7th/8th Grade Science and Engineering Teacher
Education for Change is looking for dynamic and visionary Science 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. S/he engages community partners and families in serving the whole child and ensuring ALL children achieve at high levels prepared to succeed in any setting. S/he will know how to successfully work in an urban elementary school with a high English Learner and low-income population.
About Education for Change Public SchoolsEducation for Change Public Schools (EFCPS) believes it is the right for every child to have access to a high-quality, 21st-century education. Our mission is to provide a superior public education to Oakland’s most underserved children by creating a system of schools that focus relentlessly on our students’ academic achievement. EFCPS is a charter management organization that manages a diverse portfolio of TK-8 schools, growing to a portfolio of TK-12 schools in the Fruitvale and Elmhurst neighborhoods of Oakland, currently serving 3,000 children. Additional information about Education for Change can be found at www.efcps.org.
Essential Duties and ResponsibilitiesEFC 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:
Data Driven Planning & Assessment
- Develop and implement effective daily and long-term instructional plans and classroom activities aligned with student needs, Next Generation Science Standards (including engineering practices and crosscutting concepts), and EFC and school instructions, goals, and objectives
- Assess students regularly and analyze student results, both individually and in a collaborative cycle of inquiry with colleagues and administrators.
- Use assessment results and student needs to inform and differentiate instruction
Classroom Learning Environment
- Establish a culture of high expectations that includes the shared belief that ALL children can achieve at high levels prepared to succeed in any setting
- Provide a classroom climate and learning experiences that further our students’ social, emotional, physical and academic development
- Establish and 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
- Facilitate a well-paced, scaffolded lesson cycle based on clear, well-communicated objectives and criteria for success.
- Use formative and summative assessments to adjust instruction
- Create multiple opportunities for students to engage critically with content in multiple modalities and levels of complexity
- Engage in critical reflection aimed at refining practice 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
- Utilize EFC professional development and personal initiative to stay abreast of best practices in the field.
- Maintain accurate student records, including attendance
- Attend mandatory new hire professional development
- Support the mission, vision, and core values of Education for Change
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
- Promote student learning and creativity using digital tools and resources in face-to-face and virtual environments.
- Create technology-enriched learning environments that utilize digital tools, resources, and diverse formative and summative assessments to differentiate learning for students and provide opportunities for students to monitor and assess their own progress.
- Utilize digital tools and resources collaboratively to support student success and analyze progress towards success
- Must possess a growth mindset and be able to use feedback to refine practice
- Bachelor’s degree
- Valid California Single Subject Science credential or ability to obtain one
- CLAD, BCLAD, or English Language Learner Authorization
- Experience with Positive Behavior Interventions & Supports, a plus
- Experience accelerating student learning and achievement in low-income communities Spanish language proficiency
- Experience and desire to use data and technology as levers to drive instruction
EFC Core Values - required by all EFC staff
- We collaborate. We are a team. We plan together, observe and analyze each other’s work, collaborate with our coaches and site leaders, partner with our families, and together make decisions about our programming.
- We are a learning organization. We approach or practice with an inquiry stance and a growth mindset; we analyze, innovate, and iterate every single day so that we continually improve. We believe in coaching and developing people at every level of experience, at every level of the organization.
- We are solutions-oriented. We approach every challenge with a problem-solving orientation. We listen to and encourage each other. We are resilient in the face of adversity.
- We are accountable. Our mission is to provide a superior public education to Oakland’s most underserved children. We assume personal accountability for student growth; we analyze multiple forms of data, and that analysis drives our instruction.
- We are student-focused. We form close relationships, utilize personalized learning, differentiate instruction, make learning culturally relevant, engage families, and provide individualized interventions to meet the needs of every child.
- We listen. We are a small, responsive organization that values students, family, and employee voice and input.
- We are rooted in community. Ours is a place-based strategy that works deeply with neighborhood leaders and partners to serve our children. We understand that the cultures, values, traditions, and assets that our families bring must be leveraged and honored to reach and teach our children.