The Expanded Learning Opportunities Program (ELO-P) has provided state funding for afterschool and summer school enrichment programs for transitional kindergarten through eighth grade. “Expanded learning” means before school, after school, summer, or intersession learning programs that focus on developing the academic, social, emotional, and physical needs and interests of pupils through hands-on, engaging learning experiences. It is the intent of the Legislature that expanded learning programs are pupil-centered, results-driven, include community partners, and complement learning activities in the regular school day and school year. The Expanded Learning Program Director will lead the school’s effort to provide high-quality expanded programming for our school beyond the traditional school day. Reporting directly to the School Leaders, and working closely with the Regional Associate Director of Expanded Learning, the ELO-P Director will be responsible for leading and expanding the regular school day curriculum into the expanded day and year; including the development of community partnerships, alignment of systems and operations, and with required enrollment composition and fiscal compliance.

The DLI Fellowship is an empowering leadership experience designed for aspiring and rising Black and Latino school leaders in California who seek to expand and deepen their impact within their school community, especially as it relates to culturally responsive school leadership (CRSL), racial diversity, equity and inclusion.Developed in partnership with Loyola Marymount University'sInstitute of School Leadership and Administration (ISLA) program, this cohort-based fellowship provides leaders with the opportunity to explore how their cultural identity affects their leadership; and how systemic and structural racism and white supremacy may have impacted them and their service to students and families. With this awareness and through the lens of Culturally Responsive School Leadership (CSRL), DLI fellows will be positioned to create transformative change in their school communities.

Teacher QualitiesThose who teach the program should be comfortable with the concepts and strategies they will impart to students. Ideal presenters possess and apply many of these skills in their own lives and see personal development as an ongoing, lifelong process—one that is both rewarding and enriching. Presenters, therefore, should be willing to work on skills they need to improve in themselves. This requires a certain amount of openness, humility, and humor on the part of teachers as they share the ups and downsof becoming socially and emotionally literate.Teachers should also possess a proven ability to connect with students in positive ways. The science of child development and the best philosophy of education agree that the success of education depends on the strength of the social and emotional dimensions of the student-teacher relationship (Shriver & Buffet, 2015). Students who feel valued and supported by their teachers, whether they are in grade school or high school, are more likely to be engaged in learning and successful in school. Administrators should select presenters on this basis, rather than automatically assign the course to teachers who happen tohave an extra free period.

The Dean of Culture is a key member of the school’s leadership team who actively supports students, families, and staff members on how to build and maintain a positive school culture in support of rigorous academic inquiry.The Dean of Culture supports student discipline systems and works to build families as partners in their child’s education. The Dean of Culture will help craft and manage systems to reinforce explicit and high behavioral expectations for students, families, and staff by ensuring fidelity to the Student Handbook, Family Handbook, and Staff Handbook through clear and frequent communication.

The College Counselor is responsible for administering all aspects of the college search and admissions process, including the following: Educating students and parents about colleges, the college admissions process, trends, procedures, and testing; advising and supporting classes of 30-50 seniors and families as they go through the college application process; and helping students and families aspire realistically and choose wisely. Meeting with all college admissions representatives who visit our campus and facilitating meetings between college representatives and our students. The College Counselor also serves as a liaison with College admissions offices throughout the year.Writing an official school recommendation for each senior. To do so, the Counselor gathers information from parents, teachers, school records, and students themselves. The College Counselor also completes all School Report and mid-year report forms requested by colleges, including evaluations of students.Maintaining and disseminating information about standardized tests such as SAT, ACT, and TOEFL, helping to administer AP and PSAT exams, serving as AP Coordinator, and working with the Registrar to arrange for or extended time on these tests, as warranted.

6th Grade Spanish Language Arts TeacherSoccer Coach

Algebra 17th Grade Math

7th Math TeacherSoccer Coach

The mission of the NASPA Undergraduate Fellows Program is to increase the number of historically disenfranchised and underrepresented professionals in student affairs and/or higher education, including but not limited to those of racial and ethnic-minority background; those having a disability; and those identifying as LGBTQ.