Transitional Kindergarten Teacher

About The Accelerated Schools

At The Accelerated Schools, we believe in the boundless potential of every student and are committed to helping them thrive. Located just south of Downtown Los Angeles, we serve a vibrant community of over 1,700 TK–12 students and are dedicated to preparing them to excel in college, career, and life. Our approach blends innovation, equity, and compassion, creating an environment where students are empowered to take ownership of their learning and their future.

• Our Instructional Approach: Our instructional approach incorporates research-based practices, including project-based learning, student choice & voice, self-direction, and mentoring. Our students set their own short-term and long-term academic and personal goals and our faculty members support students in monitoring their progress toward these goals every day.
• Our Approach to Behavior Support: We embrace Restorative Practices and Circles as a means of building community. This system relies on the belief that all people should have opportunities to develop positive habits and learn from their mistakes. We believe that the best way to accomplish this goal is for us to listen to students, seek to understand their perspectives, and support their journey toward empowerment.
• Our Mission & Commitment to Equity: The Accelerated Schools will graduate students who are prepared to succeed at the university and career of their choice who will enter the workplace as informed and productive employees. At The Accelerated Schools, educational equity is continuously creating and implementing practices that are culturally responsive, and honoring voices from all educational and community partners. Through curiosity, inquiry, self and system reflection, we disrupt inequitable systems so that students graduate in four years, college, career and or life ready.
  
  

Job Summary: Reporting to the Principal or administrator designee, the Transitional Kindergarten Teacher, will deliver and refine standards-aligned instruction using data-driven practices and diverse instructional strategies to support student mastery and engagement. This role is responsible for maintaining a safe, structured, and positive learning environment by implementing schoolwide behavior supports, supervising student safety, and using appropriate de-escalation strategies. The position also requires strong collaboration with colleagues and families through ongoing planning, communication, and active participation in professional learning and schoolwide teams.

What You Will Do

Curriculum & Instruction

• Participating in a collaborative curriculum development process.
• Implementing curricula and activities to meet academic standards.
• Uses a variety of instructional strategies and resources to respond to the students’ diverse needs and interests; including prescribed educational software and intervention curriculum.
• Facilitates learning experiences that promote autonomy, interaction and choices; engages students in problem solving, critical thinking and/or other activities that make subject matter meaningful.
• Being accountable for students’ mastery of academic standards.
  
  

Assessment & Data-Driven Instruction

• Collaboratively designing and implementing assessments that measure progress towards academic standards.
• Using assessment data to refine curricula and inform instructional practices.
  
  

Classroom Management, Behavior & School Climate

• Reinforcing school-wide rules and expectations in and outside of the classroom.
• Establishes and maintains standards for student behavior in order to maintain a safe, secure, and effective learning environment by providing a high degree of structure, clear expectations, and consistency. Implements expectations and consequences as appropriate for each student as outlined in the behavior management plan.
• Implements established school-wide and classroom Positive Behavior Support (PBS) program; reinforcement systems, behavioral expectations and consequence guidelines, prescribed level system program and assists with maintaining corresponding data collection/record keeping systems.
• Establishes a climate that promotes a firm, fair and respectful classroom environment with a focus on social development and group responsibility by modeling and reinforcing positive behaviors.
  
  

Student Safety & Crisis

• Maintains safety of students through close observation and monitoring through “line of sight” supervision. Utilizes optimal strategies of physical proximity; remaining alert at all times using analytical forethought to anticipate potentially volatile or unsafe situations to proactively intervene.
• Ensures the rights of all students are observed and protected through the use of appropriate and respectful communication, proper de-escalation techniques, and the use of nonviolent crisis intervention strategies when required.
  
  

Family & Community Engagement

• Communicating frequently with parents, including 9-Week progress reports, parent/teacher conferences and student-led conferences.
  
  

Collaboration & Professional Learning

• Participating actively in grade-level meetings, faculty meetings, PLC meetings, and other meetings.
• Participating in staff development, including one week of curriculum institute to take place one week prior to the start of the school year.
• Meeting with co-teachers on a daily/weekly basis to reflect upon teaching, share best practices, analyze data and improve instructional practices.
• Producing weekly lesson plans to share with administrators and parents.
  
  

Our Ideal Teammate

• Deeply mission-driven and believe Accelerated can and will meet audacious goals. You connect vision to outcomes by prioritizing strategically and using data to guide decisions.
• Believes diversity drives innovation and actively foster inclusive environments. You reflect on how your decisions advance equity and inclusion and work in partnership with students, families, and community.
• Takes ownership of your actions and impact. You reflect, seek feedback, adjust as needed, and hold yourself accountable for results.
• You value relationships and build trust through integrity, transparency, and follow-through. You engage in honest, two-way dialogue grounded in empathy and humility.
• You believe learning happens through dialogue, not monologue. You listen actively, elevate diverse voices, and seek understanding, even in moments of conflict.
• You are a strategic, outcomes-oriented problem solver. You prioritize effectively, anticipate challenges, and adapt strategies to drive meaningful results.
• You believe in continuous growth for yourself and others. You celebrate wins, own mistakes, seek coaching and feedback, and support teammates in developing their skills and impact.
  
  

Qualifications

Minimum and Preferred Qualifications:

• California Multiple Subject Teaching Credential w/English Learners Authorization (required) and one of the following additional requirements:
  • Child Development Teacher Permit issued by the Commission on Teacher Credentialing (CTC), or
  • at least twenty-four (24) units in Early Childhood Education or Childhood Development (required), or
  • Documented professional experience deemed comparable 24 units by the school district
• Spanish Language Fluency (preferred)
  

Compensation And Benefits

• Competitive salary range $66,310-$119,412 (Plus an annual $10,000 retention bonus).
• The Accelerated Schools (TAS) accepts up to 35 years of prior years of experience where the employee worked full-time as a certificated employee for a minimum of 75% of the school year.
• 10 Month Work Calendar (August-June)
• Medical, Dental, Life, and Vision Coverage
• CA State Teachers’ Retirement System (CalSTRS)
• New Teachers Induction Program Reimbursement
  
  

To Apply: Please visit Paycom to complete the application. Attach resume and a letter of interest. Open until filled.

Contact: If you have questions about this position, please contact: [email protected]

The Accelerated Schools are tuition-free public charter schools that do not discriminate against any student, parent, community member, or staff member based on actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation, or association with a person or group with one or more of these actual or perceived characteristics.