Teacher Eligibility Pool: Manhood Development Facilitator - Office of Equity (2026-27)

Oakland Unified School District•Oakland, CA

7d•Onsite

About The Position

This posting is for candidates who would like to be considered for any and all Teacher: Manhood Development Facilitator openings at OUSD. This is not an advertisement of a current vacancy at OUSD but rather an opportunity to submit applications to be screened for anticipated vacancies. Please also feel welcome to apply to any site-specific positions you may be interested in. TITLE: Facilitator, Manhood Development Program REPORTS TO: African American Male Achievement High School Administrator & Site Principal DEPARTMENT: As Assigned CLASSIFICATION: Certificated FLSA: Exempt WORK YEAR/HOURS Per OEA Contract ISSUED: Created: June 2013 SALARY GRADE: Per OEA Contract OUSD is Hiring Certificated Educators for 2026-27 Now Learn more about our district at our next hiring event ! We are looking for passionate and dedicated educators to join us in creating joyful, healing and liberatory spaces of learning for Oakland students, families, and communities. BASIC FUNCTION : The Manhood Development Facilitator is responsible for planning and delivering the Manhood Development coursework and providing an educational atmosphere where African American students have the opportunity to fulfill their potential for intellectual, emotional, physical, and psychological growth. The successful candidate is responsible for organizing and implementing an instructional program that will result in students achieving academic success in accordance with the African American Male Achievement department’s goals and Oakland Unified School District policies. Through the Manhood Development courses, the facilitator will support the implementation of the District’s Voluntary Resolution Plan (VRP) entered into with the Office of Civil Rights to eliminate the practices that have led to patterns of inequity in student discipline and assignment to Special Education for African American students. The position is part-time, generally one to two class periods per day five days per week for the school year (186 days) at a high school or middle school.

Requirements

Any combination of education, training and/or experience equivalent to a Bachelor’s degree from an accredited college or university.
Valid California Teaching Credential or willingness to work toward a valid credential (work experience may allow a candidate to qualify for a California Career Technical Credential)
Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance
Demonstrated competence in managing and responding to situations of race-based conflict and aggression
Demonstrated ability to establish relationships of trust and respect with African American male youth
Culturally competent matters related to African American males entering and continuing through higher education programs
Numerous, proven, successful instructional practices that support African American male achievement
Applicable federal, state, and District codes, regulations, policies and procedures governing work scope
Correct English usage, grammar, spelling, and punctuation
Computer software, hardware, and related technology
Ability to Perform the essential functions of the job, with or without reasonable accommodation
Ability to Motivate students to develop skills, attitudes, and knowledge needed to provide a good foundation for subject matter, in accordance with each student's ability
Ability to Work independently with little direct supervision and as part of a team
Ability to Accept responsibility and is self-motivated
Ability to Instruct and assess a diverse student population with a variety of learning modalities and instructional levels
Ability to Participate in approved professional development
Ability to Maintain punctual and regular attendance
Ability to Clearly articulate and implement a vision and a set of core values and beliefs that include a high level of success for all African American males
Ability to Commit to supporting and helping to implement the District’s voluntary resolution plan to eliminate the practices that have led to patterns of inequity for African American students

Nice To Haves

Three (3) years of experience in mentoring, advocacy, community service and/or social work with African American male teenagers relating to race or gender inequities within disenfranchised groups, or related field work. (strongly preferred)
Experience in teaching strategies to recognize and understand institutionalized racism specifically as directed toward African American male youth. (strongly preferred)
Experience in modeling and teaching anger management and productive communication strategies to African American male youth.

Responsibilities

Building trust with students and fostering relationships and connections with students and families from which the facilitator can connect academics to students’ life experiences and cultural background and recognize and interrupt student behaviors that may hinder success.
Effectively facilitate each student’s achievement of the program’s seven outcomes: (1) become a lifelong learner, (2) increase the awareness of the benefits and challenges of being an African American male, (3) successfully navigate school, (4) improve writing skills, (5) improve organizational skills, (6) increase emotional intelligence (EQ), and (7) increase connectedness to school.
Identify, select, and modify instructional resources to meet the needs of the students with varying backgrounds, learning styles, and special needs.
Maintain effective and efficient record keeping procedures.
Communicate effectively, both orally and in writing, with students, parents, and other professionals on a regular basis.
Collaborate with peers to enhance the instructional environment.
Model professional and ethical standards and maintain cooperative working relations with students, parents, peers, and community.
Meet professional obligations through efficient work habits such as: meeting deadlines, honoring schedules, and coordinating responsibilities.
Continue mentoring of students in subsequent years that is intended to supplement school counseling services, not supplant.
Perform other duties and responsibilities as assigned by supervisor.
All work responsibilities are subject to an annual evaluation process.