EBI is seeking faculty and staff members who, in addition to their specific responsibilities, demonstrate the following:

• Enjoy working in an international, diverse school environment;
• Share in our values of bilingualism, educational excellence, diversity, global citizenship, and the cultivation of character;
• Support the mission of EBI;
• Bring a positive attitude and a sense of professionalism to the School community.

The fundamental responsibility of every teacher is to commit to the values and beliefs of the International Baccalaureate Primary Years Program and to work constantly to translate them into daily classroom practice. The school’s primary purpose is student learning and this job description is therefore structured according to the three central questions relating to this learning. 

Also, in recognition of the fact that we aim to be a community of learners, we have added a final question, which focuses upon our responsibility for our own learning. 

Specific responsibilities:

Teaching Effectiveness:

Committed to the EBI mission of academic excellence

• Aligns and communicates learning goals with EBI mission and core values of bilingualism, educational excellence, diversity, global citizenship and character
• Integrates EBI mission into classroom activities
• Creates instructional goals and activities with high expectations
• Grading and reporting aligned with course subject expectations, including appropriate EBI standards and practices
• Uses the designated language of instruction

Plans and prepares for teaching to maximize student learning

• Remains current with content knowledge in early childhood education practices and IB curriculum 
• Plans to meet IB standards and practices
• Plans lessons that have a student-centered constructivist approach based on the IB framework and Reggio Emilia philosophy
• Plans with PYP coordinator on a weekly basis and updates Managebac (Learning Platform)
• Plans taking into account each set of trimester benchmarks in all areas of growth
• Plans based on the the 4 assigned Units of Inquiry
• Plans lessons using curriculum programs implemented in TK: Heggerty, Handwriting Without Tears, Conscious Discipline
• Plans for the use of technology and other resources as tools to enhance learning goals
• Plans for student reflection and self-assessment
• Plans collaboratively within teams
• Uses student assessment to plan future lessons

Causes intended learning through instructional practices

• Builds a community in the classroom, where students feel safe, included, represented and appreciated taking into account student/family diversity
• Uses the Conscious Discipline model to support social-emotional learning and to manage student behavior
• Maintains, implements and teaches students how to use the Conscious Discipline structures 
• Models and incorporates the IB learner profile, the approaches to learning, and approaches to teaching
• Implements learning experiences that focus on the unit of inquiry and the specific lines of inquiry as well as the trimester benchmarks
• Exhibits student work
• Posts planners, bulletins, appropriate messages, pictures, calendars
• Pursues open-ended inquiry and real life research through a student centered constructivist approach
• Involves student actively in their own learning
• Implements strategies and support plans discussed during weekly Student Success Team meetings to address various student needs (social, emotional, behavioral, academic)
• Uses a range and balance of teaching strategies, resources and equipment to support student learning
• Uses technology tools to enhance student performance when appropriate
• Empowers students to feel responsible and to take action
• Is accountable for achievement of all students

Assesses and evaluates to maximize student learning

• Views planning, teaching and assessing as interconnected processes
• Includes student input in designing assessments
• Assess student’s prior knowledge
• Uses a variety of assessment strategies considering students individual needs and interests
• Uses formative assessments taking into account content and skills (lines of inquiry and benchmarks)
• Uses the assessment to reflect for future planning
• Uses summative assessments to determine learned concepts and student reflexions
• Grading and reporting aligned with grade/subject expectations, including appropriate IB standards and practices
• Maintains assessment records (observational documentation, rubrics, checklists, Managebac grades and individualized student narratives at the end of each trimester  

Understands and meets the needs of students:

• Demonstrates the belief and commitment that all children can learn and progress
• Participates actively in Student Success Team meetings where concerns of student needs are brought up to focus on interventions and solutions
• Meets with parents to assess needs, communicate the implementation of strategies and progress, and provide recommendations discussed during Student Success Team meetings
• Keeps records of performance and achievement, in a timely fashion
• Communicates with colleagues regarding student needs and progress

Collaborates with colleagues:

• Demonstrates flexibility
• Plans collaboratively within teams/departments
• Works toward building consensus in grade level and/or subject area meetings
• Consults with site supervisor, learning specialist, Director of Learning Services and Social Emotional Programs, librarian, specialist teacher, other teachers or the family as needed

Professional Growth:

• Commits to professional development aligned with EBI mission and goals
• Assists professional development required by EBI on IB, curriculum models, educational programs, learning services, safety/security, etc.
• Attends school visits (outside EBI) or classroom visits (within EBI) to learn from other teachers
• Incorporates current research and innovation into practice
• Contributes to departmental/team/divisional meetings focusing on curriculum
• Contributes to the writing of curriculum documents and IB policies
• Supports the professional development of colleagues
• Commitment to lifelong learning

Commitment to students:

• Develops a relationship of trust and respect with students and families
• Creates an environment where all students feel safe, included, represented and appreciated
• Follows the Conscious Discipline Program to support social emotional learning
• Maintains contact with students’ entire support network
• Regularly communicates with families in variety of ways (e-mail, Seesaw, notes/letters, conferences)
• Meets with parents

• Contributions to EBI community:

  • Participates as a positive and professional member of the EBI community
  • Participates actively in specific committees (e.g. IB standards and practices, Policies, Curriculum, Events)
  • Behaves in a manner consistent with the dignity of the profession and philosophy of the school
  • Offers constructive suggestions for improvements or practices throughout the appropriate administrative channels
  • Abides by and supports the school’s policies, procedures and contractual obligations
  • Is punctual
  • Meets deadlines
  • Supervises student behavior and promotes the development of self-management skills
  • Supports the EBI mission and goals
  • Builds school community
  • Other duties as assigned by the HOS or Site Supervisor

Qualifications and requirements:

• Teachers must be native Spanish speakers and fluent in English
• Minimum 2-3 years of experience
• Must have a BA in Early Childhood Education or related field and the 12 core ECE units required by the State of California Child Care Licensing. Experience working directly in children centers with preschool age children within the last two years.
• Part time Teachers AA degree or valid ECE teacher certificate, or 123 ECE/CD core units 7 must meet all state licensing requirements, 2+ years preschool teaching experience in ECE settings within the last 4 years required.
• All teaching personnel must have a Department of Justice fingerprint clearance, Criminal Record statement, Physical exam and TB test not older than 12 months, First Aid and CPR certificates.

About Escuela Bilingüe Internacional

Escuela Bilingüe Internacional (EBI) is a PK to grade 8 independent school with two campuses in the San Francisco Bay Area: one in Oakland and one in Emeryville. EBI is the only Spanish-English bilingual, International Baccalaureate (IB) school in Northern California. Guided by the International Baccalaureate tenets that promote inquiry, respect, and understanding among an array of diverse learners, Escuela Bilingüe Internacional is the only Spanish-English bilingual IB independent school in Northern California. A personable and inclusive school community with a welcoming culture, EBI provides a rich, multilingual, international learning experience for its students. In addition, EBI families play an integral part in the school’s development. As a school of distinction, EBI embraces its strong cultural heritage and is authentic in its commitment to equity, diversity, inclusiveness, and social justice.

Connections working at Escuela Bilingüe Internacional