38 jobs found

Position Title: Middle School Spanish Teacher, Long-Term Substitute () Match Charter Public School is a free, high-performing charter public school in Boston. We are a PreK-12 school serving 1,250 students. Our mission is to prepare students for success in college and careers in order to achieve economic security and mobility. Students gain acceptance to our schools via an annual blind public lottery open to all Boston residents. Our families bring amazing racial and cultural diversity to the school community - they represent over 20 different countries of origin with over 20 different languages spoken at home. 94% of our students are people of color. Our students bring a diversity of needs to our school, and we are prepared to serve them. 21% of our students qualify for special education services; 18% of our student body are English Language Learners. Matchs core values are Equity, Freedom, Teamwork, Innovation, and Accountability. We are working to reframe our organizational processes and policies to be truly anti-racist. At Match, we believe that three aspects of our work and organization - a staff that is diverse by race and other factors, a professional environment that is inclusive of all perspectives, and a curriculum in our PreK-12 school that is culturally competent - are vital to our goals and mission. See our full statement on diversity here . Position : Middle School Spanish Teacher, Long-Term Substitute (2025-26 Opportunity) Location : Boston, MA (Jamaica Plain Campus) Start date : November 17, 2025 ABOUT THE OPPORTUNITY Match Middle School has an opening for a Spanish Teacher (Long-term Substitute) who can work full-time starting in mid-November to cover a staff leave. The term of employment will be approximately 14 weeks. There is the potential for continued employment to follow, but it is not guaranteed. This position is located at the Match Middle School campus on 215 Forest Hills St. in Jamaica Plain. Working hours are Monday-Friday, 7am-2:45pm. Professional development on Wednesdays runs until 4:30pm. The annual salary rate for Match teaching positions ranges from $61,812-$98,899 and is based on a candidates prior years of teaching experience. Match offers a comprehensive benefits package that includes 90% coverage of health insurance costs and student loan repayment assistance. OVERVIEW OF ROLE AND RESPONSIBILITIES The Middle School Spanish Teacher position includes a number of essential responsibilities, including (but not limited to): Teach four middle school Spanish classes per day; Develop daily lessons aligned with the Spanish curriculum in collaboration with department colleagues and leadership team members; Uphold high academic and behavioral expectations for students, and provide lots of support for getting students there; Participate actively in Matchs coaching and professional development programming; Assist with school programming as needed during non-instructional time; and Serve as a positive and collaborative member of the Match Charter Public School community PM20 QUALIFICATIONS Research has shown that people of color and women are less likely to apply for jobs if they dont believe they meet every one of the qualifications described in a job description. Our highest priority is finding the best candidate for the job. We encourage you to apply, even if you don't believe you meet every one of our qualifications described or you have a less traditional background. We are looking for applicants who: have at least two years of full-time experience as classroom or special education teacher, preferably in an urban education setting; hold a valid and appropriate license issued by the Massachusetts Department of Elementary and Secondary Education, or obtain the licensure within a year of date of hire; believe that all students can and will succeed; have a desire to continually improve their practice as a teacher by taking and implementing feedback; have a proven record of student success and achievement; and demonstrate an ability to work well on a team, and a willingness to support others in doing their best work. ABOUT MATCH EDUCATION Match Education ( ) is the shared brand name of The Match Charter Public School, and The Match School Foundation, Inc. Match Education is an engine of discovery and applied innovation in education. We operate a high-performing urban public charter school in Boston. Out of this applied work, we refine, validate empirically, and eventually disseminate new ideas and practices on core questions in education reform. The Match Foundation, Inc., and Match Charter Public School prohibit discrimination on the basis of race, color, sex, gender identity, sexual orientation, age, national origin, physical or mental disability, religion, veteran status, and any other class of individuals protected from discrimination under state or federal law in any aspect of the access to, admission, or treatment of students in its programs and activities, or in employment and application for employment. PI53b3a8041c92-6753

Community Nutrition Educator, Highland, CA, Job ID 81760 University of California Agriculture and Natural Resources Job Description Unit/Program Summary: Community Nutrition and Health at UC ANR is a statewide network of researchers and educators promoting healthy and equitable communities for all Californians. Our shared goal is to co-create public education and partner training programming to advance community health across California. We collaborate with local organizations and community leaders who share our goals to advance community health and work to create changes across many areas including individual behavior change, leadership capacity building, organizational policy change, informing public policy, and affecting systems or environmental change such workflows or best practices within an institution. As a result of this work, our vision is for all Californians to have access to live a healthy life, free from chronic disease. As a core Community Nutrition and Health statewide program, the Expanded Food and Nutrition Education Program (EFNEP) provides community education classes for income-eligible youth and adults which promote nutrition and physical activity as a means of maintaining a healthy lifestyle free from chronic disease. By focusing on improving diet quality, increasing physical activity, assuring safe food-handling practices, and strengthening food resource management skills, EFNEP supports families with children to make meaningful healthy lifestyle changes. EFNEP also partners with community stakeholders to make changes to the surrounding community context known as "policy, system, and environmental change efforts" which result in deeper, long-term positive impact for even more youth and families. EFNEP is federally funded by the United States Department of Agriculture as part of a long-standing network of community-based nutrition education programs across the country. Position Summary: Join our statewide and national network of nutrition and health educators who receive high-quality training and hands-on support so that together we can make a positive difference in our communities. This position's primary foci are to conduct, manage, and evaluate a nutrition education program to create a healthier school and community environment. The Community Education Specialist 2 position will perform the full range of program implementation duties. Incumbent will coordinate, manage, and deliver nutrition education with community-based adults and/or youth in partnership with local public health and community organizations. This includes training, guiding, and supporting schoolteachers who volunteer to support health education in their classes by providing them with education, information and resources; evaluating program implementation; collecting and compiling enrollment information, assuring proper documentation, collecting evaluation data from teachers and participants; performing data entry for reporting; and writing reports in compliance with funding requirements. The Community Education Specialist 2 will build and maintain an informal network of partners, align nutrition education projects with approved curricula and educational materials, develop news releases and news articles, and maintain knowledge and competence about the subject matter. This position is a career appointment that is 100% fixed. The home department is the UCCE San Bernardino County. While this position normally is based in Highland, CA, this position is eligible for hybrid flexible work arrangements for applicants living in the State of California at this time. Please note that hybrid flexible work arrangements are subject to change by the University. Pay Scale: $22.65 /hour to $30.12/hour Job Posting Close Date: This job is open until filled. The first application review date will be 10/27/2025. Key Responsibilities: 50% Deliver in-person lessons in English and Spanish using adult and/or youth engagement techniques in alignment with the UC-approved curricula and activities at various locations across the county. Lesson delivery includes preparing and implementing activities such as demonstrating food preparation using recipes, physical activity, gardening techniques, and/or other learner-centered activities. Extend education to community partners and/or program participants on using the skills and knowledge they gained in class to recommend positive changes within their working and living environments. Advocate for changes in the surrounding community context known as "policy, system, and environmental change efforts" designed to create a healthier community environment. 25% Recruit, train, and provide support for community organizations and school representatives who act as volunteers to deliver UC approved curricula and activities in English and Spanish. May participate in hiring and recruitment for other educator positions. May co-deliver programming with a partner to model class enrollment procedures, lesson delivery, and evaluation activities. Review evaluation data when completed by volunteers to ensure minimum evaluation requirements are achieved. Make recommendations to volunteers to ensure participant success. Complete required documentation of enrollment and evaluation for reporting purposes. Prepares all reports as necessary for documenting program accomplishments. May provide language translations of class materials and/or simultaneous interpretation during classes into preferred language of participant population, as well as develop and share culturally relevant examples to enhance the effectiveness of the educational experience. 15% Meet with local partners (i.e., community leaders, school administrators, teachers, parent educators) to discuss the delivery of lessons to their students and clientele. Assist in developing outreach plans to ensure all eligible racial/ethnic groups have received information regarding program education opportunities and are welcomed to participate with inclusive program practices. Develop collaboration with other programs to coordinate outreach efforts. Attend community events and serve as representative and ambassador for the program. Maintain appropriate records to track the partnership activity, collaboration, and related community events. 10% Work as a team member to develop annual work plans, manage volunteers, share recommendations for improvement, and coach partner agencies to make healthy changes in their organizations. May provide leadership and mentoring to interns, new staff, volunteers, and/or other educators, including working with them to assess the successes and challenges of lesson delivery. Requirements: Associate degree and / or equivalent experience / training in a related area such nutrition, public health, or community health and well-being. Continuing education, training, or professional development in a related field. Knowledge of community education, community engagement, teaching and/or facilitation best practices. Proficient in use of Windows-based computer with knowledge of Microsoft Office programs (Excel, Word, PowerPoint). Experience working with a diverse youth, adult and/or volunteers, including diversity in age, race/ethnicity, sexual orientation, gender identity, and/or physical and ability/disability). Experience working with underserved populations. Familiarity with schools and community-based agencies in the local area serving lower-income youth and adults. Thorough and effective verbal, written, and interpersonal communication skills and presentation skills to work in large and small groups, give presentations and organize activities. Ability to write newsletters, correspondence, and reports. Bilingual communication/translation abilities in English and Spanish. Preferred Skills: Knowledge of community education and / or teaching practices. Working knowledge of conducting needs assessment to understand community strengths, interests, and priorities. Special Conditions of Employment: Must comply with regulatory agency reporting requirements (California's Child Abuse and Neglect Reporting Act). Must possess valid California Driver's License to drive a County or University vehicle. Ability and means to travel on a flexible schedule as needed, proof of liability damage insurance on vehicle used is required. Reimbursement of job-related travel will be reimbursed according to University policies. The University reserves the right to make employment contingent upon successful completion of the background check. This is a designated position requiring a background check and may require fingerprinting due to the nature of the job responsibilities. UC ANR does hire people with conviction histories and reviews information received in the context of the job responsibilities. As of January 1, 2014, ANR is a smoke- and tobacco-free environment in which smoking, the use of smokeless tobacco products, and the use of unregulated nicotine products (e-cigarettes), is strictly prohibited. Exercise the utmost discretion in managing sensitive information learned in the course of performing their duties. Sensitive information includes but is not limited to employee and student records, health and patient records, financial data, strategic plans, proprietary information, and any other sensitive or non-public information learned during the course and scope of employment . click apply for full job details

Substitute Teacher Job Target: Paladin s erve s as determined advocates for children, persons with disabilities, seniors and their families to provide supports and opportunities to learn, grow and enjoy a meaningful life. Committed to making their school successful and know that creating meaningful relationships with children, parents, and families play a crucial role in that success. With our continuous growth, we are looking to have some teachers join our team. Substitute Teacher Requirements Successful Drug Screening. Successful Physical Capacities Examination and TB screen results. Criminal History Background Clearance. Required computer literacy: Word processing, database, Internet, spreadsheets, and e-mail. Ability to assist in maintaining computerized records for child/family tracking system. Ability to visually assess the health and behaviors of children. Assist with frequent significant decisions to assure developmental progress of children. High School Diploma or Equivalent Knowledge of working in a preschool setting preferred, but not required Good verbal and written communications skills Must have or be willing to obtain Adult and Pediatric CPR and First Aid Certifications within 30 days from date of hire. Valid Driver's License and access to a privately-owned vehicle with liability insurance for use in completing work responsibilities as required. Good verbal and written communications skills. Must have Adult and Pediatric CPR and First Aid Certifications within 30 days from date of hire. Bilingual in English and Spanish desirable, but not required. The primary language in the workplace is English. Always provides a safe environment with supervision of children at all times, consistently applying active supervision and emergency procedures. Assist with endorsing and applying the Reggio Emilia Progettazione in alignment with NAEYC, Indiana Early Learning, and Head Start standards. Support the teachers in applying developmentally appropriate behavior management techniques, including Conscious Discipline in alignment with Paladin's image of the child. Appropriately implements CACFP procedures (as needed) and complies with all USDA laws Assist teachers with providing parents opportunities to give input into the daily curriculum (as instructed). Assist the teachers with planning and implementing meaningful parent engagement opportunities, as needed. Build respectful, culturally responsive, and trusting relationships with families. Maintain current, valid driver's license and liability insurance at all times on any personal vehicle used to conduct Paladin business. Obtain and keep current Adult and Pediatric CPR and First Aid certifications. Complete 15 credit hours in ECE and a minimum of 20 hours continuing education, based on individualized professional development plan. Substitute Teacher Benefits PTO paid time off 403B Medical. Vision and Dental Insurance PIf70f0839ff38-3796

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. Your responsibilities as Multilingual Lead Teacher KIPP North Carolina Multilingual Teachers are at the core of our mission to support our students who are learning English as their second language. We strive to provide them with the Structured English Immersion support needed to access the general education curriculum and perform at grade level or better as their native English speaking peers, as well as small group interventions. As a KIPP North Carolina ML Teacher, your core responsibilities include: Instruction Preparation & Delivery Review, internalize, and prepare KIPP NC approved curriculum K - 8 Math: Open Up Resources K - 8 ELA: Fish Tank K - 8 Science: Amplify 9 - 12 All Subjects: KIPP Foundation Provided Curriculum Practice lesson delivery to execute curriculum at a high level 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, 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 weekly feedback and implement it with fidelity Attend Professional Development Tuesdays & Wednesdays from 3:30 - 5:00 pm each week 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 KIPP Pride K - 8 Salary Scale - based on educational attainment and Years of Relevant Work Experience We currently offer a competitive salary and 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% 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) Requirements: Required Qualifications The following are required of all KIPP North Carolina teachers: A deep commitment to the mission of KIPP NC and an unwavering belief in the potential of all our students Possess a deep commitment to improving the lives of kids from marginalized communities Valid North Carolina teaching license , ability to seek reciprocity, or willingness to pursue state certification A Bachelor's degree in a relevant content area Fluency in Spanish Pass Criminal Background Check Demonstrated commitment to closing the opportunity gap Zest, grit, professionalism, and a sense of humor Physical Qualifications Ability to stand for 8+ hours per day Ability to carry up to 50 lbs Ability to deescalate an escalated child Preferred Qualifications The following are not required but are advantageous for candidates: At least 2 full years of teaching experience Multilingual / English as a Second Language Learners (ML / ESL / ELL) Experience writing ML Plans Experience with ELLevation 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 traditionally under-served students Passed or will pass the Praxis exams by September 2024 Additional Information Hours are M, Th, & F 7:30am - 3:30, Tu & W 7:30 - 5pm Curriculum, materials, and resources are provided All teachers receive a stipend for their classroom so they don't incur out-of-pocket costs Each month teachers have Teacher Work Days that include professional development, data analysis, and other important information to push their students' learning forward Compensation details: 0 Yearly Salary PI3787ba0cd60e-7921

Classroom Assistant Description: POSITION SUMMARY: Nurture curiosity through purposeful experiences to create a future full of lifelong learners. Help to meet the diverse needs of our families in our program. Implement Reggio-Emilia Inspired Approach while bringing joy, warmth, patience, and understanding to the classroom every day, encouraging children to learn and grow. Inspiring children to be lifelong learners, implementing curriculum that promotes social, emotional, physical, verbal, and cognitive development. Committed to making their school successful and know that creating meaningful relationships with children, parents, and families play a crucial role in that success. Performs all job responsibilities in a safe manner. Complete duties with a positive attitude and with the intention of Paladin's success. Teach and actively monitor children in the learning environment. Become familiar with and implement positive discipline strategies, and Progettazione when planning and setting up the classroom environment. Meaningfully interact with parents and families. Solicit volunteers for participation in the program. Includes any other duties to help drive our vision, fulfill our mission, or support our organizational values. Classroom Assistant Requirements: Successful Drug Screening. Successful Physical Capacities Examination and TB screen results. Criminal History Background Clearance. High School Diploma or Equivalent Knowledge of working in a preschool setting preferred, but not required. Good verbal and written communications skills Must have or be willing to obtain Adult and Pediatric CPR and First Aid Certifications within 30 days from date of hire. Valid Driver's License and access to a privately-owned vehicle with liability insurance for use in completing work responsibilities as required. Good verbal and written communications skills. Must have Adult and Pediatric CPR and First Aid Certifications within 30 days from date of hire. Bilingual in English and Spanish desirable, but not required. The primary language in the workplace is English. Support the lead teacher in organizing and preparing opportunities for children and families to create meaningful connections with community. Attend Parent Meetings. Engage in effective collegial relationships Responsive to mentor/coaching/management feedback. Demonstrate a willingness to implement new strategies Obtain and keep current Adult and Pediatric CPR and First Aid certifications. Complete 15 credit hours in ECE and a minimum of 20 hours continuing education, based on individualized professional development plan Classroom Assistant Benefits: PTO paid time off 403B Medical. Vision and Dental Insurance PI9b45cadcafec-2966

Position Title: Middle School Front Office Manager (Short Term) Match Charter Public School is a free, high-performing charter public school in Boston. We are a PreK-12 school serving 1,250 students. Our mission is to prepare students for success in college and careers in order to achieve economic security and mobility. Students gain acceptance to our schools via an annual blind public lottery open to all Boston residents. Our families bring amazing racial and cultural diversity to the school community - they represent over 20 different countries of origin with over 20 different languages spoken at home. 94% of our students are people of color. Our students bring a diversity of needs to our school, and we are prepared to serve them. 21% of our students qualify for special education services; 18% of our student body are English Language Learners. Matchs core values are Equity, Freedom, Teamwork, Innovation, and Accountability. We are working to reframe our organizational processes and policies to be truly anti-racist. At Match, we believe that three aspects of our work and organization - a staff that is diverse by race and other factors, a professional environment that is inclusive of all perspectives, and a curriculum in our PreK-12 school that is culturally competent - are vital to our goals and mission. See our full statement on diversity here . Position: Front Office Manager Location: Match Charter Public School (Jamaica Plain Campus) Start date: ASAP FRONT OFFICE MANAGER POSITION OVERVIEW Match Middle School has an immediate opening for Front Office Manager (Long-Term Substitute). This is a leave coverage role. The middle school needs someone who can start as soon as possible and continue until the end of November, 2025. The Front Office Manager will be responsible for ensuring every parent, student, and visitor feels respected and well cared for when they come to our school. They are the face of the school and serve as a primary contact for all stakeholders of the school community: students, parents, school staff, and visitors. The Front Office Manager also oversees the administrative systems of the front office, including: attendance, maintaining school records, school to family communication, tending to the health needs of our students as needed, and ensuring public areas are clean and tidy. The Front Office Manager should be fluent in Spanish. This position is located at Match Middle School on 215 Forest Hills St. in Jamaica Plain, MA. The salary rate for the position is $65,933 and can be higher based on prior relevant experience. We are only able to consider applicants who have current US work authorization. PM20 Responsibilities: Office Management Implement front office systems with fidelity; Deliver the utmost level of customer service; and gracefully manage parents, visitors, phone calls and messages; Prepare, format, execute school documents and mailings to be sent home; Prepare announcements for upcoming events and work with rest of operations team to send home flyers and auto calls to inform and remind families of events; Assist with building cleanliness, and the appearance of public spaces; and Collaborate with the Operations team on meals, and purchasing/ organization of supplies and materials. Data and Information Management Assist with management and maintenance of student electronic data using PowerSchool, Deanslist, and Google Apps for Education; Record & modify (tardies, early dismissals) student attendance data as needed to accurately capture student daily attendance; Maintain student dismissal lists to ensure students are correctly taking bus or picked up; Manage student form collection, maintain accurate lists, and maintain records for all students; and Manage and assist in the process of progress report and report card distribution creation and distribution. Student and Parent Relations Build and maintain strong relationship with middle school parents; Serve as a main communication line for parents, including sending autocalls when needed; Provide translation/ interpretation services for the middle school as needed; and Help uphold student behavior expectations. Perform other related duties as needed. QUALIFICATIONS Research has shown that people of color and women are less likely to apply for jobs if they dont believe they meet every one of the qualifications described in a job description. Our highest priority is finding the best candidate for the job. We encourage you to apply, even if you don't believe you meet every one of our qualifications described or you have a less traditional background. Strong commitment to the mission and vision of Match; 2 or more years of office experience, preferably in a school (strongly preferred); Fluent in Spanish (required); Able to interact well with multiple stakeholders- students, parents, teachers, administrators, community members, and visitors; Proficient in using technology for communication and data organization, especially email and Google suite applications (sheets, documents, slides); Superb communication skills, both written and verbal; Strong organizational systems; Warm, calm, and welcoming presence; Ability to multitask, prioritize, and meet deadlines; Ability to work both independently and collaboratively; and Possess a growth mindset and be eager to receive and implement feedback as needed. ABOUT MATCH EDUCATION Match Education ( ) is the shared brand name of The Match Charter Public School, and The Match School Foundation, Inc. Match Education is an engine of discovery and applied innovation in education. We operate a high-performing urban public charter school in Boston. Out of this applied work, we refine, validate empirically, and eventually disseminate new ideas and practices on core questions in education reform. The Match Foundation, Inc., and Match Charter Public School prohibit discrimination on the basis of race, color, sex, gender identity, sexual orientation, age, national origin, physical or mental disability, religion, veteran status, and any other class of individuals protected from discrimination under state or federal law in any aspect of the access to, admission, or treatment of students in its programs and activities, or in employment and application for employment. PIe0a5-

Description: Title: Program Site Coordinator Organization: Boys and Girls Clubs of San Leandro Location: Multiple Locations (Roosevelt Elementary, Jefferson Elementary, Halkin Elementary, Washington Elementary) Department: Programming Reports to: Program Manager Direct Reports: None Exempt Status: Exempt Position Type: Full-Time, On-Site (32.5hrs - 40hrs) Compensation: $23hr-$37hr DOE Benefits: Paid Health Insurance, PTO, Paid Holidays, Sick-Time, 501(c), EAP, Calm Position Overview: The Program Site Coordinator plays a key role in supporting the Program Manager in overseeing the daily after-school programming at Boys & Girls Club sites in the San Leandro and San Lorenzo Unified School Districts. This position helps ensure that programs are delivered in alignment with the A.S.E.S (After School Education and Safety) and ELOP (Expanded Learning Opportunities Program) grants. The Program Site Coordinator is part of the site leadership team, comprised of the School Safety and Operations Coordinator and the Kinder Club Coordinator, all of whom report to the Program Manager. The Program Site Coordinator will collaborate closely with staff, students, and community partners to support the successful operation of the after-school program, helping to create a safe, engaging, and outcome-driven environment. Our Values in Action: Transformative Leadership: We aspire to transform possibilities into probabilities. By embodying emotional intelligence, vulnerability, and empathy, we foster positive change with humility, authenticity, and continuous self-improvement. What that looks like in this role: Leading by example and inspiring growth in both staff and students is key to this role. Supporting and mentoring Youth Development Professionals (YDPs) ensures they have the tools to succeed. Resilience : We approach every situation with a growth mindset, demonstrating flexibility and courage, reframing challenges as opportunities. We acknowledge our current state, embrace change, and adapt as needed, maintaining a solutions-oriented approach throughout our growth journey. What that looks like in this role: Remaining adaptable and ensuring the program runs smoothly despite challenges is essential. Youth Centered Approach : Every organizational action or maneuver is designed to directly impact and benefit the youth we serve. We value and prioritize the youth perspective, making decisions with a focus on their needs and well-being, rather than adult convenience. What that looks like in this role: Prioritizing students in every aspect of the program fosters a supportive and enriching environment. Essential Functions: Program Support & Implementation: Assist the Program Manager in managing after-school site activities, ensuring program success, compliance with A.S.E.S./ELOP grant standards, and the delivery of structured, enriching programming in a safe environment. Staff Coordination & Development: Support in supervising and guiding Youth Development Professionals (YDPs), providing training and development opportunities, assisting with staff schedules, and ensuring program goals are met. Youth Engagement & Supervision: Help ensure staff effectively engage with youth, foster positive member experiences, and provide a supportive and structured environment for all participants. Stakeholder & Community Collaboration: Maintain strong relationships with school administrators, teachers, and parents, engage families through outreach and events, and coordinate activities with external partners to enhance program offerings. Data Collection & Reporting: Track attendance, participation, and program outcomes using MyClubHub and other systems, compiling data for grant reports and evaluations in collaboration with the School Safety and Operations Coordinator (SSOC). Safety & Compliance: Ensure all staff follow safety procedures and emergency protocols, maintain compliance with licensing and grant requirements, and support training efforts to uphold a secure program environment. Special Events & Programming: Assist in the planning and execution of special events, workshops, and training sessions for both staff and youth to enhance program engagement and success. Operational Support & Continuous Improvement: Take on additional responsibilities as assigned by the Program Manager to support program efficiency, staff effectiveness, and overall program excellence. BGCSL Competencies: Commitment to Safety & Quality: Prioritizing the physical, emotional, and psychological safety of youth, staff, and the community while adhering to established quality standards. Accountability and Integrity: Maintaining high standards of ethical behavior, transparency, and responsibility in all actions and decisions. Problem Solving & Decision Making: Analyzing complex situations, identifying challenges, developing effective solutions, and implementing action plans that lead to positive outcomes. Communication & Listening: Exhibiting clear, empathetic, and effective communication skills while actively listening to others to build trust and understanding. Cultural Competency: Promoting diversity, equity, inclusion, and respect for all communities served. Leadership: Inspiring, guiding, and influencing individuals and teams to achieve a shared vision and organizational goals. Teamwork: Collaborating effectively with others, building positive relationships, and contributing to a shared goal. Financial Stewardship: Managing resources responsibly with an emphasis on sustainability and transparency. Results Orientation: Setting measurable goals, monitoring progress, and delivering high-impact outcomes aligned with the organization's mission and strategic priorities. Change Management & Adaptability: Navigating, leading, and embracing change effectively while maintaining organizational stability and progress. Requirements: Required: High school diploma or equivalent. At least 1-2 years of experience working with youth in an after-school, summer camp, or educational setting. Experience in a supervisory or leadership role, such as mentoring staff or leading activities. Strong verbal and written communication skills to engage with staff, students, and families. Ability to manage multiple responsibilities, meet deadlines, and ensure smooth program operations. Knowledge of youth development best practices and ability to uphold safety policies, including emergency procedures. Basic proficiency in Microsoft Office (Word, Excel, Outlook) and ability to learn attendance tracking and reporting systems. Experience working in a team-oriented environment and building relationships with school staff, families, and community partners. Preferred: Associate's or Bachelor's degree in Education, Child Development, Recreation, or a related field. 2+ years of experience in youth programming, after-school programs, or expanded learning environments. Familiarity with A.S.E.S. (After School Education and Safety) and ELOP (Expanded Learning Opportunities Program) grant requirements. Experience with scheduling, staff supervision, and professional development. Knowledge of positive behavior intervention strategies and restorative practices. Fluency in Spanish or another language spoken by families in the community. Current CPR/First Aid certification or willingness to obtain upon hire. Work Environment: This position will work primarily in a school-based site at the Boys & Girls Club of San Leandro. This role may occasionally require flexibility to accommodate organizational events or deadlines. Key aspects of the work environment include: Continually required to stand. Continually required to walk. Continually required to sit. Continually required to utilize hand and finger dexterity. Rarely required to climb, balance, bend, stoop, kneel or crawl. Continually required to talk or hear. Rarely exposure to outside weather conditions (visiting a site) Occasionally exposure to bloodborne and airborne pathogens or infectious materials (Communicable diseases in an office environment including COVID-19, common cold, and flu viruses. Negative TB screen required). While performing the duties of this job, the noise level in the work environment is usually quiet to moderate. The employee must occasionally lift and /or move more than 50 pounds. The Boys and Girls Clubs of San Leandro is committed to diversity and inclusion and is an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, creed, religion, disability, sex, age, ethnic or national origin, marital status, sexual orientation, gender identity or presentation, pregnancy, genetics, veteran status or any other status protected by state or federal law. We encourage individuals from all backgrounds and experiences to apply. All employment decisions are based on qualifications, merit, and business needs. The above description is intended to describe the general content and requirements for the performance of this job . click apply for full job details

BASIS Independent Schools, a subsidiary of Spring Education Group, is a national network of PreK-12 private, secular schools that educate students to the highest international levels. Our ten campuses, located in some of the most bustling, dynamic metropolitan areas in the country, are part of the BASIS Curriculum Schools global network. We believe in setting a higher standard for students and promoting self-reliance and accountability in a culture where hard work is celebrated, and intellectual pursuits result in extraordinary outcomes. BASIS Independent Silicon Valley Upper is seeking qualified candidates for a Middle School Spanish Teacher for immediate hire! What We're Looking For In this teaching position, you use your passion for your subject to inspire and teach higher-level content than what is typical of secondary students. You work collaboratively with other teachers to create a learning culture in which diverse perspectives are challenged and tested in an environment of informed thought and collegiality. Primary Job Responsibilities include, but are not limited to: Prepare subject specific lessons in Spanish. Provide subject instruction on a higher level than grade standard, in an interactive learning environment and delivering exceptional results for all students. Implement BASIS Curriculum by designing effective and creative lessons and assessments to ensure students' education is at an internationally competitive level. Collaborate with other BASIS Independent teachers to form a community of smart, talented and interesting people who are passionate about education and readily willing to work in a professional, academic environment. Tutor students in content-specific knowledge and skills to heighten the trajectory of students' academic and career success. Manage student behavior to foster academic achievement, personal responsibility, intellect and individuality in all students. Essential Teacher Qualifications: Has deep knowledge of and passion for the subject taught Able to differentiate instruction and engage students in rigorous content Able to create a positive classroom community and build relationships with students Has strong verbal and written communication skills with students, colleagues, and parents Open to feedback and continuous growth Creative in instructional and classroom management strategies (high warm and high firm) Cooperative, collaborative, supportive, flexible Has a strong work ethic and a "do whatever it takes" mindset Additional Qualifications Minimum Qualifications: A bachelor's degree in the subject area. Coursework or experience in education is not required, nor is certification. Candidates must have the ability to obtain a fingerprint clearance card. Preferred Qualifications: Subject matter postgraduate work (master's or Ph.D.) is preferred. Together with a high level of educational attainment, a successful applicant will demonstrate strong communication skills in teaching ideas, texts, and concepts with precision and confidence. Critically, an applicant must possess a high GPA in their major, excellent recommendations, experience working with children- not necessarily in the classroom- and be open to new ideas in teaching. Benefits: BASIS Independent Schools offers a comprehensive benefits package which includes: Competitive salary dependent on education and experience. Career growth opportunities focused on continuous learning, mentorship, and professional advancement across our network of schools. Retirement options through which eligible participants may receive a 50% Company match for the first 10% of employee earnings deferred. Three PPO medical plans to choose from, as well as dental and vision insurance. An FSA option that allows for pre-tax dollars to cover medical, dependent care, and transit. Student tuition remission for your children to attend our schools. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions. In general, this position requires an individual to frequently walk, stand, sit, squat, stoop, reach, kneel, rise from the floor, twist, listen, read, write, and speak the English language. In addition, this position often requires an individual to carry, lift, use repetitive or fine hand movements, and occasionally push, pull, or bend. This position is regularly required to hear and use clear vision with or without correction. Spring Education Group, including, but not limited to SEG Inc., and their affiliates (collectively "Company") is an Equal Opportunity Employer. All qualified applicants for employment and employees are provided equal employment opportunities, including in recruitment, hiring, and assignment, without regard to actual or perceived race, color, religion and religious creed, sex (including pregnancy and related conditions), sexual orientation, gender identity, gender expression, marital or familial status, age, national origin, ancestry, disability, genetic information, military/veteran status, or any other classification protected by federal, state, or local law. The Company expressly prohibits any form of unlawful employee or student harassment or discrimination.

Organizational Description: Good Samaritan Family Resource Center was established in 1894 as a settlement house, a movement that created the basis of the family resource center model. The mission of our agency is to help immigrant and low-income families access needed resources, develop self-sufficiency, and participate fully as members of the San Francisco community. Located in the Mission District, Good Samaritan serves as a welcoming, accessible neighborhood hub that offers a comprehensive spectrum of family resource services. Child Development Preschool: Good Samaritan Child Development Center (CDC) offers a fully licensed, comprehensive child development program, staffed by Bilingual Spanish speaking staff. The program is committed to high quality standards to assure that every child is ready for kindergarten and ready to succed in school. Minimum qualifications include : Program Director or Site Supervisor Permit issued by the California Commission on Teacher Credentialing. DOJ, FBI and Child Abuse Index clearance. Knowledge of Community Care Licensing requirements, and California Department of Education (California State Preschool Program) standards. Ability to support/manage all aspects of a preschool program with specific focus on DRDP Tech reporting, child recruitment, enrollment/registration, state standards compliance and parent engagement. A minimum of two years of child development as a site supervisor experience desired. As well as proof of immunizations including Covid vaccination, booster, current TB, and physical clearance. This position supports the CDC Director with implementation and documentation of a diverse and developmentally appropriate licensed preschool program that meets children's individual needs and is consistent with the State of California Department of Education standards. We are seeking candidates with proven administrative and leadership skills, excellent interpersonal, communication, organization skills, passion for equity, and an ability to work well with a diverse population of children, families, staff, and volunteers. Familiarity and comfort working with computer applications and the Internet is required. Bilingual English/Spanish speakers are encouraged to apply. Position Responsibilities: Administration: Co-lead the planning and delivery of a developmentally appropriate professional development trainings; provide onsite instructional and environmental support and resources: model successful early childhood teaching strategies and techniques. Model lessons plans and activities: supports the dissemination of research-based DLL curriculum and instructional programs. Conducts environmental rating scale assessments (ITERS/ECERS) and analyzes results to create and implement actions for individualized program goals: promote safety standards: assist in development, and implementation of goals. Monitor food service including adherence to nutritional standards, safety and sanitation and administrative requirements of the California Department of Education Nutrition Services Dept. Assist the Director with support of the annual program budget and monitor all instructional expenditures to meet projections. Maintain an admission wait list, conduct school tours, and register children. Co-lead the California's State Department's DRDP's formal assessment process and provide evaluation reports every six months. Prepare and facilitate professional training. Based on the latest DRDP-R findings: create DLL curriculum adaptions based on children's most recent development assessment, complete CDRP-R goals and timeline to submit for annual program self-evaluation. Additional responsibilities as assigned by the Director. Program Oversight : 1. Evaluate all aspects of the preschool, including program design, volunteer capacity, collaborations, and family and community relationships. 2. Foster an atmosphere of positive communication and partnership with parents/guardians, including responding promptly and courteously to concerns and/or complaints. 3. Co-create a system of regular communications with parents/guardians, including but not limited to formal/informal meetings on student progress, enrollment status, newsletters, and calendars. 4. Ensure program activities reflect best practices in child development, and with direction from the Director, implement changes that will allow Good Samaritan to remain both an innovative and model preschool. 5. Ensure an environmental climate that is physically and emotionally safe for children. Supervision Support: With direction from Director, help with recruitment, hiring, training, and direct supervision for all CDC staff when needed. Provide in-service staff trainings on topics such as child development, DRDPs, CDE compliance, licensing, and special education or universal design of learning. Implement a professional development curriculum to ensure ongoing professional development. Maintain Professional Performance Standards: Maintain an awareness of Good Samaritan's purpose and strive to promote its values and mission. Perform tasks and responsibilities in a complete and timely manner, complying with Good Samaritan's policies and standards and conforming to the scheduling requirements of the job. Maintain a creative, team-building approach to job performance and seek to bring a constructive, problem solving orientation to all tasks. Actively seek opportunities to develop skills and create opportunities to teach co-workers. Exercise professional judgment and discretion at all times in keeping with the responsibilities carried personally and by Good Samaritan for the care and welfare of the students and parents served. Desired Qualifications : Familiar with community care licensing, Title 5 and Title 22 regulations. Demonstrate knowledge and understanding of early childhood education, DLL curriculum, program evaluation, effective instructional strategies, and classroom management. Learning and assessment diagnosis. Knowledge of evidence-based model CSEFEL, Teaching Pyramid. Professional Performance Standards: Maintain an awareness of Good Samaritan's purpose and strive to promote its values and mission. Perform tasks and responsibilities in a complete and timely manner, complying with Good Samaritan's policies and standards and conforming to the scheduling requirements of the job. Maintain a creative, team-building approach to job performance and seek to bring a constructive, problem solving orientation to all tasks. Actively seek opportunities to develop skills and create opportunities to teach co-workers. Exercise professional judgment and discretion at all times in keeping with the responsibilities carried personally and by Good Samaritan for the care and welfare of the students and parents served. PI

Migrant Education Student Support Specialist: Milton, PA The Central Susquehanna Intermediate Unit (CSIU) migrant education program is seeking a qualified candidate for a part time position as Migrant Education Student Support Specialist for the CSIU region including Lewisburg, Milton, Northumberland, Selinsgrove and Sunbury areas. The Migrant Education Student Support Specialist is responsible for working with schools and service agencies to advocate for and assist all students in developing positive self-concepts, educational competencies and in all areas that will enable the student to become a responsible and productive member of society and for providing summer instruction to migrant students. Hourly rate = $16.93 - $18.98 dependent on education and qualifications. This is a non-exempt part time position following a 12-month work schedule. Education and experience required • Bachelor's degree in education, sociology, social work, social service or communications (preferred). Will consider a high school diploma/equivalent General Education Diploma (GED) and two (2) years' work experience with migrant, refugee or English-as-Second Language (ESL) students. • Previous experience as a teacher or caseworker, or other experience involving the direct services to children or young adults and experience with regional service agencies preferred. • Must have knowledge of educational issues and trends, or teaching experience. • Knowledge of appropriate support services and agencies, and ability to assist parents/families in promoting educational achievement and health/support services access. • Bilingual Spanish is preferred, depending on the students to be served. Must be willing to travel within the program region. • Adept at using virtual meeting platforms such as Skype, Zoom and Microsoft Teams. • Must have ability to communicate and work effectively with colleagues, co-workers, community agency personnel, and students/trainees. • Requires the ability to develop and maintain positive and collaborative relationships using tact and diplomacy and to remain calm in unpredictable situations. Please apply online at and follow the application requirements. Please upload college transcript(s) with application materials. Apply by February 15, 2022. EOE. recblid uapmhvtrazgojhpva4pxe2ub853bmd

POSITION TITLE: Secretary 3 - Athletics/Activities POSITION INFORMATION: Reports to: Building Principal Salary Schedule: 32C - $14.12 per hour Hours to Work: 8.0 hours per day Work Schedule/FLSA Status: Full-time, 202 Days per year (10 month) / Non- Exempt Position Purpose: Performs a wide variety of duties, some of a confidential nature. Performs general secretarial duties which may be required but not limited to answering phones, basic computer functions, typing, filing, copying, distributing mail, proofreading, etc. Provides monitoring of students as needed. Essential Performance Responsibilities Responds to walk in, telephone, doorbell, and intercom customer services needs in a timely, positive, and responsive way. Coordinates school supply orders and annual order requisitions. Shares responsibility in distributing orders and maintaining inventory. Maintains practice schedules, athletic rosters, and event changes including notifications. Coordinates and communicates bussing needs as required. Maintains student parking permit records, orders hang tags as required. Verifies officials for athletic events. Maintains the athletic website. Accurately maintains book keeping, schedules, inventory, and vendor records. Uses electronic forms to maintain records of building use for offsite locations. Prepares request for payments for invoices received for athletic events. Deposits money collected from various activities. Enters activity card receipts into software. Works with office staff to distribute student, parent, and staff communications. Completes copy requests for teachers and administrators as needed. Uses intra-school communication systems including intercom, various alarms, paging, etc. as required. Uses mail merge function to create labels, certificates, mailings, and files regularly. Creates programs, rosters, certificates, and other word processing documents. Follows oral and written directions accurately. Serves as a backup for other office staff as needed. Additional Duties Performs other related tasks as assigned by the principal or other administrative staff as designated by the Superintendent. Equipment: This position requires the ability to use basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with OPS's guidelines for equipment use. Travel: Limited travel may be required. Physical and Mental Demands, Work Hazards: Works in standard office and school building environments Occasional overtime may be required by the supervisor Must have organization, time management, communication, and interpersonal skills. Ability to read and use information from written materials and visual displays. Ability to work in standing/walking positions on a frequent basis throughout the work shift. Ability to bend, kneel, stoop and maintain balance while performing job related tasks. Ability to work outdoors during outdoor student activities Additional demands may be required upon request from the Supervisor Interrelations: Contact with personnel within the district and with customers and vendors. Will be working under the direct supervision of the department supervisor in order to complete day to day tasks. Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy. Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues. Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service. Employee Punctuality and Appearance In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave. Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator. All employees are required to report to work dressed in a manner that reflects a positive image of Omaha Public Schools and is appropriate for their position. Knowledge, Skills, and Abilities: A High School Diploma or GED equivalent is required. Previous experience working in an office setting is preferred. Previous experience working in a public school setting is preferred. Proficient PC computer knowledge is required. Website development and maintenance experience preferred. Ability to manage content in a web editor, Photoshop, and/or word press preferred. Graphic design experience preferred. Possesses a general understanding of athletic contest preferred. Demonstrate proficiency of the English language to read and communicate with others. Demonstrate proficiency of the Spanish language to read and communicate with others is preferred. Knowledge of District computer software preferred. Ability and patience to work with students and parents. Demonstrate proficiency in the ability to take initiative and work independently Excellent organizational skills Demonstrate a positive attendance record and prior work history Excellent oral and written communication skills. Displays a significant degree of professionalism and confidentiality. Knowledge of OPS's mission, purpose, goals and the role of every employee in achieving each of them. Terms of Employment This position is treated as a full-time non-exempt classified position. The terms of your employment will be governed by applicable state laws regulating employment in a Nebraska public school and Board of Education policies, as those laws and policies may change from time to time. If your position is represented by a collective bargaining representative, then your employment will also be governed by a negotiated agreement between OPS and that collective bargaining representative. The offer of employment is contingent upon: Obtaining and providing verification of all licenses, certificates, and other requirements for the position (e.g., Paraprofessionals obtaining "Highly Qualified status," etc.), as identified and maintaining all licenses, certificates, and requirements for your position throughout employment. A background check which demonstrates to OPS that background is acceptable for the position. Verification of U.S. citizenship or legal authorization to work in the United States. Successful completion of a pre-employment drug test (if required for position offered). Successful completion of a tuberculosis skin test (if required for position offered). Successful completion of a pre-employment medical examination to determine ability to safely and effectively perform the essential functions of the position. Omaha public schools does not discriminate on the basis of race, color, national origin, religion, sex (including pregnancy), marital status, sexual orientation, disability, age, genetic information, gender identity, gender expression, citizenship status, veteran status, political affiliation or economic status in its programs, activities, employment, and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to handle inquiries regarding the non-discrimination policies: Director for the Office of Equity and Diversity, 3215 Cuming Street, Omaha, NE 68131. ) The Omaha Public School District is committed to providing access and reasonable accommodation in its services, programs, activities, education and employment for individuals with disabilities. To request disability accommodation in the application process please contact the human resources department at . EQUAL OPPORTUNITY EMPLOYER

POSITION TITLE: Secretary 3 - Attendance POSITION INFORMATION: Reports to: Building Principal Salary Schedule: 32C $14.12 per hour Hours to Work: 8.0 hours per day Work Schedule/FLSA Status: Full-time, 202 days per year / Non- Exempt Position Purpose: Performs a wide variety of duties, some of a confidential nature. Performs general secretarial duties which may be required but not limited to answering phones, basic computer functions, typing, filing, copying, distributing mail, proofreading, etc. Provides monitoring of students as needed. Essential Performance Responsibilities Responds to walk in, telephone, doorbell, and intercom customer services needs in a timely, positive, and responsive way. Updates student records and attendance in District software systems. Maintains attendance records for field trips. Enrolls new students in District software systems. Responds to and processes attendance records and requests. Prepares and sends Referral of Absence Behavior (RAB) and GED letters. Maintains Student Information Packet (SIP) and Handbook cards. Works with office staff to distribute student, parent, and staff communications. Completes copy requests for teachers and administrators as needed. Uses intra-school communication systems including radio, intercom, various alarms, paging, etc. as required. Uses mail merge function to create labels, certificates, mailings, and files regularly. Monitors and directs the work of student office aides. Follows oral and written directions accurately. Serves as a backup for other office staff as needed. Additional Duties Performs other related tasks as assigned by the principal or other administrative staff as designated by the Superintendent. Equipment: This position requires the ability to use basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with OPS's guidelines for equipment use. Travel: Limited travel may be required. Physical and Mental Demands, Work Hazards: Works in standard office and school building environments Occasional overtime may be required by the supervisor Must have organization, time management, communication, and interpersonal skills. Ability to read and use information from written materials and visual displays. Ability to work in standing/walking positions on a frequent basis throughout the work shift. Ability to bend, kneel, stoop and maintain balance while performing job related tasks. Ability to work outdoors during outdoor student activities Additional demands may be required upon request from the Supervisor Interrelations: Contact with personnel within the district and with customers and vendors. Will be working under the direct supervision of the department supervisor in order to complete day to day tasks. Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy. Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues. Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service. Employee Punctuality and Appearance In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave. Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator. All employees are required to report to work dressed in a manner that reflects a positive image of Omaha Public Schools and is appropriate for their position. Knowledge, Skills, and Abilities: A High School Diploma or GED equivalent is required. Previous experience working in an office setting is preferred. Previous experience working in a public school setting is preferred. Proficient PC computer knowledge is required. Demonstrate proficiency of the English language to read and communicate with others. Demonstrate proficiency of the Spanish language to read and communicate with others is preferred. Knowledge of District computer software preferred. Ability and patience to work with students and parents. Demonstrate proficiency in the ability to take initiative and work independently Excellent organizational skills Demonstrate a positive attendance record and prior work history Excellent oral and written communication skills. Displays a significant degree of professionalism and confidentiality. Knowledge of OPS's mission, purpose, goals and the role of every employee in achieving each of them. Terms of Employment This position is treated as a full-time non-exempt classified position. The terms of your employment will be governed by applicable state laws regulating employment in a Nebraska public school and Board of Education policies, as those laws and policies may change from time to time. If your position is represented by a collective bargaining representative, then your employment will also be governed by a negotiated agreement between OPS and that collective bargaining representative. The offer of employment is contingent upon: Obtaining and providing verification of all licenses, certificates, and other requirements for the position (e.g., Paraprofessionals obtaining "Highly Qualified status," etc.), as identified and maintaining all licenses, certificates, and requirements for your position throughout employment. A background check which demonstrates to OPS that background is acceptable for the position. Verification of U.S. citizenship or legal authorization to work in the United States. Successful completion of a pre-employment drug test (if required for position offered). Successful completion of a tuberculosis skin test (if required for position offered). Successful completion of a pre-employment medical examination to determine ability to safely and effectively perform the essential functions of the position. Omaha public schools does not discriminate on the basis of race, color, national origin, religion, sex (including pregnancy), marital status, sexual orientation, disability, age, genetic information, gender identity, gender expression, citizenship status, veteran status, political affiliation or economic status in its programs, activities, employment, and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to handle inquiries regarding the non-discrimination policies: Director for the Office of Equity and Diversity, 3215 Cuming Street, Omaha, NE 68131. ) The Omaha Public School District is committed to providing access and reasonable accommodation in its services, programs, activities, education and employment for individuals with disabilities. To request disability accommodation in the application process please contact the human resources department at . EQUAL OPPORTUNITY EMPLOYER

**New Elementary School** Pine Elementary School Description: The new elementary school located at 10 th and Pine Street will open for the 2 school year. It will serve students in pre-kindergarten through 5 th grade. Construction of this new 551 capacity facility is underway as identified in the 2018 Omaha Public School Facilities Capital Plan (2018 Bond). Time Frame: A principal will be named this fall and will start in the position during the second semester of the 2 school year as they prepare for students to start in August 2022. Job Title: Principal Location: 810 Pine Street, Omaha, NE 68108 Reports To: Principal Supervisor Work Schedule/FLSA Status: 10 month/210 days, Exempt Salary Schedule: OSAA Level 6 Position Purpose: The principal is the instructional leader of the school. OPS seeks excellent leaders who can prepare all students for college, career, and community leadership. Essential Performance Responsibilities: Achievement and Results: Leader articulates clear expectations and holds self and others accountable for achieving high results for all students. Demonstrates high expectations and an unyielding belief that all students can and will achieve at high levels. Holds self and others accountable for reaching high academic achievement of all students. Articulates a clear and compelling vision to prepare all students for college, career, and community leadership. Sets challenging goals, continuously monitors progress, and demonstrates persistence to overcome obstacles to achieve goals. Proactively develops and implements school improvement plans to accomplish student achievement goals. Helps teachers reach and engage each student based on individual needs and interests. Equity Leadership: Leader demonstrates awareness and conviction to address inequities and holds adults accountable for doing the same. Creates urgency and develops plans to close achievement gaps and prepare all students for college and career success. Addresses biases, engages in courageous conversations, and makes difficult decisions in the best interest of students. Supports teachers and staff to skillfully address race, culture, class, language acquisition and unique student learning needs to ensure all students achieve at high levels. Instructional Leadership: Leader helps all students master standards through data-driven instruction and staff evaluation and development. Promotes student mastery of standards by implementing rigorous instructional strategies and assessments aligned to curricula. Uses - and enables others to use - multiple forms of student achievement data to inform instruction and advance learning. Ensures that teachers check for student understanding and clarify, reteach, or adjust instruction. Partners with staff to provide students the appropriate scaffolds and interventions to meet their individual learning needs. Evaluates staff and teachers. Observes classrooms to support effective teaching practices that result in improved student achievement. Provides coaching and timely, targeted, actionable feedback to ensure growth in practice. Talent Management: Leader promotes professional learning, maximizes staff talent, and appropriately matches talent to student needs. Differentiates approach based on performance: recognizes and retains high performers, provides targeted support to mid-performers, and develops or exits low performers. Strategically selects and assigns staff to meet students' unique needs. Provides targeted professional development and support based on observation and student data. School Culture: Leader creates a culture that promotes learning, collaboration, respect, and safety for all. Creates a positive, safe, respectful, and welcoming school culture that focuses on each student's development. Promotes collaboration among students, families, staff, and the community. Shares leadership or delegates appropriately, leveraging individuals' strengths and interests. Sets and maintains clear expectations for students that inform positive behavior management strategies. Engages families as integral partners in their children's education. Communication and Interpersonal Skills: Leader skillfully and appropriately engages diverse constituents to meet student needs. Actively listens, solicits input from diverse stakeholders, and seeks to understand and address others' perspectives and needs. Effectively communicates with students, families, staff, and the community. Moves adults to take action and ownership. Manages change, gains buy-in, and overcomes resistance. Resolves conflict in a direct but constructive manner, seeking "win-win" solutions. Develops and navigates school and district relationships and understands implications of actions. Reflects, accurately assesses own strengths and growth areas, solicits candid feedback, and seeks ongoing growth opportunities. Problem Solving and Strategic Thinking: Leader assesses situations, defines action plans, and solves problems to accomplish goals. Collects, analyzes, and uses multiple forms of data to make informed decisions. Identifies problems, analyzes root causes, and develops effective solutions. Executes effectively: develops and implements action plans, anticipates risks, and adapts to changing circumstances. Operational Leadership: Leader develops school systems, procedures, and protocols to maximize instructional time and attain school goals. Prioritizes, aligns, and effectively manages people, time, and resources (e.g., budget, facilities, etc.) to improve student outcomes and attain school goals. Establishes clear systems and structures to maximize instructional time and student learning. Delegates and monitors school operations to ensure a safe learning environment and asks for support to resolve issues as appropriate. Additional Duties: Performs other related tasks as assigned by the Superintendent or designee. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with OPS's guidelines for equipment use. Travel: Limited travel may be required. Physical and Mental Demands, Work Hazards: Must be able to respond rapidly in emergency situations. Must have organization, time management, communication, and interpersonal skills. Work in school building environments. Interrelations: Contact with personnel within the district and with customers and vendors. Will be working under the indirect supervision of the principal supervisor in order to lead individual buildings to meet goals as outlined by the district, state, and building. Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy. Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues. Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service. Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave. Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator. All employees are required to report to work dressed in a manner that reflects a positive image of Omaha Public Schools and is appropriate for their position. Knowledge, Skills, and Abilities: Minimum of Master's Degree with major emphasis in educational administration. A valid Nebraska teaching certificate with endorsement in the area of administration for education is required. A minimum of five years of successful teaching experience in an urban school district is preferred. Fluent in English and Spanish, preferred. Demonstrated evidence of proficiency in the OPS Principal Competencies. The vision and courage to ensure every student, regardless of background, can achieve college and career success. A demonstrated track record of increasing student achievement. Instructional expertise in K-12 education with proven ability to support, coach, and develop teachers to improve instructional practice. A record of success in leading adults and students. Effective communication and interpersonal skills. Problem-solving and strategic thinking skills. Terms of Employment This position is treated as a full-time exempt certified position. The terms of your employment will be governed by applicable state laws regulating employment or teaching in a Nebraska public school and Board of Education policies, as those laws and policies may change from time to time. If your position is represented by a collective bargaining representative, then your employment will also be governed by a negotiated agreement between OPS and that collective bargaining representative. Terms of employment are contingent upon: Verification of a valid Nebraska Teaching License or other required license. A background check which demonstrates background is acceptable for the position sought and working with or around students. Verification of U.S. Citizenship or legal authorization to work in the United States...... click apply for full job details

**New Elementary School** Forest Station Elementary School Description: The new elementary school located at Fort Crook and Childs Street will open for the 2 school year. It will serve students in pre-kindergarten through 5 th grade. Construction of this new 551 capacity facility is underway as identified in the 2018 Omaha Public School Facilities Capital Plan (2018 Bond). Time Frame: A principal will be named this fall and will start in the position during the second semester of the 2 school year as they prepare for students to start in August 2022. Job Title: Principal Location: 1010 Childs Road W, Bellevue, NE 68147 Reports To: Principal Supervisor Work Schedule/FLSA Status: 10 month/210 days, Exempt Salary Schedule: OSAA Level 6 Position Purpose: The principal is the instructional leader of the school. OPS seeks excellent leaders who can prepare all students for college, career, and community leadership. Essential Performance Responsibilities: Achievement and Results: Leader articulates clear expectations and holds self and others accountable for achieving high results for all students. Demonstrates high expectations and an unyielding belief that all students can and will achieve at high levels. Holds self and others accountable for reaching high academic achievement of all students. Articulates a clear and compelling vision to prepare all students for college, career, and community leadership. Sets challenging goals, continuously monitors progress, and demonstrates persistence to overcome obstacles to achieve goals. Proactively develops and implements school improvement plans to accomplish student achievement goals. Helps teachers reach and engage each student based on individual needs and interests. Equity Leadership: Leader demonstrates awareness and conviction to address inequities and holds adults accountable for doing the same. Creates urgency and develops plans to close achievement gaps and prepare all students for college and career success. Addresses biases, engages in courageous conversations, and makes difficult decisions in the best interest of students. Supports teachers and staff to skillfully address race, culture, class, language acquisition and unique student learning needs to ensure all students achieve at high levels. Instructional Leadership: Leader helps all students master standards through data-driven instruction and staff evaluation and development. Promotes student mastery of standards by implementing rigorous instructional strategies and assessments aligned to curricula. Uses - and enables others to use - multiple forms of student achievement data to inform instruction and advance learning. Ensures that teachers check for student understanding and clarify, reteach, or adjust instruction. Partners with staff to provide students the appropriate scaffolds and interventions to meet their individual learning needs. Evaluates staff and teachers. Observes classrooms to support effective teaching practices that result in improved student achievement. Provides coaching and timely, targeted, actionable feedback to ensure growth in practice. Talent Management: Leader promotes professional learning, maximizes staff talent, and appropriately matches talent to student needs. Differentiates approach based on performance: recognizes and retains high performers, provides targeted support to mid-performers, and develops or exits low performers. Strategically selects and assigns staff to meet students' unique needs. Provides targeted professional development and support based on observation and student data. School Culture: Leader creates a culture that promotes learning, collaboration, respect, and safety for all. Creates a positive, safe, respectful, and welcoming school culture that focuses on each student's development. Promotes collaboration among students, families, staff, and the community. Shares leadership or delegates appropriately, leveraging individuals' strengths and interests. Sets and maintains clear expectations for students that inform positive behavior management strategies. Engages families as integral partners in their children's education. Communication and Interpersonal Skills: Leader skillfully and appropriately engages diverse constituents to meet student needs. Actively listens, solicits input from diverse stakeholders, and seeks to understand and address others' perspectives and needs. Effectively communicates with students, families, staff, and the community. Moves adults to take action and ownership. Manages change, gains buy-in, and overcomes resistance. Resolves conflict in a direct but constructive manner, seeking "win-win" solutions. Develops and navigates school and district relationships and understands implications of actions. Reflects, accurately assesses own strengths and growth areas, solicits candid feedback, and seeks ongoing growth opportunities. Problem Solving and Strategic Thinking: Leader assesses situations, defines action plans, and solves problems to accomplish goals. Collects, analyzes, and uses multiple forms of data to make informed decisions. Identifies problems, analyzes root causes, and develops effective solutions. Executes effectively: develops and implements action plans, anticipates risks, and adapts to changing circumstances. Operational Leadership: Leader develops school systems, procedures, and protocols to maximize instructional time and attain school goals. Prioritizes, aligns, and effectively manages people, time, and resources (e.g., budget, facilities, etc.) to improve student outcomes and attain school goals. Establishes clear systems and structures to maximize instructional time and student learning. Delegates and monitors school operations to ensure a safe learning environment and asks for support to resolve issues as appropriate. Additional Duties: Performs other related tasks as assigned by the Superintendent or designee. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with OPS's guidelines for equipment use. Travel: Limited travel may be required. Physical and Mental Demands, Work Hazards: Must be able to respond rapidly in emergency situations. Must have organization, time management, communication, and interpersonal skills. Work in school building environments. Interrelations: Contact with personnel within the district and with customers and vendors. Will be working under the indirect supervision of the principal supervisor in order to lead individual buildings to meet goals as outlined by the district, state, and building. Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy. Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues. Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service. Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave. Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator. All employees are required to report to work dressed in a manner that reflects a positive image of Omaha Public Schools and is appropriate for their position. Knowledge, Skills, and Abilities: Minimum of Master's Degree with major emphasis in educational administration. A valid Nebraska teaching certificate with endorsement in the area of administration for education is required. A minimum of five years of successful teaching experience in an urban school district is preferred. Fluent in English and Spanish, preferred. Demonstrated evidence of proficiency in the OPS Principal Competencies. The vision and courage to ensure every student, regardless of background, can achieve college and career success. A demonstrated track record of increasing student achievement. Instructional expertise in K-12 education with proven ability to support, coach, and develop teachers to improve instructional practice. A record of success in leading adults and students. Effective communication and interpersonal skills. Problem-solving and strategic thinking skills. Terms of Employment This position is treated as a full-time exempt certified position. The terms of your employment will be governed by applicable state laws regulating employment or teaching in a Nebraska public school and Board of Education policies, as those laws and policies may change from time to time. If your position is represented by a collective bargaining representative, then your employment will also be governed by a negotiated agreement between OPS and that collective bargaining representative. Terms of employment are contingent upon: Verification of a valid Nebraska Teaching License or other required license. A background check which demonstrates background is acceptable for the position sought and working with or around students. Verification of U.S..... click apply for full job details

Level: Entry Job Location: AMS Prince - Tucson, AZ Position Type: Part Time Education Level: None Salary Range: $12.00 - $15.00 Hourly Travel Percentage: Undisclosed Job Shift: Day Job Category: Education Academies of Math and Science 2016 Arizona Charter School of the Year 2018 Runner-Up Reader's Choice Awards: Best Place to Work Paraprofessional / Teachers Aide Part Time Start Immediately Location: 1557 W Prince Rd., Tucson, AZ, 85705 Are you dedicated to influencing positive changes in at-risk communities by preparing students for college and a successful life and career? Academies of Math and Science (AMS) is an academically advanced charter school network serving predominantly low-income students, with a decade-long track record of being either the highest or one of the highest performing K-8 charter schools in Arizona. As part of the AMS family, your role as a paraprofessional is to work alongside our team of talented educators in guiding motivated students through an advanced curriculum. As we open new schools and grow by roughly 30% each year, we seek intelligent, data-driven teachers eager to uphold the same academic excellence that made our flagship school in Tucson the 2016 Arizona Charter School of the Year. Our results and success support our belief that all students can succeed - no matter their background - with the right programs in place, and more importantly, the right people leading the way. That's where you come in. Why work for us? Competitive salaries and bonus pay Full benefits including medical, dental, vision, retirement (with employer contributions), PTO, and disability and life insurance Supportive, collaborative culture with incredible coworkers and leaders Comprehensive training, follow-up coaching, PD, and professional learning communities Extensive opportunities for career mobility/advancement as our schools and network continue to grow and expand to new areas The chance to truly make a difference in the lives of children who may not otherwise have access to a high-quality education In the words of one of our employees, "[AMS has] incredible curriculum and standards that help students succeed. Administration appreciates staff and they express it throughout the school year, and there are a lot of opportunities for growth within the company. Everyone is always looking for ways to be better for our students! I am proud to work in an encouraging environment that is so uplifting and positive. I can't say enough great things about AMS." Interested in pursuing an AMS career? Apply in 5 minutes through the link below. Please include the following in PDF or Word format: 1. A detailed resume describing your experience and data-supported accomplishments. 2. A cover letter showcasing your written communication skills and demonstrating your alignment with the AMS mission and competencies. Compensation: $12 - $15 per hour, DOE LOTUCPAR014 PM20 Qualifications & competencies: High School diploma or equivalent and passed the paraprofessional exam OR Associate's degree or higher Prior experience working with children Meet ONE of the following options: Hold an associates (or higher) degree or Completed two years of study (equaling 60 or more credit hours) at an accredited institution of higher education or Obtained a passing score on an ADE-approved assessment: ETS ParaPro Assessment ACT Workkeys Master Teacher's Para Educator Learning Network Preferred: Bilingual in English and Spanish PI

The Foundation Schools is a special education day school which delivers innovative school programs and support services for children and adolescents with emotional disabilities, autism spectrum disorders and other learning challenges. For over 40 years, the combination of academic support and therapeutic services has given our students a chance to reach their full potential. The Foundation Schools has schools in Gaithersburg, Largo and Landover, Maryland that serve over 200 students in grades K-12. We are currently accepting resumes for Elementary School Special Education Teacher candidates for our Gaithersburg school location, The mission of The Foundation Schools is to provide a highly specialized educational and therapeutic program for students preparing them to be productive and successful in their future academic and career paths. The Foundation Schools employs special education strategies and techniques to provide quality instruction that results in the students mastery of approved curriculum and that promotes social, emotional and cognitive learning. We effectively manage student behavior through implementation of behavior management systems, school rules and policies. Our Core Values provide a strong foundation for our programs, are integrated into our positive behavior intervention system, drive our actions and guide our staff and students daily to TWIRL (Teamwork, Work Ethic, Integrity, Respect, and Leadership). We offer a supportive working environment with small class sizes and excellent resources. The Foundation Schools offers a comprehensive benefit package including tuition assistance and a generous retirement package. Visit our website at for more information. *Education, Experience and Certification Requirements:* * Bachelors degree or higher is required, preferably in education, special education or related field, Masters degree preferred * MSDE certification or eligibility for MSDE certification required in special education, and appropriate grade band; Art and Physical Education teachers require MSDE certification or eligibility for MSDE certification in content area * Two or more years of experience in a special education setting or experience working with emotionally disabled students or children with autism is preferred * Knowledge of IDEA and its specific applications to educating students with special education needs and emotional and other disabilities preferred * Bilingual (Spanish/English) abilities are a plus *KEY JOB FUNCTIONS:* * Employ special education strategies and techniques to provide quality instruction that results in the students advancement of their academic progress on the approved curriculum and that promotes social and emotional growth * Demonstrate knowledge of academic subjects and the ability to effectively teach content area while using the approved curriculum * Create and implement lesson plans that utilize a variety of teaching methods, including the use of technology, direct instruction, independent study and group learning, in order to engage students and actively encourage student participation; submit lesson plans within set guidelines * Demonstrate the ability to adapt classroom environment, activities, teaching styles, behavior management practices and lesson plans to meet the needs of students with varying academic levels and learning styles * Establish expectations for learning and set classroom structure to encourage student participation and appropriate behavior * Use formal and informal observation and assessment tools to determine students needs, and adjust interventions and practices to accommodate those needs; evaluate instructional effectiveness, document, and make modifications based on data, reflection, and feedback * Provide a safe, structured, creative, and engaging classroom that is conducive to learning * Participate in the development and monitoring of students IEPs, BIPs, and FBAs including completion of required documentation within set guidelines * Grade students work, document students work in grade books, and complete grades within deadlines * Attend and actively participate in IEP meetings, reentry meetings, and other meetings with parents/guardians, students or county representatives; report accurately on student academic progress * Act as the lead in the classroom by providing guidance and direction to program assistants and dedicated aides assigned to their classroom * Work with other teachers, therapists, school leaders, and other team members to determine the student and/or classroom needs and adjust interventions and practices to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate

The Foundation Schools is a special education day school which delivers innovative school programs and support services for children and adolescents with emotional disabilities, autism spectrum disorders and other learning challenges. For over 40 years, the combination of academic support and therapeutic services has given our students a chance to reach their full potential. The Foundation Schools has schools in Gaithersburg, Largo and Landover, Maryland that serve over 200 students in grades K-12. We are currently accepting resumes for High School Special Education Teacher candidates for our Largo school location, The mission of The Foundation Schools is to provide a highly specialized educational and therapeutic program for students preparing them to be productive and successful in their future academic and career paths. The Foundation Schools employs special education strategies and techniques to provide quality instruction that results in the students mastery of approved curriculum and that promotes social, emotional and cognitive learning. We effectively manage student behavior through implementation of behavior management systems, school rules and policies. Our Core Values provide a strong foundation for our programs, are integrated into our positive behavior intervention system, drive our actions and guide our staff and students daily to TWIRL (Teamwork, Work Ethic, Integrity, Respect, and Leadership). We offer a supportive working environment with small class sizes and excellent resources. The Foundation Schools offers a comprehensive benefit package including tuition assistance and a generous retirement package. Visit our website at for more information. *Education, Experience and Certification Requirements:* * Bachelors degree or higher is required, preferably in education, special education or related field, Masters degree preferred * MSDE certification or eligibility for MSDE certification required in special education, and appropriate grade band; Art and Physical Education teachers require MSDE certification or eligibility for MSDE certification in content area * Two or more years of experience in a special education setting or experience working with emotionally disabled students or children with autism is preferred * Knowledge of IDEA and its specific applications to educating students with special education needs and emotional and other disabilities preferred * Bilingual (Spanish/English) abilities are a plus *KEY JOB FUNCTIONS:* * Employ special education strategies and techniques to provide quality instruction that results in the students advancement of their academic progress on the approved curriculum and that promotes social and emotional growth * Demonstrate knowledge of academic subjects and the ability to effectively teach content area while using the approved curriculum * Create and implement lesson plans that utilize a variety of teaching methods, including the use of technology, direct instruction, independent study and group learning, in order to engage students and actively encourage student participation; submit lesson plans within set guidelines * Demonstrate the ability to adapt classroom environment, activities, teaching styles, behavior management practices and lesson plans to meet the needs of students with varying academic levels and learning styles * Establish expectations for learning and set classroom structure to encourage student participation and appropriate behavior * Use formal and informal observation and assessment tools to determine students needs, and adjust interventions and practices to accommodate those needs; evaluate instructional effectiveness, document, and make modifications based on data, reflection, and feedback * Provide a safe, structured, creative, and engaging classroom that is conducive to learning * Participate in the development and monitoring of students IEPs, BIPs, and FBAs including completion of required documentation within set guidelines * Grade students work, document students work in grade books, and complete grades within deadlines * Attend and actively participate in IEP meetings, reentry meetings, and other meetings with parents/guardians, students or county representatives; report accurately on student academic progress * Act as the lead in the classroom by providing guidance and direction to program assistants and dedicated aides assigned to their classroom * Work with other teachers, therapists, school leaders, and other team members to determine the student and/or classroom needs and adjust interventions and practices to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate

The Foundation Schools is a special education day school which delivers innovative school programs and support services for children and adolescents with emotional disabilities, autism spectrum disorders and other learning challenges. For over 40 years, the combination of academic support and therapeutic services has given our students a chance to reach their full potential. The Foundation Schools has schools in Gaithersburg, Largo and Landover, Maryland that serve over 200 students in grades K-12. We are currently accepting resumes for Elementary School Special Education Teacher candidates for our Gaithersburg school location, The mission of The Foundation Schools is to provide a highly specialized educational and therapeutic program for students preparing them to be productive and successful in their future academic and career paths. The Foundation Schools employs special education strategies and techniques to provide quality instruction that results in the students' mastery of approved curriculum and that promotes social, emotional and cognitive learning. We effectively manage student behavior through implementation of behavior management systems, school rules and policies. Our Core Values' provide a strong foundation for our programs, are integrated into our positive behavior intervention system, drive our actions and guide our staff and students daily to TWIRL (Teamwork, Work Ethic, Integrity, Respect, and Leadership). We offer a supportive working environment with small class sizes and excellent resources. The Foundation Schools offers a comprehensive benefit package including tuition assistance and a generous retirement package. Visit our website at for more information. Education, Experience and Certification Requirements: Bachelor's degree or higher is required, preferably in education, special education or related field, Master's degree preferred MSDE certification or eligibility for MSDE certification required in special education, and appropriate grade band; Art and Physical Education teachers require MSDE certification or eligibility for MSDE certification in content area Two or more years of experience in a special education setting or experience working with emotionally disabled students or children with autism is preferred Knowledge of IDEA and its specific applications to educating students with special education needs and emotional and other disabilities preferred Bilingual (Spanish/English) abilities are a plus KEY JOB FUNCTIONS: Employ special education strategies and techniques to provide quality instruction that results in the students' advancement of their academic progress on the approved curriculum and that promotes social and emotional growth Demonstrate knowledge of academic subjects and the ability to effectively teach content area while using the approved curriculum Create and implement lesson plans that utilize a variety of teaching methods, including the use of technology, direct instruction, independent study and group learning, in order to engage students and actively encourage student participation; submit lesson plans within set guidelines Demonstrate the ability to adapt classroom environment, activities, teaching styles, behavior management practices and lesson plans to meet the needs of students with varying academic levels and learning styles Establish expectations for learning and set classroom structure to encourage student participation and appropriate behavior Use formal and informal observation and assessment tools to determine students' needs, and adjust interventions and practices to accommodate those needs; evaluate instructional effectiveness, document, and make modifications based on data, reflection, and feedback Provide a safe, structured, creative, and engaging classroom that is conducive to learning Participate in the development and monitoring of students' IEPs, BIPs, and FBAs including completion of required documentation within set guidelines Grade students' work, document students' work in grade books, and complete grades within deadlines Attend and actively participate in IEP meetings, reentry meetings, and other meetings with parents/guardians, students or county representatives; report accurately on student academic progress Act as the lead in the classroom by providing guidance and direction to program assistants and dedicated aides assigned to their classroom Work with other teachers, therapists, school leaders, and other team members to determine the student and/or classroom needs and adjust interventions and practices to best meet those needs; work with team to develop interventions and/or incentive plans when appropriate