26/27 Transitional Kindergarten Teacher

Nimble; Oakland (CA); Hybrid; USD 60,000 - 90,000; Full time

Job summary

Education for Change in Oakland seeks dynamic teachers to engage students, families, and partners to ensure high achievement. You will provide instructional leadership, participate in a learning community, and support the whole child in an urban setting with a high English Learner population.

The role emphasizes rigorous instruction, data-driven planning, and ongoing professional growth, with strong collaboration across staff and leadership for student success.

Qualifications

• Bachelor’s degree required.
• California teaching credential or eligible via out-of-state certification.
• CLAD/BCLAD or English Learner authorization required.
• At least 24 units in ECE or childhood development.
• At least 1 year of full-time preschool-age classroom experience.
• CTC Child Development Teacher Permit desirable.

Responsibilities

• Create a warm, joyful classroom community supporting social, emotional, physical, and academic growth.
• Lead developmentally appropriate literacy instruction and a developmentally appropriate lesson cycle.
• Use formative/summative assessments to guide instruction and planning.
• Engage families and community partners to support student success.
• Maintain accurate student records and participate in professional development.
• Collaborate with lead teachers, principals, coaches, and colleagues.

Skills

Spanish language proficiency

Growth mindset

Data-driven instruction

Play-based instruction

Education

Bachelor’s degree

California Teaching Credential or equivalent (out-of-state path)

CLAD, BCLAD, or English Language Learner Authorization

24 units in early childhood education, or childhood development, or both

1 year of full-time preschool-age classroom experience

Child Development Teacher Permit (CTC)

Job description

REPORTS TO: Site Administrator

Position Summary

Education for Change is looking for dynamic and visionary teachers who will engage students, families, and other members of our learning community to ensure high student achievement. The teacher provides instructional leadership to students and actively participates in and contributes to a collaborative, results-oriented professional learning community. They engage community partners and families in serving the whole child and ensuring ALL children achieve at high levels prepared to succeed in any setting.They know how to successfully work in an urban elementary school with a high English Learner and low-income population.

Responsibilities:

EFC believes that high-quality instruction, and its continuous refinement, will lead to success for our students. We are looking for teachers who are highly effective in each of the following areas:

Classroom Learning Environment

• Create a warm and joyful classroom community that celebrates all students and furthers their social, emotional, physical and academic development
• Establish a culture that includes the shared belief that ALL children can achieve at high levels prepared to succeed in any setting
• Manage and organize a classroom to facilitate high-quality, child-led play (minimum 1 hour a day).
• Maintain a positive, safe, and supportive classroom and school environment that values learning and achievement
• Demonstrate respect and understanding of students and families from diverse backgrounds

Instruction

• Create a print-rich and oral-language rich environment and facilitate authentic reading, writing, listening and speaking opportunities.
• Facilitate a well-paced, developmentally appropriate, scaffolded lesson cycle based on clear objectives and criteria for success.
• Lead whole group and small group literacy instruction based on the Science of Reading.
• Implement developmentally appropriate practices based on child development research.

Data Driven Planning & Assessment

• Use formative and summative assessments to adjust instruction
• Develop and implement effective daily and long-term instructional plans and classroom activities aligned with student needs, California Preschool standards, and EFC goals, and objectives
• Assess students regularly and analyze student results, both individually and in a collaborative cycle of inquiry with colleagues and administrators.

Partnerships, Family, and Community

• Communicate regularly with students and families about classroom activities and student progress
• Involve students’ families as partners in their children’s education, providing resources and strategies for families to support their student’s success.
• Actively participate in key student events

Professional Responsibilities

• Engage in ongoing observation and feedback cycles to increase effectiveness
• Collaborate with colleagues and work as a team to achieve shared goals
• Identify unique student needs and collaborate with team members to effectively address those needs; when necessary, refer to appropriate resources, such as health and psychological services
• Actively participate in professional development opportunities and work closely with lead teachers, principal, administrators, and coaches
• Maintain accurate student records, including attendance
• Attend mandatory new hire professional development
• Support the mission, vision, and core values of Education for Change
• Implement the adopted curriculum and developmentally appropriate practices.
• Provide developmentally appropriate toileting supports in accordance with EFC toileting policies.

Required Qualifications:

• Bachelor’s degree
• Valid California Teaching Credential or ability to attain one based on out-of-state certification. Don’t have a credential? We can help! Please contact [e-mail]
• CLAD, BCLAD, or English Language Learner Authorization
• One of the following:
• At least 24 units in early childhood education, or childhood development, or both
• At least 1 year of full-time, professional experience in a classroom setting with preschool-age children
• Child Development Teacher Permit issued by the Commission on Teacher Credentialing
• Must possess a growth mindset and be able to use feedback to refine practice

Desired Qualifications:

• Experience accelerating student learning and achievement in low-income communities
• Experience facilitating play-based classrooms.
• Spanish language proficiency
• Experience and desire to use data as a lever to drive instruction
• Experience with Positive Behavior Interventions & Supports or Teaching Pyramid

EFC Core Values

• Connected- We continually work to build trusting relationships among students, families, staff, and the Oakland community at large. We are an all-hands-on-deck network driven by empathy. We value our collective identity and the individual identities of our community members and scholars such that we have a sense of collective ownership and responsibility for each other and for our scholars.
• Inclusive- We proactively disrupt predictable patterns of opportunity, power, privilege, and performance. We create an inclusive environment where multiple perspectives are not only valued but sought, where people from all backgrounds feel seen and heard and can thrive, and where we all feel a deep sense of accountability to our mission.
• Interdependent- Our success at every level is dependent on our individual and collective sustainability. To that end, we are transparent, creative, and collaborative problem-solvers who seek to build trusting relationships. We are curious and are open to new ideas while also putting systems in place to ensure continuity so that our employees can stay, grow, thrive, and help make good on our promise to our students and families.
• Learners- We support each other to develop and grow so that we can leverage our collective power, intelligence, and passion on behalf of our students. We lean on home-grown leaders who are rooted in our community. Individuals feel known and are provided opportunities to maximize their potential in alignment with their passions and goals.

Title IX Notice of Nondiscrimination

EFC prohibits sex discrimination including sex-based harassment in any education program or activity that it operates. Individuals may report concerns or questions regarding sex discrimination or harassment to the Title IX Coordinator. The contact information for the Title IX Coordinator, EFC’s Title IX notice of nondiscrimination, and additional information regarding your rights under Title IX are available on the EFC website at: https://www.efcps.org/Title_IX_Coordinator_Rights_Notice