Math teacher jobs in Campbell, CA - 534 jobs

BASIS Independent Schools, a subsidiary of Spring Education Group, is a national network of PreK-12 private, secular schools that educate students to the highest international levels. Our ten campuses, located in some of the most bustling, dynamic metropolitan areas in the country, are part of the BASIS Curriculum Schools global network. We believe in setting a higher standard for students and promoting self-reliance and accountability in a culture where hard work is celebrated, and intellectual pursuits result in extraordinary outcomes. BASIS Independent Silicon Valley Upper is seeking qualified candidates for an Engineering Teacher for the upcoming school year! What We're Looking For In this teaching position, you use your passion for your subject to inspire and teach higher-level content than what is typical of secondary students. You work collaboratively with other teachers to create a learning culture in which diverse perspectives are challenged and tested in an environment of informed thought and collegiality. This position will teach three sections of 7th grade engineering and 1-2 sections of 8-12th grade engineering electives. Your Primary Responsibilities Teach higher level content than grade standard in an interactive learning environment to deliver exceptional results for all students. Has deep knowledge of subject taught. Instruct students in content-specific knowledge and skills to heighten the trajectory of their academic and career success. Implement the BASIS Curriculum by designing effective and creative lessons and assessments to display your passion for the subject and educate students at an internationally competitive level. Collaborate with other BASIS Curriculum Teachers to form a community of smart, talented and interesting people who are passionate about their work and readily willing to work in a professional and academic environment. Guide student behavior to foster academic achievement, personal responsibility, intellect and individuality in all students. Essential Teacher Qualifications: Has deep knowledge of and passion for the subject taught Able to differentiate instruction and engage students in rigorous content Able to create a positive classroom community and build relationships with students Has strong verbal and written communication skills with students, colleagues, and parents Open to feedback and continuous growth Creative in instructional and classroom management strategies (high warm and high firm) Cooperative, collaborative, supportive, flexible Has a strong work ethic and a "do whatever it takes" mindset Additional Qualifications Minimum Qualifications: A bachelor's degree in the subject area. Coursework or experience in education is not required, nor is certification. Candidates must have the ability to obtain a fingerprint clearance card. Preferred Qualifications: Subject matter postgraduate work (master's or Ph.D.) is preferred. Together with a high level of educational attainment, a successful applicant will demonstrate strong communication skills in teaching ideas, texts, and concepts with precision and confidence. Critically, an applicant must possess a high GPA in their major, excellent recommendations, experience working with children- not necessarily in the classroom- and be open to new ideas in teaching. Benefits: BASIS Independent Schools offers a comprehensive benefits package which includes: Competitive salary dependent on education and experience. Career growth opportunities focused on continuous learning, mentorship, and professional advancement across our network of schools. Retirement options through which eligible participants may receive a 50% Company match for the first 10% of employee earnings deferred. Three PPO medical plans to choose from, as well as dental and vision insurance. An FSA option that allows for pre-tax dollars to cover medical, dependent care, and transit. Student tuition remission for your children to attend our schools. 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.

A progressive educational institution in California seeks an Interim Head of Upper School for the 2026-2027 school year. The ideal candidate will provide exceptional leadership, ensuring the well-being of students and faculty while maintaining high standards. Responsibilities include overseeing the Upper School program, engaging with families, and supporting a positive community culture. This role offers competitive compensation ranging from $165,000 to $215,000 annually. Eligible candidates are encouraged to apply by January 5, 2026. #J-18808-Ljbffr

Step Into a Rewarding Career with The Stepping Stones Group! Are you a compassionate educator with a big heart and a passion for making a difference? Are you ready to change the lives of students with special needs and build a brighter future - one step at a time? We are looking for Special Education Teachers to join our dynamic team in San Francisco, CA, and we want YOU to be part of this exciting journey! Qualifications: * Master's degree in Special Education from an accredited institution * Valid state license or certification for Special Education Teaching (Mild/Mod credential) * Definitely a plus if you have experience working with children in a school setting, with a strong emphasis on supporting those with special needs Why Choose Us? * Empowering Students - Help kids shine with your innovative teaching techniques and a whole lot of heart. You will make every step count! * Support & Growth - Be part of a team that values YOU. From professional development to a caring network of colleagues, we are with you every step of the way. What We Offer: * Competitive pay, Benefits, and Health and Wellness stipends that let you enjoy life inside and outside of school * Relocation assistance (for those looking for new adventures)! * Spread Pay Plan: Enjoy a consistent income throughout the year. * Professional Development Stipends: Invest in your growth with our financial support. * 401(k) Plan: Secure your future with our retirement savings plan. * Online Resources: Access approved webinars, therapy ideas, and free CEUs. * Travel Positions: Explore new locations with our travel and relocation assistance. * Referral Program: Share the opportunity! Refer your friends and help them join our amazing team today! * A workplace where you are supported, respected, and encouraged to do your best work every day. Are You Ready to Make an Impact? Join The Stepping Stones Group today, and help us build brighter futures, one student at a time. Every step you take creates a ripple effect in their world.

Teacher: English/ELD 7th/8th Grade JobID: 829 Certificated/Teacher - Single Subject - Middle School Additional Information: Show/Hide 7th/8th Grade English/ELD Teacher * Location: Adams Middle School - Brentwood Union School District, Northern California (50 miles east of San Francisco) * Salary:$65,357.06 - $120,222.34 (Based on education and experience) * Employment Type: Full Time * Work Year: 184 days (185 for new hires) * Number of Openings: 1 Qualifications/Requirements: * Online application * Cover letter * Resume * Copy of CA Credential * 2 Letters of Recommendation * Valid Multiple Subject Credential Additional Information: * Applications are reviewed and screened as received. * Diverse candidates are strongly encouraged to apply.

Mission and Priorities: At Children's Health Council, we believe in the promise and potential of every child, teen and young adult. Our mission is to transform young lives by providing culturally responsive best-in-class learning and mental health services to families from diverse backgrounds regardless of language, location, or ability to pay. We specialize in ADHD, Learning Differences, Anxiety & Depression and Autism. Our strategic priorities include: being people first and empowering our workforce, creating systems built on equity, access, and inclusion, elevating technology and strengthening our community partnerships. Could this be you? Do you like to work in an environment where we live our mission? Do you value celebrating our differences and learning from them? Are you passionate about the work you do? Do you value collaboration? Are you looking to be empowered as a professional to help us grow as an organizational community? Are you a skilled cross-cultural communicator, helping cultivate a place of acceptance? Do you value cross-cultural competence and communication with individuals, teams, and systems within our organization? If you can answer “yes” to these questions, this job could be for you! About the role! Under the direction of the Head of Schools, the Teacher- Elementary School carries out the primary responsibility for planning and delivering instruction based on Common Core Standards and Individualized Education Program (IEP) goals. As a Teacher-Elementary School, you will: Plan, organize, and deliver academic instruction, differentiating as necessary to address student learning needs. Develop and maintain a working knowledge of each student's learning challenges based on available records and current observable data. Formulate goals and objectives to address student needs and implement appropriate instructional programs to facilitate progress. Assist the Behavior Specialist with monitoring the schoolwide Positive Behavior Training (PBT) management system at the classroom level. Monitor each student's progress against content standards and IEP goals by administering formal and informal assessments, constructing a portfolio of student work samples, and maintaining records of student grades as applicable. Conduct three formal parent-teacher conferences per year with follow-up written summary; communicate progress via phone and email as necessary. Prepare and update written annual IEP goals and progress summaries. Present progress and proposed goals at IEP meetings to district representatives, parents/guardians, and any other attendees. Under the direction of the Mentor Teacher, serve as a test administrator for the California Assessment of Student Performance and Progress . Co-facilitate weekly team meetings with the classroom Behavior Specialist. Provide direction to the classroom assistant weekly to maximize efficiency in materials preparation, instructional delivery, and otherwise meeting student needs. Attend all school staff meetings, academic department meetings, and IEP meetings. Performs other related duties as required and assigned. Ensure that school policies and procedures are carried out. Ensure that the CA Educational Code is adhered to. Adhere to the CHC Employee Handbook. Ensure the Child Abuse and Neglect Reporting Law are adhered to. Protect the confidentiality of student and families. Ensure maintenance of special education credential through required continuing education or pursuit of advanced degree. What we're looking for: Knowledge of core curriculum content and effective instructional strategies for teaching level. Knowledge of a variety of appropriate assessment tools to identify students with special needs. Ability to adapt and deliver curriculum to meet a broad range of learning needs. Ability to establish and maintain data-driven progress monitoring systems and interpret data to inform teaching and make appropriate instructional accommodations/modifications to maximize opportunity for student progress. Ability to develop, prepare, deliver, and monitor IEPs based on identified skill and behavioral deficit areas as well as Common Core standards. Ability to work effectively on an interdisciplinary team and to provide guidance/supervision to teaching assistants/interns. · About your background (education/experience): Valid CA Special Education credential or ability to apply for an intern credential. M.Ed. and/or advanced workshop-level training in teaching students with learning disabilities is preferred. Recent classroom experience, preferably working with students with emotional/behavioral challenges and/or learning challenges. Understand the etiologies of students who have anxiety, attention deficit/hyperactivity disorders, mood dysregulation, and specific learning challenges. Seek to work on an interdisciplinary team. Practical knowledge/experience implementing Common Core Curriculum, Universal Design for Learning, and strategies for differentiation of instruction. Demonstrated ability to identify accommodations and interventions that will facilitate an optimal learning experience for each student. Strong interpersonal skills. Experience preparing and presenting Individual Educational Plans (IEPs). Comfortable utilizing basic technology systems as part of daily duties (G-suite, Outlook, etc) and incorporating existing or emerging technology into instructional plans. Strong classroom management skills. Working Conditions: Physical Requirements: · Ability to undergo training and implementation of Pro-ACT crisis management system. · Ability to stand and sit for extended periods for instruction and supervision. Special Job Requirements: · Ability to work certain evenings for scheduled events (Back to School Night, Art Show, Achievement Night, staff training, and IEP meetings, etc.) · Valid CA driver's license preferred Contact with Others: · Ability to communicate clearly in oral and written form. · Ability to articulate expectations to classroom team and students. Compensation: Range: $70,000-$90,000 per year Pay Type: salary * The starting base salary for this position is as shown above. The actual base salary is dependent upon a variety of job-related factors such as professional background, training, work experience, location, business needs, and market demand. This pay range is subject to change and may be modified in the future. Equal Opportunity Employer: CHC is an Equal Employment Opportunity Employer. Qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender perception or identity, national origin, age, marital status, protected veteran status, or disability status. If you require reasonable accommodation in completing this application, interviewing, completing any pre-employment testing, or otherwise participating in the employee selection process, please direct your inquiries to ************************.

Job DescriptionDescription: PACE Intern Special Education Teachers make an immediate impact on students' lives! We have some of the highest student support levels in the sector! You can work as a PACE Special Education Teacher Intern while completing the Intern program! The Intern Teacher program offers an alternative route if you already hold a bachelor's degree and want to teach as soon as possible. We offer Lead Teachers to help support you! As an Intern teacher, you are employed as the teacher of record in a classroom while you complete your program. Immediate teaching opportunity plus a variety of financial resources, including grants for the credentialing program (Federal TEACH, Golden State Teacher). Cohort of fellow Intern teachers to support you! Teachers are creative people who want to make a positive impact in the lives of special education students. The PACE K-12 school is a high support program that is assisted by direct experienced paraprofessional aides covering most students. PACE also has multiple resource specialists (SLPs, OTs, BCBAs) supporting the Teachers and students. Once a candidate receives an official designation from the California Department of Education (CDE) for certification as a Preliminary Education Specialist - Intern, he/she will be eligible to enroll in a teacher credentialing path within their program of study. Come be a part of the supportive PACE team! At least 6 weeks of time off is offered per year. We love our staff and have a caring, supportive environment! Employees qualify for Medical, Vision, and Dental benefits as well as a 403b retirement plan with a 5% match, upon vesting. Requirements: Job Requirements: Planning Instruction & Designing Learning Experiences Organizing & Understanding Subject Matter for Student Learning Creating & Maintaining Effective Environments for Student Learning Engaging & Supporting all Students in the Learning Assessing Student Learning, IEP participation Managing Student Behavior Management Requirements: PACE will support you in the supervision of the assigned classroom Instructional Aides. Physical Requirements The Special Education Teacher must be able to comply and adhere to the following physical requirements. Pushing, Pulling and Lifting - The individual must be able to lift and or push at least 45lbs. with assistance Twisting and Turning - Due to the high activity of the program this position requires the individual to be able to physically bend, squat, reach over shoulders, reach over head, reach outward, kneel, sit, walk on normal, slippery, or uneven surfaces and stand. Student Behavior Management - The individual must be able to properly demonstrate and implement behavior management techniques. This training is provided by PACE. Office Work - This position requires one to be able to conduct a variety of office work, including typing on a computer. Personal Requirements Must have the ability to work independently and in cooperation with others. Must enjoy working with and relating to people effectively. Must have excellent oral and written communication skills.

Burlingame School District See attachment on original job posting Applicant must possess and maintain CA credential Multiple Subject Credential Basic Skills Requirement Copy of Transcripts Letter of Introduction Resume (3) Letters of Recommendation - Letters must be current (within the last two calendar years) Official Transcripts (upon hire) Background clearance (upon hire) TB clearance (upon hire) Applicant must possess and maintain CA credential Multiple Subject Credential Basic Skills Requirement Copy of Transcripts Letter of Introduction Resume (3) Letters of Recommendation - Letters must be current (within the last two calendar years) Official Transcripts (upon hire) Background clearance (upon hire) TB clearance (upon hire) Comments and Other Information NONDISCRIMINATION STATEMENT The State of California Department of Education (CDE) is committed to ensuring equal, fair, and meaningful access to employment and education services. The CDE does not discriminate in any employment practice, education program, or educational activity on the basis and/or association with a person or group with one of more of these actual or perceived characteristics of age, ancestry, color, disability, ethnicity, gender, gender identity or expression, genetic information, material status, medical condition, national origin, political affiliation, pregnancy and related conditions, race, religion, retaliation, sex (including sexual harassment), sexual orientation, Vietnam Era Veterans status, or any other basis prohibited by California state and federal nondiscrimination laws respectively. Not all bases of discrimination will apply to both education services and employment. The Office of Equal Opportunity is charged with overseeing, leading, and directing the CDE's efforts to meet the legal obligations outlined in state and federal civil rights laws, and regulations in CDE employment and delivery of education services. Inquiries regarding nondiscrimination and civil rights should be directed to the Office of Equal Opportunity. TITLE IX COMPLIANCE Related Board Policies regarding nondiscrimination in the Burlingame School District's programs (BP 0410), employment (BP 4030), and anti-harassment /anti-bullying (BP 0411), sexual harassment of student or staff (BP 4119.11) are outlined in the referenced Board Policies which can be found on the district website: http:/************************* Complaints regarding discrimination as outlined in the above statement and related board policies should be addressed to the Title IX Coordinator for the Burlingame School District: Laura Afshar, Director of Human Resources **************

Join one of the world's premier foreign language institutes in the stunning coastal city of Monterey, California, as a Foreign Language Teacher - Russian (Instructor ). This Institute, which is a Foreign Language Center, offers an enriching, intensive, and student -centered environment that champions both student success and faculty development. This role provides the unique opportunity to work in an immersion -based setting, teaching Russian language and cultural topics while utilizing the latest educational technologies. Requirements Teach Russian language skills, including listening, reading, writing, and speaking, within an immersive, high -energy environment. Integrate geopolitical, economic, and social issues of Russian -speaking regions into the curriculum, enhancing students' cultural competency. Utilize technology -enhanced teaching methods, including Smart Boards, iPads, and online resources, to deliver engaging lessons and homework assignments. Develop, organize, and adapt teaching materials using computer software to meet curriculum goals. Stay updated on current foreign language teaching theories, methodologies, and technologies to maintain a high standard of instruction. Requirements Language Proficiency: Fluency in both Russian and English, with strong oral and written communication skills in both languages. Educational Background: Master's degree in any discipline OR Bachelor's degree in any discipline with at least one year of experience in language instruction. Experience: Previous experience in formal classroom instruction (high school level or above), including lesson preparation, course modification, testing, tutoring, and structured counseling. Technical Skills: Proficiency in using digital resources and classroom technology, such as Smart Boards and online platforms. Conditions of Employment Work Authorization: U.S. citizens or non -U.S. citizens with a valid U.S. work authorization. Background Investigation: Employment is contingent upon the successful completion of a background investigation. Term Appointment: This is a tenure -track, time -limited position for up to 36 months, subject to mission needs, funding, and management discretion. Benefits The position offers eligibility for comprehensive benefits, tailored to full -time, part -time, or intermittent status. To learn more about specific benefits, please contact the hiring agency. If you're passionate about sharing your expertise in the Russian language and culture and thrive in an intensive, cutting -edge academic environment, we encourage you to apply for this exciting opportunity in Monterey, California!

Job Description REDWOOD CITY SCHOOL DISTRICT Classroom Teacher RCSD takes pride in our dedicated workforce and strong connection with our students, families, and community. Our highly dedicated and skilled team of professionals provides a safe and supportive, inspirational and rigorous, joyful and inclusive environment for all learners. We are looking to build our workforce with a staff who share this vision and want to instill passion in learning emphasizing student strengths and gifts for all learners: all abilities, all ethnicities and cultural identities, LGBTQ+ youth, and multilingual learners. Responsibilities: Organizes classroom systems/procedures and manages student behavior to ensure all students are fully engaged in learning. Establishes a culture of high expectations that includes college preparation for all students. Develops and implements lesson plans and classroom activities consistent with California State Standards. Uses District adopted curriculum and directives for instruction. Assesses students regularly in accordance with District guidelines, examines student assessment data, and refines classroom activities to differentiate instruction for each student. Collaborates closely with team members (both grade-level and school-wide) to align curriculum across subjects, improve own and others' instructional practices and share best practices. Actively participates in professional development activities, including: training sessions and working with lead teacher, principal, and instructional coaches. Provides students and their families with regular and timely information on classroom activities and student progress; finds ways to involve parents/guardians in their students' education. Tracks critical student information and maintains accurate student records, including attendance. Identifies unique student needs and collaborates with other team members to diagnoses and address learning challenges. Demonstrates knowledge of, and supports, the District's mission, vision, value statements, standards, policies and procedures, operating instructions, confidentiality standards, and the code of ethical behavior. Performs other related duties as required and assigned. Qualifications: Knowledge of child cognitive development and different learning styles Knowledge of subject matter, including California State Standards and subject-specific frameworks Knowledge of assessments Ability to analyze qualitative and quantitative student data Ability and willingness to reflect and improve Ability to collaborate with colleagues, parents and the community Minimum educational level: Bachelor's degree Valid California Teaching Credential Preferred An Equal Opportunity Employer The Redwood City School District (RCSD) is an equal-opportunity employer that is committed to diversity and inclusion in the workplace. We prohibit discrimination and harassment of any kind based on race, color, sex, religion, sexual orientation, national origin, disability, genetic information, pregnancy, or any other protected characteristic as outlined by federal, state, or local laws. This policy applies to all employment practices within our organization, including hiring, recruiting, promotion, termination, layoff, recall, leave of absence, compensation, benefits, training, and apprenticeship. RCSD makes hiring decisions based solely on qualifications, merit, and business needs at the time. The Redwood City School District seeks to employ individuals who represent the rich diversity of cultures, language groups, and abilities of its surrounding communities.

Located in the San Francisco Bay Area, Crystal Springs Uplands School is a 6-12 co-educational, independent day school located on two distinct campuses in Hillsborough and Belmont, CA, with 125 employees. Our deeply connected culture and community celebrates scholarship, strives for balance, and fosters inclusion. The Professional Adult Community (PAC) is an experienced, collaborative group of employees who are committed to the mission and core values of the school. Crystal is full of kind, curious learners (adults and students alike) who are passionate about the school's mission of transformative teaching and meaningful connections. We are committed to the work required to create more equitable systems and foster inclusive environments so that all members of our community can thrive together. MISSION STATEMENT Through transformative teaching and meaningful connections, we empower kind, curious learners to thrive together. CORE VALUES We Celebrate Scholarship - The foundation of Crystal is academic excellence. We Seek Growth Challenges - Our culture says try it. We Foster Kindness & Inclusion - Crystal is a caring and diverse community. We Strive for Balance - A holistic approach to well-being is integral to our mission. We Engage with Enthusiasm - With unbounded spirit, we give our best effort every day and pay it forward to our community. We Lead with Humility - Being grateful and open-minded, we pursue lifelong learning. The ideal candidate will have experience working in dynamic settings serving multiple constituents. A successful candidate in this position will: Share a commitment to upholding Crystal's core values and working in an inclusive school environment Work collaboratively with colleagues and engage effectively with all constituents Bring robust organizational, technological, and communication skills Qualifications Summary Crystal seeks a regular full-time exempt (1.0 FTE, 10-month) 7th Grade History Teacher starting August 2026. The mission of the History Department is to develop global and local actors who, through civic responsibility and cultural competency, are committed to being active members of society, utilizing oral and written advocacy, critical thinking skills, and rigorous inquiry into the past and present. The objectives of the History Department are: To introduce students to the major themes in modern human history from the earliest civilizations through major empires, indigenous communities, and nation-states. To foster strong identities as both U.S. and global citizens To encourage students to regard the people of other times and places with curiosity, openness, and empathy. To create an understanding of and appreciation for the importance of race, class, religion, gender, and ethnicity in shaping history. To develop skills associated with the social sciences: Analytical writing The interpretation of primary sources The understanding of the vocabulary of history, politics, and social science The use of the library and online resources for research and presentations The ability to formulate and defend an argument in writing or speaking To show connections between past and present by connecting with current events. To develop multicultural literacy and global awareness. 7th grade world history students study historical content from the 4th to the 16th century, focusing on Central America, Asia, Africa, and Europe. A primary goal of the course is to examine and understand the cultural, religious, economic, and technological exchanges and conflicts that resulted from the interaction of peoples and ideas in these areas. 7th Grade Essential Questions How did the distant regions of the world become more interconnected through medieval and early modern times, and what were the effects of these interactions? (Sites of Encounter) How did environmental and technological innovations during the Middle Ages affect the expansion of agriculture, cities, and human population? (Technology & innovation) How did major religions and cultural systems develop and change over time, and how did they spread to multiple cultures? (Values & belief systems) How does where we live influence how we live? (Geography, environment, & use & scarcity of resources) How do we know what we know about the past? (Theory of knowledge) Key Job Competencies Classroom Management: Maintains rules and procedures proactively to ensure a safe, equitable, and productive environment for high-quality learning. Collaboration: Leverages interpersonal qualities to work effectively with others toward common goals, solving problems, shared projects, or innovative processes. Communication: Articulates ideas effectively through oral, written, and visual channels while utilizing deep listening skills to gain understanding. Cultural Competence: Applies values, principles, and skills to respect and work effectively across cultural differences. Recognizes the unique perspectives and strengths of every community member. Developing Others: Supports the continuous growth and development of students and colleagues across all levels of the organization. Emotional Intelligence: Demonstrates high levels of self and social awareness, self-management, and empathy. Formative Assessment: Monitors student understanding and modifies instruction in real-time to meet learning needs and support competency-based learning goals. Instructional Delivery: Implements transformative teaching practices to maximize student growth and acquisition of knowledge and skills. Personal Growth: Demonstrates a consistent commitment to ongoing learning, curiosity, and individual development. Relationship Management: Builds authentic, trusting relationships through positive collaboration and high levels of discretion and confidentiality. Essential Functions Help students develop historical thinking and writing skills as well as historical understanding of the individual and collective experiences of people around the world Design and implement creative pedagogy with instruction that values a hands-on, collaborative, project-based curriculum & methodology Cultivate an inclusive, challenging, and equitable learning environment that reflects Crystal's Core Values and allows the diverse student body to grow and thrive Set and maintain acceptable standards of classroom behavior to establish a positive and appropriate learning environment Foster an inclusive school environment Collaborate with colleagues to develop an innovative and meaningful curriculum with vertical alignment Integrate technology in effective ways that enhance students' learning experiences and growth Participate in professional development opportunities that promote growth and leadership Record and report on students' progress. Assign and grade projects and examinations. Serve as an advisor who is committed to the social and emotional development of students Attend meetings as required Uphold Crystal's Core Values Required Education, Certifications, and Work-Related Experience 3 years of teaching experience Bachelor's degree from an accredited university Strong working knowledge of the concepts, activities, and pedagogical techniques related to teaching at the required level Ability to instruct students and apply effective classroom management Strong communications, public relations, and interpersonal skills Preferences Academic degree or professional experience in History or a similar discipline Teaching certificate Classroom teaching experience: Grades 6-8 Independent school experience Physical Requirements and Work Environment Able to work in a dynamic environment dealing with a wide variety of challenges, deadlines, and a varied and diverse array of contacts Able to lift up to 20 pounds Able to climb stairs May work at a desk and computer for extended periods Travel Required Light travel between the Middle School and Upper School campuses, as needed Affirmative Action/EEO Statement Crystal Springs Uplands School provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, marital status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. Other Professional Duties Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties as assigned to the Essential Functions, responsibilities, and activities may change at any time with or without notice. Salary and Benefits This is a regular exempt full-time (40 hours/week), benefits-eligible, 10-month Faculty position, and the annual salary is commensurate with experience within the range of $70,000 - $150,000. The recruitment period will remain open until sufficient resumes have been received and may close at any time a sufficient pool of highly qualified candidates has been established.The ideal start date for this position is August 2026.

Job Title: Social Science Teacher (High School) Work Year: 10.5 months Employment Type: Exempt, Full-Time Salary Range: $60,375-$95,126 Supervisor: School Principal _______________________________________ OUR MISSION Invictus Academy of Richmond prepares 100% of students in grades 7-12 to thrive in the colleges of their choice, solve relevant problems, and communicate with confidence. _______________________________________ OUR SCHOOL Invictus Academy is a high performing independent public charter school located in El Cerrito, and we are seeking teachers who want to join our team and create an exceptional school. Invictus creates joyful, rigorous classroom cultures where students understand the importance of the content they are learning, and how it connects to their everyday lives and ambitions. We work to ensure that in every lesson, the heavy lifting is done by our students. We build trusting, authentic relationships with students, families, and colleagues. With these relationships as our foundation, we work closely with each other to support students in meeting the highest academic and behavior expectations. At Invictus, we are eager to learn about and implement restorative approaches to support students to be their best selves. Invictus Academy of Richmond embodies humility and constantly strives to strengthen our knowledge, skills, and practice. We crave feedback and welcome opportunities to grow through observations, coaching meetings, and professional development. We are fiercely solutions-oriented. We never shy away from a problem that we must solve to achieve our mission, but always bring potential solutions to the table. _______________________________________ ESSENTIAL FUNCTIONS The quality of our school cannot exceed the quality of our instructional staff. In that spirit, we are seeking exceptional individuals to execute the following essential job functions and professional responsibilities: Plan and execute engaging, rigorous, and relevant daily lessons aligned to state standards and school-adopted curriculum. Collaborate and co-plan with special education staff, fellow teachers, and school leadership to ensure we continuously improve as a school and meet students' needs. Adhere to all operational and programmatic systems and procedures, ensuring sub plans meet criteria and expectations provided. Communicate regularly with families, striving for a ratio of three positive communications for each corrective one. Utilize a variety of rigorous, authentic assessments to collect and respond to student achievement data Scaffold and differentiate your lessons to support students towards independent mastery of content Maximize the number of students actively participating in class and the depth of thinking they do, while maintaining a high bar for rigor Plan and lead advisory, tutorial, and elective activities as assigned Meet instructional deadlines included but not limited to: Daily preparation of teacher copy, updating the grade book, and submitting end of semester grades. Uphold PBIS System including participating in student celebrations/awards, entering daily DeansList data, and consistent and frequent communication with families. Actively supervise students during transitions such as arrival, homeroom, passing periods, lunch, and dismissal. Attend and participate in school-wide events including Back to School Night, Parent/Teacher conferences, End of the Year events, Grade Level Meetings, Department Meetings, Summer Professional Development, weekly Professional Development during the school year, and other assigned meetings. Demonstrate proficient use of technology to communicate with staff, families, and community members using multiple school-based platforms. Utilize Educational Technology platforms for curriculum development and planning. Other duties as assigned by the Principal or an administrator. PROFESSIONAL RESPONSIBILITIES Demonstrate regular and consistent attendance in order to perform essential functions of the role. Serve as a substitute teacher across different spaces as needed. Collaborate with staff and leadership to continuously improve practices and address student needs effectively. Foster open and respectful communication, offering and receiving constructive feedback to enhance personal and team performance. Set and hold high expectations for academics and behavior. Develop trusting, authentic relationships with students and their families. Create and maintain a joyful, safe, structured, and engaging school and classroom culture. Demonstrate passion for the content area you teach. Encourage students to take risks and learn from their mistakes and create opportunities for students to leverage the power of their voice. Supervise and engage with students in-person to ensure student safety and learning. Uphold and model core values, including purpose, perseverance, productivity, growth mindset, integrity, leadership, joy, gratitude, mindfulness, and kindness. Perform any other reasonable duties or responsibilities as assigned by your supervisor. Participate in the performance evaluation process, which is based on adherence to the outlined responsibilities and qualifications. _______________________________________ PUBLIC SCHOOL EMPLOYMENT REQUIRED QUALIFICATIONS Earned Bachelor's Degree. California Single or Multiple Subjects Credential in the designated subject area; are currently working towards one; or, are committed to working towards a credential. Candidates with an intern credential (or who are open to pursuing one) will also be considered. Possession of either an English Learner (EL) Authorization, Bilingual, Cross-Cultural, Language and Academic Development (BCLAD) certificate, Cross-Cultural Language and Academic Development (CLAD), or Bilingual Certificate of Competence (BCC) required, or are working towards this. Pass a Criminal Background Check through the Department of Justice. Obtain a negative TB reading prior to starting employment. DESIRED QUALIFICATIONS Our ideal candidate has at least three years of teaching experience. Bilingual in Spanish. _______________________________________ WORK ENVIRONMENT AND PHYSICAL DEMANDS This full-time and on-site position requires sufficient mobility to report to campus, work in an office, and engage with students, families, and colleagues, with or without reasonable accommodations. The role may involve light lifting, pushing/pulling, standing, sitting, and bending for extended periods. Success in this role requires working well under pressure, meeting deadlines, and adapting to stressful and unpredictable environments. The employee must effectively prioritize and organize tasks while maintaining open and respectful communication with families and community members using school platforms and technology. Attendance and active participation in school-wide events, professional development sessions, and other assigned meetings are essential. NON-DISCRIMINATION Invictus Academy acknowledges and agrees that all persons are entitled to equal employment opportunity. Invictus Academy shall not discriminate against applicants or employees on the basis of race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, genetic information, military and veteran status, or any other characteristic protected by California or federal law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including but not limited to recruitment, selection, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from employment.

Tracy Unified School District See attachment on original job posting 1. California Teaching Credential: Multiple Subject 2. English Learner Authorization 3. Resume 4. Letter of Introduction (specifying your skills relative to our opening) Candidates must attach all required documents to be considered for this position. Please scan and attach your resume, letter of interest, and credential. If you do not attach the specified documents listed in "Certificate/Materials" you will not be considered for this position. All correspondence from the Tracy Unified School District regarding your Edjoin.org application will be sent to the email address that you entered during the Edjoin.org registration process. Please check your email daily for updates regarding your Edjoin.org application. 1. California Teaching Credential: Multiple Subject 2. English Learner Authorization 3. Resume 4. Letter of Introduction (specifying your skills relative to our opening) Candidates must attach all required documents to be considered for this position. Please scan and attach your resume, letter of interest, and credential. If you do not attach the specified documents listed in "Certificate/Materials" you will not be considered for this position. All correspondence from the Tracy Unified School District regarding your Edjoin.org application will be sent to the email address that you entered during the Edjoin.org registration process. Please check your email daily for updates regarding your Edjoin.org application. Comments and Other Information Nondiscrimination/Harassment/Intimidation/Bullying The Board of Education is committed to equal opportunity for all individuals in education. District programs, activities and services shall be free from unlawful discrimination, harassment, intimidation, and/or bullying based on actual or perceived sex, race or ethnicity, color, national origin, nationality, religion, age, sexual orientation, sexual preference, ancestry, ethnic group identification, gender, gender expression, gender identity, physical or mental disability, marital or parental status, or on the basis of a person's association with a person or group with one or more of these actual or perceived characteristics, or sexual harassment in any district service, program and/or activity that receives or benefits from state financial assistance. The Board shall promote programs which ensure that unlawful discriminatory practices are eliminated in all district activities. Complaints alleging noncompliance with this policy of nondiscrimination should be directed to the following personnel: Title IX Coordinator - Jason Noll, ************, **************. 504 Coordinator (students) Jason Davis, ************, ***************. 504 Coordinator (employees) Tammy Jalique, ************, ***************** The US Department of Education Office of Civil Rights ************** **********; Office for Equal Opportunity: **************; contact_************ No discriminación/acoso/intimidación/acoso La junta de educación está comprometida con la igualdad de oportunidades para todas las personas en la educación. Los programas, actividades y servicios del distrito estarán libres de discriminación ilegal, acoso, intimidación y/o acoso basado en sexo real o percibido, raza o etnia, color, origen nacional, nacionalidad, religión, edad, orientación sexual, preferencia sexual, ascendencia, identificación de grupo étnico, género, expresión de género, identidad de género, discapacidad física o mental, estado civil o paternidad, o sobre la base de la asociación de una persona con una persona o grupo con una o más de estas características reales o percibidas, o acoso sexual en cualquier servicio, programa y/o actividad del distrito que reciba o se beneficie de asistencia financiera estatal. La junta promoverá programas que aseguren que las prácticas discriminatorias ilegales sean eliminadas en todas las actividades del distrito. Las quejas que aleguen el incumplimiento de esta política de no discriminación deben dirigirse al siguiente personal: Coordinadora del Título IX - Jason Noll, ************, ************** Coordinador 504 (estudiantes) Jason Davis, ************, ***************. Coordinadora 504 (empleados) Tammy Jalique, ************, ***************** La Oficina de Derechos Civiles del Departamento de Educación de EE. UU. ************** ********** Oficina de Igualdad de Oportunidades: ************** ************

MASTER TEACHER (SIGN ON BONUS - $800.00 after 90 days) Full-time hourly position $30 - $35 an hour. 24 units REQUIRED, Master Teacher Permit or higher desired. Seeking educators who are passionate about early childhood education and confident in their abilities. Position Description: Assumes responsibility for a team and the development and education of children, modeling of developmentally appropriate curriculum and agency policies and procedures within their assigned classroom. Fairwood Infants (6 weeks - 2yrs old) (9:00AM - 6:00PM) Must be Master Teacher Permit eligible. EMPLOYEE BENEFITS 100% paid health coverage with Kaiser (full time employees only) 100% paid Elective Dental and Vision (full time employees only) 9 paid Holidays 1 Birthday Holiday 1 DEIB Holiday Christmas Break Life Insurance elective and Disability (full time employees only) Vacation and Sick time (full time employees only) Reimbursement for up to 6 units ECE @ $50 unit 403B Retirement Account Flexible Spending Account - Health Paid All Staff in Service training days for Professional Development Quality Matters Partnership with First 5 And much MORE! Requirements: Must be Master Teacher Eligible

Belmont-Redwood Shores Elementary See attachment on original job posting Valid Single Subject in Social Studies credential or appropriate authorizations required. Please complete the Edjoin application, and include a letter of introduction, resume, and 3 letters of reference which must be written within the last 2 years. One must be from a supervisor or equivalent. Valid Single Subject in Social Studies credential or appropriate authorizations required. Please complete the Edjoin application, and include a letter of introduction, resume, and 3 letters of reference which must be written within the last 2 years. One must be from a supervisor or equivalent. Comments and Other Information If you have any questions, please contact Human Resources at **************. BELMONT-REDWOOD SHORES SCHOOL DISTRICT NONDISCRIMINATION STATEMENT: The Belmont-Redwood Shores School District does not allow discrimination, intimidation, harassment (including sexual harassment) or bullying based on a person's actual or perceived race, color, ancestry, nationality/national origin, immigration status, ethnic group identification/ethnicity, age, religion, marital status/ pregnancy/ parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, gender expression, genetic information, medical information or association with a person(s) or group with one of more of these actual or perceived characteristics. For questions or complaints, contact: BRSSD Title IX Compliance Officer: Julie Eastburn, Director, Human Resources/Administrative Services, *******************, ************, 2960 Hallmark Dr., Belmont CA 94002 DECLARACIÒN DE NO DISCRIMINACIÒN DEL DISTRITO ESCOLAR DE BELMONT-REDWOOD SHORES: El Distrito Escolar de Belmont-Redwood Shores no permite discriminación, intimidación, acoso (incluyendo acoso sexual) o bullying basado en raza, color, ascendencia, nacionalidad/país de origen, estatus de inmigración, identificación de grupo étnico/etnicidad, edad, religión, estatus matrimonial/embarazo/estatus de ser padre, discapacidad física o mental, sexo, orientación sexual, genero, identidad de género, expresión de género, información genética, información médica o asociación con personas o grupos de uno o más de estas características actuales o percibidas. Para preguntas o quejas, contacte a: Oficial de Cumplimiento de Titulo IX: Julie Eastburn, Directora, *******************, ************, 2960 Hallmark Dr., Belmont CA 94002

Responsible for managing the day-to-day operations of the assigned SJB Child Development Center classroom to ensure compliance with SJB Curriculum, Policies & Procedures and State and Federal Mandates. Provides guidance and support to classroom staff, children, and families. DUTIES AND RESPONSIBILITIES Engage, interact, and supervise children in positive ways to support their learning process. Plans and implements developmentally appropriate lesson plans through study topics using assigned curriculum. Complete, supervise and monitor continual evaluation of each child's progress using assessments to develop goals and objectives for the child. Analyzes and interprets assessment results and uses the data to plan classroom activities and individual children plans. Work collaboratively with Site Director and peers to ensure classroom and center are following best practices. SUPERVISION/ADMINISTRATION Work as a member of the SJB team by promoting and following the mission, vision, values, and philosophy of the agency. Ensure and manage classroom staff implementation of SJB policies and procedures, Tittle 22 regulations, Title 5 regulations, and state and federal mandates. Facilitate weekly and monthly classroom meetings and document agendas, sign-in sheets and minutes. Complete all proper documentation by SJB timeline expectations, to include but not limited to: Desired Results Development Profiles (DRDP's), Environmental Rating Scale (ERS), Lesson Plans, Child and Adult Care Food Program (CACFP), etc. Provide training, mentoring and support to center staff on an ongoing basis. HEALTH AND SAFETY Maintain and model a clean, well-organized, and safe indoor and outdoor classroom environment. Ensure the health and welfare of children and staff is maintained at all times. Ensure Classroom compliance with policies and procedures as they relate to health and safety to include but not limited to mealtime, medication administration, allergies, daily health inspections, ratios, etc. Ensure implementation of monthly fire drills, earthquake drills, lock down drills, and annual disaster drills. Report safety hazards and injuries immediately to Site Director and ensure proper paperwork is competed in a timely manner. SKILLS AND ABILITIES General knowledge of childcare including federal, state and local laws and regulations governing childcare and safety; knowledge of sound techniques in all aspects of child care and development. Must possess exceptional communication skills to present facts and recommendations effectively in oral and written form, including accurate grammar and business correspondence knowledge. Strong interpersonal skills to establish and maintain effective business relationships; demonstrated ability to communicate in situations requiring tact and poise; skilled in confidentiality and discretion. Thorough knowledge of office administration including efficient filing systems, office machines and equipment, and computer software such as Word, Excel, Publisher, Outlook (email & calendar) Ability to adjust tasks and focus with composure, and in accordance with changing deadlines and priorities. EDUCATION AND EXPERIENCE Must be at least 18 years of age. Bachelor's Degree (BA) preferred in Child Development or Early Child Development. Master Teacher Permit required. Three semester units in the care and development of infants is required for those who work with infants and toddlers. Knowledge of Title XXII, Title V, Head Start, Creative Curriculum, Desired Results System, Teaching Pyramid, Program for Infant Toddler Care (if applicable), Best Practice, Leadership/Management. Required to participate in approved training program without proof of current experience. PHYSICAL DEMANDS AND WORK ENVIRONMENT Physical demands and work environment characteristics described here are representative of those that must be met (or may be encountered) by an employee to successfully perform the essential functions of this job. Physical Demands: Requires an employee to do the following on a regular basis: stand, walk, sit, use hands to finger, handle, feel, reach with hands and arms, stoup, kneel, crouch, crawl, talk, hear, smell, lift 35 pounds or more, move safely and quickly across surfaces on a regular basis. Requires an employee to occasionally climb or balance. Requires an employee, on a regular basis to use the following visually: close vision, distance vision, peripheral vision, depth perception, and ability to judge distances. Requires an employee to use their hearing on a regular basis to: respond quickly to sounds, recognize alarms, and receive detailed information through oral communication. Requires an employee to have the ability wear personal protective gear correctly most of the day (as needed). Work Environment: Requires an employee to work outdoors in cold, wet and heat conditions on a regular basis. Requires an employee to work in a noisy environment on a regular basis. E-Verify Participate

Teach with Purpose: At KIPP Public Schools Northern California, our Algebra Teachers bring our academic and cultural visions to life. You will design engaging lessons, use data to guide instruction, and create a classroom where every student learns and thrives. You will also integrate Social Emotional Learning and Restorative Practices to build a joyful, inclusive, and safe community. Collaborate and Grow: You will work closely with your school's Leadership Team-including your Instructional Coach-to continuously strengthen your teaching practice. Through weekly meetings, coaching, and feedback, you will receive the support needed to grow as an educator and leader. Commit to Equity and Anti-Racism: We are committed to building an anti-racist community. Teachers engage in ongoing reflection on identity, equity, and systemic impact, and we collectively examine our practices, data, and culture to ensure our schools serve all students with excellence and dignity. Qualifications Experience: Experience teaching students with similar demographics to our KIPP Northern California community (preferred) Education and Certification: Bachelor's degree from a regionally accredited institution () Meet one of the following eligibility requirements (): Hold a valid teaching credential in the subject of your desired role, or Be eligible for a General Education Limited Assignment Permit, Provisional Internship Permit, or Short Term Staff Permit (CPR certification by American Heart Association or American Red Cross is a prerequisite for this permit) Skills and Mindsets: Deep commitment to KIPP's mission and vision Dedication to anti-racist, culturally responsive teaching Belief that all students can achieve at the highest levels Strong content knowledge and instructional skills Ability to build meaningful relationships with students, families, and colleagues Proficiency in Google Suite (Docs, Sheets, Slides, Classroom, etc.) and openness to learning new educational technologies (e.g., Zoom, Nearpod) Essential Responsibilities Develop and implement daily and long-term lesson plans aligned with KIPP's academic vision Analyze student data regularly to inform instruction and support student growth Foster a positive, inclusive, and rigorous classroom environment grounded in Restorative Practices and SEL Use culturally responsive classroom management strategies to ensure safety, belonging, and high expectations for all students Communicate proactively with families, colleagues, and leaders to build strong partnerships Engage fully in weekly professional development and Communities of Practice Maintain accurate and timely records, including attendance, grades, and behavior data Physical, Mental and Environmental Demands Physical: Ability to navigate school and classroom settings. Ability to access and utilize technology. Occasional lifting/carrying of equipment 1-20 lbs. Physical agility to move self in various positions in order to execute duties effectively, which may include kneeling, walking, pushing/pulling, squatting, twisting, turning, bending, stooping and reaching overhead. Mental: Stress of deadlines and normal work standards, ability to analyze problems and generate alternatives, work with interruptions, concentrate for long periods of time, read, calculate, perform routine math problems, memorize and recall objects and people. Environmental: School and classroom environment subject to constant interruptions and distractions. Adhere to KIPP's health and safety guidelines as outlined by the CDC, CDE, and public health agencies' recommendations. ClassificationThis is a full-time, exempt position on a school year calendar cycle, located at our school sites.About KIPP Public Schools Northern CaliforniaWe are a thriving nonprofit network of free, public charter schools open to all students. At KIPP, we believe all children should grow up free to create the future they want for themselves and that schools can and should be a critical factor in making that vision a reality. Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose-college, career, and beyond-so they can lead fulfilling lives and build a more just world. Our 7,000+ elementary, middle, and high school students across East Palo Alto, Oakland, San Francisco, San Lorenzo, San Jose, Redwood City, and Stockton represent the rich diversity of our region: 79% qualify for free or reduced price lunch, 23% are multilingual learners, and 10% receive special education services. We strive to build a team of educators whose backgrounds and experiences reflect those of our students and families. Compensation KIPP Northern California is dedicated to you and your family's well-being! We offer a competitive salary as well as a comprehensive benefits package including medical, dental, vision, and transportation benefits. Our salaries are benchmarked annually against local district and charter schools to ensure competitiveness. Salary step scales are available here: KIPP Bay Area Scale (San Francisco, Oakland, San Lorenzo, East Palo Alto, Redwood City, and San Jose) KIPP Stockton Scale (Stockton only) How to Apply Please submit a cover letter and resume by clicking on this page. Questions? Email us at [email protected].

The Department of History at San José State University is a vibrant center of learning for nearly 300 undergraduate and graduate History majors, plus hundreds more undergraduate students enrolled in History survey courses that fulfill General Education and American Institutions graduation requirements. The department has nine full-time tenured or tenure-track faculty and fourteen part-time or full-time lecturers. We offer courses that cover most of the world and all periods of time. We are always looking for qualified History instructors who can teach lower-division survey courses and occasional upper-division courses as well. Learn more about our department at ***************************** Brief Description of Duties We are seeking qualified lecturers to teach European and World History courses on a part-time, temporary basis depending on department needs. Candidates should expect to teach in-person, on campus. Learn more about the courses we offer at ************************* * Candidates with Europe and/or World History teaching experience at the post-secondary level are preferred. * Candidates must be prepared to teach Europe/World History courses as assigned by the department chair in accordance with course descriptions and General Education requirements. * Candidates must create fully compliant syllabi and other course materials; conduct class sessions as scheduled; meet with students as required; use Canvas and other appropriate instructional technology; attend faculty and college meetings; maintain student records (enrollment, attendance, grades, and assessment); and follow all CSU and SJSU policies and guidelines. * Demonstrate awareness of and address the needs of a student population of great diversity-including age, abilities, cultural background, ethnicity, religion, economic background, primary language, sexual orientation, gender identity, and academic preparation-through inclusive course materials, teaching strategies and advisement. * Faculty shall organize all their classes within the Canvas Learning Management System (LMS), the official LMS provided for the SJSU community. All classes at SJSU, whether online or not, must be anchored in the Canvas platform to ensure faculty-student connection in a common space as all students are directed to log in to Canvas for online access to their classes. You will have access to this system prior to the semester start date. * All classes must be offered and meet as scheduled throughout the entire semester or term, in the mode assigned and listed in the schedule of classes (i.e., asynchronous, synchronous, bichronous, in-person, or hybrid). Required Qualifications * MA in European and/or World History. * Ph.D. in European and/or World History (required for applicants to teach upper-division or graduate courses numbered 100 or above). * Minimum one year of European and/or World History teaching experience at the post-secondary level (community college, 4-year college, or university). * Experience with the Canvas learning management system. * Ability to teach and evaluate adult learners. Evidence of satisfactory achievement in previous academic work. * Applicants should demonstrate an awareness of and sensitivity to the educational goals of a multicultural population as might have been gained in cross-cultural study, training, teaching and other comparable experience. Preferred Qualifications * Experience with the Canvas learning management system * Ability to teach and evaluate adult learners. Compensation Compensation and salary range placement are determined by qualifications and experience. To learn more about range placement, please see University Policy S21-2. Anticipated starting salary: L-A / Range 2 - $5507 - $5959 L-B / Range 3 - $6221 - $7481 L-C / Range 4 - $6825 - $9431 L-D / Range 5 - $8593 - $10347 Range salaries above are the anticipated monthly salary rate of full-time AY faculty--part-time rates are prorated. There are 6 monthly payments per semester (full-time AY annual salary = rate x 12). See the Faculty Salary Schedule for more information. Application Procedure Click Apply Now to complete the SJSU Online Employment Application and attach the following documents: * CV * Cover Letter * List of at least three (3) or as many as five (5) references * Statement of European and/or World History Teaching Philosophy * Statement of Expertise, including professional experience and European and/or World History courses you are qualified to teach. This is a continuing open position. Employment Conditions Faculty employees must complete CSU employee training as assigned and required based on their role (e.g., preventing discrimination and harassment, gender equity and Title IX, health and safety). Pursuant to the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act) and CSU systemwide policy, the faculty member in this position will subject to ongoing review for designation as a Campus Security Authority (CSA). Individuals designated as Campus Security Authorities are required to immediately report Clery incidents to the institution and to complete Clery Act training as determined by the University Clery Director. Questions regarding CSA designation and training can be sent to the Clery Director at ************************. The President may recommend or require compliance with safety measures that decrease the likelihood of COVID-19 transmission or illness and allows the core mission and activities of the campus to continue. Conditional Offer The work for this faculty position is located in the State of California and requires commuting to the campus. Employment is contingent upon proof of eligibility to work in the United States. Offers of employment are conditional, and may be rescinded if the background check reveals disqualifying information, and/or it is discovered that the candidate knowingly withheld or falsified information. Failure to satisfactorily complete the background check may affect the continued employment of a current CSU employee who was conditionally offered the position. Appointment is contingent upon budget and enrollment considerations and subject to order of assignment provisions in the collective bargaining agreement between California State University and California Faculty Association. These provisions state the order in which available courses must be assigned to faculty, starting with tenure line faculty and ending with new lecturer appointees. San José State University: Silicon Valley's Public University Located in the heart of Silicon Valley-one of the most innovative and diverse regions in the world-San José State University is the founding campus of the 23-campus California State University (CSU) system and the first public university in the West. Recognized as a national leader in transformative higher education, San José State University is an essential contributor to the economic, cultural, and social development of Silicon Valley, the Bay Area, and California. SJSU ranks high nationally in research funding and is second highest in research productivity in the CSU system. Cutting-edge research, combined with world-class scholarship, student-centered learning opportunities, and experiential and interdisciplinary programs, allows SJSU to provide transformative opportunities that advance the public good locally and globally. San José State enrolls more than 36,000 students - many are historically underserved, and around 45% are first-generation and 38% are Pell-recipients. SJSU is a Hispanic Serving Institution (HSI) and an Asian American and Native American Pacific Islander (AANAPISI) Serving Institution. The university's commitment to social justice extends from its vibrant, inclusive campus to an international network of over 275,000 alumni. As such, San José State is committed to increasing the diversity of its faculty so our disciplines, students, and community can benefit from different and divergent cultural and identity perspectives. Equal Employment Statement San José State University prohibits discrimination on the basis of Age, Ancestry, Caste, Color, Disability, Ethnicity, Gender, Gender Expression, Gender Identity, Genetic Information, Marital Status, Medical Condition, Military Status, Nationality, Race, Religion, Religious Creed, Sex, Sexual Orientation, Sex Stereotype, and Veteran Status. This policy applies to all San José State University students, faculty, and staff as well as University programs and activities. Reasonable accommodations are made for applicants with disabilities who self-disclose. Note that all San José State University employees are considered mandated reporters under the California Child Abuse and Neglect Reporting Act and are required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act and Campus Housing Fire Safety Notification Pursuant to the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, the Annual Security Report (ASR) is also now available for viewing at **************************************************************** The ASR contains the current security and safety-related policy statements, emergency preparedness and evacuation information, crime prevention and Sexual Assault prevention information, and information about drug and alcohol prevention programming. The ASR also contains statistics of Clery crimes for San José State University locations for the three most recent calendar years. A paper copy of the ASR is available upon request by contacting the Office of the Clery Director by phone at ************ or by email at ************************. Pursuant to the Higher Education Opportunity Act, the Annual Fire Safety Report (AFSR) is also available for viewing at ******************************************************************* The purpose of this report is to disclose statistics for fires that occurred within SJSU on-campus housing facilities for the three most recent calendar years, and to distribute fire safety policies and procedures intended to promote safety on Campus. A paper copy of the AFSR is available upon request by contacting the Housing Office by phone at ************ or by email at **********************. Advertised: Jun 13 2023 Pacific Daylight Time Applications close:

Social Science Teacher SY26 27 at Summit Public Schools View all jobs Who We Are What if every student graduated high school fully prepared to take their next step toward a fulfilled life At Summit Public Schools our mission is to collectively prepare a diverse community of young people with the skills knowledge and habits to attain economic empowerment and success in a chosen concrete next step toward a fulfilled life Summit is a leading network of public schools serving over 3300 students across 10 schools in the Bay Area and Washington state We are committed to ensuring that every student graduates ready to pursue a future of purpose and opportunity In 2025 99 of our graduates were accepted to a four year college and Summit alumni continue to persist in and complete college at 2 times the national average We are looking for exceptional mission driven educators who reflect the diversity of our students and are passionate about preparing young people for meaningful empowered futures Join us The Summit Model Summits research backed model makes teaching and learning at a Summit school unlike any other At Summit our teachers mentor the same group of students each year in advisory groups which allows them to build strong relationships based on deep trust over multiple years Mentors meet 11 with each student regularly to coach students toward their personal goals and meet daily as a mentor group During Project Time teachers teach universal skills through real world deep learning projects using their subject area expertise to help students apply their knowledge to the world around them Through our research backed curriculum Summit gives teachers the tools they need so that they can focus on teaching and become the best deep learning ie project based teachers in the world We are deeply committed to continuous improvement at Summit both as an organization and for our individual faculty With dedicated days of professional development built into the academic year regular coaching sessions with a school leader and a culture of honest actionable and timely feedback we equip our teachers with the tools necessary to improve their practice and tackle challenging issues We also prioritize developing leaders from within and have invested in multiple career pathway programs for our teachers and school leaders Summit has intensive collaboration structures built into our weekly schedules Teachers collaborate at the grade and subject levels forming regular communities of practice to support each other in continuously improving as deep learning teachers and mentors By design our schools are small communities where every student is known They are intentionally heterogeneous and reflect the diversity of the communities in which we operate As a teacher this will require being culturally responsive and creating equitable learning pathways for all students What Youll Do See sample teacher schedules here A student school day is around 8 830am to 3 330pm depending on the specific school Teachers days shall begin no earlier than 800 am and end no later than 500 pm on any given workday Project Time Teach 90 minute blocks in high school or four 55 minute blocks in middle school per day of project time Most teachers teach one course for the entire grade eg 9th Grade Biology and see each section twice per week Teachers offer students deep learning experiences that develop cognitive skills and apply their content knowledge to real world situations Teachers facilitate discussions in the classroom coach students in applying their cognitive skills and give students feedback Between teaching blocks teachers analyze student data build lesson plans support school culture and other personal development activities Summit teachers build lesson plans through a deep understanding of student progress data which determines the group and individual supports needed for their students to succeed Mentor Time Build deep relationships and sense of community when teachers meet with their small group of mentees daily for their entire time at Summit Daily teachers meet with their mentor groups work on habits of success as a group and check in one on one with their mentees Mentors coach and advocate for their mentees both inside and outside of the classroom and strive to support them as they develop their sense of purpose as they become self directed learners Self Directed Learning Time and Interventions Facilitate Self Directed Learning time and daily literacy or math interventions which dont involve lesson planning During this time teachers provide student support monitor progress and check in with individuals or groups of students Collaboration & Professional Development Twice a week teachers participate in all faculty after school meetings where community decisions are made professional development takes place and faculty collaborates as a grade level team or subject level team What You Need Commitment to uphold Summits values and to ensure all students receive a rigorous equitable education that prepares them for success and fulfillment beyond high school A strong commitment to Diversity Equity Inclusion and Belonging DEIB by embedding these values into daily practices interactions and decision making Teaching Credential in Washington or another US state Bachelors Degree a Masters Degree in Education is preferred but not required Clear health and background check Teaching experience in your subject is preferred but not required Who You Are You want to be a world class deep learning ie project based teacher You thrive while collaborating and are excited to work with mission aligned high performing colleagues You find positivity in shared successes Youre excited to teach Summits common curriculum and assessment system which was designed for teachers and by teachers in partnership with learning scientists You care deeply about working in intentionally heterogeneous schools and are ready to support all diverse students to reach a fulfilled life Youre eager to engage in professional development and be developed as a practitioner in a network that is committed to continuous improvement You have a growth mindset and see feedback as a positive You are passionate about serving as a mentor and advocate for a group of students that youll follow year to year Youre open to having hard conversations to support students What You GetIn addition to joining a highly motivated team and engaging in meaningful work youll have access to a comprehensive suite of benefits including a retirement plan 12 paid holidays and 3 weeks of organization wide closures during the year You and your dependents will have access to multiple health dental and vision plans at 25 cost we cover the other 75 and employee life and disability insurance at no cost Our compensation policy strives to be equitable and transparent The salary for this position starts at 63718 and goes up to 99987 commensurate with experience and qualifications Summit is an equal opportunity employer We believe that diversity equity and inclusion are directly intertwined with education We are ALL better when we are able to bring our whole selves to work and honor each others voices across identities cultural backgrounds and life experiences We welcome and encourage applications from individuals who are members of historically marginalized communities Spanish language proficiency is a plus

A leading independent school in Danville, California, seeks an experienced Interim Head of Upper School for the 2026-2027 academic year. This position involves overseeing the Upper School program, faculty, student life, and key initiatives. Candidates should possess strong cultural competency and relational leadership skills, with a background in education and an ability to support complex situations. The role offers a competitive salary ranging from $165,000 to $215,000, alongside excellent benefits and professional development opportunities. #J-18808-Ljbffr