Substitute teacher jobs in American Canyon, CA - 1,119 jobs

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

Starting Rate: $20.02 /hour Environment: Special Education Program, Grades K-12 Spectrum Center Schools and Programs, a growing, dynamic organization with a social mission to offer hope is seeking a Substitute Instructional Aide to join our award-winning team and perform meaningful work in a culture that welcomes innovation, encourages creative expression and offers limitless potential for personal and professional satisfaction! If you thrive in a fast-paced, goal-oriented, outcome-driven environment, seek a career with genuine purpose, and possess a problem-solving mindset, a sense of humor, and a stellar work ethic - We Should Talk! As a Substitute Instructional Aide, you will provide individualized supervision and instruction to assigned students in Grades K-12 and additional support to the core classroom staff. In the absence of the regular classroom aide, you will work with student(s) to implement their individualized education programs (IEP) through use of group and individual instruction in both the classroom and community. Responsibilities Include: Working with students to improve their community, vocational, leisure, domestic, academic, and social skills. Implementing curriculum (including all on-site and community-based instruction) and behavioral intervention strategies consistent with the letter and intent of the IEP/ITP (Individual Transition Plan)/PBIP (Positive Behavior Intervention Plan) to meet each student's goals and objectives. Instructing and monitoring students during lessons in the classroom to ensure fidelity of instruction. Encouraging and monitoring the progress of individual students in accordance with specific timelines and communicating with the classroom teacher regarding overall progress and/or interventions needed. Completing accurate and timely documentation on student's behavior as outlined by school procedures; reporting observations to relevant staff and making recommendations based on observations. Assisting in preparation of other behavioral reports and daily activities log as required. Maintaining confidentiality of student information and records at all times. Participate in school meetings, student/parent meetings and individual student advisory meetings as requested and required. Responding constructively to formal and informal feedback. Performing other duties as assigned. This position operates with oversight and guidance from the classroom teacher and program director in carrying out the essential duties and responsibilities to provide support to assigned students and Spectrum program site. Qualifications Required: High school diploma or equivalent w/ passage of basic skills test. Associate degree or higher in education or a closely related field of study preferred. Hold currently or have the ability to obtain a state driver's license. Licensed currently or in the process of obtaining a paraprofessional, paraeducator, teaching assistant or similar credential preferred. Prior experience working with children, preferably in a special education program setting. Highly skilled in working with children with autism spectrum disorders, developmental disabilities and/or challenging behaviors. Comfortable driving and/or riding in a company van with students before and/or after school. Ability to think and act quickly and calmly in an emergency and make independent decisions. Proficiency in providing motivation and having critical conversations with students that help move them toward realistic goals. Advanced oral and written communication, organization, conflict resolution, multitasking, problem solving, and decision-making ability. Well-versed in the use of relevant technology including experience with computers, Microsoft Office Suite, database entry and basic office equipment. Spectrum Center Schools is a division of ChanceLight Behavioral Health, Therapy, & Education, the nation's leading provider of alternative and special education programs for children and young adults. For more than 45 years, and in partnership with over 235 school districts nationwide, we have helped change the direction of more than 240,000 student lives! Learn more about our history, our mission, and the program services we provide by visiting the link below: ******************************** At ChanceLight we believe in providing more than just a job, as a member of our team you'll receive the opportunity to make meaningful impacts, the support needed to achieve success, and all the tools essential to reaching your personal & professional fulfillment! Your path to a truly rewarding career starts here - where growth, empowerment, and collaboration define our culture; and every day is a Chance to transform lives through education! Perks and Benefits Include: Comprehensive Medical, Dental and Vision Plans FREE Telehealth and Virtual Counseling Sessions FREE Health Advocacy Services and 24/7 Nurse Line Company Paid Life & Disability Insurance Company Paid Employee Assistance Program Flexible Spending and Health Savings Accounts Personal Protection Insurance Plans Cigna Healthy Pregnancies, Healthy Babies Program Legal Services Insurance Pet Health Insurance Accrual-based Paid Time Off School Hours and Paid Holiday Schedule Extensive Personal and Life Event Paid Leave Policy 401k Retirement Saving Plan Perks at Work Employee Discount Program Opportunities for Growth & Development And So Much More! If you're ready to start making lasting impacts on the lives of students and contribute to the creation of a brighter future - This Is Your Chance! Join us and together, we can empower students to overcome challenges, build confidence and unlock their full potential! Careers, With ChanceLight Work. With Purpose. Copyright 2024 ChanceLight Behavioral Health, Therapy, & Education, a ChanceLight company *Benefit plans and eligibility requirements may vary based on role and employment status. Equal Opportunity Employer This employer is required to notify all applicants of their rights pursuant to federal employment laws. For further information, please review the Know Your Rights notice from the Department of Labor.

Tutor Me Education, a leading educational service provider in the primary and secondary education space, is seeking enthusiastic and motivated Special Education Tutors to join our team. The ideal candidate for this position should have a passion for creating safe, nurturing, and dynamic environments where students can learn and grow. As a Tutor at Tutor Me Education, you will work with students with special needs and help them achieve academic success. You will be responsible for assisting students with their daily activities, providing them with moral support, and providing 1:1 instruction at their homes. We are currently hiring for many positions. If you are a dedicated and committed individual who feels a sense of pride and accomplishment in helping students achieve academic success, we encourage you to apply today! Tutoring takes place at student's home Earn $25-$35 per hour ~10-20 hours per month Responsibilities: Conduct one-on-one tutoring sessions with students who have special education needs. Develop customized lesson plans and teaching strategies that align with each student's Individualized Education Plan (IEP). Adapt instructional methods, materials, and assessments to cater to the unique learning styles and requirements of each student. Monitor and document student progress, making adjustments to instructional techniques as needed. Collaborate with classroom teachers, parents, and special education teams to ensure a cohesive and supportive educational experience. Maintain open and regular communication with parents or guardians to discuss student progress and address any concerns. Foster a safe and inclusive learning environment that supports the emotional and behavioral development of students. Stay informed about the latest trends and best practices in special education and incorporate them into your teaching. If you are passionate about a career in education, looking for consistent tutoring hours, or simply just want to provide some assistance to students in your community, this is the perfect opportunity for you! Tutor Me Education 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, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. Requirements Ability to commute to/from Oakland, CA Previous experience with special education, accommodations, and working with students with learning disabilities - REQUIRED Credentialed Special Education Teacher - Highly Preferred Bachelor's degree Ability to make learning fun and interactive, with the focus of the tutoring often determined by student questions and comments Ability to pass a background check if required

Job DescriptionBefore and After School Teacher Brave Christian Schools - Dublin, CA Part-Time The Before and After School Teacher supports the mission of Brave Christian Schools, and the broader ministry of Brave Church, by creating a safe, nurturing, and Christ-centered enrichment environment within the Before and After School Program. This role requires consistent engagement with students, intentional leadership, and the ability to model Christ-like character in all interactions. Before and After School Teachers serve as ministry leaders within the program, fostering spiritual, social, and academic growth, and cultivating a culture where students feel seen, supported, and encouraged. Ideal candidates bring experience from children's ministry, summer camps, and/or enrichment programs, and demonstrate a teachable spirit and a commitment to discipleship through daily routines and activities. Key ResponsibilitiesStudent Engagement & Ministry Leadership ● Actively engage with students at all times. This includes leading games, conversations, activities, and enrichment experiences that build community and reflect a ministry mindset. ● Model Christ-like character and support students' spiritual development through daily devotionals, positive communication, and relational mentorship. ● Lead age-appropriate devotionals, discussions, and lessons that align with our monthly curriculum and faith-based focus. ● Champion a culture of belonging, kindness, personal responsibility, and biblical values. Program Delivery & Enrichment ● Oversee recess and lunchtime procedures, supporting in lunch preparation and supervision during lunch and recess. ● Facilitate structured enrichment activities, creative stations, and hands-on experiences that reflect a true enrichment program - not passive supervision. ● Support enrichment instructors by managing transitions, attendance, safety protocols, and behavior expectations. ● Plan and lead weekly “Free Session” enrichment options that encourage creativity, exploration, teamwork, and problem-solving. ● Assist with program operations like Movie Days, Snack Shack, and other program traditions while maintaining consistency and organization. Safety, Supervision & Procedures ● Supervise students in TK-5th grade during morning and afternoon sessions, maintaining proper ratios at all times. ● Oversee assigned playground zones and indoor spaces, ensuring safety, engagement, and adherence to school expectations. ● Follow all sign-in/out procedures with accuracy and consistency. ● Prepare and distribute daily lunch meals according to established logs. ● Adhere to all safety, injury, and behavior reporting procedures while maintaining confidentiality and professionalism. ● Participate in opening and closing duties, including setting up daily materials and completing end-of-day room procedures. QualificationsRequired ● Minimum 2-3 years of experience working with children in a school, before and after-school, summer camp, or ministry setting. ● At least 1 year of ministry experience, preferably children's ministry, youth ministry, or church-based programs. ● Demonstrated experience in summer camps, enrichment programs, or activity-based leadership. ● Strong classroom management, communication, and team collaboration skills. ● A teachable spirit, willingness to receive guidance, and desire to grow in ministry leadership. ● Ability to reflect and uphold Brave Christian Schools' values through conduct, service, and daily interactions. ● High school diploma or equivalent required; relevant coursework in Child Development or Education preferred. ● Current CPR/First Aid certification or willingness to obtain upon hire. Preferred ● Experience planning or leading devotionals, small groups, or faith-based activities with children. ● Familiarity with enrichment planning, youth mentoring, or SEL-based programming. Work Schedule Part-time; morning and/or afternoon shifts during school operating hours. Additional hours may be available for special events, trainings, and team meetings. About Brave Christian Schools Brave Christian Schools is a ministry-based educational community committed to nurturing students in faith, character, and academics. Our CREW program extends this mission by creating an engaging, Christ-centered environment focused on discipleship, enrichment, and authentic connection. CREW Teachers play a vital role in shaping students' spiritual formation and daily experiences through intentional leadership and ministry-minded service

Benefits: Weekly Pay by Direct Deposit Competitive Rates - Up to $38.63/hour Flexible scheduling to fit your availability Opportunities to work in various school districts Professional development and teaching support Job Description: Are you passionate about teaching and making a difference in the education system? Sub Teacher Source is seeking dedicated Substitute Teachers to join our team. As a Substitute Teacher, you will have the opportunity to work in diverse school environments, supporting students' educational needs. Responsibilities: Substitute Teachers manage classroom behavior and maintain a safe, respectful learning environment. Substitute Teachers facilitate the teacher's lesson plans, ensuring continuity in students' education. Substitute Teachers adapt to different classroom environments and grade levels, maintaining a positive and productive atmosphere. Substitute Teachers communicate effectively with students, staff, and parents as needed. Substitute Teachers follow school district policies and procedures. Qualifications: Substitute Teachers: Age 21+ Substitute Teachers: Bachelor's degree (required) Substitute Teachers: 30-Day Substitute Permit or Credential (required) Substitute Teachers with previous experience in teaching or substitute teaching are highly desirable. Substitute Teachers need strong communication and classroom management skills. Substitute Teachers need the ability to adapt easily to different educational settings and grade levels. Substitute Teachers must be passionate about education and making a positive impact on students' lives. Benefits: Weekly Pay Competitive Rates Flexible scheduling to fit your availability Opportunities to work in various schools and school districts Professional development and support About Us: Sub Teacher Source is a leading staffing agency dedicated to providing high-quality Substitute Teachers to school districts. We partner with various schools to ensure that students receive consistent education when their regular teachers are unavailable. Join our team and contribute to the future of education!

Job Description Safari Kid, is a leading preschool with a global footprint looking to hire energetic teachers to help positively shape our student's formative years. If you enjoy working with children and are dedicated to nurturing them, Safari Kid is an ideal place to get ahead. We will train you on our proprietary programs and curriculum which incorporate eclectic teaching strategies designed to meet every child's individual needs. Our goal is to help each child develop to their full and unique potential with confidence and positive self-esteem. If you feel you have the passion for childcare, we want to invest in you. Qualifications & Qualities (Passionate and love to have fun with kids) · For Toddler teacher applicants Infant/ Toddler units required · Preferred 2-3 year experience in early childcare teaching young children · Excellent communication and written skills · Team player, positive role model, strong work ethic and take-charge attitude · Strong customer service skills with an ability to build strong relationships with parents & co-workers · Self-motivated, responsible, driven and works well with minimal supervision · Organized good time management skills, Independent, creative, fun-loving and kind General Responsibilities: · Follow and implement pre- developed lessons plans · Maintaining appropriate records · Maintaining a clean, healthy, stimulating environment for the children to learn in. · Providing proper supervision at all times · Maintaining appropriate records · Teaching and guiding the children in their classroom · Work independently and with other teachers · Update parents about their child's progress · Communicating necessary information to the child, other teachers, parents, the Director or authorities. Compensation: $24-30 per hour (depending on experience/ suitability) Medical benefits Paid leave Requirements: 6 - 12 units of Early Childhood Education (on lower end must be still enrolled in classes) Fingerprint Background Clearance First Aid and CPR certified / Negative TB test and immunization records Positive attitude toward learning, communicating, parents, and children Understanding of educational techniques and methods for teaching young children To apply to this position please submit a resume and cover letter Job Types: Full-time, Part-time Powered by JazzHR Lke6QF2CAV

Mill Valley School District See attachment on original job posting REGISTRATION AND CLEARANCE AS A CERTIFICATED SUBSTITUTE WITH THE MARIN COUNTY OFFICE OF EDUCATION IS REQUIRED BEFORE PLACING AN APPLICATION WITH THE MILL VALLEY SCHOOL DISTRICT. THIS INCLUDES LIVE SCAN FINGERPRINTING, TB CLEARANCE, MANDATED EDUCATOR TRAININGS AND HOLDING A VALID CALIFORNIA TEACHING CREDENTIAL OR 30 DAY SUBSTITUTE PERMIT. FIND MORE INFORMATION ON REGISTERING AS A SUBSTITUTE BY CALLING ************** OR VISITING THE MCOE WEBSITE. Submit a completed application Please upload your MCOE confirmation email, showing current clearance

Job Description PPIC's Summer Intern Program provides an opportunity for undergraduate and graduate students interested in a public policy career to work in a policy research environment. Intern projects are proposed by PPIC staff members and designed around a specific set of tasks and deliverables that can be accomplished within the term of the internship. Please complete your application by February 9, 2026. We expect to make final selection decisions by mid-April. Project title: “Off-Formula” Funding in California Public Schools Project Directors: Julien Lafortune and Brett Guinan Project Description California's Local Control Funding Formula (LCFF) was designed to make school finance more equitable and flexible by channeling additional resources to high-need districts while granting more local discretion. Yet, despite increased investment and demonstrated gains from targeted funding, wide achievement gaps persist and concerns about adequacy remain. Meanwhile, an increasing share of education dollars now come from “off-formula” sources-restricted state funding, local property tax surpluses, parcel taxes, bonds, and parent or community donations-that can widen disparities between districts. These funding streams account for up to half of K-12 spending but are rarely captured in statewide analyses or policy decisions. This project will provide new evidence on how off-formula revenues shape funding and capacity across California's districts. We will compile and analyze comprehensive data across various funding sources to understand trends and highlight their implications. We will use PPIC's school funding simulator to assess how potential policy changes-such as state recapture or matching strategies-might affect revenue distribution. Findings will offer policymakers concrete evidence to inform school funding decisions and to ensure that revenue mechanisms holistically work together to advance equity, efficiency, and long-term fiscal sustainability. Responsibilities Under guidance of the project team, the intern will actively contribute to the collection, compilation, and cleaning of off-formula school revenue data from parcel taxes, local bond elections, and from local parental contributions to associated school non-profits. Some data collection may involve original efforts, potentially including web scraping, searching and categorizing nonprofit tax and contribution records, and data validation. Time permitting, the intern will also assist in initial descriptive analyses using merged and compiled data. The intern will also participate in regular research team meetings and will be a member of PPIC's PK-12 Education team. Qualifications A strong candidate for the position will bring undergraduate or graduate training in economics, education, public policy, data science, or a related field, and should have an interest in California education policy. The intern for this project should have: Strong analytical and organizational skills Experience gathering data from public sources Experience compiling, cleaning, and/or merging data; experience with the web scraping is a plus but not required Data management and statistical programming experience (STATA, R, and/or Python) preferred Excellent written and verbal communication skills Ability to work independently and with a team Ability to seek and accept feedback, changing direction when necessary The Research Environment Interns are offered the opportunity to participate in the collegial atmosphere of PPIC through daily interaction with all aspects of the institute. They are invited to join the staff in their regular meetings and to attend PPIC's outside events, including the institute's public affairs programs and research briefings. PPIC offers access to the Institute of Governmental Sciences library at the University of California, Berkeley, allowing interns to work with many important databases, journals, and statistical datasets. The intern program also includes a discussion of California state policy by PPIC's government affairs staff. Each intern's project will include an initial meeting with research staff, and towards the end of the project, a briefing by the intern on the goals, findings, and significance of the project. In 2026, the following days are expected to be in-person for all interns: Internship kickoff in San Francisco Capitol tour in Sacramento Final presentations in San Francisco Interns are encouraged to discuss their work throughout the course of the project, to meet with research staff to discuss careers in research, and to meet with communications staff to learn about outreach and building an audience of policymakers. Location, Compensation, and Time on Project The 2026 intern program will be conducted via hybrid or remote setup; the details of the setup will be arranged with the intern's supervisor. Interns will need to be based in California while working on a PPIC project. Compensation is $23 per hour. This full-time internship will last up to ten weeks, ideally beginning June 15, 2026. To Apply As part of completing this application, submit your cover letter highlighting the particular skills you bring to the project and describing how this internship would contribute to your career development, and attach your resume as PDF or Word file . Equal Employer Opportunity (EEO) statement: PPIC celebrates diversity and is an Equal Opportunity Employer. We are committed to building a team that represents the backgrounds, perspectives, identities, and skills of California. No matter who you are, we invite you to apply for this role. Pursuant to the San Francisco Fair Chance Ordinance, we will consider for employment qualified applicants with arrest and conviction records. AA/EEO/Veterans/Disabled employer.

About the Employer Rex and Margaret Fortune School of Education is a comprehensive education system that includes non-profit preschools, a network of tuition-free public charter schools (TK-12), and a School of Education offering master's and credentialing programs accredited by the California Commission on Teacher Credentialing. We prepare students for college beginning in preschool and are deeply committed to closing the African American achievement gap in Sacramento and San Bernardino Counties. Our Mission To graduate high-achieving students of good character prepared for college and citizenship in a democratic society. Our Vision To prepare teachers for service in public schools with competence and sensitivity that enable them to help all students reach their fullest potential. Our Approach At Fortune School, our educational philosophy is grounded in The Five Pillars : High Expectations Choice and Commitment More Time Focus on Results Citizenship We live these pillars every day-from preschool to our graduate programs-and seek educators who bring the same dedication to excellence, equity, and community. Job Summary We're seeking a 4th Grade English Language Arts and Social Studies Teacher who is passionate about inspiring young readers, writers, and thinkers. This educator will create a joyful and rigorous classroom where every student feels seen, valued, and challenged to reach their fullest potential. The teacher will build strong relationships with students and families, uphold Fortune's mission and Five Pillars, and cultivate a culture of high expectations and college readiness. Essential Duties and Responsibilities Establish and maintain a classroom culture of high expectations, respect, and engagement. Develop and deliver standards-aligned lessons in ELA and Social Studies using Fortune School instructional guidelines. Use assessment data to refine instruction and provide targeted student support. Collaborate regularly with colleagues to share best practices and strengthen student outcomes. Communicate effectively with students and families about progress, goals, and classroom activities. Engage parents and guardians as active partners in their child's learning journey. Participate in ongoing professional development and work closely with instructional coaches and school leadership. Maintain accurate student records, including attendance, grading, and progress monitoring. Identify and support students with diverse learning needs in collaboration with team members. Serve as a positive role model and uphold the mission, vision, and core values of Fortune School. Qualifications Qualifications Required: Bachelor's degree from an accredited college or university Valid California Multiple Subject Teaching Credential Authorization to teach English Learners (CLAD/BCLAD or equivalent) Preferred: 1+ years of classroom teaching experience (including intern or student teaching) Demonstrated success improving student literacy and engagement Strong understanding of child development and effective instructional practices Skills and Attributes: Commitment to Fortune's mission of closing the achievement gap Reflective and growth-oriented mindset Ability to analyze data and adjust instruction accordingly Collaborative, solutions-focused approach to teamwork Working Conditions School environment with occasional outdoor supervision or fieldwork Frequent interruptions; requires flexibility and multitasking Physical requirements include standing, walking, light lifting (up to 10 lbs.), and standard classroom activities Reasonable accommodations will be made to enable individuals with disabilities to perform essential job functions. Compensation & Benefits Annual Salary: $63,403 - $90,424 (depending on teacher salary schedule) Paid Time Off: 12 sick days and 2 floater days per year Retirement: 403(b) with up to 4% employer match (after one year of service) Professional Development: Fortune provides a paid Teacher Induction Program and ongoing coaching to support your growth and success. Equal Employment Opportunity Fortune School of Education is an equal opportunity employer and prohibits discrimination and harassment of any kind. We celebrate diversity and are committed to creating an inclusive environment for all employees. This position description intends to describe the general nature and level of work being performed by people assigned to this position. It is not intended to include all duties and responsibilities. The order in which duties and responsibilities are listed is not significant.

We are seeking a dedicated and experienced Mentor Teacher who will ensure a safe, nurturing, and enriching environment for children while supporting and mentoring a team of educators. Key Responsibilities: - Coordinate and manage the daily operations of the classroom. - Ensure a safe and nurturing environment for all children in the program. - Support a team of teachers, providing ongoing mentoring and guidance. - Conduct regular observations and evaluations of teachers to assess practices. - Provide constructive feedback and recommendations for improvement to teaching staff. - Collaborate with teachers to develop and implement effective classroom strategies and techniques. - Offer individualized coaching and mentoring to address specific professional needs of teachers. - Assist in the retention process of staff, fostering a positive work environment. We welcome applicants who are passionate about early childhood education and dedicated to fostering the growth and development of both children and educators. Requirements Skills and Qualifications: Associate Degree or Bachelor's Degree in Early Childhood Education or a related field. Teaching certification/licensure preferred. Minimum of 3 years of experience working in early childhood education, with a demonstrated successful teaching and leadership track record. Proven experience in mentoring and coaching early childhood teachers, with a strong focus on supporting their professional growth and development. Excellent knowledge of early childhood education principles, curriculum, and best practices. Bilingual Spanish/English preferred ; Possession of valid California driver's license; current personal vehicle insurance; Strong communication and interpersonal skills, building and maintaining positive relationships with teachers, parents, and other stakeholders. Effective leadership and organizational abilities, with the capacity to manage multiple priorities and projects simultaneously. Proficient in the use of technology and software applications relevant to early childhood education. Knowledge of relevant regulations, policies, and procedures governing early childhood education programs. Ability to work collaboratively in a team environment, while also being self-motivated and able to work independently.

Dixon Unified's mission is to close the achievement gap by preparing all students for college and career readiness and success in a global society. See attachment on original job posting Interested applicants must submit the following by the final filing date in order to be considered: Multiple Subject Credential & Bilingual Authorization Completed EdJoin.org application Letter of Interest Resume 2-3 current letters of recommendation 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. Interested applicants must submit the following by the final filing date in order to be considered: Multiple Subject Credential & Bilingual Authorization Completed EdJoin.org application Letter of Interest Resume 2-3 current letters of recommendation Comments and Other Information The Dixon Unified School District offers a competitive benefits package including medical, dental and voluntary vision plan. The District recognizes all years of verifiable outside experience for salary schedule placement. The Governing Board of the Dixon Unified School District prohibits discrimination or harassment of district employees or job applicants on the basis of the person's actual or perceived race, religious creed, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, gender identity, gender expression, sex, or sexual orientation. DUSD is an Equal Opportunity Employer

John Swett Unified See attachment on original job posting Must hold a valid California teaching credential 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. Must hold a valid California teaching credential Comments and Other Information TB results Fingerprints clearance

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.

Teacher Assistant SAC Hourly, Non-Exempt Reports To: Head of School, MCNU Children's School The Mill College Children's School follows a progressive model of education for Toddler through Transitional Kindergarten. The Preschool Teacher Assistant works closely with the program team, supporting the planning and supervision an exemplary curriculum for the designated program, using a reflective, inquiry approach to analyze and improve instruction. The successful candidate will support the development of child and adult learning by engaging in teacher led inquiry for improvement of teaching. Representative Duties Responsibilities include: Support the planning and implementation of a play-based, constructivist curriculum based on the best-available knowledge of children's learning and linked to the California state frameworks. Regularly work with colleagues of the Children's School to study children's classroom learning. Support, supervise and ensure safety and well-being of children in the program. Organize and lead activities designed to promote children's physical, cognitive, motor, social and emotional development. Maintain active and open communications with parents/guardians of the children and with the other members of the Children's School staff and School of Education faculty. Professionalism - Work effectively and collaboratively with colleagues, parents, and children within a diverse and multicultural environment. Requirements Two or more years recent successful classroom teaching support experience TB Clearance and good health screening report Pediatric CPR/first aid training. Additional Information: Mills College at Northeastern University does not permit discrimination based on pregnancy, childbirth or related medical conditions, race, religious creed, color, national origin or ancestry, physical or mental disability, medical condition, marital status, age, sex, sexual orientation, or gender identity. For more information on Mills' non-discrimination policy, pleased go to ****************************************************************************************** Position Type Academic Administration Additional Information Northeastern University considers factors such as candidate work experience, education and skills when extending an offer. Northeastern has a comprehensive benefits package for benefit eligible employees. This includes medical, vision, dental, paid time off, tuition assistance, wellness & life, retirement- as well as commuting & transportation. Visit ************************************* for more information. All qualified applicants are encouraged to apply and will receive consideration for employment without regard to race, religion, color, national origin, age, sex, sexual orientation, disability status, or any other characteristic protected by applicable law. Base Pay Rate: $28.70

Special Education Coordinator Job Description Oakland Unity Middle School Oakland Unity Middle School seeks a passionate and dedicated Special requires an educator committed to working with low-income, inner-city youth and helping them become first-generation college-goers. The ideal candidate wants to be part of a small school community where everyone on campus feels responsible for the success of all students. Key Responsibilities Program Leadership & Coordination ● Coordinate scheduling and delivery of special education and related services with support from case managers ● Provide leadership to the student study team in identifying students with special and exceptional needs ● Assist in the development of procedures for special education programs in accordance with state and federal laws as they relate to individuals with exceptional needs ● Orient general and special education staff regarding special education policies, procedures, and best practices ● Develop and implement systems to ensure compliance with special education regulations and timelines ● Monitor program effectiveness and make recommendations for continuous improvement ● Stay current on changes to special education law, regulations, and best practices Assessment & Eligibility ● Coordinate the development of proposed assessment plans and arrange for assessments required to determine students' eligibility, educational needs, and placement ● May administer and score academic proficiency tests as needed (when not conducted by school psychologist) ● Utilize assessment information in the design and development of IEPs ● Collaborate with school psychologists and other specialists to ensure comprehensive evaluations ● Ensure all assessments are culturally responsive and conducted in accordance with legal requirements ● Monitor assessment timelines to ensure compliance with regulatory deadlines IEP Development & Management ● Coordinate IEP meetings and ensure timely scheduling for annual reviews, triennial evaluations, and interim meetings ● Serve as LEA (Local Educational Agency) Administrative designee at IEP meetings ● Facilitate IEP meetings as needed, ensuring collaborative participation from all team members ● Develop and write IEPs with input from team members as needed ● Recommend modifications of IEPs as appropriate based on student progress and needs ● Ensure IEP goals are measurable, meaningful, and aligned with student needs ● Monitor IEP implementation and fidelity across classrooms and service providers ● Maintain master calendar of all IEP meetings, deadlines, and compliance requirements Parent & Family Support ● Assist parents in participating in special education and IEP processes ● Communicate regularly with families regarding student progress and services ● Provide translation and interpretation support as needed for families whose primary language is not English ● Help families understand their rights and procedural safeguards ● Build collaborative partnerships with families to support student success ● Respond to parent concerns and facilitate problem-solving discussions ● Connect families with community resources and support services Instructional Support & Collaboration ● Instruct students in their areas of need in a small group or in a period designed to instruct students in a core curricular area ● Plan with general education teachers to modify assignments that students could not otherwise perform ● Build capacity among special education staff to differentiate instruction and provide accommodations ● Provide teachers with examples of appropriate curriculum materials and recommendations for the use of materials ● Ensure specially designed instruction is delivered with fidelity ● Monitor student progress toward IEP goals and adjust services as needed Staff Supervision & Development ● Supervise, plan, and coordinate the work of instructional assistant(s) and paraprofessionals ● Conduct regular meetings with special education team members ● Foster a collaborative culture among special education and general education staff Records Management & Compliance ● Maintain all student special education records in accordance with confidentiality requirements and retention policies ● Prepare and disseminate special education reports to teachers and other stakeholders ● Monitor and keep up-to-date district SEIS (Special Education Information System) system ● Serve as district SEIS administrator ● Work with back office staff to submit twice-yearly SEIS/CALPADS submissions to SELPA and California Department of Education (CDE) ● Ensure all required documentation is complete, accurate, and submitted within timelines ● Conduct regular compliance reviews and audits of special education files ● Track and report service delivery hours and related services Qualifications Required: ● Valid California Education Specialist Instruction Credential (Mild/Moderate or Moderate/Severe) ● Minimum of 3-5 years of teaching experience in special education ● Deep knowledge of IDEA, Section 504, ADA, and California special education laws and regulations ● Experience developing and implementing IEPs ● Strong organizational and project management skills ● Excellent written and verbal communication skills ● Proficiency in technology (Google Docs, SEIS, student information systems, IEP software) ● Ability to work collaboratively with diverse stakeholders ● Commitment to working with low-income, urban youth and families Preferred: ● Master's degree in Special Education or related field ● Bilingual in English and Spanish ● Training in restorative practices, trauma-informed care, or social-emotional learning ● Experience with co-teaching models and inclusive practices ● Knowledge of assistive technology and universal design for learning (UDL) ● Prior experience working with Sonoma County Charter SELPA or similar SELPA

EDMO is a national education nonprofit that has been cultivating curious, courageous, and kind kids since 2004. Our award winning camps, classes, tutoring programs (and more!) are designed to engage kids' minds and bodies. EDMO programs are hands-on, interactive and fun, unlocking the inner scientist, artist or coder in every child. At EDMO, we celebrate getting messy and making mistakes while encouraging creativity, critical thinking and collaboration. Central to our mission is our commitment to providing equitable access to our programs regardless of their family's ability to pay. Visit edmo.org to learn more. Job Description EDMO's summer team members spend about 6 weeks of summer connecting with kids, honing leadership skills, and making a real impact - all while rocking wacky costumes and getting pied in the face! Our summer positions offer a unique opportunity to help kids uncover hidden talents and dive deeper into existing talents. Spend your summer pursuing your goals and developing invaluable, transferrable professional skills (including problem solving, classroom management, and coaching). The Instructor is responsible for teaching all science/maker curriculum for elementary-aged school children. They train on all EDMO curriculum and will teach 4 periods of enrichment. This year's maker themes include: Dinosaurs, Chemistry, Forensics, Earth Science, Engineering, Art and Movie Making. Instructors should be prepared for a summer filled with personal and professional growth, classroom management practice, and a whole lot of FUN! Note: These programs are taking place in-person for summer 2023. Main duties include: Approaching education with passion and excitement and building positive role model relationships with campers Leading four periods of enrichment curriculum daily with themes varying by week Coaching Counselors working with you Refining curriculum and adding personal contributions as seen fit Working closely with other staff members to create fun camp games, songs, skits and activities - and participating in all Helping to lead daily camper check in and check out procedures Interacting with parents in a professional and energetic manner Helping to cultivate healthy self-esteem and a natural love for learning Ensuring all campers are safe and have a positive experience in our program (this includes diligently following all EDMO Covid-19 guidelines) Exhibiting the EDMO Vibe and demonstrating through actions and words each of the social emotional learning (SEL) skills of empathy, responsibility, initiative, collaboration, problem solving and emotion management, while also reinforcing these qualities in other staff and kids Position reports to: Camp Director Qualifications This program requires: Must be 18 years of age; Previous satisfactory experience working with groups of students; Successful completion of the Instructional Assistant Exam coordinating with academic level required for the position (Will waive requirement with proof of Bachelor's degree with coursework primarily in English, AA degree or completion of 48 college- level units). If you are missing any of the qualifications listed below, or only have experience/expertise in one subject area please don't be discouraged! We love teaching like-minded hum ans! Please still apply if you are enthusiastic about this work and think you would be a strong fit. Preferred qualifications are: Experience facilitating groups of children and/or working with youth programs Experience (and a love for!) working with kids High sense of responsibility and dependability Contagious enthusiasm and charisma Strong team player Creative, flexible, and excellent multitasker Willingness to solve problems, be patient, and remain positive and fun Classroom management and teaching experience is a HUGE plus Degree in progress in a related field and/or relevant experience Curriculum specific experience may include: A science background including biology, chemistry and physics Basic science lab skills Engineering A large supply of costumes and/or a plethora of skits and songs in your back pocket is a PLUS! Teaching credentials or units towards credentials is a HUGE BONUS! Additional Information Exact dates to be discussed during the interview process. Dates depend on program sites with programs running around 6 weeks. Monday - Friday Hours: The hours for this position are full time. Salary: $18-$20 hr Must be fully vaccinated with the COVID - 19 vaccine to work with EDMO. EDMO is an equal opportunity employer that is committed to diversity, equity inclusion, and belonging 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. EDMO makes hiring decisions based solely on qualifications, merit, business needs at the time, and organizational value fit.

Piedmont Unified School District (PUSD) is dedicated to providing all students with a comprehensive educational program that includes a broad-based curriculum, exemplary staff, and an environment that fosters a caring, equitable, and inclusive school environment for students. We value diverse thinkers who possess various experiences and viewpoints. We believe that a diverse workforce benefits all students, and our goal is to find the best staff who can uphold our values of excellence and equity for every student. Our goal is to ensure that all students graduate from high school ready for college and career, and are equipped with skills to thrive in an increasingly diverse 21st century society. PUSD serves approximately 2,400 students and consists of three elementary schools, one middle school, one traditional high school, and one alternative high school. We prioritize assembling a staff that reflects our student diversity. We strongly encourage members of underrepresented groups and people of diverse backgrounds to apply. See attachment on original job posting Under general supervision from the appropriate certificated instructional personnel or in a resource classroom assist with instructional and non-instructional duties in a program designed to serve students with special educational needs. Any combination of training, experience, and High school diploma or the equivalent, and. Two years of college (48 units), or. A. A. degree (or higher). Courses in psychology, child growth and development and one year of experience in a paid or volunteer setting working with school age children is desirable. 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. Under general supervision from the appropriate certificated instructional personnel or in a resource classroom assist with instructional and non-instructional duties in a program designed to serve students with special educational needs. Any combination of training, experience, and High school diploma or the equivalent, and. Two years of college (48 units), or. A. A. degree (or higher). Courses in psychology, child growth and development and one year of experience in a paid or volunteer setting working with school age children is desirable. Comments and Other Information EQUAL OPPORTUNITY EMPLOYER Only those applicants who are selected for interviews will be notified.

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

Before and After School Teacher Brave Christian Schools - Dublin, CA Part-Time The Before and After School Teacher supports the mission of Brave Christian Schools, and the broader ministry of Brave Church, by creating a safe, nurturing, and Christ-centered enrichment environment within the Before and After School Program. This role requires consistent engagement with students, intentional leadership, and the ability to model Christ-like character in all interactions. Before and After School Teachers serve as ministry leaders within the program, fostering spiritual, social, and academic growth, and cultivating a culture where students feel seen, supported, and encouraged. Ideal candidates bring experience from children's ministry, summer camps, and/or enrichment programs, and demonstrate a teachable spirit and a commitment to discipleship through daily routines and activities. Key ResponsibilitiesStudent Engagement & Ministry Leadership ● Actively engage with students at all times. This includes leading games, conversations, activities, and enrichment experiences that build community and reflect a ministry mindset. ● Model Christ-like character and support students' spiritual development through daily devotionals, positive communication, and relational mentorship. ● Lead age-appropriate devotionals, discussions, and lessons that align with our monthly curriculum and faith-based focus. ● Champion a culture of belonging, kindness, personal responsibility, and biblical values. Program Delivery & Enrichment ● Oversee recess and lunchtime procedures, supporting in lunch preparation and supervision during lunch and recess. ● Facilitate structured enrichment activities, creative stations, and hands-on experiences that reflect a true enrichment program - not passive supervision. ● Support enrichment instructors by managing transitions, attendance, safety protocols, and behavior expectations. ● Plan and lead weekly “Free Session” enrichment options that encourage creativity, exploration, teamwork, and problem-solving. ● Assist with program operations like Movie Days, Snack Shack, and other program traditions while maintaining consistency and organization. Safety, Supervision & Procedures ● Supervise students in TK-5th grade during morning and afternoon sessions, maintaining proper ratios at all times. ● Oversee assigned playground zones and indoor spaces, ensuring safety, engagement, and adherence to school expectations. ● Follow all sign-in/out procedures with accuracy and consistency. ● Prepare and distribute daily lunch meals according to established logs. ● Adhere to all safety, injury, and behavior reporting procedures while maintaining confidentiality and professionalism. ● Participate in opening and closing duties, including setting up daily materials and completing end-of-day room procedures. QualificationsRequired ● Minimum 2-3 years of experience working with children in a school, before and after-school, summer camp, or ministry setting. ● At least 1 year of ministry experience, preferably children's ministry, youth ministry, or church-based programs. ● Demonstrated experience in summer camps, enrichment programs, or activity-based leadership. ● Strong classroom management, communication, and team collaboration skills. ● A teachable spirit, willingness to receive guidance, and desire to grow in ministry leadership. ● Ability to reflect and uphold Brave Christian Schools' values through conduct, service, and daily interactions. ● High school diploma or equivalent required; relevant coursework in Child Development or Education preferred. ● Current CPR/First Aid certification or willingness to obtain upon hire. Preferred ● Experience planning or leading devotionals, small groups, or faith-based activities with children. ● Familiarity with enrichment planning, youth mentoring, or SEL-based programming. Work Schedule Part-time; morning and/or afternoon shifts during school operating hours. Additional hours may be available for special events, trainings, and team meetings. About Brave Christian Schools Brave Christian Schools is a ministry-based educational community committed to nurturing students in faith, character, and academics. Our CREW program extends this mission by creating an engaging, Christ-centered environment focused on discipleship, enrichment, and authentic connection. CREW Teachers play a vital role in shaping students' spiritual formation and daily experiences through intentional leadership and ministry-minded service