Schools, districts, and peer organizations are encouraged to email their job announcements to Natalie McBride at natalie(at)bayces.org. Please send the job announcement as a Word Document or PDF file and include an expiration date for your post.

Coliseum College Prep Academy
1390 66th Ave.
Oakland, CA 94702
(510) 879-2456 office
(510) 879-2453 fax
(510) 368-8253 cell
www.coliseumcollegeprep.org

Dean of Instruction
Job Description

***SMALL SCHOOL IN OAKLAND SEEKS DEAN OF INSTRUCTION***
We are recruiting a highly qualified, caring, and dedicated instructional facilitator to develop our International Baccalaureate program

Coliseum College Prep Academy seeks a full time Dean of Instruction to support the development of their instructional program. The Dean will be responsible for coordinating professional development, facilitating the development of our curriculum and assessment systems, managing our learning community development, and leading our International Baccalaureate application. The Dean will serve as a member of the administrative team and will report to the Principal.

Roles and Responsibilities
• Coordinate implementation of CCPA continuum of teaching practice
o Coordinate coaching and coaching meetings
o Provide individualized teacher coaching
o Provide school wide PD or organize where appropriate
o Monitor teacher practice for areas of accomplishment, support, and intervention
• Facilitate the school wide learning community work
o Provide support in the development of learning community culture
o Support planning of agendas and use of tools
o Document ongoing work and provide feedback
• Coordinate development of CCPA curriculum and assessments
o Facilitate summer planning work
o Support textbook and instructional material development and acquisition
o Organize school, district, and state testing
• Lead the IB application process and professional development
• Participate in school-wide leadership teams (Instructional and Management teams)
• Lead an advisory

Qualifications
• Demonstrate a record of increasing student achievement
• Believe ALL students can succeed
• Know content well and have strong instructional skills
• Respect and care for their students
• Reflect and always work to improve
• Think outside of the box
• Are eager to pilot the Bay Area's only International Baccalaureate program
• Meet the diverse needs of learners
• Commit to school wide goals and practices
• Value the role of community and family in their teaching and in the school
• Participate in school life
• Value the diversity of our community
• Reflect the cultural and linguistic diversity of the community
• Hold a valid CA credential or an out of state credential with reciprocity in CA

School Information
Coliseum College Prep Academy is a small secondary school that opened in the fall of 2006 with grades 6 and 7. Our program will expand to include grades 6-12 in order to allow us to prepare all of our graduates for entry to four year colleges. The stability of our program will allow us to build powerful relationships with students and families to support a positive school culture and high student achievement. CCPA is part of the next generation of the nationally recognized small schools movement of the Oakland Unified School District.

In addition, Coliseum Prep is a candidate school for the International Baccalaureate Middle Years and Diploma programs. This school is pursuing authorization as an IB World School. These are schools that share a common philosophy - a commitment to high quality, challenging, international education that Coliseum Prep believes is important for our students. We are looking for teachers who are eager to develop this unique program.

At Coliseum Prep, all students will develop as learners, thinkers, communicators, and citizens. Our school program will meet each learner's unique needs, value their passions and interests, connect their learning to the real world, and require students to demonstrate what they know and are able to do. Through partnerships with multiple community groups, we will provide supports to help all students achieve high standards. Technology will be integrated throughout our program to ensure students are ready to compete in our digital world.

Please contact Aaron Townsend, Principal, at aaron.townsend@ousd.k12.ca.us or call (510) 879-2456 for more information.

Dolores Huerta Learning Academy
1936 Courtland Ave.
Oakland, CA 94601
Ph. (510) 533-9790 ~ Fax (510) 533-9794
www.DHLA.org

Dolores Huerta Learning Academy Seeks Fulltime Classroom Teachers

We are looking for teachers in all grade spans.

Dolores Huerta Learning Academy is a K-8 public charter school located in the Fruitvale area of Oakland, CA since 1999. The school has a predominantly Spanish speaking student population, and the 2008-2009 school year will be the sixth year of our bilingual program. For the upcoming school year we will have 230 students in grades K-8.

Job Requirements:
• Valid multiple subject Teaching Credential
• At least three years of demonstrated effective classroom teaching experience
• Experience in small group collaboration
• Ability to function in a collaborative team culture
• Motivated to take responsibility for maintaining a focused learning environment
• Possess effective leadership skills
• Comfortable working in a bilingual environment
• BCLAD endorsement highly desired

Benefits:
Full medical, chiropractic, acupuncture, vision and dental benefits. Participation in
STRS retirement program. Safe and small environment, salary depending on certification and coursework completed.

Please e-mail a cover letter and resume to Francisco Gutierrez, Principal and Xochitl Garcia, Office Manager at: francisco.gutierrez@dhla.org and xochitl.garcia@dhla.org

Justice Matters Associate Director Job Announcement

Justice Matters
Justice Matters' mission is to bring about racially just schools by developing and promoting education policy rooted in community vision. Justice Matters (JM) uses three strategies to achieve our mission:
1.) Research and the development of policy ideas aligned with community aspirations.
2.) Public education and media relations to increase awareness and understanding of a community-based policy agenda.
3.) Campaigns and other action to achieve policy change.

Position
The Associate Director works closely with the Executive Director and has major responsibility in three areas: 1.) development ; 2.) finances; and 3.) program management. The Associate Director must be able to think systemically and strategically about development and program so as to help Justice Matters fulfill its mission as fully as possible.

The Associate Director will assume a critical leadership position as Justice Matters enters into a particularly exciting period. An executive transition is currently in process, and the current Associate Director will be assuming the Executive Director role. The new Associate Director will work with the new Executive Director to develop a partnership and form a leadership team.

Justice Matters has recently been approached with a number of very exciting program opportunities and the Associate Director will play a key role in bringing in the funds needed to address these opportunities as well as making sure that program plans are carefully developed so that the organization can have the most strategic impact without over-extending itself.

Key Responsibilities
Additional responsibility areas may develop or current ones may change as our organizational work plan adjusts to help meet our mission. Key responsibilities include:
Working with the Executive Director to create and execute JM's development plan. Execution of the development plan will include: conducting prospect research, developing relationships with funders, conceptualizing and writing grant proposals, letters of interest, reports, and other fundraising materials.
Overseeing the development of organizational budgets, making sure that financial reports are accurate, and making sure that organizational expenditures stay within resources.
Providing program management through providing problem-solving coaching and support to program staff, making sure that program plans are in line with capacity and resources, troubleshooting; participating in program development, and making sure that programs are coming together in synergistic ways.
Contributing to the overall health of the organization by forming part of the JM team, meeting organizational expectations, and working in line with our mission and values

Qualifications

• Passionate about equity and strong commitment to racial justice issues, especially as they relate to education
• Ability to think systemically and strategically about development and program
• Minimum of three years development experience
• Prior experience with on-the ground program work, program development and management
• Prior experience with finances and operations
• Demonstrate strong writing skills
• Basic computer skills
• Experience with organizational development work is desirable

Salary and Benefits
$65,000-75,000 (determined by relevant experience)
Full health benefits (medical, dental, vision) for employee and dependents
Retirement benefits
Paid vacation and sick time

How to Apply
Please send cover letter and resume to:
Olivia Araiza, Executive Director
Justice Matters
605 Market St., Ste. 1350, San Francisco, CA 94105
associatedirector@justicematters.org
(415) 442-0994 fax

The cover letter should address why you are interested in the position and how your professional experience matches the job qualifications.

Justice Matters is an equal opportunity/affirmative action employer.
People of color, low-income people, immigrants, parents, women, lesbian/gay/bisexual/transgender folks, and people with disabilities are encouraged to apply.

The Castlemont Business and Information Technology School (CBITS) is a small, non-charter, public high school serving predominantly students of color in East Oakland. We are one of the three new small schools into which Castlemont High School converted in the fall of 2004.

CBITS anticipates openings in the following subject areas for 2007-08:
- English / ELD
- Mathematics
- Biology
- Social Studies

We are affiliated with the New Technology Foundation's network of schools. As a New Technology school, we focus on integrating Project-Based Learning and technology tools into our classrooms. BayCES and the Oakland Community Organizations (OCO) are also strong partners working with our school.

All of our students participate in a college-preparatory curriculum that meets the Univ. of California admissions requirements*, and all have access to Advanced Placement classes. Most Special Education students are mainstreamed. Students often work on problems in teams, and celebrate their work in public exhibitions. Students in the upper grades choose between Business, Computer Programming, and Digital Multimedia electives. Upon graduation, students are prepared to make the choice of attending a four-year university or entering the professional business workplace.

Our teachers work in collaborative small learning community teams with common conference periods, and stay with most of the same community of students for at least two years. All teachers mentor a group of students in Advisory class, and serve as the primary point of contact for those students' families as well. Advisors also help students to develop career and college plans, Project Exhibitions and Personal Learning Plans.

We seek teachers who are committed to helping traditionally underachieving students succeed at the high levels of which they are capable. Prospective teachers need to have a willingness to work in a collaborative environment and embrace technology-oriented, Project-Based Learning. CLAD training is also essential for serving the English Learners in all of our classrooms. Teachers of color are especially encouraged to apply.

Please contact Principal Rick Gaston at rgaston@stanfordalumni.org if you feel like our school would be a good match for your skills and interests. You should also apply to the Oakland Unified School District at www.edjoin.org.

Position Title: High School Teachers

Ralph J. Bunche Continution High School

For the 2008-2009 school year, Oakland Unified School District is opening a new Continuation High School designed to meet the needs of students aged sixteen to eighteen years old in danger of not graduating from high school. Ralph J. Bunche Continuation High School will offer students a variety of supports to ensure that their individual needs are met and they are able to graduate from high school.

We are seeking teachers with these qualifications:

. Responsible, committed individuals with a strong desire to help at-risk youth graduate from high school
. Experience in developing positive relationships with urban youth
. Single subject credential in Science or Math
. Demonstrated capacity for collaboration with peers and administrators
. Knowledge of CAHSEE content standards desirable
. Spanish-speaking bilingual candidates encouraged to apply

The school offers exciting opportunities for teachers, including:
• A small school environment with opportunities for teachers to deepen their understanding of students' strengths and needs
• The benefits of working with students aged 16-18, who are often more mature and motivated to finish high school
• Structured, weekly collaboration with staff to learn about and implement best practices to re-engage students with relevant curriculum and pedagogical approaches
• Support and cooperation from colleagues and administration to learn more about individual students' needs and continually improve teaching practice to lead toward success
• Support to connect learning to careers and life - making teaching and learning more engaging, practical and powerful
• Support of a strong after-school program to engage students in school as they pursue the arts, athletics, and help with academic, social & emotional needs
• Opportunities to mentor youth through Advisory and after-school electives
• Opportunities to increase student success by offering credit through alternate means, including Cyber High, independent study, work study, etc. to accelerate students' progress toward graduation
• Helping students gain life and work skills as they take part in local internships offering academic credits and/or pay
• Multiple opportunities for extended contracts for staff to earn extra income

To learn more about this opportunity, or to send your resume and cover letter, please email the Principal with the subject heading of "TEACHING POSITION" to:
Fulton.Brinkley@ousd.k12.ca.us

OR apply by mail to:
Mr. F. M. Brinkley, Principal
1240 18TH Street
Oakland, CA 94607

Position Title: Teacher on Special Assignment (TSA) for Roots International Academy

Roots International Academy is currently seeking a highly motivated teacher who would like to gain out of the classroom, leadership and administrative experience. The position is a teacher on special assignment (TSA) with the Oakland Unified School District. It is a full time, out of the classroom position. We are seeking teachers with at least 3 years of classroom experience, with a strong instructional background.

Roots International Academy is a small middle school in the Oakland Unified School district. Roots has 330 middles school students in grades 6-8. We are committed to achieving academic excellence in an environment that is engaging and culturally relevant. Our vision is to empower students through an education that embraces their cultures, languages, families, and communities. We provide an environment where student's passion for learning is developed through critical examination of their lives, their communities, and society. We aim to develop college bound scholars who will positively impact their families, communities, and the world.

TSA responsibilities may include, but are not limited to:
• Collaborating to plan and implement professional development
• Conducting classroom observations
• Coaching teachers
• Workings with students
• Working with parents
• Student discipline
• Member of the instructional leadership team
• Collaborating with the principal to improve school practices
• School operations

We are currently seeking teachers who are:

• Visionary
• Passionate about providing quality education in an urban environment.
• Committed to the academic, social, and emotional development of our students.
• Engaged in continual self reflection and development around their teaching practices.
• Work collaboratively with colleagues and parents
• Actively seeks parent communication and involvement
• Have experience creating and implementing high quality lessons that are engaging and culturally relevant.
• Willing to form meaningful personal relationships with students and their families.
• Passionate about being a middle school teacher
• Proactively seeks solutions

Additionally, we are seeking teachers who are:
• Self motivated
• Have good communication skills
• Systems thinkers
• Effective time management
• Professional
• Detail oriented

In order to provide the highest quality education for our students we are seeking teachers with the following qualifications:

• Valid California State Teaching Credential or the ability to gain reciprocity by July.
• Some experience in a leadership capacity
• Bachelors Degree (minimum)
• Extensive experience working in urban settings
• Deep understanding of adolescent development
• Experience with culturally relevant or multicultural teaching practices

Application Process
If you are interested in joining the Roots International Academy Team, please submit the following to brandee.stewart@ousd.k12.ca.us

1. Current resume including 2 references.
2. Letter of intent that addresses how your instructional philosophy, skills, background, experience and training relate to Roots International Academy's philosophy.

Position Title: K-5 grade Teacher, Sheltered English
Encompass Academy

EnCompass Academy is a fourth-year Oakland Public New, Small School in east
Oakland, CA. We seek highly qualified teachers to join our faculty in supporting the exciting growth of our young scholars! We currently serve 240 K-5 students on our beautiful, 3 year-old campus.

Click here for complete job description.

Under the supervision of the Assistant Principal and working with the Teacher Development Team (comprised of teachers, the Assistant Principal, the Reading Interventionist, and other teacher coaches), the Literacy Coach is responsible for:
(1) Developing and implementing the literacy professional development plan for the school
(2) Coaching teachers so they can effectively implement best practices to accelerate student achievement, and move along our Curricula Flexibility Continuum,
(3) Supporting the implementation of coherent literacy practices school-wide
(4) Supporting the growth of a reflective, professional learning community.

Click here for complete job description.

Position Title: Founding Teachers for New Small School Design Team
Bayview Essential School of Music, Art, and Social Justice: A Lab School of the Coalition of Essential Schools

The Coalition of Essential Schools in partnership with the San Francisco Unified School District is seeking a Principal to lead a new small, CES public high school in Bayview Hunters Point, San Francisco that will open in August 2008. We are looking for a dynamic, strong, dedicated, hardworking educational leader that has experience working with urban youth, youth of color and traditionally underserved students. Candidate should have a vision for educational equity and a proven track record working with vulnerable youth and their families.

Mission: Our mission is to engage, educate and empower Bayview youth to transform their lives while positively contributing to the betterment of their community. Our students will become independent thinkers, problem solvers and self-directed learners. Bayview Essential School students will graduate as artists, scholars and community leaders. We use the ten common principles of the Coalition of Essential Schools www.essentialschools.org to guide our school's vision as a lab school.

Instructional Approach: We believe young people learn best by building an understanding of the world through doing and discovering, actively scaffolding new knowledge and experience onto old. Bayview Essential School will serve as a "think tank" for the relevant issues that youth face on a daily basis. Youth learn best when the curriculum is relevant to their lives, when they can unearth issues with which they're confronted, hear and express various perspectives, suggest solutions for change, and make a contribution to their community. The Bayview Hunters Point neighborhood will be used as an extension of the classroom. In this physical learning laboratory where students will research and tackle relevant social justice issues that impact the quality of life of their community. Using the recording arts, graphic arts and digital filmmaking as vehicles for learning, students will document the life of their community, tell their personal stories and influence change in their community and the world beyond.

Qualifications and Requirements to be interviewed:
• California Principal credential
• Administrative Experience at a Public Secondary School
• School Leadership Experience
• Experience with facilitating Professional development
• Curriculum development experience
• Strong teaching skills
• Experience working with vulnerable high school students a must
• Experience with small schools preferred
• Experience with project based and service learning a plus
• Experience running an Advisory program a plus
• Experience in non-traditional educational settings preferred

People of color and residents of Bayview Hunters Point encouraged to apply.

First Step of Application Process:
To apply please send a cover letter and resume via email to:
Mara Benitez, Senior Director, School Development
mbenitez@essentialschools.org.

Background: The Dolores Huerta Learning Academy (DHLA) is a small Dual Language (Spanish and English), K-8 California public charter school entering its tenth year of operation. In 2008-09 we will enroll approximately 250 students as we prepare for our second charter renewal. An eight-member Board of Directors (DHLA Board) governs the 501(c)3 nonprofit organization whose sole function is to operate DHLA. The school is independently audited each year and operates with a healthy reserve. Our mission is to provide a safe and nurturing environment that develops students who are bilingual, bi-literate, multicultural, and college-bound and who honor the Ten Core Values of Cesar Chavez and Dolores Huerta. DHLA was founded by parents in Oakland's Fruitvale community who continue to actively support the school and its mission.

POSITION
DHLA seeks an experienced school leader to serve as Head of School/Principal/Director who can:
a. communicate clearly with parents to guide their effective participation in
their children's education;
b. establish clear expectations and provide supportive leadership for teachers;
c. guide the development and implementation of a curriculum aligned to the
school's mission and charter;
d. integrate professional development that builds teachers' ability to deliver
differentiated, standards-aligned instruction that serves all students at the
school; and
e. guide the collection and analysis of data that enable data-driven instruction
to help students master required material and close academic achievement
gaps.

In School Year 2008-09, the school leader will have the opportunity to define and fill another school leadership position, fill teacher vacancies, select teachers for two new classrooms, and lead the DHLA Board's charter renewal process.

RESPONSIBILITIES
The school leader will have primary responsibility for the day-to-day management of the school and will be responsible for the school's instructional, operational, financial and organizational success. The school leader will report directly to the DHLA Board and be responsible for the duties described below. The school leader may delegate to staff members appropriate portions of these responsibilities together with appropriate authority for their fulfillment; however, the school leader may not delegate or relinquish overall leadership responsibility or any portion of the school leader's accountability.

Key Duties

• Serve as the chief educational leader, including ensuring that the school mission and instructional program are being effectively implemented in each classroom.
• Monitor the school's instructional and operational accountability, including collecting, analyzing, and reporting school and student performance data. Use these data to develop school priorities and to drive decision-making.
• Select, train, supervise and evaluate staff. Develop and implement a schoolwide and individual staff development plan. Provide ongoing support and coaching to teachers to help them meet their individual professional development plan goals.
• Develop annual budgets and ongoing fiscal reports. Report on the school's solvency and fiscal management to the DHLA Board. Manage an out-sourced provider of back-office services. Have "bottom-line" responsibility for the school's financial operations and fiscal health.
• Manage or oversee all daily school operations, including but not limited to student admissions, discipline, site and facilities, food service, front office operations, and school scheduling.
• Manage or oversee all school communications ensuring clear, accurate, and timely bilingual messages that uphold the image and values of DHLA.
• Develop DHLA Board Meeting agenda with the DHLA Board president and prepare requested reports.
• Work with the DHLA Board to develop and implement the school's charter and other strategic plans for the school.
• Participate as required in meetings such as the School Site Council, Parent
Meetings, Student Study Teams, Section 504 Committees, and Individual Education Plan (IEP) Reviews.
• Develop and maintain cooperative, collaborative relationships with and among
various stakeholders, including staff, students, families, board members, district
personnel, and the broader community.
• Manage change, including motivating and leading individuals and groups.

QUALIFICATIONS
The Ideal Candidate Will Demonstrate
• Commitment to the school's mission, vision and values
• Success engaging adults and youth to face challenges, adjust behaviors, and
continuously improve
• A sense of urgency to close urban youth's achievement gaps
• An ability to translate intentions into real organizational change at a school or
other government or nonprofit organization
• Relentlessness in the pursuit of a high standard of ethics and equity
• Resourcefulness and creative problem-solving
• Commitment to data-driven instruction
Preferred Qualifications
• Outstanding oral and written communications skills in English and Spanish
• Significant experience in curriculum implementation and reading instruction
• Experience in a Dual Language/bilingual language acquisition program
• Familiarity with No Child Left Behind (NCLB) compliance requirements applicable
to California charter schools
• California charter school experience or familiarity with California charter schools
regulations
• Elementary or middle school experience
Minimum Requirements
•Masters' degree in Education, Administration, Organizational Management, a
related field, a California Administrative Service Credential or equivalent
certification, or equivalent experience. (Note: California Charter School Law
does not require a charter school leader to hold an Administrative Service
Credential.)
•At least 3 years of leadership experience that may include K-8 school
administration, nonprofit management, or other equivalent experience
•Excellent education credentials or commensurate experience
•Knowledge of Dual Language and other education curricula and language
acquisition programs
•Strong communication and problem solving skills
•Outstanding oral and written communications skills in English
•Conversational communication skill in Spanish
•Familiarity with California State Standards for grades K-8
•Familiarity with data-driven instructional practices
•Valid TB screening by first day of employment
•Background clearance by first day of employment
•First aid and CPR certification by August 31
•Proficiency in Word, Excel, and PowerPoint

COMPENSATION
•Competitive salary commensurate with qualifications and experience
•Medical, vision, chiropractic and dental benefits
•STRS or PERS, depending on certification status
JOB TYPE
•At-will, full-time, exempt, fully benefited position

TO APPLY
Email your cover letter, resume, recent salary history (5 years), contact information for 3 references, and answers to the questions below (no more than 250 words each) to the DHLA Interim Director at LMZimny@gmail.com.

Essay Questions
1. Describe your philosophy and approach to instructional leadership.
2. Describe your philosophy and approach to organizational leadership.
3. Describe your philosophy and approach to community leadership.
4. Describe an experience managing change in an organization. Indicate the
change, the role you played, and the outcome.

Dolores Huerta Learning Academy encourages and will consider applications from
candidates on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or military service status.

Position Title: Futures Elementary is currently seeking interested candidates for teaching positions K-4

Futures Elementary is hiring! Futures Elementary is a year one school in Oakland, currently a K-3rd grade school ultimately growing to a K-5 school. Futures provides an excellent professional learning community with dedicated, creative teachers and high quality professional development and instructional coaching. Futures vision for teaching and learning includes an emphasis on developing relational trust in the classroom and throughout the school, facilitating student dialogue, and building students' metacognitive skills.

For more information, please contact Principal Steve Daubenspeck: STEVEN.DAUBENSPECK@ousd.k12.ca.us.

Position Title: MetWest High School, Oakland, CA One Math Teacher and One Teacher/Advisor

METWEST HIGH SCHOOL OVERVIEW
MetWest High School is a small, innovative high school in the Oakland Unified School District. In 2007-08, (our sixth year), we serve 134 9th -12th grade students who travel to our campus from all corners of Oakland. MetWest's approach to learning is grounded in a commitment to educate one student at a time. Our structures and practices are dramatic departures from what is commonly known as "traditional" high school education.

In conjunction with their teachers (called advisors) and family members, each student designs a customized learning plan focused on their interests and passions, which includes two days a week at an internship and three days of academic study and project work on campus. The internships give students a deep sense of how their interests play out in the adult world, and provide an authentic environment and audience for their work. The courses our students take at MetWest and Laney College support academic rigor in the internship-based and independent projects they develop.

MetWest High School is a member of the Big Picture Schools network based in Providence, Rhode Island. You can learn more about Big Picture and MetWest at http://www.bigpicture.org/.

Our Educational Philosophy
We are committed to providing an inquiry-based academic environment in which students take charge of their own learning. We seek teachers who are willing to work as guides, resources, and inspiration rather than as deliverers of facts. MetWest teachers are as excited about being learners as they are about being teachers, and enjoy working side by side with students to learn together.

We believe that all students can and want to learn. When students pursue interests of their own, and develop projects borne out of those interests, they naturally seek to understand and master academic standards. We take time to assess our students' interests, talents, prior achievement, goals, hopes, and dreams. Together, we ensure that all students master the academic skills they need to complete inquiry-based projects, and to be eligible and ready for success in four year colleges.

At the end of each quarter, our students demonstrate their learning through public exhibitions. They answer questions and receive feedback from their peers, teachers, parents, mentors, and community members.

Real Relationships
At MetWest High School, each Advisor (teacher) works closely with 17 students and their families over a 2 year period, to develop exciting, uniquely challenging educational programs for each student each semester.

We visit our students' homes, meet and speak with their families frequently, and get an understanding of them as whole people.

Our students spend two days a week working with a mentor at an internship of their choosing, learning professional expectations, communicating effectively with adults from different backgrounds, and producing real world work. Student internship sites have included Youth Outlook magazine, University Pet Hospital, Oakland Collision autobody shop, Oliveto restaurant, Lawrence Berkeley Labs, Oakland City Council, HSM Real Estate, Mission Grafica screenprinting shop, La Raza Centro Legal, and the West Oakland Health Council.

Your Weekly Schedule - ADVISOR
As an Advisor, you will teach Advisory to your 17 students Monday, Wednesday, and Friday morning. Advisory class includes community building activities, project development, and academic units in your content area that are specifically designed to teach the skills and habits in our five Learning Goal Areas: Empirical Reasoning, Quantitative Reasoning, Social Reasoning, Communication, and Personal Qualities and our school wide Learning Objectives.

The rest of MWF are spent in one-on-one meetings with your advisees, discussing project work, coaching them on individual assignments, checking in about life. As an Advisor, you are part teacher, part project manager, part social support. You will conduct regular meetings and phone conferences with your students' family members regarding the progress of their student. You will coordinate academic opportunities for students inside and outside of school for the school year and the summer.

Tuesdays and Thursdays are spent visiting students' internship sites all over the Bay Area, meeting with them and their mentors to plan, troubleshoot, reflect on and evaluate project work and internship work. We coach our students through the search process, from creating professional resumes, to making cold calls, to conducting informational interviews. You will develop, support, and monitor in-depth, multi-disciplinary projects with students and internship mentors.

Your Weekly Schedule - MATH TEACHER
As a Math Teacher, you will teach interactive, standards and problem-based mathematics to 4 groups of 17 students. Math classes at MetWest prepare our students for college-level math classes, standardized tests, and help them develop problem-solving skills and mental habits. Math classes are taught Mondays, Wednesdays, Fridays throughout the day, and Tuesday and Thursday mornings.

Tuesday and Thursday afternoons are flexible, you may work with small groups of students in need of acceleration, or you will team with Advisors to plan Quantitative Reasoning curriculum connections.

You will work as part of the 9th grade team to plan and run the grade level orientation, retreat, to conduct home visits, and to offer connected curriculum.

Supportive Professional Community
The staff of MetWest works together weekly to create curriculum, reflect on our teaching and our students' learning, evaluate our results, and plan for school-wide improvement. We plan and implement multi-disciplinary curriculum in grade level teams. We share our best practices and our teaching dilemmas in a creative, collaborative, respectful environment.

Summer work prepares us for an excellent school year, through home visits to students, student orientation days, and 10-13 days of professional development which includes integration of new staff into our professional learning community, collaborative curriculum planning time, and whole-school focus work (based on our year-long school wide focus).

As part of the Big Picture Company network of schools, we receive training and support from Big Picture coaches, a wealth of curriculum, technological tools, and the opportunity to collaborate with staff at other schools around the network through video conferencing and small group convenings.

How Do I Apply?

Please send the following to the MetWest Hiring Committee. We begin reviewing candidates in March 2008.

1. A resume with references
2. Two letters of recommendation (one from a recent supervisor and one from a student or student's parent)
3. A cover letter that describes:
a. Why you would be a good fit at MetWest
b. Your interests and passions beyond teaching
c. How you have supported improved student achievement
d. Ways you have participated in a professional learning community

You can email or send your application packet to:
MetWest High School
Attn: Hiring Committee
314 East 10th Street, Huerta Hall
Oakland, CA 94606
(510) 879-0235
metwesthighschool@yahoo.com

Position Title: Technology Teacher Grades 7th - 12th

EmeryUnified School District

Description: Under the direction of the Principal, the Technology Teacher will serve students at Emery Secondary School in the implementation of the Middle/High School plan for instructional use of computers and technology. The teacher will teach classroom technology skills to support Math and Language Arts that will include, but are not limited to; Typing, Microsoft Office Certification, Information Literacy Skills, Computer Programming, and Computer Animation. Develop a high school technology resource center to be used by school level technology leaders, teachers, and students.
Qualifications: • Valid California Single Subject Credential in Business or Industrial and Technology Education; or
• Valid California ROP Designated Subject Area Credential
•CLAD or CTEL Certification
• Fingerprint and tuberculosis clearances as required by law
Work Year: 10 months/184 days per year, 6.5 hours per day
Annual Salary: Placement on certificated salary schedule based on education and experience
Beginning Date: August 2008
Application Deadline: Open until filled
Application Procedure: To be considered, the candidate must complete and return:
• A letter of application addressing specific competencies for the position
• An EUSD application form
• A resume with employment and educational background
• A copy of both sides of required degree and credentials
• Two (2) recent letters of reference

Major 7th - 12th Technology Teacher's responsibilities include the following. Other duties may be assigned.
• Plan and instruct technology classes that comply with the goals and objectives of the District, School and the academic department.
• Work with principals, ILT members, teachers, and other to implement the district technology plan, at a school level.
• Work to improve the overall quality of education received by students in the middle/high school.
• Provide a balanced instruction program, which includes demonstration, lecture, and discussion.
• Develop lessons and lesson plans making use of instructional materials and, insofar as possible, provide individual and small group instruction in adopting the curriculum to the needs of each pupil.
• Participate in the development of curricular standards and benchmarks to encourage appropriate use of technology.
• Work with educators to develop lesson plans and activities involving use of technology to further attainment of educational goals.
• Inform teachers of new technologies or software which may assist in developing concepts of content specific materials.
• Be involved in district research projects to evaluate instructional use of computers.
• Help develop and implement a high school procedure for the evaluation of software, hardware and courseware, and for the sharing of the results of such evaluation.
• Disseminate technology-related information throughout the faculty via news bulletins, electronic main, presentations at district and site level meetings.
• Develop a high school technology resource center to be used by school level technology leaders, teachers, and students.
• Encourage schools to have technology oriented open houses for parents, with students and teachers demonstrating various uses of technologies in the classroom.
• Work with community education programs to assist community members and parents in the use of computers and other technologies.
• Long and short term planning for the acquisition and maintenance of equipment and teaching materials within school site budget.
• Understand and work within the technology budget for each school site.
• Work within this system to secure adequate resources for instructional computing.
• Help to ensure that school-level budgets and the district budget adequately support the district's instructional technology plan.
• Work with administration and faculty to write grants for implementation of technology related educational programs.
• Work collaboratively with the District Technology Coordinator assisting to develop and implement plans for the acquisition of maintenance of hardware and software.
• Maintenance of computer equipment which will include routine preventive maintenance as well as more general repair and replacement.
• Maintain an accurate inventory of computer hardware and software that belongs to the district and to individual schools in the district.
• Help set policies and procedures to share equipment between school sties.
• Help establish procedures for schools to borrow software fro each other.
• Work to establish and "effective life" for hardware and software, so that obsolete hardware or software can be removed from service.
• Keep apprised of changes in the technologies available and directions of future technology development.
• guidelines so that data from different schools can be compared and can be used as part of the evaluation of district progress.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.

Knowledge of: Technical knowledge in the fields of computer science, computer education, and the broad range of technologies used in hypermedia environments. Knowledge of the theory and practice of instrumental technology. Experience in working with students and educators in the instrumental technology field. Knowledge of teaching and learning theory as they relate to the roles of technology in content and pedagogy. Knowledge of curriculum, curriculum development, and school reform. Knowledge of testing and assessment.

Ability to: Share common practices and approaches to Computer Education and Technology teaching and learning with peer teachers; Work as a 7th/12th grade "Small Learning Community (SLC)" team member across curriculum; Participate in support among colleagues for identifying how best to help students whether academically or behaviorally struggling of in need of greater intellectual challenges; Reinforce student's use of mathematical thinking and reading skills in computer use; Teach other elective courses if needed; Mentor students as an advisory teacher; exhibit leadership in developing a program that addresses the California Science Standards; Develop an interesting, inquiry-based curriculum that teaches students to develop musical skills as a means to learning the required Computer and Technology skills.

Position Title: Emery Unified School District Campus Monitor/Security 

Description: The Campus Monitor enhances student achievement by maintaining a safe environment for students and staff. This is a part-time, non-exempt position reporting to the School Principal and the Campus Monitor/Security Supervisor.
Qualifications: • AA or BA preferred
• Successful urban high school security experience; experience in the area of security/police work
• Demonstrated skill in communications and inter-personal relationships, teacher support and consensus building and problem solving
• Spanish fluency preferred
• Interpersonal skills using tact, patience and courtesy
• Professional attitude and appearance to meet school standards
• Physical ability to lift light objects, to kneel, to bend and to reach overhead
• Communicate clearly and concisely, both orally and in writing
• Fingerprint and tuberculosis clearances as required by law

Work Year: 10 months/182 days per year, 7.5 hours per day
Annual Salary: Placement on the CSEA Salary Schedule at Range 19. ($14.91 - $18.12 per hour)
Beginning Date: September 2008
Application Deadline: Open until filled
Application Procedure: To be considered, the candidate must complete and return:
• A letter of application addressing specific competencies for the position
• An EUSD application form
• A resume with employment and educational background
• A copy of both sides of required degree and credentials
• Two (2) recent letters of reference

Major Responsibilities
The Campus Monitor/Security Supervisor's responsibilities include the following. Other duties may be assigned.
• Maintain a high degree of visibility in assigned areas
• Escort students and/or visitors, or other staff when assigned
• Monitor and report any unusual or strange behavior or events to the security team
• Maintain a high degree of courtesy and respect for students, staff and the public
• Provide emergency, fire drill and/or evacuation procedures when necessary
• Provide a secure environment for students and staff
• Enforce and observe all ESS discipline policies and state statutes at all times
• Patrol school buildings, grounds and parking lots; to maintain order and prevent vandalism, fire, theft, litter
• Assist in the prevention of unauthorized visitors and activities on campus
• Patrols the school area in and around buildings, restrooms and locker areas before, during and after school
• Maintains an awareness of all vehicles entering and leaving campus
• Ensure that safe and courteous conduct is observed
• Perform all other related as assigned by the Principal or designee
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
Knowledge of: School security best practices procedures, methods and strategies pertaining to the secondary school environment and in adolescent environments; California law and regulations regarding student rights, effective interaction practices and crisis large group management; Education Code, local policies, and State and Federal laws relating to minors; technology; contract management; methods and procedures of supervision and evaluation; current educational theories and practices

Ability to: Communicate effectively, verbally and in writing; establish and maintain positive working relationships; plan, organize and coordinate the management, instructional leadership and instructional coaching functions and activities of a high school; demonstrate outstanding leadership; be flexible; analyze and define problems and issues, collect data, establish facts, and draw conclusions to develop appropriate solutions; understand and carry out directions with minimal accountability controls; manage multiple tasks.

Submit application to Human Resources at 4727 San Pablo Avenue, Emeryville, CA 94608
510-601-4915 (Phone) 510-601-4913 (Fax)

Position Titles: Emery Unified School District is seeking Teachers at Emery Secondary School and Anna Yates Elementary School in the following areas:

English Teachers for Grades 7th - 12th
Math Teachers for Grades 7th - 12th
Teachers for Primary and Intermediate Elementary Grades Kdg. - 6th
Description: We are searching for candidates who are fully credentialed, can set and maintain high expectations for urban students, are interested in being part of a dynamic, innovative, unified school district, and seek a work setting where teacher and staff talents are engaged and appreciated.

Qualifications: • Valid California teaching credential
• Verification of a PASSING California Basic Educational Skills Test (CBEST)
• Fingerprint and tuberculosis clearances as required by law
Work Year: 10 months/184 days per year, 6.5 hours per day (for teachers)
Annual Salary: Placement on certificated salary schedule based on education and experience

Beginning Date: August 2008
Application Deadline: Until filled

Application Procedure: To be considered, the candidate must complete and return:
• A letter of application addressing specific competencies for the position
• An EUSD application form
• A resume with employment and educational background
• A copy of both sides of required degree and credentials
Two (2) recent letters of reference

Submit application to Human Resources at 4727 San Pablo Avenue, Emeryville, CA 94608
510-601-4915 (Phone) 510-601-4913 (Fax)

Position Title: Emery Unified School District Instructional Assistant
Regular Education & Special Education

Description: The Instructional Assistant provides support to the classroom teacher and is under his/her immediate direction.

Qualifications:

ľ Passing (70%) of County-wide Instructional Assistant Examination Minimum Proficiency Test or 60 college semester units
ľ Experience working with school age children
Special Education Instructional Assistants Qualifications
ľ All the qualifications listed above.
ľ Familiarity with school district polices and procedures a plus
ľ Special Education Instructional Assistants must also be knowledgeable about special education services under the law including student and parent, rights and responsibilities
ľ Knowledgeable about general scope and sequence of regular education curriculum
ľ Fingerprint and tuberculosis clearances as required by law
Work Year: 10 Months / 181 days per year / 6.5 hours per-day

Annual Salary: Placement on the CSEA Salary Schedule Range, 16, 18, or 20

Beginning Date: August 14, 2008

Application Deadline: Until Filled

Application Procedure: To be considered, the candidate must complete and return:

• A letter of application addressing specific competencies for the position
• An EUSD application form
• A resume with employment and educational background
• A copy of both sides of required degree and credentials
• Two (2) recent letters of reference
Major Responsibilities
• Assists and tutors pupils individually and in small groups
• Assists teacher in supervisions of students
• Maintains classroom materials
• Assists in taking roll and maintaining records
• Copies, collates and files
• Operates audiovisual equipment
• Assists in feeding and toileting as needed
• Other related duties and responsibilities as assigned
Special Education Instructional Assistants
• Duties as outlined above and the following:
• Appropriately and effectively exchange information with special education and other staff, regarding student performance, behavior and progress, both in special education and in the regular classroom
• Attend district meetings and special education related staff development programs as directed

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.

Knowledge of: Please see Qualifications above.

PHYSICAL REQUIREMENTS
To successfully perform the essential functions of this job, the employee must be able to sit for long periods of time, talk, walk and hear. This work is performed indoors and outdoors.

Submit application to Human Resources at 4727 San Pablo Avenue, Emeryville, CA 94608
510-601-4915 (Phone) 510-601-4913 (Fax)