Teacher jobs in Laguna Niguel, CA - 1,227 jobs

Job DescriptionEl Camino College Summer Camp Instructor & Assistant Positions: Digital Arts, Technology & STEM “We think we're preparing kids for tomorrow. Kids just think it's cool!” Are you passionate about Tech Education? El Camino College, in conjunction with Black Rocket Productions, is seeking enthusiastic, motivated and talented individuals to work as Lead and Assistant Instructors to help teach exciting classes like Video Games, Coding, Roblox, or Drones! We are seeking enthusiastic, motivated and talented individuals to work as Lead and Assistant Instructors in our Summer programs. Summer seasonal position (6 weeks available, not required to work all 6) In-room with kids ages 8-14 Comprehensive training! No formal experience required Spend the summer with our AMAZING students having fun with technology! General Requirements: Located within commuting distance of Torrance, CA, and have a reliable form of transportation Experience with children in an educational setting preferred but not required Strong technology skills are preferred, such as 3D modeling, coding, game creation or design, animation, robotics, modifying games, video editing, competitive gaming, significant knowledge of Minecraft or Roblox, etc. Available to complete online training in May and early June (Train at your own pace.) Must be authorized to work in the United States. We are unable to offer accommodations or work sponsorship. Must be available to work a minimum of 2 weeks, Monday through Thursday Lead Instructor Requirements: 21 years of age or older College graduates with a degree in education, digital arts, computer science, information technology or related fields and/or significant relevant work experience are ideal. College seniors with experience with groups of kids are also encouraged to apply. Experience teaching kids is not required, but the ideal candidate will have some experience with kids in a formal or informal setting (classroom, volunteering, childcare, tutoring, coaching, etc.) Ability to lead a class of up to 13 kids solo and 25 kids with an assistant in a technology setting Rate: $30/hour Assistant Instructor Requirements: 18 years of age or older Able to commit to a full week of work, M-Th, approximately 8:30 - 4:30. College students studying education, computer science, digital arts, information technology, or in similar fields are encouraged to apply. Those with strong tech or digital arts and troubleshooting skills will be most successful in this position Experience with kids in a formal or informal setting is a plus, such as babysitting, volunteering, coaching, tutoring, etc. Rate: $18/hour Qualifications for Lead Instructor: Minimum of a completed or nearly completed Bachelor's degree Teaching Certification preferred, but not required Teaching experience is preferred, but not required Duties of our Instructors include, but are not limited to: Prepare adequately by reviewing and internalizing the prepared curricula for the courses to be taught. Prepare for and deliver multiple rotations of curriculum per day to groups of up to 24 campers. Familiarize oneself with the necessary software in order to educate and utilize in the classroom. Implement the curriculum as written, adapting it as needed to improve the camper experience or accommodate individual campers. Provide leadership, energy and camp spirit, constantly assessing group dynamics and the needs of individual campers. Supervise Assistant Instructors working in your program area and inspire them to become excellent instructors. Establish and maintain standards of student behavior needed to achieve a functional learning atmosphere in and outside the classroom. Benefits: The hourly rate is $30 per hour for Lead Instructors and $18 per hour for Assistant Instructors. A flat rate stipend will be provided for training time per class.

Candidates must have knowledge, skills and interest in secondary literacy/English language arts teaching, research, and professional development. Candidates are expected to teach literacy/English Language Arts courses for teacher candidates and graduate students. Candidates are expected to meet the requirements for excellence in teaching, active scholarly and professional work, and service to the University and community. The successful candidate is expected to: * Design and teach secondary Reading, literacy/English Language Arts courses at the credential and M.A in Education program that emphasize high impact instructional strategies and current teaching and learning theories in literacy and English language arts. * Work with credential and graduate students. * Participate in committee assignments at the program, department, college, and university levels. * Supervise student teachers. * Engage in research/publication and/or creative activities. * Advise and mentor credential and graduate students. * Participate in student recruitment to the credential and graduate programs. Qualified candidates must demonstrate active involvement and excellence in teaching and mentoring/supervising a diverse population of students, working collaboratively and productively with faculty, staff, and administrators within and across programs, departments, and colleges at the university. Candidates are also expected to be actively engaged with the community (e.g., schools and school districts, county office of education, professional organizations, etc.). REQUIRED QUALIFICATIONS * Doctorate degree in Literacy Education, Reading Education, English Education, Language Arts, or a closely related fields (Degree in hand by time of appointment). * Successful teaching experience in secondary reading, literacy, and English language arts (grades 6-12), with a minimum of three years, particularly with culturally and linguistically diverse learners. * Experience in mentoring/advising credential candidates. * Experience in supervising teacher candidates during practicum. * Familiarity with California's academic standards for language arts, Common Core State Standards (CCSS), and Teacher Performance Expectations (TPEs). * Demonstrated ability or potential for excellence in teaching, research, and service to the university and to the profession. * Strong skills and experience in lesson planning, teaching effectiveness, assessment, curriculum development, and pedagogy. * A demonstrated commitment to justice, equity, inclusion, and student success, as well as working with a broad, diverse community. * Demonstrated experience in hybrid mode of instruction. PREFERRED QUALIFICATIONS * Earned doctorate (Ph.D. or Ed.D.) in Literacy Education, English/Language Arts Education, Reading, or a closely related field (ABD considered with completion by appointment date). * Evidence of or strong potential for scholarly research and publications in secondary literacy and/or language arts. * Demonstrated commitment to equity, social justice, and culturally sustaining pedagogies in literacy instruction. * Familiarity with California content standards (e.g., English Language Arts Common Core Standards), state assessments, and credentialing requirements. * Knowledge of adolescent literacies, disciplinary literacy, digital literacy, and best practices in reading and writing instruction. * Experience collaborating with multilingual learners, English learners, and/or students with special needs. * Ability to integrate educational technologies and digital literacies into teaching and research. * Evidence of or potential for developing partnerships with K-12 schools, districts, and community organizations. * Record of, or potential for, securing external funding to support research, teaching, or community engagement. * Effective communication and leadership skills, with a commitment to collegiality and service at the department, college, university, and community levels. * Evidence of collaboration with staff, faculty, and administrative leaders at the department, college, and university levels. SPECIAL CONDITIONS The person holding this position is considered a 'mandated reporter' under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. Following a conditional offer of employment, a background check (including a criminal records check) must be completed satisfactorily before any candidate may start work with CSUSB. Failure to satisfactorily complete the background check may result in the withdrawal of the offer of employment. Note: CSUSB cannot deny an applicant a position solely or in part due to a criminal conviction history until it has performed an individualized assessment and linked the relevant conviction history with specific job duties in the position being sought. Please note: Current employees who are offered positions on campus will be required to undergo a background check for any position where a background check is required by law or that CSUSB has designated as sensitive. Sensitive positions are those requiring heightened scrutiny of individuals holding the position based on potential for harm to children, concerns for the safety and security of people, animals, or property, or heightened risk of financial loss to CSUSB or individuals in the university community. For health and well-being, CSUSB is a smoke & tobacco-free campus. The university is committed to promoting a healthy environment for all members of our community. ABOUT THE DEPARTMENT To find out more about the Department of Teacher Education & Foundations: *************************************************** For more information regarding the position, please contact: Recruitment Chair Dr. Todd Jennings *********************** Department Chair Dr. Lasisi Ajayi **************** ************** HOW TO APPLY Please submit * Curriculum Vitae * Cover Letter that includes: a. A statement of your teaching interest/philosophy b. A statement of your research experience/plans * If available, evidence of teaching effectiveness such as teaching portfolios, reports on teaching observations, and/or student evaluations of teaching. * Unofficial copies of all postsecondary degree transcripts (official transcripts may be required prior to appointment). * Reference List - names, telephone numbers, and email addresses of three (3) referees whom we may contact to obtain letters of recommendation. * Confidential letters of recommendation may be solicited from those listed as references on the application if the applicant is moved forward in the recruitment process. Non-confidential letters of recommendation can be uploaded by the applicant during the application process. * Diversity Statement, which may include your interpretation of diversity, equity and inclusion, and must include specific examples of how your background and your educational and/or professional experiences have prepared you for this role at California State University, San Bernardino (maximum 1,000 words). Formal review of applications begins on December 8, 2025, and continues until the position is filled. If you are interested in this opportunity, we invite you to apply by using this CSU Recruit Hyperlink at: ******************************************************************************************************************************************************** Please Note: CSUSB is currently not sponsoring applicants for H-1B employment that are subject to the $100,000 fee established by the "Presidential Proclamation: Restriction on Entry of Certain Nonimmigrant Workers" issued on September 19, 2025. Applicants are responsible for determining the applicability of the fee. Salary is commensurate with experience. Assistant Professor (Range 3) - $6,221 - $13,224 Associate Professor (Range 4) - $6,825 - $14,523 Professor (Range 5) - $8,593 - $15,211 CSU Salary Schedule: *********************************************************************************** A background check (including a criminal records check) must be completed satisfactorily before any candidate can be offered a position with the CSU. Failure to satisfactorily complete the background check may affect the application status of applicants or continued employment of current CSU employees who apply for the position. The person holding this position is considered a 'mandated reporter' under the California Child Abuse and Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083 as a condition of employment. California State University, San Bernardino is an Affirmative Action/Equal Opportunity Employer. We consider qualified applicants for employment without regard to race, religion, color, national origin, ancestry, age, sex, gender, gender identity, gender expression, sexual orientation, genetic information, medical condition, disability, marital status, or protected veteran status. This position adheres to CSU policies against Sex Discrimination, Sexual Harassment, and Sexual Violence, including Domestic Violence, Dating Violence, and Stalking. This requires completion of Sexual Violence Prevention Training within 6 months of assuming employment and on a two-year basis thereafter. (Executive Order 1096) This position may be "Designated" under California State University's Conflict of Interest Code. This would require the filing of a Statement of Economic Interest on an annual basis and the completion of training within 6 months of assuming office and every 2 years thereafter. Visit the Human Resources Conflict of Interest webpage link for additional information: ******************************************************************************************** Advertised: Nov 17 2025 Pacific Standard Time Applications close:

Lake Elsinore Unified School District See attachment on original job posting DOCUMENTS REQUIRED: Applicants are required to submit the following through Ed-Join prior to the position closing date/time: • Edjoin application • Letter of interest • Three current professional letters of reference dated within last 12 months • Resume • Copy of California teaching credential(s) (or equivalent) - Education Specialist (ECSE Authorization), Must have EL authorization • Copy of transcripts (showing degree(s) conferral) • Copy of test scores • Letter from Intern Program dated within 6 months (for Intern eligible candidates) Minimum Qualifications: EDUCATION: Bachelor's degree is required (from an accredited college/university). CREDENTIALS/CERTIFICATIONS: Education Specialist Instruction Credential - Early Childhood Special Education (ECSE) authorization AND English Learner authorization NOTE: PLEASE ATTACH THE DETAILED CTC DOCUMENT TO SHOW CREDENTIAL AND EL AUTHORIZATION INFORMATION. INTERN ELIGIBLE CANDIDATES WELCOME TO APPLY. Letter of eligibility from your University Program Sponsor dated within 6 months is required. DOCUMENTS REQUIRED: Applicants are required to submit the following through Ed-Join prior to the position closing date/time: • Edjoin application • Letter of interest • Three current professional letters of reference dated within last 12 months • Resume • Copy of California teaching credential(s) (or equivalent) - Education Specialist (ECSE Authorization), Must have EL authorization • Copy of transcripts (showing degree(s) conferral) • Copy of test scores • Letter from Intern Program dated within 6 months (for Intern eligible candidates) Minimum Qualifications: EDUCATION: Bachelor's degree is required (from an accredited college/university). CREDENTIALS/CERTIFICATIONS: Education Specialist Instruction Credential - Early Childhood Special Education (ECSE) authorization AND English Learner authorization NOTE: PLEASE ATTACH THE DETAILED CTC DOCUMENT TO SHOW CREDENTIAL AND EL AUTHORIZATION INFORMATION. INTERN ELIGIBLE CANDIDATES WELCOME TO APPLY. Letter of eligibility from your University Program Sponsor dated within 6 months is required. Comments and Other Information ALL MATERIALS MUST BE SUBMITTED THROUGH EDJOIN. No facsimile, electronic, or paper application materials will be accepted. IMPORTANT As of January 1, 2025, in accordance with Education Code section 44939.5, jobseekers applying 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 they have previously been employed by, no matter the length of service. This includes any part-time and/or substitution work in addition to any full-time employment positions. Jobseekers applying for this position must complete the AB2534 section of the EdJoin application. Failure to disclose any previous educational employment may result in the disqualification of your application and/or may be deemed dishonesty in the hiring process and subject to discharge should you become employed. PLEASE DO NOT LIST INDIVIDUAL SCHOOL SITES, ONLY LIST THE PUBLIC EMPLOYING AGENCY (I.E. DISTRICT OR COUNTY OFFICE OF ED. OR CHARTER SCHOOL OR STATE SPECIAL SCHOOL).

Under the supervision of the Site Director, the After-School Assistant Teacher is responsible for the academic, social and emotional growth and development, as well as the supervision of children. Planning and Creating the Learning Environment In the classroom and playgrounds in charge of: Providing a learning environment that reflects the TRF Guiding Philosophy Providing a learning environment that promotes curiosity and inquiry Providing a learning environment that is flexible and changes according to the needs and interests of the children. Providing a classroom environment that reflects the children's learning Planning and providing experiences for children that promote critical thinking and inquiry Planning and providing experiences for children that nurture and stimulate their cultural needs Supports Teachers in the following areas: Completes daily ratio counts with Teacher. Assist reports regularly to the supervisor any issues of concern that need immediate attention. Assist and reports any symptoms of child abuse to supervisor and/or Child Abuse Hotline. Assist daily health checks regarding hygiene, safety, and overall well-being of children. Assist DRDP-Rs with Teacher twice a year for School Age children (completes a DRDP-R summary of findings yearly). Assist classroom and parent conferences after each DRDP-R is completed. May perform other duties as assigned by supervisor. Requirements Minimum Qualifications (Knowledge, Skills, and Abilities) AA degree with 12 semester units in Child Development, Early Childhood Education or Recreational Courses, including core courses (Child/Human Growth and Development, Child, Family and Community, Program/Curriculum). Additional Requirements: Criminal background clearance with (FBI, DOJ, and CAI) Complete a physical examination, T.B. test, proof of immunization for (influenza, TDap, and MMR), Submission of satisfactory proof of your identity and your legal authorization to work in the United States. If you fail to submit this proof, federal law prohibits us from hiring you. Compensation: $20 to $23 per hour

Fullerton Elementary School District See attachment on original job posting Special Day Class Teacher Mild/Moderate Co-Teach position A CA Education Specialist Instruction Credential Mild/Moderate Teaching Credential required, CLAD certified, and Autism Authorizations are required for position. Up to a maximum of 10 years credit for each previous experience working as a full time Teacher (Verification required). Previous teaching experience preferred. Up to 10 years of previous work experience accepted (verification required) No applications via email, fax or in-person will be accepted. In lieu of credential , please attach a letter from your University on letter head indicating credential type and anticipated completion/award date, or proof of your pending application with California Commission on Teacher Credentialing (CTC). Transcripts are not accepted in lieu of a credential or university letter. Additional or unnecessary attachments may lead to disqualification from the eligibility pool. Please attach the following required documents in order for your application to be considered. Special Day Class Teacher Mild/Moderate Co-Teach position A CA Education Specialist Instruction Credential Mild/Moderate Teaching Credential required, CLAD certified, and Autism Authorizations are required for position. Up to a maximum of 10 years credit for each previous experience working as a full time Teacher (Verification required). Previous teaching experience preferred. Up to 10 years of previous work experience accepted (verification required) No applications via email, fax or in-person will be accepted. In lieu of credential , please attach a letter from your University on letter head indicating credential type and anticipated completion/award date, or proof of your pending application with California Commission on Teacher Credentialing (CTC). Transcripts are not accepted in lieu of a credential or university letter. Additional or unnecessary attachments may lead to disqualification from the eligibility pool. Please attach the following required documents in order for your application to be considered. * Credential Copy (CTC credential with a document number, expiration date, and name must be visible along with any required authorizations Do NOT attach a certificate) * Letter of Introduction (Addressed to Christopher Wilkins, Interim Director of Human Resources) * Letter(s) of Recommendation (3 letters - Must be dated within the last two years) * Resume Comments and Other Information Comments and Other Information Every student is entitled to a safe school environment free from discrimination, harassment, sexual harassment, intimidation, and bullying. The District's policies on nondiscrimination, harassment, sexual harassment, intimidation, and bullying can be accessed on the District's website located at ******************** Copies are also available through a request to the District Office or the local school site. The District prohibits discrimination in educational programs, activities, and employment, which includes, but is not limited to: harassment, sexual harassment, intimidation, and bullying based on actual or perceived race, religious creed, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, military and veteran status, gender, gender identity, gender expression, sex, or sexual orientation, or association with a person or group with one or more of these actual or perceived characteristics. Bullying is defined in Education Code Section 48900 (r). School personnel must immediately intervene if they witness an act of discrimination, harassment, sexual harassment, intimidation, or bullying, provided it is safe to do so. Acts of discrimination, harassment, sexual harassment, intimidation, and bullying, equity or Title IX and compliance concerns should be brought to the attention of the principal, District supervisor, or the District's compliance officer whose contact information is noted below: Deputy Superintendent 1401 W. Valencia Drive, Fullerton, CA 92833 ************ Complaints will be considered confidential. However, it may be necessary to disclose certain information in order to effectively investigate the complaint. Anonymous complaints may also be filed by contacting the principal, District supervisor, or the District's compliance officer whose contact information is noted below. Students who violate the District's policies on discrimination, harassment, sexual harassment, intimidation, and bullying may be subject to discipline, including suspension and/or expulsion. The District prohibits retaliation against individuals who make complaints or provide information related to such complaints. Uniform Complaint Process (UCP) This process is used to investigate and resolve only the complaints specified in Board Policy 1312.3. The District's UCP policy and administrative regulation shall be posted in all District schools and offices, including staff lounges and student government meeting rooms. (Education Code 234.1) The Superintendent or designee shall annually provide written notification of the District's UCP, including information regarding unlawful student fees, local control and accountability plan (LCAP) requirements, and requirements related to the educational rights of foster youth and homeless students, to students, employees, parents/guardians, the District advisory committee, school advisory committees, appropriate private school officials or representatives, and other interested parties. (Education Code 262.3, 48853, 48853.5, 49013, 49069.5, 51125.1, 51125.2, 52075; 5 CCR 4622) UCP Timeline The complaint review shall be completed within 60 calendar days from the date of receipt of the complaint unless the complainant agrees in writing to an extension of the timeline. A complaint alleging retaliation or unlawful discrimination (such as discriminatory harassment, intimidation, or bullying) must be filed not later than six months from the date it occurred, or six months from the date the complainant first obtained knowledge of the facts of the alleged unlawful discrimination. The time for filing may be extended for up to 90 days by the Superintendent or designee for good cause upon written request by the complainant setting forth the reasons for the extension. The complainant has a right to appeal the District's decision to the CDE by filing a written appeal within 15 calendar days of receiving the District's decision. In any complaint alleging unlawful discrimination (such as discriminatory harassment, intimidation, or bullying), the respondent also shall have the right to file an appeal with the CDE in the same manner as the complainant, if he/she is dissatisfied with the District's decision. Fullerton School District values a diverse workplace and encourages the following communities to apply: Black, Indigenous, People of Color (BIPOC), LGBTQ+, women, veterans, and individuals with disabilities. Acts of discrimination, harassment, sexual harassment, intimidation, and bullying, equity or Title IX and compliance concerns should be brought to the attention of the principal, District supervisor, or the District's compliance officer whose contact information is noted below: Fullerton School District's Compliance Officer: Deputy Superintendent 1401 W. Valencia Drive, Fullerton, CA 92833 Commitment to Protection Statement The Fullerton School District (FSD) has zero tolerance for mistreatment or abuse and does not tolerate mistreatment or abuse of students in our programs. All FSD employees are Mandated Reporters and are required to report any reasonable suspicion or known abuse to the County of Orange Social Services Agency and to law enforcement. Any mistreatment or abuse by an employee or volunteer will result in disciplinary action, up to and including termination of employment or volunteer service and cooperation with law enforcement. Selected applicants will be processed through DOJ, FBI, and NASDTEC (a clearing house that checks credential status in all 50 states).

Benefits: Flexible schedule High school English Teacher We are seeking an enthusiastic and experienced high school English teacher to join our dynamic faculty team. The ideal candidate should have a rich background in English literature and writing, capable of teaching various courses including English 9(I), Honors English 9, English 10( II), Honors English 10, English 11( III) (American Literature), English 12 (IV) (British Literature), AP English Language and Composition, AP English Literature and Composition, and Academic Writing The candidate should demonstrate a commitment to fostering an inclusive and engaging learning environment while promoting critical thinking, analytical skills, and effective communication among students. Responsibilities: Plan, prepare, and deliver engaging and challenging lessons aligned with the curriculum standards and objectives of the assigned English courses. Establish a supportive and inclusive classroom environment, encouraging student participation, collaboration, and respect for diverse perspectives. Meet the diverse learning needs and abilities of students, including those with special needs and English language learners, through various teaching methods. Assess student learning through various forms of formative and summative assessments, providing timely and constructive feedback to support their academic growth. Implement effective classroom management strategies, maintaining a positive and orderly learning environment conducive to student success. Collaborate with colleagues to develop interdisciplinary units, share best practices, and align teaching strategies across grade levels and subject areas. Stay updated on developments in the field of English education, including new teaching methods, educational technologies, and relevant research. Participate in professional development opportunities, teacher meetings, and school activities. Fulfill other duties and responsibilities assigned by the school administration. Qualifications: Bachelor's degree in English, Education, or a related field; master's degree preferred. Valid teaching certificate/license in secondary English language arts (or equivalent). At least two years of teaching experience at the high school level within the past two years, demonstrating effectiveness in teaching English literature and writing. Familiarity with various teaching strategies, assessment techniques, and educational technologies to support student learning and engagement. Strong interpersonal and communication skills, able to collaborate effectively with colleagues, students, parents, and other stakeholders. Commitment to diversity, equity, and inclusion in education, with the ability to create inclusive and supportive learning environments for all students. Passion for literature, language, and the education profession, genuinely aiming to inspire and empower students to become lifelong learners and critical thinkers. Flexibility, adaptability, and willingness to embrace new challenges and opportunities for professional development. Compliance with all relevant state and federal regulations regarding education and child welfare. Compensation: $40.00 per hour

Santa Ana Unified School District See attachment on original job posting MATERIALS Please submit: 1. Online Ed-Join Application 2. Cover Letter: Addressed to Jennifer A. Flores, Associate Superintendent of Human Resources 3. Resume 4. Three (3) Current Letters of Recommendation [DATED WITHIN A YEAR with a wet signature, DIGITAL SIGNATURES WILL NOT BE ACCEPTED] 5. Valid Detailed Copy or screenshot of California Single Subject English Credential (*See below on how to obtain our detailed credential) 6. Copy of: EL Authorization (if included on your credential, copy of credential will be sufficient.) 7. Copy of: Transcripts 8. Copy of IB certification [You may find a Sample of a "Detailed Credential" copy under the Links tab to the right] To obtain a copy of your detailed credential, please go to: 1. ************** 2. Click on "Search for an Educator" 3. Enter your "Social Security Number and Birth Date" 4. Select your valid teaching credential for this position and print. 5. Upload to your application Must have International Baccalaureate experience and International Baccalaureate certification and training in subject area. Those who do not possess IB certification will be screened out. This position will also work with the MYP (Middle Years Program) 7th-10th grade MATERIALS Please submit: 1. Online Ed-Join Application 2. Cover Letter: Addressed to Jennifer A. Flores, Associate Superintendent of Human Resources 3. Resume 4. Three (3) Current Letters of Recommendation [DATED WITHIN A YEAR with a wet signature, DIGITAL SIGNATURES WILL NOT BE ACCEPTED] 5. Valid Detailed Copy or screenshot of California Single Subject English Credential (*See below on how to obtain our detailed credential) 6. Copy of: EL Authorization (if included on your credential, copy of credential will be sufficient.) 7. Copy of: Transcripts 8. Copy of IB certification [You may find a Sample of a "Detailed Credential" copy under the Links tab to the right] To obtain a copy of your detailed credential, please go to: 1. ************** 2. Click on "Search for an Educator" 3. Enter your "Social Security Number and Birth Date" 4. Select your valid teaching credential for this position and print. 5. Upload to your application Must have International Baccalaureate experience and International Baccalaureate certification and training in subject area. Those who do not possess IB certification will be screened out. This position will also work with the MYP (Middle Years Program) 7th-10th grade Comments and Other Information * Incomplete applications or applications that do not include a "Detailed Credential" will be screened out. -CERTIFICATED SAUSD TRANSFERS - Need ONLY submit an online Ed-Join application, copy of appropriate credential and cover letter or resume.

ABOUT LA CHEIM La Cheim has been providing a robust continuum of care for nearly 50 years to help children and adults who were previously unreachable. Our non-public school, community mental health center, therapeutic behavioral services program, and Short-Term Residential Treatment Program offer educational and mental health services throughout Alameda and Contra Costa County. Our team is made up of teachers, art therapists, counselors, psychiatrists, psychologists, RNs, social workers, MFTs, and mentors who are known for their caliber and compassion. They create life-changing experiences for those they serve. All La Cheim programs embrace and apply a Trauma-Informed approach to addressing emotional and behavioral issues. By joining La Cheim you will be part of a supportive community serving an inspirational mission. You will enjoy rich benefits, valuable training and wellness opportunities, close support, and room to grow. POSITION DESCRIPTION La Cheim School is excited to welcome a passionate and motivated Intern Special Education Teacher to our Non-Public School. Were looking for an Intern Special Education Teacher who is eager to make a lasting difference in the lives of students while gaining invaluable hands-on experience in a supportive, multidisciplinary team environment. The Intern Special Education Teacher will provide specialized academic instruction and supportive interventions aligned with each students Individualized Education Program (IEP) and Behavioral Intervention Plan (BIP). By implementing a strengths-based, trauma-informed, and culturally responsive approach, the Intern Special Education Teacher will help students unlock their potential and thrive both academically and personally. The Intern Special Education Teacher serves as the teacher of record, receives ongoing supervision and support from the university and school district, and is expected to build inclusive, student-centered learning environments. Opportunity for continued employment upon credential completion. QUALIFICATIONS AND SKILLS One of the following is required A Mild-Moderate teaching credential OR Moderate-Severe teaching credential OR Internship Education Specialist Instruction Credential AND/OR pending eligibility for one of the above credentials, utilizing a CDE/CCTC Emergency Credential or Short-Term Staff Permit Must have a valid California Driver License and car insurance Must be able to pass all required tests and clearances (Live Scan (DOJ, FBI, Guardian) TB test, etc.) Experience in Special Education classroom with concentration in Mild/Moderate Disabilities and/or experience in a treatment milieu Actively enrolled in a CTC-approved Education Specialist Intern Program (University or District pathway) Completion of at least 120 clock hours (or equivalent coursework) in foundational pedagogy, including: classroom management, special education pedagogy, human development, reading/language arts, and English Learner instruction Basic Skills Requirement (CBEST or equivalent) satisfied Subject-Matter Competence demonstrated through CSET, degree, or approved coursework Constitution requirement met through coursework or exam Intermediate-level skills in MS Office (including Excel, Word, Microsoft TEAMS, and Outlook) Preferred but not required: Intermediate-level skills in Special Education Information System (SEIS) Preferred but not required: Previous experience with youth, particularly underserved populations, youth with moderate to severe mental health SUPERVISION & SUPPORT REQUIREMENTS Must participate in regular supervision as required by the California Commission on Teacher Credentialing (CTC) and the assigned university/district intern program, including: At least two-five hours of indirect and direct supervision and support per week from a university/district-employed supervisor (or designee). Completion of an individualized mentoring plan aligned with CTC standards (instructional practices, classroom management, IEP compliance, and English Learner support). Documentation of supervision hours, submitted to both the university/district program and La Cheim as required. The Associate Director of Educational Program will serve as the on-site supervisor, providing regular check-ins, feedback, and support. PROFESSIONAL ATTRIBUTES Functions as a team player, prioritizing the organizations best interests. Proactively identifies opportunities for improvement and ways to contribute. Exhibits creativity, adaptability, openness, and a high level of professionalism. Possesses strong organizational and interpersonal skills. Maintains confidentiality with discretion. Demonstrates excellent verbal and written communication skills. Works effectively independently and pays close attention to detail. Collaborate well with other agency staff. Outstanding organizational and time management abilities. Exhibits a strong professional commitment and represents La Cheim effectively while engaging with the community. Strong classroom management and de-escalation skills. PHYSICAL REQUIREMENTS Stairs climbing stairs up to 50-100 up to 2-4 hours, not continuously. Sitting up to 2 hours, not continuously; standing up to 4 hours, not continuously. Walking up to 2 hours, not continuously; bending over up to 1 hour, not continuously. Crawling up to 0 hours; climbing up to 0 hours, reaching overhead up to a few minutes. Crouching up to hour, not continuously; kneeling up to a few minutes. Balancing up to 0 hours; pushing or pulling up to a few minutes. Lifting or carrying 25 pounds or less; repetitive use of feet up to 0 hours. Repetitive use of hands up to 0 hours. Grasping with one or both, simple and firm, for up to 1 hour, not continuously. Fine dexterity - either hand up to 1 hour, not continuously. Auditory and visual acuity 8 hours within normal limits and maybe with glasses, contact lenses or hearing aids. Driving cars and vans; Exposure to uneven concrete and blacktop. Exposure to normal dust, heat, and noise. Exposure to emotionally disturbed students who may be physically and verbally violent and require safe physical management. Frequent exposure to office equipment. ESSENTIAL DUTIES Develop and teach the daily curriculum for English, Math, Science, and History to students in grades 612 with emotional disability or other health impairments. Complete 30-Day, Annual, and Tri-Annual IEPs, including assessments, goal development, and progress reports, in collaboration with the university/district supervisor. Complete all IEP documentation, monitor and manage IEP timelines to ensure compliance, and actively participate in IEP meetings with school districts as a collaborative team member. Teach during the Extended School Year (ESY), a program providing additional instruction outside the regular school year, to support students with credit recovery and continued academic progress. Collaborate with Behavioral and Educational Support Specialists and multidisciplinary teams (therapists, nurses, administrators, caregivers, and classroom staff) to provide academic, behavioral, and therapeutic interventions for students. Maintain and actively reinforce the schools reward program to promote and encourage positive student behavior. Respond to student crises as needed, using de-escalation strategies and, when necessary, physical intervention as a last resort to ensure student safety. Complete and document daily Medi-Cal progress notes to track services provided to youth, ensuring compliance with billing and electronic health record requirements. Engage caregivers and students treatment team in discussions about student growth and education involvement. Create and maintain a safe, inclusive, and culturally responsive classroom that supports and reinforces the schools therapeutic program. Responsible for all standardized academic and statewide assessments ADDITIONAL RESPONSIBILITIES Supervise students across all school settings, including breaks and lunch, as assigned Attend all required meetings, supervision sessions, and professional development trainings. Meet regularly for individual oversight with supervisor(s). Other duties may be required as La Cheim continues its development. Employees are expected to be flexible and responsive to changes in the scope of duties. Understand and embody La Cheim's philosophy, organizational culture, and communication channels by practicing a collaborative approach. Complete any additional tasks assigned by the Supervisor, Department Head, and/or CEO. Meeting with school district representatives to describe the academic program. Provide lessons and assist students in developing transition goals, including assessment and preparation for work and volunteer positions on and off campus. Complete all mandatory training, including through Relias, and Pro-Act. Always maintain a high standard of professional behavior. Attend Field Trips to build rapport and provide enriching experiences for students. Maintain La Cheim Schools rewards program by effectively assessing student challenges, setting clear and consistent boundaries, and communicating progress with caregivers and school district personnel. Complete quarterly report cards and prepare quarterly summaries of student performance.

This position supports the work of the Y, a leading nonprofit committed to strengthening community through youth development, healthy living, and social responsibility. Under the direction of a fully qualified Teacher (per regulations), the Teacher Aide creates positive, nurturing relationships with children while building cooperative relationships with parents/caregivers. Promotes and supports the potential of all youth in programs and facilitates peer-to-peer connections as part of the overall program experience. Provides direction for the children in the classroom and implements program curriculum. Provides a quality experience to children and parents that focuses on building achievement and belonging in youth and relationships among youth and within families. ESSENTIAL FUNCTIONS Nurtures children through purposeful programming dedicated to building achievement and belonging in youth and relationships among youth and within families. Maintains close visual supervision of a group of assigned children, following ratios based on specific program. Licensed Preschool Infant 1 Teacher to 4 infants 1 Fully Qualified Teacher and 2 Aides to 12 infants Toddler 1 Teacher to 6 toddlers 1 Fully Qualified Teacher and 1 Aide to 12 toddlers Preschool 1 Teacher to 12 children 1 Partially Qualified Teacher and 1 Aide to 15 children 1 Fully Qualified Teacher and 1 Aide to 18 children State Subsidized Preschool (Title 5) Infant (birth - 18 month) 1:3 adult-child ratio 1:18 teacher-child ratio Toddlers (18 months-36 months) 1:4 adult-child ratio 1:16 teacher-child ratio Preschool (36 months - kindergarten) 1:8 adult-child ratio 1:24 teacher-child ratio Licensed School-Age 1 Teacher to 14 children on site 1 Teacher and 1 Aide to 28 children 1 Teacher to 12 children on field trips 1 Teacher to 6 children for water activities Teacher Aides cannot be assigned a group. Teacher Aides must work under the supervision of a qualified teacher; a Teacher Aide may never be alone with a group of children with the exception of taking children to and from the restroom. No child is left unsupervised or staff alone with a child at any time. Help children manage behavior using a positive approach, including proactive strategies, redirection and using constructive discipline with natural and logical consequences. Actively supports the YMCA's commitment to inclusion and compliance with the American with Disabilities Act (ADA) where appropriate. Assist with planning and implementing program curriculum and activities that are culturally relevant, developmentally appropriate, consistent with the YMCA Core Values, and established guidelines. Adheres to program standards, including safety and cleanliness standards, maintains site and equipment, and maintains required program records in accordance with Title 22 regulations, funding terms and conditions, and YMCA expectations. Make ongoing, systematic observations and evaluations of each child. Communicates with supervisor regarding child's development. Cultivate positive relationships and maintains effective communication with parents. Engages parents as volunteers and connects them to the YMCA. Set appropriate physical and behavioral limits in order to provide a fun, safe and positive experience for all children while treating the children with respect and dignity. Set a positive example of conduct and personal habits. Attend and participate in family events, program activities, staff meetings and trainings. 13. Follow YMCA policies and procedures, including those related to medical and disciplinary situations, child abuse prevention and emergencies. Follows reporting procedures and proactively responds to situations to ensure a safe environment for all involved. Understand and complies with current federal, state, local regulations, and YMCA policies and procedures at all times. Maintain positive relationship with parents, other YMCA team members and community partners. Models relationship-building skills (including Listen First) in all interactions. Work directly with qualified teacher; never alone with a group of children (with the exception of taking children to and from the restroom). From time to time, you may be assigned as a 1:1 aide for a child who needs special attention or extra guidance. In such situations, your primary job responsibility will be to supervise and guide the child to whom you are assigned. However, if the child to whom you are assigned as a 1:1 aide does not come in on the assigned day and/or comes late to, or leaves early from, the program, you will be expected to perform all of your regularly assigned job functions during such time, including site clean-up. Attend staff meetings and trainings, as required. Uphold YMCA policies for safety, supervision, mandated reporting and risk management. Demonstrate the YMCA Core Values of Caring, Respect, Honesty and Responsibility when working with members, guests, volunteers and fellow staff. Demonstrate competencies in, and willingness to develop, in the Cause-Driven Leadership areas of Mission Advancement, Collaboration, Operational Effectiveness and Personal Growth. All other duties as assigned. YMCA LEADERSHIP COMPETENCIES The Y's Leadership Competency Model is comprised of 14 Leadership Competencies (leadership knowledge, skills, and behaviors required for success in the Y), organized by the four disciplines of Cause-Driven Leadership: Advancing Our Mission & Cause: Provide visionary leadership to the organization and to ensure that all resources are mobilized to adapt to new challenges and needs in the community Competencies Include: Change Leadership, Engaging Community, Philanthropy, & Volunteerism Building Relationships: Connect people to the Y's cause by developing inclusive relationships, partnerships and collaborations so that Ys can co-create solutions to pressing social needs Competencies Include: Collaboration, Communication & Influence, & Inclusion Leading Operations: ensure relevance, effectiveness, and sustainability of the organization so that we can continue to fulfill our promise to the community Competencies Include: Critical Thinking & Decision Making, Fiscal Management, Functional Expertise, Innovation, & Program/Project Management Developing & Inspiring Others: support the holistic development of self and others so that everyone can embrace the Y's cause, sustain the Y's culture, and inspire others to take individual and collective action to further our impact Competencies Include: Emotional Maturity & Developing Self & Others While all competencies are significant, the following are critical to success in this position: Engaging Community Collaboration Critical Thinking & Decision Making Developing Self & Others Qualifications MINIMUM QUALIFICATIONS AGE: Eighteen (18) years or older EDUCATION: High School Diploma or equivalent ECE/CD UNITS: Infant/Toddler/Preschool: Six (6) semester units in ECE or CD or completion of two (2) semester units in ECE or CD and continual progression each semester until six (6) units have been completed. School-Age: None. RELATED EXPERIENCE: Previous experience working with preschool and/or school age children in a group setting (preferred). Ability to plan, organize and implement age- appropriate/developmentally appropriate program activities. Previous experience with diverse populations preferred. Ability to develop positive, authentic relationships with people from different backgrounds. SPECIALIZED SKILLS: Strong character values (respect, responsibility, honesty, caring); strong communication skills; emotional maturity LICENSES & CERTIFICATIONS: Current approved EMSA First Aid; Adult, Infant and Child CPR Certifications (eight (8) hours). Completion of child abuse prevention training prior to first day in program. Basic Water Safety certification for school-age summer programs. IMMUNIZATION & PHYSICAL: Current TB, influenza (limited exceptions), pertussis, and measles vaccination and physical exam. WORK ENVIRONMENT/MINIMUM PHYSICAL REQUIREMENTS You must have the physical, visual, and auditory ability to perform the essential functions of the job with or without reasonable accommodations. Ability to plan, lead, and participate in activities. Job is performed in indoor as well as outdoor environments throughout the year. Job does include water-related activities. Ability to lift 30-35 lbs.

Requirements Classification PT Exempt Reports To: Preschool Director Direct Reports: Preschool Director Time Commitment: (Examples) 20-29 hours/week, plus or including: Special programs Monthly events to help reach and grow students. Participation in Preschool staff meetings, Back to school night, etc. Qualifications: (Examples) Commitment to EFCC's Statement of Faith, Mission, & Values. Preferred -at least 12 semester units of coursework in child development or early childhood education. Minimally -at least 6 semester units of coursework in child development or early childhood education. Is flexible, self-motivated, has a passion for preschool age children and a basic understanding of their needs and development. Complete EMSA certified First Aid and CPR training and keep current Complete Physical with clearance to work in an early childhood classroom, negative TB test, Proof of Immunizations (specifically Pertussis, Measles) and Annual Proof of Influenza vaccine (or statement declining) Complete and pass CDSS Mandated Reporter Certification. Agree to a background check and fingerprinting according to Ca. State Law

Job DescriptionBenefits: 401(k) matching Employee discounts Flexible schedule Training & development Academic Instructor Wanted for Fun After-School Tutoring! Sylvan Learning Center is looking for fun, dedicated teachers to help and inspire students. We are currently looking for teachers who are able to teach reading, writing, and math through Algebra II, SAT and ACT prep. Sylvan creates individualized, engaging learning plans for students of all abilities. Working with well-behaved groups of only four students, you will be responsible for leading instruction and motivating students to be successful. There is no lesson plan to create, no homework to grade, no parent-conferencing, and scheduling is flexible. Enjoy all of the benefits of teaching, without any of the downsides! What you should know: You will use pre-planned lessons. They are straightforward, easy to manage, and fun to teach. Teach students in a small group setting. There will be no more than 4 students per teacher. Teachers work up to 5 days per week for 3-4 hours per day We are open for instruction weekday afternoons and Saturday mornings, as well as daytime hours during school breaks. This is NOT a remote position Job Requirements: Associate's Degree required, Teaching Credential recommended You must enjoy teaching, working, and inspiring students. (We want you to be happy here!) Being punctual and reliable is extremely important. You must be local and have reliable transportation. Authorized to work in the United States without sponsorship. Benefits: Competitive Pay ($18-$20 per hour, up to $1,500 per month) Paid training and opportunities for professional development. Flexible part-time work hours. We work around your availability! Come in, work for 2-4 hours, and leave happy with no additional work to take home! Fun, enjoyable, and relaxing work environment with lots of support from fellow teachers and staff! Happy, understanding, and caring management. You will love working here!

Job Title:Teacher AideDepartment: Reports To:Lead TeacherFLSA Status: Salary Range:Non-Exempt $21.63 to $22.60 Assists teachers in creating a strength-based, needs-based, and team-based. Assist the teacher with developing and maintaining networks and collaborations with the clinicians and case managers to improve the availability and quality of formal and informal services to the children. Participate as a team member in the education team-based approach between all classrooms. Essential Duties and Responsibilities: To perform this job successfully, an individual must be able to perform the following satisfactorily; other duties may be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Assist teaching staff in providing and conducting educational assessments for determining appropriate grade level of the children. Understand and plan, as the children are often involved in neglect, abuse, emotional or behavioral problems, physical/mental disabilities or other health conditions affecting a child's personality, family relationships, child, or in-home care arrangements. Assist teaching staff to develop long- and short-term educational goals to improve a child's grade level. Assist teaching staff to prepare lesson plans, projects, and units coordinated with approved curriculum that meets Flores standards. Assist teaching staff to develop person-centered, strength-based classroom environments for the children. Adapt teaching styles and methods to meet the interests and learning styles of the children. Grade assessments for students include tests, quizzes, assignments, essays, and projects. Assist teaching staff to maintain up-to-date records of all types and prepare reports and correspondence for team members and caregivers. Provide transporters with assistance when transporting children in vans when needed. Provide supervision and intervention to children riding in vans for transport. Ensure all children are riding in a safe manner and equipped in car seats when legally required. Perform other duties as assigned. Supervisory Responsibilities: This job has no supervisory responsibilities. Competencies: To perform the job successfully, an individual should demonstrate the following. Communications - Expresses ideas and thoughts verbally; expresses ideas and thoughts in written form; exhibits good listening and comprehension; keeps others adequately informed; selects and uses appropriate communication methods. Ethics - Treats people with respect; keeps commitments; inspires the trust of others; works with integrity and principles; upholds organizational values. Organizational Support - Follows policies and procedures; completes administrative tasks correctly and on time; supports organization's goals and values; benefits organization through outside activities; supports affirmative action and respects diversity. Planning/Organizing - Prioritizes and plans work activities; uses time efficiently; plans for additional resources; sets goals and objectives; organizes or schedules other people and their tasks; develops realistic action plans. Problem Solving - Identifies and resolves problems in a timely manner; gathers and analyzes information skillfully; develops alternative solutions; works well in group problem solving situations; uses reason even when dealing with emotional topics. Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential function. Required: Must be at least 21 years of age. Education/Experience: High school diploma or general education degree (GED); or one to three months related experience and/or training; or equivalent combination of education and experience. Language Ability: Read and comprehend simple instructions, short correspondence and memos. Write simple correspondence. Effectively present information in one-on-one and small group situations to customers, clients and other employees. Mathematical Ability: Calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference and volume. Apply concepts of basic algebra and geometry. Reasoning Ability: Solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Computer Skills: Microsoft Office Suite Certificates and Licenses: None Preferred Education/ Experience/ Skills: Associate degree in education or related major preferred. Bilingual in Spanish is a must. 2+ years' experience working with children/child development required. Classroom management and lesson planning experience. Ability to communicate clearly and proactively with students and foster parents. Possession of a valid State driver's license. Attainment of at least 21 years of age. Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate. Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit. The employee is frequently required to use hands to finger, handle, or feel and talk or hear. The employee is occasionally required to stand and move around for work. The employee must be able to lift and/or move up to 10 pounds. Specific vision abilities required by this job include close vision. The above job description is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. Benefits: Medical Dental / Vision 401 k / 401 k matching Paid Time Off (PTO) Paid Holidays Flexible Spending Account Life Insurance Employee Assistance Program

HS English Teacher Valley Christian High School is seeking a full-time English teacher for the 2026-27 school year. Members of the high school faculty excel at creative problem solving, working with a diverse student body, and engaging in authentic relationships with students. Our desire is to provide transformative learning opportunities for students. Prospective faculty members should be able to design creative learning experiences where students must apply their learning in real-world settings. At VCHS, our students come to school with a wide array of abilities, interests, and backgrounds. It is the job of our faculty to engage each individual student and develop a relationship that not only supports learning but provides mentorship and wisdom on the journey to adulthood. Benefits Include: Generously subsidized health benefits 403(b) retirement plan with matching employer contributions Tuition Discounts & Reimbursement Paid Personal Days and Sick Time Up to 17 paid holidays For consideration, applicants must be willing to complete a LiveScan/ fingerprinting and a drug screen. Please apply on the Valley Christian Schools Employment site at **************************** About Valley Christian Schools Valley Christian Schools strives for excellence in Christian education by partnering with Christian parents in meeting each individual student's needs. The school was founded in 1935 on the concept of parental involvement. Our schools are an extension of Christian family life, and we take seriously our obligation to be partners with parents in providing the best possible education for our students. Valley Christian Schools has over 1,300 students in preschool through 12th grade. We are located 25 miles south of Los Angeles near the border of Los Angeles and Orange Counties in beautiful Southern California. Qualifications Qualifications The preferred candidate will: ● Have experience teaching successfully at the secondary level ● Use a wide range of methodology to engage a diverse student population ● Creatively adapt the current curriculum to areas of personal expertise ● Collaborate in a professional learning community ● Design purposeful and engaging lessons ● Develop student-centered projects that extend beyond the classroom walls ● Teach English courses from a biblical worldview with his/her faith woven through lessons and teaching ● Supports the Mission and Doctrinal Statement of Valley Christian Schools A bachelor's degree is required, a bachelor's degree in a related field of study (e.g. English, Comparative Lit, Writing, Secondary Education) is preferred. Applicants must profess faith in Jesus Christ and be active members of a local Protestant church community.

The position is responsible for helping to provide a safe and developmentally appropriate Christian educational program in accordance with all Red Hill Lutheran Church and School policies and procedures. Under direction of classroom teachers, assist and instruct pupils in a combination of academic, social, behavioral, and other related skill areas; assist in the planning, developing, organizing, and delivery of a comprehensive Christian education program for students; assist students, staff, teachers, and other staff members in aiding pupils in adjusting to a structured Christian educational environment; perform other related functions as required (i.e. substitute teaching as directed). Perform a variety of complex and responsible duties in providing information and assistance to students, staff, parents, and the public by using RHLS systems and processes. Initiate, create, and maintain printed and electronic communication systems to support all RHLS activities (including social media). The position is fluid in that the person will provide instructional support as well as leadership as experience in the position grows. The person can be called on to take over as a substitute teacher from time to time with limited advance notice. Qualifications Spiritual: Affirms that, as part of the qualifications for this position, he/she is a Christian who knows the Lord Jesus Christ as Savior. (John 3:3, 1 Peter 1:23). Gives testimony that teaching and/or working with children is a calling, and that working in this Christian school is God's direction. Manifests by precept and example the highest Christian virtue and personal decorum, serving as a Christian role model (1 Timothy 4: 12) Accepts without verbal or mental reservations the Statement of Faith, the Philosophy of Education, and Mission Statement of this school and church and is committed to upholding them. Education/Experience (Preferred): Possession of a Baccalaureate or higher degree. Preference for educational related degrees with emphasis in elementary education, instructional technology, a subject matter field commonly taught in the primary/elementary grades, or closely related field areas. Preferred experience serving within a full time elementary classroom. Knowledge of: Principles, theories, methods, techniques, and strategies pertaining to teaching and instruction of primary/elementary grade pupils; child growth and development and behavior characteristics of the primary/elementary grade child; educational curriculum and instructional goals and objectives, and the educational trends and research findings pertaining to childhood educational programming; behavior management and behavior shaping strategies, techniques and methods, and conflict resolution procedures; socio-economic and cultural background differences of the general school population. Ability to: Assist in the planning, organizing, development, and delivery of a comprehensive teaching and instruction program for students in a K-8 classroom; provide effective learning experiences for pupils from a wide range of socio-economic and cultural backgrounds and with varying mental, social, and emotional levels; with direction from the teacher, effectively assess the Christian educational needs of students; which may include assisting in the implementation of sound individualized educational plans; providing an attractive, inviting, and stimulating learning environment; performing research and development activities pertaining to curriculum and instruction programs for students, pilot projects, and innovative programs designed to enhance pupil educational opportunities and experiences; comply with the schools customer service standards, as outlined in school policy. EXAMPLES OF DUTIES At the direction of the teachers, assist in the teaching and instruction of students in reading, language arts, social studies, mathematics, science, art, and health in a classroom setting. As asked, utilize a variety of other materials in assisting in the development of lesson planning, and in the development of teaching outlines. Pursue a variety of methodology in assisting in the teaching and instruction of students, including instruction, demonstration, lecture, activity participation, and using specialized educational equipment, materials, and aids. Assist the teacher in the teaching and instruction of students in Christian citizenship and other subject matter specified by school mission, vision, philosophy, and statement of faith. Assist in the preparation, development and utilization of a variety of instructional materials appropriate for the instructional level of students within a wide range of mental, physical, and emotional maturity. Assist in the review, analysis, and evaluation of the history, background, and assessment of students in designing an educational program to meet specific individual educational needs. Assist in providing individual and group instruction designed to enhance the students mental, social, and emotional growth. Assist in establishing and maintaining appropriate standards of student behaviour, utilizing a variety of behaviour management strategies and techniques, including behaviour modification, reinforcement and other positive behaviour shaping processes. Assist in the review, analysis, and evaluation of academic and social growth. Assist in the confidential preparation of progress reports to parents and others concerning student academic and social growth. Assist in the preparation, administration, scoring, and recording results of a variety of criterion referenced and standardized tests in evaluating student progress. Assist and cooperate with school and resource personnel in assessing pupil needs, in the development of alternative solutions to individual educational planning, and in the adapting of curriculum offerings to meet individual educational needs. Assist the teacher in planning, creating, and maintaining an effective learning environment through the utilization of functional and aesthetically attractive displays, exhibits, bulletin boards, interest, learning, and activity centers. Assist in the establishment and maintenance of a suitable room environment through the proper control of heating, lighting, and ventilation. Perform non-instructional duties, including curriculum and instruction development, student supervision, and advisory and consultation activities with the teacher(s).

Palos Verdes Peninsula Unified See attachment on original job posting Valid CA Single Subject Teaching Credential in the subject to be taught Valid CLAD Certificate or equivalent English Learner authorization SUBJECTS: Mathematics (Algebra 1 & 2 / Geometry) English 1 / English 2 / English 3 / English 4 Science: Biology / Chemistry Social Sciences: World/Us History / Government / Economics Valid CA Single Subject Teaching Credential in the subject to be taught Valid CLAD Certificate or equivalent English Learner authorization SUBJECTS: Mathematics (Algebra 1 & 2 / Geometry) English 1 / English 2 / English 3 / English 4 Science: Biology / Chemistry Social Sciences: World/Us History / Government / Economics Comments and Other Information All District programs, activities, and practices shall be free from unlawful discrimination, including discrimination against an individual or group based on 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; a 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. Title IX Contact: Richard Licciardello, ************ x 88417 Section 504 Contact: Kristen Holm, ************ x 88444

At Tutor Me Education, we are revolutionizing the way students learn, and we're seeking passionate teachers and tutors with special education experience to provide 1:1 in-home tutoring in Bloomington, CA ! If you're committed to making a difference in the lives of students with special needs and helping them achieve academic success, we want to hear from you! About the Role: As an Tutor at Tutor Me Education, you'll provide personalized, one-on-one tutoring to students with special needs in their homes. You will be responsible for helping students with daily activities, offering moral support, and delivering tailored instruction based on their Individualized Education Plan (IEP). We are currently hiring for multiple positions across all cities in Bloomington, CA Details: In-Person Tutoring in Bloomington, CA Schedule: 25 hours, 5x a week 1hr a day Pay range is between $25 and $35 Ideal Candidate: Fluent in Spanish and English, with the ability to deliver clear, bilingual instruction. Experienced in working with students with severe Autism or significant behavioral needs. Skilled in foundational literacy and math instruction at the early elementary level. Knowledgeable in Special Education, ABA principles, or behavior management strategies. Patient, calm, and creative, with the ability to adapt to challenging behaviors and maintain a supportive learning environment. Preferred: Degree or credential in Education, Special Education, or a related field. Key Responsibilities: Deliver bilingual instruction (English and Spanish) to strengthen foundational literacy and math skills. Teach and reinforce reading fluency, comprehension, sight words, and vocabulary development using structured, multisensory methods. Support writing development, including sentence formation, grammar, and organization of ideas. Provide foundational math instruction, focusing on early number sense, counting, addition, and subtraction. Use visual supports, manipulatives, and technology to increase engagement and understanding. Implement consistent structure, routines, and positive behavioral supports to promote focus and participation. Collaborate with caregivers and service providers to align with the student's IEP goals and behavioral strategies. Conduct an initial academic assessment to identify skill levels and inform instructional planning. Incorporate the student's interests, such as tablet activities and television, to build motivation and engagement. Why Tutor Me Education? At Tutor Me Education, we are dedicated to providing a nurturing, supportive environment where students can thrive. We pride ourselves on offering meaningful tutoring opportunities that make a lasting impact in the communities we serve. Whether you're looking for consistent hours or just want to make a difference, we have a place for you. Benefits: Performance-Based Pay Incentives Voluntary retirement program Referral program Flexible schedule Help students with special needs reach their full academic potential Equal Opportunity Employer: Tutor Me Education is proud to be an Equal Opportunity Employer, committed to diversity and inclusion. We do not discriminate based on race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, or veteran status. We encourage candidates from all backgrounds to apply. Diversity, Equity, and Inclusion: We are committed to fostering an inclusive workplace where every team member feels valued, respected, and empowered. Diversity drives innovation, and we believe it is essential for success.

We are seeking an enthusiastic and experienced high school English teacher to join our dynamic faculty team. The ideal candidate should have a rich background in English literature and writing, capable of teaching various courses including English 9(I), Honors English 9, English 10( II), Honors English 10, English 11( III) (American Literature), English 12 (IV) (British Literature), AP English Language and Composition, AP English Literature and Composition, and Academic Writing The candidate should demonstrate a commitment to fostering an inclusive and engaging learning environment while promoting critical thinking, analytical skills, and effective communication among students. Responsibilities: Plan, prepare, and deliver engaging and challenging lessons aligned with the curriculum standards and objectives of the assigned English courses. Establish a supportive and inclusive classroom environment, encouraging student participation, collaboration, and respect for diverse perspectives. Meet the diverse learning needs and abilities of students, including those with special needs and English language learners, through various teaching methods. Assess student learning through various forms of formative and summative assessments, providing timely and constructive feedback to support their academic growth. Implement effective classroom management strategies, maintaining a positive and orderly learning environment conducive to student success. Collaborate with colleagues to develop interdisciplinary units, share best practices, and align teaching strategies across grade levels and subject areas. Regularly communicate with students, parents, and guardians regarding student progress, academic expectations, and opportunities for enrichment or intervention. Stay updated on developments in the field of English education, including new teaching methods, educational technologies, and relevant research. Participate in professional development opportunities, teacher meetings, and school activities. Fulfill other duties and responsibilities assigned by the school administration. Qualifications: Bachelor's degree in English, Education, or a related field; master's degree preferred. Valid teaching certificate/license in secondary English language arts (or equivalent). At least two years of teaching experience at the high school level within the past two years, demonstrating effectiveness in teaching English literature and writing. Familiarity with various teaching strategies, assessment techniques, and educational technologies to support student learning and engagement. Strong interpersonal and communication skills, able to collaborate effectively with colleagues, students, parents, and other stakeholders. Commitment to diversity, equity, and inclusion in education, with the ability to create inclusive and supportive learning environments for all students. Passion for literature, language, and the education profession, genuinely aiming to inspire and empower students to become lifelong learners and critical thinkers. Flexibility, adaptability, and willingness to embrace new challenges and opportunities for professional development. Compliance with all relevant state and federal regulations regarding education and child welfare. Compensation: $40.00 - $45.00 per hour

Job DescriptionDescription: In a Sentence: The Part-Time Teacher Aide is responsible for assisting teachers in the planning of weekly lessons, actively supervising, and the implementation of a developmentally appropriate curriculum, for children enrolled in EFCC Preschool, by partnering with parents and families in guiding preschoolers to honor God by living like Jesus. Key responsibilities include, but are not limited to: Job Responsibilities and Duties: Maintain confidentiality of children, families, and staff. Set up age-appropriate activities indoors and outdoors to promote social, physical, cognitive, creative, self-concepts, and spiritual growth Prepare morning and afternoon snacks. Support classroom teachers with the implementation of the curriculum. Utilize classroom materials and routines as resources to provide an environment that promotes learning and is appropriate to the development levels, interests, and special talents of the child Create a safe and healthy environment and maintain cleanliness (including toys/materials). Responsible for constant visual supervision of children at-all-times. Provide coverage for breaks and planning time of staff. Implement rules and practices that provide and foster discipline in the child Maintain an open friendly relationship with staff, volunteers and parents Participate in staff meetings and other required trainings, an occasional evening or weekend may be required The duties listed above are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to this class . Job Skills/Abilities: Communication Convey information effectively, gracefully, and accurately to children and adults Awareness and understanding of others' reactions to situations and adjusting actions in relation to them Giving full and appropriate attention to what others are saying Communicating effectively in writing as appropriate Knowledge of early childhood education developmentally appropriate practices Other Works a schedule and receives time off and other benefits as outlined in the Emmanuel Faith Community Church Employee Handbook, Version Date: July, 2025. Serves on committees as assigned. Is flexible, self-motivated, has a passion for infant, toddler & preschool age children, and a comprehensive understanding of their needs and development. Training & Development: Is willing to develop professionally as well as personally and spiritually by personal study, attending seminars, classes, retreats etc. Requirements: Classification PT Exempt Reports To: Preschool Director Direct Reports: Preschool Director Time Commitment: (Examples) 20-29 hours/week, plus or including: Special programs Monthly events to help reach and grow students. Participation in Preschool staff meetings, Back to school night, etc. Qualifications: (Examples) Commitment to EFCC's Statement of Faith, Mission, & Values. Preferred -at least 12 semester units of coursework in child development or early childhood education. Minimally -at least 6 semester units of coursework in child development or early childhood education. Is flexible, self-motivated, has a passion for preschool age children and a basic understanding of their needs and development. Complete EMSA certified First Aid and CPR training and keep current Complete Physical with clearance to work in an early childhood classroom, negative TB test, Proof of Immunizations (specifically Pertussis, Measles) and Annual Proof of Influenza vaccine (or statement declining) Complete and pass CDSS Mandated Reporter Certification. Agree to a background check and fingerprinting according to Ca. State Law

Job DescriptionBenefits: 401(k) matching Employee discounts Flexible schedule Paid time off Training & development Teachers Wanted for Fun After-School Tutoring! Sylvan Learning Center is looking for fun, dedicated teachers to help and inspire students. We are currently looking for teachers who are able to teach reading, writing, and math through Algebra II, SAT and ACT prep. Sylvan creates individualized, engaging learning plans for students of all abilities. Working with groups of only four students, you will be responsible for leading instruction and motivating students to be successful. There is no lesson plan to create, no homework to grade, no parent-conferencing, and scheduling is flexible. Enjoy all of the benefits of teaching, without any of the downsides! What you should know: You will use pre-planned lessons. They are straightforward, easy to manage, and fun to teach. Teach students in a small group setting. There will be no more than 4 students per teacher. Most teachers choose to work 2-5 days/week We are open for instruction weekday afternoons and Saturday mornings, as well as daytime hours during school breaks. This is NOT a remote position Job Requirements: Associate's Degree required, Teaching Credential recommended You must enjoy teaching, working, and inspiring students. (We want you to be happy here!) Being punctual and reliable is extremely important. You must be local and have reliable transportation. Authorized to work in the United States without sponsorship. Benefits: Competitive Pay ($18-$20 per hour, up to $1,500 per month) Paid training and opportunities for professional development. Flexible part-time work hours. We work around your availability! Come in, work for 2-4 hours, and leave happy with no additional work to take home! Fun, enjoyable, and relaxing work environment with lots of support from fellow teachers and staff! Happy, understanding, and caring management. You will love working here!