2026 - 2027 Teacher (ART)

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    "description": "<p>Camino Nuevo Charter Academy (CNCA)&nbsp;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&nbsp;grade.</p>\n\n<p>&nbsp;</p>\n\n<p><span style=\"font-family:Georgia,serif\"><strong>Organizational Mindsets</strong></span></p>\n\n<p><span style=\"font-family:Georgia,serif\">We believe that every individual who works at Camino Nuevo Charter Academy must embody key mindsets.</span></p>\n\n<ul>\n\t<li><span style=\"font-family:Georgia,serif\">Commitment to and belief in CNCA&rsquo;s mission and vision</span></li>\n\t<li><span style=\"font-family:Georgia,serif\">Belief in and embodiment of the CNCA Anchors in all aspects of the work&nbsp;</span></li>\n\t<li><span style=\"font-family:Georgia,serif\">Commitment to the vision of a progressive, socially-just education and is able to inspire others towards that vision</span></li>\n\t<li><span style=\"font-family:Georgia,serif\">Solution orientation and belief in supporting others to be the same</span></li>\n\t<li><span style=\"font-family:Georgia,serif\">Commitment to an asset-based, capacity-building approach</span></li>\n\t<li><span style=\"font-family:Georgia,serif\">Commitment to equity, diversity and inclusion</span></li>\n\t<li><span style=\"font-family:Georgia,serif\">Strong self-awareness and ability to reflect</span></li>\n\t<li><span style=\"font-family:Georgia,serif\">Ability to take ownership in the day-to-day and overall success of the organization</span></li>\n</ul>\n\n<p>&nbsp;</p>\n\n<p style=\"margin-left:27px\"><span style=\"font-family:Georgia,serif\"><strong><span style=\"color:#000000\">CNCA Anchors</span></strong></span></p>\n\n<ul>\n\t<li>\n\t<p><span style=\"font-family:Georgia,serif\"><span style=\"color:#000000\">EXCELLENCE: We prepare our students to be social justice centered community members who are prepared for college, career, and/or technical pathways through outstanding education. We support staff in all positions to reach their highest levels of professional growth and development.&nbsp;</span></span></p>\n\t</li>\n\t<li>\n\t<p><span style=\"font-family:Georgia,serif\"><span style=\"color:#000000\">EQUITY: We recognize, value, and support the individuality and experiences of all students and employees. To advance and achieve just outcomes, we respond to and meet their unique emotional, psychological, social, and learning needs.</span></span></p>\n\t</li>\n\t<li>\n\t<p><span style=\"font-family:Georgia,serif\"><span style=\"color:#000000\">COMMUNITY: We are committed to our community&rsquo;s joy and diversity and celebrate the richness of the cultural and environmental contexts in which our students and families live.</span></span></p>\n\t</li>\n\t<li>\n\t<p><span style=\"font-family:Georgia,serif\"><span style=\"color:#000000\">INNOVATION: We continuously learn, are curious, and implement new ideas, perspectives, and evidence-based methods in our work.</span></span></p>\n\t</li>\n\t<li>\n\t<p><span style=\"font-family:Georgia,serif\"><span style=\"color:#000000\">JOY: We embrace high expectations while fostering curiosity, passion and a love of learning. By honoring the strengths and unique gifts of our students, families, and educators, we create communities where growth and celebration go hand in hand.</span></span></p>\n\t</li>\n\t<li>\n\t<p><span style=\"font-family:Georgia,serif\"><span style=\"color:#000000\">BELONGING: We cultivate a culture in which all Camino students, staff, parents, and stakeholders feel welcomed, heard, included, respected, and appreciated. </span></span></p>\n\t</li>\n</ul>\n\n<p>&nbsp;</p>\n\n<p><span style=\"font-family:Georgia,serif\"><strong>The Opportunity</strong></span></p>\n\n<p>&nbsp;</p>\n\n<p><span style=\"font-family:Georgia,serif\"><strong>CNCA</strong>&nbsp;currently seeks candidates who are committed to serving in under-resourced communities.&nbsp; We are seeking teachers who embrace research-based, innovative curricular frameworks such as a balanced literacy approach and conceptual based math.&nbsp; Our approach to teaching and learning involves a deep commitment to ongoing teacher professional development, and collaboration.&nbsp; 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.&nbsp;&nbsp;<strong>Teachers will receive a competitive salary, healthcare and retirement benefits.</strong></span></p>\n\n<p>&nbsp;</p>\n\n<p><span style=\"font-family:Georgia,serif\"><strong>Responsibilities</strong></span></p>\n\n<p><span style=\"font-family:Georgia,serif\"><strong>Teachers will perform a full range of duties, including but not limited to:</strong></span></p>\n\n<p><span style=\"font-family:Georgia,serif\">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.</span></p>\n\n<ul>\n\t<li><span style=\"font-family:Georgia,serif\">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.</span></li>\n\t<li><span style=\"font-family:Georgia,serif\">Teachers will regularly provide written documentation of professional lesson planning in line with the state content standards and CNCA&rsquo;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 &ndash; at the frequency and duration detailed in students&rsquo; IEP documents &ndash; 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. </span></li>\n\t<li><span style=\"font-family:Georgia,serif\">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&rsquo; 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&rsquo; 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. </span></li>\n\t<li><span style=\"font-family:Georgia,serif\">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. </span></li>\n\t<li><span style=\"font-family:Georgia,serif\">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.</span></li>\n\t<li><span style=\"font-family:Georgia,serif\">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&rsquo; IEP or 504 plan document.</span></li>\n\t<li><span style=\"font-family:Georgia,serif\">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.</span></li>\n\t<li><span style=\"font-family:Georgia,serif\">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. </span></li>\n\t<li><span style=\"font-family:Georgia,serif\">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. </span></li>\n\t<li><span style=\"font-family:Georgia,serif\">Teachers will create and maintain a nurturing and engaging classroom environment. </span></li>\n\t<li><span style=\"font-family:Georgia,serif\">Teachers are expected to support CNCA&rsquo;s mission, vision and policies and to promote and enforce the same. </span></li>\n\t<li><span style=\"font-family:Georgia,serif\">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. </span></li>\n\t<li><span style=\"font-family:Georgia,serif\">Teachers are expected to effectively implement department, school or organization wide initiatives.</span></li>\n</ul>\n\n<p>&nbsp;</p>\n\n<p>&nbsp;</p>\n\n<p>&nbsp;</p>\n\n<p>&nbsp;</p>\n\n<p style=\"text-align:center\"><span style=\"font-family:Georgia,serif\"><strong><em>NON-DISCRIMINATION STATEMENT</em></strong></span></p>\n\n<p style=\"text-align:center\"><span style=\"font-family:Georgia,serif\"><em>Camino Nuevo Charter Academy (CNCA) prohibits discrimination, harassment, intimidation and bullying in educational programs, activities, or employment on the basis of actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation, parental, pregnancy, family or marital status, military status or association with a person or a group with one or more of these actual or perceived characteristics. Camino Nuevo Charter Academy requires that school personnel take immediate steps to intervene when safe to do so when he or she witnesses an act of discrimination, harassment, intimidation, or bullying.</em></span></p>\n\n<p style=\"text-align:center\"><span style=\"font-family:Georgia,serif\"><em>Questions or complaints of alleged discrimination, harassment, intimidation and bullying, equity or Title IX equity and compliance concerns should be directed to Margarita Domingo, Vice President of Human Resources. She can be reached at (213) 417-3410 or by mail at 3435 W Temple St. Los Angeles, CA 90026.</em></span></p>\n\n<p>&nbsp;</p>\n",
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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&nbsp;grade.\\n\\n&nbsp;\\n\\nOrganizational Mindsets\\n\\nWe believe that every individual who works at Camino Nuevo Charter Academy must embody key mindsets.\\n\\n\\n\\tCommitment to and belief in CNCA&rsquo;s mission and vision\\n\\tBelief in and embodiment of the CNCA Anchors in all aspects of the work&nbsp;\\n\\tCommitment to the vision of a progressive, socially-just education and is able to inspire others towards that vision\\n\\tSolution orientation and belief in supporting others to be the same\\n\\tCommitment to an asset-based, capacity-building approach\\n\\tCommitment to equity, diversity and inclusion\\n\\tStrong self-awareness and ability to reflect\\n\\tAbility to take ownership in the day-to-day and overall success of the organization\\n\\n\\n&nbsp;\\n\\nCNCA Anchors\\n\\n\\n\\t\\n\\tEXCELLENCE: We prepare our students to be social justice centered community members who are prepared for college, career, and/or technical pathways through outstanding education. We support staff in all positions to reach their highest levels of professional growth and development.&nbsp;\\n\\t\\n\\t\\n\\tEQUITY: We recognize, value, and support the individuality and experiences of all students and employees. To advance and achieve just outcomes, we respond to and meet their unique emotional, psychological, social, and learning needs.\\n\\t\\n\\t\\n\\tCOMMUNITY: We are committed to our community&rsquo;s joy and diversity and celebrate the richness of the cultural and environmental contexts in which our students and families live.\\n\\t\\n\\t\\n\\tINNOVATION: We continuously learn, are curious, and implement new ideas, perspectives, and evidence-based methods in our work.\\n\\t\\n\\t\\n\\tJOY: We embrace high expectations while fostering curiosity, passion and a love of learning. By honoring the strengths and unique gifts of our students, families, and educators, we create communities where growth and celebration go hand in hand.\\n\\t\\n\\t\\n\\tBELONGING: We cultivate a culture in which all Camino students, staff, parents, and stakeholders feel welcomed, heard, included, respected, and appreciated. \\n\\t\\n\\n\\n&nbsp;\\n\\nThe Opportunity\\n\\n&nbsp;\\n\\nCNCA&nbsp;currently seeks candidates who are committed to serving in under-resourced communities.&nbsp; We are seeking teachers who embrace research-based, innovative curricular frameworks such as a balanced literacy approach and conceptual based math.&nbsp; Our approach to teaching and learning involves a deep commitment to ongoing teacher professional development, and collaboration.&nbsp; 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.&nbsp;&nbsp;Teachers will receive a competitive salary, healthcare and retirement benefits.\\n\\n&nbsp;\\n\\nResponsibilities\\n\\nTeachers will perform a full range of duties, including but not limited to:\\n\\nThe 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.\\n\\n\\n\\tTeachers 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.\\n\\tTeachers will regularly provide written documentation of professional lesson planning in line with the state content standards and CNCA&rsquo;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 &ndash; at the frequency and duration detailed in students&rsquo; IEP documents &ndash; 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. \\n\\tTeachers 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&rsquo; 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&rsquo; 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. \\n\\tTeachers 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. \\n\\tTeachers 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.\\n\\tTeachers 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&rsquo; IEP or 504 plan document.\\n\\tTeachers 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.\\n\\tTeachers 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. \\n\\tTeachers 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. \\n\\tTeachers will create and maintain a nurturing and engaging classroom environment. \\n\\tTeachers are expected to support CNCA&rsquo;s mission, vision and policies and to promote and enforce the same. \\n\\tTeachers 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. \\n\\tTeachers are expected to effectively implement department, school or organization wide initiatives.\\n\\n\\n&nbsp;\\n\\n&nbsp;\\n\\n&nbsp;\\n\\n&nbsp;\\n\\nNON-DISCRIMINATION STATEMENT\\n\\nCamino Nuevo Charter Academy (CNCA) prohibits discrimination, harassment, intimidation and bullying in educational programs, activities, or employment on the basis of actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation, parental, pregnancy, family or marital status, military status or association with a person or a group with one or more of these actual or perceived characteristics. Camino Nuevo Charter Academy requires that school personnel take immediate steps to intervene when safe to do so when he or she witnesses an act of discrimination, harassment, intimidation, or bullying.\\n\\nQuestions or complaints of alleged discrimination, harassment, intimidation and bullying, equity or Title IX equity and compliance concerns should be directed to Margarita Domingo, Vice President of Human Resources. She can be reached at (213) 417-3410 or by mail at 3435 W Temple St. Los Angeles, CA 90026.\\n\\n&nbsp;\\nQualificationsApplicants who possess the following skills will make the strongest candidates:\\n\\n\\n\\tValid California Single&nbsp;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.\\n\\n\\nArt Single Subject Teaching Credential\\n\\n\\n\\t\\n\\tCLAD/English Language Learner Authorization.&nbsp;Candidates who do not possess this must do so within one year.\\n\\t\\n\\t\\n\\tDemonstrated track record with English language learners\\n\\t\\n\\t\\n\\tDemonstrated ability to implement varied classroom instructional strategies\\n\\t\\n\\t\\n\\tEducational vision for and experience with low-income and /or minority students\\n\\t\\n\\t\\n\\tPassion for working with children and their families\\n\\t\\n\\n\",\"responsibilities\":\"Camino Nuevo Charter Academy (CNCA)&nbsp;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&nbsp;grade.\\n\\n&nbsp;\\n\\nOrganizational Mindsets\\n\\nWe believe that every individual who works at Camino Nuevo Charter Academy must embody key mindsets.\\n\\n\\n\\tCommitment to and belief in CNCA&rsquo;s mission and vision\\n\\tBelief in and embodiment of the CNCA Anchors in all aspects of the work&nbsp;\\n\\tCommitment to the vision of a progressive, socially-just education and is able to inspire others towards that vision\\n\\tSolution orientation and belief in supporting others to be the same\\n\\tCommitment to an asset-based, capacity-building approach\\n\\tCommitment to equity, diversity and inclusion\\n\\tStrong self-awareness and ability to reflect\\n\\tAbility to take ownership in the day-to-day and overall success of the organization\\n\\n\\n&nbsp;\\n\\nCNCA Anchors\\n\\n\\n\\t\\n\\tEXCELLENCE: We prepare our students to be social justice centered community members who are prepared for college, career, and/or technical pathways through outstanding education. We support staff in all positions to reach their highest levels of professional growth and development.&nbsp;\\n\\t\\n\\t\\n\\tEQUITY: We recognize, value, and support the individuality and experiences of all students and employees. To advance and achieve just outcomes, we respond to and meet their unique emotional, psychological, social, and learning needs.\\n\\t\\n\\t\\n\\tCOMMUNITY: We are committed to our community&rsquo;s joy and diversity and celebrate the richness of the cultural and environmental contexts in which our students and families live.\\n\\t\\n\\t\\n\\tINNOVATION: We continuously learn, are curious, and implement new ideas, perspectives, and evidence-based methods in our work.\\n\\t\\n\\t\\n\\tJOY: We embrace high expectations while fostering curiosity, passion and a love of learning. By honoring the strengths and unique gifts of our students, families, and educators, we create communities where growth and celebration go hand in hand.\\n\\t\\n\\t\\n\\tBELONGING: We cultivate a culture in which all Camino students, staff, parents, and stakeholders feel welcomed, heard, included, respected, and appreciated. \\n\\t\\n\\n\\n&nbsp;\\n\\nThe Opportunity\\n\\n&nbsp;\\n\\nCNCA&nbsp;currently seeks candidates who are committed to serving in under-resourced communities.&nbsp; We are seeking teachers who embrace research-based, innovative curricular frameworks such as a balanced literacy approach and conceptual based math.&nbsp; Our approach to teaching and learning involves a deep commitment to ongoing teacher professional development, and collaboration.&nbsp; 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.&nbsp;&nbsp;Teachers will receive a competitive salary, healthcare and retirement benefits.\\n\\n&nbsp;\\n\\nResponsibilities\\n\\nTeachers will perform a full range of duties, including but not limited to:\\n\\nThe 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.\\n\\n\\n\\tTeachers 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.\\n\\tTeachers will regularly provide written documentation of professional lesson planning in line with the state content standards and CNCA&rsquo;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 &ndash; at the frequency and duration detailed in students&rsquo; IEP documents &ndash; 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. \\n\\tTeachers 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&rsquo; 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&rsquo; 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. \\n\\tTeachers 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. \\n\\tTeachers 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.\\n\\tTeachers 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&rsquo; IEP or 504 plan document.\\n\\tTeachers 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.\\n\\tTeachers 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. \\n\\tTeachers 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. \\n\\tTeachers will create and maintain a nurturing and engaging classroom environment. \\n\\tTeachers are expected to support CNCA&rsquo;s mission, vision and policies and to promote and enforce the same. \\n\\tTeachers 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. \\n\\tTeachers are expected to effectively implement department, school or organization wide initiatives.\\n\\n\\n&nbsp;\\n\\n&nbsp;\\n\\n&nbsp;\\n\\n&nbsp;\\n\\nNON-DISCRIMINATION STATEMENT\\n\\nCamino Nuevo Charter Academy (CNCA) prohibits discrimination, harassment, intimidation and bullying in educational programs, activities, or employment on the basis of actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation, parental, pregnancy, family or marital status, military status or association with a person or a group with one or more of these actual or perceived characteristics. Camino Nuevo Charter Academy requires that school personnel take immediate steps to intervene when safe to do so when he or she witnesses an act of discrimination, harassment, intimidation, or bullying.\\n\\nQuestions or complaints of alleged discrimination, harassment, intimidation and bullying, equity or Title IX equity and compliance concerns should be directed to Margarita Domingo, Vice President of Human Resources. She can be reached at (213) 417-3410 or by mail at 3435 W Temple St. Los Angeles, CA 90026.\\n\\n&nbsp;\\n\",\"employmentType\":\"FULL_TIME\",\"hiringOrganization\":{\"@type\":\"Organization\",\"name\":\"CAMINO NUEVO CHARTER ACADEMY\",\"logo\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=3655DD51E3C1A48FA3A08E3ADEC9AFD3\"},\"jobLocation\":{\"@type\":\"Place\",\"address\":{\"streetAddress\":\"1723 W. 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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.\\n\\n\\nArt Single Subject Teaching Credential\\n\\n\\n\\t\\n\\tCLAD/English Language Learner Authorization.&nbsp;Candidates who do not possess this must do so within one year.\\n\\t\\n\\t\\n\\tDemonstrated track record with English language learners\\n\\t\\n\\t\\n\\tDemonstrated ability to implement varied classroom instructional strategies\\n\\t\\n\\t\\n\\tEducational vision for and experience with low-income and /or minority students\\n\\t\\n\\t\\n\\tPassion for working with children and their families\\n\\t\\n\\n\",\"experienceRequirements\":\"Applicants who possess the following skills will make the strongest candidates:\\n\\n\\n\\tValid California Single&nbsp;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.\\n\\n\\nArt Single Subject Teaching Credential\\n\\n\\n\\t\\n\\tCLAD/English Language Learner Authorization.&nbsp;Candidates who do not possess this must do so within one year.\\n\\t\\n\\t\\n\\tDemonstrated track record with English language learners\\n\\t\\n\\t\\n\\tDemonstrated ability to implement varied classroom instructional strategies\\n\\t\\n\\t\\n\\tEducational vision for and experience with low-income and /or minority students\\n\\t\\n\\t\\n\\tPassion for working with children and their families\\n\\t\\n\\n\",\"validThrough\":\"-0001-11-30\",\"workHours\":\"11-Months\",\"educationRequirements\":\"Teaching Credential \"}",
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