TK-12 Teacher Leader - Extensive Support Needs - Special Education - 2026-2027 School Year

VALLEJO CITY UNIFIED SCHOOL DISTRICT Human Resources 665 Walnut Avenue, Vallejo, CA 94592 JOB DESCRIPTION TK-12 MTSS TEACHER LEADER: Title: TK-12 MTSS Teacher Leader Reports To: Educational Services Administrator Department: Educational Services Work Year: 189 Days per year Classification: Certificated Salary: See Certificated Salary Schedule Date Approved: June 2026 DESCRIPTION OF POSITION : Under the general supervision of an Educational Services Administrator in collaboration with the site principal, the TK–12 MTSS Teacher Leader: provides instructional leadership by building the capacity of teachers and paraprofessionals to effectively implement district-adopted PBIS, SEL, and restorative practices across Transitional Kindergarten through Grade 12. This role supports high-quality implementation of MTSS support through coaching, professional learning, data-informed decision-making, and collaboration to ensure equitable outcomes for all students. REPRESENTATIVE DUTIES: Implementation Support Plan, coordinate, and facilitate grade-level, department, and collaborative team meetings focused on the implementation of the schoolwide PBIS framework, Social Emotional Learning (SEL) practices, and positive school climate initiatives. Provide job-embedded coaching and support to classroom teachers in the implementation of SEL programs and tools (e.g., Kimochis, PAX, TLIM, Sanford Harmony), daily SEL lessons, community circles, and schoolwide mindfulness strategies. Deliver professional learning, guidance, and instructional support to teachers and paraprofessionals to strengthen SEL integration, restorative practices, relationship-building strategies, and culturally responsive instructional practices. Serve as an instructional resource by identifying and sharing research-based strategies, tools, and materials that support PBIS implementation, SEL instruction, positive behavior supports, and culturally responsive texts. Collaborate with district and site-based support staff to ensure cohesive implementation of PBIS systems, SEL initiatives, restorative practices, and enrichment opportunities such as clubs and student engagement programs. Participate in instructional walkthroughs and support the collection and sharing of actionable feedback related to SEL instruction, classroom climate, restorative practices, and effective supervision strategies. Guide staff and students in implementing restorative approaches and relationship-building practices that strengthen classroom community, reduce exclusionary discipline, and support student engagement. Support and monitor the implementation of schoolwide SEL lessons, community circles, mindfulness practices, and positive behavior supports across grade levels. Facilitate effective implementation of SEL and PBIS strategies across general education, specialized programs, and special education settings, ensuring access for all students. Participate on site and district leadership teams to review behavior, engagement, and climate data and develop action steps to strengthen schoolwide PBIS and SEL implementation. Collaborate with multidisciplinary teams to analyze behavioral, social-emotional, and engagement data to support students, including those with disabilities, through restorative and relationship-centered approaches. Support the development of positive school-to-family communication systems that reinforce schoolwide expectations, celebrate student success, and strengthen family partnerships. Perform related duties as assigned. Professional Learning Participate in ongoing professional learning to remain current on evidence-based instructional practices and strategies. Attend professional development and collaborative learning opportunities designed for Teacher Leaders.

EDUCATION

Bachelor's Degree Valid California Clear Teaching Credential Master's Degree (preferred) Three {3) years of teaching experience Two (2) years of instructional coaching experience (preferred) Cognitive Coaching Certification/Training (preferred) Experience delivering professional development to teachers Possess and maintain a valid California driver's license KNOWLEDGE, SKILLS AND ABILITIES: Knowledge of: Elementary and Secondary School Instructional Strategies and school curriculum with a focus on Social Emotional Learning and the implementation of Positive Behavior Intervention and Support programs Culturally Responsive Instruction and Pedagogy Using data to inform instruction and classroom practices California Common Core State Standards and California Standards for the Teaching Profession Abilities and Experience: Ability to conduct effective coaching with teachers and school staff.

Experience working with state and local data and the California Dashboard to inform instructional and engagement practices. Interpret and apply rules and regulations related to schools under the State Education Code Establish and maintain effective working relationships with a wide variety of groups and individuals Prepare and present comprehensive, effective oral and written reports Use technology tools for communication and development of plans, reports and research Facilitate meetings, collaboration and professional learning sessions PHYSICAL REQUIREMENTS: Frequency Key None (1); Occasional - up to 25% of shift (2); Intermittently up to 50% of shift (3); Frequently - up to 75% of shift (4).

Bend: 2 Lift/carry: (0-10 lbs) 2 Twist: 2 Lift/carry: (11-25 lbs) 2 Squat: 2 Lift/carry: (26-40 lbs) 2 Kneel: 2 Lift/carry: (41-100 lbs) 1 Climb: 2 Stand: 2 Reach above shoulder: 3 Walk: 3 Grip/Grasp 3 Sit: 3 Extend/Flex Neck: 3 Drive: 3 Use Right Hand: 4 Perform Repetitive Hand Motions: 3 Use Left Hand: 4 Keyboarding/Mouse Work: 3 Ability to See: 4 Ability to Hear: 4 THE VALLEJO CITY UNIFIED SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY EMPLOYER and in compliance with federal and state laws, does not discriminate in any employment practice on the basis of age, ancestry, color, marital status, medical condition, national origin, political or union affiliation, physical or mental disability, race, religion, sexual orientation or sex.

The District is in compliance with ADA requirements.