2026-2027 Teacher on Special Assignment (Bilingual Spanish & English) Certificated

VOICES COLLEGE BOUND LANGUAGE ACADEMIES•Richmond, CA

26d•$75,000 - $85,000

About The Position

Voices is a public charter school network with a mission to prepare all learners for the challenges of higher education through the context of an academically rigorous dual-immersion program. Every learner, regardless of home language, graduates bilingual and biliterate through our full-inclusion English and Spanish dual-language model. Though 90% of Hispanic young adults say that a college degree is important for success in life, fewer than 20% aged 25 or older hold a bachelor’s degree. In contrast, only about 35% of the general American public considers college highly important, and a similar 35% hold a bachelor’s degree (2023, 2024 Pew Research) Voices College-Bound Language Academies exists to change that. Our educational philosophy is grounded in a sociocultural approach to learning that emphasizes collaboration, language development, and culturally sustaining practices. We believe students learn best in rigorous, language-rich environments that are developmentally responsive prioritizing play-based pedagogy in early childhood and intentional direct and interdisciplinary instruction in the upper grades. Instruction is standards-based and designed to develop bilingualism, biliteracy, and critical thinking through reflective, data-informed practice. If our mission, model, and approach to teaching and learning resonate with you, we invite you to apply. Role Summary Voices Academies’ Teacher on Special Assignment (TOSA) will play a vital role in student achievement by increasing instructional consistency and reducing instructional disruptions by leading high-impact coaching/PD, running a reliable coverage system with flex teachers, and providing targeted language development small-group instruction.

Requirements

Bilingual Spanish/English
Valid teaching credential
Strong classroom management and planning skills in a dual-immersion environment
Demonstrated skill in coaching adults with clarity, empathy, and high expectations
Data literacy - facilitate basic data meeting & set measurable goals
Bachelor’s degree required
CA Teaching Credential. Out-of-state equivalent credentials are accepted if they are transferable to a California credential.
Mandatory enrollment in the next available Induction cycle upon hiring.
Excellent oral and written communication skills in English and Spanish
Demonstrated passion for the mission, vision, and values of Voices Academies with a deep commitment to improving the lives of students from low-income communities
Outstanding written, spoken, and organizational skills with experience interacting with a broad range of stakeholders
Ability to work well independently and within a team environment; working efficiently, and exercising excellent judgment in making decisions
Works well in a high-pressure environment
First Aid/CPR/AED Certification
Clear criminal background check
Valid TB clearance

Nice To Haves

Experience with multilingual learner instruction / designated ELD / language development
Experience leading PD or facilitating PLCs
Minimum (1) year working with similar student and community demographic
Knowledge of and experience working with low-income communities preferred
Commitment to the accelerated educational progress of children
Experience or commitment to public education, social justice, efficacy, and equity
High proficiency in Microsoft Excel, PowerPoint, Word, and Google Apps
Understanding of dual immersion instructional practices, school design, and the unique characteristics of public charter schools is a plus

Responsibilities

Coverage & Substitute Systems Own the daily coverage plan, including tracking systems about who is covering whom and when, in coordination with Principal/VP and office/scheduling staff.
Collaborate with the Principal/VP and office/scheduling staff when absences become chronic by staff members.
Direct daily assignments for 1–2 substitutes; ensure they have plans, materials, and clarity on expectations.
Step in to sub/cover when needed, prioritizing minimizing learning loss.
Provide real-time coaching and feedback to flex teachers; document performance notes that may inform evaluation by the Principal/VP.
Maintain a simple coverage playbook: routines, emergency procedures, attendance expectations, and “what to do when no plans exist.”
Coaching & Professional Learning Coach 4-6 or site-determined course load using a consistent cycle (pre-brief, observation, bite-sized feedback, practice, follow-up.
Lead or co-lead PD, IPP, and/or data meetings aligned to current priorities and student needs as assigned by the supervisor.
Provide weekly lesson-plan support/guidance for coached teachers (as relevant), emphasizing dual-immersion rigor and language objectives.
Participate in network-wide instructional planning and implement aligned coaching expectations.
Support with assessment coordination as assigned by the supervisor.
Language Development Small Groups Plan and deliver small-group language development instruction for identified students in coordination with the Principal/VP.
Use a simple progress-monitoring system that includes entry criteria, goal, 4–6 week cycle, exit criteria
Share progress updates with content teachers to strengthen language support in core classes.
Direct day-to-day work of site substitute(s) (assignments, expectations, coaching feedback).
Provides evaluation input, with evidence and recommendations, to Principal/VP; Principal/VP remains final evaluator.
Leads coaching work non-evaluatively with coached teachers (psychological safety), while still holding high expectations