2023-2024 Program and Budget Handbook

• Uses early alert system to identify at-promise students, especially during transitional stages between elementary, middle and high school • Works collaboratively with Region, CoS teams, and school staff to plan for and implement literacy/English Language Arts instruction, access strategies and multi-tiered systems of support for all at-promise students, including foster youth and other targeted student populations. • Provides actionable feedback and engages in collaborative discussion with academic counseling and other support service staff to monitor/support the completion of Individual Graduation Plans. Also supports the use of • Models, teaches and guides educators and students in differentiated instructional practices utilizing adopted ELA/ELD materials. REQUIRED QUALIFICATIONS • Five (5) years of successful full-time public school certificated service as a teacher • One of the following valid California teaching credentials or authorizations which permits teaching in the subject area of English: district-approved online platforms that support students’ college and career awareness and planning. o Single Subject Teaching Credential in English/Language Arts or Multiple Subject Credential o Supplementary Authorization in English (requires 20 semester units of eligible coursework) o Introductory Subject Matter Authorization in English (requires 32 semester units of eligible coursework) o Middle School Authorization in English (requires 12 semester units of eligible

coursework)

Limited Assignment Permit in English

o

• English Learner Authorization • English Language Development Authorization o Full English Learner Authorization (BCLAD, BCC, CLAD, LDS) o Embedded English Learner Authorization (ELA1, CLAD, BCLAD) o Supplementary Authorization in English as a Second Language Emergency CLAD Permit • A valid driver license and the ability to travel to various sites throughout the District DESIRABLE QUALIFICATIONS • Knowledge of and ability to conduct peer coaching or mentoring for instructional staff. • Knowledge of and ability to conduct plan, design and implement professional development to stakeholders. • Knowledge of instructional methodologies and effective research-based strategies to promote achievement and engagement for diverse learners. • Knowledge of and experience with data systems including, MiSIS, Whole Child, Renaissance Star Reading and other District reporting and tracking systems. • Ability to compose and comprehend written communication. • Ability to work collaboratively with administrators, teachers, staff, families, and community members. • Ability to work effectively with all racial, ethnic, linguistic, socioeconomic, and targeted populations. • Poise, tact, and good judgement and commitment to the education of all students. o

62