Teacher: Manhood Development Facilitator (Latino Student Achievement) - Office of Equity (2026

Teacher:
Manhood Development Facilitator (Latino Student Achievement) - Office of Equity (2026-27) - Montera-WOMS

Oakland Unified School District OFFICE OF EQUITY - Oakland, California Open in Google Maps

Starting Date: Immediately

(.5 FTE), PCN
10440 (.5 FTE)

Facilitator, Manhood Development Program

REPORTS TO:

African American Male Achievement High School Administrator & Site Principal

DEPARTMENT:

As Assigned

CLASSIFICATION:

Certificated

FLSA:

Exempt

WORK YEAR/HOURS

Per OEA Contract

ISSUED:

Created:
June 2013

SALARY GRADE:

Per OEA Contract

BASIC FUNCTION: The Manhood Development Facilitator is responsible for planning and delivering the Manhood Development coursework and providing an educational atmosphere where African American students have the opportunity to fulfill their potential for intellectual, emotional, physical, and psychological growth. The successful candidate is responsible for organizing and implementing an instructional program that will result in students achieving academic success in accordance with the African American Male Achievement department’s goals and Oakland Unified School District policies.

Through the Manhood Development courses, the facilitator will support the implementation of the District’s Voluntary Resolution Plan (VRP) entered into with the Office of Civil Rights to eliminate the practices that have led to patterns of inequity in student discipline and assignment to Special Education for African American students.

The position is part-time, generally one to two class periods per day five days per week for the school year (186 days) at a high school or middle school.

REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to reflect the principal job elements accurately.)

ESSENTIAL FUNCTIONS

• Building trust with students and fostering relationships and connections with students and families from which the facilitator can connect academics to students’ life experiences and cultural background and recognize and interrupt student behaviors that may hinder success.
• Effectively facilitate each student’s achievement of the program’s seven outcomes: (1) become a lifelong learner, (2) increase the awareness of the benefits and challenges of being an African American male, (3) successfully navigate school, (4) improve writing skills, (5) improve organizational skills, (6) increase emotional intelligence (EQ), and (7) increase connectedness to school.
• Identify, select, and modify instructional resources to meet the needs of the students with varying backgrounds, learning styles, and special needs.
• Maintain effective and efficient record keeping procedures.
• Communicate effectively, both orally and in writing, with students, parents, and other professionals on a regular basis.
• Collaborate with peers to enhance the instructional environment.
• Model professional and ethical standards and maintain cooperative working relations with students, parents, peers, and community.
• Meet professional obligations through efficient work habits such as: meeting deadlines, honoring schedules, and coordinating responsibilities.
• Continue mentoring of students in subsequent years that is intended to supplement school counseling services, not supplant.
• Perform other duties and responsibilities as assigned by supervisor.
• All work responsibilities are subject to an annual evaluation process.

MINIMUM QUALIFICATIONS

TRAINING,

EDUCATION AND EXPERIENCE:

• Any combination of education, training and/or experience equivalent to a Bachelor’s degree from an accredited college or university.
• Three (3) years of experience in mentoring, advocacy, community service and/or social work with African American male teenagers relating to race or gender inequities within disenfranchised groups, or related field work. (strongly preferred)
• Experience in teaching strategies to recognize and understand institutionalized…