assistant

tutor

science teacher

mathematics teacher

diversity and inclusion manager

PUC Schools

 Develop data management and communication systems that enhance organizational effectiveness – including a Student Information System and a National School Lunch Program System.
 Administers the operations of student transportation, project management, school security, compliance reporting, and emergency management.
 Develops organizational systems in each department to reflect their roles in the support of the vision, mission, and values of the organization
 Conduct long-term planning for capital improvements at initial turnaround school including Prop 39.
 Oversee and manage capital improvement process at initial turnaround school (summer)
 Work with the CEO and Director of Finance to establish organization’s annual budget.
 Work with the CEO to establish an initial school-level budget so that the school’s leadership team can achieve the goal of sustaining outstanding academic performance while operating within the host district’s per-pupil expenditure.
 Communicate regularly with key personnel within the host district’s central office to ensure efficient and reliable service provision across various operational functions (e.g., food service, transportation, facility maintenance).
 Facilitate competitive bidding process to secure purchasing agreements that maximize cost savings and quality of services for initial turnaround school.
 Design and manage a standard procurement and inventory tracking practice that will ensure complete command and control of school property.
 Develop and refine standard practices for core recurring school operations-related activities and routines (e.g., test administration, student meal tracking, and student enrollment).
 Managing all operational aspects, including: Administration; Finance (i.e., financial reporting, budget analysis, ensure efficient and accurate processing of invoices and expense reports); Grants Management (i.e., manage accurate and on-time reporting to external funders); Professional Development (i.e., plan and design weekly team meetings and two to three staff retreats per year, maintain a positive and professional culture); Technology (i.e., work with technology support team to ensure effectiveness and efficiency of technology systems and hardware)
 Proactively develop and manage administrative, financial and operational systems required for the core programs to function efficiently and consistently as needed
 Independently develop and lead cross-program team of associates and managers to share best practices, provide professional development, and promote collaboration and consistency across schools
▫ Manage the assignment and distribution of personnel, provide ongoing reviews of organization structure, staffing, and departmental policies and procedures. Oversee the performance evaluation process of all assigned personnel. Evaluate subordinate administrative and assigned personnel.

Working here was one of the most rewarding experiences of my past couple years, and I’m genuinely sad that the school is closing. The biggest highlight for me was the leadership team and staff overall. This was the first workplace where I truly felt that everyone was working together as a team toward the same goal.
The administration fostered an environment where ideas were welcomed and respected. There was never a sense of hierarchy getting in the way. In other jobs there were often issues with the power struggles that you can find typically at charter schools. 
The worst part was the lack of engagement and motivation by many of the students. However, I kind of see this as a generational thing instead of site specific thing.
I’m sad the school is closing but I will always be grateful for the opportunity to have worked here. 


Here are the main reasons I would recommend seeking employment elsewhere (ideally, a unionized district):

Top-down management purposefully excludes teacher voice in all decision-making, despite claims of shared leadership. Teachers do not voice opposition due to their legitimate fear of retaliation and dismissal.
 
Incredibly low-level of staff retention. You will be considered a "veteran teacher" if you stay for more than three years.  There is a frequent need for long-term substitute teachers. Policies and procedures are inconsistent each year with the overhaul of administration and teaching staff.
 
Ineffective-to-illegal practices around staffing, discipline policies, bullying, clinical counseling, inclusion and special education, and grade inflation.  

There is no true departmental structure, and thus, there is limited collaboration around curriculum and instruction.
 
Unsustainable demands and hours. You are expected to take on countless duties outside of your teaching, all without compensation. Your planning time will not be valued.

Here are the main reasons I would recommend seeking employment elsewhere (ideally, a unionized district):

Top-down management purposefully excludes teacher voice in all decision-making, despite claims of shared leadership. Teachers do not voice opposition due to their legitimate fear of retaliation and dismissal.

Incredibly low-level of staff retention. You will be considered a "veteran teacher" if you stay for more than three years. There is a frequent need for long-term substitute teachers. Policies and procedures are inconsistent each year with the overhaul of administration and teaching staff.

Ineffective-to-illegal practices around staffing, discipline policies, bullying, clinical counseling, inclusion and special education, and grade inflation.

There is no true departmental structure, and thus, there is limited collaboration around curriculum and instruction.

Unsustainable demands and hours. You are expected to take on countless duties outside of your teaching, all without compensation. Your planning time will not be valued.

As a middle school arts teacher on the LA side of PUC Schools you travel from one school to another, work under three different administrators with completely different expectations, and enjoy meeting the most lively and entertaining children. I learned various methods of planning and different Brene Brown ways of sharing and empathizing. Management varied from school to school, but overall the administration really do care for their teachers. I absolutely enjoyed my coworkers. We all had a great time working together and everyone has each others support. Mostly, I enjoyed the truly musical moments with the students. The times when they actually understood and felt the joy of performing.

Front office was amazing but the counseling staff is toxic. They would always talk badly about other staff members and students behind closed doors. If you are a person who likes to go out of your way to support stories is not the job for you. The counseling team is very clicky and believe they are better than others. They would never tell me if I do something wrong or try to help me, instead they would wait until we had quarterly meetings to tell me all the “bad” things I would do. They care more on liability than anything. Also don’t expect to get your full hours, I would only get 7.25 hours a day because I was forced to take an UNPAID 45 minute lunch. 

The staff was collaborative and cooperative. If you ever had a question, they encouraged their employees to ask and clarify any of those questions or concerns. I appreciated the support they provided through a teacher-mentor in having a coach that would meet with you weekly to help plan, discuss, and collaborate with daily lesson and unit plans. These literacy coaches would also help with open observations and provide tips on where to improve your craft as an educator and highlight the glows that are helping both you and the students become more successful in the classroom.

Working with students is always rewarding and working with the purpose in mind of impacting them is the main positive. I would recommend creating a normally sized place for staff to eat and more options for them to have breaks. Teachers appeared overwhelmed with demands. Inclusion assistants are given unrealistic expectations at times. Don't take work home with you. Don't get over involved in workplace drama. Overall, I would recommend using the opportunity if you really need experience and moving on to a place with management who really value you.

I really enjoyed my time at PUC Charter Schools. They placed great emphasis on professional development and connecting with employees from all campuses. Any teaching position is demanding but being involved in a smaller charter school meant each teacher tackling an extra workload. Sometimes even outside of your metier. Work/life balance was a definite struggle even for experienced teachers.

Benefits and Pay are average. It follows the LAUSD pay scale, yet pays less than it. Plus employee contributions for benefits seem to be subpar by comparison to LAUSD.

Teachers are gaslit by admin if you are having issues with students behaviorally and academics. They made me feel like I wasn't doing "enough" when I had issues and that I needed to figure it out. 
As a  whole, felt like I was being micromanaged. Talked about my experience with other teachers, and they made it sound like it was more of a them thing and not me as a teacher. 

Good support for the kids themselves. 



Top Job Titles	Average Salary
Assistant 24 salaries reported	$25.14 per hour
Tutor 22 salaries reported	$23.15 per hour
Science teacher 9 salaries reported	$90,335 per year
Mathematics teacher 10 salaries reported	$90,335 per year
Diversity and inclusion manager 7 salaries reported	$90,335 per year

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