2025 - 2026 Music Teacher

CAMINO NUEVO CHARTER ACADEMY•Los Angeles, CA

3d•$60,060 - $95,124

About The Position

Camino Nuevo Charter Academy (CNCA) is a community of high-performing public schools that utilizes a comprehensive approach to prepare students from preschool through high school for success in college and in life. We integrate academic rigor, community, family, and wellness to empower students to thrive in a culturally connected and changing world. Founded in 2000, Camino Nuevo Charter Academy students represent the neighborhood of MacArthur Park west of downtown Los Angeles, a community that is one of the most under-resourced and densely populated neighborhoods in Los Angeles. Currently, CNCA has six campuses that serve approximately 3,500 students from TK through 12th grade. CNCA currently seeks candidates who are committed to serving in under-resourced communities. We are seeking teachers who embrace research-based, innovative curricular frameworks such as a balanced literacy approach and conceptual based math. Our approach to teaching and learning involves a deep commitment to ongoing teacher professional development, and collaboration. Teachers must be visionaries, eager to be in the forefront of educational practices and must embrace the challenge of demonstrating that public education in a low-income, primarily immigrant, multilingual community can succeed. Teachers will receive a competitive salary, healthcare and retirement benefits.

Requirements

Valid California Single Subject Teaching Credential in the appropriate content/subject matter. Candidates who possess equivalent certification and/or license from another state must be in the process of transferring to CTC or have all necessary paperwork to do so within 14 calendar days.
Single Subject: Music
CLAD/English Language Learner Authorization. Candidates who do not possess this must do so within one year.
Demonstrated track record with English language learners
Demonstrated ability to implement varied classroom instructional strategies
Educational vision for and experience with low-income and /or minority students
Passion for working with children and their families

Responsibilities

Teachers will perform a full range of duties, including but not limited to: The duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude the duties from the position if the work is similar, related or a logical assignment to this class.
Teachers are expected to aspire to excellence in all areas specified by the California Standards for the Teaching Profession, the CNCA Teacher Growth Tool, the CNCA Inclusion Growth Tool (as applicable) and the quality of their instruction will be evaluated in light of those standards. Additional information related to the Roles and Responsibilities of Inclusion Teachers can be found in the Roles and Responsibilities: Inclusion Teachers document on the CNCA website.
Teachers will regularly provide written documentation of professional lesson planning in line with the state content standards and CNCA’s expectations, including a year-long pacing plan that will be submitted no later than October 1. Lesson plans should include planned accommodations for students with IEPs, 504 Plans, multilingual learning needs, or RTI (tiered intervention) considerations as applicable based on class composition. In addition to co-teaching whole group lessons, Inclusion Teachers will provide individual and small group instruction or service on a regularly scheduled basis – at the frequency and duration detailed in students’ IEP documents – to students with disabilities. As applicable, Inclusion teachers will also ensure that students on an alternate curriculum (as designated by the IEP) are provided with a modified curriculum based on their IEP goals.
Teachers will work collaboratively with parents, administrators and other colleagues, including related service providers for students with IEPs, 504 Plans, multilingual learning needs, or RTI (tiered intervention) considerations. Team teachers are expected to have a shared discipline strategy, common class rules, and to coordinate content instruction whenever possible. Teachers with students with IEPs, 504 Plans, multilingual learning needs, or RTI (tiered intervention) considerations in their class(es) will work collaboratively with Inclusion Teachers in order to co-design instruction and collaboratively implement accommodations/modifications as listed in FAPE Part 1 of students’ IEP documents, 504 Plans, or RTI (tiered intervention) plans. To support this collaboration, Inclusion Teachers will complete, update, and distribute documents that provide information about students’ IEPs or 504 Plans (e.g., Snapshots or Passports) to all relevant educators at the beginning of the school year and after each IEP, 504, or RTI meeting.
Teachers will create powerfully engaging curriculum designed to move all students towards meeting the specific standards and content outlined by the California State Standards and defined by clear, specific, written criteria communicated to students.
Teachers are expected to keep detailed documentation of their efforts to create consistent and meaningful communication with parents and a wide variety of strategies designed to promote academic success for all students.
Teachers are expected to have a coherent plan for classroom discipline and to keep clear and specific documentation of all intervention taken to correct student behavior before referring a student out of class. As applicable, classroom management plans will include accommodations for students with IEPs, 504 plans and/or RTI consideration. Accommodations will be in alignment with those set forth in the students’ IEP or 504 plan document.
Teachers are expected to maintain high-quality records for attendance and coursework, and to submit completed report cards and school-wide assessment records on time. Inclusion Teachers are expected to maintain Inclusion Special Education service records by updating them on a weekly basis. Reports sent by the Home Support Office Inclusion Special Education Team (e.g., the 300 report) must be reviewed by the Inclusion teacher for accuracy. Missing service minutes must be made up by the Inclusion Teacher in a timely manner.
Teachers are expected to take responsibility for their own Professional Growth and evidence of growth will be part of the teacher evaluation process in the framework of year-long goals.
Teachers are expected to employ a wide variety of teaching methods designed to create opportunities for deep understanding and differentiated instruction for all levels of ability within a class, including serving students identified with special needs.
Teachers will create and maintain a nurturing and engaging classroom environment.
Teachers are expected to support CNCA’s mission, vision and policies and to promote and enforce the same.
Teachers are responsible for all other tasks related to improving student achievement and offering powerful learning opportunities. For Inclusion Teachers, this includes maintaining an awareness of the Master Calendar sent by the Home Support Office Central Inclusion Special Education Team in order to ensure student IEP timelines are met and in order to prepare for upcoming IEP meetings.
Teachers are expected to effectively implement department, school or organization wide initiatives.