This posting is for candidates who would like to be considered for any and all Newcomer Assistant eligibility pool openings at OUSD. This is not an advertisement of a current vacancy at OUSD but rather an opportunity to submit applications to be screened for anticipated vacancies. Please also apply to any site-specific positions you may be interested in.

The District and SEIU 1021 are working together to create promotional opportunities for existing staff, therefore this job posting is available for five(5) days for internal candidates based on our collective bargaining agreement.

BASIC FUNCTION: The Learning Lab Assistant supports the work the Learning Lab by: assisting a certificated teacher in implementing the Internationals Approach to teaching, by reinforcing instruction to individuals or small group of students in the classroom, gathering data for the purposes of research and inquiry, supporting students through a variety of interventions, and tutoring students in assigned subject areas as part of the after school program.

Key distinctions in this role compared to other paraprofessional/instructional assistant roles include specialization in instructional methods needed to support newcomers’ language acquisition as they learn core content, training and enhanced abilities to work in an extremely diverse linguistic and cultural environment.

This position may be used to identify potential teacher and other educational professional candidates. Collaborating with institutions of higher learning, the office of English Language Learner and Multilingual Achievement (ELLMA), and Human Resources, the Learning Lab will provide support to Learning Lab Assistants seeking to become teachers with deep knowledge of practices needed to support newcomers by assisting them to complete the necessary educational and credentialing requirements and providing hands-on experience working with newcomers in the Internationals Approach.

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.)

ESSENTIAL FUNCTIONS:

• Provide core curriculum instruction to newcomer students in an assigned classroom or programs under the guidance of a certificated teacher.
• Facilitate growth of speaking, reading and writing skills of newcomers through the Internationals Approach to learning.
• Participate in team meetings or read notes from team meetings in order to support instruction and case management plans.
• Confer with team leaders, classroom teachers, site staff, and/or learning lab director concerning student progress in language development, content mastery, or social-emotional wellbeing.
• Work cooperatively with classroom teachers, interpreting the abilities and educational gaps of students, assisting in classroom intervention strategies, modifying curriculum as necessary for students with interrupted formal education (SIFE) and assisting students with class assignments.
• Assure compliance with governmental regulations, codes and reporting requirements; notify immediately appropriate personnel and agencies and follow established procedures when there is reasonable suspicion of substance abuse, child neglect, severe medical or social conditions or potential suicide; make appropriate referrals to COST.
• Gather and provide data that will be used by teachers, staff and researchers to assess students and teaching methods used in the classroom/school; prepare and maintain a variety of detailed records, files and data logs.
• Perform a variety of clerical duties such as making copies, scoring papers, recording data, prepare and maintain files as assigned.
• Provide support to teachers by setting up work areas and displays, operating audio-visual equipment, distributing papers and supplies.
• Maintain confidentiality of student records and information both written and verbal.
• Communicate expectations, provide guidance and show an active interest in student progress.
• Strive to develop a rapport and serve as a positive role model for students and others.
• Attend and actively participate in staff and Learning Lab professional development meetings and retreats.
• Maintain basic knowledge of computers, Google Drive, and Microsoft Office.
• Adhere to site and department codes of conduct; promote a professional image of the school, learning lab, and school district.
• Respond to emergency situations to ensure immediate resolution and appropriate documentation of safety concerns to appropriate personnel.
• Explain and demonstrate the school’s philosophy of instruction and practices that support the academic and social-emotional needs of newcomers.
• Support the tutoring and intervention services in the afterschool program.
• Perform other related duties as assigned.

QUALIFICATIONS:

The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position.

KNOWLEDGE OF:

• Special needs, issues and requirements of immigrants, students with interrupted formal education (SIFE), students who have experienced trauma, and newcomer ELLs
• Tenants and methods in the Internationals Approach to Teaching
• Common Core Standards, Content Standards, Curriculum, Response to Intervention, Full Service Community schools
• Subjects taught in the district including math, grammar, reading and writing
• Safe practices in classroom and recreational areas
• Cultural competency to work across cultural and linguistic differences
• Diverse academic, socio-emotional, cultural, ethnic and disability backgrounds of district immigrant and refugee students
• Basic record keeping techniques
• Classroom procedures and appropriate student conduct
• Correct use of English usage, grammar, spelling, vocabulary and punctuation
• Effective management techniques
• Technology and computer software applications relevant to instruction, administration and education and the operation of MS Office, computer software and hardware

ABILITY TO:

• Assist with instruction and related activities in a classroom or assigned learning environment
• Reinforce instruction to individual or small groups of students as directed by the teacher
• Understand and follow oral and written directions
• Learn the procedures, functions and limitations of assigned duties
• Gather data and prepare reports as directed
• Establish and maintain cooperative relationships with students, school personnel, parents, co-workers, researchers, and the public
• Work independently with appropriate direction and follow established policies and practices
• Work confidentially and with discretion
• Communicate effectively in English language orally and in writing
• Analyze situations accurately and adopt an effective course of action
• Learn and use computer applications appropriate to the work environment

PREREQUISITES:

• Bachelor’s Degree or its equivalency required (2 years of similar and relevant work level experience = 1 year of college). A combination of experience and education may be used to meet the Bachelor’s Degree requirement; however, the work experience years used to qualify for the Bachelor’s Degree requirement cannot be used to meet the work requirement.
• One (1) year experience in a linguistically or culturally diverse workspace/internship and/or working in an educational setting
• Valid California Driver’s License, if applicable

PRE-EMPLOYMENT PROCESS:

Employment eligibility will include fingerprints, tuberculosis and/or other employment clearance

WORKING CONDITIONS

ENVIRONMENT

Office and diverse school site environments; driving a vehicle to conduct work; fast-paced work; constant interruptions

PHYSICAL REQUIREMENTS

Consistent mental alertness; sitting or standing for extended periods of time; lifting, carrying, pushing, and pulling objects up to 30 pounds, occasionally 30+ pounds; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write and use the computer; hearing and speaking to exchange information, in person or on the telephone, and make presentations.

NON-DISCRIMINATION POLICY:

The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.