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Job Description Embark on a rewarding contract opportunity supporting middle school students as a Special Education Teacher in the South San Francisco area. This full-time position spans the 2026-2027 academic year, providing specialized support to learners with mild to moderate needs. As the dedicated SPED teacher, you’ll play a vital role in helping students make academic progress and thrive in a dynamic, inclusive environment. Key Qualifications: • Valid and active California credential in mild/moderate special education (REQUIRED), • Experience teaching or supporting students in grades 6-8 preferred, • Strong background in delivering Special Academic Instruction (SAI) and Resource Specialist Program (RSP) services, • Ability to differentiate instruction and manage an IEP caseload, • Excellent communication and collaboration skills Role Responsibilities: • Teach four sections of SAI classes with a focus on 6th grade writing and English Language Arts, • Serve one section as Resource Specialist Program instructor, • Effectively manage a caseload of approximately 27 students, • Develop, implement, and monitor Individualized Education Programs (IEPs), • Collaborate with general education teachers, families, and support staff to foster student success, • Maintain thorough progress reports and data collection per district and state requirements, • Engage in school team meetings, parent conferences, and professional learning This is a fantastic chance to make a meaningful difference in students’ lives within a supportive school setting. With a predictable school calendar and the chance to contribute your expertise, you’ll find this role both challenging and fulfilling. If you hold an active CA mild/moderate credential and are ready to guide middle schoolers to their full potential, we encourage you to apply today and begin your next impactful teaching assignment! Compensation for this position ranges from $35.34 to $50.34. This posting is open for 60 days after the posting date. #p31

Job Description Step into an impactful role supporting middle school students as a Special Education Teacher for the upcoming school year. This full-time contract opportunity, based near South San Francisco, CA, runs from 8/10/26 through 5/27/27 and is tailored for educators experienced in mild/moderate special education settings. You’ll work with a dynamic group of around 27 students, teaching a blend of Specialized Academic Instruction (SAI) classes—specifically, four sections of 6th grade writing and English Language Arts—while also providing one section of Resource Specialist Program (RSP) support. This setting is ideal for those passionate about guiding diverse learners to thrive, collaborating with other professionals, and serving as an advocate for students’ unique strengths and needs. Key Requirements: • Hold a valid and active California mild/moderate Education Specialist credential (Non-negotiable), • Background delivering both SAI and RSP instruction at the middle school level, • Skill in writing and implementing differentiated lesson plans for ELA and writing, • Strong knowledge of IEP development, progress monitoring, and compliance, • Excellent classroom management and ability to build rapport with students, families, and staff Responsibilities: • Plan and deliver engaging lessons across SAI ELA and writing sections for 6th grade students, • Provide targeted support through RSP services, • Maintain accurate records and ensure full compliance with IEPs and documentation, • Foster a positive, inclusive classroom environment that celebrates individual learning needs, • Communicate proactively with families and collaborate with instructional teams, • Adapt strategies and interventions for students with mild to moderate disabilities Take the next step in your education career while making a real difference for middle schoolers. If you’re ready to inspire and empower students in a supportive contract environment, submit your application today! Compensation for this position ranges from $35.34 to $50.34. This posting is open for 60 days after the posting date. #p31

Job Description REDWOOD CITY SCHOOL DISTRICT LITERACY COACH Description and Goals: The Literacy Coach supports high-quality literacy instruction across a K–8 school site by working directly with teachers to improve student outcomes in reading, writing, and language development. Alignment and training will be provided through the LCRSET grant and training model, and the coach provides job-embedded support through modeling, co-teaching, observation, and feedback cycles. The role focuses on strengthening Tier 1 instruction, supporting English Learners through designated and integrated ELD, and building teacher capacity through ongoing professional development. The Literacy Coach collaborates with grade-level teams, administration, and MTSS staff to analyze data, plan instruction, and ensure alignment of literacy practices across the school. This position plays a key role in implementing evidence-based literacy strategies and ensuring consistency with district curriculum, LCAP goals, and schoolwide priorities. Primary Responsibilities:Instructional Coaching & Support Provide job-embedded coaching to teachers through cycles of modeling, co-teaching, observation, and feedback aligned to the LCRSET framework. Support implementation of district-adopted literacy curriculum (e.g., Benchmark, foundational skills programs, and supplemental resources). Assist teachers in delivering explicit, systematic instruction in foundational reading skills (phonics, fluency, vocabulary, comprehension). Promote effective instructional strategies such as: Structured literacy practices Reading comprehension routines Academic discourse and writing from text Support both designated and integrated ELD instruction, with an emphasis on biliteracy and language development. Professional Development & LCRSET Alignment Design and facilitate professional learning aligned to the LCRSET training model, including: Structured literacy practices Science of Reading-aligned instruction Differentiation and scaffolding for diverse learners Lead site-based PD, grade-level collaboration, and literacy-focused PLCs. Participate in required LCRSET trainings and ensure implementation of grant expectations at the site level. Build teacher capacity through sustained professional learning, not one-time trainings. Data Analysis & Instructional Planning Collaborate with teachers and grade-level teams to: Analyze student data (i-Ready, Literably, BPST, ELPAC, curriculum-based assessments) Identify students in need of support and plan targeted instruction Support the development and monitoring of SMART goals within PLC cycles. Use data to guide instructional decisions and monitor progress toward grade-level proficiency. MTSS & Intervention Support Work closely with the MTSS TOSA, administration, and intervention staff to align literacy supports across Tier 1 and Tier 2. Assist in identifying students needing intervention and ensuring interventions are aligned to classroom instruction. Support progress monitoring systems and ensure data is used to adjust instruction. Collaboration & Leadership Partner with site administration to ensure literacy priorities align with the School Plan for Student Achievement (SPSA) and LCAP goals. Serve as a member of the site leadership team and contribute to schoolwide planning. Support vertical articulation across grade levels (K–8) to ensure coherence in literacy instruction. Collaborate with district instructional coaches and Ed Services to ensure alignment with district initiatives. Family & Community Engagement Support family literacy efforts by: Providing resources and strategies to families Participating in literacy-related family engagement events Promote understanding of grade-level expectations and ways families can support reading at home. Duties: Coach and assist teachers in the implementation of a balanced literacy program including modeling of best teaching practices Attend special in-service meetings and conferences to keep abreast of new developments in literacy Facilitate the integration of literacy into all curricular areas Participate in providing support to identified target students Provide districtwide professional development trainings Complete monthly status reports to the district administrators Assist in the literacy school plan Attend all LCRSET Training Provide ongoing communication with site administrators to share site progress of LCRSET implementation Qualifications Valid California Teaching Credential Minimum of 5 years of successful classroom teaching experience (K–8 preferred) Demonstrated expertise in literacy instruction, including foundational skills and comprehension Experience working with English Learners and diverse student populations Knowledge of the Science of Reading and structured literacy approaches Experience in coaching, professional development, or teacher leadership preferred Criteria for Selection: Demonstrated expertise in literacy instruction, including foundational skills and comprehension Experience working with English Learners and diverse student populations Knowledge of the Science of Reading and structured literacy approaches Experience in coaching, professional development, or teacher leadership preferred Strong understanding of evidence-based literacy practices Ability to analyze and use multiple data sources to inform instruction Skilled in facilitating adult learning and providing constructive feedback Strong communication and collaboration skills Ability to build trust and maintain a growth-oriented coaching relationship Works in classrooms, professional learning settings, and collaborative team environments May require participation in after-school professional development or family engagement events WORK ENVIRONMENT While performing the responsibilities of this position, the work environment characteristics listed below are representative of the environment the employee will encounter: Usual office and classroom working conditions. 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 continuously required to speak and listen for extended periods. Required to sit or stand for long periods, and to regularly walk; use hands or fingers to handle, or feel objects, tools, or controls; reach with hands and arms; and stoop, kneel, crouch or crawl. Regularly lift and move up to 25 pounds. Specific vision abilities required for this job include close vision, peripheral vision, depth perception, and the ability to adjust focus. Required to have the physical, mental, and emotional stamina to fully perform the duties and responsibilities of the position, and the mental acuity to collect, evaluate, and interpret data; to reason; to define problems; to establish facts; to draw valid conclusions; and to make effective judgments and decisions. TERMS OF EMPLOYMENT Salary and benefits shall be paid consistent with the RCTA salary and benefit policy. The RCSD Human Resources Department retains the sole right and discretion to make changes to this job description. An Equal Opportunity Employer The Redwood City School District (RCSD) is an equal-opportunity employer that is committed to diversity and inclusion in the workplace. We prohibit discrimination and harassment of any kind based on race, color, sex, religion, sexual orientation, national origin, disability, genetic information, pregnancy, or any other protected characteristic as outlined by federal, state, or local laws. This policy applies to all employment practices within our organization, including hiring, recruiting, promotion, termination, layoff, recall, leave of absence, compensation, benefits, training, and apprenticeship. RCSD makes hiring decisions based solely on qualifications, merit, and business needs at the time. The Redwood City School District seeks to employ individuals who represent the rich diversity of cultures, language groups, and abilities of its surrounding communities

Job Description Manager of Literacy Practice Home Office (Bay Area) Reports to: Senior Director of Learning Experience – Literacy (Schools Team) The Manager of Literacy Practice is a systems-level instructional leader responsible for strengthening literacy teaching, learning, and student outcomes across Summit Public Schools. This role leads the coordination and implementation of the organization’s strategy for literacy development, ensuring all students build strong skills in reading, writing, and academic discourse through access to rigorous, standards-aligned instruction. Working in a Home Office role as part of the Schools Team, the Manager ensures coherence and quality in the implementation of Summit’s literacy curricula across grade bands, including EL Education (middle school), Odell Education (grades 9–10), and Advanced Placement (grades 11–12), while supporting intervention systems such as Coursemojo for middle school literacy support. This role also builds and moves the systems that support strong instruction, effective intervention, and data-driven improvement. The Manager partners closely with regional leaders, school leadership teams, Deans of Culture and Instruction (DCIs), and Literacy Specialists to translate organizational priorities into school-level practice. Through professional learning, curriculum stewardship, and strategic use of student achievement data, this role ensures Summit’s literacy program consistently advances student mastery of grade-level standards and college-ready literacy skills. A central lever of this role is the development and coaching of site-based Literacy Specialists. By building the capacity of specialists as instructional leaders, this role drives improved teaching and learning outcomes across classrooms and schools. The Manager reports to the Senior Director of Learning Experience (Literacy) and plays a key role in advancing Summit’s commitment to improving student outcomes and building strong literacy across the system. How the work will happen: This role will require travel between school sites and quarterly travel to Washington State. The candidate should expect to be on site in our East Bay schools and schools across the peninsula on average 2–3 days per week. 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. To collectively prepare a diverse community of young people with the skills, knowledge, and habits to attain economic empowerment and success in a chosen concrete next step toward a fulfilled life. We operate 10 schools serving over 3,300 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 people to join our team to help prepare our students for a fulfilled life. Join us! What You'll Do System Leadership for Literacy Instruction In partnership with the Senior Director of Learning Experience, support the development and continuous improvement of Summit’s system-wide literacy strategy focused on improving student outcomes and college readiness. Ensure coherent implementation of: EL Education (middle school), maintaining fidelity to knowledge-building, complex text engagement, and student discourse Odell Education (grades 9–10), maintaining fidelity to text-based writing, inquiry, and analytical thinking Advanced Placement (grades 11–12), ensuring alignment to college-level rigor and assessment expectations Ensure coherent implementation of Coursemojo across middle schools, maintaining fidelity to intervention design and ensuring alignment to core literacy instruction. Partner with regional and school leadership to strengthen instructional systems that support high-quality literacy teaching. Identify and address system-level barriers to strong literacy instruction and student learning. Professional Learning & Leadership Development Design and lead system-wide professional development for Literacy Specialists, teachers, instructional leaders, and Deans of Culture and Instruction. Lead network-wide professional learning for Literacy Specialists and DCIs focused on: Instructional coaching Curriculum internalization across grade bands Instructional strategies for reading, writing, and discourse Pacing and planning Data-driven instructional decision-making Build leadership capacity among site leaders and specialists to effectively support literacy instruction and curriculum implementation. Curriculum Stewardship & Instructional Resources Serve as the system steward for Summit’s literacy curriculum, ensuring coherence across grade levels and school models. Lead the development and maintenance of key curriculum resources, including: Pacing guides across EL, Odell, and AP Canvas course structures and instructional materials Teacher and specialist implementation supports Integration of Coursemojo with core literacy instruction Support strong curriculum internalization at the site level through Literacy Specialists and DCIs, ensuring alignment to instructional priorities and expectations. Ensure alignment between curriculum, assessments, and instructional expectations across schools. Data Analysis & Continuous Improvement Lead analysis of network-, regional-, and school-level literacy achievement data to identify trends, opportunities, and priority focus areas (e.g., NWEA MAP Reading, SBAC, writing assessments, AP results). Regularly review student data with Literacy Specialists to guide targeted instructional decisions, including student groupings, intervention planning, and instructional adjustments. Partner with school leaders and school teams to develop data-informed action plans that drive improvements in literacy outcomes. Establish systems for monitoring progress toward organizational literacy goals. Tiered Supports & Intervention Systems Ensure strong alignment across Tier 1, Tier 2, and Tier 3 literacy supports to improve student access to grade-level texts and tasks. Partner with schools to monitor and continuously improve intervention systems that accelerate student learning. Oversee the effective use of Coursemojo as a middle school intervention, ensuring it is strategically implemented and aligned with core instruction. Support alignment between core instruction, targeted supports, and extended learning opportunities. Guide specialists in making strategic, data-driven decisions about interventions and student groupings. Literacy Specialist Coordination & Instructional Coaching Lead the system-level coordination and strategic deployment of Literacy Specialists across Summit schools. Serve as the primary coach for Literacy Specialists, building their capacity to: Lead effective teacher coaching cycles Internalize and implement curriculum with fidelity Support strong reading, writing, and discourse instruction Use data to drive instructional decisions and interventions Rotate across school sites to: Conduct joint instructional walkthroughs with specialists and site-based leaders Calibrate on literacy instructional quality and student experience Identify patterns in instruction and curriculum implementation Use walkthrough observations and student data to identify misalignment in instruction or pacing, and partner with site leaders to reset direction. Ensure specialists and DCIs maintain clear and consistent pacing aligned to network expectations across literacy courses. Support internalization of curriculum at the site level through specialists and DCIs, strengthening day-to-day instructional execution. Strengthen instructional quality indirectly by developing specialists as the primary coaching lever, while providing direct teacher support selectively when: A site requires additional support, or A high-leverage opportunity exists to model instruction, co-plan, or build specialist capacity Facilitate collaboration among specialists to share best practices and increase collective impact across the network. Success Metrics Student Outcomes Measurable improvement in reading proficiency, writing outcomes, and AP performance across Summit schools. Increased percentage of students demonstrating grade-level mastery of literacy standards. Literacy Instructional Quality Increased evidence of high-quality implementation of EL, Odell, and AP curricula. Improved classroom indicators of: Text-based discussion Analytical writing Student engagement with complex texts Instructional Leadership Capacity Increased capacity of Literacy Specialists, DCIs, and site leaders to support strong literacy instruction. Evidence of strong specialist-led coaching and instructional leadership at school sites. Positive feedback from teachers and leaders regarding the effectiveness of literacy professional learning. Intervention Effectiveness Stronger alignment of Tier 1, Tier 2, and Tier 3 supports, resulting in improved outcomes for students receiving targeted literacy interventions. System Coherence Consistent use of shared literacy curriculum resources, pacing guides, and instructional systems across schools. Effective coordination and deployment of Literacy Specialists to support priority school needs. Strong alignment between curriculum, pacing, instruction, and data across the network. What You Need Deep expertise in secondary literacy instruction, including reading, writing, and discourse. Demonstrated experience implementing one or more of the following: EL Education Odell Education Advanced Placement (AP) English Strong understanding of adolescent literacy development, including support for struggling readers and multilingual learners. Experience leading instructional improvement efforts across multiple schools or teams. Demonstrated success designing and facilitating professional development for educators and instructional leaders. Experience analyzing student achievement data and leading data-driven improvement initiatives. Experience designing or supporting multi-tiered systems of support (Tier 1, 2, and 3) in literacy. Strong systems thinking and the ability to translate organizational strategy into school-level practice. Exceptional collaboration and facilitation skills across diverse teams. Deep commitment to equity and ensuring all students have access to rigorous, grade-level literacy instruction. What You Get: In addition to joining a highly motivated team and engaging in meaningful work, you’ll have access to a comprehensive suite of benefits including a retirement plan, “take what you need” PTO policy, 11 paid holidays, and 3 weeks of organization-wide closures during the year. You and your dependents will have access to multiple health, dental, and vision plans at 25% cost (we cover the other 75%) and employee life and disability insurance at no cost. Our compensation policy strives to be equitable and transparent. The salary for this position starts at $102,148 and goes up to $120,888 commensurate with experience and qualifications. Summit is an equal opportunity employer. We believe that diversity, equity, and inclusion are directly intertwined with education. We are ALL better when we are able to bring our whole selves to work and honor each other’s voices across identities, cultural backgrounds, and life experiences. We welcome and encourage applications from individuals who are members of historically marginalized communities. Spanish language proficiency is a plus.

Job Description ABOUT US: Be a part of the growing boutique fitness industry and join our Studio Team! Interact directly with members and prospective members and help them on their fitness journey while you connect and contribute to our studio community in this fun, high-energy and service-focused environment! Riser Fitness, established in 2013, is a multi-unit operator and developer of the Club Pilates franchise system. Riser Fitness is one of the largest and longest operating franchisees. POSITION: Position Title: Assistant General Manager Reports to: General Manager (occasionally District Manager) Position Type: Full Time REQUIREMENTS: • Confident in generating personal sales and training Sales Associates in transactions., • Ability to assist in driving revenue streams: memberships & retail sales, private training bookings, and teacher training enrollments., • Must be fluent in English and have excellent communication and strong interpersonal skills in person, on the telephone and via email., • Ability to excel in a fast changing, diverse environment., • Ability to recognize areas of improvement and make changes using good judgement., • An affinity and passion for fitness., • Solid writing and grammar skills., • Highly organized, proficient in data management, ability to prioritize and meet deadlines., • Professional, punctual, reliable, and neat., • Strong attention to detail and accuracy., • Trustworthy and ability to handle confidential information., • Ability to work harmoniously with co-workers, clients and the public., • Proficiency with computers and studio software. RESPONSIBILITIES: • Execute lead generation via Grass Roots Marketing and Networking., • Implement sales process to schedule prospects into introductory classes., • Drive & increase membership & retail sales through customer service., • Problem-solve staffing/scheduling issues with instructors and other personnel., • Ensure that studio retail/products are stocked with accurate inventory counts., • Train and support Sales Associates., • Independently make decisions related to high level customer service., • Collect outstanding dues., • Maintain cleanliness and organization of the Pilates Studio., • Enforce Club Pilates policies and procedures and lead by example., • Ensure all forms, administrative supplies, and studio literature are stocked and visible., • Schedule and participate in networking/community events and studio promotions., • Assist with marketing campaigns to generate leads for the studio., • Execute adherence to all company policies, including the policy of at-will employment., • Other duties as assigned. BENEFITS AND PERKS: • Hourly wage: $22/hr, • Additional commission on sales, • Average total earnings (with commission): $24-26/hr, • Health Benefits, • 401K, • Paid Time Off, • Unlimited growth potential within the company Powered by JazzHR HEXxSiT6ZQ

Job Description REDWOOD CITY SCHOOL DISTRICT RCSD takes pride in our dedicated workforce and strong connection with our students, families, and community. Our highly dedicated and skilled team of professionals provides a safe and supportive, inspirational and rigorous, joyful and inclusive environment for all learners. We are looking to build our workforce with a staff who share this vision and want to instill passion in learning emphasizing student strengths and gifts for all learners: all abilities, all ethnicities and cultural identities, LGBTQ+ youth, and multilingual learners. Under the direction of the Principal, the Elementary Transitional Kindergarten (TK) Classroom Teacher will provide an educational program and environment which promotes learning and personal growth for transitional kindergarten students in a self-contained classroom. Transitional Kindergarten (TK) is part of the K-12 public school system and is the first year of a two-year kindergarten program that uses a modified kindergarten curriculum that is age and developmentally appropriate. The Multi-Tiered System of Support (MTSS) Teacher on Special Assignment will provide administrative leadership to the Multi-Tiered System of Support (MTSS) structure team to ensure all essential components of MTSS are implemented and monitored with fidelity and lead to dramatic and quantifiable academic, social-emotional, and behavioral achievement results for students. ESSENTIAL DUTIES AND RESPONSIBILITIES Provide intensive instruction in reading to at-risk students in a one-on-one or small group setting or push in model. Identify student in grades K-8 who are at risk of not meeting grade level reading proficiency by analyzing data from identified state and district formative and summative assessments, grades, and measure of progress. Coordinate with Principal to develop a schedule of one-on-one or small group reading support. Work closely with teachers to coordinate intervention program efforts that align with regular classroom instructional focuses. Monitor and maintain accurate data and records on student progress towards reading achievement goals. MAY PERFORM OTHER DUTIES AS ASSIGNED SKILLS AND KNOWLEDGE Strong working knowledge of district approved instructional materials for reading instruction Strong working knowledge of foundational mathematics assessments district reading benchmarks and other assessments Strong word processing, spreadsheet, and presentation software skills Strong oral, written, and interpersonal communication skills Strong analytical skills Strong Collaboration skills WORK ENVIRONMENT While performing the responsibilities of this position, the work environment characteristics listed below are representative of the environment the employee will encounter: Usual office working conditions. PHYSICAL DEMANDS No physical exertion required. Travel within or outside of employment. Light work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force as frequently as needed to move objects. TERMS OF EMPLOYMENT Salary and benefits shall be paid consistent with RCTA salary and benefit policy. The RCSD Human Resources Department retains the sole right and discretion to make changes to this job description. JOB REQUIREMENTS: Bachelor’s Degree from an accredited college or university 3 years of continuous teaching experience in grades K-5 reading Experience working with at risk students Appropriate Teaching Credential An Equal Opportunity Employer The Redwood City School District (RCSD) is an equal-opportunity employer that is committed to diversity and inclusion in the workplace. We prohibit discrimination and harassment of any kind based on race, color, sex, religion, sexual orientation, national origin, disability, genetic information, pregnancy, or any other protected characteristic as outlined by federal, state, or local laws. This policy applies to all employment practices within our organization, including hiring, recruiting, promotion, termination, layoff, recall, leave of absence, compensation, benefits, training, and apprenticeship. RCSD makes hiring decisions based solely on qualifications, merit, and business needs at the time. The Redwood City School District seeks to employ individuals who represent the rich diversity of cultures, language groups, and abilities of its surrounding communities.

The Bilingual School Aide will assist a certificated teacher in reinforcing instruction to individual or small groups of students in a classroom or other learning environment in English and a designated second language; serve as an interpreter for a variety of meetings, workshops, conferences and sp

Job Description Preschool Teacher (Full-Time) Challenge School is an NAEYC accredited Mandarin and English bilingual preschool and after school that has served Bay Area families since 2003. We have campuses in Foster City, San Mateo, Belmont, and Fremont. As experts in language immersion and early childhood education, our school nurtures creative learners in a unique bilingual learning environment. As our school grows, we are looking for teachers who share our passion for providing quality Chinese language education and early childhood education. As a preschool Teacher or TA you will: • Assist the Lead Teacher in classroom management, health and safety issues, assessments, and lesson plans, • Provide a safe, clean, creative, and nurturing environment for kids, • Participate in planning and implementation of curriculum and creative projects, • Supervise and facilitate the needs of a group of kids, • Document behaviors and accomplishments of each child and communicate them with their parents, • Assist in the daily maintenance of the classroom We offer: • Competitive wages, • Competitive benefits, including health insurance, dental insurance, sick leave, PTO, 401k with employer matching, employee discount, and education reimbursement, • Professional development workshops and trainings Qualifications: • TA: At least 6 post-secondary CORE ECE units at an accredited college, • Teacher: 12 CORE ECE units at an accredited college + 1 year of teaching experience, • At least 3 infant/toddler ECE unit, • Capable of lifting weight up to 45 lbs, • Demonstrates knowledge of developmentally appropriate practices, • Mandarin Speaking preferred, but not required

Job DescriptionAt Rocketship Public Schools, we believe in the infinite possibility of human potential. We believe that every student deserves the right to dream, to discover, and to develop their unique potential. And it is our responsibility and our privilege to unleash the potential inside every Rocketeer we serve. Our non-profit network of public elementary charter schools propels student achievement, develops exceptional educators, and partners with parents who enable high-quality public schools to thrive in their community. We are a collective of parents, teachers, leaders, and students working together to transform the future for underserved communities across our country. At Rocketship Public Schools, we are unleashing potential. TK Assistant Teachers work closely with a team of teachers to meet the needs of all students in Transitional Kindergarten. TK Assistant Teachers are responsible for supporting a class of students while they work independently and for pulling small groups of students for additional academic support and interventions.Essential Functions: • Motivate students to participate in learning activities; create a positive student culture around learning and small group tutoring; maintain high behavioral expectations for all students, • Ensure that students have access to a positive and productive learning environment by enforcing all campus safety rules and behavior expectations, • Actively coach students and ensure that all activities effectively meet the needs of students; perform targeted individual interventions and assist struggling students with computer programs, • Tutor small groups of students on literacy and/or math skills; use Rocketship-adopted curricula to deliver lessons that align with students' Individualized Learning Plans, • Conduct weekly progress monitoring assessments of progress for students participating in intervention; communicate progress monitoring results to families and classroom teachers; work with grade-level teams to interpret progress monitoring data and use it to make intervention decisions for students, • Communicate and collaborate with the teachers at their grade level, and school administrators; participate actively in staff development opportunities as a member of the Rocketship teamQualifications:, • Commitment to Rocketship's mission, vision, and goals, • Passion for working with children; ability to motivate and support children in reaching high levels of academic success, • Previous experience managing and/or teaching groups of elementary-age students is strongly preferred, • Excellent communication and interpersonal skills, with ability to engage and work closely with a wide range of staff members, • Basic computer skills including troubleshooting and an ability to communicate about technical difficulties, • Ability to efficiently interpret, manage, and utilize multiple sets of data in order to best support students? progress, • Ability to learn laws, rules, practices and procedures related to public education and specific to Rocketship Public Schools, • Fluency in English, • Flexibility and a willingness to learn, • Interest in becoming a credentialed teacher is a plus, but not required., • Bachelor's Degree is a plus, but not requiredPhysical 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 position. Reasonable accommodations may be made to enable individuals with disabilities to perform the functions. While performing the duties of this position, the employee is regularly required to talk, hear, and communicate with both adults and children. The employee frequently is required to use hands or fingers, handle or feel objects, tools, or controls. The employee is frequently required to stand; walk; sit; and reach with hands and arms. The employee must occasionally lift and/or move up to 50 pounds and occasionally climb ladders. Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. The noise level in the work environment is moderate to high. Compensation:Commensurate with qualifications and experience. Rocketship Public Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws. Rocketship Public Schools complies with applicable state and local laws governing non-discrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Rocketship Public Schools expressly prohibits any form of unlawful employee harassment based on race, color, religion, gender, sexual orientation, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Rocketship Public Schools’ employees to perform their expected job duties is absolutely not tolerated. Click here for our Sexual Harassment Policy. For questions, concerns, or complaints, please contact Human Resources.

Job Description Compensation: • Hourly Wage: $23-$25 per hour, • Overtime Wage: $34.5-$37.5 per hour Are you a natural with kids? Whether you're a seasoned nanny, babysitter, daycare pro, retired teacher, or simply someone who loves spending time with children, we want YOU on our on-call nanny squad! Forget boring job descriptions — we're about meaningful connections, joyful moments, and making families' lives easier. Ready to dive in? Let’s make magic together! About us: For more than 20 years, Jovie Nannies + Sitters has been a trusted partner for parents seeking childcare solutions from full or part-time nannies to fun-filled sitters to on-call backup childcare. Join us if you're ready for a rewarding journey! Jovie is all about community and purpose, providing nannies and sitters with training, resources, and support to boost their childcare skills and confidence. Jovie provides equal employment opportunities to all – we celebrate diversity! 🌈 Real-Life Reviews: “One of the best environments and people-group that I have ever worked for.” ⭐⭐⭐⭐⭐Google “Jovie has great management and safe families.” ⭐⭐⭐⭐⭐Indeed “This job has been a godsend as it got my foot in the door in the childcare industry and has sustained me living on my own.” ⭐⭐⭐⭐⭐Glassdoor About You: • You genuinely enjoy children and are an engaging, creative, child-focused individual who is willing to have fun, play, read, do arts and crafts, and similar activities in families' homes, • You value communication with parents and coworkers, • You’re available at least three days per week to work between 7am - 7pm, • You have a reliable vehicle and a valid driver's license for transportation You are able to assist with school homework (up to 5th-grade Math and English assignments) • You bring at least 1 year of day-to-day childcare experience with children ages infant and up, • You can provide our team with 3 references, 2 related to working with children, paid or unpaid, as well as 1 character reference, • You’re at least 18 years of age or older, • Reliability is important to you and families can depend on you Job Benefits: • Earn Reward points for gift cards to Target, Door Dash, Lululemon, Starbucks and more through family feedback, taking last minute shifts, on-time arrival, and special contests, • Employer-sponsored CPR/First Aid and California Trustline, • Enjoy opportunities to advance in the childcare field and have the first chance to be placed with families seeking one consistent nanny, • Health care stipend, PTO, Paid Holidays, and Retirement Savings Matching, • Legal pay with bi-weekly direct deposit; accrued sick time; Worker’s Comp insurance, • Meet new families and build requested and repeat assignments, • My Jovie App for setting your schedule and keeping assignment details organized, • Opportunities for overtime paid at 1.5 times hourly wage, • Paid training and professional development, • Regular wage increases, • Support from our experienced staffing team who works to get you all the hours you need! Or view our calendar of open assignments and self-select the jobs you want, • Support, mentorship, team atmosphere, and engaged leadership, • Vetted families who value the professional care that comes from a professional placement agency, • Work within pre-determined locations and with favorite families, • You’ll receive a Kid-Kit filled with age-appropriate activities and games that you will bring to childcare assignments Job Certifications: • First Aid and CPR, • High School Diploma or GED Working Conditions and Requirements: • Work environment will be active, kid-centric and includes clean up of activities, • Part of each day may be spent outside, weather permitting, and will be active play, • Position involves regular lifting, bending, squatting, reaching and pushing, • Must be able to lift 35 pounds safely, • Must be able to get up from and down to the floor numerous times throughout the day, • Will need to be able to react quickly to certain situations, • May need to react to emergent situations in a calm, effective and safe manner Ready to Make a Difference? Join a team that values YOU! We’re here to make sure you feel supported, appreciated, and excited to bring joy to families in your community. Let’s make childhood magic happen — together! Powered by JazzHR UlD8DOzlNo

Job DescriptionDescription: About Us Peninsula Family Service (PFS) is a nonprofit organization that provides children, families, and older adults with the support and tools they need to realize their full potential. As one of the largest providers of infant, toddler, and preschool programs in the region, PFS also delivers services in financial empowerment, employment, and older adult support — ensuring that people at every stage of life have access to opportunities to thrive. Established in 1950, PFS has been a trusted community partner for over 75 years, dedicated to fostering stability, resilience, and well-being for the individuals and families it serves. At PFS, our values guide how we serve our community and work together as a team. We expect every team member to demonstrate Ownership, Proactive Engagement, and a commitment to Continuous Learning and Adaptability. These values are grounded in a shared dedication to community, service, and collaborative teamwork. Job Summary The Associate Teacher is responsible for providing a safe, nurturing, developmentally appropriate and inclusive learning environment for children aged 3 months to 5years of age, if supporting School Age, you would work with children up to 12 years of age. The Teacher aide supports a comprehensive early childhood environment that promotes children social-emotional, cognitive, language and physical development, while supporting family engagement and meeting state and federal regulations. REPORT TO: Site Manager JOB CLASSIFICATION: Non-Exempt ESSENTIAL DUTIES AND RESPONSIBILITIES Curriculum & Instruction · Assist in planning and implementation of daily activities. · Prepare materials. · Prepare and support lesson plans and interactions for planned activities. · Provide documentation on observations of children and their activities. · Support children’s self-help skills, independence, and problem-solving abilities. · Incorporate early STEM, literacy, and social emotional learning strategies into the classroom experience. Health & Safety · Ensure constant and active supervision of all children. · Respond promptly to children’s needs, following individualized care routines if applicable. · Maintain a safe, clean, and organized classroom that meet licensing, California Department of Social Services and Head Start Health and safety standards. · Follow sanitation, diapering, toileting, and nutrition guidelines. · Monitor children’s health checks daily and document concerns. Assessment & Documentation · Complete ongoing observations and assessments · Provide observations for DRDP data · Maintain accurate and timely, incident reports and child portfolios (learning-genie) · Participate in data driven planning for children and program outcomes. Family & Community Engagement · Establish positive, respectful relationships with families. · Conduct parent-teacher conferences and at least two home visits per program year. · Share developmental progress, resources, and strategies with families to support learning at home. · Encourage family participation in classroom and program activities. Collaboration and professionalism · Work collaboratively with teaching staff, Face Coordinators, and specialists to support children’s Individualized Family Service Plan or other identified needs. · Participating in 21 hours of professional development and annual required training · Maintain confidentiality and follow all agency policies, licensing regulations and Early Head Start performance standards. Requirements: QUALIFICATIONS Education/Experience · Associate teacher permit issues by CTC · Minimum of 12 ECE/CD units with three units in Infant/toddler development if working with that specific age group · 50 days of experience · Preferred but not required one year of experience working with children in a licensed childcare facility. Special Requirements · Work towards Associate Teacher or higher Permit (or eligible to obtain one) · Current Pediatric CPR/First Aid certification · I have the ability to pass background checks, TB tests, and meet immunization requirements. · Bilingual skills desired (English/Spanish) Physical Demands & Work Environment · Reach a child twenty-five feet away within 10 seconds or less. · Hear a child call for help from at least fifty feet away. · Comprehend and react to dangerous situations involving children without hesitation. · Crouch/bend to a child’s height and maintain eye contact. · Reach children on the highest piece of play equipment. · Ability to lift up to 50lbs. · Engage in floor/sitting at ground level play with children for extended periods of time. · Exposure to a childcare classroom indoor/outdoor setting, cleaning, disinfectant supplies, and noise levels that are consistent with working with young children. OTHER REQUIREMENTS · Prior to first day of employment, must have fingerprint clearance and maintain clearance. · Verification to legally work in the US and updated as required. Peninsula Family Service’s VALUES are expected of every staff member. All of our work is based on our commitment to Ownership, Proactive engagement, and Lean In growth, anchored in Community Pillar, Participant-Focused service, and Workforce-Centered collaboration. nt, obtain a medical health clearance and maintain clearance as required. • Prior to first day of employment, verification of a negative TB test and maintain verification as required., • Prior to first day of employment, submit transcripts., • Prior to first day of employment, must submit proof of eligibility to work in the U.S., and maintain eligibility., • Prior to first day of employment, must have fingerprint clearance and maintain clearance., • Within one month of employment obtain CPR and first aid certification and keep current., • Driving the organization’s car on Family Service business requires an appropriate level of personal insurance and must be cleared to drive through Family Service’s insurance carrier. (HR will identify appropriate level of insurance and will clear driver through Family Service insurance carrier.), • Continue to acquire knowledge about early childhood development by attending classes, workshops, or reading., • Be physically, mentally and occupationally capable of performing the following actions without endangering one’s own health:, • Reach a child 25 feet away within 10 seconds or less, • Hear a child call for help from at least 50 feet away, • Comprehend and react to dangerous situations involving children without hesitation, • Crouch to a child’s height and maintain eye contact, • Reach children on the highest piece of play equipment, • Lift a minimum of 40 pounds, • Sit on the floor and/or low chair and interact with children for an extended period of time.

Job DescriptionDescription: About Us Peninsula Family Service (PFS) is a nonprofit organization that provides children, families, and older adults with the support and tools they need to realize their full potential. As one of the largest providers of infant, toddler, and preschool programs in the region, PFS also delivers services in financial empowerment, employment, and older adult support — ensuring that people at every stage of life have access to opportunities to thrive. Established in 1950, PFS has been a trusted community partner for over 75 years, dedicated to fostering stability, resilience, and well-being for the individuals and families it serves. At PFS, our values guide how we serve our community and work together as a team. We expect every team member to demonstrate Ownership, Proactive Engagement, and a commitment to Continuous Learning and Adaptability. These values are grounded in a shared dedication to community, service, and collaborative teamwork. Job Summary The Teacher is responsible for providing a safe, nurturing, developmentally appropriate and inclusive learning environment for children aged 3 months to 5years of age, if supporting School Age, you would work with children up to 12 years of age. The Teacher aide supports a comprehensive early childhood environment that promotes children social-emotional, cognitive, language and physical development, while supporting family engagement and meeting state and federal regulations. REPORT TO: Site Manager JOB CLASSIFICATION: Non-Exempt, Full-timeESSENTIAL DUTIES AND RESPONSIBILITIES Curriculum & Instruction -Assist in planning and implementation of daily activities. -Prepare materials. -Prepare and support lesson plans and interactions for planned activities. -Provide documentation on observations of children and their activities. -Support children’s self-help skills, independence, and problem-solving abilities. • Incorporate early STEM, literacy, and social emotional learning strategies into the classroom experience. Health & Safety • Ensure constant and active supervision of all children., • Respond promptly to children’s needs, following individualized care routines if applicable., • Maintain a safe, clean, and organized classroom that meet licensing, California Department of Social Services and Head Start Health and safety standards., • Follow sanitation, diapering, toileting, and nutrition guidelines., • Monitor children’s health checks daily and document concerns. Assessment & Documentation • Complete ongoing observations and assessments, • Provide observations for DRDP data., • Maintain accurate and timely, incident reports and child portfolios (learning-genie), • Participate in data driven planning for children and program outcomes. Family & Community Engagement • Establish positive, respectful relationships with families., • Conduct parent-teacher conferences and at least two home visits per program year., • Share developmental progress, resources, and strategies with families to support learning at home., • Encourage family participation in classroom and program activities. Collaboration and professionalism • Work collaboratively with teaching staff, Face Coordinators, and specialists to support children’s Individualized Family Service Plan or other identified needs., • Participating in 21 hours of professional development and annual required training, • Maintain confidentiality and follow all agency policies, licensing regulations and Early Head Start performance standards. Requirements: QUALIFICATIONS Education/Experience • Teacher permit issues by CTC, • Minimum of 24 ECE/CD units with three units in Infant/toddler development if working with that specific age group, • 16 general education units, • 175 days of experience, • Preferred but not required one-2 years of experience working with children in a licensed childcare facility. Special Requirements • Work towards Teacher or higher Permit (or eligible to obtain one), • Current Pediatric CPR/First Aid certification, • I have the ability to pass background checks, TB tests, and meet immunization requirements., • Bilingual skills desired (English/Spanish) Physical Demands & Work Environment • Reach a child twenty-five feet away within 10 seconds or less., • Hear a child call for help from at least fifty feet away., • Comprehend and react to dangerous situations involving children without hesitation., • Crouch/bend to a child’s height and maintain eye contact., • Reach children on the highest piece of play equipment., • Ability to lift up to 50lbs., • Engage in floor/sitting at ground level play with children for extended periods of time., • Exposure to a childcare classroom indoor/outdoor setting, cleaning, disinfectant supplies, and noise levels that are consistent with working with young children. OTHER REQUIREMENTS • Prior to first day of employment, must have fingerprint clearance and maintain clearance., • Verification to legally work in the US and updated as required. Peninsula Family Service’s VALUES are expected of every staff member. All of our work is based on our commitment to Ownership, Proactive engagement, and Lean In growth, anchored in Community Pillar, Participant-Focused service, and Workforce-Centered collaboration. • Be 18+ years (per Licensing Regulations), • Possess or be eligible to apply for a Child Development Teacher Permit or above, • Successful completion of A.A. degree in early childhood education or twenty-four (24) or more early childhood education units and sixteen (16) general education units, • Infant/Toddler teachers must have a minimum of three (3) units in infant/toddler education COMMUNICATION REQUIREMENTS: Teachers should be able to verbally communicate with parents and other adults in English, use grammatically correct language, and when possible, speak in the child’s home language. PREFERRED LANGUAGE SKILLS: Ability to speak with children and families in their native language. Some classrooms may require bilingual abilities due to needs of the children and families enrolled. OTHER REQUIREMENTS: • Maintain clear Criminal Background Check/Fingerprinting, • Submit and maintain evidence of a current (completed within the last year) negative Tuberculin test and health report prior to hire, • CPR and First Aid certified or willing to obtain within 3 months of employment; must maintain for duration of employment, • Maintain minimum of an Associate Teacher permit while employed in position, • Submit evidence of completion of education requirements prior to hire

Job Description Assistant Montessori Teacher Reports to: Lead Teacher Position Summary The Assistant Teacher supports the Lead Teacher in delivering an authentic Montessori program for toddlers and Children's House students. This role helps maintain a calm, orderly, and prepared environment where children can work independently and with deep concentration, while ensuring constant supervision, safety, and warm communication with families. The Assistant Teacher is an essential part of the classroom team and contributes to both the educational experience and the daily care of the environment. Key Responsibilities Classroom & Curriculum Support • Assist the Montessori Lead Teacher in implementing the Montessori curriculum, setting up and organizing the classroom, and ensuring the learning environment is conducive to exploration, discovery, and independent learning, • Protect the concentration of each child. Avoid interrupting a child's work cycle, redirect quietly, and model grace and courtesy at all times, • Assist with circle time and lessons as directed by the Lead Teacher, • Assist with potty training and diapering, following the school's posted diapering and hygiene procedures, • Assist during snack and lunch, serving food and supporting children's independence in self-feeding and table routines, • Supervise children during nap/rest time and support calm, consistent sleep routines, • Take photos of the work period and outdoor playtime and share them via Brightwheel, • Upload lessons to Montessori Compass directed by the Lead Guide Family Communication • Warmly welcome parents and children at arrival and dismissal, • Establish and maintain positive and effective communication with parents, directing curriculum and developmental questions to the Lead Teacher Supervision, Health & Safety • Supervise children by sight and sound at all times — in the classroom, on the playground, and on field trips and maintain required teacher-to-child ratios, • Maintain active supervision: continuous room and playground scanning, intentional positioning apart from other teachers for full coverage, and no phone use or side conversations while supervising children, • Follow all health and safety policies and procedures to ensure the well-being of students, including maintaining a clean and safe classroom environment, monitoring students' physical well-being, and responding to emergencies or incidents as needed, • Promptly report any injuries, incidents, or concerns to the Lead Teacher Care of the Environment • Take responsibility for the care and maintenance of the classroom, teaching materials, and equipment, • Set up nap cots each day; clean and store nap cots and sheets, • Organize supplies, materials, and activities, including the supplies storage room, • Clean snack and lunch tables (including floors) after every meal, • Vacuum the indoor classroom every evening; clean all shelves and works daily, • Take out trash (indoor small trash and outdoor trash), • Maintain a clean, orderly environment throughout the day Teamwork & Professional Growth • Work collaboratively with the Lead and Assistant Teachers, Montessori consultants, and school staff, • Participate in team meetings, professional development, and school-wide events and activities, • Perform any other duties assigned by the Head of School and Lead Teacher, • Attend AMS conference yearly Qualifications Required • At least 18 years of age with a high school diploma or equivalent (per California Title 22 requirements for teacher aides), • Warmth, patience, and reliability working with young children, • Ability to follow the Lead Teacher's direction and the school's policies consistently, • Strong communication skills in English (additional languages a plus) Preferred • 12+ semester units in Early Childhood Education or Child Development, or willingness to enroll, • Prior experience in a licensed childcare or Montessori setting, • Familiarity with, or genuine interest in, Montessori philosophy Health & Safety Clearances • Criminal record clearance via DOJ/FBI Live Scan fingerprinting and Child Abuse Central Index check (required before first day of work), • TB clearance within the year prior to hire, • Proof of immunization against measles and pertussis, and annual influenza vaccination (influenza may be declined in writing), per California SB 792, • Pediatric CPR/First Aid certification from an EMSA-approved provider, or willingness to obtain within [30] days of hire, • Completion of California mandated reporter training (all staff are mandated reporters of suspected child abuse or neglect; training must be completed within the first 90 days of employment) Physical Requirements • Ability to lift and carry up to 30 pounds, including lifting children as needed, • Ability to perform diapering and toileting assistance, • Ability to kneel, bend, squat, sit on the floor and child-sized furniture, and move quickly to ensure child safety, • Ability to work indoors and outdoors in varying weather during playground supervision, • Visual and auditory ability to supervise children by sight and sound at all times Company DescriptionAbout Olu Montessori Olu Montessori is a women-owned, community-rooted Montessori school located in Redwood City, California. Founded with a deep commitment to equity, excellence, and the transformative power of early childhood education, our mission is to provide a nurturing, inclusive, and joyful environment where children, families, and educators grow together. We believe that high-quality education begins with respect for the child, the guide, and the community and we strive to embody this principle in every aspect of our work. Our program is grounded in the Montessori philosophy and enriched by our values of compassion, curiosity, cultural humility, and collective care. We are dedicated to supporting each child’s natural development, independence, and love of learning, while also fostering meaningful social-emotional connections. Our classrooms are beautifully prepared spaces that encourage exploration, concentration, and collaboration. We hold our educators in the highest regard and are deeply committed to supporting their professional and personal well-being. At Olu, teachers are seen as collaborators and leaders in the school community. We prioritize fair wages, ongoing mentorship, and a workplace culture that values open communication, shared responsibility, and continuous reflection. We also recognize that our work as educators is inseparable from the broader work of justice and equity—and we welcome team members who are committed to growing in these areas with humility and purpose. Joining Olu Montessori means becoming part of a close-knit, mission-driven team that is passionate about creating a more peaceful and equitable world—one child at a time.About Olu Montessori\r\n\r\nOlu Montessori is a women-owned, community-rooted Montessori school located in Redwood City, California. Founded with a deep commitment to equity, excellence, and the transformative power of early childhood education, our mission is to provide a nurturing, inclusive, and joyful environment where children, families, and educators grow together. We believe that high-quality education begins with respect for the child, the guide, and the community and we strive to embody this principle in every aspect of our work.\r\n\r\nOur program is grounded in the Montessori philosophy and enriched by our values of compassion, curiosity, cultural humility, and collective care. We are dedicated to supporting each child’s natural development, independence, and love of learning, while also fostering meaningful social-emotional connections. Our classrooms are beautifully prepared spaces that encourage exploration, concentration, and collaboration.\r\n\r\nWe hold our educators in the highest regard and are deeply committed to supporting their professional and personal well-being. At Olu, teachers are seen as collaborators and leaders in the school community. We prioritize fair wages, ongoing mentorship, and a workplace culture that values open communication, shared responsibility, and continuous reflection. We also recognize that our work as educators is inseparable from the broader work of justice and equity—and we welcome team members who are committed to growing in these areas with humility and purpose.\r\n\r\nJoining Olu Montessori means becoming part of a close-knit, mission-driven team that is passionate about creating a more peaceful and equitable world—one child at a time.

Job DescriptionDescription: About Us Peninsula Family Service (PFS) is a nonprofit organization that provides children, families, and older adults with the support and tools they need to realize their full potential. As one of the largest providers of infant, toddler, and preschool programs in the region, PFS also delivers services in financial empowerment, employment, and older adult support — ensuring that people at every stage of life have access to opportunities to thrive. Established in 1950, PFS has been a trusted community partner for over 75 years, dedicated to fostering stability, resilience, and well-being for the individuals and families it serves. At PFS, our values guide how we serve our community and work together as a team. We expect every team member to demonstrate Ownership, Proactive Engagement, and a commitment to Continuous Learning and Adaptability. These values are grounded in a shared dedication to community, service, and collaborative teamwork. Job Summary The Floater Teacher is responsible for providing a safe, nurturing, developmentally appropriate and inclusive learning environment for children aged 3 months to 5years of age, if supporting School Age, you would work with children up to 12 years of age. The Floater Teacher supports a comprehensive early childhood environment that promotes children social-emotional, cognitive, language and physical development, while supporting family engagement and meeting state and federal regulations. REPORT TO: Site Manager JOB CLASSIFICATION: Non-Exempt ESSENTIAL DUTIES AND RESPONSIBILITIES Curriculum & Instruction · Assist in planning and implementation of daily activities. · Prepare materials. · Prepare and support lesson plans and interactions for planned activities. · Provide documentation on observations of children and their activities. · Support children’s self-help skills, independence, and problem-solving abilities. · Incorporate early STEM, literacy, and social emotional learning strategies into the classroom experience. Health & Safety · Ensure constant and active supervision of all children. · Respond promptly to children’s needs, following individualized care routines if applicable. · Maintain a safe, clean, and organized classroom that meet licensing, California Department of Social Services and Head Start Health and safety standards. · Follow sanitation, diapering, toileting, and nutrition guidelines. · Monitor children’s health checks daily and document concerns. Assessment & Documentation · Complete ongoing observations and assessments · Provide observations for DRDP data. · Maintain accurate and timely, incident reports and child portfolios (learning-genie) · Participate in data driven planning for children and program outcomes. Family & Community Engagement · Establish positive, respectful relationships with families. · Conduct parent-teacher conferences and at least two home visits per program year. · Share developmental progress, resources, and strategies with families to support learning at home. · Encourage family participation in classroom and program activities. Collaboration and professionalism · Work collaboratively with teaching staff, Face Coordinators, and specialists to support children’s Individualized Family Service Plan or other identified needs. · Participating in 21 hours of professional development and annual required training · Maintain confidentiality and follow all agency policies, licensing regulations and Early Head Start performance standards. Requirements: QUALIFICATIONS Education/Experience • A permit issued by CTC, • Minimum of 12 ECE/CD units with three units in Infant/toddler development if working with that specific age group, • Additional units dependent upon permit level, • 50+ days of experience and more dependent upon permit level, • Preferred but not required one-2 years of experience working with children in a licensed childcare facility. Special Requirements • Work towards an Associate Teacher or higher Permit (or eligible to obtain one), • Current Pediatric CPR/First Aid certification, • Have the ability to pass background checks, TB tests, and meet immunization requirements., • Bilingual skills desired (English/Spanish) Physical Demands & Work Environment • Reach a child twenty-five feet away within 10 seconds or less., • Hear a child call for help from at least fifty feet away., • Comprehend and react to dangerous situations involving children without hesitation., • Crouch/bend to a child’s height and maintain eye contact., • Reach children on the highest piece of play equipment., • Ability to lift up to 50lbs., • Engage in floor/sitting at ground level play with children for extended periods of time., • Exposure to a childcare classroom indoor/outdoor setting, cleaning, disinfectant supplies, and noise levels that are consistent with working with young children. The term floater implies a temporary status for individuals assigned to a specific location or supporting multiple locations. Floater staff support open positions and our staff on vacation or out during this time reassignment to another facility is possible supporting the current need. OTHER REQUIREMENTS • Prior to first day of employment, must have fingerprint clearance and maintain clearance., • Verification to legally work in the US and updated as required. Peninsula Family Service’s VALUES are expected of every staff member. All of our work is based on our commitment to Ownership, Proactive engagement, and Lean In growth, anchored in Community Pillar, Participant-Focused service, and Workforce-Centered collaboration.

Job Description We are Japanese-English bilingual preschool and looking for a Preschool teacher to join our San Carlos locations. We are small setting preschool with a friendly teamwork. You would enjoy joining us if you love Japanese culture! ☆Full-time or Part-time Preschool Teacher at San Carlos location☆ -Native/Fluent in English or Japanese -At least one year experience in a classroom setting -12+ ECE units required -BA/BS preferred www.SoraPreschool.com

Job Description STEAM Teacher RCSD takes pride in our dedicated workforce and strong connection with our students, families, and community. Our highly dedicated and skilled team of professionals provides a safe and supportive, inspirational and rigorous, joyful and inclusive environment for all learners. We are looking to build our workforce with a staff who share this vision and want to instill passion in learning emphasizing student strengths and gifts for all learners: all abilities, all ethnicities and cultural identities, LGBTQ+ youth, and multilingual learners. Under the direction of the site Principal and in collaboration with RCSD District Staff Development Department, STEAM teachers will provide STEAM educational programs for pupils in grades TK-8 and support each school site in the development and implementation of District STEAM initiatives and curriculum. Purpose: To expand access and provide equity of opportunity for all RCSD students to have electives or integrated opportunities that enhance college and career readiness through hands-on/ experiential learning in areas related to STEAM education. In order to expand high quality elective access to all students, the STEAM Teacher will help to build capacity at each site by training and coaching site-based teachers and helping to design programs that fit the needs and resources at each school. Job Description: Support implementation of District STEAM Initiatives, site maker spaces and integrated lessons for various grade levels in the school site. Help implement and support District STEAM Curriculum and electives that are available to students throughout the district at all grades. Depending on the applicants’ strengths and interests, this position may be full-time or part-time. The position in TK-5 will be focused on managing a STEAM classroom that is utilized by many students throughout the day. Major Duties and Responsibilities: Teach pupils in a classroom utilizing the course of study and goals and objectives adopted by the District STEAM Initiatives and/or electives with the aim of creating an interest in the subject amongst students and inspiring them to create, construct, build, and experiment. Possible elective topics could include: Computer Science, Robotics, Engineering, Computational and Design Thinking, Visual and Digital Arts and Career Technical Education pathways. Maintain site STEAM labs with instructional materials to integrate core curriculum standards to develop engaging project-based instructional materials and model lessons that promote equity & inclusion, elevate students’ love of learning, develop areas of passion,and foster a sense of inquiry and discovery. Collaborate with site core curriculum teachers to provide professional development, and support implementation of grade level Next Generation Science Standards (NGSS) and ISTE standards for students. Assist sites in creating and implementing schedules to deliver STEAM elective course/s either during the school day or after school. Participate in district-wide STEAM initiatives and help with the communication between sites to share best practices and to ensure equity of access. Present, demonstrate, and use various educational technologies and tools to aid sharing subject matter with students. Help pupils become aware of relationships to others and establish and maintain standards of pupil behavior needed to achieve a functional learning atmosphere in the classroom. Evaluate pupil growth, keep records required by the district. Communicate with parents through a variety of means, including parent conferences when needed or required to discuss the individual pupil’s progress and interpret the school program. Identify pupil needs and cooperate with other professional staff members in assessing and helping pupils solve health, attitude, and learning problems and show awareness of the primary importance of children’s self-concept and emotional well-being. Continue professional growth through participation in in-service education activities provided by the district and/or self-selected professional growth activities. Perform basic attendance accounting and clerical services as required. Help promote understanding of diverse cultures’ contributions to STEAM innovation and fields of study. Assume responsibility to maintain open communication and group evaluation of the primary program among all members of the primary staff. Other Duties and Responsibilities: Select and requisition books, instructional aids, and instructional supplies and maintain required inventory records. Ensure a comfortable room environment through control of heating, lighting, and ventilation to the extent possible. Supervise pupils in out-of-classroom activities as required during the assigned working day. Administer group standardized tests in accordance with the district testing program. Participate in curriculum development programs within the school of assignment and/or on a district level. Share in school activities and participate in faculty committees. Plan and coordinate the work of aides, teacher assistants, and other para-professionals. REQUIRED QUALIFICATIONS: Education/Certification: Appropriate valid California credential authorizing service in the electives for grades TK-8. Must meet requirements of all applicable board policies, state and federal laws, including English language learner certification. Bachelor’s degree, including all courses to meet credential requirements. Experience: student teaching (except in the case of designated subjects credential holders); internship; or full-time teaching experience. Possession of a valid and appropriate California Driver’s License as driving from school sites and district sites is required. 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 continuously required to speak and listen for extended periods. The employee is also required to sit or stand for long periods, and to regularly walk; use hands or fingers to handle, or feel objects, tools, or controls; reach with hands and arms; and stoop, kneel, crouch or crawl. The employee must regularly lift and move up to 25 pounds. Specific vision abilities required for this job include close vision, peripheral vision, depth perception, and the ability to adjust focus. The employee is further required to have the physical, mental, and emotional stamina to fully perform the duties and responsibilities of the position, and the mental acuity to collect, evaluate, and interpret data; to reason; to define problems; to establish facts; to draw valid conclusions; and to make effective judgments and decisions. The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not exhaustive of the duties performed or that may be performed by this position. The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties, and skills required of personnel. TERMS OF EMPLOYMENT Supervision Exercised or Received: Under the immediate direction of the site administrator. Salary and benefits shall be paid consistent with RCTA salary and benefit policy. Work Year: Certificated Teacher The RCSD Human Resources Department retains the sole right and discretion to make changes to this job description An Equal Opportunity Employer The Redwood City School District (RCSD) is an equal-opportunity employer that is committed to diversity and inclusion in the workplace. We prohibit discrimination and harassment of any kind based on race, color, sex, religion, sexual orientation, national origin, disability, genetic information, pregnancy, or any other protected characteristic as outlined by federal, state, or local laws. This policy applies to all employment practices within our organization, including hiring, recruiting, promotion, termination, layoff, recall, leave of absence, compensation, benefits, training, and apprenticeship. RCSD makes hiring decisions based solely on qualifications, merit, and business needs at the time. The Redwood City School District seeks to employ individuals who represent the rich diversity of cultures, language groups, and abilities of its surrounding communities.

Job Description Job Announcement Join us as we empower students by providing impactful learning experiences! We provide every tutor with unmatched training, leadership, support, and tools so they can focus on engaging with students. If you have experience working with kids as a tutor, coach, teacher, youth leader, or other roles in which you demonstrated a passion for investing in students future, we want to talk to you. Requirements: A minimum of 60 college/university credits (post-secondary). Bilingual (English + Spanish). Area: • Redwood City, San Mateo, and Menlo Park, • Zip codes - 94061, 94063, 94402, 94025, 94112, 94103., • Flexible hours and days of the week, • Part-time, evenings, weeknights and weekends, • 5-15 hours with the potential for 15+ hours with our other in-person and virtual work opportunities. Pay rate: $26 - $27 per hour based on experience and language fluency In this role, you will: • Tutor 6th - 12 grade students with ELA, Math, Science and other core subjects, • Students may have English development needs, • Sessions may take place at student's home, library and museums etc., • Tutoring can take place at a time convenient to you and to the student. Please apply only if: • You have at least one year of student-related experience, • You can complete the fingerprinting process within 48 hours of a job offer, • You are able to meet DOJ/FBI fingerprint clearance requirements (we will cover the costs), • You can provide 3 professional references, • You are detail oriented and highly dependable, • You are an effective communicator, • You have a reliable vehicle (preferred), • You can provide a negative Tuberculosis test during hiring process, • You love learning, teaching, and empowering others to soar! Let's get started.

Job Description REDWOOD CITY SCHOOL DISTRICT CLASS TITLE: INSTRUCTIONAL ASSISTANT CALIFORNIA STATE PRESCHOOL RCSD takes pride in our dedicated workforce and strong connection with our students, families, and community. Our highly dedicated and skilled team of professionals provides a safe and supportive, inspirational and rigorous, joyful and inclusive environment for all learners. We are looking to build our workforce with a staff who share this vision and want to instill passion in learning emphasizing student strengths and gifts for all learners: all abilities, all ethnicities and cultural identities, LGBTQ+ youth, and multilingual learners. BASIC FUNCTION: Under the direction of an assigned supervisor, assist a certificated teacher in providing a variety of instructional and constructive materials, play activities and programs to pre-school and school aged students at an assigned child development center; assist in the development of student's cognitive, social, emotional and physical skills; assist in the preparation of instructional materials, toys and equipment and provide routine clerical support. REPRESENTATIVE DUTIES: Assist instructional personnel in providing a variety of instructional and constructive materials, play activities and programs to pre-school age and school aged students; assist in the development of a variety of instructional materials. Assist in the planning, organizing and managing of a classroom environment designed to promote the physical, cognitive, emotional, social and creative skills of assigned students. Assist instructors by providing assistance and guidance to individuals and groups of children to create and maintain children's interest in activities and learning centers. Organize and supervise children during playground, classroom and other activities as assigned; administer first aid as needed. Demonstrate and encourage students in safe activities and behavior; assist in the development of appropriate social behavior using positive reinforcement techniques. Assist students in the development of self-help skills and communication skills. Prepare materials for reading, crafts and other instruction; schedule, prepare and operate audio-visual equipment including a VCR, movie and slide projectors, record players and cassette players; operate general office equipment and other instructional equipment. Assist in the identification of emotional, physical, social and learning needs of students; confer with instructional personnel to adjust activities as needed. Maintain classroom and play areas in a safe, orderly and sanitary condition; prepare instructional materials, visual aids, manipulatives, toys and other equipment for classroom and playground activities; replace and reorganize materials and equipment as needed. Confer with instructional personnel to discuss, plan, adjust and implement curriculum to meet student needs; administer, score and record test results as assigned. Participate in meetings and in-service training programs as assigned; participate in teacher parent conferences and contact parents as assigned; translate oral and written communication between teachers, parents, students and administrators as required. Assist in the preparation and maintenance of student records and files; maintain, distribute and account for textbooks, supplies, toys and equipment. Perform related duties as assigned. KNOWLEDGE OF: -Basic concepts of child development. -Child guidance principles and practices. -Typical behavior characteristics of children including preschoolers. -Requirements of maintaining a children's center in a safe, clean and orderly condition. -Basic record-keeping techniques. -Interpersonal skills using tact, patience and courtesy. -Correct English usage, grammar, spelling, punctuation and vocabulary. -Basic first aid. ABILITY TO: -Assist in the planning, organizing and managing of a children's center classroom. -Demonstrate a patient, receptive and empathetic attitude toward children. -Assist with instruction and related activities in a classroom or assigned learning environment. -Understand and follow oral and written directions. -Communicate effectively both orally and in writing. -Establish and maintain cooperative and effective working relationships with others. -Maintain classroom and playground area in a safe, clean and orderly condition. -Perform clerical duties including typing and preparing and maintaining routine records. -Observe health and safety regulations. -Perform first aid according to established procedures and guidelines. EDUCATION AND EXPERIENCE: Any combination equivalent to: graduation from high school and some experience working with preschool aged children. LICENSES AND OTHER REQUIREMENTS: -6 ECE units or Associate Teacher Permit. -Some positions in this classification may require a valid California driver's license, evidence of appropriate automobile insurance based on DMV regulations and insurable by the District liability insurance carrier; some positions in this classification may be required to speak a second designated language. Equal Opportunity Employer Statement The Redwood City School District (RCSD) is an equal-opportunity employer that is committed to diversity and inclusion in the workplace. We prohibit discrimination and harassment of any kind based on race, color, sex, religion, sexual orientation, national origin, disability, genetic information, pregnancy, or any other protected characteristic as outlined by federal, state, or local laws. This policy applies to all employment practices within our organization, including hiring, recruiting, promotion, termination, layoff, recall, leave of absence, compensation, benefits, training, and apprenticeship. RCSD makes hiring decisions based solely on qualifications, merit, and business needs at the time. The Redwood City School District seeks to employ individuals who represent the rich diversity of cultures, language groups, and abilities of it's surrounding communities.

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