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Financial Support

Your PhD studies are financially supported by the MCIP program and UCLA. 

The salary (stipend) for the 2020-2021 academic year is $34,000. Including tuition and benefits, the total support package is ~$51,487.

The total support package is provided by a combination of sources, and the sources change year-to-year. During the first year, students receive their stipend, tuition (including non-resident tuition if applicable), and fees from the gateway Graduate Programs in Bioscience (GPB) as they perform laboratory rotations with MCIP faculty. The GPB contributes a declining fraction of the total support package over time, made up by support from the mentor’s research grants, or from scholarships, fellowships, or NIH training grants. The outcome is the same: your stipend, tuition, and fees are covered for five years.

During years 2 and 3 in the program, each student will serve as a teaching assistant for an undergraduate course as part of their academic training.

In addition, each student is awarded $1,000 from the Graduate Division to present their work at academic conferences. A comprehensive document from the UCLA Graduate Division detailing student support and fellowships may be found  here .

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Working at UCLA

Graduate programs at UCLA offer employment opportunities to graduate students, including teaching and research assistantships.  Additional work resources are available here, such as special readers, departmental scholars, postdocs, and internships.

Teaching Assistantships (TAs / TA’ships)

A Teaching Assistantship (TA) is a meaningful way for graduate students to obtain teaching experience. Teaching assistants are selected on the basis of scholarship and promise as teachers. Duties may include teaching, holding office hours, preparing course materials, and grading under the tutelage and supervision of regular faculty members who are responsible for curriculum and instruction in the University.

If you are interested in a TAship, first confirm that you meet TA eligibility criteria , then identify departments you may want to work for. Contact them regarding TA openings. Here you can find TA contacts per program . You can also sign up on the ASE/GSR Marketplace to receive announcements on open Teaching Apprenticeship positions.

Applicants whose first language is not English: please see how to qualify for a TA appointment on the Test of Oral Proficiency for UCLA Graduate Students .

Dept Scholars

Departmental scholars.

Departmental scholars, distinguished undergraduate students recognized by departments, are eligible for apprentice teaching appointments in lower-division courses with departmental endorsement and Graduate Division approval after the qualified pool of graduate students is exhausted.

If you are interested in a TAship, first confirm that you meet the TA eligibility criteria .

Readers & Special Readers

Readers/Special Readers assist faculty members with the reading and grading of students’ papers and exams under the guidance and direction of faculty members. Readers must have taken and received at least a B in the course for which they are hired, while Special Readers must have taken and received at least a B+ in the course for which they are reading. Readers are appointed for undergraduate numbered courses (1-199), while Special Readers are hired for upper-division undergraduate or graduate-level courses (100 and above).

Readerships are positions appointed by each graduate program . View the PDF on this page for programs that provide Readership opportunities .

The primary duty of a Tutor is individual or small group review instruction related to, but not required in, specific courses. The duty is performed under the supervision of faculty “instructors of record” or designated staff members who are vested with the sole and final responsibility for course content, work assignments, performance evaluations, and grading in the assigned course and its related tutoring.

Tutors must contact the program  they’re interested in for open positions.

Research Assistants (RAs)

Research assistants are appointed to the Graduate Student Researcher (GSR) title and are selected on the basis of scholastic achievement and promise as creative scholars. GSRs assist faculty with scholarly research under the direction and supervision of a faculty member.

• Graduate Work-Study at UCLA

Federal work-study grants are available to “financially need eligible” graduate students to complete part-time paid internships, community service, research projects, or other endeavors closely related to their academic degree program.

Eligibility Criteria for Employment

Eligibility criteria for tas, ras, readers & tutors (academic apprentice personnel).

TAs and RAs are considered Academic Apprentice Personnel (AAP) . This term applies to registered graduate students who have fulfilled the University’s established criteria for appointment (no more than 50% time) to teaching or research assistantships and for which they are compensated at rates approved annually by the Regents of the University of California. The University of California considers Academic Apprentice Personnel primarily as students being professionally trained, and graduate student status takes precedence over University employment.

Graduate students who hold AAP appointments must meet criteria including the following:

• Registered/enrolled in at least 12 units continuously for the term(s) of appointment.
• Minimum 3.0 cumulative GPA at the time of hire.
• Supervised by a UCLA faculty member.

Eligibility Criteria for Departmental Scholars Approved as TAs (Academic Apprentice Personnel)

Departmental Scholars students who want to be appointed as a Teaching Assistant must meet the criteria, including the following:

• Cannot exceed 25% appointment in any term
• Must have a 3.5 GPA
• Must have completed 12 quarters at UCLA if entered as a freshman or 6 quarters if entered as a transfer
• Must have completed 8 upper division courses toward the undergraduate major
• Must be enrolled in at least 12 units

All hired TAs must complete the Campus Wide TA Training Requirements administrated by the Center for the Advancement of Teaching (CAT)

Please see the Academic Apprentice Personnel Manual for further details.

AAP Employment Resources

• Academic Apprentice Personnel Manual
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UC graduate student workers ratify labor agreement, end historic strike with big wage gains

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University of California graduate student workers on Friday ratified a new labor agreement with big wage gains, support for child care and new protections against bullying and harassment, ending a historic strike that upended fall term finals and has reverberated nationally.

In separate votes, two bargaining units of United Auto Workers approved the tentative agreement reached last week with the 10-campus university system — six weeks after 48,000 teaching assistants, tutors, researchers and postdoctoral scholars collectively walked off their jobs in the nation’s largest strike of academic workers.

SRU-UAW’ s 17,000 graduate student researchers backed the agreement with 68.4% on a vote of 10,057 to 4,640, securing their first UC contract after forming a union last year. UAW 2865 , which represents 19,000 teaching assistants, tutors and other student academic workers, approved the agreement with 61.6% of the votes, 11,386 to 7,097.

“The dramatic improvements to our salaries and working conditions are the result of tens of thousands of workers striking together in unity,” Rafael Jaime, UAW 2865 president, said in a statement. “These agreements redefine what is possible in terms of how universities support their workers, who are the backbone of their research and education enterprise. They include especially significant improvements for parents and marginalized workers, and will improve the quality of life for every single academic employee at the University of California.”

UC said the new contracts would make the system’s graduate student workers “among the best supported in public higher education in the country.”

“Today’s ratification demonstrates yet again the university’s strong commitment to providing every one of our hardworking employees with competitive compensation and benefit packages that honor their many contributions to our institution, to our community, and to the state of California,” Letitia Silas, executive director of systemwide labor relations, said in a statement.

The UC strike has drawn national attention for its massive size, breadth and prominence at one of the nation’s premier public research university systems. Some graduate students at other universities say they have closely watched UC’s unionizing actions as a potential playbook for their own organizing efforts amid a burst of labor activity across the country in recent years in higher education and at companies including Starbucks and Amazon. A group of USC graduate student workers, who recently filed for their own union election, joined the picket line at UCLA — eschewing any crosstown rivalry to stand together.

For academic student employees, the new contract will raise minimum pay from about $23,250 to about $34,000 for nine months of part-time work by Oct. 1, 2024. The rate at UC Berkeley, UC San Francisco and UCLA would be $36,500, an acknowledgment of the high cost of living in these cities and higher pay needed to compete for top talent.

Graduate student researchers would make a minimum of $34,564.50 for nine months of part-time work by Oct. 1, 2024, under a new six-point salary scale. The contract will be effective until May 31, 2025.

“The rights we secured today will help ensure that victims of harassment and discrimination aren’t forced off their career paths, will make UC more family-friendly, and take important steps towards paying us what we are worth,” Tarini Hardikar, SRU bargaining team member at UC Berkeley, said in a statement. “It will help ensure that UC can support a diverse workforce, which will improve the quality of research and teaching across the system.”

The union said those gains are among the highest ever won by academic workers. They represent a 46% increase in salary scales compounded over 2023 and 2024 — compared with 6% for the UAW’s 2018 contract at UC and 9% for Harvard in 2021 and for Columbia in 2022.

Todd Emmenegger, a UCLA PhD candidate in atmospheric and oceanic sciences, said the new contract would be “life-changing” and allow him to “live with some dignity.”

Emmenegger called the contract a “historic win” for him and his colleagues. He said he had to scrape by when he first enrolled at UCLA in 2018, subsisting mostly on potatoes and peanut butter because the only housing he could find cost $1,400 in monthly rent — three-fourths of his earnings then as a part-time teaching assistant.

The new contract will give him a 60% pay increase, from a current monthly wage of $2,500 to $4,000, during the nine-month academic year, and additional increases for summer research — netting him nearly $17,000 more annually by Oct. 1, 2024. The financial cushion will enable him to visit his family in Georgia — and broaden his diet and social activities, he said.

Read our full coverage of the UC academic workers’ strike

About 48,000 unionized academic workers across the University of California’s 10 campuses walked off the job, calling for better pay and benefits.

Jan. 9, 2022

Janna Haider, a PhD candidate in history at UC Santa Barbara, voted no. She said the wage gains weren’t sufficient to end the rent burden on so many students — the strike’s central goal that fired up workers into collective action on all UC campuses and the Lawrence Berkeley National Laboratory. She said the wage gains were incremental, with just a $200 increase in the first 90 days after ratification and the rest coming in 2023 and 2024.

Until then, she said, she will be strapped by rent payments of nearly 50% of her $2,250 after-tax monthly income as a teaching assistant. With Santa Barbara housing prices increasing by 67% since the last contract in 2018, the new gains won’t fully ease the financial pain for many graduate students, she said.

Haider also opposed the UAW bargaining committee’s agreement to drop demands that would have made it easier for students with disabilities to receive accommodations in the workplace and the pact’s failure to push forward a call to defund UC campus police.

But Haider said she would “absolutely” abide by the ratification vote and return to work next quarter as a teaching assistant for an undergraduate course on 19th century U.S. history.

“It is disappointing and upsetting that we have enshrined systemic inequity in a union contract,” Haider said. “But we will respect the results provided the ballots were counted honestly, and rank-and-file workers will continue to fight for a real cost of living adjustment, for an end to police violence, and a more just UC and UAW.”

The road to ratification wasn’t smooth. The systemwide work stoppage grew smaller when 12,000 strikers in UAW 5810 , which represents postdoctoral scholars and academic researchers, returned to work this month after ratifying a new contract that boosted their minimum pay to $70,000 with adjustments, among the highest in the nation. Benefits also include increased support for child care and healthcare for dependents, along with transit subsidies and protection against harassment and bullying.

UC and the remaining 36,000 striking graduate student workers hit a bargaining wall earlier this month, prompting both sides to agree to bring in an independent mediator. Darrell Steinberg, the Sacramento mayor and former leader of the state Senate, helped negotiate the breakthrough tentative agreement last week.

But the proposed contract drew divided reactions from the UAW bargaining committee, made up of two representatives from each campus and Lawrence Berkeley National Laboratory.

UAW 2865 bargaining team members supported the pact 11 to 8; for SRU-UAW, the vote was 13 to 7. All representatives from UCLA, Berkeley, Davis and Irvine supported the tentative agreement; all from Santa Barbara, Santa Cruz and Merced opposed it. UC Riverside representatives from both bargaining units split their vote. For UC San Diego, three of the four representatives supported the pact; for UC San Francisco, one supported it and the other abstained. Both graduate student researchers from Lawrence Berkeley National Laboratory voted yes.

Those divisions were reflected in the ratification votes. Teaching assistants and other academic workers overwhelmingly rejected the proposed contract at UC Merced, UC Santa Cruz and UC Santa Barbara while those at the other seven campuses approved it. Graduate student researchers at Merced and Santa Cruz also rejected the tentative agreement.

Opponents wanted to hold out for more, arguing that their collective power would continue to grow as campuses approached grading deadlines in the next few weeks. They launched a statewide campaign to organize opposition.

Chaos over grades, finals and ongoing classes erupts as UC strike continues

As 48,000 University of California academic workers push their historic strike into a third week just days before finals, tensions and anxiety are rising. “People are losing their minds,” a UC Santa Barbara professor says.

Nov. 29, 2022

Others, however, believed their peak power had passed, with some graduate students burning out and crossing picket lines to return to work and campuses finding ways to assess final grades without the student academic employees. They supported the agreement, opting to take the gains and press for more in the future.

While some graduate student workers made up their minds soon after seeing the terms of the tentative agreement, others took time to research the proposed contract and talk to colleagues about it.

Ian Kinzel, a UC Riverside PhD candidate in political science, said he was initially critical that the union bargaining committee dropped the demand for a cost-of-living increase tied to housing prices.

UC Provost Michael Brown publicly said the proposal would have an “overwhelming” financial impact with a price tag of hundreds of millions of dollars, but Kinzel said he thought the union abandoned that central demand without getting a significant concession in return.

As he further researched, however, Kinzel said he came to understand that UC President Michael V. Drake did not have unlimited power to grant every demand and it would probably take lobbying the UC Board of Regents, state legislators and the UC Academic Senate to secure more gains.

In one example, he said, the demand to guarantee international students full remission of supplemental tuition throughout the entire PhD journey — which can take six or seven years — would need to be approved by regents, who control tuition levels. The contract codifies the current general practice of tuition remission for up to three years after a student reaches PhD candidacy.

“That was a big ‘aha’ moment,” said Kinzel, who specializes in labor studies. “You can’t win a war with one battle. You can take this win and move on to the next battle.”

Ultimately, Kinzel voted for ratification. He said that the wage increases were “easily the most substantial raise that I’ve gotten in any job I’ve ever had” and that they would allow him to afford medical specialists to examine a poorly healed broken ankle and molar implants that need work. He also will be able to fly to Vancouver more often to see his partner, Kinzel said.

Other contract terms include student support funds and child-care reimbursements set at $1,350 per quarter or $2,025 per semester, plus $1,350 for summer. UC also agreed to enact new protections against bullying and harassment, increase paid family leave and pay 100% of dependent-child premiums for eligible student workers, including single parents whose incomes fall above the free Medi-Cal coverage threshold.

Enrique Olivares Pesante, a UCLA PhD student in English and teaching assistant, voted in favor of the agreement even though he said it fell short of everything the union wanted.

But he said organizing for it has energized student academic workers across the UC system who plan to continue building power to prepare for the next round of negotiations when the new contract expires in 2025.

“Getting this contract wasn’t the end of it,” Olivares Pesante said. “It’s just the beginning and the continuation of a very long struggle.”

More to Read

Judge halts UC academic workers’ strike, citing ‘damage to students’

June 7, 2024

Denied again: UC fails a second time to get court order to stop academic workers’ strike

June 3, 2024

Big expansion of UC strike over pro-Palestinian protests: Irvine, San Diego, Santa Barbara next

May 31, 2024

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University of California graduate student workers end strike, ratify three-year contracts

Graduate student researchers and academic student workers at the University of California voted this week to approve new contracts, ending their six-week strike today (Dec. 23). Under the terms of the new contracts, these workers will be among the best supported in public higher education in the country. 

“The University of California welcomes the ratification of these agreements with our valued graduate student employees. The University believed that the assistance of a third-party mediator would help the parties reach agreement, which is why we are so grateful that the union accepted our invitation to mediation and partnered with us in selecting Sacramento Mayor Darrell Steinberg to serve as the mediator,” said Letitia Silas, executive director of systemwide labor relations. “As a result of this collaboration, the parties were ultimately able to reach tentative agreements on the contracts as a whole in just a few days following months of negotiations. The University of California has negotiated several fair labor agreements over the last year with our represented employees. Today’s ratification demonstrates yet again the University’s strong commitment to providing every one of our hardworking employees with competitive compensation and benefit packages that honor their many contributions to our institution, to our community, and to the state of California.”

The new contracts go into effect immediately and will be in place through May 31, 2025. The University reached tentative agreements with both bargaining units on Dec. 16, and members voted throughout the past week to ratify the contracts.

Historically, the University has provided graduate student support packages that cover in-state tuition and provide annual stipends and health benefits. Each University-provided support package has traditionally comprised a combination of wages for graduate students appointed as Academic Student Employees (ASEs) or Graduate Student Researchers (GSRs), as well as direct support from fellowships, training grants, and other sources. In addition, these special positions also provide in-classroom or in-lab experience to ASEs and GSRs, making them more competitive in the job market.

In response to the union’s proposals and following the University’s evaluation of other top research institutions across the country, UC has restructured and enhanced its support packages to better align with similarly placed institutions of higher education. These enhancements reflect the important role that these student employees play and the University’s dedication to support its graduate students as they obtain their master’s and doctoral degrees.

Highlights of the agreements include:

Academic Student Employees (ASEs)

• Within 90 days of ratification, TAs/Associate Instructors will receive a 7.5 percent increase. Teaching Fellows will receive an 8.9 percent increase. Hourly ASEs will receive 5 to 8 percent increases.
• In addition to October 2023 increases that range from 16.5 to 32.7 percent for TAs and Associate Instructors, these student employees will also be eligible for experience-based increases. Teaching Fellows will see 16.5 to 25.1 percent increases.
• By Oct. 1, 2024, the minimum 9-month salary for TAs with a 50-percent time appointment will be $34,000. By October 1, 2024, the minimum salary rate for UC Berkeley, UCSF, and UCLA TAs will be $36,500. Associate Instructors and Teaching Fellows will receive a 16.7 percent increase.
• Childcare reimbursement: $1,350/quarter or $2,025/semester, plus $1,350 for summer. ASEs will also be entitled to an additional $100 per year, effective on Oct. 1, 2023, and Oct. 1, 2024.
• Paid Leave:  Expanded to 8 paid weeks per year for serious health conditions, family care, baby bonding, pregnancy or childbirth-related needs; short-term paid leave of 2 days for quarter campuses and 3 days for semester campuses; paid bereavement leave of 5 calendar days.
• Fee remissions: UC to cover 100 percent of campus fees for eligible ASEs with 25 percent or greater appointments, up from $100 per quarter and $150 per semester. This represents an increase of over $1,000 per year on certain campuses, in addition to the 100 percent coverage of tuition, student services fees, and health care already provided to qualified ASEs. This amounts to UC covering a total of $13,707 and up to $22,248 for all tuition and fees for eligible ASEs, depending on the campus. In addition, UC will maintain its current practices concerning Nonresident Supplemental Tuition for eligible ASEs who have advanced to candidacy in their degree programs.
• Participation in transit and parking-related services on the same basis as other employees.
• Within 12 months of ratification: Access to a pre-tax program to pay for transit costs, and access to a UC-negotiated e-bike purchase discount program.
• UC agrees to attempt to negotiate reduced-fee or no-fee access to regional transit system(s).
• Formation of a joint labor-management committee to explore additional measures.
• Benefits:  Continued participation for eligible ASEs in a UC-sponsored student health plan to the same degree as other eligible students at that campus. Eligible ASEs with 25 percent or more appointment to receive full remission of monthly premium for a UC-sponsored student health plan. In addition, UC will pay 100 percent of dependent child premiums for eligible ASEs.
• Reasonable Accommodation: Confirms reasonable accommodations for those with disabilities and access needs and provides temporary work adjustments for bargaining unit members during the interactive process; establishes a joint labor-management committee to address accessibility.
• Respectful work environment:  New contract provision to address abusive conduct and provide a dispute resolution process.
• Holidays:  Recognition of Juneteenth as a UC holiday.

Graduate Student Researchers (GSRs)

• Compensation: Most GSRs will see 10 percent increases in the first year of the contract, with 6.4 percent increases in each subsequent year (GSRs on the lowest three salary points will see an especially significant increase in the first year due to conversion to a new salary scale.) By Oct. 1, 2024, the first step on the new, six-point GSR salary scale will be set at $34,564.50 for a 50-percent time appointment.
• Childcare reimbursement: $1,350 per fiscal quarter. GSRs will also be entitled to an additional $100 per year, effective on Oct. 1, 2023, and Oct. 1, 2024.
• Paid Leave:  Expanded to 8 paid weeks per year for serious health conditions, family care, baby bonding, pregnancy or childbirth-related needs; short-term paid leave of 2 days for quarter campuses and 3 days for semester campuses; paid bereavement leave of 5 calendar days. In addition, 12 days of paid Personal Time Off (PTO) is a new benefit for GSRs.
• Fee remissions: UC to cover 100 percent of campus fees for eligible GSRs with 25 percent or greater appointments, up from $100 per quarter and $150 per semester. This represents an increase of over $1,000 per year on certain campuses, in addition to the 100 percent coverage of tuition, student services fees, and health care already provided to qualified GSRs. This amounts to UC covering a total of $13,707 up to $22,248 for all tuition and fees for eligible GSRs, depending on the campus. In addition, UC will maintain its current practices concerning Nonresident Supplemental Tuition for eligible GSRs who have advanced to candidacy in their degree programs.
• Benefits:  Continued participation for eligible GSRs in a UC-sponsored student health plan to the same degree as other eligible students at that campus. Eligible GSRs with 25 percent or more appointment to receive full remission of monthly premium for a UC-sponsored student health plan. In addition, UC will pay 100 percent of dependent child premiums for eligible GSRs.
• Respectful work environment:  New contract provision to address abusive conduct and provide a dispute resolution process.
• Holidays:  Recognition of Juneteenth as a UC holiday.

Following eight requests for neutral private mediation by the University, the United Auto Workers (UAW) finally agreed to engage a third-party mediator, Sacramento Mayor and former California Senate President pro Tem Darrell Steinberg, on Dec. 9. This quickly facilitated discussions that led to parties reaching tentative agreements in a week.

On Dec. 9, Postdoctoral Scholars and Academic Researchers ratified separate contracts with the University. Further information about all four agreements between the University and the UAW may be found on our website here .

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Piedmont Unified School District

Special education teachers eligibility hiring pool for 2024-25 school year (190 days).

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PIEDMONT UNIFIED SCHOOL DISTRICT

Job Title: Mild/Moderate Special Education Teacher

Salary: Salary Schedule Placement

Location: All special education staff are District Employees. Specific location TBD by Director of Special Education.

Description: The special education (SPED) teacher reports directly to the Principal or designee. The SPED teacher works with students identified as having exceptional needs. This position is a case manager for a group of SPED students that are assigned to a caseload. The case manager is the teacher who monitors the student’s program as well as assesses and plans for the student, writes the Individualized Education Plan, trains other staff on any specialized instruction needed, determines how to make accommodations and modifications to grade level curriculum, develops and implements the behavior plan when needed, and establishes appropriate reinforcement systems to encourage student progress. The teacher is the responsible person to ensure students progress.

Duties & Responsibilities:

• Assess the academic, behavioral, and social needs of each child assigned on your caseload.
• Develops an IEP stating each child’s present level of functioning, goals to meet a child’s identified needs, and procedures/schedules for determining when goals are met.
• Assess behavior using a Functional Behavior Analysis (FBA) format and determine a Behavior Intervention Plan (BIP) based on your assessment.
• Develop and implement lesson plans that demonstrate how the IEP’s are being fulfilled on a daily basis.
• Organize the classroom environment to be attractive and motivational for students’ learning.
• Instruct students in academic subjects as well as in daily living skills, to include, but not limited to, conflict resolution, hygiene, safety, and appropriate everyday social skills.
• Create learning materials geared to each student’s ability and interest.
• Designs special help programs for low achievers and prepare instructional materials to meet individual needs of students, with focus on emotional and educational levels of development.
• Work closely with parents and school staff while planning services that will be provided to the student at school.
• Observes, evaluates, and prepares progress reports and annual/triennial reports for each student.
• Follows all policies and procedures related to special education IDEA 2004
• Gives feedback to the Principal on an annual evaluation of other support staff assigned to the teacher’s program. Participates in all staff meetings called by the Principal or Director of Special Education.
• Keep attendance records and all other records pertinent to the special education program for the state reports and program accountability.

Knowledge and Abilities: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.

• Demonstrate knowledge regarding the age group assigned in growth and development.
• Demonstrate the ability to write routine reports, correspondence, lesson plans, syllabus, and other school related materials.
• Demonstrate the ability to explain the meaning of information and concept development to the age group assigned.
• Demonstrate the ability to establish and maintain positive relationships with students, support staff and administration within your site.
• Demonstrate the ability to use positive behavior management methods when presenting academic materials. Demonstrate a “no fail attitude” when teaching or interacting with students.
• Demonstrate competency in the following areas:

1. Analytical – collects data on student goals. Uses information collected to determine outcome and make appropriate changes.

2. Problem Solving – Identifies and resolves student problems in a timely manner. Gathers and analyses information skillfully.

3. Oral Communication – Speaks clearly and persuasively in positive or negative situations. Listens and gets clarification. Responds well to questions.

4. Written Communication – Writes clearly and informatively. Edits work for spelling and grammar. Presents numerical data effectively. Able to read and interpret written information.

5. Change Management – Develops workable implementation plans. Communicates change effectively. Monitors transition and evaluates results.

6. Quality Management – Demonstrates accuracy and thoroughness.

7. Organizational Support – Follows policies and procedures. Completes administrative request correctly and on time.

8. Strategic Thinking – Develops strategies to achieve organizational goals.

9. Judgment – Displays willingness to make decisions. Exhibits sound and accurate judgment. Supports and explains reasoning for decisions.

10. Planning/Organizing – Prioritizes and plans work activities. Uses time efficiently. Sets goals and objectives. Organizes or schedules other people and their tasks.

11. Professionalism – Approaches students and others in a tactful manner. Treats students and others with respect and consideration regardless of their status or position. Accepts responsibility for own actions.

12. Quality – Demonstrates accuracy and thoroughness. Monitors own work to ensure quality.

13. Quantity – Meets productivity standards. Completes work in a timely manner. Works quickly.

14. Adaptability – Manages competing demands.

15. Attendance/Punctuality – Is consistently at work and on time.

16. Dependability – Follows instructions and responds to management direction. Takes responsibility for own actions. Keeps commitments.

Qualifications & Requirements:

• A valid California certified Special Education Credential – Mild/Moderate
• English Language Learner authorization (or equivalent)
• Autism Spectrum Disorders added authorization (AAAS)
• Master’s Degree preferred within Special Education or a related area.
• Two to five years successful, full time teaching experience in Special Education, preferred.
• Evidence indicates additional coursework or professional development in instructional methods and intensive positive behavior intervention methods with the exceptional child preferred.

Job Title: Moderate/Severe Special Education Teacher

Location: All Special Education Staff are District Employees. Specific location TBD by Director of Special Education.

Description: The special education (SPED) teacher reports directly to the Principal or designee. The SPED teacher works with students identified as having exceptional needs. This position is a case manager for a group of SPED students that are assigned to a caseload. The case manager is the teacher who monitors the student’s program as well as assesses and plans for the student, writes the Individualized Education Plan, may provide specialized instruction, trains other staff on any specialized instruction needed, determines how to make accommodations and modifications to grade level curriculum, develops and implements the behavior plan when needed, and establishes appropriate reinforcement systems to encourage student progress. The teacher is the responsible person to ensure students progress.

• Assess the academic, behavioral, and social needs of each child assigned on your caseload.

• Develops an IEP stating each child’s present level of functioning, goals to meet a child’s identified needs, and procedures/schedules for determining when goals are met.

• Assess behavior using a Functional Behavior Analysis (FBA) format and determine a Behavior Intervention Plan (BIP) based on your assessment.

• Manages the students within their classroom in order to assure a conducive learning environment that is safe and secure for all students.

• Develop and implement lesson plans that demonstrate how the IEP’s are being fulfilled on a daily basis.

• Organize the classroom environment to be attractive and motivational for students’ learning.

• Instruct students in academic subjects as well as in daily living skills, to include, but not limited to, conflict resolution, hygiene, safety, and appropriate everyday social skills.

• Create learning materials geared to each student’s ability and interest.

• Designs special help programs for low achievers and prepare instructional materials to meet individual needs of students, with focus on emotional and educational levels of development.

• Coordinates inclusion with the regular education program when the students can appropriately learn and achieve in the general education classes.

• Work closely with parents and school staff while planning services that will be provided to the student at school. Make suggestions to parents on things they can do at home to build strong skills in their child.

• Observes, evaluates, and prepares progress reports and annual/triennial reports for each student. Completes all required records, keeping each student’s IEP updated on the appropriate timelines.

• Coordinates all the necessary supportive services to meet each student’s needs.

• Follows all policies and procedures related to special education IDEA 2004

• Gives feedback to the Principal on an annual evaluation of other support staff assigned to the teacher’s program. Participates in all staff meetings called by the Principal or Director of Special Education.

• Keep attendance records and all other records pertinent to the special education program for the state reports and program accountability.

Knowledge and Abilities:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required:

• Demonstrate knowledge regarding the age group assigned in growth and development.

• Demonstrate the ability to write routine reports, correspondence, lesson plans, syllabus, and other school related materials.

• Demonstrate the ability to explain the meaning of information and concept development to the age group assigned.

• Demonstrate the ability to establish and maintain positive relationships with students, support staff in classroom, general education teachers and administration.

• Demonstrate the ability to use positive behavior management methods when presenting academic materials. Lesson plans will describe positive intervention methods (a no fail attitude) when teaching or interacting with students.

• Demonstrate competency in the following areas:

• A valid California certified Special Education Credential – Moderate/Severe

• English Language Learner authorization (or equivalent)

• Master’s Degree preferred within Special Education or a related area.

• Two to five years successful, full time teaching experience in Special Education, preferred.

• Evidence indicates additional coursework or professional development in instructional methods and intensive positive behavior intervention methods with the exceptional child

Accommodations for Single Graduate Students and Students with Families

Single graduate students have the option to apply for housing in five (5) of our university apartment complexes. students with families/dependents are housed exclusively in university village..

The graduate housing complexes in UAN are Weyburn Terrace and the Hilgard Apartments. Both are located in Westwood, walking distance to campus. -  Weyburn Terrace -  Hilgard Apartments

The on-site rental office for these buildings is:  University Apartments North (UAN) Administration Office  10200 Weyburn Drive Los Angeles, CA 90024 (310) 983-1300

The graduate housing complexes in UAS are listed below and are located approximately 5 miles south of campus in the Palms/Mar Vista area. Each complex offers unfurnished one and two bedroom accommodations, while The Boulevard also offers a three bedroom option as well as lofted and furnished options. If you receive an offer for a two or three bedroom accommodation, you will occupy one of the bedrooms the apartment -  Rose Avenue -  Keystone Mentone -  Venice Barry   -  The Boulevard

The on-site rental office for these buildings is:  University Apartments South (UAS) Resident Assistance Office 3200 Sawtelle Blvd.  Los Angeles, CA 90066 (310) 398-4692

University Village provides student community living for married students, domestic partners, and students with dependents. These complexes are located approximately 5 miles south of campus in the Palms/Mar Vista area. Units consist of unfurnished one, two and three bedrooms. -  University Village

A shuttle service does operate around these units to help residents commute to campus for more information on this service, please contact the UAS Administration Office. 

The on-site rental office for this building is:  University Apartments South (UAS) Resident Assistance Office 3200 Sawtelle Blvd.  Los Angeles, CA 90066 (310) 398-4692

While we unfortunately cannot accommodate physical tours of the Single Graduate and Student Family complexes, you are welcome to view our virtual tours and more information about each complex here .

All Graduate Housing contracts and Family Housing Contracts are sold with a contract end date of July 1 of the current academic year. Tenants are not required to stay for the entire duration of their lease, as tenants may cancel their housing contract early at any time by submitting their notice to vacate via the housing portal with at least 30 days’ notice. When accepting an offer, tenants are required to make an initial payment of $500, which will be credited to their first month’s rent.

Housing offers are made for an individual bed space. Studios and 1 bedroom units are single occupancy units, 2 bedroom accommodations house two individual Primary Tenants. If offered a 2 bedroom accommodation, you will occupy one bedroom in the apartment, and the other bed space in the second bedroom will be assigned by UCLA Housing. No more than two occupants are allowed in a 2 bedroom accommodation within Single Graduate Housing. 

If offered to a studio or 1 bedroom accommodation in Single Graduate Housing, you may request to add an Additional Tenant to your contract. An Additional Tenant is anyone over the age of 18. They will not be billed separately nor will they hold their own contract. Please see here for more information about adding or removing an Additional Tenant. 

Student Family Housing looks at family size when determining what type of housing is most suitable to house each applicant’s family. The maximum size of a family in a 3bd/2b is 6 people.  The maximum size of a family in a 2bd/2b is 4 people and maximum size of a family in a 1bd/1b is 3 people. If a resident has a family with more than 6 people, that resident cannot be accommodated in our facilities.

The current housing rates for our graduate and family housing accommodations can be found here . Rents are billed on a monthly basis and are due on the 20th of each month.

Parking is managed differently between Weyburn Terrace and the Hilgard Apartments. While parking in Weyburn Terrace is typically available, parking in Hilgard is extremely limited and there is often a wait list (maintained by Housing Services). Parking is not guaranteed in either complex. If interested in applying for parking, please see the processes for each area below.

• Weyburn Terrace - the parking assignment process is managed by the UAN Administration Office. Residents may request parking by sending an e-mail to UAN with their student ID, unit information, and vehicle information for review upon arrival. Note: you must have already been offered and received your unit assignment in order to make this request. If a parking space is available and assigned, payments will be made directly to Transportation Services. The UAN Administrative Office can be contacted at [email protected].
• Hilgard Apartments - the parking assignment and payment process is managed by Housing Services. To be placed on the Hilgard parking waitlist, select “Yes” on the Parking Preference page of the application. We review this waitlist regularly and will reach out to you if we have a space available. Be advised that you are not guaranteed to receive parking by your move in date. If you have requested parking at Hilgard, you will remain in consideration for a parking space for the duration of your lease and could receive an offer for a parking space at any time during your tenancy.

If you live in or are offered an accommodation in University Apartments South (UAS)

• Keystone-Mentone, Venice-Barry, and Rose Avenue – Each housing contract comes with one parking space. No additional parking spaces may be requested.
• The Boulevard – Each housing contract for a single occupancy or a two bedroom unit comes with one parking space. Each of the three bedroom apartments come with two parking spaces. The residents of the unit must decide how to divvy up the two parking spaces amongst the three tenants.
• University Village – Each housing contract comes with one parking space. Extra parking spaces can be requested at the UAS Rental Office, but they are not guaranteed. The UAS Rental Office can be reached via email at [email protected].
• Housing for Single Graduate Students & Students with Families

Housing Services Office 360 De Neve Drive Los Angeles, CA 90095-1383 Mail Code: 138307

E-mail: [email protected] Please check here for current hours of operation.

Department Phone Numbers

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More From Forbes

Georgetown cew law school rankings find brand is best if you want to make money.

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The potential to make a high salary as a lawyer is often what influences students to pursue a graduate law degree. However, while a law degree can open doors to higher earnings, not all law schools provide the same return on investment.

According to a study released by Georgetown University’s Center for Education and the Workforce, which ranks 186 law schools based on graduates’ salaries, if making money is a priority for a student, it’s best to shoot for highly ranked law schools.

Graduates of Columbia Law School have the highest annual median earnings four years after completing ... [+] their degree, according to a new Georgetown study that ranks 186 law schools.

“When it comes to law school, the best returns are concentrated among a small number of institutions, educating approximately 20 percent of law students,” said CEW Director and lead author Jeff Strohl. “Graduates earn the highest salaries from highly selective institutions. The top 26 law schools lead to six-figure salaries and a bar passage rate of 97 percent.”

According to the CEW study, A Law Degree Is No Sure Thing: Some Law School Graduates Earn Top Dollar, but Many Do Not , Columbia University law graduates have the highest annual median earnings four years after completing their degree at $280,900. Following Columbia were the University of Pennsylvania with $261,400, the University of Chicago with $256,400, Cornell University with $249,300, Stanford University with $248,000 and Harvard University with $233,600.

These salaries compare with National Association for Law Placement research that shows the overall median first-year associate base salary was $200,000 as of Jan. 1, 2023, up $35,000 or 21.2% from 2021.

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In comparison, the bottom three law schools in CEW’s 186-school ranking produced graduates whose annual median earnings four years after degree completion were $38,700, $44,100 and $58,400, respectively. The study found that at nearly 1 in 5 law schools, graduates earn less than $55,000, net of debt, four years after graduation.

The difference in salary outcomes could be because graduates from top-tier law schools were more likely to secure high-paying jobs at large prestigious law firms. In fact, according to a U.S. News & World Report ranking , 80% of law school graduates of 10 highly ranked law schools who have jobs at law firms worked for large companies.

CEW researchers found law schools with the highest-earning graduates send more graduates to full-time work at the nation’s largest law firms. At the seven schools where postgraduate earnings exceeded $200,000, 58% of graduates from the classes of 2020-2022 were employed in big law, compared to 16% of graduates across all 186 institutions CEW evaluated.

However, earning a higher salary is not necessarily the only factor influencing students when pursuing an advanced law degree. “If a prospective student aims to land a high-paying job after earning their JD, they are more likely to achieve that goal at a certain subset of schools,” says Catherine Morris, a senior writer at CEW and one of the paper’s co-authors. “But earnings aren’t the only factor students consider: some schools might set up graduates for work in specific fields or geographic areas they’re interested in.”

In addition, for many graduates, the burden of student debt can outweigh the financial benefits of a graduate law degree, particularly if they do not attend a highly ranked institution. Indeed, despite the potential for high salaries, the cost of obtaining a law degree can be significant. According to the American Bar Association, the average law school graduate in the U.S. carries more than $160,000 in student loan debt.

Similarly, the CEW study found that, four years after completing their degree, law school graduates owe almost $120,000 in student debt loans at the median. In fact, at 6 out of 10 law schools, at least half of the graduates had loan balances equal to what they were at graduation. Or those balances had even increased three years, post-degree completion.

“Law schools are notoriously expensive. Graduates leave law schools with a median debt burden of $118,500, and lower earnings make it harder to pay back this debt,” said CEW’s Morris. “The consequences of six-figure debt are also far-reaching for law school graduates, impacting their ability to purchase a home, start a family, and achieve other traditional markers of success.”

In recent years, U.S. law schools have experienced some volatility, with student enrollments falling 11% in fall 2022 after a prior surges, according to the American Bar Association. However, with regard to jobs, the CEW study expects the future of the legal profession to remain stable. While the full impact of AI on the sector has yet to be realized, job opportunities are expected to increase, with projections of the total number of jobs associated with legal occupations rising from 1.26 million to 1.41 million between 2021 and 2031.

The pipeline of students is looking stable as well. According to Law School Admission Council data , applications for the 2024 admissions cycle have decreased about 1.7% compared with last year. Almost half of law schools experienced increases in applications, while almost half had decreases, and seven showed no change from last year.

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