High School Reading Interventionist & ELD Teacher (19-20)
Lighthouse 9-12 Band (High School) | Oakland, CA | Full Time
High School Reading Interventionist & ELD Teacher (19-20)
Lighthouse Community Public SchoolsSocial justice movements come in all shapes, and sizes. Here at Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt educational inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in EL Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers.
Founded in 2002, LCPS operates a high-achieving K-12 public charter school, and our K-8 sister site, Lodestar, that opened in Fall 2016; serving nearly 1,300 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. 95% of our graduates, almost all of whom are first-generation college students, are accepted into four-year colleges. We were named the Hart Vision Charter School of the Year in 2013, and the #1 high school for closing achievement gaps for low-income Latino students in 2016. If the work we do here at LCPS appeals to your values regarding quality education for all then please join our movement! Learn more at www.lighthousecharter.org
High School Reading Interventionist & ELD Teacher
Lighthouse Community Charter School is looking for a High School Reading & ELD Interventionist relentlessly committed to ensuring that traditionally underserved students of color achieve our mission of completing college and securing the career of choice. Lighthouse educators believe that this important mission is not only attainable; it is essential to transforming our Oakland community. The role of the HS Reading Interventionist and ELD Teacher is to provide reading intervention and English Language Development instruction to high school students who are struggling readers and/or English Learners, supporting the development of their reading skills and English proficiency. The Reading Interventionist works collaboratively with classroom teachers and the ELD Coordinator and school leadership to ensure that the Lighthouse reading intervention and ELD programs support all English Learners and struggling readers to develop English proficiency, reading skills, and succeed academically.
You will embody the following Core Competencies to be an effective change-agent:
- Be a visionary, innovative and equity-focused urban educator
- Facilitate deeply engaging student-centered learning for adults and students
- Demonstrate a keen ability to create, collect and analyze authentic data
- Be a strong community builder and team collaborator
- Model and foster a growth mindset with agency, persistence and flexibility
- Be a collaborative and responsible professional leader
Teach Reading Intervention & ELD Classes:
- Teach multiple sections of Reading Intervention and/or ELD courses that utilize research-based interventions and instructional strategies aligned with the Response to Intervention (RtI) model for students who have been identified as below grade-level in reading.
- Design and implement data-based reading intervention instruction and progress monitoring tools that result in improved student reading achievement.
- Support individual student needs through differentiation and intervention including some push-in support for individual or small groups of students, moving through multiple tiers of intervention to “layer on” supports for students who need them:
- Tier 1 – Support teachers in developing small group instruction and individual student modifications; may participate in COST for students at risk of not meeting grade level academic standards; support teachers in monitoring success of differentiation.
- Tier 2 – Monitor and report on growth; for students who are not progressing in literacy provide tailored support on a push-in or pull-out basis as appropriate.
- Tier 3 – Monitor and report on growth; for students who are not progressing continue Tier 1 and 2 interventions and confer with Resource Specialist to complete a recommendation for Special Education assessment; collaborate with Resource Specialist to tailor support plan for individual students.
Formative & Summative Assessments:
- Employ authentic, frequent, and norm-referenced assessment strategies to monitor progress and guide instructional planning and decision making.
- Collect and analyze multiple forms of assessment data to track student growth in reading and writing.
- Keep record of intervention students’ work to inform ongoing assessment of student progress toward standards; complete regular progress reports on student reading levels and progress toward grade level reading.
- Regularly communicate with families, school administration, and other faculty student progress toward goals.
- Consistently communicate student’s academic and character progress with families, both growth and needs on an informal and formal basis.
- Lead a grade-level Crew of 18 students, supporting their academic and socio-emotional needs through deliberate cultivation of a peer community that ensures all students are known well.
- Work effectively as a member of multi-disciplinary teams to implement academic services for students in need of intervention.
- Use common planning time and professional development time as scheduled to collaborate with classroom teachers to differentiate for and support students with specific learning needs; collaborate with 9-12 Humanities teachers to further refine intervention program; collaborate with K-12 staff to bring vertical cohesion and shared practices to the K-12 program.
- Complies with all school and band obligations, policies, and expectations, including abiding by all state and federal mandates in reporting sexual or physical abuse and neglect.
- Exhibits the highest level of professionalism and urgency driven by understanding of our student and community needs.
- B.A. or B.S. required; Master’s Degree preferred
- Appropriate California Credential required and experience providing reading intervention and/or ELD support for high school students
- 3+ years teaching experience serving urban youth preferred
- Experience teaching in a progressive and personalized school model a plus
- Bilingual in Spanish a plus
200-day work year for 11-month employees with 23 student-free days for professional learning and collaboration with colleagues and families. All instructional staff will report in early August, 2018 (exact calendar TBD).
Common Building Hours: All teachers are expected to maintain hours of 8:00 - 4:00 pm and 8:00-5:00 one day a week for Professional Development.
This position reports to: Director of RTI and works in close collaboration with HS Principal.
OUR COMPENSATION PACKAGE:
At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA).
People of color are strongly encouraged to apply.
Interested candidates should submit:
- Cover Letter--Describing why you are an optimal fit for this position and your philosophy of teaching that describes how your instruction and leadership would support students achieving the Lighthouse mission
Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site.
Lighthouse Community Charter School is an equal opportunity employer committed to diversity at all levels.