Oakland Unified School District Job - 43886901 | CareerArc
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Company: Oakland Unified School District
Location: Oakland, CA
Career Level: Entry Level
Industries: Government, Nonprofit, Education


Ref. 9217   Please note: This is a Health Pathway Coach position.   The High School Linked Learning network is building an innovative and equity-focused integrated instruction team. Comprised of core academic and career technical education specialists, the integrated academics team will design and implement professional development and provide targeted coaching to strengthen Tier 1 instruction in core academic and CTE classes so that CTE and work-based learning standards are more effectively integrated throughout student learning experiences. The team is grounded in equity and deeply committed to improving college, career, and community readiness for all students.   If you are a motivated, certified teacher, we invite you to consider joining our team.


BASIC FUNCTION:  Under minimal supervision, support the District's strategic plan to graduate students who are college, career, and community ready. Improve the quality of academic instruction in Linked Learning College and Career Pathways through the integration of Career Technical Education standards, contextualization, and increased relevancy.


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.)




Addressing CTE Standards through High-Quality Instruction and Performance Assessments:

  • Assess the curricular and instructional needs of CTE pathways based on observation of existing practices and conversations with site-embedded staff.
  • Observe and provide direct and regular classroom coaching to ensure high-quality instruction toward the CTE standards.
  • Assist in the development of pathway capstone projects that are consistent with district expectations and that address the CTE standards unique to that pathway. This may include supporting professional learning communities focused on improving student performance on the graduate capstone project.
  • Support the development of CTE curriculum and performance assessments that are aligned to the graduate capstone project and integrate CTE, Common Core, NGSS, Career Readiness, and SEL standards into the curriculum and task design.
  • Collaborate with coach colleagues to support the integration of CTE Standards into all pathway courses.
  • Support the development of professional learning communities for CTE teachers where they reflect on and improve the quality of their instruction, curriculum and student supports required for students to successfully master CTE industry standards. These collaboration spaces may be site-based or may bring together teachers from similar industry sectors from different sites.

CTE Integration into Linked Learning Pathways:

  • Provide expertise in industry and CTE standards to pathways in order to inform their development of coherent, meaningful, and rigorous programs of study and CTE course sequences.
  • Partner with Work-Based Learning Liaisons and Leads (WBLL's) to develop and coordinate job shadowing, student internships, teacher externships, guest speakers, career exploration visits, and other experiential learning experiences that support the CTE curriculum.
  • Communicate effectively to ensure coordination among CTE teachers, pathway teachers, WBLLs, pathway coaches, the District Linked Learning team and the community.
  • Support CTE teachers with the credentialing process and provide documentation for state-based reports.
  • Provide progress monitoring reports on the development of the CTE industry pathways.
  • When appropriate, attend regular pathway collaboration meetings.
  • Provide cross-training to other staff members within the department and possibly in other departments.
  • Support in grant writing and concept development in order to secure additional funds to support innovation of the CTE pathway.


CTE Alignment with Programs of Study:

  • Collect, analyze and disseminate community partner data for business, community, and post-secondary partners.
  • Monitor and support Perkins and CTEIG funding that supports Career and Technical Education; monitor budgets appropriate to ensure the efficient and appropriate use of funds.
  • Analyzes data regularly and uses data to refine programs and strategies.
  • Designs and implements a systematic plan to build teacher knowledge, skill and leadership to ensure long-term improvements in student outcomes.
  • Support in determining strategic allocations of Perkins, CTEIG, K12 Strong Workforce, and other relevant funds in order to build out High-Quality CTE Pathways at the school.
  • Perform related duties as assigned.



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.



  • California Department of Education CTE Standards for the Industry Sector, i.e., California CTE Standards
  • California Department of Education Frameworks governing work scope such as:  Common Core Standards, Next Generation Science Standards, Content Standards, Curriculum, Response to Intervention, Full-Service Community Schools
  • Current District curriculum and school instructional programs in assigned area
  • Linked Learning Framework, including Behaviors of Learning and Teaching
  • District's strategic plan
  • Federal, state, and District policies and mandates related to work scope
  • Methods to interpret apply and explain rules, regulations, policies, and procedures
  • Effective project management
  • Local and national career preparedness trends
  • Interpersonal skills using tact, patience, and courtesy
  • Planning, organization and coordination needed for assigned program
  • Effective strategies, theories, techniques, and methods of professional development
  • Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students and staff
  • Correct English usage, grammar, spelling, and punctuation
  • Principles and practices of effective leadership, supervision and evaluation
  • Serve as trusted resource to District administrators and facilitate communication throughout the District
  • Budget preparation and management to ensure fiscal responsibility 
  • Presentation, communication, and public speaking techniques
  • Computer software, hardware, and related technology



  • Interpret, apply, and explain rules, regulations, policies and procedures
  • Communicate effectively in English both orally and in writing
  • Understand and follow oral and written directions
  • Implement plans and evaluate their outcomes
  • Analyze situations accurately and adopt effective courses of action
  • Prioritize responsibilities and meet established schedules and timelines
  • Manage multiple projects simultaneously
  • Establish and maintain effective working relationships with others of diverse backgrounds, experience, and personalities
  • Address the needs of identified English Learner communities
  • Maintain accurate records
  • Cross-train department personnel
  • Work with diverse school sites and conditions
  • Perform duties with awareness of all District requirements and policies
  • Analyze, interpret and communicate data
  • Motivate and support adults to transform their practices
  • Plan, organize, and complete work to meet established timelines and deadlines
  • Prepare and deliver clear and concise presentations to a variety of audiences
  • Participate in District approved professional development to maintain current knowledge of evolving needs of students and the District related to work scope 
  • Meet District standards of professional conduct as outlined in Board Policy
  • Operate personal computer, related software, and other office equipment



  • A Bachelor's degree from a regionally-accredited college or university in any major
  • Three (3) years of College and Career Pathways or Small Learning Community teaching experience in any subject  
  • Valid California Teaching Credential, CTE preferred
  • Experience as a classroom teacher preferred
  • Industry experience (outside of education) preferred  
  • Valid California Driver's License                  



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




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


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.



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.


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