The teacher will develop lesson plans consistent with best practices, provide individualized instruction, and create an engaging learning environment to meet educational objectives for Transitional Kindergarten/Kindergarten students. Key duties include assessing student progress, refining learning objectives, and collaborating with staff and parents to support student achievement.
Requirements summary
Candidates must possess a Bachelor's degree and a valid California Teaching Credential, along with valid bilingual authorization (BCLAD or equivalent). Required qualifications also include either 24 units in early childhood education/child development or comparable professional experience, and a demonstrated passion for the mission of improving outcomes for low-income students.
Category: EducationOverview Voices is a public charter school network with a mission to prepare all learners for the challenges of higher education through the context of an academically rigorous dual-immersion program. Every learner, regardless of home language, graduates bilingual and biliterate through our full-inclusion English and Spanish dual-language model. Though 90% of Hispanic young adults say that a college degree is important for success in life, fewer than 20% aged 25 or older hold a bachelor’s degree. In contrast, only about 35% of the general American public considers college highly important, and a similar 35% hold a bachelor’s degree (2023, 2024 Pew Research) Voices College-Bound Language Academies exists to change that. Our educational philosophy is grounded in a sociocultural approach to learning that emphasizes collaboration, language development, and culturally sustaining practices. We believe students learn best in rigorous, language-rich environments that are developmentally responsive prioritizing play-based pedagogy in early childhood and intentional direct and interdisciplinary instruction in the upper grades. Instruction is standards-based and designed to develop bilingualism, biliteracy, and critical thinking through reflective, data-informed practice. If our mission, model, and approach to teaching and learning resonate with you, we invite you to apply. Role Summary Voices Academies’ Dual Immersion Elementary Educator will be motivating and learning-driven, who can work both independently and in a team. Under the supervision of the leadership team, teachers have the opportunity to create a positive learning environment and to plan engaging lessons to fulfill the educational objectives of the children in the grade level/classes assigned. The ideal candidate will have an unwavering commitment to ensure that a learner receives high quality experiences, makes accelerated educational progress as needed, and reaches or exceeds their goals for the school year. This role supervises associate teachers, student teachers, and parent volunteers when applicable. This role collaborates with all school staff that share responsibilities over the learners in their care.
Key
Responsibilities
Teaching: Establish an inclusive culture of high expectations and college preparation for all students. Implement the dual-language model with fidelity, adjusting teaching practices to students’ stages of second-language development, maintaining clear language allocation and teacher language isolation, and ensuring equitable access to rigorous, grade-level learning in all content areas and in both languages. Develop full lesson plans consistent with Voices' best practices [FOI - Fundamentals of Instruction] & guidelines, pacing calendars to ensure learners have access to at least a years’ worth of content, instructional materials, and provide individualized and small group instruction to the needs of each learner in both general and special education. Plan learning activities that are based on the California Common Core State Standards (CA CCSS) and broken down into content & language objectives; take into consideration the depth of knowledge (DOK); appropriate by age (developmentally appropriate), content area, grade level(s), and learner academic and language abilities; and are culturally responsive. Support students’ social and emotional development by creating a safe, inclusive classroom environment; explicitly teaching and modeling self-regulation, empathy, and collaborative skills; and integrating social-emotional learning practices into daily classroom routines and learning experiences. Organize classroom structure, systems, procedures, routines, and manage learner behavior to ensure everyone is fully engaged in learning. Provide instruction to learners with special needs in accordance with Voices’ full-inclusion model and the Individualized Education Plan (IEP), utilizing support services as appropriate; participate in IEP meetings as appropriate. Monitor and document student progress through MTSS (Multi-Tiered System of Supports) frameworks; plan and implement targeted intervention time; and use progress-monitoring data to refine learning scaffolds and ensure measurable academic growth for all learners. Monitor and assess learner progress through daily formative and periodic summative measures, maintain accurate records (including attendance), administer required assessments, and use qualitative and quantitative data to inform planning, adjust learning goals, and differentiate classroom practices to meet individual needs. Plan and facilitate a classroom program aligned with school and network goals and mission, using ongoing assessment evidence to design responsive learning experiences based on student needs.
Benefits
Retirement plan
Medical benefits
Other duties as assigned
Collaboration: Collaborate with colleagues, leadership, families, community partners, and service providers to advance the school’s vision; align curriculum; share best practices; participate in grade-level planning and school-wide activities; and identify and address individual student needs through ongoing reflection and teamwork. Collaborate and co-plan with the language partner educator to provide a seamless and coherent educational experience for shared learners. Mentor and co-plan with Associate Teacher (if assigned), keeping them informed of weekly plans and goals, and create alignment in classroom teaching and management practices and routines. Collaborate with all school staff who share responsibilities over the learners in their care (ex. Educational specialists, interventionists, support staff, etc).
Professional
Activities: Actively engage in and seek out professional development opportunities and professional learning communities, demonstrating responsibility for addressing personal knowledge gaps while participating in school-provided training (including retreats), planning, data analysis, and collaborative meetings. Support and uphold the school’s mission, vision, policies, ethical standards, and confidentiality expectations, and participate in required school programs, family meetings, and community events as needed. Foster strong partnerships with families by motivating parent involvement, communicating regularly about classroom learning, and conducting conferences and progress reporting in a timely manner to support student achievement and positive school culture. Voices Academies Dual Immersion
Educator candidates will have the following
Required
Qualifications:
Bachelor’s degree required
CA
Credential: Multiple Subject or eligible for an intern credential Valid bilingual authorization (BCLAD or equivalent, BCC, ELD, or LDS, etc.) Knowledge of all K-5 subject matters as guided by the California Common Core Standards Demonstrated dedication to Voices Academies’ mission and values, with a commitment to public education, equity, social justice, and accelerating academic growth for students from low-income communities. Ability to work independently, have flexibility, and demonstrate success in working with school-age children. Native-like or near-native oral and written proficiency in English and/or Spanish, including the ability to communicate effectively in academic, professional, and classroom contexts. (Educators assigned to instruct in a single program language are expected to demonstrate at least intermediate oral and written communication skills in the partner language to support collaboration with colleagues, families, and shared learners.) Demonstrates strong organizational skills, experience interacting with a broad range of stakeholders, and basic technological proficiency, including logging into platforms, accessing and composing emails, navigating spreadsheets, creating documents and slides, and using QR codes. Works well in a complex and fast-paced environment.
Preferred Qualifications
Knowledge of and experience working with low-income communities. Understanding of dual immersion instructional practices and school design, first and second language acquisition, and the unique characteristics of public charter schools in California Proficiency in Microsoft 365 and Google Workspace Working Conditions: Regular requirement to stand, sit, walk, talk, hear, see, read, and speak, and to reach, stretch, stoop, kneel, and crouch in a classroom and school environment Ability to lift up to 25 pounds, stand for extended periods, and move throughout campus with or without reasonable accommodation. Ability to stand for extended periods and move throughout campus as required to support instruction and student supervision, with or without reasonable accommodation Occasional evening and or weekend work Occasional travel Willingness to be trained as needed Prior to Employment: Once an offer has been extended, a candidate must meet the following criteria to receive a final agreement: First Aid/CPR/AED Certification Employment Eligibility Cleared Criminal Background Check Valid TB Clearance Key Compensation: Annual salary range: $64,446- $97,299 Medical, dental, and vision benefits Retirement plan Paid holidays and three floating days Growth opportunities Employment: Reports directly to the Vice Principal or Principal Full-Time, Exempt Position Position follows an 11-month calendar At-Will Agreement If you have any questions about this position, please contact our hiring team by email at jobs@voicescharterschool.com. Voices College-Bound Language Academies will provide reasonable accommodations to qualified individuals with disabilities to enable them to perform the essential functions of the position, in accordance with applicable federal and California law. Voices College-Bound Language Academies is an equal opportunity employer. It is the policy of Voices to afford equal employment and advancement opportunities to all qualified individuals without regard to race, creed, color, religion, national origin, ethnicity, ancestry, sex, sexual orientation, age, physical or mental disability, marital status, citizenship status, medical condition, or any other legally protected status. Qualifications
Market context
California dual-immersion roles stay competitive
California TK dual-immersion teaching roles are typically in demand because schools need educators who can teach early learners in both Spanish and English while meeting state credentialing requirements. These positions are competitive because candidates must combine a bachelor’s degree, a valid California Teaching Credential or intern eligibility, bilingual authorization, and early childhood preparation or equivalent experience. Review the AI-summarized requirements and benefits here to save research time, then confirm your credential status and bilingual authorization before applying.
More openings at VOICES COLLEGE BOUND LANGUAGE ACADEMIES
