TK Teacher -CT Teacher

Isana; Los Angeles (CA); On-site; USD 63,000 - 103,000; Full time

Job summary

ISANA Academies in Los Angeles, CA is seeking a certificated/Exempt TK–8 teacher to foster a culturally sustaining, inclusive, and rigorous classroom environment. You will collaborate with families and colleagues to promote student success, with co-teaching opportunities and a strong commitment to equity.

The role emphasizes asset-based pedagogy, alignment to CSTP, and active participation in school-wide improvement efforts. Reports to the School Principal.

Qualifications

• Equity-driven, reflective educator committed to TK–8 teaching and to culturally sustaining pedagogy.

Responsibilities

• Engage and support all students in learning; build authentic relationships and use asset-based instructional approaches to differentiate instruction.
• Create and maintain an inclusive classroom environment with restorative practices, equity, and high expectations.
• Demonstrate deep content knowledge of California standards and integrate interdisciplinary, project-based learning with culturally relevant texts.
• Plan standards-based lessons using UDL and MTSS, embed ELD strategies, and use assessments to inform instruction and promote mastery.
• Assess student learning with equitable methods and use data to identify gaps and tailor supports.
• Engage in ongoing professional learning, collaborate in PLCs, and advocate for inclusive practices that dismantle barriers to learning.
• Plan and evaluate programs with administrators and instructional teams to support school improvement.

Education

4 Year Degree

Job description

Job Details

Job Location: Himalia 110 - Los Angeles, CA 90011

Position Type: Full Time

Education Level: 4 Year Degree

Salary Range: $62,500.00 - $102,944.00 Salary

Job Shift: Day

Job Category: Education

Purpose 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.