View Job Positions Available Below
Boulder Journey School,
Boulder, CO 80304
Start Date: August 3, 2020
The Boulder Journey School Teacher Education Program is a unique, one-year employment opportunity where you can study the Reggio Emilia Approach in an intimate way through the direct application of Reggio-inspired coursework in an Early Childhood classroom. During this one year, you will earn a Master’s Degree from University of Colorado Denver and a Colorado Teaching License from Colorado Department of Education at a significantly reduced tuition rate (non-residents are granted in-state tuition). For more information please visit: http://educators.boulderjourneyschool.com/teacher-education-program.html
Responsibilities and Duties:
Participate in a Study Trip to Reggio Emilia, Italy
Team teach alongside a Mentor Teacher in a classroom and take on the daily responsibilities of a classroom teacher
Design and engage in opportunities for leadership and advocacy in the field of Early Childhood Education
Engage in ongoing collaboration and reflection on teaching practice with a cohort of peers
Co-construct a contextual curriculum with children and adults
Innovate new early childhood practices
South of Market Child Care
780 Folsum Street
San Francisco, CA 94107
Start Date: December 1, 2019
POSITION: EXECUTIVE DIRECTOR
SOUTH OF MARKET CHILD CARE (SOMMACC) (SAN FRANCISCO)
ORGANIZATION BACKGROUND: SOUTH OF MARKET CHILD CARE was founded in 1970 and will be celebrating next year a half century of distinguished service. Noted for its Reggio Emilia curriculum and its dedication to low income children and families, SOMACC has earned its reputation as a leader in the provision of highest quality early childhood education, and support services to children and families.
SOMACC is one of the very limited number of organizations in this field with a business model dedicated to a socioeconomic classroom mix of subsidized children and private-pay children, reflecting the blighted/gentrifying neighborhoods served, projecting the deeply-felt institutional commitment to social justice, and believing that such a socioeconomic mix of children and families amplifies the value of the educational experience. In its Judith Baker Center, 20% of the class is private-pay; in the Yerba Buena Center, 50% is private-pay; in the soon-to-be-opened Transbay Center, a 50% private-pay balance is planned. The total number of children served in the first two centers is 132, with an estimated 40-80 children to be added when the third center opens later this year. Pre-school services include children from 2 ½ – 5 years; infant and toddler services include children from 3 months – 2 ½ years. Because of the quality of services and the reputation of SOMACC, the demand for services far exceeds their availability (e.g., more than 200 private-pay families are on the waiting list; City-wide waiting lists for subsidized families are far longer).
SOMACC places a premium on its philosophies of child development and early childhood education. The infant-toddler programs are guided by the Resources for Infant Education (RIE) approach; the pre-schools by the Reggio Emilia approach – both emphasizing the reinforcing power of parental/teacher relationships with children, together with the sense of self and capacity of explorative learning, self-direction, and the natural power of curiosity in children. There is a considerable body of research and practice since the mid- 20th century in the international early childhood development field supporting this “constructivist” approach. The classroom environment, the relationships between teachers and their children, the pre-service and in-service training of teachers, and the involvement of parents and families are all defined by these philosophies.
The new Executive Director of SOMACC will find a board and staff eager to maintain the high level of service for which the organization is known, and to build upon these services in the future. A values-grounded entrepreneurial leader, dedicated to RIE and Reggio Emilia principles, with a high level of business acumen, will be capable of shaping effective responses to the challenges above, and others – and will cherish this institution-building opportunity.
RELATIONSHIPS: The Executive Director reports to a dedicated 7-member Board of Directors. Direct reports to the Executive Director include the three site managers (Judith Baker, Yerba Buena, Transbay child development centers), the Director of the Family Resource Center, the Finance Director, the Business Manager, the Human Resources Manager, and the Development/Admissions Manager. In a very flat organization below the Executive Director, most of SOMACC staff are direct service providers.
QUALIFICATIONS: The ideal candidate will have:
• Sincere affection for low income children and their families, understanding of their challenges and needs, and an infectious passion – the proverbial “fire-in-the-belly”- for early childhood education and mental health. Will be committed to RIE and Reggio Emilia principles of curriculum and teacher engagement, promoting the empowerment of children of all ages to master their learning. Multicultural sensitivity, dedication to social justice, and comfort surrounded by diverse stakeholders. Expertise in early child development and dedication to the education of inner-city children, understanding of the clinical needs of children and their families, appreciation of the special needs of traumatized children. Ideally, extensive classroom experience and understanding of such organizations at every level.
• A history of and reputation for uncompromising integrity, inspiring trust in SOMACC, its board, its staff, its relationships with students and families, partnering organizations, funders, the community at large.
• Visionary ability to conceive new, expanded, improved services, both comfort with and ability to strategize and scale, and the capacity to execute on plan.
• Fundraising skills and the ability to recruit and fuel the efforts of volunteers.
• Extensive non-profit and/or philanthropic leadership experience, ability to manage the boundary between executive leadership and a governing board, and a lifelong history of public service.
• Profit and loss experience, a strategic perspective, entrepreneurial ability, and proven leadership, with a broad array of skills transferable to a mid-sized non-profit organization.
• Comfort with information technology and the ability not only to employ new technologies but to engage internal and external technical expertise to update infrastructure in support of efficient and effective operations.
• Exceptional communication skills, most importantly with a highly evolved capacity for active listening; facility with synthesizing information, and promoting interactive processes eye-to-eye, in groups, before audiences, in writing. Appreciation of the importance to leadership of high visibility to all staff and parents, of frequent presence in classrooms, in meetings, at stakeholder events, projecting an image of total involvement at all levels. Sincere enjoyment of community-wide activities, promoting a high profile of the SOMACC as the face and voice of the organization.
• Ability to identify, recruit, and engage able staff, and to motivate and mentor colleagues. A genuine understanding of and commitment to staff development through internal trainings and external associations. Commitment to high level performance of staff, of accountability by staff, ability to reward quality performance as well as to make difficult personnel decisions when necessary.
• Ability to delegate to staff and to micromanage only when necessary; ability to maintain a healthy executive balance among managing up, managing out, and managing down responsibilities; ease with completing any task, however minor, if the interests of SOMACC are served.
• Flexibility to be accessible and present to all constituencies; the ability to lead from behind or by example; the mature judgment and confidence to follow and to give credit wherever due; the internal strength and humility to inspire respect.
• Persistence, sensitivity, and attention to detail.
• High energy, durability, a healthy sense of humor.
EDUCATION: Lifelong learning and educational achievement appropriate to the complexity of the position. Ideally, will be qualified or able quickly to qualify with a Child Development Program Director Permit (California Commission on Teacher Credentialing). Advanced degrees in teaching, early childhood education, counseling, child development, management are preferred. Experience as a teacher with Reggio Emilia education a major plus.
COMPENSATION: Competitive and negotiable, based on experience, up to $140,000 plus generous benefits.
Robert M. Fisher and Michael Loscavio of Rusher Loscavio Fisher Nonprofit Executive Search (see www.rll.com) are privileged to provide transition management and search counsel to the Board of South of Market Child Care (see www.somacc.org). All discussions with prospects for this position will be treated with utmost discretion.
We would be grateful to receive inquiries, expressions of interest, nominations and applications (transmittal and resume) at the following address:
Evolve Early Learning
Asheville, North Carolina 28806
Start Date: September 3, 2019
Job Description: Lead teachers are responsible for creating and maintaining safe, supportive, nurturing and responsive environments, experiences, and relationships in and beyond the classroom. An ideal candidate would be someone who can facilitate child-centered, play-based learning while integrating best practices in early childhood education, licensure compliance, safety & supervision, and parent engagement.
-Organize and maintain safe and engaging learning environments (inside and outside) as a critical part of daily exploration and growth.
-Plan and prepare individualized, cooperative, and developmentally appropriate activities with lessons tied to NC Foundations and natural learning. (Reggio Emilia, Montessori, Child-centered, and/or Community/democratic school experience and training preferred)
-Initiate and facilitate Project-Based Learning including S.T.E.A.M. and literacy.
-Support children in networking with professionals & mentors for our Personalized Learning Communities (PLCs) to create authentic, hands-on learning through Ubuntu or contributism.
-Ensure NC Licensure Compliance, ECERS/ITERS, Tuition Subsidy, & Food Program data and agreements are met each day. Our funding could depend on it.
-Develop, nurture & celebrate relationships with administration, staff, parents, volunteers, community members, and students.
-Participate in your Personal and Professional Growth Plan through training, sharing, and coaching offered throughout the year.
-Promote wellness, leadership, a love for learning, and purposeful living through action, intentional instruction, and daily community and connection time.
-Develop procedures and systems that support independence, regulation, self-management, personal empowerment, restorative justice, and safety.
-Practice strong communication & collaboration with staff, board, parents, community, and students. Participate in up to 15 special events to build community.
-Co-create a positive work environment by being authentic, compassionate, understanding, and centering each day on what is best for the children and families.
-Allow children to be themselves and follow their hearts.
-2 Years or more of Experience working with children under 6 years old. (Reggio Emilia, Montessori, Child-centered, and/or Community/democratic school, trauma-informed, antibias, equity and children with special rights experience and training preferred)
-Being ethical, respectful, and compassionate with people from all walks of life.
-Co-creating in multi-cultural and marginalized groups where traditionally marginalized community members are valued and respected.
-Technology, Google Drive, Calendars, Social Media, Excel, data entry, basic word processing, and content creation for professional use and with children.
-Any of the following: Social and Emotional learning & teaching, Child-centered, Brain-based learning, Whole person learning, Project Based Learning, Asset/Strength-based, Resiliency, Equity, Trauma-informed education, Yoga, Mindfulness, Restorative justice, Inclusion, Executive Function & Brain-based Learning, Creative Arts, Music, Transition to Kindergarten, Community & Parent Engagement, Co-teaching, S.T.E.A.M., multiple learning styles and different abled learners.
(We also need assistant teachers, floaters, and subs. See our website at www.evolveearlylearning.com)
Start Date: January 6, 2020
At Village, we’re on a mission: create a more equitable, kind, and innovative world by more fully supporting little ones and their hardworking parents.
To fulfill this mission, we are building Reggio Emilia childcare communities where both parents and their kiddos are supported.
For kiddos, this looks like:
-Emergent curriculum rooted in mindfulness, movement, wellness, equity, and nature.
-Focus on emotional resiliency, boundary setting, and open communication in an effort to create self-actualizing adults.
-Anti-bias education & commitment to equity in all forms.
-Year-round outdoor immersions.
For parents this looks like:
-Support services like meals, dry cleaning, laundry, and errand running managed by non-educator staff. Parents can request these services during pick-up or drop-off (or online) for maximum convenience and time-saving.
-Monthly coaching sessions focused on conscious discipline and parenting principles.
-Weekly events focused on building community, strengthening family bonds, wellness, and overall growth.
We believe that by taking things off parents’ plates and providing support in this way, we can create space for self-care, growth, release, ego-work, and reparenting–space that will ultimately allow them to thrive as people and parents.
We are looking for a Director to join the founding team of Village to help us bring this vision to life.
Who You Are?
You’re an experienced educator with a big heart and big dreams. You believe in the power of Reggio, mindfulness, nature, equity, and wellness in changing the world. You know that parents are a key piece of the puzzle and we must create space for them to grow and thrive so little ones can do the same.
You are excited about starting a school from scratch and redesigning parts of our care economy to more fully support the entire family. You know the challenges that may await us but understand that with aligned intentions and inspired action, we will bring our vision to fruition.
As the CEO supports parents, community partnerships, programming and events, and all administrative responsibilities, your experience allows you to take charge of the classroom. While you feel alive and aligned in the classroom, you are also passionate about cultivating skills and abilities in other teachers. You know how to effectively train folks and enjoy seeing them learn, grow, and succeed.
You’re committed to mindfulness, conscious discipline, equity, diversity, and inclusion and are ready to ensure it is the bedrock of our school. You also understand that it is pivotal we make quality, early-childhood-education more accessible while also paying teachers thriving wages and serving as advocates for our educators.
Most of all, you love to laugh, appreciate the wild and wonderful journey that is life, and are ready for your next Adventure with Village. You are excited by responsibilities that include:
-Serving as a teacher-leader during initial phases of launch.
-Identifying top talent through equitable, inclusive approaches.
-Training and coaching lead and assistant teachers while supporting them as independent leaders.
-Overseeing the effective and intentional implementation of Reggio Emilia, conscious discipline, outdoor immersion, and anti-bias education in Village schools.
-Ensuring our core values of growth, exploration, curiosity, kindness, and equity are embodied by all teachers and throughout the classroom.
-Managing and licensing and regulatory guidelines around early childhood education and daycare/pre-school operations.
Loyola Marymount University
Los Angeles, CA 90045
Start Date: August 5, 2019
Provide for the health, safety and well being of the young children enrolled in the Children’s Center. Assist in the planning and implementation of a well balanced program of age appropriate experiences and activities designed to meet the physical, emotional, social and intellectual needs of the children in his/her classroom.This person must be able to work well with others and be willing to fulfill their responsibilities in accordance with the Center’s mission, goals and philosophy.
Position Specific Responsibilities:
Be familiar with and act in accordance with the school’s philosophy and policies as stated in the Parent and Employee Handbooks, and the following description of Performance Criteria.
Assist and take initiative in the following:
The supervision of children indoor and outdoors to ensure their safety and well being, moving with children as they change location (maintenance of a clean and safe environment, staff lounge as well as classroom and schoolyards).
The development and implementation of an anti-bias, emergent type curriculum which provides a safe, secure, and stimulating learning environment that meets the entirety of children’s individual needs, including areas of social, emotional, cognitive, physical development, and creative expression.
Meet the maintenance needs of the individual child (i.e. feeding, diaper-changing, hand washing, nose blowing). Plan and provide snack/nutrition in accordance with the school’s policy.
Notify the lead teacher or associate teacher of needed supplies. Communicate effectively and cooperating with other staff members. Attend scheduled staff meetings and other center functions or activities. Becoming familiar with routine room paperwork (i.e. medical sheets, sign in sheets, activity sheets) and assist in completing monthly status reports in a timely manner.
Set regular job related goals and objectives, in cooperation and coordination with supervisors, to further personal and professional growth. Follow through on self initiated and assigned tasks.
Be responsive to lead teachers (and teachers acting in their stead), taking and following through on requests and direct¬ions in a cooperative manner. Pass on information from parents to the lead teacher (e.g. medication, absences, general information), and referring parents to lead teacher as appropriate. Provide supportive assistance to new substitutes and volunteers, as well as other new staff.
Be flexible to meet program needs, including assisting teachers and children in other groups as needed.
Able to respond quickly when a situation warrants immediate action.
Perform other duties as assigned by the Lead Teacher or Assistant Director.
The Google Children’s Centers (GCC) consists of four child care centers all located within five miles from Google’s Mountain View campus. Center locations in Northern California include Mountain View, Sunnyvale, and Palo Alto.
Start Date: August 5, 2019
The Google Children’s Centers (GCC) is a pioneer in the world of childhood development. As a member of this team, you’ll strive to instill the same love of learning and creativity in the minds of Googlers’ children as can be found among the Googlers we hire. In the unique educational environment of Google’s children’s centers, you’ll work with both your team and Google parents to continually develop and improve our Employee Child Development program to meet the physical, cognitive, social and emotional needs of children ages 3 months through 5 years. You’re passionate about each child’s personal growth and open to new and innovative methods of teaching, and are familiar with family-focused education that integrates play-based philosophies into the curriculum.
The value Google places on our employees knows no bounds. We revolutionized search, and now we’re redefining human resources to make sure we have the healthiest, happiest and most productive employees in the world. We believe it’s important to provide benefits to our employees’ children as well.
We’ve developed our Employee Child Development program by building high-quality children’s centers located near our corporate headquarters. These family-focused centers integrate play-based philosophies into the curriculum. This program includes small group size and staff continuity, and is designed to meet the physical, cognitive, social, and emotional needs of children ages 3 months through 5 years.
University Primary School; The College of Education Lab School @ The University of Illinois Urbana-Champaign
Champaign, Illinois 61820
Start Date: August 16, 2019
The College of Education at the University of Illinois at Urbana-Champaign is seeking a Visiting Specialist in Education (Head Teacher) for the combined Fourth/Fifth Grade classroom at University Primary School. The head teacher of the University Primary School combined Fourth/Fifth grade classroom program is responsible for leading and decision-making within the classroom, and contributing to the greater good of the school and University community.
Major Duties and Responsibilities:
Responsible for carrying out the day-to-day educational Reggio Emilia inspired program, implementing the curricular framework of the project approach, incorporating student decision-making, facilitating inquiry activities, promoting the greater good of the school, and individualizing instruction as needed by each child.
Responsible for providing leadership for teaching assistants, student teachers, and student volunteers, and maintaining effective communications with parents.
Responsible for working with researchers and promoting an atmosphere of shared inquiry within the Illinois and greater education community.
Responsible for working closely and making decisions for the classroom with input from graduate assistants and grad or academic hourly employees who may be in the position of co-teachers in the classroom.
Hilltop Children’s Center
4 Nickerson St. Suite 100
Seattle, WA 98109
Start Date: August 29, 2019
Hilltop is an equal opportunity employer, pursuing diversity, equity, and inclusion, and valuing what diversity brings to the workplace. Applicants of color, men, LGBTQ+ and diverse backgrounds and experiences are encouraged to apply.
The Position: Executive Director
This salaried, exempt position serves as the organization’s Chief Executive, reports directly to the Board of Directors, and is ultimately responsible for leading the organization’s success as a non-profit while maintaining an equitable lens regarding access to high quality early education for all communities. The individual in this position will be responsible for the leadership and strategic direction of the organization, as well as the successful management of all fiscal resources, including fund development, operational considerations, and the board of directors. In addition, the Executive Director is responsible for the operational and administrative infrastructure and systems necessary for the successful growth of Hilltop Children’s Center and Educator Institute. This role upholds the mission, vision, and values, develops new partnerships, engages stakeholders across communities, tracks and aligns metrics of success, and maintains best practices alignment throughout the organization.
• In collaboration with the Board of Directors and in conversation with the Hilltop community, refine and implement Hilltop’s vision, mission, budget, annual goals and objectives, and strategic direction
• See educators as experts and leaders in their work and build systems to support continued outstanding education in the classrooms
• Maintain and develop an effective governance and operational structure that promotes diversity and inclusion, operates transparently, and provides formal communication channels with its stakeholders
• Oversee all fundraising activities including grants, annual giving, corporate sponsorships, special events, donor cultivation, major gifts campaigns, and other organization-related solicitations
• Ensure a strong, collaborative and responsive administrative infrastructure (human resources, finance, enrollment, pedagogy, service to children and families, etc.) that supports Hilltop’s current operations and growth and intentionally promotes an equity lens in all decisions
• Plan and administer Hilltop’s annual budget of 1M. This includes preparing and monitoring annual budget, program budgets, capital expenditures, investments, managing cash flow and financial management systems
• Collaborate with the Board of Directors to develop an engaged, effective, and energized board and ensure smooth, efficient, and values-aligned functioning
• Oversee and collaborate with human resources on values-aligned recruitment, employment, and termination of all personnel and maintain a climate that attracts, motivates and retains a roster of first-class, diverse faculty, staff, and volunteers
• Build strong relationships with partner organizations, policymakers, and other collaborators and oversee the growth of Institute programming, business strategy, fund development, and partnerships
• Implement values-aligned, culturally responsive leadership approach that builds on the existing collaborative nature of the organization
Blue Heron Nature Preserve
Atlanta, GA, USA
Start Date: August 12, 2019
Position Summary: This position will support the co-directors of education in the development and implementation of emergent curriculum programs at Blue Heron Nature Preserve.The ideal candidate will understand and embrace the values and principles of the Reggio Emilia philosophy, have proven experience implementing an emergent curriculum, and be passionate about upholding and communicating the Preserve’s mission to “create a personal experience with nature through conservation, education, research and advocacy.” The ideal candidate will be highly creative, motivated, and a self-starter, who is comfortable communicating with a variety of people.
Upholding and communicating Blue Heron Nature Preserve’s educational philosophy as it relates to the mission and values of the organization.
Working with Blue Heron’s onsite partners, The Atlanta Audubon Society and The Amphibian Foundation, to expand current program partnerships and cultivate new partnership opportunities.
Development and Implementation of emergent curriculum programs for community and school programs.
Teaching community and school programs on a regular basis. This includes but is not limited to birthday parties, scout programs, community and school field trips, summer camp instructor duties, school outreaches, and after school programs.
Teaching and supporting school break and summer camp director duties during camps
Sourcing materials for the development of programs and needs of BHNP education
Be willing to work Tuesday to Saturday Schedule.
Spend a minimum of 80-90% of their week teaching programs, depending on the season.
Support co-directors with training of educators during the school year
Support co-directors with training of summer camp staff.
Model Reggio-Emilia inspired teaching methods to educators.
Collect and maintain materials for educational programming
Toledo Day Nursery
Start Date: August 12, 2019
We are seeking a teacher to work with our children who range in age from 3 to 5 years. The vacancy is due to the opening of a new classroom. The majority of the children and families that we serve, live in poverty. The teacher will work with a teacher assistant. In addition, a Curriculum Specialist will support the teachers, as needed, in the implementation of the components of the Reggio Emilia approach to working with young children.
Duties include establishing relationships with children and families that express respect and value, a curriculum that follows the interests of children and is documented and visible, and maintains TSG assessment data.
Start Date: August 28, 2019
Position Number: FCM947
Department: Social Sciences (FC)
Percentage of Employment: 100%
Months of Employment: 12 Months Per Year
Work Schedule: Monday – Friday, 8:00 am – 5:00 pm (However, some flexibility such as evenings and weekends will be required to meet the needs of the department.)
Provides leadership in the administration of the Fullerton College, Child Development and Educational Studies (CDES ) Laboratory School, including resource development and personnel management, in accordance with laws, regulations, District policy and procedures and collective bargaining agreements.
Ensures compliance with policies and procedures set by Community Care Licensing, State Department of Education, and Federal Grantees as well as the North Orange County Community College District.
Establishes program philosophy in close collaboration with CDES Department faculty and sets operational goals and vision for implementation with classroom teachers; assumes responsibility for the demonstration of developmentally appropriate practices based on current child development practices and research.
Works with the CDES Department regarding activities/curriculum appropriate for children, families, staff, college students, and early childhood community.
Develops and administers the CDES Laboratory School annual budget; participates in the forecast of funds needed for staffing, equipment, materials, and supplies; monitors and approves expenditures; implements adjustments.
Researches, identifies, and creates grant applications for potential resources of additional income for the CDES Laboratory School; seeks funding sources to provide specified contracted services to eligible children and families.
Participates in hiring; supervises, trains, and evaluates assigned CDES Laboratory School staff; conducts regular staff meetings; assists in assigning students to individual classrooms for appropriate laboratory experience.
Coordinates the parent and student enrollment, orientation, and participation within the CDES Laboratory School.
Provides expert level assistance to the assigned Dean, Social Sciences; in conducting a variety of organizational studies, investigations, and operational studies; recommends and implements modifications to CDES Laboratory School programs, policies, and procedures as appropriate.
Coordinates services and activities with other departments as well as outside agencies; attend meetings with other community agencies; establishes and maintains communication between families, instructors, students and classroom teaching staff.
Serves as the liaison for the CDES Laboratory School with other departments, divisions, and outside agencies; negotiates and resolves sensitive and controversial issues.
Represents the College and the CDES Laboratory School in meetings both on campus and off campus concerning funding, licensing, for the child development and educational studies laboratory school.
Responsible to Community Care Licensing and Department of Education to follow all regulations and guidelines concerning Laboratory licenses, policies, and reporting procedures.
Maintains an early childhood resource library.
Actively involved in professional early care and educational organizations and community agencies.
Provide leadership in District/College efforts to increase the diversity of faculty and staff, to address student achievement gaps, and in the creation of a welcoming and inclusive work and educational environment.
Assist and promote the growth and success of a diverse population of students and employees through the development of interculturally competent and equity minded management and leadership abilities. The ideal candidate should have experience in this area with African Americans, Latinx, Native Americans, Pacific Islanders and other disproportionately impacted students and employees.
Performs other related duties as assigned.
Under the direction of the Dean, Social Sciences, this position is responsible for the administration and supervision of the Fullerton College Child Development and Educational Studies, Laboratory School. The Director schedules staff, monitors enrollment through various funding sources, and establishes and maintains lines of communication between families, instructors, students and classroom teaching staff.
The Director of Child Development and Educational Studies Laboratory School maintains frequent contact with college administrators, faculty, staff, students, children, and parents.
Posting Number: 201581P
Open Date: 06/13/2019
Close Date: 8/8/2019
Special Instructions Summary: Applicants must complete the driver’s license section of the application. If not completed, the application will be deemed incomplete and will not be considered.
The minimum required number of references for this position is three (3).
This is a designated classified management position subject to a one-year probationary period.
Initial salary placement will be determined by the Office of Human Resources in accordance with Board Policy and is not negotiable. The candidate selected for employment will be required to provide the following: official transcripts and verification of experience prior to the first duty day, identification and employment eligibility as outlined in the Immigration Reform and Control Act, fingerprints and required medical certification pursuant to statue. NOCCCD will not sponsor any visa applications.
The District may choose to fill one or more positions from this recruitment within the same fiscal year or 8 months, whichever is longer.
To ensure consistency and fairness to all applicants, please do not submit materials in addition to those requested. Additional materials will not be considered or returned. Be sure to complete all questions and sections of the application. For questions which may not apply, indicate “N/A” (not applicable). Do not use terms such as “see resume” or “see attached”.
All applications will be screened under a process of utmost confidentiality by a committee of representatives from the college community. Possession of the minimum qualifications does not ensure an interview. At the time of the interview a written exercise and/or an oral presentation related to the assignment may be required. Subsequent to the interviews, the screening committee will select candidates for final consideration. A second interview will be required of candidates selected as finalists.
NOCCCD offers reimbursement for candidate travel expenses. Visit http://www.nocccd.edu/policies-and-procedures to view the administrative procedures – AP 7120-10.
Evaluations of foreign degrees and/or course work are required. See our website at http://www.nocccd.edu/minimum-qualifications for information regarding evaluation of foreign degrees.
If you would like to add additional transcripts not required by the position, you may upload them to the “Additional Transcripts” link when completing your application.
Reasonable accommodations for applicants with disabilities may be requested by calling (714) 808-4810 at least three business days in advance of the scheduled examination/interview date.
Start Date: July 29, 2019
Creative, flexible, and innovative?
Collaborative, reflective, and resilient?
Driven by a commitment to change the status quo in education?
Passionate about empowering children to make a difference in the world?
Do you want to…
Cultivate wonder and joy in learning?
Collaborate with others to start a small, innovative school?
Facilitate inquiry in primary students?
Design curriculum that inspires and excites while meeting the needs of each child?
Work hard, receive feedback, grow, and learn?
Collaborate with and learn from an experienced lead teacher?
Do you have…
A deep belief that every child can thrive?
A commitment to inquiry-based curriculum
An attitude that exemplifies teamwork and personal responsibility
A commitment to building and maintaining a strong, positive culture of learning and achievement, well-being, and belonging
Excellent written and verbal communication skills
Early Childhood Resident Responsibilities:
Contribute to a positive school culture through connections with students, faculty, and families
Collaborate with fellow teachers and administrators to develop inquiry-based curricula that develop in students the capacity to reflect and learn, recognize and act, care and connect, and engage and serve
Foster a positive learning environment in all areas, demonstrating dedication to instilling joy in learning for all students
Ensure that every child feels seen and heard and has a sense of belonging
Together with Lead Teacher, actively monitor, record, and communicate individual progress made by every child
Collaborate and communicate effectively with parents, colleagues, and all members of the school community
Serve as a steward for school support, managing classroom budgets and respecting resources
Participate in all aspects of school programming and activities
Work to uphold the mission, vision, and goals of the school
Other duties as assigned
This position is designed for less experienced teachers who want to chance to work with a lead mentor teacher.
Together, we are empowering exceptional education.