Da Vinci Schools jobs - 21 jobs

BASIC FUNCTION Under the direction of the Director of Facilities, perform custodial duties required to maintain assigned school buildings areas in a clean and orderly condition. REPRESENTATIVE DUTIES 1. Sweep, scrub, mop, wax, and vacuum assigned floors, hallways, and student activity areas and shampoo and/or spot clean carpets on a scheduled basis. 2. Dust, wash, wax and polish assigned furniture, woodwork, and metal work on a scheduled basis. 3. Wash and clean assigned windows, walls, drinking fountains, sinks, commodes, and trash receptacles on a scheduled basis. 4. Report all health and safety conditions that may cause injury to students, staff, and the general public (e.g. broken furniture, burned out lights, broken equipment). 5. Maintain the security of the work area during and at the close of the assigned hours of work (e.g. lock doors, gates, and windows, turn on security lights and/or alarms). 6. Operate power cleaning equipment in a safe and efficient manner. 7. Move and arrange furniture and equipment. 8. Perform limited maintenance as run would allow. 9. Pick up outside litter, water lawns, sweep sidewalks, and dump outside receptacles as run would allow. 10. Complete required compliance program within the first sixty (30) days of employment. 11. Wear shoes, eye goggles, face protectors, and breathing apparatus as directed. 12. Maintain a valid California Driver's License - Class C. 13. Maintain participation in CA DMV Assessment System/Automatic Pull Program. 14. Effectively communicate and maintain cooperative relationships with those contacted in the course of work. 15. Perform other related duties as assigned. KNOWLEDGE AND ABILITIES Knowledge of cleaning materials and techniques. Ability to operate power cleaning equipment. Ability to read and understand directions written in English. Ability to carry out assigned tasks with a minimum of direct supervision. Ability to establish and maintain cooperative relationships with others. EXPERIENCE Minimum Requirement: Six (6) months experience as a custodian. Desirable Qualification: Six (6) months experience as a school custodian. EDUCATION Minimum Requirement: Graduation from high school or General Education Development (GED) Certificate or California High School Proficiency Examination (CHSPE) Certificate. License(s)/Certificate(s)/Permit(s) Minimum Requirements: Valid California Driver's License - Class C. Must provide a DMV printout within five (5) work days of offer of employment. Live Scan Fingerprints and TB Test ABILITY TO: With or Without the Use of Aids: Sufficient vision to read small print. Sufficient depth perception, physical ability, strength, mobility, stamina, color perception and acuity to drive and operate equipment or vehicles. Sufficient hearing to hear normal, telephone and hand held radio conversations. Ability to speak in an understandable voice and with sufficient volume to be heard at a normal conversational distance and on the telephone or hand held radios. Sufficient physical ability, strength, mobility and stamina to move, lift, push/pull or carry objects which frequently exceed 50 pounds. Sufficient physical ability, strength, balance, mobility, stamina and a tolerance of heights to work on ladders, scaffolding and rooftops for extended periods of time. Sufficient physical ability, strength and dexterity to use basic mechanical and hand/power tools to perform minor repairs and adjustments. Sufficient physical ability, strength, balance, mobility, and stamina to perform moderate physical labor. Sufficient physical ability and stamina to work outside during inclement weather conditions. Sufficient physical ability to reach horizontally and vertically with arms. Sufficient dexterity to use hands and fingers to manipulate small objects and print or write legibly. Sufficient lower body strength, stamina, balance and mobility to sit, stand, kneel, walk, stoop, climb stairs, bend and extend legs for prolonged periods of time. Physical tolerance to extended contact with water, detergents, abrasives, cleaning solvents, cleaning solutions, disinfectants, paint/paint spray, and other harsh chemical substances. Physical tolerance to foul odors, chemical odors, dust and pollen. SALARY Custodian Hourly Salary Schedule ***We prioritize assembling a staff that reflects our student diversity. Spanish-speaking a plus. EOE***

Under the direction of the Manager of Services and Partnerships, the Case Managers at each site provide a full range of care coordination and counseling services to students, including Designated Instructional Services (DIS) for students with special needs, one-on-one and group counseling, and facilitation of access to wraparound and support services. Responsibilities -Create and implement both academic and therapeutic interventions for the purposes of fostering better mental health and positive learning outcomes for all students -Consult with school staff and parents regarding the behavioral, social, and emotional needs of students, and recommend appropriate support strategies -Conduct in service training for staff around student support -Collaborate with school staff on implementation of Restorative Practices and Trauma-Informed Care -Provide crisis counseling and referrals for students as needed -Consistently and routinely update case files for students - both academic and socioemotional- utilizing school information systems (i.e. PowerSchool, DreamSeeDo, Naviance) -Attend and participate in school guidance meetings such as site attendance meetings, School Success Team meetings, 504 meetings, Positive Behavior Support Plan meetings, and IEPs -Collaborate with Advisors to create and implement SocioEmotional Learning curriculum -Seek out, accept, and implement feedback and coaching from school leadership -Adheres to ethical standards of the counseling profession, and abides by the laws, policies, and procedures that govern the schools -Facilitate weekly case conferences with Advocate Counselors to stay attuned and responsive to student needs -Participate in ongoing professional development opportunities in order to constantly grow in the role -Routinely communicate with students' outside supports (i.e. social workers, wraparound team, probation officers, case managers). -Connect students to reliable resources and services within their community and coordinate care among various providers -Submit student progress reports and court letters to parties requesting records (i.e. social workers, probation officers, juvenile courts) Desired Skills & Experience -Demonstrates strong sense of possibility, unwavering belief in, and relentless support for all students -Excellent organization, time-management, and follow-up skills -High sense of urgency -Demonstrated ability to successfully handle multiple cases concurrently -Experience in trauma-informed care and trauma-responsive environments -Experience working with students who have experienced homelessness or housing instability; who have been involved in the foster system; who have been involved in the justice or probation systems; and/or who have experienced other adverse childhood experiences resulting in trauma -Knowledgeable about mental health resources & wraparound support services available in the larger community, so as to connect students and families with appropriate services -Familiarity with the complex social-emotional needs of homeless and foster youth -Knowledge & understanding of student wraparound & support services essential; clinical background a plus -Comfortable working with youth from a variety of cultural, linguistic, religious backgrounds -Demonstrates commitment to student learning- both academic and personal -Demonstrates commitment to holistic student care -Utilizes interventions that support positive development & increased independence -Strong communication, interpersonal, and presentation skills with demonstrated ability to write clearly and persuasively and to interact effectively with various audiences -Reflective & responsive to feedback; growth mindset about self and others -Interested in working with a wide range of student supporters and stakeholders (i.e. students, colleagues, parents & families, mentors, service providers, case managers, etc.) -Excited about working closely with teachers and school leadership Qualifications -California Credential in Pupil Personnel Services (PPS) and/or Master's of Social Work (MSW) Credential -Experience with diverse needs of high school aged students (in our case, a fairly large age range of 13-22) and their families/support networks -Knowledgeable about effective counseling theory and practices ***We prioritize assembling a staff that reflects our student diversity. Spanish-speaking a plus. EOE***

Reports To: Mens Varsity Volleyball Head Coach and Director of Athletics Position Type: Part-Time/Seasonal/Non-Exempt Pay Range: $20.00-$29.00 per hour Established in 1920, Bentley School is a K-12 coeducational, independent day school located on two campuses in Oakland and Lafayette. Bentley is an inclusive community that shares a vision of transformational learning and respect for the individual. Bentley seeks Men's Varsity Volleyball Assistant Coaches at the Upper School Campus in Lafayette for the Spring 2026 season. Responsibilities Responsibilities for this position will include, but are not limited to: Work directly with the head coach to develop the growth of the volleyball program. Assist in the overall planning and execution of the volleyball program. Work with the head coach to develop and implement game strategies. Help in the planning and organizing of team practice sessions. Ability to coach team members individually and in groups. Work with the head coach to develop and implement a team strength and conditioning program. Monitor and maintain the discipline and conduct of student-athletes to support the culture of the school and athletic program. Adhere to all state, section, conference and league rules and regulations/policies. Build a positive relationship with all members of the Bentley School community, including students, faculty/staff, administration, parents and alumni. Be a mentor, both in volleyball and in life. Qualifications Previous coaching experience at the high school and/or college level. Excellent interpersonal and organizational skills. Desire to become part of the larger school athletic community. Must be able to work collaboratively as a team member. Must be self-directed. Time commitment - must be available for practices and games during weekday afternoons and evenings and on occasional Saturday's. Preferred Qualifications: Experience playing volleyball at the college level or above. Bentley School is an equal opportunity employer and seeks rich diversity among faculty and administration. The School offers competitive compensation and benefits. How to Apply Please submit a letter of interest, resume, and the names and contact information of three references. No phone calls please. Qualified, interested candidate may apply for this position through online application at

Vacancy Notice: Internal Audit Intern Cincinnati Public Schools (CPS) is Greater Cincinnati's largest, and Ohio's second largest school district, serving about 35,000 students (preschool to 12th grade) in 66 schools across a 91-square-mile district in southwest Ohio. Our district's innovative approach, investment in caring educators, and strong community partnerships have led to unprecedented academic success, ensuring students from preschool to 12th grade thrive and graduate ready for life. Mission: We are a community of students, educators, families, staff, and citizens working together to provide high-quality learning and equitable opportunities that make lifelong learning and true sustainable economic mobility possible for each of our students. Vision: Cincinnati Public Schools will be a system of excellent schools where each and every student is valued, supported, empowered, and prepared to pursue their fullest potential. Who We Seek: CPS seeks passionate, innovative, and culturally competent professionals dedicated to positively impacting our students and families. If you're committed to excellence and want to make a difference, we invite you to join our team. Position Overview: The Cincinnati Public Schools Internal Audit internship program provides an introduction to internal auditing through real-world experiences and in-depth exposure to the auditing profession. You will learn more about the day-to-day responsibilities of an internal auditor and interact with the audit clients through engagement tasks. The Internal Audit Intern will work with the Internal Audit team, who will provide continuous coaching and personalized mentoring. Cincinnati Public Schools is seeking an individual who is results-oriented and a self-starter with a proven history of leadership via campus organizations, employment, or volunteer positions. Not only will the Internal Audit Internship position allow you to engage in meaningful work, which will supplement your classroom education, but you will also become a social change agent by guiding the district in the betterment of the students and future leaders of Cincinnati. Essential Duties & Responsibilities: Participate in select internal audit projects, including financial, compliance, and operational audits Assist in the execution of internal audit procedures Utilize Microsoft Excel extensively for data analysis, processing, and reporting purposes in audit projects Demonstrate creative thinking and individual initiative Perform various duties such as understanding routine audit processes, testing controls, and performing substantive procedures Analyze evidence, prepare written communications, and interact with client personnel and district stakeholders Assist with researching, identifying, documenting, and providing process information during internal audit engagements Understand how to operate effectively in a regulated environment Clearly and accurately document the execution of specific audit procedures as defined by the engagement objectives, engagement history, and planned audit approach Perform other duties as assigned Required Knowledge, Skills & Abilities: Willing and able to learn and work independently with minimal supervision, as well as take ownership and pride in work product Demonstrates analytical and problem-solving skills Intermediate or advanced abilities in word processing, spreadsheet, and database applications Effective organization and time management skills, with the ability to work under pressure and adhere to project deadlines Integrity within a professional environment Proficient in the English language, including the ability to listen, understand, read, and communicate effectively both in writing and verbally in a professional environment Education & Experience: Pursuing an undergraduate or graduate degree in accounting and/or a closely related field (such as finance, business information systems, or business analytics) is required A strong academic record, including, without limitation, coursework that Cincinnati Public Schools deems relevant to this position Prior internship or professional experience is preferred Meeting at least one (1) certification qualification criterion upon graduation is preferred (CPA, CIA, CISA, CFE or other recognized relevant certification) Employment Provisions: Type of Contract: 0.5 full-time equivalent (FTE) This is a part-time position requiring approximately 15-20 hours per week, Monday through Friday. This position offers flexibility to work around class schedules as well as potential remote work. Salary: Civil Service Unrepresented (paid position)* *Salary will be based on extent of qualifications and relevant experiences Application Procedure: All interested applicants are encouraged to apply at *************** Only online applications and resumes will be considered. Cincinnati Public Schools does not discriminate based on age, race, ethnicity, color, national origin or ancestry, cultural background, religious creed, sex, gender identity or expression, sexual orientation, marital/registered domestic partner status, physical or mental disability, medical condition, genetic information, military or veteran status, primary language, citizenship or immigration status, or any other consideration made unlawful by federal, state, or local laws. We hire only United States citizens and aliens lawfully authorized to work in the United States. Cincinnati Public Schools is an Equal Opportunity Employer

To serve as the lead administrator of a school in developing and implementing policies, programs, curriculum activities, and budgets in a manner that promotes the educational development of each student and the professional development of each staff member, according to the Da Vinci Schools Vision, Mission, and Aspirational Values. Responsibilities: Pursue the vision and execute the mission of the school and organization; As the head of school, provide leadership and direction to staff (including other administrative staff- Assistant Principal, Office Manager, Office Clerk, School Counselors, consultants, and all teachers); Supervise and observe all instructional practices in the school, including coaching and mentoring directly or through other staff and/or professional development programs; Provide educational leadership in developing, implementing and evaluating School Improvement Plans, including the LCAP and other state and federal compliance requirements; Recruit, interview and recommend qualified teachers; Evaluate and support teachers as it relates to student success and classroom management by providing training and professional development opportunities; Directs the development of the master schedule and assigns teachers according to identified student needs; Coordinate the counseling program including social and academic support; Conducts staff meetings that involve staff in the discussion of instructional programs that focus on student success, policy changes, potential problems, and resolution of existing problems; Prepare materials in conjunction with Central Office administration for Board meetings, including student academic achievement data based on comparative and longitudinal measures; Develop the vision for and oversee development of summer school and after school/ extracurricular programs; Manages and supervises the school's finances, including the preparation and disbursement of the school's budget and internal accounts; Coordinate professional development in alignment with the school and Da Vinci Schools Vision, Mission and Aspirational Values; Support Restorative Justice professional development and instructional programs; Oversee WASC accreditation; Implement and follow policies and procedures; Provide a safe and supportive environment for learning. Qualifications: California Administrative Services credential; Knowledge and demonstrated experience in Culturally Responsive Teaching methods, project based learning, and mastery based grading; Knowledge of social justice pedagogy, including demonstrated experience in diversity, equity and inclusion; Exhibited leadership and professionalism in working with staff, students, and the community; Demonstrated experience in restorative justice techniques and overall advocacy for traditionally underserved students; Knowledge and experience in working with special education students; Demonstrated successful teaching experience and other school roles; Commitment to the Vision, Mission and Aspirational Values, including the overall philosophy of Da Vinci Schools.

Our client is seeking an AI Developer. This position is for a software engineer on the AI Factory team. AI Factory is cloud-based environment hosted on Google Cloud Platform that enables physicians and researchers to host their AI projects.. Core responsibilities: The AI Factory team is responsible for developing and supporting the AI Factory environment on Google Cloud Platform. This entails enabling Google features and capabilities. Education: Bachelor's Degree in Computer Science/Engineering or related field Have working knowledge and experience of Software Engineering with a minimum of internships and a minimum of 1 yr. of experience, or 2yrs of experience coding applications or services in a high-level language (C, C++, Golang, Java, C# etc.). Demonstrated problem solving and time management skills. Possesses strong technical aptitude for designing and implementing software solutions. Experience with modern application development frameworks Knowledge of professional software engineering practices & best practices for the full software development life cycle, including coding standards, code reviews, source control management, build processes, testing, and operations. Deep hands-on technical expertise, excellent verbal and written communication skills. Experience with Agile software development techniques. Required Skills: Google Cloud Platform Vertex AI Compute Engine Storage BigQuery Cloud Run Security Networking Provisioning Terraform Python Azure DevOps CI/CD, Pipelines AI / Machine Learning concepts Preferred Qualifications: Bash Testing / Automated Testing Google professional certifications (Data Engineer, Architect, etc.) Additional Information: Fully Remote Role Contract position Who We Are We are a software company that strives to build relationships through the delivery of software and solutions. Agile software development is at the heart of "how we work", which allows us to bring people together for strong collaboration and problem solving. What We Do We provide enterprise-level agile coaching and development services. The Da Vinci Agile Coaching model is built on four pillars that ensure successful adoption and scale across an organization. The enterprise framework we have built supports this foundation through recognition of, and integration with, legacy processes. We passionately believe "how we work" is the intangible our developers demonstrate for our clients every day. Our high-performing team members provide leadership and chemistry on your teams. We provide architects, developers and testers that enjoy accountability, team success and delivering meaningful products.

The Teacher at The Levitt Lab @ Da Vinci Connect serves as a student-centered educator, advisor, and learning guide who supports high school students in an innovative learning environment. This role focuses on personalized, project-based instruction; college and career readiness; and close academic and social-emotional coaching to empower students to take ownership of their learning and successfully navigate both high school and early college experiences. ESSENTIAL DUTIES & RESPONSIBILITIES INCLUDE BUT ARE NOT LIMITED TO THE FOLLOWING: Instruction & Curriculum Provide direct and indirect instruction aligned to state standards and Da Vinci Schools' expectations. Design and deliver engaging, student-centered lessons, seminars, and inquiry-based learning experiences. Develop and implement long- and short-term instructional plans that address individual student needs. Collaborate with colleagues and online curriculum providers to create a cohesive, integrated learning experience. Apply effective strategies for differentiation, intervention, and mastery-based learning. Prepare students for required assessments and evaluate student progress regularly. Student Support & Advising Serve as an advisor to a group of students, supporting academic progress, behavior, goal-setting, and college and career planning. Develop and manage individualized learning plans to maximize college course-taking opportunities. Coach students through self-reflection, progress monitoring, and ownership of learning. Support students in navigating the academic and social-emotional demands of a college campus environment. Assessment & Reporting Assess and document student performance through grades, progress reports, and achievement data. Prepare quarterly individual student achievement reports. Maintain accurate records and complete all required Independent Study compliance documentation. Collaboration & Communication Work collaboratively with the school site team to design and deliver instruction across content areas. Communicate proactively with colleagues to coordinate integrated student support. Maintain regular communication with parents/guardians regarding academic progress and behavior. Coordinate with college partners to align high school and college course requirements. Professional Responsibilities Create a welcoming, innovative, and well-managed learning environment. Accept and incorporate feedback and coaching from administration. Participate in school events, orientations, exhibitions of learning, and extracurricular activities. Contribute to professional growth by sharing curriculum, staying current with educational trends, and maintaining required certifications. KNOWLEDGE, SKILLS AND ABILITIES: Experience with project-based learning, personalized learning, and innovative instructional models. Strong curriculum design skills across one or more content areas. Ability to build strong relationships and foster a supportive learning community. Excellent communication, organization, and time-management skills. Demonstrated ability to work effectively with diverse student populations. Comfort working in a startup or innovative school environment. Proficiency with instructional technology and Microsoft Office applications. Ability to adapt instruction to varied learning styles using strategies such as Universal Design for Learning (UDL). QUALIFICATIONS: Bachelor's degree from an accredited college or university Clear or Preliminary California Single or Multiple Subject Teaching Credential CLAD Certification/EL Authorization Obtain Criminal Justice Fingerprint/Background Clearance through the DOJ and FBI Ability to stand, walk, speak, and engage with students and staff for extended periods. Ability to lift up to 15 lbs. Occasionally Commitment to the goals and philosophy of Da Vinci Schools ***We prioritize assembling a staff that reflects our student diversity. Spanish-speaking a plus. EOE*** COMPENSATION: 11-month, full-time exempt: $66,005 - $112,613

DA VINCI SCHOOLS Academic Coach Job Description Under the supervision of an administrator and general direction of administration, academic coaches assist in the education of students including management of student behavior; recordkeeping; instructional assistance; classroom safety, security and organization. ESSENTIAL DUTIES & RESPONSIBILITIES INCLUDE BUT ARE NOT LIMITED TO THE FOLLOWING: Work with individual students or small groups to reinforce learning material or skills introduced by the teacher. Guide independent, enrichment, and remedial work as assigned by the teacher. Help student master instructional materials assigned. Implement instructional activities that contribute to a climate where students are actively engaged in meaningful, authentic learning experiences. Identify, select, and modify instructional resources to meet the needs of the students with varying backgrounds, learning styles, and special needs. Assist in assessing changing curricular needs and offer plans for improvement. Provide a positive environment in which students are encouraged to be actively engaged in the learning process. Prepare, operate, and care for needed materials, equipment, and supplies in the classroom for instructional purposes. Support student record-keeping, including filing, reviewing documents, contacting families for documentation Treat all students with dignity and respect. Perform other duties as assigned. ABILITY TO: Communicate effectively with students, other staff, and their parents. Use appropriate English usage, punctuation, spelling and grammar. Understand and carry out oral and written instructions. Maintain the confidentiality of information related to individual pupils, parents and other employees. Work effectively under the direction of others. Work cooperatively with others. Set a good example in terms of punctuality, attendance and work ethic. Be proactive in matters relating to health and safety. Have willingness to assume other responsibilities appropriate for the position Use a computer, and common classroom equipment. Operate standard office equipment copier, fax machine, etc. QUALIFICATIONS: High school diploma or the equivalent. Two years of college credit, or an associate's (or higher) degree, or progress toward degree preferred. Combination of training and experience which demonstrates ability to perform the duties and responsibilities as described, including previous experience working with groups of children; experience working with children with disabilities highly desirable. Knowledge of: Basic reading, writing, and math. ***We prioritize assembling a staff that reflects our student diversity. Spanish-speaking a plus. EOE***

Grounds Supervision ) Da Vinci Schools is looking to fill grounds supervision time slots at our high school campus at 201 N Douglas in El Segundo, CA. These are classified hourly positions. The mission of the school campus supervision role is to create a positive and safe campus environment for all students and families through campus supervision and enforcement of school rules in the exterior and first floor of the campus. General Responsibilities Include: Ensuring safety of students on campus grounds, most often in the outdoor sections of campus, including the parking lot and lunch areas; Supervising students during lunch service in the eating area and outdoor space; Parking lot supervision during school hours and any school sponsored events: - Parking lot supervision during drop-off and/or pick-up - Providing directions and information to visitors and guests - Directing traffic within parking lot - Maintaining traffic flow in parking lot - Setting up cones for traffic safety - Monitoring parking assignments Help to maintain positive relationships with neighboring businesses related to student behavior; Enforcing school rules, including: - Safety and civility on campus - Safety and civility in parking lot - Getting to class on time - Adhere to rules regarding pedestrians in the parking lot - Leaving in a timely and orderly manner - No skateboarding on campus Working with students in a positive manner, addressing tense situations, communicating with administration when warranted; Being a friendly presence on campus, getting to know students through appropriate positive interactions on campus; Follow school safety and emergency procedures at all times while working with staff, students, parents and visitors; There are several time slots that need to be filled: Before School, Lunch Hour, After School Some combination of hours may also be available.

TEACHER - HIGH SCHOOL BIOLOGY DEFINITION Under direction, teach and instruct pupils in grades 9 through 12 in secondary academic subject matter, social, behavioral, and other educational skill areas; plan, develop, organize, and conduct a comprehensive educational program for secondary level pupils in Biology instruction. Da Vinci Schools are project-based, college preparatory schools, each with a distinct focus which drives the curriculum students take in addition to their A-G college preparatory requirements. As a project-based school, class curricula are centered around projects, which teach students the essential skills and knowledge of a course. Da Vinci teachers use Mastery Based Grading and work with industry partners to provide real-world connections to their projects. Da Vinci Schools is looking for candidates who desire to: Work closely with a grade level team to plan interdisciplinary projects and units Create and facilitate inquiry-based project-based curriculum Connect academic subject matter to the world outside the classroom Actively create space for diverse voices and points of view that reinforce each student's identity Act as an advisor to a group of students Engage in self-reflection and a diversity of thinking, particularly related to the school's mission to support diversity, equity inclusion and anti-racism EXAMPLES OF DUTIES KNOWLEDGE OF: A wide-range of effective teaching strategies (e.g., Universal Design and Learning - UDL), along with a willingness to learn to ensure student learning. Working knowledge of technology and computer software applications relative to instruction, assessment and teacher recordkeeping. Demonstrated appreciation and support for diversity in student backgrounds California Standards for the Teaching Profession - current version Current assessment methodologies, their use and efficacy, Federal, state and local laws, policies and procedures related to duties as a teacher Correct English usage, grammar and spelling, punctuation and vocabulary Oral and written communication Interpersonal skills using tact, patience, diligence and courtesy ABILITY TO: Work independently with appropriate direction. Manage and prioritize multiple activities and work with frequent interruptions Communicate orally, in writing and through technology to express ideas, thoughts, lesson materials, and instructions to students, community, and staff. Champion the success of students from culturally and linguistically diverse backgrounds Perform problem-solving tasks requiring independent judgment Maintain accurate records and prepare reports Work confidentially with discretion Integrate technology into instruction Establish and maintain effective working relationships with others Meet personal and student schedules and timelines Understand and interpret rules and written directions and apply to specific situations Ability to operate office and classroom technology including, but not limited to: computer, webcam, LCD projector, copy machine, white board, document camera and use of related instructional software and hardware Work effectively as part of a school team. EDUCATION: Possess a Bachelor's degree from an accredited university, and a California credential authorizing service as a teacher of secondary level students in Biology including state-required English Learner Authorization

Behavior Interventionist Role Summary/Purpose Under general supervision, monitors students to identify and prevent or de-escalate injurious and destructive behavior in the classroom and on campus and to provide behavior intervention circumstances in the most severe behavior circumstances to various students across the school site; assists in creation and implementation of behavior support plans; and works with students to promote positive and productive interaction and social behaviors. Primary Responsibilities - Monitors students to detect unusual or harmful behavior and reports potential escalation of behavior to teachers and Mental Health Team - Prevents and de-escalates harmful behavior in a behavior crisis situation to reduce student's risk of injury and ensures safety of others, using Nonviolent Crisis Prevention and Intervention (CPI) strategies - In most severe circumstances where student behavior presents immediate safety concerns, provides physical restraint (learned via appropriate training) as means of removing student from the situation and de-escalation - Collaborates with Mental Health Team, Special Education Team, Instructional Team, & School Admin to assist in the development, implementation, and modification of behavioral intervention and support plans - Monitors and ensures students remain in designated locations on school campus - Circulates throughout classroom spaces and general areas to serve as a consistent and supportive presence to students throughout the school day - Provides mediation in conflict situations between students and other parties to prevent behavioral crisis - Documents students' behavioral progress and shares progress with administration, Mental Health Team, and student's guardians - Performs related duties as assigned Knowledge of: - Young adult basic theories and concepts of behavioral/emotional disorders - Behavior modification techniques and strategies. - Nonviolent Crisis Prevention and Intervention (CPI) strategies - Restraint Reduction and Physical Restraint - Trauma-Informed Care - Restorative Practices/Restorative Justice Ability to: - Learn and apply most current information, theories, techniques, and practices of the field; - Maintain focus and emotional control in stressful interpersonal situations; - Implement behavior interventions and supports in a way that aligns to Trauma-Informed Care and Restorative Practices - Recognize potential hazards in the workplace and ensure that they are addressed; - Intervene in conflicts to facilitate communication and resolve problems; - Maintain an approachable manner and build rapport with others; - Monitor and manage physical, verbal, and emotional student interactions - Persuade others to consider and adopt different point of view in a behavior crisis situation; - Respond quickly to changes in the environment; - Evaluate situations and context and exercises discretion and judgment to choosing courses of action; - Perform physical activities that may involve strength, flexibility and balance; - Communicate effectively, both orally and in writing; - Model communication and interaction that respect and include all individuals and their languages, abilities, religions, and cultures Qualifications/Requirements - Three years of experience in providing behavioral intervention or behavior management services to moderate to severe emotionally-disturbed individuals. - Associate's degree or equivalent of 60 semester or 90 quarter units in psychology, mental health, behavior management, special education, or a field closely related to the knowledge and abilities of this classification, from an institution of higher learning recognized by the Council for Higher Education Accreditation. Certification in Crisis Prevention and Intervention (CPI) is also required. - Equivalency Provision: Certificate in a psychiatric technician or other similar mental health program from an institute of higher learning recognized by the Council for Higher Education Accreditation may substitute for one year of the required experience. - Additional Requirements: May require the ability to lift, move, or restrain K-12 students either with assistance and/or skilled techniques; may require a valid California driver's license and the availability of private transportation or the ability to obtain transportation between job sites.

2025-2026 Athletic Coaching Positions: Track and Field you are applying for. Head Coach: $3,876/season JV/Asst Coach: $3,060/season Required Experience and Qualifications: - personal athletic experience; - - coaching experience (high school or club experience preferred); - willingness to work with a diverse group of high school students, parents and staff; - clear communication skills (verbal and written); - able to work late hours during the week and weekend, and ability to travel to away meets; - pass live scan background check; - provide tuberculosis (TB) clearance - hold a valid drivers license; - must hold or obtain valid CPR and first aid certifications; - willingness and ability to complete annual onboarding trainings. Time commitment: 5 days a week during the season and some weekend meets/tournaments - Season Positions available for Fall, Winter and Spring Sports Time commitment: 5 days a week during the season and some weekend meets/tournaments

Job DescriptionSalary: $22.50 - $28.71 depending on experience BASIC FUNCTION Under the direction of the Director of Facilities, perform custodial duties required to maintain assigned school buildings areas in a clean and orderly condition. REPRESENTATIVE DUTIES 1. Sweep, scrub, mop, wax, and vacuum assigned floors, hallways, and student activity areas and shampoo and/or spot clean carpets on a scheduled basis. 2. Dust, wash, wax and polish assigned furniture, woodwork, and metal work on a scheduled basis. 3. Wash and clean assigned windows, walls, drinking fountains, sinks, commodes, and trash receptacles on a scheduled basis. 4. Report all health and safety conditions that may cause injury to students, staff, and the general public (e.g. broken furniture, burned out lights, broken equipment). 5. Maintain the security of the work area during and at the close of the assigned hours of work (e.g. lock doors, gates, and windows, turn on security lights and/or alarms). 6. Operate power cleaning equipment in a safe and efficient manner. 7. Move and arrange furniture and equipment. 8. Perform limited maintenance as run would allow. 9. Pick up outside litter, water lawns, sweep sidewalks, and dump outside receptacles as run would allow. 10. Complete required compliance program within the first sixty (30) days of employment. 11. Wear shoes, eye goggles, face protectors, and breathing apparatus as directed. 12. Maintain a valid California Drivers License Class C. 13. Maintain participation in CA DMV Assessment System/Automatic Pull Program. 14. Effectively communicate and maintain cooperative relationships with those contacted in the course of work. 15. Perform other related duties as assigned. KNOWLEDGE AND ABILITIES Knowledge of cleaning materials and techniques. Ability to operate power cleaning equipment. Ability to read and understand directions written in English. Ability to carry out assigned tasks with a minimum of direct supervision. Ability to establish and maintain cooperative relationships with others. EXPERIENCE Minimum Requirement: Six (6) months experience as a custodian. Desirable Qualification: Six (6) months experience as a school custodian. EDUCATION Minimum Requirement: Graduation from high school or General Education Development (GED) Certificate or California High School Proficiency Examination (CHSPE) Certificate. License(s)/Certificate(s)/Permit(s) Minimum Requirements: Valid California Drivers License Class C. Must provide a DMV printout within five (5) work days of offer of employment. Live Scan Fingerprints and TB Test ABILITY TO: With or Without the Use of Aids: Sufficient vision to read small print. Sufficient depth perception, physical ability, strength, mobility, stamina, color perception and acuity to drive and operate equipment or vehicles. Sufficient hearing to hear normal, telephone and hand held radio conversations. Ability to speak in an understandable voice and with sufficient volume to be heard at a normal conversational distance and on the telephone or hand held radios. Sufficient physical ability, strength, mobility and stamina to move, lift, push/pull or carry objects which frequently exceed 50 pounds. Sufficient physical ability, strength, balance, mobility, stamina and a tolerance of heights to work on ladders, scaffolding and rooftops for extended periods of time. Sufficient physical ability, strength and dexterity to use basic mechanical and hand/power tools to perform minor repairs and adjustments. Sufficient physical ability, strength, balance, mobility, and stamina to perform moderate physical labor. Sufficient physical ability and stamina to work outside during inclement weather conditions. Sufficient physical ability to reach horizontally and vertically with arms. Sufficient dexterity to use hands and fingers to manipulate small objects and print or write legibly. Sufficient lower body strength, stamina, balance and mobility to sit, stand, kneel, walk, stoop, climb stairs, bend and extend legs for prolonged periods of time. Physical tolerance to extended contact with water, detergents, abrasives, cleaning solvents, cleaning solutions, disinfectants, paint/paint spray, and other harsh chemical substances. Physical tolerance to foul odors, chemical odors, dust and pollen. SALARY Custodian Hourly Salary Schedule ***We prioritize assembling a staff that reflects our student diversity. Spanish-speaking a plus. EOE***

Under the supervision of an administrator and general direction of a classroom teacher, assists the teacher in the education of students including management of student behavior; recordkeeping; instructional assistance; classroom safety, security and organization; and interaction and communication with students, support staff, parents/guardians, and agencies. Paraeducators work in special education programs with a variety of TK-8 students who are in need of academic assistance and have learning, communication, and behavioral or emotional disabilities. ESSENTIAL DUTIES & RESPONSIBILITIES INCLUDE BUT ARE NOT LIMITED TO THE FOLLOWING: - Work with individual TK-8 students or small groups to reinforce learning material or skills introduced by the teacher. - Guide independent, enrichment, and remedial work as assigned by the teacher. - Help student master instructional materials assigned. - Implement instructional activities that contribute to a climate where students are actively engaged in meaningful, authentic learning experiences. - Identify, select, and modify instructional resources to meet the needs of the students with varying backgrounds, learning styles, and special needs. - Monitor student progress in instructional programs and relate findings to supervising teacher. - Monitor student during independent work or group activities. - Monitor safety in a variety of settings. - Implement behavioral management strategies. - Collect behavioral data. - Support students with personal care/health needs such as toileting/feeding. - Support inclusion with non-disabled peers. - Provide a positive environment in which students are encouraged to be actively engaged in the learning process. - Prepare, operate, and care for needed materials, equipment, and supplies in the classroom for instructional purposes. - Participate in appropriate staff development/meetings to ensure professional growth. - Assist teacher with the supervision of students. - Treat all students with dignity and respect. - Perform other duties as assigned. ABILITY TO: - Physically assist students with specials needs as required (positioning, lifting, transferring, restraining, etc.) - Communicate effectively with students, other staff, and their parents. - Use appropriate English usage, punctuation, spelling and grammar. - Understand and carry out oral and written instructions. - Remain calm and rational while working with students and their parents. - Maintain the confidentiality of information related to individual pupils, parents and other employees. - Organize time in order to maintain the flow of the program. - Work effectively under the direction of others. - Work cooperatively with others. - Set a good example in terms of punctuality, attendance and work ethic. - Be proactive in matters relating to health and safety. - Have willingness to assume other responsibilities appropriate for the position - Use a computer, and common classroom equipment. - Operate standard office equipment copier, fax machine, etc. QUALIFICATIONS: - High school diploma or the equivalent. - Two years of college credit, or an associate's (or higher) degree, or progress toward degree preferred. - Combination of training and experience which demonstrates ability to perform the duties and responsibilities as described, including previous experience working with groups of children; experience working with children with disabilities highly desirable at the TK-8 level. - Knowledge of: Basic reading, writing, and math. ***We prioritize assembling a staff that reflects our student diversity. Spanish-speaking a plus. EOE***

Under the direction of the Manager of Services and Partnerships, the Case Managers at each site provide a full range of care coordination and counseling services to students, including Designated Instructional Services (DIS) for students with special needs, one-on-one and group counseling, and facilitation of access to wraparound and support services. Responsibilities -Create and implement both academic and therapeutic interventions for the purposes of fostering better mental health and positive learning outcomes for all students -Consult with school staff and parents regarding the behavioral, social, and emotional needs of students, and recommend appropriate support strategies -Conduct in service training for staff around student support -Collaborate with school staff on implementation of Restorative Practices and Trauma-Informed Care -Provide crisis counseling and referrals for students as needed -Consistently and routinely update case files for students - both academic and socioemotional- utilizing school information systems (i.e. PowerSchool, DreamSeeDo, Naviance) -Attend and participate in school guidance meetings such as site attendance meetings, School Success Team meetings, 504 meetings, Positive Behavior Support Plan meetings, and IEPs -Collaborate with Advisors to create and implement SocioEmotional Learning curriculum -Seek out, accept, and implement feedback and coaching from school leadership -Adheres to ethical standards of the counseling profession, and abides by the laws, policies, and procedures that govern the schools -Facilitate weekly case conferences with Advocate Counselors to stay attuned and responsive to student needs -Participate in ongoing professional development opportunities in order to constantly grow in the role -Routinely communicate with students outside supports (i.e. social workers, wraparound team, probation officers, case managers). -Connect students to reliable resources and services within their community and coordinate care among various providers -Submit student progress reports and court letters to parties requesting records (i.e. social workers, probation officers, juvenile courts) Desired Skills & Experience -Demonstrates strong sense of possibility, unwavering belief in, and relentless support for all students -Excellent organization, time-management, and follow-up skills -High sense of urgency -Demonstrated ability to successfully handle multiple cases concurrently -Experience in trauma-informed care and trauma-responsive environments -Experience working with students who have experienced homelessness or housing instability; who have been involved in the foster system; who have been involved in the justice or probation systems; and/or who have experienced other adverse childhood experiences resulting in trauma -Knowledgeable about mental health resources & wraparound support services available in the larger community, so as to connect students and families with appropriate services -Familiarity with the complex social-emotional needs of homeless and foster youth -Knowledge & understanding of student wraparound & support services essential; clinical background a plus -Comfortable working with youth from a variety of cultural, linguistic, religious backgrounds -Demonstrates commitment to student learning- both academic and personal -Demonstrates commitment to holistic student care -Utilizes interventions that support positive development & increased independence -Strong communication, interpersonal, and presentation skills with demonstrated ability to write clearly and persuasively and to interact effectively with various audiences -Reflective & responsive to feedback; growth mindset about self and others -Interested in working with a wide range of student supporters and stakeholders (i.e. students, colleagues, parents & families, mentors, service providers, case managers, etc.) -Excited about working closely with teachers and school leadership Qualifications -California Credential in Pupil Personnel Services (PPS) and/or Masters of Social Work (MSW) Credential -Experience with diverse needs of high school aged students (in our case, a fairly large age range of 13-22) and their families/support networks -Knowledgeable about effective counseling theory and practices ***We prioritize assembling a staff that reflects our student diversity. Spanish-speaking a plus. EOE***

DA VINCI SCHOOLS TEACHER - HIGH SCHOOL PHYSICS DEFINITION Teach and facilitate instruction in grades 9 through 12 in secondary academic subject matter, social, behavioral, and other educational skill areas with an emphasis on diversity, equity, and inclusion; plan, develop, organize, and conduct a comprehensive educational program for secondary level pupils in Physics instruction. Da Vinci Schools are project-based, college preparatory schools, each with a distinct focus which drives the curriculum students take in addition to their A-G college preparatory requirements. As a project-based school, class curricula are centered around projects, which teach students the essential skills and knowledge of a course. Da Vinci teachers use Mastery Based Grading and work with industry partners to provide real-world connections to their projects. Da Vinci Schools is looking for candidates who desire to: Work closely with a grade level team to plan interdisciplinary projects and units Create and facilitate inquiry-based project-based curriculum Connect academic subject matter to the world outside the classroom Actively create space for diverse voices and points of view that reinforce each students identity Act as an advisor to a group of students Engage in self-reflection and a diversity of thinking, particularly related to the schools mission to support diversity, equity inclusion and anti-racism EXAMPLES OF DUTIES Provide instruction based on Next Generation Science Standards and other state frameworks and standards. Collaborate on a course of study, instructional program guidelines, and other materials in planning and developing lesson plans and teaching outlines. Pursue a variety of methodology in teaching and instructing pupils, including mini-lessons, demonstrations, discussions, laboratory experiences, and other instructional methods. Conduct teaching and instructional activities, using educational equipment, materials, books, and other learning aids. Plan, develop, and utilize a variety of instructional materials and aids appropriate to the intellectual and instructional level of pupils from varied socio-economic and cultural backgrounds, and who possess a range of mental and emotional maturity. Review, analyze, and evaluate the history, background, and identity of pupils in designing instructional programs to meet individual educational needs. Individualize and adapt educational processes and procedures to enhance pupil educational opportunities. Provide group and individual instruction to motivate pupils, and effectively utilize the time available for instructional activities. Maintain appropriate standards of pupil behavior, using behavioral management strategies and techniques, including positive reinforcement and behavior shaping procedures. Review, analyze, evaluate, and report pupil academic, social, and emotional growth. Select and requisition appropriate educational supplies, materials, books, equipment, and learning aids. Perform a variety of non-instructional duties, including curriculum and instructional development activities, student supervision, and consultation activities. KNOWLEDGE OF: A wide-range of effective teaching strategies (e.g., Universal Design and Learning - UDL), along with a willingness to learn to ensure student learning. Working knowledge of technology and computer software applications relative to instruction, assessment and teacher recordkeeping. Demonstrated appreciation and support for diversity in student backgrounds California Standards for the Teaching Profession current version Current assessment methodologies, their use and efficacy, Federal, state and local laws, policies and procedures related to duties as a teacher Correct English usage, grammar and spelling, punctuation and vocabulary Oral and written communication Interpersonal skills using tact, patience, diligence and courtesy ABILITY TO: Work independently with appropriate direction. Manage and prioritize multiple activities and work with frequent interruptions Communicate orally, in writing and through technology to express ideas, thoughts, lesson materials, and instructions to students, community, and staff. Champion the success of students from culturally and linguistically diverse backgrounds Perform problem-solving tasks requiring independent judgment Maintain accurate records and prepare reports Work confidentially with discretion Integrate technology into instruction Establish and maintain effective working relationships with others Meet personal and student schedules and timelines Understand and interpret rules and written directions and apply to specific situations Ability to operate office and classroom technology including, but not limited to: computer, webcam, LCD projector, copy machine, white board, document camera and use of related instructional software and hardware Work effectively as part of a school team. QUALIFICATIONS: Hold a Bachelors Degree from an accredited university and a California Single Subject credential with authorization to teach Physics, including English Learner Authorization; Successful completion of interview, screen process and hiring requirements; Commitment to the goals and philosophy of Da Vinci Schools ***We prioritize assembling a staff that reflects our student diversity. Spanish-speaking a plus. EOE***

DA VINCI SCHOOLS School Counselor Under the direction of the Principal, the School Counselor provides a full range of school counseling services to students, including academic, college readiness and social-emotional supports, screening and assessment, individual and group counseling. ESSENTIAL DUTIES & RESPONSIBILITIES INCLUDE BUT ARE NOT LIMITED TO THE FOLLOWING: Create and implement both academic and therapeutic interventions for the purposes of fostering better mental health and positive learning outcomes for all students; Consult with school staff and parents regarding the behavioral, social, and emotional needs of students, and recommend appropriate support strategies; Conduct in service training for staff around student support; Collaborate with school on universal interventions for students such as peer mediation, conflict mediation, etc.; Provide crisis counseling and referrals for students as needed; Consistently and routinely update case files for students, both academic and social-emotional, utilizing school information systems such as Naviance and PowerSchool; Attend and participate in school guidance meetings such as site attendance meetings, School Success Team meetings, 504 meetings, Positive Behavior Support Plan meetings, and IEPs; Adheres to ethical standards of the counseling profession, and abides by the laws, policies, and procedures that govern the schools; Participates in professional associations and upgrades professional knowledge and skills when needed; Lead school-wide culture of college enrollment and preparation for college success; Assist each student with the college application process tailored to their grade level; Disseminate information about the college application process and financial aid to students and families; Create a clearinghouse of scholarship opportunities and help students to receive aid; Liaison with colleges and universities and facilitating meetings between college representatives and our students; Manage student information throughout the college application process in Naviance software and other appropriate systems; Maintain student records, including GPA's and transcripts; Other duties as assigned. QUALIFICATIONS: Experienced with needs of high school age students and their families, with demonstrated experience and skill working with diverse communities and students of color; Knowledge of effective counseling theory and practices; Excellent organization, time management and follow-up skills; high sense of urgency; demonstrated ability to successfully handle multiple cases concurrently; Interested in working with a wide range of constituents (colleagues, parents, students, board members, etc.); Is excited to receive and contribute to a professional teaching culture by working with other Da Vinci students, parents, staff and stakeholders. Minimum Educational Requirement: Pupil Personnel Services (PPS) Credential ***We prioritize assembling a staff that reflects our student diversity. Spanish-speaking a plus. EOE***

Under the supervision of an administrator and general direction of a classroom teacher, assists the teacher in the education of students including management of student behavior; recordkeeping; instructional assistance; classroom safety, security and organization; and interaction and communication with students, support staff, parents/guardians, and agencies. Paraeducators work in special education programs with a variety of students who are in need of academic assistance and have learning, communication, and behavioral or emotional disabilities. ESSENTIAL DUTIES & RESPONSIBILITIES INCLUDE BUT ARE NOT LIMITED TO THE FOLLOWING: - Work with individual students or small groups to reinforce learning material or skills introduced by the teacher. - Guide independent, enrichment, and remedial work as assigned by the teacher. - Help student master instructional materials assigned. - Implement instructional activities that contribute to a climate where students are actively engaged in meaningful, authentic learning experiences. - Identify, select, and modify instructional resources to meet the needs of the students with varying backgrounds, learning styles, and special needs. - Monitor student progress in instructional programs and relate findings to supervising teacher. - Monitor student during independent work or group activities. - Monitor safety in a variety of settings. - Implement behavioral management strategies. - Collect behavioral data. - Support students with personal care/health needs such as toileting/feeding. - Support inclusion with non-disabled peers. - Provide a positive environment in which students are encouraged to be actively engaged in the learning process. - Prepare, operate, and care for needed materials, equipment, and supplies in the classroom for instructional purposes. - Participate in appropriate staff development/meetings to ensure professional growth. - Assist teacher with the supervision of students. - Treat all students with dignity and respect. - Perform other duties as assigned. ABILITY TO: - Physically assist students with specials needs as required (positioning, lifting, transferring, restraining, etc.) - Communicate effectively with students, other staff, and their parents. - Use appropriate English usage, punctuation, spelling and grammar. - Understand and carry out oral and written instructions. - Remain calm and rational while working with students and their parents. - Maintain the confidentiality of information related to individual pupils, parents and other employees. - Organize time in order to maintain the flow of the program. - Work effectively under the direction of others. - Work cooperatively with others. - Set a good example in terms of punctuality, attendance and work ethic. - Be proactive in matters relating to health and safety. - Have willingness to assume other responsibilities appropriate for the position - Use a computer, and common classroom equipment. - Operate standard office equipment copier, fax machine, etc. QUALIFICATIONS: - High school diploma or the equivalent. - Two years of college credit, or an associate's (or higher) degree, or progress toward degree preferred. - Combination of training and experience which demonstrates ability to perform the duties and responsibilities as described, including previous experience working with groups of children; experience working with children with disabilities highly desirable. - Knowledge of: Basic reading, writing, and math. PHYSICAL REQUIREMENTS OF THE POSITION: - Lift and/or move 25 to 50 pounds, and may assist, move, or restrain students with greater weight when required to intervene in student safety issues. - Required to sit, lift, carry, move about, hear and speak. ***We prioritize assembling a staff that reflects our student diversity. Spanish-speaking a plus. EOE***

Reports To: Varsity Golf Head Coach and Director of Athletics Position Type: Part-Time/Seasonal/Non-Exempt Pay Range: $20-$29 per hour. Established in 1920, Bentley School is a K-12 coeducational, independent day school located on two campuses in Oakland and Lafayette. Bentley is an inclusive community that shares a vision of transformational learning and respect for the individual. Bentley seeks Coed Golf Assistant Coaches at the Upper Campus in the Spring 2026. Responsibilities Responsibilities for this position will include, but are not limited to: Work directly with the head coach to develop the growth of the Golf program. Assist in the overall planning and execution of the Golf program. Work with head coach to develop and implement game strategies. Help in the planning and organizing of team practice sessions. Ability to coach team members individually and in groups. Work with head coach to develop and implement team strength and conditioning program. Monitor and maintain the discipline and conduct of student-athletes to support the culture of the school and athletic program. Adhere to all state, section, conference and league rules and regulations/policies. Build a positive relationship with all members of the Bentley School community, including students, faculty/staff, administration, parents and alumni. Be a mentor, both in Golf and in life. Qualifications Previous coaching experience at the high school and/or college level. Excellent interpersonal and organizational skills. Desire to become part of the larger school athletic community. Must be able to work collaboratively as a team member. Must be self-directed. Time commitment - must be available for practices and games during weekday afternoons and evenings and on occasional Saturday's. Preferred Qualifications: Experience playing Golf at the college level or above. Bentley School is an equal opportunity employer and seeks rich diversity among faculty and administration. The School offers competitive compensation and benefits. How to Apply Please submit a letter of interest, resume, and the names and contact information of three references. No phone calls please.