OUSD is hiring an unspecified number of teachers (a.k.a. “teacher leaders” or “Acceleration High School: Teachers On Special Assignment”) to work an 11-month year at Castlemont, Fremont and McClymonds high school campuses. The jobs, which were posted on EdJoin.org late this afternoon, are open to candidates at other schools and even those outside of OUSD.
As most of you know, teachers already at the three high schools need to apply as well, if they wish to stay at their schools. (Unlike other candidates, they don’t need to submit letters of recommendation or resume — just the Ed Join form and a letter of introduction — and they will be guaranteed an interview, district staffers told teachers at Castlemont this week.)
The application window starts today and ends on March 30. Teachers will be hired on a rolling basis, said Brigitte Marshall, OUSD’s HR director.
The job description is mighty long. You can find the one for Castlemont here, and I’ve pasted it below. (I bolded the headers to make it easier to read.)
I’m curious: How many of these duties do you — and, from what you can tell — most of your colleagues do already? Which are less common? Which, in your mind, are the most (and/or least) important?
Do you plan to apply for one of these jobs? Why? I wonder what percentage of the schools’ existing faculties will choose to, and if this opportunity will draw many teachers from other schools.
Oakland Unified School District
Acceleration High School: TSA
ACCELERATION HIGH SCHOOLS: TEACHER ON SPECIAL ASSIGNMENT
Teacher on Special Assignment (TSA) 11 months, 204 days
As part of the Community Schools, Thriving Students strategic vision and as a result of a yearlong planning process led by the Office of School Transformation and the West Oakland Corridor, OUSD is excited to announce a new teacher leadership position. Specifically crafted to meet the needs of our students and driven by the urgency to accelerate student learning, OUSD has committed to resourcing a set of transformation teachers to lead our turnaround effort.
Representative Duties: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities, associated with this classification, but is intended to reflect the principal job elements accurately.)
All TSAs are expected to be teachers as well as leaders engaged in transforming a school into a high-quality, full service community school. This is an opportunity for those who wish to develop their leadership capacities, engage in rigorous and risk-taking professional development, make a deep and lasting commitment on behalf of students and take part in the transformation of a community. Expectations for TSAs are grounded in the California Standards for the Teaching Profession and in the national Teacher Leader Model Standards as well as the ongoing action-research of the Office of School Transformation, including the implementation of a Teacher Effectiveness Pilot.
As classroom teachers, TSAs will take primary responsibility for the academic acceleration of their students and contribute to the development of the social and emotional well being of their students and community.
Specifically, Transformation TSAs will:
Collaborate around school based decisions including curriculum, instructional strategies, discipline policy, grading policy, and parent engagement expectations
Develop and implement unit plans and weekly lesson plans aligned to both Linked Learning Pathways and school based instructional goals
Organize instructional plans to promote standards-based, cognitively engaging learning for students and establish standards-based learning objectives for instructional plans
Use data to guide planning, make instructional decisions and inform assessment
Implement rigorous, standards-based, grade level appropriate curriculum aligned to Common Core State Standards
Implement assessments to ensure student mastery aligned to the Common Core State Standards
Create a classroom/community culture of learning by modeling positivity, love, risk-taking, support and the ability to revise and improve work
Manage student behavior through clear expectations and a balance of positive reinforcement, feedback and redirection
Commit to communicate learning objectives to students and to help students understand their proximity to reaching those objectives
Implement a range of instructional strategies including critical questioning, academic discourse, group structures and technology
Monitor student learning during instruction and make in class adjustments when necessary
Develop two-way communication with families about student learning and achievement
Engage in partnership with families and community organizations
Work to promote college and career awareness and access at all times
As Leaders in Transformation, TSAs, during their extended professional year, are expected to engage in professional learning activities to develop their capacities to:
Foster a collaborative culture to support educator development and student learning
Access and use research to improve practice and student learning
Learn and reflect for continuous personal and professional self-improvement
Promote the use of assessments and data for school and district improvement
Partner with families to create inviting conditions to discuss student strengths and needs
Plan and develop cross-curricular/interdisciplinary content aligned to Linked Learning E framework including development of rigorous CTE courses and high quality internships and work based opportunities
TSAs will also:
Uphold and demonstrate their school’s vision, norms, and community agreements
Participate in at least one leadership committee or team
Participate in an increased professional work year
Participate in additional collaborative professional development and work with content coaches where available
Play a leadership role in promoting high expectations, rigorous instruction and expanding AP offerings to more under-represented student populations
Work to partner with Institutions of Higher Education to create concurrent enrollment options for students
Participate in the development and implementation of a safe and healthy school culture
All TSAs will participate in the TCRP Teacher Effectiveness Pilot and/or other Teacher Effectiveness Pilots in order to examine best practice around teacher development, evaluation and retention
Training, Education and Experience:
TSAs must have a valid California teaching credential in the area in which they will teach as well as a CLAD authorization.
Experience working with English Language Learners and a diverse population is required
Experience working with urban youth is required
Demonstrated success accelerating the academic achievement of urban students
Demonstrated success building the social and emotional development and resilience of urban students
Demonstrated capacity to fulfill the above listed “Essential Functions”
Knowledge and Abilities:
TSAs must have knowledge of California State Standards and Common Core State Standards in the content area they wish to teach, lesson design, using data to determine instruction, teaching English Language Learners and developing classroom communities of learners.
TSAs must have the ability to manage stress and the change process. Candidates with high emotional intelligence are preferred as are those who have demonstrated resilience, calm and a problem-solving attitude in the midst of constant unrest
TSAs should be culturally proficient leaders who are aware of how their own backgrounds, experiences and biases might impact their work at a school.
TSAs should be reflective practitioners invested in improving their practice regardless of how many years they have been in education. They should be eager to work with coaches, collaborate with colleagues, and receive feedback in order to improve their practice.
Final applications are due by March 30th