Dual Immersion TK-6th Teacher

THE ACCELERATED SCHOOL•Los Angeles, CA

6d•$66,310 - $119,412•Onsite

About The Position

The Accelerated Schools (TAS) are tuition-free public charter schools that do not discriminate against any student, parent, community member, or staff member based on actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation, or association with a person or group with one or more of these actual or perceived characteristics. Located just south of Downtown Los Angeles, TAS serve a vibrant community of over 1,700 TK–12 students and are dedicated to preparing them to excel in college, career, and life. Our approach blends innovation, equity, and compassion, creating an environment where students are empowered to take ownership of their learning and their future. Our instructional approach incorporates research-based practices, including project-based learning, student choice & voice, self-direction, and mentoring. Our students set their own short-term and long-term academic and personal goals and our faculty members support students in monitoring their progress toward these goals every day. We embrace Restorative Practices and Circles as a means of building community. This system relies on the belief that all people should have opportunities to develop positive habits and learn from their mistakes. We believe that the best way to accomplish this goal is for us to listen to students, seek to understand their perspectives, and support their journey toward empowerment. The Accelerated Schools will graduate students who are prepared to succeed at the university and career of their choice who will enter the workplace as informed and productive employees. At The Accelerated Schools, educational equity is continuously creating and implementing practices that are culturally responsive, and honoring voices from all educational and community partners. Through curiosity, inquiry, self and system reflection, we disrupt inequitable systems so that students graduate in four years, college, career and or life ready.

Requirements

California Multiple Subject Teaching Credential with BASP/BCLAD Authorization
Spanish Language Fluency

Nice To Haves

Deeply mission-driven and believe Accelerated can and will meet audacious goals.
Connect vision to outcomes by prioritizing strategically and using data to guide decisions.
Believe diversity drives innovation and actively foster inclusive environments.
Reflect on how your decisions advance equity and inclusion and work in partnership with students, families, and community.
Take ownership of your actions and impact. Reflect, seek feedback, adjust as needed, and hold yourself accountable for results.
Value relationships and build trust through integrity, transparency, and follow-through.
Engage in honest, two-way dialogue grounded in empathy and humility.
Believe learning happens through dialogue, not monologue.
Listen actively, elevate diverse voices, and seek understanding, even in moments of conflict.
Be a strategic, outcomes-oriented problem solver.
Prioritize effectively, anticipate challenges, and adapt strategies to drive meaningful results.
Believe in continuous growth for yourself and others.
Celebrate wins, own mistakes, seek coaching and feedback, and support teammates in developing their skills and impact.

Responsibilities

Deliver and refine standards-aligned instruction using data-driven practices and diverse instructional strategies to support student mastery and engagement.
Maintain a safe, structured, and positive learning environment by implementing schoolwide behavior supports, supervising student safety, and using appropriate de-escalation strategies.
Collaborate with colleagues and families through ongoing planning, communication, and active participation in professional learning and schoolwide teams.
Participate in a collaborative curriculum development process.
Implement curricula and activities to meet academic standards.
Use a variety of instructional strategies and resources to respond to the students’ diverse needs and interests; including prescribed educational software and intervention curriculum.
Facilitate learning experiences that promote autonomy, interaction and choices; engage students in problem solving, critical thinking and/or other activities that make subject matter meaningful.
Be accountable for students’ mastery of academic standards.
Collaboratively design and implement assessments that measure progress towards academic standards.
Use assessment data to refine curricula and inform instructional practices.
Reinforce school-wide rules and expectations in and outside of the classroom.
Establish and maintain standards for student behavior in order to maintain a safe, secure, and effective learning environment by providing a high degree of structure, clear expectations, and consistency.
Implement expectations and consequences as appropriate for each student as outlined in the behavior management plan.
Implement established school-wide and classroom Positive Behavior Support (PBS) program; reinforcement systems, behavioral expectations and consequence guidelines, prescribed level system program and assists with maintaining corresponding data collection/record keeping systems.
Establish a climate that promotes a firm, fair and respectful classroom environment with a focus on social development and group responsibility by modeling and reinforcing positive behaviors.
Maintain safety of students through close observation and monitoring through “line of sight” supervision.
Utilize optimal strategies of physical proximity; remaining alert at all times using analytical forethought to anticipate potentially volatile or unsafe situations to proactively intervene.
Ensure the rights of all students are observed and protected through the use of appropriate and respectful communication, proper de-escalation techniques, and the use of nonviolent crisis intervention strategies when required.
Communicate frequently with parents, including 9-Week progress reports, parent/teacher conferences and student-led conferences.
Participate actively in grade-level meetings, faculty meetings, PLC meetings, and other meetings.
Participate in staff development, including one week of curriculum institute to take place one week prior to the start of the school year.
Meet with co-teachers on a daily/weekly basis to reflect upon teaching, share best practices, analyze data and improve instructional practices.
Produce weekly lesson plans to share with administrators and parents.