Science Educator Visa Sponsorship Jobs in California

Priority Round 1 Applications due Friday, November 30, 2026

For applications received during Priority Round 1, interviews will be held in December 2026.

Priority Round 2 Applications due Monday, January 4, 2026

For applications received during Priority Round 2, interviews will be held in January 2027. Applicants should note that posted positions may be filled in Priority Round 1, and interviews for Priority Round 2 will only be held if open positions remain.

Note: Special Assignment positions are posted and filled as one-year limited term assignments.

Position: Educator on Special Assignment: Science, Elementary

Reports to: Director of Curriculum, Instruction, and Assessment

Position Type: Full-time, working 186 days per year

South San Francisco Unified School District

The South San Francisco Unified School District (SSFUSD) community includes 15 schools supporting 8,000 students in Daly City, San Bruno, and South San Francisco. Our mission is that in partnership with our community, SSFUSD will provide exceptional instruction, engaging experiences, and equitable and accessible opportunities and resources to further support our diverse student body so that students are equipped to learn, thrive, navigate their future with purpose, and impact their community. In February 2024, the School Board for SSFUSD adopted our new Vision and Five-Year Strategic Plan. Educators are at the heart of our priorities - exceptional instruction, engaged students, purposeful partnerships, empowered educators, and equity-centered systems.

Basic Function: Under the direction of the designated administrator, the Educator on Special Assignment (ESA): Science, Elementary plans and supports the implementation and assessment of the district’s instructional programs. The ESA provides coaching, technical assistance, and professional development to teachers, staff, and administrators to improve educational outcomes, advance equity, and ensure the successful implementation of district-adopted curriculum and state standards.

Essential Duties and Responsibilities:

(Essential functions, as defined under the Americans with Disabilities Act, may include the following tasks, knowledge, skills, and other characteristics. This list is illustrative only and is not a comprehensive listing of all functions and tasks performed by positions in this class. Management reserves the right to add, modify, change, or rescind the work assignments of different positions and to make reasonable accommodations so that qualified employees can perform the essential functions of the role.)

Professional Learning and Coaching:

• Plan, coordinate, and implement professional development and training for teachers, staff, and administrators.
• Facilitate or support Professional Learning Communities (PLCs), which may include but is not limited to, Instructional Leadership Teams, Culture and Climate Leadership Teams, Grade Level Collaborations, Department Meetings, Teacher Leadership Team Meetings, or other advisory committees to support collaboration and continuous improvement.
• Support teachers, staff, and administrators in their transition to the district and provide guidance on district programs and effective teaching methodologies.
• Model lessons to demonstrate evidence-based instructional strategies, differentiation, and best practices.
• Engage with teachers or teams in applying instructional practices in their classrooms to support student learning.

High-Quality Instructional Materials Adoption, Implementation, and Evaluation:

• Support instructional materials evaluation, adoption, and implementation, including reviewing curricula for alignment with state standards and district goals.
• Assist with the implementation of the philosophy, goals, and objectives of the district as they pertain to curriculum and instruction, ensuring equitable access for all students.
• Coordinate and collaborate in the development of district-adopted scope and sequences for assigned content areas and monitor instructional implementation to ensure alignment with state standards and frameworks.
• Stay current on state and federal legislation, mandates, guidelines, and curriculum frameworks.

Partnerships, Grants and Program Management:

• Collaborate with external partners, community organizations, the County Office of Education, or related service providers to enhance instructional programs and student resources.
• Assist with identifying funding opportunities and grant writing, application processes, and the necessary oversight to ensure compliance.
• Assist with progress monitoring and reporting for grants and categorical programs, ensuring all timelines and deliverables are met.

Data Literacy and Assessment:

• Build capacity in staff to access, interpret, and act effectively on data to inform instruction, refine programming decisions, and address achievement gaps.
• Assist in designing, conducting, and analyzing program evaluation and formative assessment data to ensure adherence to program standards.
• Advise and collaborate with school site administration to determine needs for achieving compliance and program improvement based on state and federal requirements and evidence-based practices.

Communication and Collaboration:

• Meet regularly with teachers, staff, and administrators to receive guidance on site instructional programs and professional development activities.
• Communicate effectively both orally and in writing with staff, parents, and community members regarding educational programs and student progress.
• Prepare and deliver dynamic presentations to various stakeholders.
• Establish and maintain cooperative and effective working relationships with others.
• Performs other related duties as assigned.

Knowledge, Skills, and Abilities:

• Knowledge of:
• Current California Standards for the Teaching Profession (CSTP), state curriculum frameworks, and State Standards (CCSS, NGSS, ELD, etc).
• Adult learning theory and effective methods for planning professional development.
• High Quality Instructional Materials (HQIM) curriculum, instruction, assessment, coaching, professional learning and development.

• Issues of diversity, equity, inclusion, and belonging related to students, staff, and the community.

• Ability to:

• Manage, plan, and coordinate assigned programs and budgets in consultation with the supervisory administrator.
• Analyze situations and apply appropriate courses of action.
• Read, interpret, apply, and explain rules, regulations, policies, and procedures.
• Demonstrate ability to develop and implement both short- and long-term plans independently and in collaboration with colleagues.
• Work collaboratively with all staff, faculty, administrators, and external partners.
• Use a computer to produce documents, data files, presentations, and related work products.
• Communicate effectively and professionally, both orally and in writing.
• Establish and maintain positive working relationships with students, staff, parents, and community members.
• Handle and resolve conflicts and concerns effectively and diplomatically.
• Manage multiple priorities, projects, and deadlines in a fast-paced environment.
• Maintain accurate records and prepare comprehensive reports.
• Exercise sound judgment, discretion, and confidentiality.

Education and Experience Requirements:

• Education: Bachelor’s degree from an accredited college or university
• Credential: Valid California Teaching Credential
• Experience: A minimum of five (5) years of classroom teaching experience is preferred

Preferred Qualifications:

• Two (2) years serving in a leadership role within your school or district
• Valid California Administrative Services Credential
• Experience working with special populations: multilingual learners, students with disabilities, historically marginalized student groups, etc.

Working Conditions:

Environment:

• Dynamic Settings: Primary work is performed in office and classroom environments across various school sites.
• Mobility: Requires frequent travel to district offices, County Offices of Education, and community partner locations.
• Pace: High-volume environment with frequent interruptions and a need to pivot quickly between administrative tasks and crisis intervention.

Physical Demands:

• Communication: Sufficient clarity of speech and hearing to communicate effectively in person, on the phone, and via digital conferencing.
• Vision: Ability to read printed materials, digital displays, and observe student behavior/body language.
• Dexterity: Fine motor skills to operate computers, tablets, and standard office equipment.
• Movement: Frequent sitting, standing, and walking; occasional bending, reaching, and the ability to lift/move materials or equipment up to 30 pounds.
• Transportation: Access to reliable personal transportation for multi-site responsibilities.

Interpersonal & Environmental Factors:

• Climate: Generally works in a climate-controlled office; however, may be exposed to outdoor weather during yard duty or school events.
• Emotional Labor: Frequent interaction with students, families, and staff who may be in states of high emotional distress. Must be able to maintain professional composure while interpreting and enforcing district policies in sensitive situations.
• Noise Levels: Moderate to high during passing periods, assemblies, or in communal school areas.

Non-Discrimination Policy:

The South San Francisco Unified School District is committed to providing equal opportunity for all individuals in district programs and activities. District programs, activities, and practices shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, reproductive health decision making, physical or mental disability, medical condition, sex, sexual orientation, gender, gender identity, gender expression, veteran or military status, or genetic information; a 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. (Board Policy 0410)

No district employee shall be discriminated against or harassed by any coworker, supervisor, manager, or other person with whom the employee comes in contact in the course of employment, on the basis of the employee's actual or perceived race, color, ancestry, national origin, age, religious creed, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran or military status, sex, sexual orientation, gender, gender identity, gender expression, or association with a person or group with one or more of these actual or perceived characteristics. (Board Policy 4030)