1

Outdoor Learning Jobs in California (NOW HIRING)

Early Childhood Teacher (Ages 2.5 - 5)

Irvine, CA · On-site

$45K - $56K/yr

  • Medical

  • Retirement

  • PTO

Use a variety of instructional strategies--including storytelling, sensory exploration, art, movement, outdoor learning, and guided play--to support whole-child development. Student Support ...

Landscape Architect

Los Angeles, CA · On-site

$85K - $113K/yr

  • Medical

  • Dental

  • Vision

  • Retirement

  • PTO

Evaluates designs and performance of existing and proposed landscapes, plazas, water features, café areas, outdoor learning areas, structures, seating areas, viewing areas, pathways, and outdoor ...

Adhere to all health and safety protocols, including those in the Emergency Preparedness Handbook * Assist in maintaining cleanliness and safety of all indoor and outdoor learning spaces ...

Landscape Architect

Los Angeles, CA

$74K - $102K/yr

  • Medical

  • Dental

  • Vision

  • Retirement

  • PTO

Evaluates designs and performance of existing and proposed landscapes, plazas, water features, cafe areas, outdoor learning areas, structures, seating areas, viewing areas, pathways, and outdoor ...

Adhere to all health and safety protocols, including those in the Emergency Preparedness Handbook * Assist in maintaining cleanliness and safety of all indoor and outdoor learning spaces ...

This part-time Learning Leader position works within the Montclair After-School Program at a ... The ability to participate in activities with youth indoors or outdoors such as to walk, run, bend ...

Showing results 21-40

Outdoor Learning information

What are some common challenges faced by professionals in outdoor learning roles, and how are they typically addressed?

Professionals in Outdoor Learning often face challenges such as unpredictable weather conditions, ensuring participant safety, and adapting activities to suit diverse learning needs. To address these, they develop contingency plans for varying weather, maintain up-to-date safety certifications, and use flexible teaching strategies to engage all participants. Collaborative planning with colleagues and thorough risk assessments are standard practices to ensure smooth and effective outdoor sessions.

What is the difference between Outdoor Learning vs Outdoor Education?

AspectOutdoor LearningOutdoor Education
CredentialsTypically requires teaching or environmental certificationsOften requires teaching, environmental, or outdoor activity certifications
Work EnvironmentSchools, community centers, outdoor programsNature centers, outdoor schools, camps
Industry UsageUsed broadly in educational settings to describe outdoor-based learning activitiesSpecifically refers to structured outdoor educational programs
FocusIntegrating outdoor activities into learning curriculumProviding structured outdoor learning experiences

Outdoor Learning and Outdoor Education both involve outdoor activities, but Outdoor Learning emphasizes integrating outdoor experiences into broader educational curricula, while Outdoor Education focuses on delivering structured outdoor programs designed for specific learning outcomes.

What are the key skills and qualifications needed to thrive as an outdoor learning instructor, and why are they important?

To thrive as an Outdoor Learning Instructor, you need expertise in outdoor education, group facilitation, risk assessment, and typically a background in education or environmental science. Familiarity with outdoor safety protocols, first aid/CPR certification, and experience with activity-specific equipment such as compasses, GPS devices, or climbing gear are common requirements. Strong communication, leadership, and adaptability help instructors engage diverse groups and respond effectively to changing environments. These skills ensure safe, impactful, and enjoyable outdoor learning experiences that foster growth and teamwork.

What is outdoor learning?

Outdoor learning refers to educational experiences that take place outside the traditional classroom setting, often in natural environments such as parks, forests, or school grounds. It incorporates hands-on activities, exploration, and real-world problem solving to enhance students' understanding and engagement. Outdoor learning can support academic subjects, foster personal development, and encourage environmental stewardship. This approach is used by schools, camps, and organizations to promote well-rounded learning and well-being.

What job categories do people searching Outdoor Learning jobs in California look for?

The top searched job categories for Outdoor Learning jobs in California are:

What cities in California are hiring for Outdoor Learning jobs?

Cities in California with the most Outdoor Learning job openings:

Infographic showing various Outdoor Learning job openings in California as of August 2026, with employment types broken down into 1% As Needed, 64% Full Time, 30% Part Time, 3% Temporary, and 2% Contract. Highlights an 87% Physical, 2% Hybrid, and 11% Remote job distribution.

Gardening Instructor Opportunities

Concorde Education

Lennox, CA

$50/hr

Contractor

Re-posted 12 days ago


Job description

POTENTIAL INDEPENDENT CONTRACTOR INSTRUCTIONAL ASSIGNMENTS

Program: Gardening Instructor Opportunities

Location: On-site at partner schools; varies by assignment

Teaching Mode: In Person

Grade Levels: Elementary, Middle, and High School; varies by assignment

Schedule: Typically 1–4 instructional service hours per week after school

Program Length: Commonly approximately 10 weeks per assignment

Start Dates: Opportunities become available throughout the school year

Compensation: Typical compensation of $50+ per completed instructional service hour, depending on assignment scope, experience, location, schedule, and agreed compensation

ABOUT THE OPPORTUNITY

Concorde Education is seeking independent instructional contractors to provide gardening and environmental enrichment services for K–12 students.

This is a potential independent contractor assignment, not an employee position. Contractors may choose whether to apply for, accept, decline, or ignore available opportunities.

Assignments vary by school, grade level, schedule, available indoor or outdoor space, growing season, curriculum, materials, and program objectives.

Concorde may provide curriculum guidance, lesson-plan suggestions, project ideas, instructional resources, or program objectives. Contractors may use their professional judgment to adapt instruction within the assignment scope and applicable site requirements.

ASSIGNMENT SCOPE

Depending on the accepted assignment, contractors may:

• Plan and facilitate engaging, age-appropriate gardening sessions;

• Introduce students to gardening, plant science, sustainability, and environmental stewardship through hands-on learning activities;

• Adapt instruction based on student experience levels, site requirements, available space, seasonal conditions, materials, and program objectives;

• Support students in planting, maintaining, observing, and harvesting gardens, container gardens, or other horticultural projects, where applicable;

• Maintain a safe, respectful, inclusive, and age-appropriate learning environment;

• Communicate assignment-related needs or significant concerns with Concorde and school staff, as appropriate;

• Complete a brief session completion form after each scheduled session; and

• Follow applicable site safety, visitor, classroom, outdoor, emergency, tool-use, and student-protection procedures.

EXAMPLE PROGRAM TOPICS

Assignments may include topics such as:

• Plant life cycles, growth requirements, and basic botany;

• Soil composition, composting, nutrients, and healthy growing conditions;

• Seed starting, germination, transplanting, and plant care;

• Water conservation, irrigation, and sustainable gardening practices;

• Pollinators, biodiversity, ecosystems, and environmental stewardship;

• Garden planning, container gardening, companion planting, and seasonal gardening techniques;

• Herbs, vegetables, flowers, native plants, and food systems education; and

• Observation, garden journaling, scientific inquiry, responsibility, and teamwork.

Specific curriculum, growing environments, seasonal activities, available materials, and project requirements vary by assignment.

QUALIFICATIONS

Preferred qualifications include:

• At least 60 college credits, where required by the applicable assignment or site;

• Experience with gardening, horticulture, agriculture, environmental education, botany, landscaping, or related disciplines;

• Experience teaching, tutoring, coaching, mentoring, or leading activities with school-age students;

• Strong communication, organization, and classroom facilitation skills;

• Availability to provide services for the accepted assignment schedule and communicate schedule issues as soon as reasonably practicable; and

• Ability to safely lead hands-on outdoor or classroom-based gardening activities while fostering curiosity, responsibility, and environmental awareness.

Preferred backgrounds may include gardeners, horticulturists, environmental educators, master gardeners, farmers, biology teachers, science educators, landscape professionals, college students studying environmental science or horticulture, and others with relevant instructional or practical experience.

MATERIALS AND RESOURCES

Assignments may utilize school-provided garden beds, containers, hand tools, soil, seeds, plants, curriculum resources, lesson plans, outdoor learning spaces, and other instructional materials, where available.

Contractors may use their own instructional methods and materials when appropriate, safe, age-appropriate, lawful, and consistent with the assignment scope and site requirements.

Purchases requiring reimbursement must be approved in writing by Concorde before they are incurred.

COMPENSATION

Compensation varies by assignment and agreed contractor terms. Many opportunities pay $50+ per completed instructional service hour with students.

Contractors may propose their desired compensation rate when applying. When proposing a rate, contractors should consider the overall assignment scope, including anticipated preparation, planning, commute, materials, schedule, and other business considerations.

Concorde may accept the proposed rate, decline the application, or provide a counteroffer based on the budget for the specific assignment.

Unless otherwise approved in writing, compensation is based on completed instructional service hours with students.

Payment for completed services is generally made by direct deposit on the fifteenth day of the month following the month in which services were completed, unless otherwise stated in the accepted assignment terms or required by applicable law.

APPLICATION AND ONBOARDING

Applicants selected to move forward may be invited to create a contractor profile and complete any required onboarding steps.

Applying, interviewing, receiving an invitation to create a profile, creating a profile, or completing onboarding does not guarantee selection, placement, or future assignment opportunities.

Potential assignments are subject to assignment fit, agreed compensation, completion of required onboarding, applicable background-check review, Fair Chance or pre-adverse action procedures where required, site-specific clearance requirements, and final written confirmation from Concorde Education.

Some assignments may require background-check authorization, fingerprinting, agency clearance, site-specific documentation, identification badges, or other compliance steps before services may begin.

Applicants should not provide criminal-history information unless and until requested through the appropriate legally compliant process.

EQUAL OPPORTUNITY

Concorde Education considers contractor applicants without regard to any status protected by applicable federal, state, or local law and is committed to respectful, inclusive, and student-centered programming.