Dual-Immersion Teacher (Bilingual Spanish and English)

VOICES COLLEGE BOUND LANGUAGE ACADEMIES•San Jose, CA

63d•$64,446 - $97,299•Onsite

About The Position

Voices College-Bound Language Academies is a public charter school network preparing learners for higher education through a rigorous, full-inclusion English and Spanish dual-language model. Its educational approach emphasizes collaboration, language development, culturally sustaining practices, developmentally responsive instruction, bilingualism, biliteracy, and critical thinking. The Dual-Immersion Teacher plans and delivers engaging, standards-based instruction for assigned elementary grades or classes, supports students’ academic and social-emotional development, and works independently and collaboratively with colleagues and families. The teacher implements the dual-language model, differentiates instruction, monitors student progress, and helps learners make measurable academic growth. The position also supervises associate teachers, student teachers, and parent volunteers when applicable, and reports directly to the Vice Principal or Principal. It is a full-time, exempt position following an 11-month calendar and an at-will agreement.

Requirements

Bachelor’s degree.
California Multiple Subject Credential or eligibility for an intern credential.
Valid bilingual authorization, such as BCLAD or equivalent, BCC, ELD, or LDS.
Knowledge of K–5 subject matter as guided by the California Common Core Standards.
Demonstrated commitment to Voices Academies’ mission and values, public education, equity, social justice, and accelerating academic growth for students from low-income communities.
Ability to work independently, demonstrate flexibility, and work successfully with school-age children.
Native-like or near-native oral and written proficiency in English and/or Spanish, including effective communication in academic, professional, and classroom contexts. Educators assigned to instruct in one program language are expected to have at least intermediate oral and written communication skills in the partner language to collaborate with colleagues, families, and shared learners.
Strong organizational skills, experience interacting with a broad range of stakeholders, and basic technological proficiency, including using email, spreadsheets, documents, slides, platforms, and QR codes.
Ability to work well in a complex, fast-paced environment.
Before final employment agreement: First Aid/CPR/AED certification, cleared criminal background check, valid TB clearance, and employment eligibility clearance.
Ability to meet the listed working-condition demands, with or without reasonable accommodation, including lifting up to 25 pounds and moving throughout campus.

Nice To Haves

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 characteristics of California public charter schools.
Proficiency in Microsoft 365 and Google Workspace.

Responsibilities

Establish an inclusive classroom culture with high expectations and a focus on college preparation for all students.
Implement the dual-language model with fidelity, including clear language allocation and teacher language isolation, and adapt instruction to students’ second-language development while ensuring access to rigorous, grade-level learning in both languages.
Develop lesson plans, pacing calendars, and instructional materials aligned with Voices’ Fundamentals of Instruction and guidelines, ensuring learners have access to at least a year’s worth of content.
Provide individualized and small-group instruction for students in general and special education.
Plan culturally responsive learning activities aligned with California Common Core State Standards, with content and language objectives appropriate to students’ age, grade, content area, and academic and language abilities.
Support students’ social-emotional development by maintaining a safe, inclusive classroom and teaching and modeling self-regulation, empathy, and collaboration.
Establish classroom systems, procedures, and routines and manage learner behavior to support engagement in learning.
Teach students with special needs in accordance with the full-inclusion model and their Individualized Education Plans; use support services and participate in IEP meetings as appropriate.
Monitor and document student progress through MTSS frameworks, plan and implement targeted interventions, and use progress-monitoring data to refine scaffolds and support measurable academic growth.
Assess and record learner progress using formative and summative measures, maintain accurate records including attendance, administer required assessments, and use qualitative and quantitative data to inform planning and differentiation.
Plan and facilitate a classroom program aligned with school and network goals and mission, using ongoing assessment evidence to respond to student needs.
Collaborate with colleagues, leadership, families, community partners, and service providers to align curriculum, share practices, participate in planning and school-wide activities, and address individual student needs.
Collaborate and co-plan with the language partner educator to provide a coherent educational experience for shared learners.
Mentor and co-plan with an assigned Associate Teacher, sharing weekly plans and goals and aligning classroom instruction and management practices.
Participate in professional development, professional learning communities, school-provided training, retreats, planning, data analysis, and collaborative meetings.
Uphold the school’s mission, vision, policies, ethical standards, and confidentiality expectations; participate in required school programs, family meetings, and community events as needed.
Build partnerships with families by encouraging parent involvement, communicating regularly about classroom learning, and conducting timely conferences and progress reporting.
Perform other duties as assigned.