INTERNAL ONLY: Curriculum Development Projects (Open Pool)

Certificated Opportunity for Extra Duty Assignment POSITION(S): Curriculum Development Projects LOCATION(S): Hawthorne HS Lawndale HS Leuzinger HS Lloyde HS CVISS DURATION: July 1, 2026

• June 30, 2027 COMPENSATION: Extra-Duty $55/Hour ( Hours will be allocated based on the specific project of the course ) DESCRIPTION: Under the direction of the Director of Teaching and Learning, teachers will complete curriculum projects for specified courses; projects will require teachers to be able to work independently and/or in teams. Curriculum projects may include, but are not limited to: Digital Courseware review, Course Curriculum Map Organization, Course Outline Revisions, Shared Drive Organization, Entering Assessments into Pear Assessment Platform, New Course Development, and UC Course Management reviews and submissions. MINIMUM QUALIFICATION(S): Possess a valid CA California Teaching Credential for the courses(s) on which you will work For non-core elective courses: any CA Teaching Credential Familiarity with Curriculum Map and Resources development Have taught the course within the last 2 years or are tentatively scheduled per site administration to teach the course in 2025-2026 school year DESIRABLE QUALIFICATION(S): Experience with current Content Standards and Content Frameworks Experience with College and Career Readiness Anchor Standards Experience with ISTE Standards Experience with Pear Assessment Platform APPLICATION PROCEDURE: Only full time, contracted CVUHSD certificated employees are eligible for extra duty assignment opportunities. To be considered for this position, the applicant must complete the online application, which can be found at: https://www.applitrack.com/centinelak12ca/onlineapp/ The District reserves the right to reopen, readvertise, delay, or cancel filling this position. Nondiscrimination Statement The Centinela Valley Union High School District is committed to providing a safe school and working environment where all individuals in education are afforded equal access and opportunities. The District's academic and other educational support programs, services and activities shall be free from discrimination, harassment, intimidation, and bullying of any individual based on the person's actual race, color, ancestry, national origin, ethnic group identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expression; the perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics. For more information regarding complaints, please click here to access the District's Complaints Webpage: http://bit.ly/cvcomplaints , or contact the Assistant Superintendent, Human Resources Division, Centinela Valley Union High School District, 14901 Inglewood Avenue, Lawndale CA 90260, (310) 263-3210. Curriculum Development Project Details Curriculum projects may include, but are not limited to: Digital Courseware review, Course Curriculum Map Organization, Course Outline Revisions, Shared Drive Organization, Entering Assessments into Pear Assessment Platform, New Course Development, and UC Course Management reviews and submissions. Below are some of the current projects; projects may change throughout the year. Curriculum Map and Shared Drive Organization (up 20 hours per course) The goal of this project is to transform the existing system from a potentially confusing collection of resources and broken links into a clean, reliable, organized, and highly functional centralized curriculum system This project is not intended to develop or make changes to the content of the course. Thoroughly check the curriculum map document for outdated information, redundancies, grammatical errors, and inconsistencies in formatting, terminology, or learning objectives. Check any internal links, page numbers, or references within the map document to ensure they correctly point to the intended sections. Systematically click and verify every hyperlink in the curriculum map to confirm it leads to a valid, accessible file or folder. For each broken link, search the shared drive (and organization unit folders) to find the correct, intended resource file. Add the linked document to the appropriate shared unit folder. Review existing shared drive folders and organize to follow a standard structure: (e.g., Department, Subject?Grade?Unit?Resources). Move all curriculum resources that are currently scattered or in incorrect locations into the new, standardized folder structure. Verify that the folder and file names in the shared drive exactly match the names and sequences referenced in the curriculum map document and ensure that the names follow the naming conventions. Establish an "Archive" or "Draft" folder within each organization unit to move old versions, duplicate files, or incomplete work, keeping the primary resource folders clean. Current Courses: English 9 Integrated Math I Biology World History English 10 Integrated Math II Chemistry US History English 11 Integrated Math III Physics English 12 Course Outline (10 hours per course) The goal of this project is to Create a brief summary of the course Identify the expected learning outcomes of the course For each unit: A brief description (5-10 sentences) of topics to be addressed that demonstrates the critical thinking, depth and progression of content covered. Describe the content and skills students will learn in the unit. Provide evidence the course meets "a-g" course criteria. Describes WHAT students will learn. A brief summary (2-4 sentences) of ALL the writing assignments that explain what a student produces, how the student completes the assignment and what the student learns, and the use of critical analysis within the writing assignments. Be sure to include the topics or focus of the assignments, the intent of the assignments, and the length of each assignment. It is not appropriate or necessary to include instructions given to students regarding the execution of assignments (formatting, timeliness, etc.) Detailed descriptions of all Key Assignments which should incorporate activities and projects, as well as, short answers and essay questions. How do assignments incorporate topics? Include all assignments that students will be required to complete. Assignments should be linked to components mentioned in the course outline. It is not appropriate or necessary to include instructions given to students regarding the execution of assignments (formatting, timeliness, etc.). Do not include exams or assessments in this section. Describes HOW students demonstrate learning. Indicate how the Instructional Methods and/or Strategies support the delivery of the curriculum. What portions of the Course Outline are supported by the methods and strategies? Briefly explain how you will incorporate each of the following in your course: Digital Learning Initiative, Canvas and Pro. Talk (Listening, Speaking, and Reading). Indicate the intent of each assessment and a brief description of how each relates to the Course Purpose and goals related to the development of critical thinking and other habits of mind skills. Identify the standards addressed in each unit, including Content standards, California Common Core State Standards, College and Career Readiness Anchor Standards, and/or CTE standards. Current Courses: Biology World History Spanish 1 Spanish 1 NS Chemistry US History Spanish 2 Spanish 2 NS Physics Spanish 3 Edmentum or Apex Courseware Review (5 hours per course) Compare courseware course to CV course and identify the similarities and differences Review at least one individual assignment per unit to ensure they are grade level appropriate Review assessments to ensure they are comprehensive and ensure students are able to show mastery of the content Review course to determine alignment to CA state standards, Frameworks, and/or other CA requirements Review syllabus to ensure that the course is comprehensive and aligned to CV course objectives Identify any additional instructional materials that are needed Gauge level of teacher involvement in scoring assignments or % of teacher scored assignments Provide a summary of the course review findings Current Courses: AP English Language AP Environmental Science Statistics AP US Government Art Appreciation AP English Literature Health AP US History AP Spanish Language Cosmetology AP Biology AP Statistics AP Psychology Game Development Ethnic Studies AP Chemistry AP Calculus AB AP Macroeconomics Music Appreciation Nutrition and Wellness Business, Marketing and Finance Sports Entertainment Computing for College & Careers Intro to Astronomy Intro to Forensic Science Intro to Marine Biology Relationships and Emotions Women's Studies Introduction to Social Media Drafting and Design Intro to Cybersecurity Networking Fundamentals Personal Finance Principles of Hospitality & Tourism Intro to Visual Arts Writing Handbook (up to 20 hours) The goal is to produce a current, accurate, and accessible district writing handbook for students to use. Sections include Social Studies and Science writing . Conduct a thorough review of the existing Writing Handbook to identify outdated content, inconsistencies, lack of clarity, and areas needing expansion (e.g., digital literacy, citation styles, academic integrity policies). Research and incorporate current best practices in writing instruction, grammar, usage, and academic citation (e.g., MLA, APA, etc) appropriate for the school's curriculum. Ensure alignment with local, state, or educational standards (if applicable). Rewrite, edit, and proofread all sections of the handbook for clarity, consistency, accuracy, tone, and readability, simplifying complex academic language where appropriate for students. Work closely with the English department, other core subject teachers, and school administration to gather feedback, define expectations for student writing, and ensure the handbook meets the needs of all stakeholders. Oversee the organization, structure, and basic layout of the handbook (print and/or digital) to enhance visual appeal, navigation, and user-friendliness. Clarify and articulate school-specific writing policies, including guidelines on plagiarism, academic honesty, submission standards, and grading rubrics, in consultation with relevant administration. Prepare the final draft for review and approval by Director of Teaching and Learning Pear Assessment (up to 2 hours per test) The goal is to design, build, and refine districtwide common assessments within the Pear Assessment platform Design and build new assessments from scratch within the Pear Assessment platform, ensuring alignment with specific learning objectives and standards (e.g., Common Core, state standards). Item Selection & Formatting: Select or create individual test items (questions) of various types (e.g., multiple choice, constructed response, technology-enhanced items (TEI)). Ensure correct standards alignment, tagging, formatting, and functionality of all items. Rigorously review and edit existing tests for content accuracy, technical functionality, grammatical errors, consistency, standards alignment, and alignment with assessment blueprints. Configure test settings, including time limits, accessibility options, point values, scoring rubrics, and release options. Conduct thorough quality assurance checks and 'student previews' of assessments to ensure a seamless and reliable student experience. Current Common Assessments Needed: World History Spanish 1 Spanish 1 NS Statistics
• LOCUS assessment US History Spanish 2 Spanish 2 NS US Government Spanish 3