2026-2027 TK Dual-Immersion Teacher (Bilingual Spanish & English)

Transitional Kindergarten Dual Immersion Teacher (Bilingual Spanish & English) Certificated

Overview

Voices is a public charter school network with a mission to prepare all learners for the challenges of higher education through the context of an academically rigorous dual-immersion program. Every learner regardless of home language graduates bilingual and biliterate through our full-inclusion English and Spanish dual-language model.

Though 90% of Hispanic young adults say that a college degree is important for success in life fewer than 20% aged 25 or older hold a bachelors contrast only about 35% of the general American public considers college highly important and a similar 35% hold a bachelors degree (Pew Research) Voices College-Bound Language Academies exists to change that.

Our educational philosophy is grounded in a sociocultural approach to learning that emphasizes collaboration language development and culturally sustaining practices. We believe students learn best in rigorous language-rich environments that are developmentally responsive prioritizing play-based pedagogy in early childhood and intentional direct and interdisciplinary instruction in the upper grades. Instruction is standards-based and designed to develop bilingualism biliteracy and critical thinking through reflective data-informed practice.

If our mission model and approach to teaching and learning resonate with you we invite you to apply.

Role Summary

The Dual Immersion Transitional Kindergarten (TK) Educator creates a nurturing language-rich classroom where young children learn through play interaction and exploration. Working collaboratively with the school team and under the guidance of the leadership team the teacher designs developmentally appropriate experiences that support oral language development social-emotional growth and foundational thinking skills in both program languages.

The educator observes children closely to guide instruction builds strong relationships with families and fosters a classroom community where children feel safe to participate communicate and take risks as learners. The TK teacher partners with associate teachers student teachers and volunteers to maintain a responsive and organized learning environment and collaborates with staff who share responsibility for supporting each childs development.

Key Responsibilities

Teaching:

• Establish an inclusive culture of high expectations for all students avoiding premature academic formalization; understands that TK as preparation for learning and learning through play.

• Build secure teacher-child relationships as the foundation for learning support self-regulation through guidance modeling and predictable routines; interpret behavior developmentally rather than using compliance-based discipline.

• Demonstrate and implement knowledge about developmentally appropriate learning strategies for students in Transitional Kindergarten.

• Design and facilitate child-initiated and guided play as the primary context for learning uses play observation to plan instruction and scaffold thinking and language protect extended uninterrupted play periods in the daily schedule.

• Plan hands-on movement-based and sensory learning experiences; use materials and environment as instructional tools rather than worksheets; support fine motor gross motor and symbolic play development.

• Prioritize oral language development before reading and writing expectations; model rich language through routines storytelling songs and interaction; scaffold comprehension and expression for emergent bilingual learners.

• Understand TK as the linguistic foundation year of the dual language program and therefore implement the dual-language model with fidelity adjusting teaching practices to students stages of second-language development maintaining clear language allocation and teacher language isolation and ensuring equitable access to rigorous grade-level learning in all content areas and in both languages.

• Develop full lesson plans consistent with Voices best practices FOI - Fundamentals of Instruction & guidelines pacing calendars to ensure learners have access to at least a years worth of content instructional materials and provide individualized and small group instruction to the needs of each learner in both general and special education.

• Plan learning activities that are based on the California Preschool/Transitional Kindergarten Learning Foundations (PTKLF).

• Use arrival transitions meals bathroom/hygiene and cleanup as intentional teaching opportunities; develop independence self-care skills and participation skills; and establish consistent classroom structures that support language acquisition.

• Provide instruction to learners with special needs in accordance with Voices full-inclusion model and the Individualized Education Plan (IEP) utilizing support services as appropriate; participate in IEP meetings as appropriate.

• Monitor and assess learner progress through daily and weekly formative measures periodic developmental checks maintain accurate records (including attendance) administer required assessments and use qualitative and quantitative data to inform planning adjust learning goals and differentiate classroom practices to meet individual needs.

• Use observation and documentation to assess growth; evaluate language social and self-regulation development.

• Plan and facilitate a classroom program aligned with school and network goals and mission using ongoing assessment evidence to design responsive learning experiences based on student needs.

• Other duties as assigned

Collaboration:

• Maintain ongoing two-way communication with families to share information about childrens development and gather insights that inform classroom practices; collaborate with caregivers to create continuity between home and school experiences and invite participation in the learning community.

• Collaborate with colleagues leadership and service providers to advance the schools vision; align curriculum; share best practices; participate in grade-level planning and school-wide activities; and identify and address individual student needs through ongoing reflection and teamwork.

• Collaborate and co-plan with the language partner educator to provide a seamless and coherent educational experience for shared learners.

• Mentor and co-plan with Associate Teacher (if assigned) keeping them informed of weekly plans and goals and create alignment in classroom teaching and management practices and routines.

• Collaborate with all school staff who share responsibilities over the learners in their care (ex. Educational specialists interventionists support staff etc).

Professional Activities:

• Actively engage in and seek out professional development opportunities and professional learning communities demonstrating responsibility for addressing personal knowledge gaps while participating in school-provided training (including retreats) planning data analysis and collaborative meetings.

• Support and uphold the schools mission vision policies ethical standards and confidentiality expectations and participate in required school programs family meetings and community events as needed.

Voices Academies Dual Immersion Educator candidates will have the following

Required Qualifications:

• Bachelors degree required

• CA Credential: Multiple Subject PK-3rd or eligible for intern credential

• Valid bilingual authorization (BCLAD or equivalent BCC ELD or LDS etc.)

• Having one of the following:

  • At least 24 units in early childhood education or childhood development or both (transcripts requested)

  • Child Development Teacher Permit or higher level issued by the Commission on Teacher Credentialing

• Knowledge of all TK subject matters as guided by the California Preschool/Transitional Kindergarten Learning Foundations (PTKLF)Demonstrated dedication to Voices Academies mission and values with a commitment to public education equity social justice and accelerating academic growth for students from low-income communities.

• Ability to work independently have flexibility and demonstrate success in working with school-age children.

• Native-like or near-native oral and written proficiency in both English and Spanish including the ability to communicate effectively in academic professional and classroom contexts.

• Demonstrates strong organizational skills experience interacting with a broad range of stakeholders and basic technological proficiency including logging into platforms accessing and composing emails navigating spreadsheets creating documents and slides and using QR codes.

Works well in a complex and fast-paced environment.

Preferred Qualifications:

• Knowledge of and experience working with low-income communities preferred.

• Implementation of the Desired Results Developmental Profiles (DRDP)

• Understanding of early childhood assessment systems and pedagogical documentation of dual immersion instructional practices and school design first and second language acquisition and the unique characteristics of public charter schools in California

• Proficiency in Microsoft 365 and Google Workspace

Working Conditions:

• Regular requirement to stand sit walk talk hear see read speak reach stretch with hands and arms stoop kneel and crouch

• Lift and carry objects weighing up to 50 lbs

• Occasional evening and or weekend work

• Occasional travel

• Willingness to be trained as needed

Prior to Employment: Once an offer has been extended a candidate must meet the following criteria to receive a final agreement:

• First Aid/CPR/ AED Certification

• Employment Eligibility

• Cleared Criminal Background Check

• Valid TB Clearance

Key Compensation:

• Annual salary range:$64446 - $97299

• Eligible for a $5000 annual stipend (stipends are taxable and all regular payroll taxes will be withheld). The stipend will be prorated based on the employees start date within the school year.

• Medical dental and vision benefits

• Exceptional growth opportunities

• Retirement plan

Employment:

• Reports directly to the Vice Principal or Principal

• Full-Time Exempt Position

• Position follows 11-month calendar

• At-Will Agreement

If you have any questions about this position please contact our hiring team by email at .

Voices College-Bound Language Academies will provide reasonable accommodations to qualified individuals with disabilities to enable them to perform the essential functions of the position in accordance with applicable federal and California law.

Voices College-Bound Language Academies is an equal opportunity employer.It is the policy of Voices to afford equal employment and advancement opportunities to all qualified individuals without regard to race creed color religion national origin ethnicity ancestry sex sexual orientation age physical or mental disability marital status citizenship status medical condition or any other legally protected status.