Student teacher jobs in Santa Cruz, CA - 719 jobs

We are seeking ELI Teachers for our Summer Camp Program! Rate is dependent upon sessions worked, also subject to change due to enrollment changes About our Summer Program Summer programs at Harker include a wide variety of academic and recreational offerings. We offer an academically focused K - 5 Summer Camp; the Summer Institute for Middle and High School-aged students; and our English Language Institute for international students. Our summer programs reflect our commitment to providing Bay Area children with a dynamic and exciting educational experience. Click here to learn more about our Summer Program: **************************** Position Summary A teacher is responsible for the comprehensive planning, instruction, assessment, and general academic oversight of our international students. Create a positive environment that fosters students' learning and development of English skills. Plan and implement academic instruction that contributes to the goals of the program. In addition, he/she shall be responsible for maintaining the physical and emotional safety of the students. All academic teachers will be responsible for general supervision as well as evaluating students, aides and the program itself. The work hours are Monday - Friday, 7:30 am - 4 pm. Qualifications Must have a B.A. or B.S. degree and proven experience in English instruction Must have experience with non-native speakers in a classroom setting Must have a valid teaching credential and/or 3 years prior teaching experience Essential Duties and Responsibilities Visual and auditory ability to identify and respond to environmental and other hazards related to the position. Physical ability to respond appropriately to situations requiring first aid and emergency responses. Cognitive and communication abilities to plan and conduct the academic class to achieve student development and program objectives. Computer literate, particularly with online learning management systems and/or a willingness to develop skills. Attend all training days and staff developmental workshops. Provide meaningful evaluations of each student at the end of each session. Direct the activities of and evaluate classroom aide Teach curriculum for the assigned class using a variety of effective techniques. Develop course goals and objectives in conjunction with the administrations goals and objectives for the programs Other Duties and Responsibilities Plan and conduct academic activities that promote student self-esteem and success. Provide opportunities for each student to meet the established goals of the program. Provide input for ELI curriculum development and the choice of materials used. Adjust course materials to meet the needs of individual students. Provide extra academic help to students before or after scheduled classes. Communicate with parents as needed during the session Provide diligent supervision of students during assigned duties (field trips, special events, assembly) Meet deadlines set by the Director of ELI. Supervise students on Field Trips and Recreation if required. Knowledge, Skill & Ability Requirements Ability to communicate and work with students in the class, and provide necessary academic instruction and direction. Abilities to observe student academic progress and behavior, assess its appropriateness, enforce appropriate safety regulations and emergency procedures, and apply appropriate behavior-management techniques. Working Conditions May be subject to extended periods of time standing or walking. The majority of time may be spent outside resulting in exposure to extremes in either heat or cold as weather and temperatures vary. Lift equipment/supplies weighing 20 pounds. Stand up and reach, bend down to interact with children No hazardous or significantly unpleasant conditions Physical ability to respond appropriately to situations requiring first aid and emergency responses. Cognitive and communication abilities to safely supervise and manage students while at play. Our Mission: Our mission is to educate students for success at college and beyond, and to foster kindness, respect and integrity within a safe and nurturing environment. We achieve academic excellence through the development of intellectual curiosity, personal accountability and love of learning. Our comprehensive program and exceptional faculty and staff help students discover, develop and enjoy their unique talents. We honor individuality, embrace diversity, and promote leadership and service, preparing students to take their place as global citizens.

Hollister School District Teachers at the Hollister Dual Language Academy (HDLA) teach in a 50:50 English-Spanish dual immersion setting. BCLAD Teachers are literate and fluent in Spanish, especially in the academic Spanish required for these intermediate grades, because teaching Language Arts, Mathematics, Science and Social Science in Spanish is required. All teachers are trained in dual immersion philosophy and continue to acquire training after hire. Middle school teachers teach the same group of students in the Dual Immersion program in English and Spanish Language Arts for two periods per day per cohort, teaching either English Language Arts or a Spanish elective in the remaining periods. Teaching at HDLA is a team situation, requiring extensive planning with other team members. Middle School teachers teach the same students in either English or Spanish in different periods. Instruction in Spanish grammar, spelling, pronunciation, vocabulary and composition; guiding students in conversational Spanish; and teaching students about Spanish language literature, culture and history are all components of this program. Working with parent volunteers, virtually on a daily basis, in both languages is also an essential element of this position. This anticipated vacancy is for the upcoming 2026-27 school year. The number of positions and the site placement is subject to change based on student enrollment and site needs for 2026-2027. A valid California Multiple Subject Credential and EL Authorization are required. BCLAD and/or strong Spanish proficiency are required for bilingual positions. Applicants must be willing to participate in Dual Immersion Training at HDLA. Please submit an on-line application, cover letter, resume, three current letters of recommendation,copy of credential, and copies of unofficial transcripts of all post-baccalaureate work. This anticipated vacancy is for the upcoming 2026-27 school year. The number of positions and the site placement is subject to change based on student enrollment and site needs for 2026-2027. A valid California Multiple Subject Credential and EL Authorization are required. BCLAD and/or strong Spanish proficiency are required for bilingual positions. Applicants must be willing to participate in Dual Immersion Training at HDLA. Please submit an on-line application, cover letter, resume, three current letters of recommendation,copy of credential, and copies of unofficial transcripts of all post-baccalaureate work. * Copy of Transcript (Copies of all unofficial transcripts) * Credential Copy * Letter of Introduction * Letter(s) of Reference * Resume Comments and Other Information Hollister School District offers a competitive health and wellness benefits' package, including an employer contribution of $22,685 or certificated employees, in addition to the employee's annual salary. The Hollister School District prohibits, at any district school or school activity, discrimination, harassment, including sexual harassment, intimidation, and bullying, based on 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, or genetic information, or association with a person or group with one or more of these actual or perceived characteristics. This shall apply when applicable, to interns, volunteers, and job applicants. For questions, concerns or complaints, please contact Title IX Compliance Officer: Kip Ward, Deputy Superintendent; 2690 Cienega Road, Hollister, CA 95023; ************* or **************.

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 **************

The Loma Prieta Joint Union School District, located in the Santa Cruz Mountains, is a small K-8 public school district with a collaborative team of teachers and support staff who are appreciative of the support of highly involved parents. Please call Diane Harit for further information: ************ Minimum of three years teaching experience in elementary preferred. Experience in teaching elementary grades, CLAD certification, extensive training in the area of literacy, three letters of reference, resume, and letter of introduction are required. Please be sure to list the number of semester or quarter post-baccalaureate/graduate units completed on the EdJoin application. Offers of employment are subject to review of official college transcripts. Internal applicants only need to email Diane Harit a letter of intent. Refer to the job posting for a list of required skills or if you have any questions or need further clarification, please contact the email address listed in the posting.

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

Portola Valley Elementary PORTOLA VALLEY SCHOOL DISTRICT 4575 Alpine Road, Portola Valley, CA 94028 ************** Notice of Classified Employment Opportunity: 2025-26 School Year Paraeducator I - General Education (K-3) WORK SCHEDULE: 7:45 A.M. - 3:30 P.M. Monday through Friday. This schedule applies to days when students are present, and includes a 30 minute unpaid lunch. A copy of the school year calendar may be found on the district's web site: ************* Ormondale School (TK/K - 3rd Grade) START DATE: December 2025 COMPENSATION: $28.06 - $35.81/hour to start, DOE. This position is eligible for District sponsored health & welfare benefits per the terms of the CSEA contract. CLOSING DATE: Open until Filled Applicants must submit a complete application file, including: * Cover letter and resume (including references). * Completed online EdJoin application. * Up to 3 current letters of recommendation will be considered. DEFINITION: Under the direction of the school site Principal, assists certificated teacher(s) in providing supervision and instruction to students; monitor and report student progress in areas of behavior and performance; perform clerical and instructional support duties. ESSENTIAL JOB FUNCTIONS: * Assist certificated teacher(s) in classroom setting, including the teaching of academic skills related to the level of achievement for a group of students. * Assist in the supervision of students to maintain an effective learning environment, noting behavioral problems observed and assisting in discipline within a framework of well established policies and procedures. * Assist with daily lunch meal service distribution and lunch program record-keeping. * Corrects student work and maintain scoring/grading charts/databases, assist with student's files and records. * Reinforce core curriculum instruction and confer with teacher(s) concerning programs and materials to meet the individual needs of assigned students, alerting teacher to special needs as they arise. * Learn and apply positive behavior techniques; receive training as provided to meet specialized needs. Prepare instructional materials as directed by teacher(s) and create or modify materials to assist the instructional program. * Perform routine clerical functions to support classroom activities. * Confer with teacher(s) concerning programs and materials to meet student needs. * Assist in maintaining a clean and orderly learning environment. * Operate technology to assist students with learning exercises; demonstrate proper operation of devices. * Assist certificated teacher in administering and proctoring assessments according to established guidelines. * On occasion, supervise students while the teacher is out of the classroom for a limited time. * Supervise students on the playground/athletic courts and in lunch area. * Assist staff and parents with facilitating and maintaining communication links. * Exhibits caring, compassionate behavior towards all students, helping to create a positive school environment. DESIRABLE QUALIFICATIONS: * Experience working with elementary school age children. * Interpersonal skills using tact, patience and courtesy. Knowledge of: * Principles and practices of child guidance, child development, instructional processes; general purposes and goals of public education; student testing and testing procedures. * Correct oral and written use of the English language, grammar, punctuation and spelling. * Basic subjects taught in District schools, including Math, Science, Reading, Writing, and Social Science. * Basic record-keeping techniques. * Techniques for measuring student progress. * Modern technological equipment, including computers and application software. Ability to: * Read, understand and follow oral and written instructions. * Establish and maintain effective working relationships with students, staff and parents. * Communicate effectively. * Demonstrate a patient, understanding and receptive attitude toward young students, including those with special needs and/or disruptive behaviors. * Assist students in a variety of subject areas and activities. * Perform basic clerical functions, perform basic arithmetic calculations, operate standard office equipment. * Understand and carry out oral and written instructions. * Meet schedules and deadlines, read/interpret/apply rules, regulations, policies, rapidly learn methods and materials used in a variety of instructional situations. * Work with discretion and in confidence with student information. ADA COMPLIANCE: * Significant sitting, standing, bending, stooping, kneeling, and walking (at times over uneven ground, or at an accelerated pace). * Ability to lift up to 25 lbs. * Maintain regular and predictable attendance. * To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. * Environmental Factors: A large part of the required daily assignments will take place indoors in a classroom setting, with limited outdoor playground and computer lab environment. Tasks are regularly performed without exposure to adverse environmental conditions, such as dirt, dust, odors, wetness, humidity, rain, fumes, temperature extremes, machinery vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, or pathogenic substances. * Sensory Requirements: Some tasks require visual perception and discrimination. Some tasks require oral communications ability. Portola Valley School District programs, activities, practices, and employment shall be free from discrimination, harassment, intimidation, and bullying of any student based on the student's actual race, color, ancestry, national origin, ethnic group identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expression; the perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics. PVSD contact for discrimination, harassment, intimidation, bullying, and Title IX contact: Lynette Hovland Ormondale School Principal 200 Shawnee Pass Portola Valley, CA 94028 ************** x2650 The Portola Valley School District is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the Portola Valley School District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer. Refer to the job posting for a list of experience requirements or if you have any questions or need further clarification, please contact the email address listed in the posting. Cover letter: Please clearly indicate your skill set. Completed online EdJoin application. Brief resume (please list any relevant experience). Three (3) references

In 2012, Sal Khan wrote The One World Schoolhouse that outlines how modern education developed and how Khan Academy came to be. The book outlines a vision for the future of both in-person and online education given the tools we have and the need to participate in the knowledge economy. In 2014, he founded Khan Lab School to test and refine these ideas in an actual school setting. Khan Lab School is a TK-12 independent school on two campuses serving over 290 students in Silicon Valley. The Lower School (grades TK-5) program is located in Palo Alto, California. The Middle and Upper School (grades 6-12) are located in Mountain View, California. ABOUT THE POSITION: The Extended Day Teacher is expected to help manage Khan Lab School's extended day program, providing supervision to students during Extended Day hours. This individual should model professional and ethical standards when working with students, parents, and staff, and demonstrate sound judgment and integrity. They help to build a positive, safe, inclusive and fun community within the Extended Day program. SCHEDULE: Monday, Tuesday, Thursday, and Friday: 3:15 - 6:00pm; And Wednesday's 2:30 - 6:00 p.m. as well as some nights and weekends for school events, as required. NTE 15 hours per week. The academic year runs from August 1, 2025, through June 16, 2026. SPECIFIC JOB DUTIES & RESPONSIBILITIES The Extended Day Teacher will collaborate with faculty, administrators, and students in the follow areas: Provide supervision to students during Extended Day hours, as listed above. Ensure the health and safety of all students. Engage students in fun, age-appropriate games and activities. Ensure students complete their goal time work and attend Inquiry Lab classes. Ensure that the student and teacher expectations are uniform and maintained throughout the Extended Day and/or Summer Program. Help with student pick-up at the end of the day. Reset campus at the end of the day. Model professional and ethical standards when working with students, parents, peers, and community. Meet professional obligations through efficient work habits such as: meeting deadlines, honoring schedules, planning, and participating in school events. Build a positive, safe, inclusive, and fun classroom community. Establish strong relationships with students, staff, and parents in the community. Willingness to give and receive effective feedback from supervisor, students, families, and colleagues. Other related duties, as assigned. REQUIRED KNOWLEDGE, SKILLS, ABILITIES AND EXPERIENCE INCLUDE BUT NOT LIMITED TO Experience working with grade school-age (TK-5th grade) students. High School diploma or GED required. A commitment to diversity, equity, inclusion, and justice. Passion for working with and engaging children in student-driven learning experiences. Be reliable, punctual, and flexible. Understanding of youth development principles. Ability to effectively manage a classroom. Demonstrate a positive attitude and be a team player. Be able to implement and organize age-appropriate games and activities. Demonstrate strong oral and written communication skills. Openness to feedback and continuous growth in a positive way. Excellent communication and organizational skills. Work ethic to actively participate in helping build a young school and commitment to continuous improvement. A risk management mindset. Current CPR and First Aid certifications preferred. Tutoring experience is a plus. PHYSICAL REQUIREMENTS OF THE JOB Ability to occasionally lift, carry, push and pull up to 25 pounds as some regular organizational tasks involve moving desks, chairs, electronics, paperwork and other school supplies and equipment as needed. Must be able to remain in a stationary position at least 50% of the time. Capability of occasionally moving about inside an office setting to access file cabinets, office machinery, etc. Ability to proficiently and frequently operate a computer and keyboard as well as other office equipment such as calculators, copy machines, printers, and projectors. Consistently practice safe working habits while using school supplies, equipment, and electronics as well as the ability to maintain a safe and hazard-free workstation for yourself and others at the school. Occasionally required to work weekends, nights, or be on-call for special events, which are sometimes held outside and require the ability and willingness to work in all weather conditions at any time of the year. Ability to properly communicate information and ideas so other people can understand as well as the ability to ascertain and understand information communicated from others. WHAT WE OFFER Khan Lab School is a community of learners and partners that has a deep commitment to its work. We get things done and believe that in our highly collaborative environment, anything is possible. All our decisions are made through the lens of what is best for our students. We tackle tough questions without ego, are results-oriented, and have high expectations for school and our students. APPLICATION PROCESS To apply, please submit the following: A current resume. Cover letter expressing your interest in, and qualifications for, this position. List of 3 professional references with their full name, phone number, e-mail, job title, and your working relationship with them. References will not be contacted without the candidate's permission. PAY & BENEFITS Start Date: October 2025 Location: Lower School Campus in Palo Alto, CA 94306 Classification: Non-Exempt; Hourly Employment Status: Part-time Pay: $28.60 per hour, depending on experience. Khan Lab School is an Equal Opportunity Employer. The organization does not unlawfully discriminate based on race, color, creed, gender (including gender identity or gender expression), religion (all aspects of religious beliefs, observance or practice, including religious dress or grooming practices), marital status, registered domestic partner status, age, national origin, ancestry, physical or mental disabilities, medical conditions (including medical history or genetic characteristics), sex (including pregnancy, childbirth, breastfeeding, or related conditions), genetic information, sexual orientation, military or veteran status, or any other consideration made unlawful by federal, state, or local laws or regulations.

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

Welcome to Monterey Peninsula Unified School District! We are nestled in the heart of the Monterey Bay along the Central Coast of California. Consisting of 10 elementary schools, 2 middle schools, 3 high schools as well as pre-k, alternative, and adult programs, we proudly serve the communities of Marina, Seaside, and Monterey. MPUSD is built on a solid foundation of effective instruction, positive school culture, systems of support, and collaborative leadership. Our goal is to provide exemplary service to our current and future employees. We strive to meet your needs in a timely, courteous, and professional manner while working with integrity and compassion. MPUSD is continuously seeking dedicated and enthusiastic individuals who are interested in creating a positive learning environment for our students. We welcome you to apply and look forward to working with you. See attachment on original job posting Refer to the job posting for a list of experience requirements or if you have any questions or need further clarification, please contact the email address listed in the posting. Imagine... -Earning your Master's Degree and Teaching Credential in one year from the University of Pacific. -Apprenticing four days a week with an expert teacher in MPUSD. -Engaging in critical conversations about diversity, equity, and inclusion with your mentor, instructors, and peers. -Receiving priority consideration for a full-time position upon completing the program. -Doing all of this at a cost that is affordable and includes financial support. Admissions Requirements: -Bachelor's degree completed by the end of June 2026 -A grade point average (GPA) of 3.0 or higher on the last 60 semester units or 90 quarter units preferred -Eligible to work in the United States Application Requirements: -Current Resume -Unofficial Transcripts -A Response to the Following: Tell us why you are committed to a long-term career in education. Please include prior experiences working with children, and if applicable, children of historically underrepresented groups, low-income neighborhoods, and/or different background from your own. (350-500 words) *Please note that the references section is optional at this stage of the application process. You can skip the references section. If you move forward following the interview day, recommendations will be required. Imagine... -Earning your Master's Degree and Teaching Credential in one year from the University of Pacific. -Apprenticing four days a week with an expert teacher in MPUSD. -Engaging in critical conversations about diversity, equity, and inclusion with your mentor, instructors, and peers. -Receiving priority consideration for a full-time position upon completing the program. -Doing all of this at a cost that is affordable and includes financial support. Admissions Requirements: -Bachelor's degree completed by the end of June 2026 -A grade point average (GPA) of 3.0 or higher on the last 60 semester units or 90 quarter units preferred -Eligible to work in the United States Application Requirements: -Current Resume -Unofficial Transcripts -A Response to the Following: Tell us why you are committed to a long-term career in education. Please include prior experiences working with children, and if applicable, children of historically underrepresented groups, low-income neighborhoods, and/or different background from your own. (350-500 words) *Please note that the references section is optional at this stage of the application process. You can skip the references section. If you move forward following the interview day, recommendations will be required. * Answers to Supplemental Questions (Tell us why you are committed to a long-term career in education. Please include prior experiences working with children, and if applicable, children of historically underrepresented groups, low-income neighborhoods, and/or different background from your own. (350-500 words) * Other (Unofficial Transcripts) * Resume Comments and Other Information The free, short application for the Monterey Peninsula Unified School District (MPUSD) Teacher Residency at Alder GSE is now open! The application deadline for Priority Round is October 10, 2025. This Fall, MPUSD is recruiting a cohort of teacher residents for the MPUSD Teacher Residency. This is an innovative and affordable pathway to a full-time teaching career in our community. Residents earn their Master's Degree and Teaching Credential in just one year through the Alder Graduate School of Education, while joining a supportive, mentor-based program with an emphasis on social justice and equity. After the year of residency, graduates receive priority hiring as MPUSD teachers. TUITION ~$23,970 tuition (final tuition will be set in Dec. 2026 for the Class of 2027) BENEFITS $15,000 stipend (Residents are not employees of the school) Up to $15,000 in state and federal grants for residents from varying credential areas Up to $10,000 for tuition reimbursement in the area of SPED, Math, and Science Credentials Up to $55K in federal financial aid/loans and the opportunity to apply for scholarships Master's Degree and Credential in 1 year Priority hiring for a full-time position at the school of residency APPLY NOW: *************************** Alder Teacher Residency Program Details: **************************************************************************** Requirements / Qualifications -Bachelor's degree completed by the end of June 2026 -A grade point average (GPA) of 2.65 preferred; under 2.65 GPA should still apply -Eligible to work in the United States, DACA, permanent residency, or U.S. citizen Details For the 2026-2027 Residency Cohort: MPUSD is looking for qualified applicants interested in the following credentials: Special Education Single Subject Math Single Subject Science Bilingual Multiple Subject (Spanish) KEY ADMISSIONS DATES: Priority Application Deadline: October 10th, 2025 Fall Deadline: November 3rd, 2025 Winter Deadline: February 6th, 2026 Spring Deadline: March 20th, 2026 Interviews: November to Early December and March to April (if positions are available) FOR MORE INFORMATION CONTACT Sebastian Franco at ******************** or schedule a time to meet with them through Calendly.

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

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,3 2026.

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 U.S. history courses on a part-time, temporary basis depending on department needs. Specific courses include HIST 15: Essentials of U.S. History and HIST 170S: American Identities & Institutions. HIST 15 is a 3-unit, lower-division survey course in U.S. history that fulfills the American Institutions graduation requirement (Area US1). HIST 170S is a 3 unit, upper-division survey course in U.S. history that fulfills the US1 requirement and also the Area S: Self, Society, and Equality in in SJSU Studies. Candidates should expect to teach in-person, on campus. * Candidates with U.S. History teaching experience are preferred. * Candidates must be prepared to teach 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 or PhD US History * Minimum one year of U.S. History teaching experience at the post-secondary level (community college, 4-year college, or university). * Experience with the Canvas learning management system. * 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 * Ph.D. in U.S. History (required for HIST 170S). * Experience with the Canvas learning management system 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 U.S. History Teaching Philosophy * Statement of Expertise, including professional experience and U.S. 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:

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

The impact you will have: We are looking for passionate teachers who will inspire our students to discover their own greatness. As an instructional leader you will create an exciting learning environment where students can demonstrate and build their creative and artistic techniques. A more detailed job description is available at ************************************************ Who you are: A dedicated, collaborative professional with strong communication skills who can develop successful relationships with students, staff, and our community. Please note that placements will be at more than one site. We are seeking teachers who have the following credentials: Visual and Performing Arts Theatre/Drama Dance Arts Music Computer Science What you bring: Resume and Letter of Introduction outlining desire and qualifications for this position Two (2) letters of reference from prior supervisors Transcripts of your undergraduate degree, and graduate degrees if applicable. Unofficial transcripts are acceptable for application purposes only. Test results: please attach CSET results and evidence of meeting the Basic Skills Requirement, such as CBEST, PRAXIS, SAT or ACT results Single Subject Credential: Visual and Performing Arts, Theatre/Drama, Dance, Art, Music or Computer Science EL Authorization Entry of all past employers in the work history section of this application (please see Education Code section 44939.5 - as amended by California AB2534) When will you hear back from us: Within fourteen days of applying, we will inform you if you will be moving forward in our hiring process and share next steps. If there is a delayed response, feel free to reach out to us at ****************. Please note that we are unable to hire teachers who are on visa status or need visa sponsorship for this vacancy. AB-2534 Employment History As of January 1, 2025, in accordance with Education Code section 44939.5 (as amended by California AB2534) applicants for certificated positions are required by law to provide a complete list of every school district, county office of education, charter school and/or state special school with which you have previously been employed, regardless of the length of service. For all certificated positions, please be comprehensive in disclosing any part-time, full-time and substitute employment. Failure to disclose any previous educational employment may result in the disqualification of your application. You must list all previous LEAs (Local Education Agencies) where you have been employed. If multiple LEAs are within the same district, only the district information is required. An LEA is a local entity involved in education including but not limited to school districts, county offices of education, direct-funded charter schools, and special education local plan area (SELPA). What we offer: San José Unified offers a fantastic team and system of supports. H1B Visa Sponsorship for qualified international trained teachers for high need roles such as: Special Education Teachers, Physics Teachers, Mathematics Teachers, Spanish Bilingual Teachers, and Foreign Language Spanish Teachers. For a faster response please include your request for H1B Sponsorship in your Letter of Introduction and ensure you are submitting a California approved transcript evaluation. Please click here to view approved agencies. Comprehensive benefits package which includes free medical and dental coverage for our employees who work at least a 0.75 FTE (30 hours per week), as well as paid personal, family, and maternity leaves, among other great perks! Our teachers receive mac laptops and have on-site technology support. We provide free induction to teachers needing to clear their credential. All teachers receive fantastic professional development throughout the year and opportunities for one-on-one coaching with site or district coaches. Note to internal applicants: While submitting information we already have on file is not required, we encourage you to submit a letter of introduction and a resume highlighting your qualifications and interest in this role, as well as any other information you would like to share. Where applicable, please also note which available location you are applying to. Who we are: San José Unified is an innovative urban school district that prepares today's students to be the thinkers, leaders, and creators of tomorrow. We are reinventing the education system by bringing together teachers and staff with parents and students, inspiring each to discover their own greatness. Serving nearly 25,000 students from transitional kindergarten through high school in 41 schools from Downtown San José to the Almaden Valley, San José Unified is Silicon Valley's largest and most diverse school system. We welcome instructional and support staff who are interested in making a difference in the lives of San José children. San José Unified School District prohibits discrimination, harassment, intimidation or bullying on the basis of age, sex, sexual orientation, gender, gender identity, gender expression, ethnic group identification, race, ancestry, national origin, religion, marital, parental or family status, color, mental or physical disability, or on the basis of a person's association with a person or group with one or more of these actual or perceived characteristics in its educational programs and activities or employment practices as required by Americans with Disabilities Act (ADA), Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, Section 504 or the Rehabilitation Act of 1973, and the Vocational Education Act of 1976. The lack of English language skills will not be a barrier to admission and participation in the District's programs. Students, parents, employees, or others who wish further information about these regulations, or who wish to file a complaint, should contact the following persons: For Title IX, discrimination, equity or Section 504 Compliance complaints involving students: Director of Student Services, Michelle Reghitto at ************ ext. 13224 (*******************), 855 Lenzen Avenue, San Jose, CA 95126 For Title IX, discrimination or equity complaints involving staff: Assistant Superintendent of Human Resources, Dominic Bejarano at ************ ext. 15015 (*******************), 855 Lenzen Avenue, San Jose, CA 95126 For facilities or other ADA complaints: Director of Maintenance, Grounds and Operations, Denny Pini at ************, 855 Lenzen Avenue, San Jose, CA 95126

Welcome to Millbrae Elementary School District! Thank you for your interest in joining the MESD family. We are proud that our vision and guiding principles allow us to attract and retain talented staff. With outstanding support coupled with a positive and safe learning environment, WE ACHIEVE THE EXTRAORDINARY! The city of Millbrae is a small suburban community situated in northern San Mateo County overlooking the San Francisco International Airport. Our students are a wonderful reflection of our city and its support for education. MESD is a TK-8 district, operating five neighborhood schools: Green Hills Elementary, Lomita Park Elementary, Meadows Elementary, Spring Valley Elementary, and Taylor Middle School. All our schools have an active PTA/PTO supporting school-based programs. Our Millbrae Education Foundation (MEF) is a parent-led organization providing support for music, physical education and STEAM education for all five of our schools. We are seeking talented individuals who support our vision and "...commit to a shared purpose that guarantees each student a strong academic foundation". See attachment on original job posting Letter of Intent Resume 2 Letters of Reference (Written within the last 18 months) Candidates must hold a valid California teaching credential, which may include a Single Subject Credential in Music with a Supplemental Authorization to teach related VAPA classes and English Learner Authorization, or a Multiple Subject Credential with a Supplementary Authorization in music and other VAPA fields, along with authorization to teach English learners. Experience preferred Ability to travel to different schools Letter of Intent Resume 2 Letters of Reference (Written within the last 18 months) Candidates must hold a valid California teaching credential, which may include a Single Subject Credential in Music with a Supplemental Authorization to teach related VAPA classes and English Learner Authorization, or a Multiple Subject Credential with a Supplementary Authorization in music and other VAPA fields, along with authorization to teach English learners. Experience preferred Ability to travel to different schools Comments and Other Information Categorical Contracts (Education Code Section 44909) Please attach all required documents to your application. Incomplete applications will not be considered or accepted. If you need assistance with your application and uploading documents, please contact EdJoin directly for assistance. *Applications and supporting materials will be reviewed, evaluated, and considered for an interview. *Reference checks for the finalists will be conducted.

Job DescriptionSalary: $28.60 per hour, depending on experience In 2012, Sal Khan wrote The One World Schoolhouse that outlines how modern education developed and how Khan Academy came to be. The book outlines a vision for the future of both in-person and online education given the tools we have and the need to participate in the knowledge economy. In 2014, he founded Khan Lab School to test and refine these ideas in an actual school setting. Khan Lab School is a TK-12 independent school on two campuses serving over 290 students in Silicon Valley. The Lower School (grades TK-5) program is located in Palo Alto, California. The Middle and Upper School (grades 6-12) are located in Mountain View, California. ABOUT THE POSITION: The Extended Day Teacher is expected to help manage Khan Lab Schools extended day program, providing supervision to students during Extended Day hours. This individual should model professional and ethical standards when working with students, parents, and staff, and demonstrate sound judgment and integrity. They help to build a positive, safe, inclusive and fun community within the Extended Day program. SCHEDULE: Monday, Tuesday, Thursday, and Friday: 3:15 - 6:00pm; And Wednesday's 2:30 - 6:00 p.m. as well as some nights and weekends for school events, as required. NTE 15 hours per week. The academic year runs from August 1, 2025, through June 16, 2026. SPECIFIC JOB DUTIES & RESPONSIBILITIES The Extended Day Teacher will collaborate with faculty, administrators, and students in the follow areas: Provide supervision to students during Extended Day hours, as listed above. Ensure the health and safety of all students. Engage students in fun, age-appropriate games and activities. Ensure students complete their goal time work and attend Inquiry Lab classes. Ensure that the student and teacher expectations are uniform and maintained throughout the Extended Day and/or Summer Program. Help with student pick-up at the end of the day. Reset campus at the end of the day. Model professional and ethical standards when working with students, parents, peers, and community. Meet professional obligations through efficient work habits such as: meeting deadlines, honoring schedules, planning, and participating in school events. Build a positive, safe, inclusive, and fun classroom community. Establish strong relationships with students, staff, and parents in the community. Willingness to give and receive effective feedback from supervisor, students, families, and colleagues. Other related duties, as assigned. REQUIRED KNOWLEDGE, SKILLS, ABILITIES AND EXPERIENCE INCLUDE BUT NOT LIMITED TO Experience working with grade school-age (TK-5th grade) students. High School diploma or GED required. A commitment to diversity, equity, inclusion, and justice. Passion for working with and engaging children in student-driven learning experiences. Be reliable, punctual, and flexible. Understanding of youth development principles. Ability to effectively manage a classroom. Demonstrate a positive attitude and be a team player. Be able to implement and organize age-appropriate games and activities. Demonstrate strong oral and written communication skills. Openness to feedback and continuous growth in a positive way. Excellent communication and organizational skills. Work ethic to actively participate in helping build a young school and commitment to continuous improvement. A risk management mindset. Current CPR and First Aid certifications preferred. Tutoring experience is a plus. PHYSICAL REQUIREMENTS OF THE JOB Ability to occasionally lift, carry, push and pull up to 25 pounds as some regular organizational tasks involve moving desks, chairs, electronics, paperwork and other school supplies and equipment as needed. Must be able to remain in a stationary position at least 50% of the time. Capability of occasionally moving about inside an office setting to access file cabinets, office machinery, etc. Ability to proficiently and frequently operate a computer and keyboard as well as other office equipment such as calculators, copy machines, printers, and projectors. Consistently practice safe working habits while using school supplies, equipment, and electronics as well as the ability to maintain a safe and hazard-free workstation for yourself and others at the school. Occasionally required to work weekends, nights, or be on-call for special events, which are sometimes held outside and require the ability and willingness to work in all weather conditions at any time of the year. Ability to properly communicate information and ideas so other people can understand as well as the ability to ascertain and understand information communicated from others. WHAT WE OFFER Khan Lab School is a community of learners and partners that has a deep commitment to its work. We get things done and believe that in our highly collaborative environment, anything is possible. All our decisions are made through the lens of what is best for our students. We tackle tough questions without ego, are results-oriented, and have high expectations for school and our students. APPLICATION PROCESS To apply, please submit the following: A current resume. Cover letter expressing your interest in, and qualifications for, this position. List of 3 professional references with their full name, phone number, e-mail, job title, and your working relationship with them. References will not be contacted without the candidates permission. PAY & BENEFITS Start Date:October 2025 Location: Lower School Campus in Palo Alto, CA 94306 Classification:Non-Exempt; Hourly Employment Status:Part-time Pay: $28.60 per hour, depending on experience. Khan Lab School is an Equal Opportunity Employer. The organization does not unlawfully discriminate based on race, color, creed, gender (including gender identity or gender expression), religion (all aspects of religious beliefs, observance or practice, including religious dress or grooming practices), marital status, registered domestic partner status, age, national origin, ancestry, physical or mental disabilities, medical conditions (including medical history or genetic characteristics), sex (including pregnancy, childbirth, breastfeeding, or related conditions), genetic information, sexual orientation, military or veteran status, or any other consideration made unlawful by federal, state, or local laws or regulations.

Who We Are What if all students graduated high school with the knowledge, skills and habits they need to lead a fulfilled life? This is the question that guides our mission at Summit Public Schools. Summit is a leading network of public schools that prepare a diverse student population for success in a four-year college and to be thoughtful, contributing members of society. We operate 14 schools serving over 4,500 students in the Bay Area and Washington state. 100% of Summit graduates are college ready and Summit graduates complete college at double the national average. We need exceptional, diverse, and mission-aligned teachers to join our team to help prepare our students for a fulfilled life. Join us! The Summit Model Summit's 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 1:1 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 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 becoming the best 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 in to our weekly schedules. Teachers collaborate at the grade and subject levels, forming regular communities of practice to support each other in continuously improving as project-based 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 you'll do: See sample teacher schedules here. A student school day is around 8-8:30am to 3-3:30pm, depending on the specific school. Teachers day's shall begin no earlier than 8:00 a.m. and end no later than 5:00 p.m. 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 (e.g. 9th Grade Biology), and see each section twice per week. Teachers work with students on projects 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 don't 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 Summit's values, and the belief that all children deserve a rigorous and equitable education that prepares them for college and for life Teaching Credential in California or another US state Bachelor's Degree (a Master's Degree in Education is preferred, but not required) Clear health and background check Teaching experience in your subject preferred, but not required Who You Are You want to be a world-class project-based learning teacher You thrive while collaborating and are excited to work with mission-aligned, high-performing colleagues. You find positivity in shared successes. You're excited to teach Summit's 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 You're 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 you'll follow year to year. You're open to having hard conversations to support students. Who We Are What if all students graduated high school with the knowledge, skills and habits they need to lead a fulfilled life? This is the question that guides our mission at Summit Public Schools. Summit is a leading network of public schools that prepare a diverse student population for success in a four-year college and to be thoughtful, contributing members of society. We operate 14 schools serving over 4,500 students in the Bay Area and Washington state. 100% of Summit graduates are college ready and Summit graduates complete college at double the national average. We need exceptional, diverse, and mission-aligned teachers to join our team to help prepare our students for a fulfilled life. Join us! The Summit Model Summit's 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 1:1 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 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 becoming the best 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 in to our weekly schedules. Teachers collaborate at the grade and subject levels, forming regular communities of practice to support each other in continuously improving as project-based 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 you'll do: See sample teacher schedules here. A student school day is around 8-8:30am to 3-3:30pm, depending on the specific school. Teachers day's shall begin no earlier than 8:00 a.m. and end no later than 5:00 p.m. 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 (e.g. 9th Grade Biology), and see each section twice per week. Teachers work with students on projects 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 don't 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 Summit's values, and the belief that all children deserve a rigorous and equitable education that prepares them for college and for life Teaching Credential in California or another US state Bachelor's Degree (a Master's Degree in Education is preferred, but not required) Clear health and background check Teaching experience in your subject preferred, but not required Who You Are You want to be a world-class project-based learning teacher You thrive while collaborating and are excited to work with mission-aligned, high-performing colleagues. You find positivity in shared successes. You're excited to teach Summit's 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 You're 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 you'll follow year to year. You're open to having hard conversations to support students.