The Department of Communication at Denison University is seeking a tenure-track assistant professor in Media Studies. Qualified candidates will have a PhD in Communication or Media Studies and demonstrated experience teaching media courses. A PhD must be in hand when the appointment begins in August, 2026. Successful candidates will contribute to expanding and deepening our media studies curriculum with an emphasis on rigorously informed, humanistic approaches to the study of digital transformations in screen cultures, broadcast media and the broader televisual ecosystem. We are interested in a candidate whose teaching and research examines the increasingly diverse and changing nature of screen cultures, media consumption and culture industries in an era when proliferating networked devices, audience analytics, and streaming platforms are transforming patterns of cultural engagement and changing the meaning, form, and power of digital media. Candidates must also be able to teach at least one of the core courses in the department (COMM 280: Theorizing Communication and COMM 290: Research in Communication). Our program's commitment to the study of Communication in a liberal arts setting hinges on understanding the symbolic dynamics at play in the intersection of communication and power, culture, history, relationship(s), economics, politics, textual genres, and media. We equip students with critical thinking skills that prepare them to read and understand with nuance and attention to context, to problem solve with creativity, to research with rigor and passion for seeking truth, and to listen with an open mind and awareness of differences. We cultivate in students a love of knowledge, an understanding of how our collective meaning-making builds our worlds, and a curiosity for crafting yet-to-be-imagined realities. The teaching load for tenure-track faculty is 3/2, making Denison a supportive environment for teacher-scholars who value classroom, research excellence, and service. Our new colleague will contribute to our Department's pluralistic approaches to the study of communication, pursue teaching excellence in a rigorous undergraduate liberal arts curriculum in Communication, develop a program of research leading to peer-reviewed publication, and reflect strong commitments to departmental citizenship and university governance. Denison is a highly selective, fully residential liberal arts college enrolling approximately 2,400 students from diverse backgrounds across the nation and around the world. The college is located in the village of Granville and is part of the growing and thriving Columbus metropolitan region. Granville offers an excellent public school system and easy access to outdoor activities. A supportive environment for teacher-scholars who value both classroom and research excellence, Denison offers extensive support for its faculty, including an annual professional development account, competitive professional development funding, and a one-semester research leave after a successful pre-tenure review. The college also offers opportunities for student-faculty research collaboration, stipends for supervising summer-research students, and a range of workshops and mentoring programs to develop our strengths as teacher-scholars. Denison offers a competitive salary and a comprehensive benefits package, including tuition benefits to attend Denison or other affiliated colleges and a generous retirement contribution. Review of applications begins November 3, 2025. The position is open until filled. Questions about the position should be directed to Dr. Jeffrey Kurtz, Department Chair edu). Qualifications The preferred candidate's record of teaching will signal a colleague reflective about their teaching and committed to growing as an instructor. We seek someone to meaningfully equip, challenge, and inspire students to engage some of the most compelling questions of our current moment and to see anew the traditions that have informed the study of media. Candidates demonstrating sustained investment in deep learning and genuine student engagement will be given serious consideration. The potential colleague likewise will be expected to sustain a program of rigorous peer-reviewed research. Additionally, candidates should be invested in collaborating with the department and the University to consider and refine potential opportunities for public deliberation, dialogue, and inquiry across different intellectual perspectives. Application Instructions Candidates must apply online by uploading all required materials to Applications not uploaded through this site will not be accepted. To apply, please upload the following: a cover letter and curriculum vitae; a statement of your teaching philosophy, highlighting your commitments to liberal arts education; syllabi from two courses; two sets of course evaluations; a writing sample; and names and contact information (including email addresses) of three references. Additional materials may be requested at a later date. Equal Employment Opportunity Statement Denison University is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, disability, veteran status, or other legally protected classes. Title IX Notice : Sex discrimination is prohibited by federal law through Title IX of the Education Amendments of 1972. Denison does not discriminate on the basis of sex in the education programs or activities that it operates including admissions and employment. For Denison's official Notice of Non-Discrimination, please visit . You can learn more about Title IX at Denison at . Job seekers who may need a reasonable accommodation to complete the application process should contact the Office of Human Resources at or by email at .
09/13/2025
Full time
The Department of Communication at Denison University is seeking a tenure-track assistant professor in Media Studies. Qualified candidates will have a PhD in Communication or Media Studies and demonstrated experience teaching media courses. A PhD must be in hand when the appointment begins in August, 2026. Successful candidates will contribute to expanding and deepening our media studies curriculum with an emphasis on rigorously informed, humanistic approaches to the study of digital transformations in screen cultures, broadcast media and the broader televisual ecosystem. We are interested in a candidate whose teaching and research examines the increasingly diverse and changing nature of screen cultures, media consumption and culture industries in an era when proliferating networked devices, audience analytics, and streaming platforms are transforming patterns of cultural engagement and changing the meaning, form, and power of digital media. Candidates must also be able to teach at least one of the core courses in the department (COMM 280: Theorizing Communication and COMM 290: Research in Communication). Our program's commitment to the study of Communication in a liberal arts setting hinges on understanding the symbolic dynamics at play in the intersection of communication and power, culture, history, relationship(s), economics, politics, textual genres, and media. We equip students with critical thinking skills that prepare them to read and understand with nuance and attention to context, to problem solve with creativity, to research with rigor and passion for seeking truth, and to listen with an open mind and awareness of differences. We cultivate in students a love of knowledge, an understanding of how our collective meaning-making builds our worlds, and a curiosity for crafting yet-to-be-imagined realities. The teaching load for tenure-track faculty is 3/2, making Denison a supportive environment for teacher-scholars who value classroom, research excellence, and service. Our new colleague will contribute to our Department's pluralistic approaches to the study of communication, pursue teaching excellence in a rigorous undergraduate liberal arts curriculum in Communication, develop a program of research leading to peer-reviewed publication, and reflect strong commitments to departmental citizenship and university governance. Denison is a highly selective, fully residential liberal arts college enrolling approximately 2,400 students from diverse backgrounds across the nation and around the world. The college is located in the village of Granville and is part of the growing and thriving Columbus metropolitan region. Granville offers an excellent public school system and easy access to outdoor activities. A supportive environment for teacher-scholars who value both classroom and research excellence, Denison offers extensive support for its faculty, including an annual professional development account, competitive professional development funding, and a one-semester research leave after a successful pre-tenure review. The college also offers opportunities for student-faculty research collaboration, stipends for supervising summer-research students, and a range of workshops and mentoring programs to develop our strengths as teacher-scholars. Denison offers a competitive salary and a comprehensive benefits package, including tuition benefits to attend Denison or other affiliated colleges and a generous retirement contribution. Review of applications begins November 3, 2025. The position is open until filled. Questions about the position should be directed to Dr. Jeffrey Kurtz, Department Chair edu). Qualifications The preferred candidate's record of teaching will signal a colleague reflective about their teaching and committed to growing as an instructor. We seek someone to meaningfully equip, challenge, and inspire students to engage some of the most compelling questions of our current moment and to see anew the traditions that have informed the study of media. Candidates demonstrating sustained investment in deep learning and genuine student engagement will be given serious consideration. The potential colleague likewise will be expected to sustain a program of rigorous peer-reviewed research. Additionally, candidates should be invested in collaborating with the department and the University to consider and refine potential opportunities for public deliberation, dialogue, and inquiry across different intellectual perspectives. Application Instructions Candidates must apply online by uploading all required materials to Applications not uploaded through this site will not be accepted. To apply, please upload the following: a cover letter and curriculum vitae; a statement of your teaching philosophy, highlighting your commitments to liberal arts education; syllabi from two courses; two sets of course evaluations; a writing sample; and names and contact information (including email addresses) of three references. Additional materials may be requested at a later date. Equal Employment Opportunity Statement Denison University is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, disability, veteran status, or other legally protected classes. Title IX Notice : Sex discrimination is prohibited by federal law through Title IX of the Education Amendments of 1972. Denison does not discriminate on the basis of sex in the education programs or activities that it operates including admissions and employment. For Denison's official Notice of Non-Discrimination, please visit . You can learn more about Title IX at Denison at . Job seekers who may need a reasonable accommodation to complete the application process should contact the Office of Human Resources at or by email at .
Job Details The College of Rehabilitation Sciences is seeking part-time instructors for courses in the areas listed below. Instructors should be dynamic and experienced teachers who apply active student-learning methods in the classroom. Job Description Thomas Jefferson University is looking to establish a pool of experienced professionals to fill part-time teaching positions for Biology, Chemistry and other science related courses. The ideal candidate must be an independent, motivated instructor with initiative and problem-solving skills. Attention to detail and dedication to student engagement and learning are important required skills for this position. Must have at least 2 years of experience and or teaching experience. A graduate degree in the appropriate relevant field is required Work Shift Workday Day (United States of America) Worker Sub Type Regular Primary Location Address 901 Walnut Street, Philadelphia, Pennsylvania, United States of America Nationally ranked, Jefferson, which is principally located in the greater Philadelphia region, Lehigh Valley and Northeastern Pennsylvania and southern New Jersey, is reimagining health care and higher education to create unparalleled value. Jefferson is more than 65,000 people strong, dedicated to providing the highest-quality, compassionate clinical care for patients; making our communities healthier and stronger; preparing tomorrow's professional leaders for 21st-century careers; and creating new knowledge through basic/programmatic, clinical and applied research. Thomas Jefferson University , home of Sidney Kimmel Medical College, Jefferson College of Nursing, and the Kanbar College of Design, Engineering and Commerce, dates back to 1824 and today comprises 10 colleges and three schools offering 200+ undergraduate and graduate programs to more than 8,300 students. Jefferson Health , nationally ranked as one of the top 15 not-for-profit health care systems in the country and the largest provider in the Philadelphia and Lehigh Valley areas, serves patients through millions of encounters each year at 32 hospitals campuses and more than 700 outpatient and urgent care locations throughout the region. Jefferson Health Plans is a not-for-profit managed health care organization providing a broad range of health coverage options in Pennsylvania and New Jersey for more than 35 years. Jefferson is committed to providing equal educa?tional and employment opportunities for all persons without regard to age, race, color, religion, creed, sexual orientation, gender, gender identity, marital status, pregnancy, national origin, ancestry, citizenship, military status, veteran status, handicap or disability or any other protected group or status. Benefits At Jefferson, we offer a comprehensive total rewards package designed to support the health and well-being of our colleagues and their families. It includes a wide range of benefits including competitive pay, health and retirement benefits, life and disability insurance, paid time off, educational benefits, financial and mental health resources and much more. Our diverse benefits offerings ensure you have the coverage and access to services you need to thrive both personally and professionally.
09/13/2025
Full time
Job Details The College of Rehabilitation Sciences is seeking part-time instructors for courses in the areas listed below. Instructors should be dynamic and experienced teachers who apply active student-learning methods in the classroom. Job Description Thomas Jefferson University is looking to establish a pool of experienced professionals to fill part-time teaching positions for Biology, Chemistry and other science related courses. The ideal candidate must be an independent, motivated instructor with initiative and problem-solving skills. Attention to detail and dedication to student engagement and learning are important required skills for this position. Must have at least 2 years of experience and or teaching experience. A graduate degree in the appropriate relevant field is required Work Shift Workday Day (United States of America) Worker Sub Type Regular Primary Location Address 901 Walnut Street, Philadelphia, Pennsylvania, United States of America Nationally ranked, Jefferson, which is principally located in the greater Philadelphia region, Lehigh Valley and Northeastern Pennsylvania and southern New Jersey, is reimagining health care and higher education to create unparalleled value. Jefferson is more than 65,000 people strong, dedicated to providing the highest-quality, compassionate clinical care for patients; making our communities healthier and stronger; preparing tomorrow's professional leaders for 21st-century careers; and creating new knowledge through basic/programmatic, clinical and applied research. Thomas Jefferson University , home of Sidney Kimmel Medical College, Jefferson College of Nursing, and the Kanbar College of Design, Engineering and Commerce, dates back to 1824 and today comprises 10 colleges and three schools offering 200+ undergraduate and graduate programs to more than 8,300 students. Jefferson Health , nationally ranked as one of the top 15 not-for-profit health care systems in the country and the largest provider in the Philadelphia and Lehigh Valley areas, serves patients through millions of encounters each year at 32 hospitals campuses and more than 700 outpatient and urgent care locations throughout the region. Jefferson Health Plans is a not-for-profit managed health care organization providing a broad range of health coverage options in Pennsylvania and New Jersey for more than 35 years. Jefferson is committed to providing equal educa?tional and employment opportunities for all persons without regard to age, race, color, religion, creed, sexual orientation, gender, gender identity, marital status, pregnancy, national origin, ancestry, citizenship, military status, veteran status, handicap or disability or any other protected group or status. Benefits At Jefferson, we offer a comprehensive total rewards package designed to support the health and well-being of our colleagues and their families. It includes a wide range of benefits including competitive pay, health and retirement benefits, life and disability insurance, paid time off, educational benefits, financial and mental health resources and much more. Our diverse benefits offerings ensure you have the coverage and access to services you need to thrive both personally and professionally.
Connecticut Institute for Communities, Inc.
Danbury, Connecticut
Connecticut Institute for Communities, Inc. Description: CDA Specialists work under the direction of an assigned Lead Teacher. The position is responsible for assisting 1-2 classrooms in planning and implementing classroom routines, curriculum, meals, and related activities for pre-school and/or infant toddler children (ages 6 months-5 years). Summary: The position is responsible for assisting 1-2 classrooms in planning and implementing classroom routines, curriculum, meals, and related activities for pre-school and/or infant toddler children (ages 6 months-5 years). This position serves as the assistant in a classroom of 14 to 20 Head Start /Preschool children and/or 7-8 Infant/Toddler children. This position is chiefly responsible to aid in the core functions of the Head Start program and performs other tasks as needed. Unit: Early Learning Immediate Supervisor: Education Services Professional Classification: Standard / Full Time (1.0 FTE) or Part-Time (Hourly) Status: Non-Exempt Directly Supervises: None Essential Job Responsibilities: 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 abilities required. Works under the supervision of a licensed teacher or assistant teacher to enforce learning for individual students or small groups of students. Administers, and records achievement and diagnostic tests under the direction of the teacher or assistant teachers for individual students or groups of students. Assists the teacher or assistant teacher in devising special strategies for reinforcing material or skills based on an understanding of individual students, their needs, interests and abilities. Assists the teacher or assistant teacher in the handling, operation and care of equipment, including media, and instructional materials. Assists the teacher or assistant teacher in the supervision of students during emergency drills, assembles, play periods, field trips and in other non-classroom activities. Assists the teacher or assistant teacher with non-instructional duties such as snack, lunch, toilet and clothing routines. Serves as a source of information and help to any substitute teacher assigned in the absence of the regular teacher. Assists the teacher or assistant teacher in drill work, large group reading or storytelling. Alerts the regular teacher or assistant teacher to any problem or special information about an individual student. Performs clerical duties as assigned by the teacher or assistant teacher, as needed. Maintains the same high level of ethical behavior and confidentiality of information about students as is expected of a licensed teacher or assistant teacher. Participates in professional development training programs, as assigned. Performs related duties as appropriate for the position. Knowledge and Abilities to be achieved within 6-months of employment: Knowledge Knowledge of the principles and practices of Early Childhood. Knowledge of child development and learning styles. Knowledge of computer data entry processes. Knowledge of family-centered practices. Knowledge of local resources, customs and languages, preferred. Abilities Ability to know and implement the Head Start Performance Standards and requirements and policies of CIFC Early Learning Programs. Ability to exercise judgment in evaluating and making decisions. Ability to establish and maintain effective working relationships with staff, parents, clients, outside agencies, and the public. Ability to keep program information confidential. Ability to carry-out daily functions. Ability to use program software, use computer for data entry. Reliable transportation to get self to and from home, office, Head Start sites, and other program locations. Preferred to posses a valid Driver's license and have minimum automobile insurance coverage legally required by the state of Connecticut. Language skills Ability to communicate ideas and instructions orally and in writing. Ability to speak, read and write English at a level well enough to understand and be understood by others. Ability to hear an understand all emergency announcements in English. Ability to write observations and business correspondence. Ability to read, retain and understand Health & Safety procedures for sanitization, disinfection, and meal-time distribution. Ability to speak within groups of individuals, such as Parent Conferences and staff meetings. Bilingual skills helpful (English/Spanish or English/Portuguese) Mathematical Skills Ability to calculate amounts by adding, subtracting and dividing. Ability to accurate count the number of children in a classroom. Ability to understand 1:4, 2:8, 1:10, 2:20 child to staff member ratios. Requirements: Minimum High School Diploma or GED equivalent is required. Child Development Associate (CDA) Certificate or a commitment to obtain a CDA within 1 year of employment is required (paid by the employer) is required. Early Childhood Education Credits are preferred; and/or Associate and/or Bachelor degrees are preferred. Bilingual candidates strongly encouraged to apply. Entry level position; previous babysitting or childcare experience is preferred. Basic computer experience is required (i.e. email, word processing, internet navigation). Applicants with multiple language capabilities (English, Spanish, and/or Portuguese) are preferred. Health Requirements: Recent documentation free of communicable diseases; and Recent fit for duty examination. Ability to lift 40 lbs. Competitive compensation, plus comprehensive fringe benefits package including health care coverage and retirement program. CIFC is an Equal Opportunity Employer/Provider. Compensation details: 16.35-17.35 Hourly Wage PIddfb9c83764a-3583
09/11/2025
Full time
Connecticut Institute for Communities, Inc. Description: CDA Specialists work under the direction of an assigned Lead Teacher. The position is responsible for assisting 1-2 classrooms in planning and implementing classroom routines, curriculum, meals, and related activities for pre-school and/or infant toddler children (ages 6 months-5 years). Summary: The position is responsible for assisting 1-2 classrooms in planning and implementing classroom routines, curriculum, meals, and related activities for pre-school and/or infant toddler children (ages 6 months-5 years). This position serves as the assistant in a classroom of 14 to 20 Head Start /Preschool children and/or 7-8 Infant/Toddler children. This position is chiefly responsible to aid in the core functions of the Head Start program and performs other tasks as needed. Unit: Early Learning Immediate Supervisor: Education Services Professional Classification: Standard / Full Time (1.0 FTE) or Part-Time (Hourly) Status: Non-Exempt Directly Supervises: None Essential Job Responsibilities: 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 abilities required. Works under the supervision of a licensed teacher or assistant teacher to enforce learning for individual students or small groups of students. Administers, and records achievement and diagnostic tests under the direction of the teacher or assistant teachers for individual students or groups of students. Assists the teacher or assistant teacher in devising special strategies for reinforcing material or skills based on an understanding of individual students, their needs, interests and abilities. Assists the teacher or assistant teacher in the handling, operation and care of equipment, including media, and instructional materials. Assists the teacher or assistant teacher in the supervision of students during emergency drills, assembles, play periods, field trips and in other non-classroom activities. Assists the teacher or assistant teacher with non-instructional duties such as snack, lunch, toilet and clothing routines. Serves as a source of information and help to any substitute teacher assigned in the absence of the regular teacher. Assists the teacher or assistant teacher in drill work, large group reading or storytelling. Alerts the regular teacher or assistant teacher to any problem or special information about an individual student. Performs clerical duties as assigned by the teacher or assistant teacher, as needed. Maintains the same high level of ethical behavior and confidentiality of information about students as is expected of a licensed teacher or assistant teacher. Participates in professional development training programs, as assigned. Performs related duties as appropriate for the position. Knowledge and Abilities to be achieved within 6-months of employment: Knowledge Knowledge of the principles and practices of Early Childhood. Knowledge of child development and learning styles. Knowledge of computer data entry processes. Knowledge of family-centered practices. Knowledge of local resources, customs and languages, preferred. Abilities Ability to know and implement the Head Start Performance Standards and requirements and policies of CIFC Early Learning Programs. Ability to exercise judgment in evaluating and making decisions. Ability to establish and maintain effective working relationships with staff, parents, clients, outside agencies, and the public. Ability to keep program information confidential. Ability to carry-out daily functions. Ability to use program software, use computer for data entry. Reliable transportation to get self to and from home, office, Head Start sites, and other program locations. Preferred to posses a valid Driver's license and have minimum automobile insurance coverage legally required by the state of Connecticut. Language skills Ability to communicate ideas and instructions orally and in writing. Ability to speak, read and write English at a level well enough to understand and be understood by others. Ability to hear an understand all emergency announcements in English. Ability to write observations and business correspondence. Ability to read, retain and understand Health & Safety procedures for sanitization, disinfection, and meal-time distribution. Ability to speak within groups of individuals, such as Parent Conferences and staff meetings. Bilingual skills helpful (English/Spanish or English/Portuguese) Mathematical Skills Ability to calculate amounts by adding, subtracting and dividing. Ability to accurate count the number of children in a classroom. Ability to understand 1:4, 2:8, 1:10, 2:20 child to staff member ratios. Requirements: Minimum High School Diploma or GED equivalent is required. Child Development Associate (CDA) Certificate or a commitment to obtain a CDA within 1 year of employment is required (paid by the employer) is required. Early Childhood Education Credits are preferred; and/or Associate and/or Bachelor degrees are preferred. Bilingual candidates strongly encouraged to apply. Entry level position; previous babysitting or childcare experience is preferred. Basic computer experience is required (i.e. email, word processing, internet navigation). Applicants with multiple language capabilities (English, Spanish, and/or Portuguese) are preferred. Health Requirements: Recent documentation free of communicable diseases; and Recent fit for duty examination. Ability to lift 40 lbs. Competitive compensation, plus comprehensive fringe benefits package including health care coverage and retirement program. CIFC is an Equal Opportunity Employer/Provider. Compensation details: 16.35-17.35 Hourly Wage PIddfb9c83764a-3583
Job Details The College of Rehabilitation Sciences is seeking part-time instructors for courses in the areas listed below. Instructors should be dynamic and experienced teachers who apply active student-learning methods in the classroom. Job Description Thomas Jefferson University is looking to establish a pool of experienced professionals to fill part-time teaching positions for Biology, Chemistry and other science related courses. The ideal candidate must be an independent, motivated instructor with initiative and problem-solving skills. Attention to detail and dedication to student engagement and learning are important required skills for this position. Must have at least 2 years of experience and or teaching experience. A graduate degree in the appropriate relevant field is required Work Shift Workday Day (United States of America) Worker Sub Type Regular Primary Location Address 901 Walnut Street, Philadelphia, Pennsylvania, United States of America Nationally ranked, Jefferson, which is principally located in the greater Philadelphia region, Lehigh Valley and Northeastern Pennsylvania and southern New Jersey, is reimagining health care and higher education to create unparalleled value. Jefferson is more than 65,000 people strong, dedicated to providing the highest-quality, compassionate clinical care for patients; making our communities healthier and stronger; preparing tomorrow's professional leaders for 21st-century careers; and creating new knowledge through basic/programmatic, clinical and applied research. Thomas Jefferson University , home of Sidney Kimmel Medical College, Jefferson College of Nursing, and the Kanbar College of Design, Engineering and Commerce, dates back to 1824 and today comprises 10 colleges and three schools offering 200+ undergraduate and graduate programs to more than 8,300 students. Jefferson Health , nationally ranked as one of the top 15 not-for-profit health care systems in the country and the largest provider in the Philadelphia and Lehigh Valley areas, serves patients through millions of encounters each year at 32 hospitals campuses and more than 700 outpatient and urgent care locations throughout the region. Jefferson Health Plans is a not-for-profit managed health care organization providing a broad range of health coverage options in Pennsylvania and New Jersey for more than 35 years. Jefferson is committed to providing equal educa?tional and employment opportunities for all persons without regard to age, race, color, religion, creed, sexual orientation, gender, gender identity, marital status, pregnancy, national origin, ancestry, citizenship, military status, veteran status, handicap or disability or any other protected group or status. Benefits At Jefferson, we offer a comprehensive total rewards package designed to support the health and well-being of our colleagues and their families. It includes a wide range of benefits including competitive pay, health and retirement benefits, life and disability insurance, paid time off, educational benefits, financial and mental health resources and much more. Our diverse benefits offerings ensure you have the coverage and access to services you need to thrive both personally and professionally.
09/11/2025
Full time
Job Details The College of Rehabilitation Sciences is seeking part-time instructors for courses in the areas listed below. Instructors should be dynamic and experienced teachers who apply active student-learning methods in the classroom. Job Description Thomas Jefferson University is looking to establish a pool of experienced professionals to fill part-time teaching positions for Biology, Chemistry and other science related courses. The ideal candidate must be an independent, motivated instructor with initiative and problem-solving skills. Attention to detail and dedication to student engagement and learning are important required skills for this position. Must have at least 2 years of experience and or teaching experience. A graduate degree in the appropriate relevant field is required Work Shift Workday Day (United States of America) Worker Sub Type Regular Primary Location Address 901 Walnut Street, Philadelphia, Pennsylvania, United States of America Nationally ranked, Jefferson, which is principally located in the greater Philadelphia region, Lehigh Valley and Northeastern Pennsylvania and southern New Jersey, is reimagining health care and higher education to create unparalleled value. Jefferson is more than 65,000 people strong, dedicated to providing the highest-quality, compassionate clinical care for patients; making our communities healthier and stronger; preparing tomorrow's professional leaders for 21st-century careers; and creating new knowledge through basic/programmatic, clinical and applied research. Thomas Jefferson University , home of Sidney Kimmel Medical College, Jefferson College of Nursing, and the Kanbar College of Design, Engineering and Commerce, dates back to 1824 and today comprises 10 colleges and three schools offering 200+ undergraduate and graduate programs to more than 8,300 students. Jefferson Health , nationally ranked as one of the top 15 not-for-profit health care systems in the country and the largest provider in the Philadelphia and Lehigh Valley areas, serves patients through millions of encounters each year at 32 hospitals campuses and more than 700 outpatient and urgent care locations throughout the region. Jefferson Health Plans is a not-for-profit managed health care organization providing a broad range of health coverage options in Pennsylvania and New Jersey for more than 35 years. Jefferson is committed to providing equal educa?tional and employment opportunities for all persons without regard to age, race, color, religion, creed, sexual orientation, gender, gender identity, marital status, pregnancy, national origin, ancestry, citizenship, military status, veteran status, handicap or disability or any other protected group or status. Benefits At Jefferson, we offer a comprehensive total rewards package designed to support the health and well-being of our colleagues and their families. It includes a wide range of benefits including competitive pay, health and retirement benefits, life and disability insurance, paid time off, educational benefits, financial and mental health resources and much more. Our diverse benefits offerings ensure you have the coverage and access to services you need to thrive both personally and professionally.
Boys & Girls Clubs of the Capital Area Inc
Cohoes, New York
Description: Position Title: UPK Teaching Assistant Performance Profile: Front Line Department: Universal Prekindergarten Work Location: Varies, Cohoes City School District Reports to: UPK Director Salary Range: From $16.00/hour Hours & Schedule: Monday - Friday, 37.5 hours/week Classification: Full-Time, Non-Exempt Full-Time Benefits: Paid school holidays and breaks, sick leave, 401(k) w/match, health and dental insurance, life insurance, long-term disability, New York Paid Family Leave benefits, retirement benefits, employee assistance program (EAP), and eligibility for additional third-party discounts. Note: This is a 10-month position (August 2025 - June 2026) with BGCCA, working in collaboration with the Cohoes City School District (CCSD). Overview: Universal Pre-Kindergarten Teaching Assistants play a vital role in supporting Lead Teachers in planning, developing, and instructing students aged 3-4 years. This role follows the approved curriculum goals, standards, and learning objectives of the respective school district to create a nurturing and stimulating environment for academic and social-emotional achievement. Working collaboratively with the Lead Teacher, Teaching Assistants are responsible for assisting with classroom management and program delivery. Key Job Responsibilities: The following non-exhaustive list of job duties required for this position: Planning & Leadership: Assist in creating and submitting weekly lesson plans based on approved curriculum and individual student needs. Collaborate with the Lead Teacher to ensure all necessary materials and resources are prepared for classroom activities. Help develop and implement creative, hands-on classroom activities aligned with predetermined units of study and student needs. Utilize the Learning Without Tears curriculum in conjunction with the 2nd-Step program to facilitate both academic and social-emotional development. Actively participate in Professional Development opportunities offered by the school district and Boys & Girls Clubs of the Capital Area. Program Delivery: Work collaboratively with the Lead Teacher to implement planned lessons and activities effectively. Assist in delivering age-appropriate instruction in various subject areas, including early literacy, numeracy, science, and social studies. Support small group activities and provide individualized attention to students as needed. Complete required documentation accurately and timely, including progress reports, attendance records, progress monitoring forms, summary/goal sheets, and monthly updates. Provide guidance and support to ensure effective classroom management and a positive learning environment. Assist in organizing and maintaining an orderly, attractive, and stimulating classroom environment. Health & Safety: Adhere to and help enforce health and safety regulations and policies established by the school district. Maintain a safe and secure learning environment for students by actively monitoring and addressing potential hazards. Assist in implementing proper hygiene practices and routines among students. Support the emotional well-being of students by fostering a nurturing and inclusive classroom atmosphere. Remain alert to signs of child abuse or neglect and report concerns through appropriate channels. Assist in managing emergency situations according to established procedures. Student Support and Development: Observe and document student progress, behavior, and developmental milestones. Assist in identifying students who may need additional support or intervention. Help implement individualized education plans (IEPs) or behavior plans as directed by the Lead Teacher. Encourage student independence and self-help skills appropriate for their age and developmental level. Promote positive social interactions among students and model appropriate behavior and communication. DISCLAIMER: The information presented indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, nor to be interpreted as, a comprehensive inventory of all duties, responsibilities, qualifications, and objectives required of employees assigned to this job. Requirements: CREDENTIALS, SKILLS/KNOWLEDGE REQUIRED: Education /Experience/Certification: Preferred - Associate's Degree in Early Childhood Education Minimum 1-2 years experience working in an Early Childhood setting Teaching Assistant Certification or current enrollment in certification program Experience with early childhood development and education Mandated Reporter Certification Ability to obtain CPR and First Aid Training Required Skills/Abilities: Excellent verbal and written communication skills Excellent interpersonal and customer service skills Strong organizational skills and attention to detail Strong analytical and problem-solving skills Ability to prioritize tasks and to delegate them when appropriate Ability to function well in a high-paced and at times stressful environment Proficient with Google Office Suite or related software Must pass a comprehensive background check, including fingerprinting, child abuse clearance, and sex offender registry check, as required by BGCCA. Work environment: Early childhood classroom environment with moderate noise levels from children's activities. Indoor school setting with standard classroom temperature control. Travel required: Minimal travel is required, with occasional attendance at off-site professional development or district meetings. Physical Requirements: Standing/walking for up to 7 hours per day Ability to lift and move up to 25 pounds Fine motor coordination for computer work Regular verbal communication with children, staff, and parents Visual acuity to monitor children's activities and safety Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. The Boys & Girls Clubs of the Capital Area is an Equal Opportunity Employer and is committed to recruiting and hiring a diverse workforce. Persons from diverse backgrounds including communities of color, people with disabilities, and the LGBTQ+ community are encouraged to apply. Compensation details: 16-17 Hourly Wage PIc0469e7d5f2e-0582
09/10/2025
Full time
Description: Position Title: UPK Teaching Assistant Performance Profile: Front Line Department: Universal Prekindergarten Work Location: Varies, Cohoes City School District Reports to: UPK Director Salary Range: From $16.00/hour Hours & Schedule: Monday - Friday, 37.5 hours/week Classification: Full-Time, Non-Exempt Full-Time Benefits: Paid school holidays and breaks, sick leave, 401(k) w/match, health and dental insurance, life insurance, long-term disability, New York Paid Family Leave benefits, retirement benefits, employee assistance program (EAP), and eligibility for additional third-party discounts. Note: This is a 10-month position (August 2025 - June 2026) with BGCCA, working in collaboration with the Cohoes City School District (CCSD). Overview: Universal Pre-Kindergarten Teaching Assistants play a vital role in supporting Lead Teachers in planning, developing, and instructing students aged 3-4 years. This role follows the approved curriculum goals, standards, and learning objectives of the respective school district to create a nurturing and stimulating environment for academic and social-emotional achievement. Working collaboratively with the Lead Teacher, Teaching Assistants are responsible for assisting with classroom management and program delivery. Key Job Responsibilities: The following non-exhaustive list of job duties required for this position: Planning & Leadership: Assist in creating and submitting weekly lesson plans based on approved curriculum and individual student needs. Collaborate with the Lead Teacher to ensure all necessary materials and resources are prepared for classroom activities. Help develop and implement creative, hands-on classroom activities aligned with predetermined units of study and student needs. Utilize the Learning Without Tears curriculum in conjunction with the 2nd-Step program to facilitate both academic and social-emotional development. Actively participate in Professional Development opportunities offered by the school district and Boys & Girls Clubs of the Capital Area. Program Delivery: Work collaboratively with the Lead Teacher to implement planned lessons and activities effectively. Assist in delivering age-appropriate instruction in various subject areas, including early literacy, numeracy, science, and social studies. Support small group activities and provide individualized attention to students as needed. Complete required documentation accurately and timely, including progress reports, attendance records, progress monitoring forms, summary/goal sheets, and monthly updates. Provide guidance and support to ensure effective classroom management and a positive learning environment. Assist in organizing and maintaining an orderly, attractive, and stimulating classroom environment. Health & Safety: Adhere to and help enforce health and safety regulations and policies established by the school district. Maintain a safe and secure learning environment for students by actively monitoring and addressing potential hazards. Assist in implementing proper hygiene practices and routines among students. Support the emotional well-being of students by fostering a nurturing and inclusive classroom atmosphere. Remain alert to signs of child abuse or neglect and report concerns through appropriate channels. Assist in managing emergency situations according to established procedures. Student Support and Development: Observe and document student progress, behavior, and developmental milestones. Assist in identifying students who may need additional support or intervention. Help implement individualized education plans (IEPs) or behavior plans as directed by the Lead Teacher. Encourage student independence and self-help skills appropriate for their age and developmental level. Promote positive social interactions among students and model appropriate behavior and communication. DISCLAIMER: The information presented indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, nor to be interpreted as, a comprehensive inventory of all duties, responsibilities, qualifications, and objectives required of employees assigned to this job. Requirements: CREDENTIALS, SKILLS/KNOWLEDGE REQUIRED: Education /Experience/Certification: Preferred - Associate's Degree in Early Childhood Education Minimum 1-2 years experience working in an Early Childhood setting Teaching Assistant Certification or current enrollment in certification program Experience with early childhood development and education Mandated Reporter Certification Ability to obtain CPR and First Aid Training Required Skills/Abilities: Excellent verbal and written communication skills Excellent interpersonal and customer service skills Strong organizational skills and attention to detail Strong analytical and problem-solving skills Ability to prioritize tasks and to delegate them when appropriate Ability to function well in a high-paced and at times stressful environment Proficient with Google Office Suite or related software Must pass a comprehensive background check, including fingerprinting, child abuse clearance, and sex offender registry check, as required by BGCCA. Work environment: Early childhood classroom environment with moderate noise levels from children's activities. Indoor school setting with standard classroom temperature control. Travel required: Minimal travel is required, with occasional attendance at off-site professional development or district meetings. Physical Requirements: Standing/walking for up to 7 hours per day Ability to lift and move up to 25 pounds Fine motor coordination for computer work Regular verbal communication with children, staff, and parents Visual acuity to monitor children's activities and safety Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. The Boys & Girls Clubs of the Capital Area is an Equal Opportunity Employer and is committed to recruiting and hiring a diverse workforce. Persons from diverse backgrounds including communities of color, people with disabilities, and the LGBTQ+ community are encouraged to apply. Compensation details: 16-17 Hourly Wage PIc0469e7d5f2e-0582
KIPP ENC PUBLIC SCHOOLS INC
Durham, North Carolina
Description: Organizational Overview Every School. Every Student. Every Day. Knowledge is Power Program (KIPP) North Carolina, is a network of eight tuition-free, college-preparatory public charter schools educating approximately 3,000 students in grades K-12 in Durham, Halifax, Northampton and Mecklenburg counties. At KIPP NC, we are committed to improving the life outcomes of North Carolina's children through the delivery of research-based, rigorous curricula, and clearing the paths that our students choose to follow by ensuring that they have the roadmaps and guideposts they need to arrive at success - however they define it. At KIPP, we see the gifts in everyone who walks through the doors of our schools. Especially our teachers. Their skill. Energy. Love. Their determination. On the good days and on the hard days. So we support our teachers to make the most of those gifts. It starts with respect - for our teachers' innate talent and desire to learn, for their professional growth and the lives they lead beyond our walls. We offer pay and benefits that reflect our appreciation for the invaluable role our teachers play in lighting paths to opportunity for our students. And as our teachers progress through the day, the year and their careers, we ensure they always feel the KIPP Team and Family at their backs, with opportunities to lead, and support to grow. Together, our students, schools, families and communities share an ambitious mission to create a future without limits. And the only way to realize it is with talented teachers like you. Shape the future, for your students and yourself, by joining KIPP today. Teaching is the absolute hardest profession in the world and it is going to take incredible leadership to successfully turn around KIPP Durham Middle School to realize our students' limitless potential. We are assembling a dream team of 14 exceptional educators with extraordinary skill, and the passion to make change in the lives of students and their communities. With salaries ranging from $70k - $100k+ KIPP Durham Middle School staff will be the highest paid educators in the state of North Carolina. If you have what it takes and are ready for the challenge, we want to recognize the expertise and commitment to excellence you bring to the table. Through "refounding" KIPP Durham Middle School, our dream team will gain unique professional experiences and career advancement in building a school from the ground up - preparing them for leadership in the education industry and beyond. The exceptional educators we're looking to join the KIPP Durham Middle School team will be master educators who have track records of affecting rapid, dramatic student learning improvements for students. While we founded the school in 2015, we are treating the next 2 years as re-founding school years, an endeavor that requires a staff with a founder's mentality around doing what it takes, making it happen, sweating the small stuff, and creating a reimagined reality for our students. Job Responsibilities Your responsibilities as a Lead Teacher KIPP North Carolina teachers are at the core of our mission to help students develop the knowledge, skills, and character strengths needed to succeed throughout their education and in the competitive world beyond. The following are expectations of KIPP North Carolina acknowledging there are varying levels of expertise: Expectations of Instruction Preparation & Delivery Review, internalize, and facilitate KIPP NC adopted & scripted curriculum K - 8 Math: Open Up Resources K - 8 ELA: Fish Tank K - 8 Science: Amplify & supported Science materials to match NC Standards 9 - 12 English & History: AP For All Curriculum 9 - 12 Math & Science: KIPP NC Approved Materials Practice lesson delivery to execute curriculum at a high level while following the pacing guide with fidelity Create exemplar responses and documents for work to hold students accountable Use assessment data (Interim Assessments, MAP, EOGs, EOCs, summative, formative, etc) to drive instruction and make lesson adjustments to meet students needs Embrace and incorporate feedback in the spirit of pursuing excellence Maintain accurate gradebook, records, and data tracking systems Help Build a Positive School and Classroom Culture Embody and maintain school's values, policies and culture Assume personal responsibility for student achievement Maintain a clean classroom displaying student work and grade level/content appropriate decorations Develop positive relationships with students, families, teachers and staff through regular positive phone calls to families, weekly newsletters about the classroom, and attending all required events, including but not limited to Back-to-School Night, Parent - Teacher Conferences, Athletic Events, occasional weekend community events, and Report Card Conferences Participate in the daily functions of the school, including but not limited to arrival, advisory / circle time, lunch duty, recess, and dismissal Demonstrate a Growth Mindset Collaborate with your coach identifying areas of strength and areas of growth for professional development each year Receive feedback - sometimes in real time during class, in one-on-ones, regular classroom observations, and school walkthroughs Attend Practice Clinics to master pedagogical skills and lesson delivery during prep time Attend school and/or regionally led Professional Development Tuesdays & Wednesdays from 3:30 - 5:00 pm each week and sometimes as needed for development KIPP Employee Mindsets All Means All: At KIPP NC, we believe we serve the needs and do whatever it takes for every kid, no matter their needs, abilities, or levels. See a Need, Fill A Need: We believe that if there's a need at a school, that to be a great team player, we fill that need. A teacher is absent? We cover their class during our prep. A student is crying in the hallway? We comfort them whether or not they're our student. Openness to Feedback: We believe that the only way for us to improve as professionals is to be open to feedback and add new tools to our toolbox. We stay after to practice teacher moves, annotate lessons, submit our lessons for feedback, happily have admin in our classroom to observe, and never miss a one-on-one with our coach to discuss our practice and learn how we can grow. Student Centered: At the end of the day, we always do what's best for kids. Total Rewards - Compensation & Benefits We currently offer a competitive salary based on years of experience, additional certifications, licensure and advanced degrees as well as a comprehensive benefits package including: Salaries paid semi-monthly throughout the year Healthcare (medical, vision, and dental) at no cost to individuals and deep discounts for dependents Enrollment in an optional 403b with employer match up to 6% of wages On-going professional development opportunities: Support programs for new teachers Assigned coaching and weekly/biweekly development meetings for all teachers Regular content and grade-level specific PDs Teaching Licensure Support Generous time off: Paid Time Off (5 days PTO & 6 days sick leave annually) Paid Time off for all major national holidays (including Fall Break, Winter Break, Spring Break, and approximately 5 weeks off during the Summer) KIPP North Carolina is also committed to building the pipeline of the state's most talented and effective teachers and leaders through competitive compensation, integrated professional development led by coaches and mentors, and resources they need to succeed, all rooted in core values that articulate our collectively designed organizational beliefs: Requirements: Required Qualifications The following are required of all KIPP Durham Middle School teachers: A deep commitment to the mission of KIPP NC and an unwavering belief in the potential of all our students 3+ years of teaching experience in K-12; experience in teaching in a high performing charter school Demonstrated commitment to closing the opportunity gap Valid North Carolina teaching license, ability to seek reciprocity, or willingness to pursue and attain state certification within the first 6 months of being hired A Bachelor's degree in a relevant content area Pass Criminal Background Check Enthusiasm, grit, professionalism, and a sense of humor Ability to stand and actively monitor classrooms for 8+ hours each day Ability to lift 50 lbs or more as necessary Preferred Qualifications The following are not required but are advantageous for candidates: More than 3 full years of teaching experience in K - 12 Experience in teaching in a high performing charter school and/or schools with a high population of students with free and reduced lunch Demonstrated success in raising the achievement levels of economically marginalized students Passed or will pass the Praxis exams by September 2025 Fluency in Spanish Additional Information KIPP Durham Middle School staff for the 24 - 25, 25- 26, and 26-27 school years are refounding KIPP Durham Middle School to improve student achievement outcomes. To this end . click apply for full job details
09/04/2025
Full time
Description: Organizational Overview Every School. Every Student. Every Day. Knowledge is Power Program (KIPP) North Carolina, is a network of eight tuition-free, college-preparatory public charter schools educating approximately 3,000 students in grades K-12 in Durham, Halifax, Northampton and Mecklenburg counties. At KIPP NC, we are committed to improving the life outcomes of North Carolina's children through the delivery of research-based, rigorous curricula, and clearing the paths that our students choose to follow by ensuring that they have the roadmaps and guideposts they need to arrive at success - however they define it. At KIPP, we see the gifts in everyone who walks through the doors of our schools. Especially our teachers. Their skill. Energy. Love. Their determination. On the good days and on the hard days. So we support our teachers to make the most of those gifts. It starts with respect - for our teachers' innate talent and desire to learn, for their professional growth and the lives they lead beyond our walls. We offer pay and benefits that reflect our appreciation for the invaluable role our teachers play in lighting paths to opportunity for our students. And as our teachers progress through the day, the year and their careers, we ensure they always feel the KIPP Team and Family at their backs, with opportunities to lead, and support to grow. Together, our students, schools, families and communities share an ambitious mission to create a future without limits. And the only way to realize it is with talented teachers like you. Shape the future, for your students and yourself, by joining KIPP today. Teaching is the absolute hardest profession in the world and it is going to take incredible leadership to successfully turn around KIPP Durham Middle School to realize our students' limitless potential. We are assembling a dream team of 14 exceptional educators with extraordinary skill, and the passion to make change in the lives of students and their communities. With salaries ranging from $70k - $100k+ KIPP Durham Middle School staff will be the highest paid educators in the state of North Carolina. If you have what it takes and are ready for the challenge, we want to recognize the expertise and commitment to excellence you bring to the table. Through "refounding" KIPP Durham Middle School, our dream team will gain unique professional experiences and career advancement in building a school from the ground up - preparing them for leadership in the education industry and beyond. The exceptional educators we're looking to join the KIPP Durham Middle School team will be master educators who have track records of affecting rapid, dramatic student learning improvements for students. While we founded the school in 2015, we are treating the next 2 years as re-founding school years, an endeavor that requires a staff with a founder's mentality around doing what it takes, making it happen, sweating the small stuff, and creating a reimagined reality for our students. Job Responsibilities Your responsibilities as a Lead Teacher KIPP North Carolina teachers are at the core of our mission to help students develop the knowledge, skills, and character strengths needed to succeed throughout their education and in the competitive world beyond. The following are expectations of KIPP North Carolina acknowledging there are varying levels of expertise: Expectations of Instruction Preparation & Delivery Review, internalize, and facilitate KIPP NC adopted & scripted curriculum K - 8 Math: Open Up Resources K - 8 ELA: Fish Tank K - 8 Science: Amplify & supported Science materials to match NC Standards 9 - 12 English & History: AP For All Curriculum 9 - 12 Math & Science: KIPP NC Approved Materials Practice lesson delivery to execute curriculum at a high level while following the pacing guide with fidelity Create exemplar responses and documents for work to hold students accountable Use assessment data (Interim Assessments, MAP, EOGs, EOCs, summative, formative, etc) to drive instruction and make lesson adjustments to meet students needs Embrace and incorporate feedback in the spirit of pursuing excellence Maintain accurate gradebook, records, and data tracking systems Help Build a Positive School and Classroom Culture Embody and maintain school's values, policies and culture Assume personal responsibility for student achievement Maintain a clean classroom displaying student work and grade level/content appropriate decorations Develop positive relationships with students, families, teachers and staff through regular positive phone calls to families, weekly newsletters about the classroom, and attending all required events, including but not limited to Back-to-School Night, Parent - Teacher Conferences, Athletic Events, occasional weekend community events, and Report Card Conferences Participate in the daily functions of the school, including but not limited to arrival, advisory / circle time, lunch duty, recess, and dismissal Demonstrate a Growth Mindset Collaborate with your coach identifying areas of strength and areas of growth for professional development each year Receive feedback - sometimes in real time during class, in one-on-ones, regular classroom observations, and school walkthroughs Attend Practice Clinics to master pedagogical skills and lesson delivery during prep time Attend school and/or regionally led Professional Development Tuesdays & Wednesdays from 3:30 - 5:00 pm each week and sometimes as needed for development KIPP Employee Mindsets All Means All: At KIPP NC, we believe we serve the needs and do whatever it takes for every kid, no matter their needs, abilities, or levels. See a Need, Fill A Need: We believe that if there's a need at a school, that to be a great team player, we fill that need. A teacher is absent? We cover their class during our prep. A student is crying in the hallway? We comfort them whether or not they're our student. Openness to Feedback: We believe that the only way for us to improve as professionals is to be open to feedback and add new tools to our toolbox. We stay after to practice teacher moves, annotate lessons, submit our lessons for feedback, happily have admin in our classroom to observe, and never miss a one-on-one with our coach to discuss our practice and learn how we can grow. Student Centered: At the end of the day, we always do what's best for kids. Total Rewards - Compensation & Benefits We currently offer a competitive salary based on years of experience, additional certifications, licensure and advanced degrees as well as a comprehensive benefits package including: Salaries paid semi-monthly throughout the year Healthcare (medical, vision, and dental) at no cost to individuals and deep discounts for dependents Enrollment in an optional 403b with employer match up to 6% of wages On-going professional development opportunities: Support programs for new teachers Assigned coaching and weekly/biweekly development meetings for all teachers Regular content and grade-level specific PDs Teaching Licensure Support Generous time off: Paid Time Off (5 days PTO & 6 days sick leave annually) Paid Time off for all major national holidays (including Fall Break, Winter Break, Spring Break, and approximately 5 weeks off during the Summer) KIPP North Carolina is also committed to building the pipeline of the state's most talented and effective teachers and leaders through competitive compensation, integrated professional development led by coaches and mentors, and resources they need to succeed, all rooted in core values that articulate our collectively designed organizational beliefs: Requirements: Required Qualifications The following are required of all KIPP Durham Middle School teachers: A deep commitment to the mission of KIPP NC and an unwavering belief in the potential of all our students 3+ years of teaching experience in K-12; experience in teaching in a high performing charter school Demonstrated commitment to closing the opportunity gap Valid North Carolina teaching license, ability to seek reciprocity, or willingness to pursue and attain state certification within the first 6 months of being hired A Bachelor's degree in a relevant content area Pass Criminal Background Check Enthusiasm, grit, professionalism, and a sense of humor Ability to stand and actively monitor classrooms for 8+ hours each day Ability to lift 50 lbs or more as necessary Preferred Qualifications The following are not required but are advantageous for candidates: More than 3 full years of teaching experience in K - 12 Experience in teaching in a high performing charter school and/or schools with a high population of students with free and reduced lunch Demonstrated success in raising the achievement levels of economically marginalized students Passed or will pass the Praxis exams by September 2025 Fluency in Spanish Additional Information KIPP Durham Middle School staff for the 24 - 25, 25- 26, and 26-27 school years are refounding KIPP Durham Middle School to improve student achievement outcomes. To this end . click apply for full job details
RCM Health Care Services Special Education Teacher, Elementary Aged Students Full-time In-Person 25-26 School Year Special Education Teacher Job Description The Special Education Teacher will collaborate with principals, general education classroom teachers, related service staff, school psychologists, parents, paraprofessionals, and district personnel to facilitate the development of a comprehensive individualized education program that will support students in the least restrictive environment. Special Education Teacher Qualifications State Special Education Teacher Certification with appropriate endorsement. Cross-Categorical Special Education Certification Bachelor's degree and/or Masters' Degree in Special Education (preferred). A minimum of 1 year experience in a school environment. Good knowledge of the nature and effects of the impairment(s) or disability(ies) of the students to whom assigned. Good knowledge of the procedures, practices, materials and equipment required to provide appropriate learning and behavioral experiences for students to whom assigned. Ability to assess needs, develop and implement the IEP, and evaluate outcomes in specialty. Ability to coordinate activities with related and specialist staff. Ability to establish and maintain effective working relationships with peers, parents, and the community; excellent human relations skills; skill in both oral and written communication; ability to develop and maintain required records and reports. Special Education Teacher Essential Job Functions Provide direct instruction based on the child's IEP, and the state standards. Conduct appropriate academic evaluations; develop, implement and monitor appropriate academic/behavioral individualized education plans (IEP's). Work with a diverse group of students, parents and staff in order to meet the needs of students. Confer and consult with regular classroom teachers and related service staff regarding student needs and progress. Maintain accurate records for documentation of student progress. Plan, conduct and/or participate in training activities and department meetings. Maintain on-going communication (verbal and written) with parents of special education students. Communicate with parents through conferences and other means to discuss student's progress and interpret the school program. Create an effective environment for learning through functional and attractive displays, bulletin boards and interest centers. Consult with staff members regarding interventions and accommodations for students. Direct activities of instructional assistants. Provide performance evaluation input regarding special education instructional assistant(s) to school administrator. Attend all necessary training and department meetings. Perform other related tasks as may be assigned by the building principal and Director of Student Services. Set high expectations for self and others; set and monitor progress towards goals. Special Education Teacher Compensation and Benefits Competitive wages, based on education and experience $45-58/hour based on years of experience! Health Insurance Life Insurance Long Term Disability 401K About RCM Health Care Services Since 1975, RCM Health Care Services has specialized in providing school districts with equal access to Special Education services such as Speech-Language Therapy, Occupational Therapy, Physical Therapy, ABA Therapy, Behavioral and Mental Health services, Special Education Teachers, Paraprofessionals as well as Nursing services to many of the nation's top 100 school districts. Through years of experience of focusing on an educationally based approach, RCM Health Care Services understands exactly what school districts and providers need to meet student IEP goals. We proudly hold the Joint Commission Gold Seal of Approval as well. As a $200 million publicly traded company, we have the reliability, integrity and resources to meet the needs of students, staff and school districts nation-wide. RCM Health Care Services believe all students deserve the best education in order to be successful in the academic environment, home environment and community. Our number one priority is student success. Therefore, it is important we hire exceptional Special Education staff that have the same mission and values as RCM Health Care Services. Students' first. At RCM Health Care Services, you are a valuable team member. We believe you are important and we highly respect the knowledge and skills you have in order to help students' be successful. If you have a passion for students, student learning and the education field, we encourage you to apply to RCM Health Care Services. We believe you will make a big difference in the lives of children and adolescents. Please join us! INDK12
09/03/2025
Full time
RCM Health Care Services Special Education Teacher, Elementary Aged Students Full-time In-Person 25-26 School Year Special Education Teacher Job Description The Special Education Teacher will collaborate with principals, general education classroom teachers, related service staff, school psychologists, parents, paraprofessionals, and district personnel to facilitate the development of a comprehensive individualized education program that will support students in the least restrictive environment. Special Education Teacher Qualifications State Special Education Teacher Certification with appropriate endorsement. Cross-Categorical Special Education Certification Bachelor's degree and/or Masters' Degree in Special Education (preferred). A minimum of 1 year experience in a school environment. Good knowledge of the nature and effects of the impairment(s) or disability(ies) of the students to whom assigned. Good knowledge of the procedures, practices, materials and equipment required to provide appropriate learning and behavioral experiences for students to whom assigned. Ability to assess needs, develop and implement the IEP, and evaluate outcomes in specialty. Ability to coordinate activities with related and specialist staff. Ability to establish and maintain effective working relationships with peers, parents, and the community; excellent human relations skills; skill in both oral and written communication; ability to develop and maintain required records and reports. Special Education Teacher Essential Job Functions Provide direct instruction based on the child's IEP, and the state standards. Conduct appropriate academic evaluations; develop, implement and monitor appropriate academic/behavioral individualized education plans (IEP's). Work with a diverse group of students, parents and staff in order to meet the needs of students. Confer and consult with regular classroom teachers and related service staff regarding student needs and progress. Maintain accurate records for documentation of student progress. Plan, conduct and/or participate in training activities and department meetings. Maintain on-going communication (verbal and written) with parents of special education students. Communicate with parents through conferences and other means to discuss student's progress and interpret the school program. Create an effective environment for learning through functional and attractive displays, bulletin boards and interest centers. Consult with staff members regarding interventions and accommodations for students. Direct activities of instructional assistants. Provide performance evaluation input regarding special education instructional assistant(s) to school administrator. Attend all necessary training and department meetings. Perform other related tasks as may be assigned by the building principal and Director of Student Services. Set high expectations for self and others; set and monitor progress towards goals. Special Education Teacher Compensation and Benefits Competitive wages, based on education and experience $45-58/hour based on years of experience! Health Insurance Life Insurance Long Term Disability 401K About RCM Health Care Services Since 1975, RCM Health Care Services has specialized in providing school districts with equal access to Special Education services such as Speech-Language Therapy, Occupational Therapy, Physical Therapy, ABA Therapy, Behavioral and Mental Health services, Special Education Teachers, Paraprofessionals as well as Nursing services to many of the nation's top 100 school districts. Through years of experience of focusing on an educationally based approach, RCM Health Care Services understands exactly what school districts and providers need to meet student IEP goals. We proudly hold the Joint Commission Gold Seal of Approval as well. As a $200 million publicly traded company, we have the reliability, integrity and resources to meet the needs of students, staff and school districts nation-wide. RCM Health Care Services believe all students deserve the best education in order to be successful in the academic environment, home environment and community. Our number one priority is student success. Therefore, it is important we hire exceptional Special Education staff that have the same mission and values as RCM Health Care Services. Students' first. At RCM Health Care Services, you are a valuable team member. We believe you are important and we highly respect the knowledge and skills you have in order to help students' be successful. If you have a passion for students, student learning and the education field, we encourage you to apply to RCM Health Care Services. We believe you will make a big difference in the lives of children and adolescents. Please join us! INDK12
Intervention Specialist / Special Education Teachers - Full Time RCM Health Care is seeking a highly-qualified, empathetic Intervention Specialists in Cleveland, dedicated to providing a superior education for students. The Intervention Specialist supports the educational and behavioral goals of all students with a focus on students with an Individualized Education Program. This is a FULL TIME IN PERSON position for the 2025/2026 school year. Intervention Specialist / Special Education Teacher Responsibilities The Intervention Specialist supports the educational and behavioral goals of all students with a focus on students with an Individualized Education Program and English Language Learners Work cooperatively with classroom teachers, interpreting the abilities and disabilities of these students, assisting in classroom intervention strategies, modifying general education curricular as necessary, and assisting the student with regular class assignments Conduct diagnostic assessments for instruction Conduct functional behavior assessments Write and implement behavior improvement plans Facilitate IEP Meetings and write IEP goals and objectives Relentlessly work to meet all goals related to student achievement and culture as well as state specific achievement goals Utilize research-based best practices in daily planning and instruction Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues Serve as advisor for a designated set of students Communicate regularly with families regarding the academic and social-emotional growth of their child Participate in the planning and implementation of non-instructional activities such as social events and field trips Perform other duties as assigned Intervention Specialist / Special Education Teacher Qualifications Current state license Knowledge of State Standards and Common Core Standards Experience working in a full room inclusion type model or Co-Teaching in a Resource Room model High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Excellent organization and time management skills Ability to work independently and contribute to a team Ability to pass federal and state criminal background checks (FBI/BCI) Intervention Specialist / Special Education Teacher Schedule School Year - Full Time - Will follow Academic Calendar Intervention Specialist / Special Education Teacher Benefits Medical, Dental, and Vision Insurance Life and Disability insurance 401K Flex Spending Referral Bonus Program Weekly Direct Deposit Intervention Specialist / Special Education Teacher Compensation $35-$38/hour - based on experience About Us: RCM Health Care Services' mission is to provide opportunities for qualified candidates across medical professions. We deliver timely results and have built a reputation of trust with our clients and candidates. Since 1975, we have been providing staffing solutions to many of the finest healthcare institutions across the nation and careers for thousands of candidates. As professional career opportunity matchmakers, we follow up and follow through to help our clients and candidates to reach their career and life goals. We proudly hold the Joint Commission Gold Seal of Approval as well. INDVK12
09/03/2025
Full time
Intervention Specialist / Special Education Teachers - Full Time RCM Health Care is seeking a highly-qualified, empathetic Intervention Specialists in Cleveland, dedicated to providing a superior education for students. The Intervention Specialist supports the educational and behavioral goals of all students with a focus on students with an Individualized Education Program. This is a FULL TIME IN PERSON position for the 2025/2026 school year. Intervention Specialist / Special Education Teacher Responsibilities The Intervention Specialist supports the educational and behavioral goals of all students with a focus on students with an Individualized Education Program and English Language Learners Work cooperatively with classroom teachers, interpreting the abilities and disabilities of these students, assisting in classroom intervention strategies, modifying general education curricular as necessary, and assisting the student with regular class assignments Conduct diagnostic assessments for instruction Conduct functional behavior assessments Write and implement behavior improvement plans Facilitate IEP Meetings and write IEP goals and objectives Relentlessly work to meet all goals related to student achievement and culture as well as state specific achievement goals Utilize research-based best practices in daily planning and instruction Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues Serve as advisor for a designated set of students Communicate regularly with families regarding the academic and social-emotional growth of their child Participate in the planning and implementation of non-instructional activities such as social events and field trips Perform other duties as assigned Intervention Specialist / Special Education Teacher Qualifications Current state license Knowledge of State Standards and Common Core Standards Experience working in a full room inclusion type model or Co-Teaching in a Resource Room model High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Excellent organization and time management skills Ability to work independently and contribute to a team Ability to pass federal and state criminal background checks (FBI/BCI) Intervention Specialist / Special Education Teacher Schedule School Year - Full Time - Will follow Academic Calendar Intervention Specialist / Special Education Teacher Benefits Medical, Dental, and Vision Insurance Life and Disability insurance 401K Flex Spending Referral Bonus Program Weekly Direct Deposit Intervention Specialist / Special Education Teacher Compensation $35-$38/hour - based on experience About Us: RCM Health Care Services' mission is to provide opportunities for qualified candidates across medical professions. We deliver timely results and have built a reputation of trust with our clients and candidates. Since 1975, we have been providing staffing solutions to many of the finest healthcare institutions across the nation and careers for thousands of candidates. As professional career opportunity matchmakers, we follow up and follow through to help our clients and candidates to reach their career and life goals. We proudly hold the Joint Commission Gold Seal of Approval as well. INDVK12
Hawaii State Department of Education
Honolulu, Hawaii
Master's in early childhood education preferred, This position is responsible for providing support to Hawaii Department of Education schools who offer pre-kindergarten classrooms on their campuses. This position provides professional learning support and assistance that lead to improvements in the knowledge, skills, practices and dispositions of pre-kindergarten teachers and educational assistants that will result in high quality learning opportunities for children and families. Duties and responsibilities Develop and provide professional learning experiences within a specific area of inquiry and related to the areas of teacher role, child development and learning, quality interactions, curriculum, instruction, assessment, and family engagement: Using evidence-based practices Consistent with the principles of adult learning Structured to promote connections between research, theory and practice Responsive to each learner's background, experiences, strengths and needs and within the context of his/her role, professional goals and schools and community culture and to facilitate the development of relationship-based learning and support communities among teachers (professional learning communities) Provide or facilitate access to early childhood professional resources and information for teaching staff based on professional growth plans and teacher's inquiry. Provide or facilitate access to early childhood resources and information for administrators upon request. Facilitate communication and coordination between schools and prekindergarten program's office and act as a liaison as needed. Work collaboratively with the team to establish goals for the pre-kindergarten professional learning support program; develop plans for implementation of the program; and evaluate the program. Coordinate work with colleagues. Prepare reports as required. Engage in professional learning related to early childhood education and adult learning in order to increase one's own knowledge base and skill set. Participate in a professional learning community, engaging in collective inquiry and cooperative learning with peers. Participate in action research. Participate in work groups or activities/projects with administrators or other early childhood professionals to advance the work of the prekindergarten program, early childhood state strategic plan, and/or contribute to the early childhood profession. Knowledge, Skills, and abilities: Child development and learning principles, developmentally appropriate practice, learning progression in content areas (including learning standards and use of learning standards), curriculum design, formative assessment processes and data analysis, application of data to practice, family engagement, observation and document of children's play and work Coaching/mentoring and team building Ability to work in a fast-paced environment, handle multiple tasks, work well with team members, legislators, department directors, and stakeholder groups. Must possess excellent oral and written communication skills. Ability to speak to groups and effectively communicate programs, policies and issues. Ability to engage in sustained conversations, demonstrate active listening skills (paraphrasing), asking mediating and clarifying questions and summarizing key points, and take observational notes. Must be able to drive to and from schools and includes interisland travel to support schools, teachers and professional development. Education: A Master?s degree from an accredited college or university with an emphasis in early childhood education or child development is preferred. Experience: Minimum 6 years' experience as an early childhood teacher; experience working with adult learners. The Hawaii State Department of Education is committed to hiring highly qualified teachers in every classroom. With the exception of designated Career and Technology Education (CTE) positions, the minimum qualification to apply for a teacher, librarian or counselor position is a bachelor's degree. If you are hired without completing a Teacher's Education Program, you have a maximum of 3 years to obtain a valid Hawaii teaching license. You must enroll in a Program to continue employment with the Department. Within each year of employment, you must satisfactorily demonstrate active pursuit towards meeting Hawaii licensing requirements, as set forth by the Hawaii Teacher Standards Board (HTSB). It is your responsibility to ensure the program you have enrolled is aligned with the teaching line you are hired in. Upon hire you will need to have a valid Hawaii teaching license or Emergency Hire Permit. You may apply for your Hawaii teaching license on the Hawaii Teacher Standards Board Website ( ). Please visit to review the eligibility requirements for all bonuses, differentials, and initial salary placement. To obtain a Hawaii Teaching License, which is required to receive any salary differentials, please apply with the Hawaii Teacher Standards Board at . For more information about this school, please visit their website at: Compensation details: 0 Yearly Salary PI31019bbe8b3d-3253
09/02/2025
Full time
Master's in early childhood education preferred, This position is responsible for providing support to Hawaii Department of Education schools who offer pre-kindergarten classrooms on their campuses. This position provides professional learning support and assistance that lead to improvements in the knowledge, skills, practices and dispositions of pre-kindergarten teachers and educational assistants that will result in high quality learning opportunities for children and families. Duties and responsibilities Develop and provide professional learning experiences within a specific area of inquiry and related to the areas of teacher role, child development and learning, quality interactions, curriculum, instruction, assessment, and family engagement: Using evidence-based practices Consistent with the principles of adult learning Structured to promote connections between research, theory and practice Responsive to each learner's background, experiences, strengths and needs and within the context of his/her role, professional goals and schools and community culture and to facilitate the development of relationship-based learning and support communities among teachers (professional learning communities) Provide or facilitate access to early childhood professional resources and information for teaching staff based on professional growth plans and teacher's inquiry. Provide or facilitate access to early childhood resources and information for administrators upon request. Facilitate communication and coordination between schools and prekindergarten program's office and act as a liaison as needed. Work collaboratively with the team to establish goals for the pre-kindergarten professional learning support program; develop plans for implementation of the program; and evaluate the program. Coordinate work with colleagues. Prepare reports as required. Engage in professional learning related to early childhood education and adult learning in order to increase one's own knowledge base and skill set. Participate in a professional learning community, engaging in collective inquiry and cooperative learning with peers. Participate in action research. Participate in work groups or activities/projects with administrators or other early childhood professionals to advance the work of the prekindergarten program, early childhood state strategic plan, and/or contribute to the early childhood profession. Knowledge, Skills, and abilities: Child development and learning principles, developmentally appropriate practice, learning progression in content areas (including learning standards and use of learning standards), curriculum design, formative assessment processes and data analysis, application of data to practice, family engagement, observation and document of children's play and work Coaching/mentoring and team building Ability to work in a fast-paced environment, handle multiple tasks, work well with team members, legislators, department directors, and stakeholder groups. Must possess excellent oral and written communication skills. Ability to speak to groups and effectively communicate programs, policies and issues. Ability to engage in sustained conversations, demonstrate active listening skills (paraphrasing), asking mediating and clarifying questions and summarizing key points, and take observational notes. Must be able to drive to and from schools and includes interisland travel to support schools, teachers and professional development. Education: A Master?s degree from an accredited college or university with an emphasis in early childhood education or child development is preferred. Experience: Minimum 6 years' experience as an early childhood teacher; experience working with adult learners. The Hawaii State Department of Education is committed to hiring highly qualified teachers in every classroom. With the exception of designated Career and Technology Education (CTE) positions, the minimum qualification to apply for a teacher, librarian or counselor position is a bachelor's degree. If you are hired without completing a Teacher's Education Program, you have a maximum of 3 years to obtain a valid Hawaii teaching license. You must enroll in a Program to continue employment with the Department. Within each year of employment, you must satisfactorily demonstrate active pursuit towards meeting Hawaii licensing requirements, as set forth by the Hawaii Teacher Standards Board (HTSB). It is your responsibility to ensure the program you have enrolled is aligned with the teaching line you are hired in. Upon hire you will need to have a valid Hawaii teaching license or Emergency Hire Permit. You may apply for your Hawaii teaching license on the Hawaii Teacher Standards Board Website ( ). Please visit to review the eligibility requirements for all bonuses, differentials, and initial salary placement. To obtain a Hawaii Teaching License, which is required to receive any salary differentials, please apply with the Hawaii Teacher Standards Board at . For more information about this school, please visit their website at: Compensation details: 0 Yearly Salary PI31019bbe8b3d-3253
Hawaii State Department of Education
Kahului, Hawaii
Will serve as the resource for students with disabilities, under the immediate supervision of the District Educational Specialist and under the general supervision of the Complex Area Superintendent. The responsibilities will include: in-service training for teachers, paraprofessionals, families and service providers to enhance knowledge of special education, appropriate instruction and interventions, assistance and consultation to individual schools. The position is located in CA HLLM. Must be able to travel to all schools in Complex Area Hana - Lahainaluna - Lanai - Molokai (HLLM) for grades Kindergarten to 12th The Hawaii State Department of Education is committed to hiring highly qualified teachers in every classroom. With the exception of designated Career and Technology Education (CTE) positions, the minimum qualification to apply for a teacher, librarian or counselor position is a Bachelor's Degree. If you are hired without completing a Teacher's Education Program, you have a maximum of 3 years to obtain a valid Hawaii teaching license. You must enroll in a Program to continue employment with the Department. Within each year of employment, you must satisfactorily demonstrate active pursuit towards meeting Hawaii licensing requirements, as set forth by the Hawaii Teacher Standards Board (HTSB). It is your responsibility to ensure the program you have enrolled is aligned with the teaching line you are hired in. Upon hire you will need to have a valid Hawaii teaching license or Emergency Hire Permit. You may apply for your Hawaii teaching license on the Hawaii Teacher Standards Board Website ( ). Please visit to review the eligibility requirements for all bonuses, differentials, and initial salary placement. To obtain a Hawaii Teaching License, which is required to receive any salary differentials, please apply with the Hawaii Teacher Standards Board at . For more information about this school, please visit their website at: Compensation details: 0 Yearly Salary PI9f5-
09/02/2025
Full time
Will serve as the resource for students with disabilities, under the immediate supervision of the District Educational Specialist and under the general supervision of the Complex Area Superintendent. The responsibilities will include: in-service training for teachers, paraprofessionals, families and service providers to enhance knowledge of special education, appropriate instruction and interventions, assistance and consultation to individual schools. The position is located in CA HLLM. Must be able to travel to all schools in Complex Area Hana - Lahainaluna - Lanai - Molokai (HLLM) for grades Kindergarten to 12th The Hawaii State Department of Education is committed to hiring highly qualified teachers in every classroom. With the exception of designated Career and Technology Education (CTE) positions, the minimum qualification to apply for a teacher, librarian or counselor position is a Bachelor's Degree. If you are hired without completing a Teacher's Education Program, you have a maximum of 3 years to obtain a valid Hawaii teaching license. You must enroll in a Program to continue employment with the Department. Within each year of employment, you must satisfactorily demonstrate active pursuit towards meeting Hawaii licensing requirements, as set forth by the Hawaii Teacher Standards Board (HTSB). It is your responsibility to ensure the program you have enrolled is aligned with the teaching line you are hired in. Upon hire you will need to have a valid Hawaii teaching license or Emergency Hire Permit. You may apply for your Hawaii teaching license on the Hawaii Teacher Standards Board Website ( ). Please visit to review the eligibility requirements for all bonuses, differentials, and initial salary placement. To obtain a Hawaii Teaching License, which is required to receive any salary differentials, please apply with the Hawaii Teacher Standards Board at . For more information about this school, please visit their website at: Compensation details: 0 Yearly Salary PI9f5-
Hawaii State Department of Education
Honolulu, Hawaii
Masters in Early Childhood Education preferred, This position is responsible for providing support to Hawaii Department of Education schools who offer pre-kindergarten classrooms on their campuses. This position provides professional learning support and assistance that lead to improvements in the knowledge, skills, practices and dispositions of pre-kindergarten teachers and educational assistants that will result in high quality learning opportunities for children and families. Knowledge, Skills, and Abilities: Child development and learning principles, developmentally appropriate practice, learning progression in content areas (including learning standards and use of learning standards), curriculum design, formative assessment processes and data analysis, application of data to practice, family engagement, observation and document of children's play and work Coaching/mentoring and team building Ability to work in a fast-paced environment, handle multiple tasks, work well with team members, legislators, department directors, and stakeholder groups. Must possess excellent oral and written communication skills. Ability to speak to groups and effectively communicate programs, policies and issues. Ability to engage in sustained conversations, demonstrate active listening skills (paraphrasing), asking mediating and clarifying questions and summarizing key points, and take observational notes. Must be able to drive to and from schools and includes interisland travel to support schools, teachers and professional development. Duties and responsibilities: Develop and provide professional learning experiences within a specific area of inquiry and related to the areas of teacher role, child development and learning, quality interactions, curriculum, instruction, assessment, and family engagement: Using evidence based practices Consistent with the principles of adult learning Structured to promote connections between research, theory and practice Responsive to each learner?s background, experiences, strengths and needs and within the context of his/her role, professional goals and school?s and community culture and to facilitate the development of relationship based learning and support communities among teachers (professional learning communities) Provide or facilitate access to early childhood professional resources and information for teaching staff based on professional growth plans and teacher's inquiry. Provide or facilitate access to early childhood resources and information for administrators upon request. Facilitate communication and coordination between schools and prekindergarten program's office and act as a liaison as needed. Work collaboratively with the team to establish goals for the pre kindergarten professional learning support program; develop plans for implementation of the program; and evaluate the program. Coordinate work with colleagues. Prepare reports as required. Engage in professional learning related to early childhood education and adult learning in order to increase one's own knowledge base and skill set. Participate in a professional learning community, engaging in collective inquiry and cooperative learning with peers. Participate in action research. Participate in work groups or activities/projects with administrators or other other early childhood professionals to advance the work of the prekindergarten program, early childhood state strategic plan, and/or contribute to the early childhood profession. Education: A Master's degree from an accredited college or university with an emphasis in early childhood education or child development is preferred. Experience: Minimum 6 years experience as an early childhood teacher; experience working with adult learners. The Hawaii State Department of Education is committed to hiring highly qualified teachers in every classroom. With the exception of designated Career and Technology Education (CTE) positions, the minimum qualification to apply for a teacher, librarian or counselor position is a Bachelor's Degree. If you are hired without completing a Teacher's Education Program, you have a maximum of 3 years to obtain a valid Hawaii teaching license. You must enroll in a Program to continue employment with the Department. Within each year of employment, you must satisfactorily demonstrate active pursuit towards meeting Hawaii licensing requirements, as set forth by the Hawaii Teacher Standards Board (HTSB). It is your responsibility to ensure the program you have enrolled is aligned with the teaching line you are hired in. Upon hire you will need to have a valid Hawaii teaching license or Emergency Hire Permit. You may apply for your Hawaii teaching license on the Hawaii Teacher Standards Board Website ( ). Please visit to review the eligibility requirements for all bonuses, differentials, and initial salary placement. To obtain a Hawaii Teaching License, which is required to receive any salary differentials, please apply with the Hawaii Teacher Standards Board at . For more information about this school, please visit their website at: Compensation details: 0 Yearly Salary PIfed76-1742
09/02/2025
Full time
Masters in Early Childhood Education preferred, This position is responsible for providing support to Hawaii Department of Education schools who offer pre-kindergarten classrooms on their campuses. This position provides professional learning support and assistance that lead to improvements in the knowledge, skills, practices and dispositions of pre-kindergarten teachers and educational assistants that will result in high quality learning opportunities for children and families. Knowledge, Skills, and Abilities: Child development and learning principles, developmentally appropriate practice, learning progression in content areas (including learning standards and use of learning standards), curriculum design, formative assessment processes and data analysis, application of data to practice, family engagement, observation and document of children's play and work Coaching/mentoring and team building Ability to work in a fast-paced environment, handle multiple tasks, work well with team members, legislators, department directors, and stakeholder groups. Must possess excellent oral and written communication skills. Ability to speak to groups and effectively communicate programs, policies and issues. Ability to engage in sustained conversations, demonstrate active listening skills (paraphrasing), asking mediating and clarifying questions and summarizing key points, and take observational notes. Must be able to drive to and from schools and includes interisland travel to support schools, teachers and professional development. Duties and responsibilities: Develop and provide professional learning experiences within a specific area of inquiry and related to the areas of teacher role, child development and learning, quality interactions, curriculum, instruction, assessment, and family engagement: Using evidence based practices Consistent with the principles of adult learning Structured to promote connections between research, theory and practice Responsive to each learner?s background, experiences, strengths and needs and within the context of his/her role, professional goals and school?s and community culture and to facilitate the development of relationship based learning and support communities among teachers (professional learning communities) Provide or facilitate access to early childhood professional resources and information for teaching staff based on professional growth plans and teacher's inquiry. Provide or facilitate access to early childhood resources and information for administrators upon request. Facilitate communication and coordination between schools and prekindergarten program's office and act as a liaison as needed. Work collaboratively with the team to establish goals for the pre kindergarten professional learning support program; develop plans for implementation of the program; and evaluate the program. Coordinate work with colleagues. Prepare reports as required. Engage in professional learning related to early childhood education and adult learning in order to increase one's own knowledge base and skill set. Participate in a professional learning community, engaging in collective inquiry and cooperative learning with peers. Participate in action research. Participate in work groups or activities/projects with administrators or other other early childhood professionals to advance the work of the prekindergarten program, early childhood state strategic plan, and/or contribute to the early childhood profession. Education: A Master's degree from an accredited college or university with an emphasis in early childhood education or child development is preferred. Experience: Minimum 6 years experience as an early childhood teacher; experience working with adult learners. The Hawaii State Department of Education is committed to hiring highly qualified teachers in every classroom. With the exception of designated Career and Technology Education (CTE) positions, the minimum qualification to apply for a teacher, librarian or counselor position is a Bachelor's Degree. If you are hired without completing a Teacher's Education Program, you have a maximum of 3 years to obtain a valid Hawaii teaching license. You must enroll in a Program to continue employment with the Department. Within each year of employment, you must satisfactorily demonstrate active pursuit towards meeting Hawaii licensing requirements, as set forth by the Hawaii Teacher Standards Board (HTSB). It is your responsibility to ensure the program you have enrolled is aligned with the teaching line you are hired in. Upon hire you will need to have a valid Hawaii teaching license or Emergency Hire Permit. You may apply for your Hawaii teaching license on the Hawaii Teacher Standards Board Website ( ). Please visit to review the eligibility requirements for all bonuses, differentials, and initial salary placement. To obtain a Hawaii Teaching License, which is required to receive any salary differentials, please apply with the Hawaii Teacher Standards Board at . For more information about this school, please visit their website at: Compensation details: 0 Yearly Salary PIfed76-1742
Hawaii State Department of Education
Kahului, Hawaii
The Behavior Analysis Teacher (BAT) will serve as Complex Area resource providing school level supports to students with significant behavioral challenges. The primary purpose of this position is to provide IEP indicated ABA services, supervise the provision of ABA services, conduct Functional Behavior Assessments and provide behavioral/educational consultation to schools and families. A valid Hawaii State teacher license and a current license to provide behavior analytic services in the State of Hawaii are required. Must be able to travel to all schools within the Canoe Complex Area. Applicants must be a licensed Board Certified Behavior Analyst (BCBA) in the State of Hawaii AND must p ossess a valid Hawaii teaching license (Kindergarten to 12th Grade) from the Hawaii Teacher Standards Board (HTSB). Qualifications: Valid Hawaii teaching license from the Hawaii Teacher Standards Board AND a licensed Board Certified Behavior Analyst (BCBA) in the State of Hawaii Desired Experience: Special education classroom experience in a K-12 school setting. The Hawaii State Department of Education is committed to hiring highly qualified teachers in every classroom. With the exception of designated Career and Technology Education (CTE) positions, the minimum qualification to apply for a teacher, librarian or counselor position is a Bachelor's Degree. If you are hired without completing a Teacher's Education Program, you have a maximum of 3 years to obtain a valid Hawaii teaching license. You must enroll in a Program to continue employment with the Department. Within each year of employment, you must satisfactorily demonstrate active pursuit towards meeting Hawaii licensing requirements, as set forth by the Hawaii Teacher Standards Board (HTSB). It is your responsibility to ensure the program you have enrolled is aligned with the teaching line you are hired in. Upon hire you will need to have a valid Hawaii teaching license or Emergency Hire Permit. You may apply for your Hawaii teaching license on the Hawaii Teacher Standards Board Website ( ). Please visit to review the eligibility requirements for all bonuses, differentials, and initial salary placement. To obtain a Hawaii Teaching License, which is required to receive any salary differentials, please apply with the Hawaii Teacher Standards Board at . Compensation details: 0 Yearly Salary PI80451e01463e-3385
09/02/2025
Full time
The Behavior Analysis Teacher (BAT) will serve as Complex Area resource providing school level supports to students with significant behavioral challenges. The primary purpose of this position is to provide IEP indicated ABA services, supervise the provision of ABA services, conduct Functional Behavior Assessments and provide behavioral/educational consultation to schools and families. A valid Hawaii State teacher license and a current license to provide behavior analytic services in the State of Hawaii are required. Must be able to travel to all schools within the Canoe Complex Area. Applicants must be a licensed Board Certified Behavior Analyst (BCBA) in the State of Hawaii AND must p ossess a valid Hawaii teaching license (Kindergarten to 12th Grade) from the Hawaii Teacher Standards Board (HTSB). Qualifications: Valid Hawaii teaching license from the Hawaii Teacher Standards Board AND a licensed Board Certified Behavior Analyst (BCBA) in the State of Hawaii Desired Experience: Special education classroom experience in a K-12 school setting. The Hawaii State Department of Education is committed to hiring highly qualified teachers in every classroom. With the exception of designated Career and Technology Education (CTE) positions, the minimum qualification to apply for a teacher, librarian or counselor position is a Bachelor's Degree. If you are hired without completing a Teacher's Education Program, you have a maximum of 3 years to obtain a valid Hawaii teaching license. You must enroll in a Program to continue employment with the Department. Within each year of employment, you must satisfactorily demonstrate active pursuit towards meeting Hawaii licensing requirements, as set forth by the Hawaii Teacher Standards Board (HTSB). It is your responsibility to ensure the program you have enrolled is aligned with the teaching line you are hired in. Upon hire you will need to have a valid Hawaii teaching license or Emergency Hire Permit. You may apply for your Hawaii teaching license on the Hawaii Teacher Standards Board Website ( ). Please visit to review the eligibility requirements for all bonuses, differentials, and initial salary placement. To obtain a Hawaii Teaching License, which is required to receive any salary differentials, please apply with the Hawaii Teacher Standards Board at . Compensation details: 0 Yearly Salary PI80451e01463e-3385
Hawaii State Department of Education
Pearl City, Hawaii
Resource Science Preferred Qualifications: Valid Special Education license from the Hawaii Teacher Standards Board. Desired Experience: Special education classroom experience in a K-12 school setting. Desired Knowledge: Plan and facilitate Individualized Education Plan (IEP) meetings; e xercise independent and professional judgment in carrying out daily functions; maintain an effective work pace under pressure to meet deadlines; grasp new concepts quickly and apply them effectively; work effectively with others. The Hawaii State Department of Education is committed to hiring highly qualified teachers in every classroom. With the exception of designated Career and Technology Education (CTE) positions, the minimum qualification to apply for a teacher, librarian or counselor position is a Bachelor's Degree. If you are hired without completing a Teacher's Education Program, you have a maximum of 3 years to obtain a valid Hawaii teaching license. You must enroll in a Program to continue employment with the Department. Within each year of employment, you must satisfactorily demonstrate active pursuit towards meeting Hawaii licensing requirements, as set forth by the Hawaii Teacher Standards Board (HTSB). It is your responsibility to ensure the program you have enrolled is aligned with the teaching line you are hired in. Upon hire you will need to have a valid Hawaii teaching license or Emergency Hire Permit. You may apply for your Hawaii teaching license on the Hawaii Teacher Standards Board Website ( ). Please visit to review the eligibility requirements for all bonuses, differentials, and initial salary placement. To obtain a Hawaii Teaching License, which is required to receive any salary differentials, please apply with the Hawaii Teacher Standards Board at . Compensation details: 1 Yearly Salary PI5372e47f4c68-2989
09/02/2025
Full time
Resource Science Preferred Qualifications: Valid Special Education license from the Hawaii Teacher Standards Board. Desired Experience: Special education classroom experience in a K-12 school setting. Desired Knowledge: Plan and facilitate Individualized Education Plan (IEP) meetings; e xercise independent and professional judgment in carrying out daily functions; maintain an effective work pace under pressure to meet deadlines; grasp new concepts quickly and apply them effectively; work effectively with others. The Hawaii State Department of Education is committed to hiring highly qualified teachers in every classroom. With the exception of designated Career and Technology Education (CTE) positions, the minimum qualification to apply for a teacher, librarian or counselor position is a Bachelor's Degree. If you are hired without completing a Teacher's Education Program, you have a maximum of 3 years to obtain a valid Hawaii teaching license. You must enroll in a Program to continue employment with the Department. Within each year of employment, you must satisfactorily demonstrate active pursuit towards meeting Hawaii licensing requirements, as set forth by the Hawaii Teacher Standards Board (HTSB). It is your responsibility to ensure the program you have enrolled is aligned with the teaching line you are hired in. Upon hire you will need to have a valid Hawaii teaching license or Emergency Hire Permit. You may apply for your Hawaii teaching license on the Hawaii Teacher Standards Board Website ( ). Please visit to review the eligibility requirements for all bonuses, differentials, and initial salary placement. To obtain a Hawaii Teaching License, which is required to receive any salary differentials, please apply with the Hawaii Teacher Standards Board at . Compensation details: 1 Yearly Salary PI5372e47f4c68-2989
About the Role: We are seeking a highly motivated Program Coordinator to join our team at Northern Lights. This is an exciting role that combines both classroom teaching (50%) and academy administrative and educational tasks (50%). As a dedicated and professional individual, the Program Coordinator collaborates closely with the Academy Assistant Director to create an exemplary early education and care environment in their assigned classroom and across the academy. The primary focus of the Program Coordinator is to deliver high-quality programming within their classroom, serving as a model and training resource for other teaching staff. The goal is to provide a positive and effective educational program that incorporates family-centered practices, individualized teaching, and program support. The Program Coordinator is dedicated to implementing best practices and striving for excellence to ensure Minimum Qualifications: High school diploma or equivalent CPL III or higher 3+ years of documented early educational teaching experience. This experience must include classroom management, curricular planning and implementation, environmental and child assessment, and family involvement practices. required to demonstrate exceptional organizational and multitasking skills. Demonstrated ability to make appropriate and rational judgments independently and collaboratively, reason effectively, and solve problems. Ability to frequently lift, move, carry or hold children and infants of 10-60 lbs. Unfortunately, we are not able to provide sponsorship for this position. Candidates must be authorized to work in the United States. Preferred Qualifications: Associate's degree or higher in Early childhood education or related field Valid OH Driver's License Proficient in Microsoft Office Possess the ability to read, write, and communicate effectively in English. Bilingualism is an advantage. Responsibilities: Work with academy teaching staff and academy leadership to ensure classrooms have enough supplies, equipment, and resources. Assist the Academy Assistant Director with the quality rating improvement system (ERS) for their assigned age group/classrooms to maintain the highest quality credentialing. Identify and assist with staff training for professional development and classroom management with the Academy Assistant Director. Work with the Academy Assistant Director on SUTQ training and teacher observations monthly. Assist with other duties as assigned by academy leadership Skills: As a Program Coordinator, you will use your excellent organizational and communication skills to develop and implement program plans, coordinate program activities, and monitor program progress. You will also use your attention to detail to ensure that all program activities are carried out efficiently and effectively. In addition, you will use your ability to work independently and as part of a team to collaborate with program managers and stakeholders to ensure that program goals are met. Finally, you will use your experience with data analysis and reporting to prepare reports and presentations on program activities and outcomes. Benefits and Salary: $20.00/hour Medical Dental Vision Life insurance Paid Time Off Employee Assistance Program Childcare Tuition Assistance Compensation details: 18.5-20 Hourly Wage PI062bb9658d1c-3448
09/01/2025
Full time
About the Role: We are seeking a highly motivated Program Coordinator to join our team at Northern Lights. This is an exciting role that combines both classroom teaching (50%) and academy administrative and educational tasks (50%). As a dedicated and professional individual, the Program Coordinator collaborates closely with the Academy Assistant Director to create an exemplary early education and care environment in their assigned classroom and across the academy. The primary focus of the Program Coordinator is to deliver high-quality programming within their classroom, serving as a model and training resource for other teaching staff. The goal is to provide a positive and effective educational program that incorporates family-centered practices, individualized teaching, and program support. The Program Coordinator is dedicated to implementing best practices and striving for excellence to ensure Minimum Qualifications: High school diploma or equivalent CPL III or higher 3+ years of documented early educational teaching experience. This experience must include classroom management, curricular planning and implementation, environmental and child assessment, and family involvement practices. required to demonstrate exceptional organizational and multitasking skills. Demonstrated ability to make appropriate and rational judgments independently and collaboratively, reason effectively, and solve problems. Ability to frequently lift, move, carry or hold children and infants of 10-60 lbs. Unfortunately, we are not able to provide sponsorship for this position. Candidates must be authorized to work in the United States. Preferred Qualifications: Associate's degree or higher in Early childhood education or related field Valid OH Driver's License Proficient in Microsoft Office Possess the ability to read, write, and communicate effectively in English. Bilingualism is an advantage. Responsibilities: Work with academy teaching staff and academy leadership to ensure classrooms have enough supplies, equipment, and resources. Assist the Academy Assistant Director with the quality rating improvement system (ERS) for their assigned age group/classrooms to maintain the highest quality credentialing. Identify and assist with staff training for professional development and classroom management with the Academy Assistant Director. Work with the Academy Assistant Director on SUTQ training and teacher observations monthly. Assist with other duties as assigned by academy leadership Skills: As a Program Coordinator, you will use your excellent organizational and communication skills to develop and implement program plans, coordinate program activities, and monitor program progress. You will also use your attention to detail to ensure that all program activities are carried out efficiently and effectively. In addition, you will use your ability to work independently and as part of a team to collaborate with program managers and stakeholders to ensure that program goals are met. Finally, you will use your experience with data analysis and reporting to prepare reports and presentations on program activities and outcomes. Benefits and Salary: $20.00/hour Medical Dental Vision Life insurance Paid Time Off Employee Assistance Program Childcare Tuition Assistance Compensation details: 18.5-20 Hourly Wage PI062bb9658d1c-3448
Candidates must reside in Lee County, Florida, to be considered for this position. The Drug & Alcohol Use Prevention Educator - Level 2 (Prevention Specialist) delivers substance use prevention programs. Are you ready to make a meaningful difference in your community? Do you want to play a vital role in preventing substance use disorders and addiction? Hanley Foundation is a non-profit organization with a mission of eliminating addiction through prevention, advocacy, and recovery support initiatives. We seek a dedicated Drug & Alcohol Use Prevention Educator to join our dynamic team and help us tackle these critical issues head-on. The Level 2 Drug & Alcohol Use Prevention Educator provides prevention programming in middle and high schools in Lee County. Specifically, this position will implement Project SUCCESS and Teen Intervene, a specialized program designed for teens who've experienced mild to moderate problems associated with alcohol or drugs. The Teen Intervene program allows teenagers to work one-on-one with a Drug & Alcohol Use Prevention Educator to identify choices and change behaviors. This role requires a strong understanding of adolescent development, risk and protective factors, and evidence-based prevention strategies. This is a full-time position, with a generous benefits package available on the first of the month following hire. At Hanley, we look for self-motivated individuals dedicated to providing value and superior services and, above all, people with high integrity and enthusiasm for their work. This is a hybrid position that requires the use of a reliable personal vehicle. Frequent travel to schools, staff meetings, and community events within the designated counties is integral to this role. Primary Duties and Responsibilities: Work one-on-one with students and their families who have experienced mild to moderate problems associated with alcohol or drugs. Collaborate with teachers and facilitators to deliver approved substance abuse prevention curricula to schools and other agencies. This delivery may involve group or individual classroom facilitation, assembly facilitation, observations, monitoring, and direct implementation, including preparation and delivery of materials. Participate in community coalition meetings and task force committees. Recruit and secure school and community implementation locations. Secure training sites for approved programs. Market and promote programs to schools in the community. Provide parent education on alcohol and other drugs when requested. Provide in-service training on alcohol and other drugs to faculty or agency staff when requested. Provide appropriate community resources (i.e., substance abuse information) to requesting schools and partners. Complete monitoring reports (i.e., DCF) as grant requirements indicate. Complete all documentation and Salesforce/CPG entries daily and submit them within the required time frame. Assist the Prevention Coordinator and Regional Prevention Coordinator on special projects as needed. Maintains knowledge of prevention disciplines, trends, and best practices. Demonstrate success through documentation of satisfaction surveys, training evaluations, and observations. Benefits: Health, Dental, and Vision Insurance Life Insurance (employer-paid) Disability Insurance Eligible for benefits the first of the month following the hire date Paid Time Off (15 days for first year, 20 days for 1-3 years) Paid Holidays 401(k) & 401(k) Matching Health Savings and Flexible Spending Accounts Education/Experience Qualifications and Job Requirements: Bachelor's degree in human services, education, or related field preferred or equivalent combination of education, training, and related experience. A minimum of 1 year working with adolescents, preferably in a school or public health setting, preferred. Completion of Level 2 background screening. Completion of relevant training upon hire and when deemed appropriate. Must have access to a reliable vehicle and be willing to utilize your car for work purposes (mileage will be reimbursed). Must be willing to travel to neighboring counties when requested and to occasionally attend conferences and meetings in various parts of the state. Must be able to work early morning, evening, and weekend hours as required. Certified Prevention Professional (CPP) preferred or Certified Prevention Specialist (CPS) . If in recovery, one (1) year of continuous sobriety is required. Knowledge, Skills, and Abilities: Ability to work with students individually and in group settings. Ability to effectively communicate information to adolescents on topics such as substance use risks and consequences, healthy decision-making, coping skills, peer pressure resistance, and other relevant areas. Strong presentation and group facilitation skills. Superb verbal and written communication skills, including interactive public speaking and active listening skills. Effective advocate of Hanley Foundation and its programs. Able to promote services in the community. Knowledge of adolescent development. Proficient in Microsoft Office applications, able to navigate and utilize various software tools, and strong general computer skills. Strong analytical and problem-solving skills and excellent judgment. Team player with the ability to be effective independently. Hanley Foundation provides equal employment opportunities to all employees and applicants. The company prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. Hanley Foundation is a Drug-Free Workplace. Job applicants who receive a conditional offer of employment are required to undergo drug screening. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. Company Website: Compensation details: 0 Yearly Salary PI0f9573e1d5-
09/01/2025
Full time
Candidates must reside in Lee County, Florida, to be considered for this position. The Drug & Alcohol Use Prevention Educator - Level 2 (Prevention Specialist) delivers substance use prevention programs. Are you ready to make a meaningful difference in your community? Do you want to play a vital role in preventing substance use disorders and addiction? Hanley Foundation is a non-profit organization with a mission of eliminating addiction through prevention, advocacy, and recovery support initiatives. We seek a dedicated Drug & Alcohol Use Prevention Educator to join our dynamic team and help us tackle these critical issues head-on. The Level 2 Drug & Alcohol Use Prevention Educator provides prevention programming in middle and high schools in Lee County. Specifically, this position will implement Project SUCCESS and Teen Intervene, a specialized program designed for teens who've experienced mild to moderate problems associated with alcohol or drugs. The Teen Intervene program allows teenagers to work one-on-one with a Drug & Alcohol Use Prevention Educator to identify choices and change behaviors. This role requires a strong understanding of adolescent development, risk and protective factors, and evidence-based prevention strategies. This is a full-time position, with a generous benefits package available on the first of the month following hire. At Hanley, we look for self-motivated individuals dedicated to providing value and superior services and, above all, people with high integrity and enthusiasm for their work. This is a hybrid position that requires the use of a reliable personal vehicle. Frequent travel to schools, staff meetings, and community events within the designated counties is integral to this role. Primary Duties and Responsibilities: Work one-on-one with students and their families who have experienced mild to moderate problems associated with alcohol or drugs. Collaborate with teachers and facilitators to deliver approved substance abuse prevention curricula to schools and other agencies. This delivery may involve group or individual classroom facilitation, assembly facilitation, observations, monitoring, and direct implementation, including preparation and delivery of materials. Participate in community coalition meetings and task force committees. Recruit and secure school and community implementation locations. Secure training sites for approved programs. Market and promote programs to schools in the community. Provide parent education on alcohol and other drugs when requested. Provide in-service training on alcohol and other drugs to faculty or agency staff when requested. Provide appropriate community resources (i.e., substance abuse information) to requesting schools and partners. Complete monitoring reports (i.e., DCF) as grant requirements indicate. Complete all documentation and Salesforce/CPG entries daily and submit them within the required time frame. Assist the Prevention Coordinator and Regional Prevention Coordinator on special projects as needed. Maintains knowledge of prevention disciplines, trends, and best practices. Demonstrate success through documentation of satisfaction surveys, training evaluations, and observations. Benefits: Health, Dental, and Vision Insurance Life Insurance (employer-paid) Disability Insurance Eligible for benefits the first of the month following the hire date Paid Time Off (15 days for first year, 20 days for 1-3 years) Paid Holidays 401(k) & 401(k) Matching Health Savings and Flexible Spending Accounts Education/Experience Qualifications and Job Requirements: Bachelor's degree in human services, education, or related field preferred or equivalent combination of education, training, and related experience. A minimum of 1 year working with adolescents, preferably in a school or public health setting, preferred. Completion of Level 2 background screening. Completion of relevant training upon hire and when deemed appropriate. Must have access to a reliable vehicle and be willing to utilize your car for work purposes (mileage will be reimbursed). Must be willing to travel to neighboring counties when requested and to occasionally attend conferences and meetings in various parts of the state. Must be able to work early morning, evening, and weekend hours as required. Certified Prevention Professional (CPP) preferred or Certified Prevention Specialist (CPS) . If in recovery, one (1) year of continuous sobriety is required. Knowledge, Skills, and Abilities: Ability to work with students individually and in group settings. Ability to effectively communicate information to adolescents on topics such as substance use risks and consequences, healthy decision-making, coping skills, peer pressure resistance, and other relevant areas. Strong presentation and group facilitation skills. Superb verbal and written communication skills, including interactive public speaking and active listening skills. Effective advocate of Hanley Foundation and its programs. Able to promote services in the community. Knowledge of adolescent development. Proficient in Microsoft Office applications, able to navigate and utilize various software tools, and strong general computer skills. Strong analytical and problem-solving skills and excellent judgment. Team player with the ability to be effective independently. Hanley Foundation provides equal employment opportunities to all employees and applicants. The company prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state, or local laws. Hanley Foundation is a Drug-Free Workplace. Job applicants who receive a conditional offer of employment are required to undergo drug screening. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. Company Website: Compensation details: 0 Yearly Salary PI0f9573e1d5-
Calling all History Buffs and English Experts $30.00 per hour What if we told you that the days of simply regurgitating the dates of centuries old wars are replaced in your lesson plan with the concepts, the causes, and the consequential changes that emanated from those world events - the meaty stuff that really engages students? Inside your classroom your students are not just reading books, they are authoring their own novels! That your afternoon lessons are not spent diagramming sentences and instead you are teaching how language plays out through sound and music lyrics? And that our schools are places where students partner with their teachers, who equally mentor them in their learning journey? Curious? Welcome to Fusion Academy, we have been waiting for you! Our education model of one student to one teacher is unlike any other. Our spirited and talented teachers provide life-changing educational experiences to middle and high school students through our personalized approach to education. Our educators are committed to students realizing their academic potential and their emotional and social growth. We are currently seeking History Buffs and English Experts! Who else the holds the titles of verb virtuoso, excellent enunciator, super storyteller, world war wizard, government guru, and economics expert? Don?t be humble, you know you are crazy talented! And we do too! Come join a team where your knowledge will flourish and grow, your enthusiasm and passion for learning will be contagious, and your heart will be inspired by inquisitive and exceptional students and equally talented peers. Love. Motivate. Teach is the bedrock of Fusion Academy. We care about kids plain and simple. We listen to them, we encourage them, and we mentor them toward acquiring surefootedness. And that is when magic happens. When they are engaged and sure of themselves, they learn. Our approach is possible and successful because of its simplicity: One teacher to one student. When you join Fusion, you change kids? lives, one lesson at a time. Our campuses are small by design with 50 to 75 students enrolled. The Fusion culture offers a special place to work, teach, and learn. Every campus is unique and so too are our teachers. Just like our students, we accept you for who you are. Uniqueness is our normal. We welcome applicants from people from all underrepresented groups, including (but not limited to) people of any gender, age, or religion, members of the LGBTQIA2+ community, BIPOC and other underrepresented races and nationalities, people with disabilities, veterans, and anyone who may contribute to the further diversify Fusion. You will have a real impact. Don?t take our word for it, take our parents words. When you join Fusion, you will be: Welcomed by an inspiring group of teachers to an inclusive campus Onboarded by a committed group of trainers Supported by a campus team of enthusiastic education leaders Bolstered by a national education team of pros Impressed by a vast library of trainings and modules Befriended by like-minded/ purposed professionals Propelled by engaging professional development opportunities Your days will look like: Providing a student centered, supportive classroom that promotes compassion and tolerance, emotional security, resourcefulness, and independent critical thinking. Addressing the individual academic and emotional needs of each student through Fusion's differentiated approach. Teaching middle and high school students one-to-one in the areas of English Composition, Literature, Language Arts, World and U.S. History, Government, and Economics at grade levels 6-12. Listening to students, peers, and managers to develop and support meaningful learning journeys. Adapting differentiated instruction for all students and a classroom forum for holistic growth. Fusing the academic and social and emotional objectives into engaging lessons. Fostering trust with your students, peers, and campus leadership team. Mentoring students to be lifelong learners and leaders. Developing and nurturing genuine, positive, and consistent communication with parents. Contributing to and benefitting from the campus community. Practicing professionalism through ongoing professional development, reflection, and continuous improvement. Maintaining complete and accurate records of student progress. Creating a schedule that works best for you and your students. Bringing your best self and being the best you! What you will bring to Fusion: A minimum of a Bachelor's degree is required for consideration, as well as background with English and History. A collaborative and exploratory approach to learning. A passion for English and History and a drive to share it with others. A capacity to try innovative approaches to help students learn. A heart filled with compassion, tolerance, and patience. A flexible schedule to accommodate student schedules. A disciplined approach to time management. An ability to appreciate the calm moments and manage the stressful ones through self-regulation and by keeping a positive outlook. A propensity to reserve judgement and to react and respond with curiosity and compassion. A willingness to be trained and prepared to teach and tutor material at a high school level immediately. Great to have but not required: A teaching certification. Previous teaching experience. Experience with students with learning differences and ADHD is a plus as well as mentoring experience. What we offer: Comprehensive Medical and Dental Benefits (Full-Time). 401 K Matching Contribution (All Employees Qualify). Paid Planning Time. Year-Long On-Boarding, Training, and Support. Leadership Opportunities. National Geographic Mobility. Advanced On-Going Professional Development. Wide Professional Resource Network. Gold Standard Learning Management System. Interactive, Fun Campus Community. Loads of Food and Goodies. In 2022 We are opening new campuses in California, Colorado, Florida, Minnesota, Texas, and Tennessee. Type: Full-Time and/or Part-Time Status: Non-Exempt All qualified applicants will receive consideration for employment without regard to age, race, creed, color, national origin, ancestry, marital status, affectional or sexual orientation, gender identity or expression, disability, nationality, or sex.
07/14/2022
Full time
Calling all History Buffs and English Experts $30.00 per hour What if we told you that the days of simply regurgitating the dates of centuries old wars are replaced in your lesson plan with the concepts, the causes, and the consequential changes that emanated from those world events - the meaty stuff that really engages students? Inside your classroom your students are not just reading books, they are authoring their own novels! That your afternoon lessons are not spent diagramming sentences and instead you are teaching how language plays out through sound and music lyrics? And that our schools are places where students partner with their teachers, who equally mentor them in their learning journey? Curious? Welcome to Fusion Academy, we have been waiting for you! Our education model of one student to one teacher is unlike any other. Our spirited and talented teachers provide life-changing educational experiences to middle and high school students through our personalized approach to education. Our educators are committed to students realizing their academic potential and their emotional and social growth. We are currently seeking History Buffs and English Experts! Who else the holds the titles of verb virtuoso, excellent enunciator, super storyteller, world war wizard, government guru, and economics expert? Don?t be humble, you know you are crazy talented! And we do too! Come join a team where your knowledge will flourish and grow, your enthusiasm and passion for learning will be contagious, and your heart will be inspired by inquisitive and exceptional students and equally talented peers. Love. Motivate. Teach is the bedrock of Fusion Academy. We care about kids plain and simple. We listen to them, we encourage them, and we mentor them toward acquiring surefootedness. And that is when magic happens. When they are engaged and sure of themselves, they learn. Our approach is possible and successful because of its simplicity: One teacher to one student. When you join Fusion, you change kids? lives, one lesson at a time. Our campuses are small by design with 50 to 75 students enrolled. The Fusion culture offers a special place to work, teach, and learn. Every campus is unique and so too are our teachers. Just like our students, we accept you for who you are. Uniqueness is our normal. We welcome applicants from people from all underrepresented groups, including (but not limited to) people of any gender, age, or religion, members of the LGBTQIA2+ community, BIPOC and other underrepresented races and nationalities, people with disabilities, veterans, and anyone who may contribute to the further diversify Fusion. You will have a real impact. Don?t take our word for it, take our parents words. When you join Fusion, you will be: Welcomed by an inspiring group of teachers to an inclusive campus Onboarded by a committed group of trainers Supported by a campus team of enthusiastic education leaders Bolstered by a national education team of pros Impressed by a vast library of trainings and modules Befriended by like-minded/ purposed professionals Propelled by engaging professional development opportunities Your days will look like: Providing a student centered, supportive classroom that promotes compassion and tolerance, emotional security, resourcefulness, and independent critical thinking. Addressing the individual academic and emotional needs of each student through Fusion's differentiated approach. Teaching middle and high school students one-to-one in the areas of English Composition, Literature, Language Arts, World and U.S. History, Government, and Economics at grade levels 6-12. Listening to students, peers, and managers to develop and support meaningful learning journeys. Adapting differentiated instruction for all students and a classroom forum for holistic growth. Fusing the academic and social and emotional objectives into engaging lessons. Fostering trust with your students, peers, and campus leadership team. Mentoring students to be lifelong learners and leaders. Developing and nurturing genuine, positive, and consistent communication with parents. Contributing to and benefitting from the campus community. Practicing professionalism through ongoing professional development, reflection, and continuous improvement. Maintaining complete and accurate records of student progress. Creating a schedule that works best for you and your students. Bringing your best self and being the best you! What you will bring to Fusion: A minimum of a Bachelor's degree is required for consideration, as well as background with English and History. A collaborative and exploratory approach to learning. A passion for English and History and a drive to share it with others. A capacity to try innovative approaches to help students learn. A heart filled with compassion, tolerance, and patience. A flexible schedule to accommodate student schedules. A disciplined approach to time management. An ability to appreciate the calm moments and manage the stressful ones through self-regulation and by keeping a positive outlook. A propensity to reserve judgement and to react and respond with curiosity and compassion. A willingness to be trained and prepared to teach and tutor material at a high school level immediately. Great to have but not required: A teaching certification. Previous teaching experience. Experience with students with learning differences and ADHD is a plus as well as mentoring experience. What we offer: Comprehensive Medical and Dental Benefits (Full-Time). 401 K Matching Contribution (All Employees Qualify). Paid Planning Time. Year-Long On-Boarding, Training, and Support. Leadership Opportunities. National Geographic Mobility. Advanced On-Going Professional Development. Wide Professional Resource Network. Gold Standard Learning Management System. Interactive, Fun Campus Community. Loads of Food and Goodies. In 2022 We are opening new campuses in California, Colorado, Florida, Minnesota, Texas, and Tennessee. Type: Full-Time and/or Part-Time Status: Non-Exempt All qualified applicants will receive consideration for employment without regard to age, race, creed, color, national origin, ancestry, marital status, affectional or sexual orientation, gender identity or expression, disability, nationality, or sex.
Description SEP is seeking three Academic Coordinators to join our team. Each coordinator will work on a variety of SEP's programs, depending on their interest, expertise, and experience. Our newest program will support a collaborative community of 25 students, or Teen Leaders, who will participate in an intensive leadership experience focused on adolescent health issues. Working closely with SEP staff and UCSF faculty, graduate and medical students, the Teen Leaders will learn about current health issues and work together to plan a culminating event, the Teen Health Summit, for their peers. The coordinator's responsibilities will include recruiting the Teen Leaders, building a collaborative community of students, designing and leading culturally responsive learning experiences, facilitating students' understanding of health topics in collaboration with UCSF researchers and experts in the Summit's selected topic, supporting students through the planning and implementation of the annual Summit for a diverse SFUSD student population, collaborating with learning researchers to develop and test an instrument to measure student "Belonging in Science," and publishing the results in peer-reviewed journals. In addition to the new program, we are seeking individuals to help coordinate SEP's existing programs. These programs include classroom-based teacher-scientist partnerships where SFUSD K-12 teachers and UCSF scientist volunteers co-plan and co-teach a series of science lessons. SEP's High School Intern Program supports high school students in conducting research and preparing for college. Interns become comfortable working in a laboratory environment, begin to conduct experiments independently, learn about scientific rigor and reproducibility, and present scientific research in oral and written formats. The Cellular Construction Workshop is a two-week summer workshop for high school teachers and students where they participate together in design challenges as they learn about cellular engineering. SEP also organizes the Bay Area Science Festival, a unique celebration of our region's science and technology. Scientists and engineers from UCSF and other local universities, companies, and museums share their stories and passion for what they do at over 50 public science events designed to engage and inspire our community. Coordinator responsibilities include recruiting UCSF researchers, recruiting SFUSD teachers and students for program participation, maintaining communication with program participants and SEP colleagues on an on-going basis, supporting program participants through a variety of activities and events, providing informal science and health lesson consultation to UCSF researchers and SFUSD teachers through the Daly Ralston Resource Center, visiting K-12 school sites, and contributing to program evaluation. SEP uses a team-based model: most programs are managed by 2-3 coordinators. Qualification Requirements The successful candidate will have: ● Experience in K-12 science or health education, scientific research, public health, K-12 classroom or informal science teaching, public science events, and/or educational research; ● Demonstrated commitment to increasing diversity, equity, and inclusion in science, health, and/or the workplace; ● Demonstrated ability to work with high school students, K-12 teachers and/or researchers from the health and scientific community; ● Strong written and oral communication skills; ● Excellent organizational abilities and interpersonal skills; ● The abilities to prioritize tasks, engage in long- and short-term planning, be flexible and adaptable to changing circumstances and environments, and handle a variety of demands simultaneously; ● A willingness to embrace new challenges, persist through difficulty, and problem-solve creatively. ● Bachelor's degree or equivalent experience. ● Candidates must be willing and able to work a flexible schedule, including occasional travel, weekends, and extended hours during periods of intense activity. Flexible work-from-home schedule available between in-person staff meetings, programs, and events (if desired). In-office work a few days a week can be expected. Candidates must reside locally. ● Candidates must meet the required qualifications at the time of appointment. ● Candidate's CV or cover letter must state qualifications (or if pending) upon submission. Other work at SEP includes grant writing, writing reports and publications, presenting at conferences, robotics and coding, and working directly with English Language Learners and culturally diverse populations at many levels. If you have any skills, experiences, or interests in these areas and/or if you are proficient in another language besides English, please include it in your application. We seek candidates with a range of experiences and skills; these positions could be filled by candidates with few to many years of experience. Given SEP's suite of programs, each position and its responsibilities will be defined depending on a candidate's background and interests. Appointment & Application Procedure Pending academic review, this appointment will be classified as a year-round Academic Coordinator I or II, depending on experience, with annual salary ranges from $65,000-$95,000. The appointment is subject to the UC academic review process. The University of California offers a wide array of high-quality benefit plans from which to choose. These include comprehensive health and welfare insurance plans, a pension plan, and optional retirement savings opportunities. Benefits packages are based on job classification, the nature of employment and the number of hours worked. For information on the comprehensive benefits package offered by the University visit: . UCSF employees receive 16 holidays per year; Academic Coordinators accrue one sick day and two vacation days per month. Submit a letter of application, resume/CV, and the names of three (3) professional references through AP Recruit: . Application review will begin in December 2021. Interviews will be conducted in January 2022, with an anticipated start date in spring 2022.
06/07/2022
Full time
Description SEP is seeking three Academic Coordinators to join our team. Each coordinator will work on a variety of SEP's programs, depending on their interest, expertise, and experience. Our newest program will support a collaborative community of 25 students, or Teen Leaders, who will participate in an intensive leadership experience focused on adolescent health issues. Working closely with SEP staff and UCSF faculty, graduate and medical students, the Teen Leaders will learn about current health issues and work together to plan a culminating event, the Teen Health Summit, for their peers. The coordinator's responsibilities will include recruiting the Teen Leaders, building a collaborative community of students, designing and leading culturally responsive learning experiences, facilitating students' understanding of health topics in collaboration with UCSF researchers and experts in the Summit's selected topic, supporting students through the planning and implementation of the annual Summit for a diverse SFUSD student population, collaborating with learning researchers to develop and test an instrument to measure student "Belonging in Science," and publishing the results in peer-reviewed journals. In addition to the new program, we are seeking individuals to help coordinate SEP's existing programs. These programs include classroom-based teacher-scientist partnerships where SFUSD K-12 teachers and UCSF scientist volunteers co-plan and co-teach a series of science lessons. SEP's High School Intern Program supports high school students in conducting research and preparing for college. Interns become comfortable working in a laboratory environment, begin to conduct experiments independently, learn about scientific rigor and reproducibility, and present scientific research in oral and written formats. The Cellular Construction Workshop is a two-week summer workshop for high school teachers and students where they participate together in design challenges as they learn about cellular engineering. SEP also organizes the Bay Area Science Festival, a unique celebration of our region's science and technology. Scientists and engineers from UCSF and other local universities, companies, and museums share their stories and passion for what they do at over 50 public science events designed to engage and inspire our community. Coordinator responsibilities include recruiting UCSF researchers, recruiting SFUSD teachers and students for program participation, maintaining communication with program participants and SEP colleagues on an on-going basis, supporting program participants through a variety of activities and events, providing informal science and health lesson consultation to UCSF researchers and SFUSD teachers through the Daly Ralston Resource Center, visiting K-12 school sites, and contributing to program evaluation. SEP uses a team-based model: most programs are managed by 2-3 coordinators. Qualification Requirements The successful candidate will have: ● Experience in K-12 science or health education, scientific research, public health, K-12 classroom or informal science teaching, public science events, and/or educational research; ● Demonstrated commitment to increasing diversity, equity, and inclusion in science, health, and/or the workplace; ● Demonstrated ability to work with high school students, K-12 teachers and/or researchers from the health and scientific community; ● Strong written and oral communication skills; ● Excellent organizational abilities and interpersonal skills; ● The abilities to prioritize tasks, engage in long- and short-term planning, be flexible and adaptable to changing circumstances and environments, and handle a variety of demands simultaneously; ● A willingness to embrace new challenges, persist through difficulty, and problem-solve creatively. ● Bachelor's degree or equivalent experience. ● Candidates must be willing and able to work a flexible schedule, including occasional travel, weekends, and extended hours during periods of intense activity. Flexible work-from-home schedule available between in-person staff meetings, programs, and events (if desired). In-office work a few days a week can be expected. Candidates must reside locally. ● Candidates must meet the required qualifications at the time of appointment. ● Candidate's CV or cover letter must state qualifications (or if pending) upon submission. Other work at SEP includes grant writing, writing reports and publications, presenting at conferences, robotics and coding, and working directly with English Language Learners and culturally diverse populations at many levels. If you have any skills, experiences, or interests in these areas and/or if you are proficient in another language besides English, please include it in your application. We seek candidates with a range of experiences and skills; these positions could be filled by candidates with few to many years of experience. Given SEP's suite of programs, each position and its responsibilities will be defined depending on a candidate's background and interests. Appointment & Application Procedure Pending academic review, this appointment will be classified as a year-round Academic Coordinator I or II, depending on experience, with annual salary ranges from $65,000-$95,000. The appointment is subject to the UC academic review process. The University of California offers a wide array of high-quality benefit plans from which to choose. These include comprehensive health and welfare insurance plans, a pension plan, and optional retirement savings opportunities. Benefits packages are based on job classification, the nature of employment and the number of hours worked. For information on the comprehensive benefits package offered by the University visit: . UCSF employees receive 16 holidays per year; Academic Coordinators accrue one sick day and two vacation days per month. Submit a letter of application, resume/CV, and the names of three (3) professional references through AP Recruit: . Application review will begin in December 2021. Interviews will be conducted in January 2022, with an anticipated start date in spring 2022.
BASIC FUNCTION: Under the direction of the Director of Student and Family Support Services and coordination of the site administrator, the School-Based Mental Health Counselor is responsible for case management, providing site-based mental health care to assigned students at the school location. Provides professional mental health services including individual, group and family therapy. May also consult about students receiving special education and intervention services at the school. Provides consultation services to the school staff to support overall mental health goals. Works collaboratively with staff to identify, assess, and intervene in personal and interpersonal problems of students and their families which affect the students' ability to function successfully in school. May supervise interns and associates. REPRESENTATIVE DUTIES: ESSENTIAL DUTIES: Provide initial and ongoing clinical assessment, counseling, monitoring and evaluation of students and their mental health. Provide case management services to identified students and families. Provide individual, group and family counseling/therapy services. Communicate and collaborate with other staff and family members to effectively support students both in-home and in the school setting to optimize the overall progress of the student. Meet and confer with families and other agencies in order to exchange necessary information related to mental health services and treatment plans. Modify treatment activities and approaches as needed in order to comply with changes in students' status. Participate as an active member of the Crisis Management Team. Refer students and/or family members to community resources. Participate in SST, 504, IEP, SART, SARB and other team meetings as necessary. Conduct home visits with district staff as part of a welfare check on students' wellbeing. Plan, develop and conduct in-service trainings and mental health service-related workshops, and provide technical assistance to staff. Prepare and maintain all required records and reports. OTHER DUTIES: Perform other duties as assigned. KNOWLEDGE AND ABILITIES KNOWLEDGE OF: Individual and group counseling techniques. Principles, practices and techniques related to mental health counseling for school-aged children and adolescents. Effective and current assessments, identification and treatments for school-aged children and adolescents. Social and emotional development of school-aged children and adolescents. Applicable federal, state, local laws, regulations, policies, procedures and codes as it relates to providing mental health services to school-aged children and adolescents. ABILITY TO: Assess the social/emotional needs of students. Work as part of a multidisciplinary educational support team including outside agencies. Maintain confidentiality of student records and information. Work independently under general supervision. Effectively manage time and caseload in order to meet deadlines. Establish and maintain cooperative and effective working relationships and interpersonal skills with others. Effectively prioritize, manage and adjust to stress and changes at work as well as to competing and/or difficult situations as they arise. EXPERIENCE AND EDUCATION: EDUCATION: A Master's or Doctoral Degree in counseling, psychology, clinical social work, or a closely related field from an institute of higher learning recognized by the Council of Higher Education Accreditation EXPERIENCE: Two years of professional experience in providing counseling or therapeutic mental health services to children and/or adolescents in a school and/or clinical setting is required. LICENSES AND OTHER REQUIREMENTS: One of the following: Licensed Clinical Social Worker (LCSW), Licensed Marriage & Family Therapist (LMFT), Licensed Professional Clinical Counselor (LPCC), or other closely related licenses. Valid, Class C, California driver's license. PPS desired but not required. Bilingual (Spanish) desired but not required. WORKING CONDITIONS : The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. ENVIRONMENT: Office, classroom and home environment. Frequent interruptions and work in high-pressure environment. PHYSICAL DEMANDS: Sitting, standing, walking, bending and stooping for brief to long periods of time. Dexterity of hands and fingers to follow written procedures. Hearing and speaking to exchange information in person or on the telephone and provide assistance to students and families. Seeing to read fine print. Lifting objects not to exceed 25 pounds. Driving a motor vehicle. HAZARDS: Exposure to potentially volatile and emotional students and parents. Position Type:Full-time Positions Available:1 Job Categories :Classroom Teacher > Health Student Services > School/Guidance Counselor Equal Opportunity Employer 0 Job Requirements No experience required Contact Information Jennifer Slabbinck 4034 Irving Pl Culver City,California 90230 Email: click here
02/27/2022
Full time
BASIC FUNCTION: Under the direction of the Director of Student and Family Support Services and coordination of the site administrator, the School-Based Mental Health Counselor is responsible for case management, providing site-based mental health care to assigned students at the school location. Provides professional mental health services including individual, group and family therapy. May also consult about students receiving special education and intervention services at the school. Provides consultation services to the school staff to support overall mental health goals. Works collaboratively with staff to identify, assess, and intervene in personal and interpersonal problems of students and their families which affect the students' ability to function successfully in school. May supervise interns and associates. REPRESENTATIVE DUTIES: ESSENTIAL DUTIES: Provide initial and ongoing clinical assessment, counseling, monitoring and evaluation of students and their mental health. Provide case management services to identified students and families. Provide individual, group and family counseling/therapy services. Communicate and collaborate with other staff and family members to effectively support students both in-home and in the school setting to optimize the overall progress of the student. Meet and confer with families and other agencies in order to exchange necessary information related to mental health services and treatment plans. Modify treatment activities and approaches as needed in order to comply with changes in students' status. Participate as an active member of the Crisis Management Team. Refer students and/or family members to community resources. Participate in SST, 504, IEP, SART, SARB and other team meetings as necessary. Conduct home visits with district staff as part of a welfare check on students' wellbeing. Plan, develop and conduct in-service trainings and mental health service-related workshops, and provide technical assistance to staff. Prepare and maintain all required records and reports. OTHER DUTIES: Perform other duties as assigned. KNOWLEDGE AND ABILITIES KNOWLEDGE OF: Individual and group counseling techniques. Principles, practices and techniques related to mental health counseling for school-aged children and adolescents. Effective and current assessments, identification and treatments for school-aged children and adolescents. Social and emotional development of school-aged children and adolescents. Applicable federal, state, local laws, regulations, policies, procedures and codes as it relates to providing mental health services to school-aged children and adolescents. ABILITY TO: Assess the social/emotional needs of students. Work as part of a multidisciplinary educational support team including outside agencies. Maintain confidentiality of student records and information. Work independently under general supervision. Effectively manage time and caseload in order to meet deadlines. Establish and maintain cooperative and effective working relationships and interpersonal skills with others. Effectively prioritize, manage and adjust to stress and changes at work as well as to competing and/or difficult situations as they arise. EXPERIENCE AND EDUCATION: EDUCATION: A Master's or Doctoral Degree in counseling, psychology, clinical social work, or a closely related field from an institute of higher learning recognized by the Council of Higher Education Accreditation EXPERIENCE: Two years of professional experience in providing counseling or therapeutic mental health services to children and/or adolescents in a school and/or clinical setting is required. LICENSES AND OTHER REQUIREMENTS: One of the following: Licensed Clinical Social Worker (LCSW), Licensed Marriage & Family Therapist (LMFT), Licensed Professional Clinical Counselor (LPCC), or other closely related licenses. Valid, Class C, California driver's license. PPS desired but not required. Bilingual (Spanish) desired but not required. WORKING CONDITIONS : The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. ENVIRONMENT: Office, classroom and home environment. Frequent interruptions and work in high-pressure environment. PHYSICAL DEMANDS: Sitting, standing, walking, bending and stooping for brief to long periods of time. Dexterity of hands and fingers to follow written procedures. Hearing and speaking to exchange information in person or on the telephone and provide assistance to students and families. Seeing to read fine print. Lifting objects not to exceed 25 pounds. Driving a motor vehicle. HAZARDS: Exposure to potentially volatile and emotional students and parents. Position Type:Full-time Positions Available:1 Job Categories :Classroom Teacher > Health Student Services > School/Guidance Counselor Equal Opportunity Employer 0 Job Requirements No experience required Contact Information Jennifer Slabbinck 4034 Irving Pl Culver City,California 90230 Email: click here
JDE: 5.25 Accounting Clerk Purpose Statement The position of accounting clerk assists in the administration of the District's business affairs to provide the maximum educational services with the financial resources available. Job Title: Accounting Clerk Hourly Wage: $20.82/40 hours per week Hours: 8:00 am - 4:30 pm, daily (30 minute unpaid lunch) Employment Year: 261-Day Contract: 253 Work Days, 8 Paid Holidays Reports To : General Accounting Supervisor Wage/Hour Status : Non-Exempt Minimum Qualifications Two years of experience in accounting, bookkeeping, or payroll using an automated system Demonstrated excellence in customer service Demonstrated excellence in oral and written communication Positive work record, which includes a high degree of organization and ability to work under pressure Proficient technology skills and experience with Microsoft Office Word and Excel, General Ledger Systems and Internet Applications Education High School Diploma or equivalent Desirable Qualifications Experience utilizing software interfaces, including importing/exporting data between systems Knowledge of State of Iowa Chart of Accounting Codes Experience with processing and/or administering purchase orders Experience using cash receipting application Essential Functions Performance Responsibilities Record details of school financial transactions in appropriate journals and subsidiary ledgers such as purchase orders, invoices, receipts, etc. Enter records and post entries to accounting records via computerized accounting system File and scan invoices, checks, purchase orders, and/or other historical accounting records Collect, record, and deposit revenue generated by appropriate funds Create and update vendor records in financial accounting system Serve as back up support for processing student fee payments including refunds, waivers, and adjustments of fees on direct point of sale and school nutrition systems Prepare account codes entries for recurring entries including, but not limited to SAVE, Polk County property taxes, and state aid Processes purchase orders, including executing change orders on account codes when necessary Serve as day-to-day contact for non-public transportation claims with member schools Assign, distribute, and maintain a record of all purchase orders for the district Performance Responsibilities and Duties Supports the goals and objectives of the school district and follows all district policies Provides great customer service, information, and assistance to all employees Creates a warm and friendly office environment Provides a variety of clerical and office assistant duties Participates in staff development training programs, faculty meetings, and special events as assigned Demonstrates integrity and maintains confidentiality Is respectful and appropriately interacts with all employees Works well with others, maintaining positive and effective communication with all school personnel Upholds and adheres to safety rules and policies of the Ankeny Community School District safety program Demonstrates the ability to attend work on a regular and routine basis to avoid disruption to district operations Performs all duties in a safe manner to avoid injury to oneself and/or others Performs any other duties as assigned by the appropriate supervisor Other Functions Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit Working Environment Mental Demands/Physical Demands/Environmental Factors The usual and customary methods of performing the position functions require the following physical demands: some lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. Working conditions may include extreme temperatures and humidity. Hazards may include exposure to communicable diseases. This position requires the ability to maintain emotional control under stress. Supervisory Responsibilities None Terms of Employment Work year established by the Superintendent; Salary according to schedule adopted annually Evaluation Job performance will be evaluated annually as per district policies and procedures The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. Approved by: Jodie Graham Date: February 22, 2022 Ankeny Community School District is an Equal Opportunity/Affirmative Action Employer. It is the policy of the District to provide equal employment opportunities and not to illegally discriminate on the basis of race, national origin, religion, sex, disability, sexual orientation, gender identity, color, age or marital status in its employment and personnel practices. The job categories where the representative groups are underrepresented. Position Type:Full-time Positions Available:1 Job Categories :Classroom Teacher > Accounting Support Staff > Accounting/Bookkeeping Equal Opportunity Employer All employers submitting a job opening for posting on the Teach Iowa system will not discriminate in hiring on the basis of race, ethnicity, national origin, gender, age, physical disability, sexual orientation, gender identity, religion, marital status, or status as a veteran. A bona fide religious institution may choose to exercise the allowances in Iowa Code section 216.6.(6)d. Employers may have additional developed specific equal employment opportunity policies and procedures; please check with employers. Job Requirements No experience required Contact Information Tracey Goforth 306 SW SCHOOL ST Ankeny,Iowa 50023 Phone: Email: click here
02/26/2022
Full time
JDE: 5.25 Accounting Clerk Purpose Statement The position of accounting clerk assists in the administration of the District's business affairs to provide the maximum educational services with the financial resources available. Job Title: Accounting Clerk Hourly Wage: $20.82/40 hours per week Hours: 8:00 am - 4:30 pm, daily (30 minute unpaid lunch) Employment Year: 261-Day Contract: 253 Work Days, 8 Paid Holidays Reports To : General Accounting Supervisor Wage/Hour Status : Non-Exempt Minimum Qualifications Two years of experience in accounting, bookkeeping, or payroll using an automated system Demonstrated excellence in customer service Demonstrated excellence in oral and written communication Positive work record, which includes a high degree of organization and ability to work under pressure Proficient technology skills and experience with Microsoft Office Word and Excel, General Ledger Systems and Internet Applications Education High School Diploma or equivalent Desirable Qualifications Experience utilizing software interfaces, including importing/exporting data between systems Knowledge of State of Iowa Chart of Accounting Codes Experience with processing and/or administering purchase orders Experience using cash receipting application Essential Functions Performance Responsibilities Record details of school financial transactions in appropriate journals and subsidiary ledgers such as purchase orders, invoices, receipts, etc. Enter records and post entries to accounting records via computerized accounting system File and scan invoices, checks, purchase orders, and/or other historical accounting records Collect, record, and deposit revenue generated by appropriate funds Create and update vendor records in financial accounting system Serve as back up support for processing student fee payments including refunds, waivers, and adjustments of fees on direct point of sale and school nutrition systems Prepare account codes entries for recurring entries including, but not limited to SAVE, Polk County property taxes, and state aid Processes purchase orders, including executing change orders on account codes when necessary Serve as day-to-day contact for non-public transportation claims with member schools Assign, distribute, and maintain a record of all purchase orders for the district Performance Responsibilities and Duties Supports the goals and objectives of the school district and follows all district policies Provides great customer service, information, and assistance to all employees Creates a warm and friendly office environment Provides a variety of clerical and office assistant duties Participates in staff development training programs, faculty meetings, and special events as assigned Demonstrates integrity and maintains confidentiality Is respectful and appropriately interacts with all employees Works well with others, maintaining positive and effective communication with all school personnel Upholds and adheres to safety rules and policies of the Ankeny Community School District safety program Demonstrates the ability to attend work on a regular and routine basis to avoid disruption to district operations Performs all duties in a safe manner to avoid injury to oneself and/or others Performs any other duties as assigned by the appropriate supervisor Other Functions Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit Working Environment Mental Demands/Physical Demands/Environmental Factors The usual and customary methods of performing the position functions require the following physical demands: some lifting, carrying, pushing, and/or pulling; and significant fine finger dexterity. Working conditions may include extreme temperatures and humidity. Hazards may include exposure to communicable diseases. This position requires the ability to maintain emotional control under stress. Supervisory Responsibilities None Terms of Employment Work year established by the Superintendent; Salary according to schedule adopted annually Evaluation Job performance will be evaluated annually as per district policies and procedures The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required. Approved by: Jodie Graham Date: February 22, 2022 Ankeny Community School District is an Equal Opportunity/Affirmative Action Employer. It is the policy of the District to provide equal employment opportunities and not to illegally discriminate on the basis of race, national origin, religion, sex, disability, sexual orientation, gender identity, color, age or marital status in its employment and personnel practices. The job categories where the representative groups are underrepresented. Position Type:Full-time Positions Available:1 Job Categories :Classroom Teacher > Accounting Support Staff > Accounting/Bookkeeping Equal Opportunity Employer All employers submitting a job opening for posting on the Teach Iowa system will not discriminate in hiring on the basis of race, ethnicity, national origin, gender, age, physical disability, sexual orientation, gender identity, religion, marital status, or status as a veteran. A bona fide religious institution may choose to exercise the allowances in Iowa Code section 216.6.(6)d. Employers may have additional developed specific equal employment opportunity policies and procedures; please check with employers. Job Requirements No experience required Contact Information Tracey Goforth 306 SW SCHOOL ST Ankeny,Iowa 50023 Phone: Email: click here
Start substitute teaching with Scoot and earn up to $4,000/ month (Scroll down to read about our stellar pay!) We are hiring exceptional educators for in-person opportunities in private, public and charter schools in and around Los Angeles, Santa Ana, Laguna Niguel, Cypress, Long Beach, Cerritos, Anaheim, Santa Ana, and Orange County. You: have a background in and/or passion for education value learning above all else put students first and celebrate their success possess a growth mindset and empathetic nature are driven and hungry to be the best you can be We: make all decisions based on our mission and BE GREAT values prioritize training & development of our substitutes talk to our educators daily because we care about them listen to your needs + preferences before matching you with assignments put learning outcomes and authentic relationships ahead of financial outcomes A successful Scoot sub: Reliable, punctual, and professional Builds relationships with students, staff and school community Brings a high level of competency, common sense, and fun Flexible and shows initiative especially in high-stress situations Continuously reflects & seeks feedback to become a better educator You'll need to: Take a TB Risk Assessment & Live Scan (we'll cover the cost of this!) You'll have more work opportunities if you: Have a 30 Day Substitute Teaching Permit OR CA Teaching Credential You'll get paid: Scoot pays the highest rates among substitute providers in Los Angeles! Your daily pay rate varies based on your credentials and the assignment. We're proud to pay up to $200 for day-to-day assignments, and more for long-term positions! Why you'll enjoy working with Scoot: Join a team of elite substitute educators Direct deposits weekly W-2 employee of Scoot, meaning no fussing with taxes! 100% flexible work schedule - no minimum commitment so you decide when to work Devoted, awesome Consultants providing personalized support Paid training to prepare you for the classroom ---ask us about ScootCamp! Invitations to happy hours + social events About Scoot: People are our entire reason for being. We're an educational staffing company specializing in helping teachers--for free! We are tech-driven, but human-enabled. We're local, but come with 15+ years of global expertise. We understand urgency, value diversity, and we have heart. We are dedicated to helping create exceptional experiences in education. We care about developing meaningful relationships with you and the community as well as striving to "BE GREAT" every day. Our "BE GREAT" values are: Belief, Exceptional, Growth, Relationships, Empower, Attitude, Team. We can't wait to hear from you! Apply: Keywords : Teacher , Substitute Kinder, Early Years, Early Childhood, Elementary, Middle, High, SpEd, Special Ed, Resource Specialist, IEP, Paraprofessional, Teaching Aide, Teaching Assistant, Instructional Assistant, Campus Aide, Yard Supervisor, Math, Science, STEM, English, ELA, History, Social Studies, PE, Physical Education, Music, Art, Drama, Theatre Studies, Bilingual, Orange County, OC, Anaheim, Santa Ana, Tustin, Irvine, Fullerton, Lakewood, Long Beach, Huntington Beach, Newport Beach, Costa Mesa, Garden Grove, Cypress, La Mirada, Cerritos, Placentia, Yorba Linda, Orange, Laguna Niguel, San Juan Capistrano
02/26/2022
Full time
Start substitute teaching with Scoot and earn up to $4,000/ month (Scroll down to read about our stellar pay!) We are hiring exceptional educators for in-person opportunities in private, public and charter schools in and around Los Angeles, Santa Ana, Laguna Niguel, Cypress, Long Beach, Cerritos, Anaheim, Santa Ana, and Orange County. You: have a background in and/or passion for education value learning above all else put students first and celebrate their success possess a growth mindset and empathetic nature are driven and hungry to be the best you can be We: make all decisions based on our mission and BE GREAT values prioritize training & development of our substitutes talk to our educators daily because we care about them listen to your needs + preferences before matching you with assignments put learning outcomes and authentic relationships ahead of financial outcomes A successful Scoot sub: Reliable, punctual, and professional Builds relationships with students, staff and school community Brings a high level of competency, common sense, and fun Flexible and shows initiative especially in high-stress situations Continuously reflects & seeks feedback to become a better educator You'll need to: Take a TB Risk Assessment & Live Scan (we'll cover the cost of this!) You'll have more work opportunities if you: Have a 30 Day Substitute Teaching Permit OR CA Teaching Credential You'll get paid: Scoot pays the highest rates among substitute providers in Los Angeles! Your daily pay rate varies based on your credentials and the assignment. We're proud to pay up to $200 for day-to-day assignments, and more for long-term positions! Why you'll enjoy working with Scoot: Join a team of elite substitute educators Direct deposits weekly W-2 employee of Scoot, meaning no fussing with taxes! 100% flexible work schedule - no minimum commitment so you decide when to work Devoted, awesome Consultants providing personalized support Paid training to prepare you for the classroom ---ask us about ScootCamp! Invitations to happy hours + social events About Scoot: People are our entire reason for being. We're an educational staffing company specializing in helping teachers--for free! We are tech-driven, but human-enabled. We're local, but come with 15+ years of global expertise. We understand urgency, value diversity, and we have heart. We are dedicated to helping create exceptional experiences in education. We care about developing meaningful relationships with you and the community as well as striving to "BE GREAT" every day. Our "BE GREAT" values are: Belief, Exceptional, Growth, Relationships, Empower, Attitude, Team. We can't wait to hear from you! Apply: Keywords : Teacher , Substitute Kinder, Early Years, Early Childhood, Elementary, Middle, High, SpEd, Special Ed, Resource Specialist, IEP, Paraprofessional, Teaching Aide, Teaching Assistant, Instructional Assistant, Campus Aide, Yard Supervisor, Math, Science, STEM, English, ELA, History, Social Studies, PE, Physical Education, Music, Art, Drama, Theatre Studies, Bilingual, Orange County, OC, Anaheim, Santa Ana, Tustin, Irvine, Fullerton, Lakewood, Long Beach, Huntington Beach, Newport Beach, Costa Mesa, Garden Grove, Cypress, La Mirada, Cerritos, Placentia, Yorba Linda, Orange, Laguna Niguel, San Juan Capistrano
