TK/Kindergarten Teacher (ISANA Nascent 42) ($2,000 Hiring Bonus)

Job DetailsJob Location

• Nascent 21 -
• Los
• Angeles,
• CA 90008Position
• Type:
• Full
• TimeEducation
• Level: 4
• Year
• DegreeSalary
• Range: $65,200.00 - $102,944.00
• SalaryJob
• Shift:
• DayJob
• Category: EducationPURPOSE OF POSITION ISANA Academies is seeking an equity-driven, reflective, and committed TK–8 teacher to create a culturally sustaining, inclusive, and rigorous classroom environment. The ideal candidate will demonstrate a deep commitment to student success, especially for historically marginalized students, and will use asset-based pedagogical approaches aligned to the California Standards for the Teaching Profession (CSTP). The teacher will work collaboratively with families, students, colleagues, and the wider school community to disrupt inequities and promote justice and high achievement for all students. For example, all teachers will be co-teaching at some point with a colleague in their classroom. This person commits to fostering a diverse, equitable, and inclusive environment where individuals from various cultural, ethnic, racial, and religious backgrounds, as well as diverse gender identities, sexual orientations, and abilities, are valued and celebrated ensuring that our educational practices and curriculum reflect the histories, perspectives, and experiences of all peoples. This job description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification but is intended to accurately reflect the principal job elements. This is a Certificated/Exempt Position.
• Reports to: School Principal ESSENTIAL RESPONSIBILITIES/DUTIES 1. Engaging and Supporting All Students in Learning Build authentic relationships with students that affirm their identities, cultures, languages, and lived experiences. Use asset-based instructional approaches to differentiate instruction and support diverse learners, including English learners, students with disabilities, and students from historically underserved communities. Create a safe and inclusive classroom environment that fosters social-emotional learning, student voice, and high expectations. 2. Creating and Maintaining Effective Environments for Student Learning Establish a classroom culture grounded in mutual respect, restorative practices, and equity. Use positive behavior supports and culturally responsive strategies to build community and promote student agency. Maintain a well-organized, accessible, and engaging learning environment that reflects students’ cultures and contributions. Utilizes classroom management techniques conducive to an effective classroom climate. 3. Understanding and Organizing Subject Matter for Student Learning Demonstrate deep content knowledge of grade-level California Content Standards, including the Common Core State Standards (CCSS), Next Generation Science Standards (NGSS), and History-Social Science Framework. Integrate interdisciplinary, project-based, and inquiry-based learning experiences that connect to students’ communities and real-world contexts. Incorporate culturally relevant texts, materials, and perspectives that reflect the diversity of California and the global community. 4. Planning Instruction and Designing Learning Experiences Develop standards-based lesson and unit plans using Universal Design for Learning (UDL), Multiple-Tiered System of Supports (MTSS), and data-informed instruction. Embed English Language Development (ELD) strategies and differentiation to meet the needs of multilingual learners. Incorporate formative and summative assessments that inform instruction and promote mastery-based learning. Integrate the use of technology and multimedia in the classroom. Implements adopted curriculum 5. Assessing Student Learning Design and use equitable assessment practices that are aligned with learning goals and allow multiple ways for students to demonstrate understanding. Use assessment data to identify opportunity gaps, monitor progress, and inform individualized supports and acceleration. Engage students in self-assessment, reflection, and goal setting to develop their metacognition and ownership of learning. 6. Developing as a Professional Educator Engage in ongoing professional learning focused on culturally responsive pedagogy, anti-racist teaching, and equity-focused best practices. Participate actively in grade-level, content-area, and school-wide collaboration and professional learning communities (PLCs). Reflect regularly on practice through the lens of equity, seek feedback, and advocate for inclusive practices that dismantle systemic barriers to learning. 7. Administers Effective Programs Works with administrators and instructional teams to plan and implement hands-on programs and activities for students and the school. Participates in a cooperative effort with faculty and staff to plan, implement and evaluate programs of continuing school improvement. Works with students, instructional teams, parents and administrators to develop individual learning plans, independent study programs and academic remediation processes. Maintains complete and accurate student academic and disciplinary records. Maintains contact with parents through parent-teacher conferences, telephone, or written communications. Encourages parental involvement and student attendance through school activities, connecting home and school. 8. Communication and Professional Work Habits Communicates with, shows sensitivity to and maintains professional and cooperative relationships with students, parents, the community, and other staff members Follows confidentiality procedures regarding students, parents/guarding, and fellow staff members. Demonstrates behavior that reflects established professional responsibilities (i.e. attendance, punctuality and verbal/nonverbal communication); Performs with frequent interruptions and/or distractions and adapt to frequent changes in the work environment. Follow federal and state laws, as well as the letter and the spirit of the Charter and the Governing Board policies and directives from the Principal/Designee. QualificationsMINIMUM
• Required
• SKILLS,
• Education/Training &
• Experience
• Education/Training: Bachelor's degree from an accredited institution; and California Teaching Credential with EL Authorization Cleared or Preliminary California Teaching Credential CLAD or
• BCLAD
• Successful
• Completion of the
• CBEST
• Knowledge,
• Skills,
• Ability: Knowledge of prescribed curriculum and child development. Ability to communicate effectively using written and oral communication skills. Knowledge of current research. Basic knowledge of technology; planning and organizational skills. Ability to manage the classroom and supervise students Skill in analyzing, diagnosing and evaluating student progress and programs. Knowledge of varied learning styles. Use effective, positive interpersonal skills. Commitment to a core set of beliefs established in our Charter about teaching, learning, and ongoing professional development.
• Physical
• AND
• Environmental
• ELEMENTS: This position may include long periods of sitting or standing in an environment with moderate noise levels, and no direct exposure to hazardous physical substances. This position is frequently required to stand, sit or walk, use hands and fingers and reach with arms. Specific vision abilities required by this job include close vision to read printed materials and a computer screen with ability to adjust focus. Communication skills required by this job include the ability to hear and speak. Finger dexterity is needed to access, enter and retrieve data using a computer keyboard, typewriter keyboard, or calculator and to operate standard office equipment. The position occasionally bends, stoops, reaches, pushes, and pulls drawers to retrieve and file information and lifts and carries items that typically weigh less than 20 pounds. The position requires the ability to occasionally travel by train, plane, or other means inside and outside of the Los Angeles area. May have occasional exposure to irate parents, staff, and public and private representatives.
• SIGNING
• BONUS
• NOTICE: This position is eligible for a signing bonus, paid for in two installments in January and July. Eligibility for each installment requires active employment with ISANA on the payment date. Signing bonuses may be prorated based on start date or unpaid leave status and are subject to applicable taxes. Employees who separate from ISANA prior to the end of a bonus period will not be eligible for that installment.
• PAY
• RANGE
• NOTICE: The posted pay range represents the full range for this classified position. Final placement is contingent upon verification of prior experience through completion of the required Verification of Experience (VOE) form. Credit for prior experience requires having worked at least 85% of the applicable employment period.