THE ORGANIZATION
Lighthouse Community Public Schools

At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the EL Education Model , LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving nearly 1,500 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland. Learn more at www.lighthousecharter.org .

THE OPPORTUNITY

3-5 Reading Interventionist Teacher (21-22)

Lodestar, a Lighthouse Community Charter Public School is looking for a talented 3-5 Elementary Reading Interventionist to join our team for the coming school year who is relentlessly committed to ensuring that traditionally underserved students of color achieve our mission of completing college and securing the career of choice. Lighthouse educators believe that this important mission is not only attainable; it is essential to transforming our Oakland community. If you are inspired by our mission and vision and want to be a changemaker in students' lives here in Oakland, then please apply and join us! As specific openings at our sites become available, we will match applicants from our pools with open positions.

You will embody the following Core Competencies to be an effective change-agent:

• Be a visionary, innovative and equity-focused urban educator
• Facilitate deeply engaging student-centered learning for adults and students
• Demonstrate a keen ability to create, collect and analyze authentic data
• Be a strong community builder and team collaborator
• Model and foster a growth mindset with agency, persistence and flexibility
• Be a collaborative and responsible professional leader

RESPONSIBILITIES

Teach Reading Intervention:

• Teach multiple sections of Reading Intervention courses that utilize research-based interventions and instructional strategies aligned with the Response to Intervention (RtI) model for students who have been identified as below grade-level in reading.
• Design and implement data-based reading intervention instruction and progress monitoring tools that result in improved student reading achievement.

Differentiation & Intervention :

• Support individual student needs through differentiation and intervention including some push-in support for individual or small groups of students, moving through multiple tiers of intervention to "layer on" supports for students who need them:
• • Tier 1 - Support teachers in developing small group instruction and individual student modifications; may participate in COST for students at risk of not meeting grade-level academic standards; support teachers in monitoring success of differentiation.
  • Tier 2 - Monitor and report on growth; for students who are not progressing in literacy provide tailored support on a push-in or pull-out basis as appropriate.
  • Tier 3 - Monitor and report on growth; for students who are not progressing continue Tier 1 and 2 interventions and confer with Resource Specialist to complete a recommendation for Special Education assessment; collaborate with Resource Specialist to tailor support plan for individual students.

Professional Development Facilitation & Instructional Coaching:

• Plan, research, and implement professional development in balanced literacy, reading in the content areas, and reading intervention as directed.
• May provide instructional coaching to elementary teachers in areas of reading.

Assessment and Reporting

Formative & Summative Assessments:

• Employ authentic, frequent, and norm-referenced assessment strategies to monitor progress and guide instructional planning and decision making.
• Collect and analyze multiple forms of assessment data to track student growth in reading and writing.
• Share data about progress of students identified for intervention across grades 3-5.

Progress Reports and Report Cards

• Keep record of intervention students' work to inform ongoing assessment of student progress toward standards; complete regular progress reports on student reading levels and progress toward grade-level reading.
• Regularly communicate with families, school administration, and other faculty-student progress toward goals.

Whole Child/Family Communication

• Consistently communicate student's academic and character progress with families, both growth and needs on an informal and formal basis.
• Provide workshops for families in supporting literacy in the home environment

Professional Learning Community & Collaboration

• Work effectively as a member of multi-disciplinary teams to implement academic services for students in need of intervention.
• Use common planning time and professional development time as scheduled to collaborate with classroom teachers to differentiate for and support students with specific learning needs; collaborate with 3-5 teachers to further refine intervention program; collaborate with K-12 staff to bring vertical cohesion and shared practices to the K-12 program.
• Complies with all school and band obligations, policies, and expectations, including abiding by all state and federal mandates in reporting sexual or physical abuse and neglect.
• Exhibits the highest level of professionalism and urgency driven by understanding of our student and community needs.
• Additional Duties, as assigned by Supervisor

MINIMUM QUALIFICATIONS

• B.A. or B.S. required; Master's Degree preferred
• Appropriate California Credential required and experience providing reading intervention for elementary students
• Deep knowledge of California Common Core State Standards, NGSS, inquiry-based learning, curriculum planning, and data analysis, preferred
• 3+ years teaching experience serving urban youth preferred
• Familiarity navigating educational platforms
• Experience teaching in a progressive and personalized school model
• Bilingual in Spanish preferred

TIME COMMITMENT

This position is 1.0 FTE (full-time exempt) and follows a 10-month work year (190 days) with significant student-free days for professional learning and collaboration with colleagues and interaction with families. All instructional staff will report in early August 2021 (exact calendar TBD), new staff will start the last week of July 2021.

Common Building Hours: All teachers are expected to maintain hours of 8:00 - 4:00 pm M, Tu, Th, Fri and 8:00-5:00 on Wednesdays for Professional Development.


SUPERVISION

This position reports to the Lodestar K-5 Principal.

OUR COMPENSATION PACKAGE:

At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA).


TO APPLY:

People of color are strongly encouraged to apply.

Interested candidates should submit:

• Resume
• Cover Letter--Describing why you are an optimal fit for this position and your philosophy of teaching that describes how your instruction and leadership would support students achieving the Lighthouse mission
• 3 references with Name, Email, Phone Number and Title/nature of working relationship

Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site.

Lighthouse Community Charter School is an equal opportunity employer committed to diversity at all levels.

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