Infant Toddler Teacher - Las Flores Infant Center

Infant Toddler Teacher - Las Flores Infant Center at Santa Barbara Unified School District Print Application Deadline Until Filled Date Posted 4/24/2026 Contact Stephanie Haddad 805-963-4338 6289 Number of Openings 2 Salary Pay dependent on experience Add'l Salary Info DOE from $52,514.35 to highest placement of $72,473.76; annual stipends for masters and doctorate degrees. Length of Work Year 188 days Employment Type Full Time Job Summary Job Summary Santa Barbara Unified School District is currently hiring for a full-time Infant Toddler Teacher to work at the Las Flores Infant Center. Please apply soon if interested! Job Description /

Essential Elements:

Print Santa Barbara Unified School District is currently hiring for a full-time Teacher to work at the Las Flores Infant Center. Please apply soon if interested!

Position Title:

Teacher, Preschool Reports to:

Early Childhood Education Administrator Employment Status:

Full-time (FLSA Exempt)

Benefits:

Eligible to participate in District medical and dental insurance.

Purpose of Position:

Depends on Experience (Highest placement would be at Class IV, Step 5 of Exhibit C of the Teacher Salary Schedule- available online in the Human Resources section of District website) Annual stipends for a Master's and Doctorate degrees.

Essential Functions:

Equity Serve as a teacher for the educational program that delivers on the unique needs of a socio-economically, culturally, ethnically, racially and linguistically diverse student population. Maintain a classroom environment that focuses on academic, behavioral, and social-emotional well-being prevention and implements practices that ensure equitable outcomes for all students. Manage and organize the classroom with a focus on equity, accountability, student centered approach, and a positive culture and climate. Implement classroom practices that ensure equitable outcomes for all students. Engage in professional learning that enhances the achievement of all students, particularly socio-economically, culturally, ethnically, racially and linguistically diverse student populations. Ensure that classroom resources are utilized in a way that addresses the needs of our most vulnerable learners. Commit to carrying out school goals and objectives so that all learners are prioritized. Accountability Abide by California Education Code, the Administrative Code of California and the policies and regulations of the Santa Barbara Unified School District. Implement with fidelity the instructional program to meet the needs of a socio-economically, culturally, ethnically, racially and linguistically diverse student population. Implement classroom instruction and student supports based on student achievement data. Review the results of assessments and implement interventions to assure that all students meet grade level proficiencies. Support the achievement of all students, in particular a heightened level of focus on socio-economically, culturally, ethnically, racially and linguistically diverse student populations. Student-Centered Carry out the school's program expectations to meet the needs of all segments of the community. Provide opportunities for students to see their own background and experiences through the curriculum. Be aware and responsive of the individual needs of each student and family. Communicating important classroom information to all students and families in the classes. Culture and Climate Establish and maintain high expectations for achievement and implement systematic supports using Multi-Tiered System of Support (MTSS) so all students can achieve standards. Participate in family engagement programs Carry out the school's student behavior policies and procedures with an emphasis on addressing the disproportionality of the system's impact on specific student groups (i.e. students of color, students with disabilities, socio-economically disadvantaged). Assume responsibility before, during, and after school hours for the health, safety, and welfare of students. Maintain the classroom as a safe space for students. Perform other duties as assigned.

Working Conditions & Physical Demands:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential responsibilities and functions of the job. Unless reasonable accommodations can be made, while performing this job the staff member shall: Use strength to lift items needed to perform the functions of the job. Sit, stand and walk for required periods of time. Speak and hear. Use close vision, color vision, peripheral vision and depth perception along with the ability to focus vision. Communicate effectively in English, using proper grammar and vocabulary. Reach with hands and arms and use hands and fingers to handle objects and operate tools, computers, and/or controls.

Environmental Demands:

The environmental demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. Exposure to a variety of childhood and adult diseases and illnesses. Occasional exposure to a variety of weather conditions. Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment.

Knowledge of:

The importance of equity, cultural proficiency, cultural awareness, implicit bias, and anti-racist agenda Two-way communication methods that enhance the school experience for families, students and employees. Transformational systems leadership approach. Data analysis and data-driven decision making. Procedures, methods and techniques of organization, management and supervision of a school. Leadership strategies that will result in transformational change and equitable outcomes for all students Curriculum, assessment and evaluation techniques to ensure program and personnel effectiveness with all types of students.

Ability to:

Implement an equity agenda that ensures that the entire school program is centered around the acceptance and achievement of all students. Implement and expect that communication strategies are inclusive of all stakeholders. Shape the culture and climate of the school so that the school is the center of the community and serves the needs of all families. Establish accountability measures that ensure that every staff member is focused on equal educational opportunities for all students and families, particularly those socio-economically disadvantaged, and our culturally, ethnically, racially and linguistically diverse students and families. Apply effective student-family, family-teacher and family-school counseling skills that focus on anti-bias and cultural awareness precepts. Make effective decisions that result in equitable outcomes for students while remaining open-minded, fair and firm. Education, Training and Experience Applicants must possess a valid Child Development Permit; or a minimum requirement of 12 semester units of Early Childhood Education including at least one course in each of the following core areas: child development, child and family, and curriculum and at least 50 days of experience; or a Multiple Subject teaching credential with 12 units of training in early childhood education and/or two years experience in a child development program. The applicant should have knowledge of current early childhood program philosophy and appropriate practices, effective communication skills with parents and other staff, and a willingness to participate in professional growth activities. Bilingual (Spanish) skills and experience are desirable. A valid Child Development Permit; or a Multiple Subject Credential with 12 units of training in early a minimum requirement of 12 semester units of Early Childhood Education including at least one course in each of the following core areas: child development, child and family, and curriculum and at least 50 days of experience education and/or two years experience in a child development program. A strong background of successful teaching experience. Successful school leadership or teacher leadership experiences beyond the classroom is highly desirable. The applicant should have knowledge of current early childhood program philosophy and appropriate practices, effective communication skills with parents and other staff, and a willingness to participate in professional growth activities. Desire for second language proficiency in Spanish or other language to match community needs. Bilingual Spanish speaking and writing skills preferred. The District reserves the right to update, revise or change this job description and related duties at any time.

Requirements / Qualifications

For more information on Requirements/Qualifications, please contact the employer. Comments and Other Information For more information on Comments and Other Information, please contact the employer. Comments and Other Information Please use this link to apply to the position on our website: https://jobs.redroverk12.com/org/4019/opening/160232 Comments and Other Information Please use this link to apply to the position on our website: https://jobs.redroverk12.com/org/4019/opening/160232 Links Related To This Job Learn About Our Community Santa Barbara School Districts CalSTRS Links Not all postings qualify for CalSTRS. Informational Only. CalSTRS Info for New Educators

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