Credentialed Academic Interventionist ($2,000 Hiring Bonus)(ISANA Palmati)

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    "jobTitle": "Credentialed Academic Interventionist ($2,000 Hiring Bonus)(ISANA Palmati)",
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    "description": "<div><span style=\"font-family:Verdana,Geneva,sans-serif\"><strong>Purpose of Position:</strong> To provide an appropriate educational atmosphere which encourages positive student learning and to participate in a dynamic setting with other classroom teachers, administrators, instructional teams and other staff members in the development and implementation of the school&#39;s programs and goals. Particularly, to build student success in English Language Arts and Math by providing Tier II and Tier III student interventions through our Response to Intervention (RTI) model.</span></div>\n\n<div>&nbsp;</div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\">This is a Certificated/Non-Exempt Position.</span></div>\n\n<div>&nbsp;</div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\"><strong>Reports to:</strong>&nbsp;Instruction Specialist/Coach</span></div>\n\n<div>&nbsp;</div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\"><strong>Knowledge/Skills/Abilties:</strong></span></div>\n\n<ul>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Demonstrates of knowledge of prescribed curriculum and child development</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Demonstrates knowledge of Common Core Standards and instructional materials for English Language Arts and Math</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Demonstrates proficiency in teaching English language arts and Math evidenced by principal&rsquo;s evaluations and student achievement</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Demonstrates knowledge of curriculum, instruction and assessment as they relate to each other and influence student achievement</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Demonstrates knowledge and understanding of updated best practices in reading and math including scientifically based reading and math research</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Continues professional growth through participation in educational meetings and defined professional growth opportunities, reading professional literature, and exchanging ideas with colleagues</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Understands the purpose and specifics of math and core reading programs, supplemental and intervention programs and serves as a guide to teachers to effectively use these programs</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Models systematic reading instruction and math instruction that is aligned to scientifically based English Language Arts and Math research (Tier I) and Tier II/III student intervention for all teachers and students</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Understands and interprets assessment data, both formal and informal, to inform instructional decisions</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Use effective, positive interpersonal, written and oral communication skills.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Basic knowledge of technology; planning and organizational skills</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Demonstrates professional development skills and works effectively with adults.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Collaborates with general education and special education teachers to support reading intervention and math</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Ability to manage the classroom and supervise students</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Demonstrates ability in working with diverse populations (ELL, Special Education, Gifted)</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Knowledge of varied learning styles.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Skill in analyzing, diagnosing and evaluating student progress and programs</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Holds high expectations for her/himself and colleagues, as well as students</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Commitment to a core set of beliefs established in our Charter about teaching, learning, and ongoing professional development.</span></div>\n\t</li>\n</ul>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\"><strong>Essential Functions:</strong></span></div>\n\n<ul>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Works with administrators and instructional teams to plan and implement hands-on programs and activities for students and the school</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Participates in a cooperative effort with faculty and staff to plan, implement and evaluate programs of continuing school improvement</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Ensures Tier II and Tier III math and reading intervention using the district RTI model</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Provides specialized instructional strategies for staff members on appropriate intervention (Tier I, II and III) in Math and English Language Arts instruction for students.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Plans instruction, sets goals and implements the specified curriculum and intervention programs</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Assist all students in achieving academic standards and establishing high expectations</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Analyzes and organizes individual assessment results and state assessment results to determine areas of weakness and share strategies to address weaknesses through prescriptive intervention</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Assesses and monitors students&#39; progress towards achieving instructional objectives and goals and maintains up to date records for progress monitoring, Individual Learning Plans (ILPs) and in-program data management systems on a regular basis</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Facilitates teacher collaboration on components such as progress monitoring, instructional intervention, data analysis and reporting results on a timely on-going basis.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Facilitates, prepares, posts and updates data walls for math and reading based on school and district expectations</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Works with students, instructional teams, parents and administrators to develop individual learning plans, independent study programs and academic remediation processes</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Maintains complete and accurate student academic and disciplinary records</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Shows sensitivity to students, parents and the community and promotes student self-esteem</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Maintains professional relationship between school and parents.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Maintains contact with parents through telephone, or written communications</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Encourages parental involvement through school activities, connecting home and school</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Integrate the use of technology and multimedia in the classroom.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Serves as a content and instructional expert for the campus</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Collaborates with special education and general education teachers to implement a multi-tiered system of support.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Collaborates with school and district leadership to improve educational outcomes for students</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Participates in professional development at the district and school level.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Utilizes classroom management techniques conducive to an effective classroom climate</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Performs other work-related duties as assigned.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Attend meetings as necessary including IEP, SSPT, and COST, and parent conferences meeting</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Follow federal and state laws, as well as the letter and the spirit of the Charter and the Governing Board policies and directives from the Principal/Designee.</span></div>\n\t</li>\n</ul>\n",
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Particularly, to build student success in English Language Arts and Math by providing Tier II and Tier III student interventions through our Response to Intervention (RTI) model.\\n\\n&nbsp;\\n\\nThis is a Certificated/Non-Exempt Position.\\n\\n&nbsp;\\n\\nReports to:&nbsp;Instruction Specialist/Coach\\n\\n&nbsp;\\n\\nKnowledge/Skills/Abilties:\\n\\n\\n\\t\\n\\tDemonstrates of knowledge of prescribed curriculum and child development\\n\\t\\n\\t\\n\\tDemonstrates knowledge of Common Core Standards and instructional materials for English Language Arts and Math\\n\\t\\n\\t\\n\\tDemonstrates proficiency in teaching English language arts and Math evidenced by principal&rsquo;s evaluations and student achievement\\n\\t\\n\\t\\n\\tDemonstrates knowledge of curriculum, instruction and assessment as they relate to each other and influence student achievement\\n\\t\\n\\t\\n\\tDemonstrates knowledge and understanding of updated best practices in reading and math including scientifically based reading and math research\\n\\t\\n\\t\\n\\tContinues professional growth through participation in educational meetings and defined professional growth opportunities, reading professional literature, and exchanging ideas with colleagues\\n\\t\\n\\t\\n\\tUnderstands the purpose and specifics of math and core reading programs, supplemental and intervention programs and serves as a guide to teachers to effectively use these programs\\n\\t\\n\\t\\n\\tModels systematic reading instruction and math instruction that is aligned to scientifically based English Language Arts and Math research (Tier I) and Tier II/III student intervention for all teachers and students\\n\\t\\n\\t\\n\\tUnderstands and interprets assessment data, both formal and informal, to inform instructional decisions\\n\\t\\n\\t\\n\\tUse effective, positive interpersonal, written and oral communication skills.\\n\\t\\n\\t\\n\\tBasic knowledge of technology; planning and organizational skills\\n\\t\\n\\t\\n\\tDemonstrates professional development skills and works effectively with adults.\\n\\t\\n\\t\\n\\tCollaborates with general education and special education teachers to support reading intervention and math\\n\\t\\n\\t\\n\\tAbility to manage the classroom and supervise students\\n\\t\\n\\t\\n\\tDemonstrates ability in working with diverse populations (ELL, Special Education, Gifted)\\n\\t\\n\\t\\n\\tKnowledge of varied learning styles.\\n\\t\\n\\t\\n\\tSkill in analyzing, diagnosing and evaluating student progress and programs\\n\\t\\n\\t\\n\\tHolds high expectations for her/himself and colleagues, as well as students\\n\\t\\n\\t\\n\\tCommitment to a core set of beliefs established in our Charter about teaching, learning, and ongoing professional development.\\n\\t\\n\\n\\nEssential Functions:\\n\\n\\n\\t\\n\\tWorks with administrators and instructional teams to plan and implement hands-on programs and activities for students and the school\\n\\t\\n\\t\\n\\tParticipates in a cooperative effort with faculty and staff to plan, implement and evaluate programs of continuing school improvement\\n\\t\\n\\t\\n\\tEnsures Tier II and Tier III math and reading intervention using the district RTI model\\n\\t\\n\\t\\n\\tProvides specialized instructional strategies for staff members on appropriate intervention (Tier I, II and III) in Math and English Language Arts instruction for students.\\n\\t\\n\\t\\n\\tPlans instruction, sets goals and implements the specified curriculum and intervention programs\\n\\t\\n\\t\\n\\tAssist all students in achieving academic standards and establishing high expectations\\n\\t\\n\\t\\n\\tAnalyzes and organizes individual assessment results and state assessment results to determine areas of weakness and share strategies to address weaknesses through prescriptive intervention\\n\\t\\n\\t\\n\\tAssesses and monitors students&#39; progress towards achieving instructional objectives and goals and maintains up to date records for progress monitoring, Individual Learning Plans (ILPs) and in-program data management systems on a regular basis\\n\\t\\n\\t\\n\\tFacilitates teacher collaboration on components such as progress monitoring, instructional intervention, data analysis and reporting results on a timely on-going basis.\\n\\t\\n\\t\\n\\tFacilitates, prepares, posts and updates data walls for math and reading based on school and district expectations\\n\\t\\n\\t\\n\\tWorks with students, instructional teams, parents and administrators to develop individual learning plans, independent study programs and academic remediation processes\\n\\t\\n\\t\\n\\tMaintains complete and accurate student academic and disciplinary records\\n\\t\\n\\t\\n\\tShows sensitivity to students, parents and the community and promotes student self-esteem\\n\\t\\n\\t\\n\\tMaintains professional relationship between school and parents.\\n\\t\\n\\t\\n\\tMaintains contact with parents through telephone, or written communications\\n\\t\\n\\t\\n\\tEncourages parental involvement through school activities, connecting home and school\\n\\t\\n\\t\\n\\tIntegrate the use of technology and multimedia in the classroom.\\n\\t\\n\\t\\n\\tServes as a content and instructional expert for the campus\\n\\t\\n\\t\\n\\tCollaborates with special education and general education teachers to implement a multi-tiered system of support.\\n\\t\\n\\t\\n\\tCollaborates with school and district leadership to improve educational outcomes for students\\n\\t\\n\\t\\n\\tParticipates in professional development at the district and school level.\\n\\t\\n\\t\\n\\tUtilizes classroom management techniques conducive to an effective classroom climate\\n\\t\\n\\t\\n\\tPerforms other work-related duties as assigned.\\n\\t\\n\\t\\n\\tAttend meetings as necessary including IEP, SSPT, and COST, and parent conferences meeting\\n\\t\\n\\t\\n\\tFollow federal and state laws, as well as the letter and the spirit of the Charter and the Governing Board policies and directives from the Principal/Designee.\\n\\t\\n\\nQualificationsMinimum Required Skills, Education/Training &amp; Experience\\n\\n1. Bachelor&#39;s degree from an accredited institution; and\\n\\n2. California Teaching Credential CLAD or BCLAD\\n\\n3. A minimum of 3 years of teaching experience with excellent evaluations\\n\\n&nbsp;\\n\\nMinimum Performance Expectations &amp; Essential Functions\\n\\n&nbsp;\\n\\nPrograms of Study&nbsp;\\n\\nBases instruction on adopted curricular for the school and the charter; demonstrates accurate and current knowledge in subject field; develops appropriate lessons to teach instructional objectives; employs a variety of instructional strategies to augment achievement; uses content scope and sequence in planning.\\n\\n&nbsp;\\n\\nClassroom Climate\\n\\nProvides an atmosphere conducive to learning consistent with established school discipline procedures; encourages students&#39; attendance; sets high positive expectations for student performance; accommodates individual learning differences.\\n\\n&nbsp;\\n\\nStudent Progress\\n\\nGathers, stores, and monitors data related to student learning for use in assessing progress toward achieving the instructional objectives.\\n\\n&nbsp;\\n\\nCommunication\\n\\nCommunicates with students, parents, educational personnel, and others; communicates regularly and effectively with students, co-workers, parents/guarding, and the community, and exhibits appropriate interactive skills; follows confidentiality procedures regarding students, parents/guarding, and fellow staff members. Establishes and maintains cooperative working relationships with coworkers, students, and parents.\\n\\n&nbsp;\\n\\nProfessional Work Habits\\n\\nDemonstrates behavior that reflects established professional responsibilities (i.e. attendance, punctuality and verbal/nonverbal communication); adheres to established laws, policies, rules and regulations; interacts appropriately with students, other educational personnel, and parents.\\n\\n&nbsp;\\n\\nManagement Systems\\n\\n\\n\\t\\n\\tOrganizes teaching strategies to maximize allocated instructional time to increase student &nbsp; learning.\\n\\t\\n\\t\\n\\tProvides relevant examples and demonstrations to illustrate concepts and skills; provides instructional pacing that ensures student understanding.\\n\\t\\n\\t\\n\\tIncorporates higher level thinking skills; provides remediation activities for students; integrates &nbsp;a variety of technology applications and learning tools to augment student achievement.\\n\\t\\n\\t\\n\\tPerform with frequent interruptions and/or distractions and adapt to frequent changes in the work environment.\\n\\t\\n\\n\\nPhysical and Environmental Elements:\\n\\n\\n\\t\\n\\tThis position may include long periods of sitting or standing in an environment with moderate noise levels, and no direct exposure to hazardous physical substances. This position is frequently required to stand, sit or walk, use hands and fingers and reach with arms.\\n\\t\\n\\t\\n\\tSpecific vision abilities required by this job include close vision to read printed materials and a computer screen with ability to adjust focus.\\n\\t\\n\\t\\n\\tCommunication skills required by this job include the ability to hear and speak.\\n\\t\\n\\t\\n\\tFinger dexterity is needed to access, enter and retrieve data using a computer keyboard, typewriter keyboard, or calculator and to operate standard office equipment.\\n\\t\\n\\t\\n\\tThe position occasionally bends, stoops, reaches, pushes, and pulls drawers to retrieve and file\\n\\t\\n\\t\\n\\tinformation and lifts and carries items that typically weigh less than 20 pounds.\\n\\t\\n\\t\\n\\tThe position requires the ability to occasionally travel by train, plane, or other means inside and outside of the Los Angeles area.\\n\\t\\n\\n\\nMay have occasional exposure to irate parents, staff, and public and private representatives.\\n\\n&nbsp;\\n\\n\\nSigning Bonus Notice: This position is eligible for a signing bonus, paid for in two installments in January and July. Eligibility for each installment requires active employment with ISANA on the payment date. Signing bonuses may be prorated based on start date or unpaid leave status and are subject to applicable taxes. Employees who separate from ISANA prior to the end of a bonus period will not be eligible for that installment.\\n\\nPay Range Notice: The posted pay range represents the full range for this classified position. Final placement is contingent upon verification of prior experience through completion of the required Verification of Experience (VOE) form. Credit for prior experience requires having worked at least 85% of the applicable employment period\\n\\n\",\"responsibilities\":\"Purpose of Position: To provide an appropriate educational atmosphere which encourages positive student learning and to participate in a dynamic setting with other classroom teachers, administrators, instructional teams and other staff members in the development and implementation of the school&#39;s programs and goals. Particularly, to build student success in English Language Arts and Math by providing Tier II and Tier III student interventions through our Response to Intervention (RTI) model.\\n\\n&nbsp;\\n\\nThis is a Certificated/Non-Exempt Position.\\n\\n&nbsp;\\n\\nReports to:&nbsp;Instruction Specialist/Coach\\n\\n&nbsp;\\n\\nKnowledge/Skills/Abilties:\\n\\n\\n\\t\\n\\tDemonstrates of knowledge of prescribed curriculum and child development\\n\\t\\n\\t\\n\\tDemonstrates knowledge of Common Core Standards and instructional materials for English Language Arts and Math\\n\\t\\n\\t\\n\\tDemonstrates proficiency in teaching English language arts and Math evidenced by principal&rsquo;s evaluations and student achievement\\n\\t\\n\\t\\n\\tDemonstrates knowledge of curriculum, instruction and assessment as they relate to each other and influence student achievement\\n\\t\\n\\t\\n\\tDemonstrates knowledge and understanding of updated best practices in reading and math including scientifically based reading and math research\\n\\t\\n\\t\\n\\tContinues professional growth through participation in educational meetings and defined professional growth opportunities, reading professional literature, and exchanging ideas with colleagues\\n\\t\\n\\t\\n\\tUnderstands the purpose and specifics of math and core reading programs, supplemental and intervention programs and serves as a guide to teachers to effectively use these programs\\n\\t\\n\\t\\n\\tModels systematic reading instruction and math instruction that is aligned to scientifically based English Language Arts and Math research (Tier I) and Tier II/III student intervention for all teachers and students\\n\\t\\n\\t\\n\\tUnderstands and interprets assessment data, both formal and informal, to inform instructional decisions\\n\\t\\n\\t\\n\\tUse effective, positive interpersonal, written and oral communication skills.\\n\\t\\n\\t\\n\\tBasic knowledge of technology; planning and organizational skills\\n\\t\\n\\t\\n\\tDemonstrates professional development skills and works effectively with adults.\\n\\t\\n\\t\\n\\tCollaborates with general education and special education teachers to support reading intervention and math\\n\\t\\n\\t\\n\\tAbility to manage the classroom and supervise students\\n\\t\\n\\t\\n\\tDemonstrates ability in working with diverse populations (ELL, Special Education, Gifted)\\n\\t\\n\\t\\n\\tKnowledge of varied learning styles.\\n\\t\\n\\t\\n\\tSkill in analyzing, diagnosing and evaluating student progress and programs\\n\\t\\n\\t\\n\\tHolds high expectations for her/himself and colleagues, as well as students\\n\\t\\n\\t\\n\\tCommitment to a core set of beliefs established in our Charter about teaching, learning, and ongoing professional development.\\n\\t\\n\\n\\nEssential Functions:\\n\\n\\n\\t\\n\\tWorks with administrators and instructional teams to plan and implement hands-on programs and activities for students and the school\\n\\t\\n\\t\\n\\tParticipates in a cooperative effort with faculty and staff to plan, implement and evaluate programs of continuing school improvement\\n\\t\\n\\t\\n\\tEnsures Tier II and Tier III math and reading intervention using the district RTI model\\n\\t\\n\\t\\n\\tProvides specialized instructional strategies for staff members on appropriate intervention (Tier I, II and III) in Math and English Language Arts instruction for students.\\n\\t\\n\\t\\n\\tPlans instruction, sets goals and implements the specified curriculum and intervention programs\\n\\t\\n\\t\\n\\tAssist all students in achieving academic standards and establishing high expectations\\n\\t\\n\\t\\n\\tAnalyzes and organizes individual assessment results and state assessment results to determine areas of weakness and share strategies to address weaknesses through prescriptive intervention\\n\\t\\n\\t\\n\\tAssesses and monitors students&#39; progress towards achieving instructional objectives and goals and maintains up to date records for progress monitoring, Individual Learning Plans (ILPs) and in-program data management systems on a regular basis\\n\\t\\n\\t\\n\\tFacilitates teacher collaboration on components such as progress monitoring, instructional intervention, data analysis and reporting results on a timely on-going basis.\\n\\t\\n\\t\\n\\tFacilitates, prepares, posts and updates data walls for math and reading based on school and district expectations\\n\\t\\n\\t\\n\\tWorks with students, instructional teams, parents and administrators to develop individual learning plans, independent study programs and academic remediation processes\\n\\t\\n\\t\\n\\tMaintains complete and accurate student academic and disciplinary records\\n\\t\\n\\t\\n\\tShows sensitivity to students, parents and the community and promotes student self-esteem\\n\\t\\n\\t\\n\\tMaintains professional relationship between school and parents.\\n\\t\\n\\t\\n\\tMaintains contact with parents through telephone, or written communications\\n\\t\\n\\t\\n\\tEncourages parental involvement through school activities, connecting home and school\\n\\t\\n\\t\\n\\tIntegrate the use of technology and multimedia in the classroom.\\n\\t\\n\\t\\n\\tServes as a content and instructional expert for the campus\\n\\t\\n\\t\\n\\tCollaborates with special education and general education teachers to implement a multi-tiered system of support.\\n\\t\\n\\t\\n\\tCollaborates with school and district leadership to improve educational outcomes for students\\n\\t\\n\\t\\n\\tParticipates in professional development at the district and school level.\\n\\t\\n\\t\\n\\tUtilizes classroom management techniques conducive to an effective classroom climate\\n\\t\\n\\t\\n\\tPerforms other work-related duties as assigned.\\n\\t\\n\\t\\n\\tAttend meetings as necessary including IEP, SSPT, and COST, and parent conferences meeting\\n\\t\\n\\t\\n\\tFollow federal and state laws, as well as the letter and the spirit of the Charter and the Governing Board policies and directives from the Principal/Designee.\\n\\t\\n\\n\",\"employmentType\":\"FULL_TIME\",\"hiringOrganization\":{\"@type\":\"Organization\",\"name\":\"ISANA\",\"logo\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=6590072EECB9C1C1188C78239FC49A17\"},\"jobLocation\":{\"@type\":\"Place\",\"address\":{\"streetAddress\":\"6501 Laurel Canyon Blvd.\",\"addressLocality\":\"North Hollywood\",\"addressRegion\":\"CA\",\"postalCode\":91606,\"addressCountry\":\"USA\"}},\"qualifications\":\"Minimum Required Skills, Education/Training &amp; Experience\\n\\n1. Bachelor&#39;s degree from an accredited institution; and\\n\\n2. California Teaching Credential CLAD or BCLAD\\n\\n3. A minimum of 3 years of teaching experience with excellent evaluations\\n\\n&nbsp;\\n\\nMinimum Performance Expectations &amp; Essential Functions\\n\\n&nbsp;\\n\\nPrograms of Study&nbsp;\\n\\nBases instruction on adopted curricular for the school and the charter; demonstrates accurate and current knowledge in subject field; develops appropriate lessons to teach instructional objectives; employs a variety of instructional strategies to augment achievement; uses content scope and sequence in planning.\\n\\n&nbsp;\\n\\nClassroom Climate\\n\\nProvides an atmosphere conducive to learning consistent with established school discipline procedures; encourages students&#39; attendance; sets high positive expectations for student performance; accommodates individual learning differences.\\n\\n&nbsp;\\n\\nStudent Progress\\n\\nGathers, stores, and monitors data related to student learning for use in assessing progress toward achieving the instructional objectives.\\n\\n&nbsp;\\n\\nCommunication\\n\\nCommunicates with students, parents, educational personnel, and others; communicates regularly and effectively with students, co-workers, parents/guarding, and the community, and exhibits appropriate interactive skills; follows confidentiality procedures regarding students, parents/guarding, and fellow staff members. Establishes and maintains cooperative working relationships with coworkers, students, and parents.\\n\\n&nbsp;\\n\\nProfessional Work Habits\\n\\nDemonstrates behavior that reflects established professional responsibilities (i.e. attendance, punctuality and verbal/nonverbal communication); adheres to established laws, policies, rules and regulations; interacts appropriately with students, other educational personnel, and parents.\\n\\n&nbsp;\\n\\nManagement Systems\\n\\n\\n\\t\\n\\tOrganizes teaching strategies to maximize allocated instructional time to increase student &nbsp; learning.\\n\\t\\n\\t\\n\\tProvides relevant examples and demonstrations to illustrate concepts and skills; provides instructional pacing that ensures student understanding.\\n\\t\\n\\t\\n\\tIncorporates higher level thinking skills; provides remediation activities for students; integrates &nbsp;a variety of technology applications and learning tools to augment student achievement.\\n\\t\\n\\t\\n\\tPerform with frequent interruptions and/or distractions and adapt to frequent changes in the work environment.\\n\\t\\n\\n\\nPhysical and Environmental Elements:\\n\\n\\n\\t\\n\\tThis position may include long periods of sitting or standing in an environment with moderate noise levels, and no direct exposure to hazardous physical substances. This position is frequently required to stand, sit or walk, use hands and fingers and reach with arms.\\n\\t\\n\\t\\n\\tSpecific vision abilities required by this job include close vision to read printed materials and a computer screen with ability to adjust focus.\\n\\t\\n\\t\\n\\tCommunication skills required by this job include the ability to hear and speak.\\n\\t\\n\\t\\n\\tFinger dexterity is needed to access, enter and retrieve data using a computer keyboard, typewriter keyboard, or calculator and to operate standard office equipment.\\n\\t\\n\\t\\n\\tThe position occasionally bends, stoops, reaches, pushes, and pulls drawers to retrieve and file\\n\\t\\n\\t\\n\\tinformation and lifts and carries items that typically weigh less than 20 pounds.\\n\\t\\n\\t\\n\\tThe position requires the ability to occasionally travel by train, plane, or other means inside and outside of the Los Angeles area.\\n\\t\\n\\n\\nMay have occasional exposure to irate parents, staff, and public and private representatives.\\n\\n&nbsp;\\n\\n\\nSigning Bonus Notice: This position is eligible for a signing bonus, paid for in two installments in January and July. Eligibility for each installment requires active employment with ISANA on the payment date. Signing bonuses may be prorated based on start date or unpaid leave status and are subject to applicable taxes. Employees who separate from ISANA prior to the end of a bonus period will not be eligible for that installment.\\n\\nPay Range Notice: The posted pay range represents the full range for this classified position. Final placement is contingent upon verification of prior experience through completion of the required Verification of Experience (VOE) form. Credit for prior experience requires having worked at least 85% of the applicable employment period\\n\\n\",\"experienceRequirements\":\"Minimum Required Skills, Education/Training &amp; Experience\\n\\n1. Bachelor&#39;s degree from an accredited institution; and\\n\\n2. California Teaching Credential CLAD or BCLAD\\n\\n3. A minimum of 3 years of teaching experience with excellent evaluations\\n\\n&nbsp;\\n\\nMinimum Performance Expectations &amp; Essential Functions\\n\\n&nbsp;\\n\\nPrograms of Study&nbsp;\\n\\nBases instruction on adopted curricular for the school and the charter; demonstrates accurate and current knowledge in subject field; develops appropriate lessons to teach instructional objectives; employs a variety of instructional strategies to augment achievement; uses content scope and sequence in planning.\\n\\n&nbsp;\\n\\nClassroom Climate\\n\\nProvides an atmosphere conducive to learning consistent with established school discipline procedures; encourages students&#39; attendance; sets high positive expectations for student performance; accommodates individual learning differences.\\n\\n&nbsp;\\n\\nStudent Progress\\n\\nGathers, stores, and monitors data related to student learning for use in assessing progress toward achieving the instructional objectives.\\n\\n&nbsp;\\n\\nCommunication\\n\\nCommunicates with students, parents, educational personnel, and others; communicates regularly and effectively with students, co-workers, parents/guarding, and the community, and exhibits appropriate interactive skills; follows confidentiality procedures regarding students, parents/guarding, and fellow staff members. Establishes and maintains cooperative working relationships with coworkers, students, and parents.\\n\\n&nbsp;\\n\\nProfessional Work Habits\\n\\nDemonstrates behavior that reflects established professional responsibilities (i.e. attendance, punctuality and verbal/nonverbal communication); adheres to established laws, policies, rules and regulations; interacts appropriately with students, other educational personnel, and parents.\\n\\n&nbsp;\\n\\nManagement Systems\\n\\n\\n\\t\\n\\tOrganizes teaching strategies to maximize allocated instructional time to increase student &nbsp; learning.\\n\\t\\n\\t\\n\\tProvides relevant examples and demonstrations to illustrate concepts and skills; provides instructional pacing that ensures student understanding.\\n\\t\\n\\t\\n\\tIncorporates higher level thinking skills; provides remediation activities for students; integrates &nbsp;a variety of technology applications and learning tools to augment student achievement.\\n\\t\\n\\t\\n\\tPerform with frequent interruptions and/or distractions and adapt to frequent changes in the work environment.\\n\\t\\n\\n\\nPhysical and Environmental Elements:\\n\\n\\n\\t\\n\\tThis position may include long periods of sitting or standing in an environment with moderate noise levels, and no direct exposure to hazardous physical substances. This position is frequently required to stand, sit or walk, use hands and fingers and reach with arms.\\n\\t\\n\\t\\n\\tSpecific vision abilities required by this job include close vision to read printed materials and a computer screen with ability to adjust focus.\\n\\t\\n\\t\\n\\tCommunication skills required by this job include the ability to hear and speak.\\n\\t\\n\\t\\n\\tFinger dexterity is needed to access, enter and retrieve data using a computer keyboard, typewriter keyboard, or calculator and to operate standard office equipment.\\n\\t\\n\\t\\n\\tThe position occasionally bends, stoops, reaches, pushes, and pulls drawers to retrieve and file\\n\\t\\n\\t\\n\\tinformation and lifts and carries items that typically weigh less than 20 pounds.\\n\\t\\n\\t\\n\\tThe position requires the ability to occasionally travel by train, plane, or other means inside and outside of the Los Angeles area.\\n\\t\\n\\n\\nMay have occasional exposure to irate parents, staff, and public and private representatives.\\n\\n&nbsp;\\n\\n\\nSigning Bonus Notice: This position is eligible for a signing bonus, paid for in two installments in January and July. Eligibility for each installment requires active employment with ISANA on the payment date. Signing bonuses may be prorated based on start date or unpaid leave status and are subject to applicable taxes. Employees who separate from ISANA prior to the end of a bonus period will not be eligible for that installment.\\n\\nPay Range Notice: The posted pay range represents the full range for this classified position. Final placement is contingent upon verification of prior experience through completion of the required Verification of Experience (VOE) form. Credit for prior experience requires having worked at least 85% of the applicable employment period\\n\\n\",\"industry\":\"Education\",\"validThrough\":\"-0001-11-30\",\"workHours\":\"Day\",\"educationRequirements\":\"4 Year Degree\"}",
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    "qualifications": "<div><span style=\"font-family:Verdana,Geneva,sans-serif\"><a name=\"_Hlk188431028\"><strong><u>Minimum Required Skills, Education/Training &amp; Experience</u></strong></a></span></div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\">1. Bachelor&#39;s degree from an accredited institution; and</span></div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\">2. California Teaching Credential CLAD or BCLAD</span></div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\">3. A minimum of 3 years of teaching experience with excellent evaluations</span></div>\n\n<div>&nbsp;</div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\"><strong><u>Minimum Performance Expectations &amp; Essential Functions</u></strong></span></div>\n\n<div>&nbsp;</div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\"><strong><em>Programs of Study&nbsp;</em></strong></span></div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Bases instruction on adopted curricular for the school and the charter; demonstrates accurate and current knowledge in subject field; develops appropriate lessons to teach instructional objectives; employs a variety of instructional strategies to augment achievement; uses content scope and sequence in planning.</span></div>\n\n<div>&nbsp;</div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\"><strong><em>Classroom Climate</em></strong></span></div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Provides an atmosphere conducive to learning consistent with established school discipline procedures; encourages students&#39; attendance; sets high positive expectations for student performance; accommodates individual learning differences.</span></div>\n\n<div>&nbsp;</div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\"><strong><em>Student Progress</em></strong></span></div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Gathers, stores, and monitors data related to student learning for use in assessing progress toward achieving the instructional objectives.</span></div>\n\n<div>&nbsp;</div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\"><strong><em>Communication</em></strong></span></div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Communicates with students, parents, educational personnel, and others; communicates regularly and effectively with students, co-workers, parents/guarding, and the community, and exhibits appropriate interactive skills; follows confidentiality procedures regarding students, parents/guarding, and fellow staff members. Establishes and maintains cooperative working relationships with coworkers, students, and parents.</span></div>\n\n<div>&nbsp;</div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\"><strong><em>Professional Work Habits</em></strong></span></div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Demonstrates behavior that reflects established professional responsibilities (i.e. attendance, punctuality and verbal/nonverbal communication); adheres to established laws, policies, rules and regulations; interacts appropriately with students, other educational personnel, and parents.</span></div>\n\n<div>&nbsp;</div>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\"><strong><em>Management Systems</em></strong></span></div>\n\n<ul>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Organizes teaching strategies to maximize allocated instructional time to increase student &nbsp; learning.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Provides relevant examples and demonstrations to illustrate concepts and skills; provides instructional pacing that ensures student understanding.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Incorporates higher level thinking skills; provides remediation activities for students; integrates &nbsp;a variety of technology applications and learning tools to augment student achievement.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Perform with frequent interruptions and/or distractions and adapt to frequent changes in the work environment.</span></div>\n\t</li>\n</ul>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\"><strong><em>Physical and Environmental Elements:</em></strong></span></div>\n\n<ul>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">This position may include long periods of sitting or standing in an environment with moderate noise levels, and no direct exposure to hazardous physical substances. This position is frequently required to stand, sit or walk, use hands and fingers and reach with arms.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Specific vision abilities required by this job include close vision to read printed materials and a computer screen with ability to adjust focus.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Communication skills required by this job include the ability to hear and speak.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">Finger dexterity is needed to access, enter and retrieve data using a computer keyboard, typewriter keyboard, or calculator and to operate standard office equipment.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">The position occasionally bends, stoops, reaches, pushes, and pulls drawers to retrieve and file</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">information and lifts and carries items that typically weigh less than 20 pounds.</span></div>\n\t</li>\n\t<li>\n\t<div><span style=\"font-family:Verdana,Geneva,sans-serif\">The position requires the ability to occasionally travel by train, plane, or other means inside and outside of the Los Angeles area.</span></div>\n\t</li>\n</ul>\n\n<div><span style=\"font-family:Verdana,Geneva,sans-serif\">May have occasional exposure to irate parents, staff, and public and private representatives.</span></div>\n\n<div>&nbsp;</div>\n\n<div>\n<p><span style=\"font-family:Verdana,Geneva,sans-serif\"><strong>Signing Bonus Notice: </strong>This position is eligible for a signing bonus, paid for in two installments in January and July. Eligibility for each installment requires active employment with ISANA on the payment date. Signing bonuses may be prorated based on start date or unpaid leave status and are subject to applicable taxes. Employees who separate from ISANA prior to the end of a bonus period will not be eligible for that installment.</span></p>\n\n<p><span style=\"font-family:Verdana,Geneva,sans-serif\"><strong>Pay Range Notice:</strong> The posted pay range represents the full range for this classified position. Final placement is contingent upon verification of prior experience through completion of the required Verification of Experience (VOE) form. Credit for prior experience requires having worked at least 85% of the applicable employment period</span></p>\n</div>\n",
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