within 10 seconds or less. · Hear a child call for help from at least fifty feet away. · Comprehend and react to dangerous situations involving children without hesitation. · Crouch/bend to a child’s height and maintain eye contact. · Reach children on the highest piece of play equipment. · Ability to lift up to 50lbs. · Engage in floor/sitting at ground level play with children for extended periods of time. · Exposure to a childcare classroom indoor/outdoor setting, cleaning, disinfectant supplies, and noise levels that are consistent with working with young children. OTHER REQUIREMENTS · Prior to first day of employment, must have fingerprint clearance and maintain clearance. · Verification to legally work in the US and updated as required.

Job Description Mandarin Instructional Assistant Yu Ming Charter School seeks dynamic, innovative, and experienced educators to join our team, committed to nurturing lifelong learners who are bilingual, bicultural and able to create change in their own lives and in our community. We seek teachers that are excited by the possibility of transforming the traditional model of education to be learner-centered through personalized and project based learning that cultivates both the cognitive and social emotional skills our students need to thrive in school and beyond. Yu Ming teachers are leaders that thrive on exploration, collaboration, and seek to continuously learn and grow as individuals and team members. ABOUT YU MING CHARTER SCHOOL Yu Ming Charter School is a non-profit, tuition-free network of public schools located in Oakland and San Leandro and open to all residents of California. As a leader in Mandarin Immersion education, our mission is to nurture our inclusive and diverse community to become empowered, engaged, and outstanding global citizens. We currently serve 766 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 Ming’s 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 www.yumingschool.org. Position Overview: Chinese Teaching Assistants report to the Assistant Principal and will be responsible for assisting in the classroom while fostering the social and emotional growth of students. Core Competencies • Ability to organize data, schedules, and information collected and/or submitted by teachers., • An aptitude to work with children and teachers; warmth, empathy and the desire to become involved in the instructional process., • Flexibility and adaptability to change; ability to work in a dynamic, creative and start-up learning environment., • Superb interpersonal skills; ability to work collaboratively with a diverse group of students, colleagues and families., • Ability to follow instructions and accept constructive suggestions and professional standards., • Maturity, humility, strong work ethic, sense of humor, and a solutions-oriented attitude. Core Responsibilities • Instruct individuals, small groups or classes of students within certificated teacher guidelines, • May prepare lesson plans, materials for lessons, and assess student progress, • Document student progress/activities/outcomes and provide regular feedback to student(s), classroom teachers, parents, and administration regarding student progress, expectations, goals, etc., • May work with students to reinforce learning of material or skills as described in an Individualized Education Plan., • Assist the teacher in devising special strategies for reinforcing material or skills based on a sympathetic understanding of the individual student's needs, interests, and abilities., • Maintain the same high level of ethical behavior and confidentiality of information about the student as is expected of fully licensed teachers., • Establish and maintain collaborative working relationships with school personnel, parents, and other service providers for the purpose of improving the quality of student outcomes, developing solutions and planning curriculum., • Other duties as needed. QUALIFICATIONS Required • Native or near native fluency in Mandarin Chinese., • Professional proficiency in English. Preferred • Experience as a classroom aide and/or coursework in Education/Special Education preferred., • Bachelor’s degree preferred. TIME COMMITMENT 185-day school year, 8 student-free professional development days for collaboration with colleagues. Common building hours are 8:00am-4:00pm. COMPENSATION $20-23 per hour plus benefits, commensurate with experience. TO APPLY Interested candidates should apply at https://yumingcharterschool.bamboohr.com/jobs/ 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 Position: Middle School Lead Teacher Reports to: Head of School, Middle School Location: San Francisco, California Website: www.newschoolsf.org PROGRAM New School San Francisco is a public charter school currently serving 470 transitional kindergarten through 8th grade students from all corners of the city and from all backgrounds. We believe in a “hands on minds on” approach to learning that harnesses each student’s curiosity and encourages learners to construct their own meaning and knowledge through inquiry-based learning. We aim to practice equity in all that we do – ensuring every child is able to access and receive an individualized education that builds off their unique strengths, skills and passions. We pursue social justice as a through line, helping learners develop an understanding of how to make our community better. Taken all together, this approach fosters a deep love of learning in students and prepares them with the problem-solving and critical-thinking skills necessary to meet the challenges and opportunities of this changing world. PURSUIT OF ANTI-RACISM & PRO–BLACKNESS We are committed to breaking down systemic structures which contribute to deep inequities in education. Our goal is to prioritize our Black and brown students, English Language Learners (ELLs), and students with Individualized Education Plans (IEPs) by dismantling white supremacy. However, we know that our school and organization must continue to evolve to reach this aspiration. We therefore continuously question our culture, climate, and curriculum. We aim to teach kids of all ages to think critically about how race has been constructed in the United States, to become aware of their own racial socialization, and to have skills and vocabulary to engage in productive conversations around race, racism, classism, sexism, ableism and other inequities. . We specifically are aiming to become a pro-Black organization, as we know that Black people have been the most marginalized within our society and within our school as well. We are seeking educators who are committed to anti-racism, pro-Blackness, and the accompanying ongoing work that comes with this pursuit. PEOPLE It is important that our staff reflect the diversity of our students and their families. We strongly encourage leaders and teachers of color, LGBTQIA+ and male candidates to apply. All candidates must be excited to roll up their sleeves, operate with a level of flexibility as we build our program, bring creativity to their work, commit to the ongoing work of being anti-racist, and be ready to collaborate across and within teams. DEVELOPMENT + SUPPORT We invest in our staff in meaningful ways. We believe that the adults must be taken care of and supported to do right by our students. To that end, every staff member has a coach, a team, an individualized learning plan, and opportunities to grow. We value hard work and we also value self-care. The two are not mutually exclusive. POSITION OVERVIEW: We are looking for exceptional teachers who love middle schoolers and all the nuances that come with this critical phase of adolescent growth and self-discovery. We are looking for teacher leaders who effectively develop students’ academic and socio-emotional skills; who build inclusive classroom communities; who differentiate their instruction to ensure all students are able to engage with rigorous, grade level content; who care deeply about making their students’ learning experiences meaningful, engaging, and relevant both now and for the future. We are looking for teachers who believe in the brilliance and capacity of every student; who value radical collaboration, feedback, and coaching; who teach to learn; who see families as partners towards our vision and goal of ensuring each student leaves 8th grade on grade level; and finally, who believe in our values of community, anti-racism, action, and justice and see the power of their role in changing the world around us. The role of a Middle School Lead Teacher at NSSF includes teaching core academic classes, leading an advisory of around 15 students, and providing differentiated instruction in our daily intervention block. Lead Teachers have ample time built into their daily schedule for prep, collaboration with colleagues, student and family meetings, and coteaching. QUALIFICATIONS: • Valid teaching credential (required), California preferred, • Two years of relevant (middle school, content-specific) teaching experience with strong academic outcomes for Black & brown students, English Learner students, and students with IEPs (required), • Deep commitment to equitable teaching and learning approaches, including — but not limited to — culturally responsive teaching, inclusion, anti-racist education, restorative practices, Universal Design for Learning, social emotional learning and data-informed instruction, • Experience working with children, families and staff from diverse backgrounds and with diverse learning needs, including – but not limited to – English Language learners, academically high-achieving students, students with IEPs, academically low-performing students, and students who have experienced trauma, • Familiarity with Special Education accommodations and modifications, IEP implementation, and inclusive practices, • Bilingual (preferred) COMPETENCIES: • Love for learning, self-awareness, and desire to grow, • Sense of agency and belief that teacher actions directly impact student actions, • Creative problem solving and flexibility in thinking, • Alignment with our values of being kind, courageous, responsible & curious, • Strong communication, collaboration, and interpersonal skills, • Unwavering belief that all students should and can receive an education that is equal to their extraordinary potential regardless of their background RESPONSIBILITIES: Develop differentiated, inquiry-based curriculum • Develop yearly scope and sequence for content areas aligned to state and national standards, • Build weekly and daily lesson plans that align to state and national standards and meet individualized learning goals Engage all learners • Hold and meet high expectations for each student’s learning and social emotional development goals, incorporating equity and anti-racist practices, • Create, monitor, and adjust Individualized Learning Plans (ILPs), ensuring all students have ambitious and appropriate academic and social-emotional learning goals, • Collaborate with team, manager, and learning specialists to create and sustain an inclusive environment; partner in the development and support of IEP goals; continue to improve knowledge and implementation of SPED and ELL best practices, • Provide individual and small group instruction to meet the differentiated needs of all students, • Assess student progress consistently through a variety of holistic & standardized approaches, • Use data to drive instructional strategies and meet student needs, • Use a variety of research-based classroom management strategies to support all students Build an inclusive and anti-racist school culture, climate, and curriculum • Lead advisory group with a focus on socio-emotional learning, • Create a learning environment that celebrates diversity, practices equity, and promotes safety, support and joy, • Partner with families to develop student goals and strengthen home-school connections, • Strive to live out our school values of community, action, and justice in all that you do and have fun in the process, • Commit to constant professional and personal growth, • Collaborate with department and grade level teammates and other members of the teaching and learning community, • Document, reflect, and share your pedagogy and insights with colleagues, visiting educators and the community broadly COMPENSATION: • Compensation is a competitive salary based on years of teaching experience, degrees, National Board Certification and any special credentials. Starting salary for a credentialed educator with at least two years of teaching experience is $75,000 and ranges based on years of experience up to $120,000, • Additional $5,000 to base salary for SPED credentials and/or National Board Certification, • Competitive benefits package including health coverage and retirement. TO APPLY: • Contact hiring@newschoolsf.org with your resume and a cover letter outlining your educational philosophy and student outcomes that you are most proud of - don’t be afraid to toot your own horn! Powered by JazzHR QIACuYGbmj

Job Description Pay Range $22-$24 Required to have a Associate Teacher permit or equivalent and a minimum of 12 ECE/CD units completed prior to hire The Salvation Army Mission Statement: The Salvation Army, an international movement, is an evangelical part of the universal Christian Church. Its message is based on the Bible. Its ministry is motivated by the love for God. Its mission is to preach the gospel of Jesus Christ and to meet human needs in His name without discrimination. BASIC PURPOSE The purpose of this position is to work cooperatively in a team to teach and assist in the creation/maintenance of a safe space for children to learn and grow. ESSENTIAL DUTIES AND RESPONSIBILITIES • Daily lesson planning and execution of all classroom and outdoor activities, • Interact with students and encourage their involvement in activities, • Establish and maintain good communication with parents, • Maintain clean and orderly workspace and classroom, • Supervise child toileting procedures, • Assist with the setup and cleanup of mealtimes, naptimes and activities, • Maintain daily student observation records, demonstrating evidence of learning, • Maintain and build student working folders, • Provide appropriate and positive discipline, • Attend staff meetings, training courses and provide training on in-service days, • Maintain and execute confidential information according to HIPPA standards, • Maintain a highly detailed and organized filling system, • Answer phone, handle routine questions and direct calls, • Utilize harm reduction and trauma informed care principles, • Maintain a professional image and procedures, • Complete written documentation of student infractions, • Check and respond to emails and voicemails on a regular basis, • Adhere to confidentiality standards, • Other related duties, as assigned. KNOWLEDGE, SKILLS, ABILITIES AND OTHER QUALIFICATIONS REQUIREMENTS • Demonstrate experience in Early Childhood education or equivalent, • Demonstrated ability to work with children in an active environment, • Understanding of developmentally appropriate practices for infants, toddlers and preschoolers, • Ability to work with people of diverse backgrounds, • Ability to operate under stressful working conditions in a rapidly changing work environment with multiple priorities is required, • Ability to speak and write the English language at a high and professional level, • High degree of confidentiality, • Computer literate in Microsoft Office applications Word, Excel and Outlook preferred, • Excellent communication skills, both written and verbal, • Excellent and professional telephone etiquette and presence, • High degree of organizational skills, • Approach problem solving creatively, • Strong ability to utilize a high level of time management and handling multiple tasks CERTIFICATES, LICENSES, REGISTRATIONS • Must possess a high diploma, GED or equivalent, • Must possess a valid California Class C Driver License, and ability to drive a Salvation Army vehicle, • Must be 21 years or older, • Complete The Salvation Army vehicle course training, • Must have a Associate Teacher permit or equivalent, • Minimum of 12 ECE/CD units completed prior to hire, • CPR and Mandated Reporter Certificate, • Must pass Live Scan and other background screenings PHYSICAL REQUIREMENTS: • Ability to sit, walk, stand, bend, squat, climb, kneel, and twist on an intermittent or sometimes continuous basis, • Ability to grasp, push, and/or pull objects, • Ability to reach overhead, • Ability to operate telephone, • Ability to lift up to 25-40 lbs., • Ability to operate a computer, • Ability to process written, visual, and/or verbal information, • Ability to operate basic office equipment and tools PC, Fax Machine, Telephone, Calculator, Copier, Printer. Qualified individuals must be able to perform the essential duties of the position with or without accommodation. A qualified person with a disability may request a modification or adjustment to the job or work environment in order to meet the physical requirements of the position. The Salvation Army will attempt to satisfy requests as long as the accommodation needed would not result in undue hardship.

Job Description Teacher Assistant Float SLC Felton’s Early Care & Education Programs Agency Overview Felton Institute responds to the needs of our community by providing innovative, evidence-informed social services that transform lives. Our organization offers 50+ programs that address mental health, the unhoused, early care and education, those impacted by the justice system, transitional age youth, as well as aging adults. Our programs combine the latest scientific research with cultural sensitivity and a deep commitment to supporting and reflecting the communities we serve. Felton offers a dynamic, challenging, and supportive work environment where we encourage the use of professional development, that staff can utilize throughout their career. Program Description Felton Institute has been providing comprehensive early care and education services in San Francisco since 1971. Felton now has ECE programs in SF’s Mission, Bayview and Visitation Valley neighborhoods; and offers a school-readiness program for infants, toddlers and preschoolers (2 weeks to 6 years old). Felton’s ECE programs include nine (9) Infant / Toddler classrooms and ten (10) preschool classrooms, which serve approximately 350 children, full day/ year round. These multicultural, educational programs provide a nurturing, developmentally challenging, and inclusive environment for very young children of low/moderate income families. We are committed to inclusive, positive environments that build on children’s positive self-esteem and self-image. Job Description Responsible for the assessment, teaching and implementation of identified developmental goals for children with special needs; in collaboration with other classroom teachers implements individual and group activity plans for all children as needed; Makes recommendations to Head Teacher regarding to curriculum planning, modifications in order to meet the needs of individual children, writes and provides anecdotal and progress notes; attends meetings; record keeping; work with parents. **Communication skills, openness and ability to work in a team are critical aspects of this position. Specific Responsibilities • Work closely with other teaching/ staff in the development of a comprehensive children’s program in accordance with Felton’s ECE philosophy, policies, and procedures., • Works cooperatively as a team member with other staff to carry out assigned tasks including activities, child care duties, housekeeping tasks and record keeping so that all the required work for the room is completed in a timely manner., • Greets parents or guardian cordially and professionally and exchanges accurate information concerning the child’s needs and how his / her day has been daily., • Create a warm, nurturing, and respectful atmosphere for the children to be encouraged to learn and grow., • Provide individualized and small group instruction in order to adapt the curriculum to the needs and interests of each child., • Provides educational and therapeutic activities for children across the general areas of gross and fine motor, imitation, social responsiveness, exploration, self-help, competence, language, emotional and perceptual – cognitive development using weekly activity plans or individual program plans (for infants and disabled children)., • Work cooperatively with parents, staff and third party consultants to meet the individual needs of children and their families., • Completes and maintains development records as needed for clients., • Supervises children under his/her care at all times to insure their safety. Keeps all children within vision in order to be accountable for safety. Follows protocols and procedures at all times on a consistent basis., • Center assistant duties such as meal preparation, food distribution, inventory management, and restocking of supplies as needed. Staff are expected to follow all food safety and sanitation protocols and collaborate with team members to ensure timely and efficient meal service., • Additional duties as needed. Minimum Requirements and Qualifications • Must be a High School graduate or equivalent., • Must hold State of California Commission of Teacher Credentialing Assistant Permit or high, • Upon hire, must be able to pass a physical exam and TB screening, to meet Title 22 regulations as required, • Upon hire, must pass a Department of Justice fingerprint clearance and a Child Abuse Index clearance as required by licensing, • Must be able to lift 25-40 lbs. (may include lifting children or equipment), • Must be able to bend, stoop, sit on the floor, lower and raise self from floor during classroom activities and to use both hands to grasp securely on a consistent basis, • Must be able to move quickly in an emergency situation, • Knowledge and experience in working with children with special needs a plus, • Knowledge of low-income and homeless issues for children and families preferred, • Knowledge of and sensitivity to the cultural background of the children and families being served, • Ability to relate to children and adults in a positive, respectful manner, • Ability to independently understand, speak, read and write English adequate to communicate effectively with children, parents and staff, • Ability to work independently under broad supervision, • Ability be a team player with a welcoming attitude. Additional Information: Reports to: Lead Teacher Job Type: Full-time Work Schedule: Onsite FLSA Status: Non-Exempt Salary Range: $28.00 per hour Benefits (subject to election and eligibility): Fully-Paid Medical and Dental Plans; Health Reimbursement Card, Paid Time Off (personal, vacation, and sick time), 403B with company match. This position is union-represented by SEIU Local 1021 and is subject to the applicable collective bargaining agreement. Applying Instruction: Candidates should apply for the position at our career page “careers.felton.org” OR directly email resumes to “jobs@felton.org”. IMP NOTE: Job responsibilities are subject to change according to program requirements.

Job Description Preschool Afternoon Teacher (Part-Time, 2-6:00 pm) Children’s Day School (CDS) is a co-educational preschool through eighth grade serving over 460 students in the Mission Dolores neighborhood of San Francisco. Spanning two campuses, and home to a diverse community of students, faculty, and families, CDS is a vibrant learning community. Our teachers practice constructivist teaching; born of “learning by doing,” it is how we achieve excellent academics. We believe by encouraging children to fully engage in complex topics, and in myriad ways, we are giving them tools to become lifelong learners and passionate citizens of the world. To learn more about CDS, visit our website at www.cds-sf.org. Reporting to the Afternoon Coordinator and Early Childhood Program Director, the Teacher is responsible for assisting the afternoon teachers in providing an excellent, developmentally appropriate preschool program for 3 - 5-year-olds. Additional opportunity to work full-time during the summer program. Responsibilities • Team: Collaborate, problem-solve, and communicate with teaching team members and the Coordinator., • Curriculum: Assist in planning and implementing an exciting, challenging, child-centered, and developmentally appropriate preschool curriculum., • Children: Encourage children to take the initiative to solve problems and pursue their own educational interests. Help children think, investigate, and ask questions as part of the educational process. Strive to meet each child’s individual needs., • Families: Support a physically and emotionally safe environment that nurtures and facilitates the development of both children and families. Collaborate with families toward their child’s success. The ideal candidate will: • Demonstrate the ability to take initiative, work passionately and joyfully, and collaborate effectively with colleagues, students, and parents., • Apply an understanding of the developmental stages of children when observing and working with individual children., • Model behavior and language that supports our mission and our program., • Display excellent rapport with children and families and channel difficult communications through the Coordinator., • Display a passion for learning and a commitment to personal-professional growth., • Keep classroom, storage areas, bathrooms, and outside areas neat and orderly., • Work effectively with children, families, and staff of diverse backgrounds and family structures., • Proficient in technology: email, word processing, photos, etc. Comfort with bologging required. Requirements: The successful candidate will: • Have or be working on a degree in early childhood education or a related field., • Have at least 12 ECE units are required., • Have experience working with 3 - 5-year-olds., • Be able to lift 40 lbs (the weight of the average preschooler), • Must be authorized to work in the U.S. Schedule: Monday - Friday, 2 pm - 6 pm. Available to work during the school year and during breaks and camps if needed. Compensation: The hourly rate will range between $26.00 - $31.00, based on education and experience. Clearances Required: Required Screenings: TB Assessment, Immunization Records, Health Screening Clearances: Live Scan background check, E-Verify CDS is an equal opportunity employer. Our community is diverse in many ways, inclusive of race/ethnicity, sexual orientation, gender spectrum, age, ability, and more. We welcome and value the same in our faculty and staff. Contact Information: https://careers.cds-sf.org/ Powered by JazzHR XoylTJibQj

Job Description Lead Teacher Felton Institute Agency Overview Felton Institute responds to the needs of our community by providing innovative, evidence-informed social services that transform lives. Our organization offers 50+ programs that address mental health, the unhoused, early care and education, those impacted by the justice system, transitional age youth, as well as aging adults. Our programs combine the latest scientific research with cultural sensitivity and a deep commitment to supporting and reflecting the communities we serve. Felton offers a dynamic, challenging, and supportive work environment where we encourage the use of professional development, that staff can utilize throughout their career. ECE Program Description Felton Institute has been providing comprehensive early care and education services in San Francisco since 1971. Felton now has ECE programs in SF’s Mission, Bayview, and Visitation Valley neighborhoods; and offers a school-readiness program for infants, toddlers, and preschoolers (2 weeks to 6 years old). Felton’s ECE programs include 4 infant, 7 toddler, and 11 preschool classrooms, which serve approximately 400 children, full-day/ year-round. These multicultural, educational classrooms provide a nurturing, developmentally challenging, and inclusive environment for very young children of low/moderate-income families. We are committed to inclusive, positive environments that build on children’s positive self-esteem and self-image. The opportunity Our ideal candidate is an educator and leader who enjoys teamwork & collaboration and working towards building strong partnerships with families, children, and staff. He/ She will have exceptional early childhood classroom experience, leadership, interpersonal skills, and supervisory experience, that support Felton’s mission. The ideal candidate will have a strong and clear vision that frames the work they will do in supporting and serving the needs of young children and their families. Job Description The Lead Teacher is responsible for general administrative duties as assigned, for supervision and performance evaluation of subordinate staff, planning, preparing, and implementing daily activities, a developmentally appropriate curriculum, monitoring children's progress, and maintenance of related records for assigned classrooms. He/she manages and supervises all operations of an assigned infant/toddler/preschool classroom according to established procedures and opening/closing of the site. The Lead Teacher is responsible for ensuring Felton is providing an engaging, developmentally appropriate early learning curriculum for 12 – 24 children. He/she is responsible for mentoring, supervising, and managing the performance of 2 -5 regular staff, and substitutes. Leadership & Supervision • Assumes responsibility for the operation of the Center in the absence of the Program Supervisor/Director, as requested., • Assists in the design and implementation of education programs, including in‐service staff training programs., • Assists in planning and attending special programs and activities related to the center., • Attends and engages in staff and parent meetings, including biannual Parent/Teacher conferences, and Back to School night., • Attends and engages in ongoing professional development to improve personal and professional skills., • Keeps current with all credentials and degrees in accordance with all accrediting and regulatory bodies., • Conducts regular team meetings with support staff., • Create, support, and promote a team environment by encouraging and facilitating problem-solving, participating in site meetings and case conferencing, accepting supervision, and working closely with the Program Supervisor, Program Director, and other staff., • Support teaching staff by modeling superb classroom management, providing feedback to improve teachers’ skills, organizing, and facilitating staff meetings and teacher training, • Contribute to ongoing development and evaluation of the center's goals and objectives, • Lead the staff in creating a warm, nurturing, and respectful atmosphere for the children to be encouraged to learn and grow., • Delegate tasks such as leading activities, taking supply inventory, restocking supplies, and basic cleaning of the facility, • Supervises and assists assigned support staff with special problems or situations involving staff, families, or children., • Supports the professional growth of colleagues by sharing materials and information and providing helpful feedback and encouragement., • Responsible for conducting staff conferences to address performance. Completes quarterly and annual performance evaluations of assigned classroom staff., • Supervises and guides student interns in the classroom, including required evaluations., • Maintains child‐staff and group size ratios at all times. Early Learning Classroom Environment • Work closely with other teaching staff in developing and implementing a high-quality classroom and child development program ensuring that classroom activities are in keeping with the program's curriculum and philosophy (Creative Curriculum, CSEFEL, PITC Principles, and, • Developmentally Appropriate Practices) and reflect and respect the individual development and diversity of the program's children, families, and staff., • Provides educational and therapeutic activities for children across the general areas of gross and fine motor, imitation, social responsiveness, exploration, self-help, competence, language, emotional and perceptual-cognitive development using weekly activity plans or individual program plans (for infants and disabled children)., • Ensures children are supervised 100% of the time. Keeps all children within the vision to be accountable for safety. Always follows protocols and procedures on a consistent basis., • Uses and promotes positive guidance techniques., • Communicates with children on their developmental level., • Establishes routines with smooth transition periods., • Encourages children to be independent., • Designs appropriate room arrangements to support the goals of the program. Participates in annual California Department of Education, • Exemplary Program Standards, ITERS/ ECERS, and works will classroom staff to set goals and implement methods for improving classroom functioning., • Maintains a safe & healthy environment and notifies the facilities team of maintenance issues., • Maintains classroom inventory and assists in the purchase of equipment and supplies in accordance with classroom budget. Curriculum, • Provides a balance between child‐initiated and teacher‐initiated activities., • Provides a developmentally appropriate and integrated curriculum that meets the needs of individual children., • Plans and implements culturally diverse experiences that support families., • Maintains and posts written curriculum plans., • Eats all meals with children and assists in the development of good nutrition habits and socialization skills., • Assists children in establishing good habits of toileting and personal hygiene. Documentation, Observation, and Developmental Assessments • Assesses children’s needs and developmental progress on an ongoing basis., • Involves classroom team in formal observations and assessments., • Uses observations, assessments, and children’s emergent interests to plan curriculum., • Provide individualized and small group instruction to adapt the curriculum to the needs and interests of each child., • Updates documentation boards based on Felton’s guidelines and ensures the learning is visible., • Meets with individual parents as required on matters involving child or Center policies. Communication, and Collaboration • Work cooperatively with parents, staff, and third-party consultants to meet the individual needs of children and their families, • Maintain positive communication regarding Felton’s ECE programs to families, other staff members, and the surrounding community., • Meet regularly with administration, parents, teachers, and others regarding the developmental progress of children and interpretation of Felton’s ECE policies and procedures. Minimum Qualifications • High School Diploma or GED, • BA degree in Child and Adolescent Development, Early Childhood Education, or related field of study required, including core courses (child/human growth and development; child/family/community and curriculum) and at least 3 units in administration, 2 units in adult supervision. BA with 12- 24 ECE Units including core courses as listed on the CA Child Development Permit Matrix., • A minimum of 175 days of 3+hours/day work experience within the last 4 years and at least 2 years supervising adults, • Must hold or be eligible for State of California Commission on Teacher Credentialing Teacher or Master Teacher Permit or above, • Bilingual, bi-literate preferred; English/Spanish or other language ability based on program needs. Preferred Qualifications: A Master’s Degree in Early Childhood Education or related field; plus, two years of teaching experience. Requirements • State of California Child Development Teacher Permit Level and above, • Must be registered with the Early Care & Education Workforce Registry, • Current Physical Health Screening (every 2 years thereafter), • Current Immunizations (TB, Influenza, MMR, TDAP) (every 2 years thereafter), • Current and completed Covid-19 vaccine. Provide proof of record., • Current CPR & First Aid Certificate (every 2 years thereafter), including a total of 15 hours of preventative health and safety training, or completion of this training within 90 workdays of hire, • Fingerprinting Clearance (DOJ/FBI) and Clearance Child Abuse Index Physical Requirements • Must be able to lift 25-40 lbs. (may include lifting children or equipment), • Must be able to bend, stoop, sit on the floor, lower, and raise self from the floor during classroom activities and use both hands to grasp securely on a consistent basis, • Must be able to move quickly in an emergency Competencies • Knowledge of low-income and homeless issues for children and families preferred, • Knowledge and experience in working with children with special needs, • Knowledge of and sensitivity to the cultural background of the children and families being served, • Ability to relate to children and adults in a positive, respectful manner, • Strong leadership experience supervising, supporting, and managing the performance of adults., • Ability to supervise/work with a staff of varying educational and experiential backgrounds with sensitive leadership, maturity, and stability, • Strong computer skills. Ability to learn and use specialized software, websites, and databases. An ability to communicate professionally verbally, in writing, and through email., • Ability to be a team player with a welcoming attitude. Additional Information Reports to: Program Supervisor Job Type: Full-Time Work Schedule: Onsite FLSA Status: Exempt Salary Range: $70,000 - $80,000 Annually (DOE) Benefits (subject to election and eligibility): Fully-Paid Medical and Dental Plans; Health Reimbursement Card, Paid Time Off (personal, vacation, and sick time), 403B with company match. Applying Instruction: Candidates should apply for the position at our career page “careers.felton.org” OR directly email resumes to “jobs@felton.org”. IMP NOTE: Job responsibilities are subject to change according to program requirements.

Job DescriptionAbout Us At Agtonomy, we’re not just building tech—we’re transforming how vital industries get work done. Our Physical AI and fleet services turn heavy machinery into intelligent, autonomous systems that tackle the toughest challenges in agriculture, turf, and beyond. Partnering with industry-leading equipment manufacturers, we’re creating a future where labor shortages, environmental strain, and inefficiencies are relics of the past. Our team is a tight-knit group of bold thinkers—engineers, innovators, and industry experts—who thrive on turning audacious ideas into reality. If you want to shape the future of industries that matter, this is your shot. About the Role We're looking for a skilled ML engineer to build the perception systems that give our autonomous machines human-like awareness in rugged, unstructured environments. You'll develop computer vision and machine learning systems that turns noisy camera and LiDAR data into robust 3D scene understanding — enabling heavy equipment to operate safely through dust, glare, occlusion, and whatever messy conditions a working site throws at it. The field is moving past bounding-box detection and hand-tuned tracking toward learned, dense scene representations, foundation-model-driven data engines, and uncertainty-aware perception. You'll be at the center of that shift. This role is hands-on: you'll write production-grade software, distill and optimize models for embedded hardware, and validate your work on real machines at operating around the world. What You'll Do • Develop real-time perception models for open-world obstacle and terrain understanding., • Build multi-modal fusion that combines camera and LiDAR into a unified 3D/BEV representation, robust to occlusions, sensor degradation, and GNSS outages., • Optimize models for low-latency inference on resource-constrained hardware, balancing accuracy and performance., • Design auto-labeling pipelines that leverage foundation models and teacher-student distillation to scale labeling and close the loop from real-world field interventions., • Design data and evaluation pipelines that curate large multi-sensor datasets and surface failures fast, with strong visualization and debugging tooling., • Analyze performance metrics and iterate on algorithms to improve accuracy and efficiency of various perception subsystems.What You'll Bring, • A MS/PhD in Computer Science, AI, or a related field, or 6+ years of industry experience building vision-based perception systems., • Deep expertise developing and deploying modern perception models: detection, segmentation, mono/stereo/metric depth, BEV/occupancy, sensor fusion, and 3D scene understanding., • Fluency adapting, fine-tuning, and distilling large pre-trained vision and vision-language models., • Strong grounding in multi-sensor integration (camera, LiDAR, radar): calibration, spatiotemporal sync, and cross-modal fusion., • Experience handling large datasets efficiently and organizing them for labeling, training and evaluation., • Fluency in Python with PyTorch/TensorFlow/OpenCV and the ability to write efficient, production-ready code for real-time systems., • Proven ability to design experiments, analyze metrics (mAP, IoU, latency/throughput, and calibration/ECE), and optimize to meet stringent real-world performance and safety requirements., • An eagerness to get your hands dirty and agility in a fast-moving, collaborative, small team environment with lots of ownership.What Makes You a Strong Fit, • Experience architecting multi-sensor ML systems from scratch., • Experience building auto-labeling / data-engine flywheels at scale., • Experience with compute-constrained pipelines including optimizing models to balance the accuracy vs. performance tradeoff, leveraging TensorRT, model quantization, etc., • Familiarity with emerging predictive world models for anticipation, anomaly detection, or closed-loop simulation, and adjacent policy paradigms such as Vision-Language-Action (VLA) and World-Action (WAM) models., • Experience with compute-constrained deployment: TensorRT, model quantization, and custom CUDA operations., • Publications at top-tier perception/robotics venues (CVPR, ICRA, CoRL, RSS, etc.)., • Passion for how we feed, build, move, and maintain the world.The US base salary range for this full-time position is $200,000 to $280,000 + equity + benefits + unlimited PTO The range displayed on each job posting reflects the minimum and maximum target for new hire salaries for the position across all US locations. Within the range, individual pay is determined by work location, internal equity, and additional factors, including, but not limited to, job-related skills, experience, and relevant education or specialty training. Your recruiter can share more about the specific salary range during the hiring process.Benefits • 100% covered medical, dental, and vision for the employee (partner, children, or family is additional)• Commuter Benefits• Flexible Spending Account (FSA or HSA)• Life Insurance• Short- and Long-Term Disability• 401k Plan• Stock Options• Collaborative work environment working alongside passionate mission-driven team!