Teacher Aide partners with one or more teachers to prepare lessons and instruct students. Engages with students individually or in small groups to answer questions and facilitate activities. Being a Teacher Aide helps teachers resolve classroom issues and conflicts. Monitors and evaluates students' performance. Additionally, Teacher Aide typically requires an associate degree. May require state-specific teaching license. Typically requires Basic Life Support (BLS) certification. Typically reports to a principal. The Teacher Aide works independently within established procedures associated with the specific job function. Has gained proficiency in multiple competencies relevant to the job. To be a Teacher Aide typically requires 3-5 years of related experience. (Copyright 2024 Salary.com)
The Marshall Teacher Residency seeks to support the next generation of teachers in building the skills, mindsets, and practices to lead high-quality student-centered classrooms. The residency is a one year program during which residents are immersed in classrooms while also completing credentialing coursework leading to a California Multiple Subject Preliminary Teaching Credential. The residency program was designed in collaboration with the Stanford Center for Assessment, Learning and Equity (SCALE), as well as experts and practitioners in the field.
The Marshall Teacher Residency was established in 2017 and has continued to grow - we now place Residents in classrooms across California through a wide array of school partners. The residency program started by offering Single Subject teaching credentials, and will be in its second year of offering a Multiple Subject credentialing program in SY24-25. The Multiple Subjects Mentor brings expertise in elementary education to enact and iterate on the pilot year program curriculum and clinical experience in order to successfully lead the program. Through collaboration with other Teacher Residency Mentors, the Multiple Subjects Mentor is also integral to the success of the entire cohort across program areas.
Throughout the program, Residents work alongside a Cooperating Teacher four days a week for the length of the school year to gradually build their responsibility and independence with all facets of the teacher role. Residents also participate in school site professional development and teacher collaboration structures. The learning experiences and coursework that Residents engage in align with our values about teaching and learning - that classrooms should be student-centered, data-driven, whole child, and anti-racist. Residents demonstrate their learning through authentic projects that are directly applied to their classroom placements. As a cohort, Residents engage in coursework one full day and one afternoon each week; this time is spent in a combination of whole group, small group, and individual learning experiences, depending on the needs of the Residents.
Residents receive support from both a Cooperating Teacher and a Mentor. The Mentor plays the role of both an instructor and coach. As an instructor, the Mentor leads the coursework learning experiences for the Multiple Subjects Residents, while also providing feedback on and assessing their credentialing coursework. The Mentor also observes and coaches 20-23 Residents a minimum of twice each month. This dual role allows the Mentor to support the Residents in making direct connections between the coursework and the experiences they are having at their school placements. The Multiple Subjects Mentor is part of the Marshall Teacher Residency program faculty and reports directly to the Program Director. The Marshall Teacher Residency program faculty is composed of a team of Mentors who lead the Multiple Subjects program, Single Subject program, and Education Specialist program. As a team, the Mentors represent a diverse set of expertise, including a wide variety of subject area knowledge, an array of professional backgrounds, and complementary skills. The team works together to deliver holistic support to the entire cohort Residents across program areas, honing in on the intersection between core pedagogical theory and values-aligned practices. Program faculty priorities for SY24-25 include continuous progress monitoring and tiered intervention to support Resident retention, Cooperating Teacher quality, and strong and sustaining relationships with our school partners.
The Marshall Teacher Residency is a preliminary credentialing program accredited by the California Commission on Teacher Credentialing. The Marshall Teacher Residency is operated through Summit Public Schools’ Summit Preparatory Charter High School and a consortium of partner schools across California.
The Multiple Subjects Teacher Residency Mentor will have the following responsibilities:
Facilitation of Credentialing Coursework
Coaching
Curriculum Iteration
Professional Development and Program Improvement
This position requires candidates to live in California and for occasional travel (approximately 1-2 weeks, 4-6 times per year) to our partner schools across the state.
Key Qualities and Skills
Requirements
Benefits
In addition to joining a team that is collaborative, supportive, and engaging in meaningful work, you’ll have access to a comprehensive suite of benefits including a retirement plan, “take what you need” PTO policy, 12 paid holidays, and 3 weeks of organization-wide closures during the year. You and your dependents will have access to multiple health, dental, and vision plans at 25% cost (we cover the other 75%) and employee life and disability insurance at no cost. Our compensation policy strives to be equitable and transparent. The salary for this position starts at $85,322 and goes up to $112,278 commensurate with experience and qualifications.
Summit is an equal opportunity employer. We believe that diversity, equity, and inclusion are directly intertwined with education. We are all better when we are able to bring our whole selves to work and honor each other’s voices across identities, cultural backgrounds, and life experiences. We welcome and encourage applications from individuals who are members of historically marginalized communities.