Job Description Job Description JOB SUMMARY Under general supervision, provides specially designed instruction to pupils in culturally appropriate academic, social, behavioral and other educational or functional skill areas; counsels, disciplines and supervises to meet the individual needs of assigned students; evaluates student performance, monitors, and reports progress as required for state and federal accountability. MAJOR TASKS AND RESPONSIBILITIES Actively participates in learning the Muckleshoot culture, language, customs and traditions so that as a teacher you are able to support the goals and objective of the Muckleshoot Indian for the Muckleshoot Tribal School. Plans and provides research-based specially designed instruction to address the instructional goals and objectives contained within each student's IEP, in alignment with state standards, and in the student's least restrictive environment. Collaborates and co-plans with general education counterparts to support IEP implementation and the co-taught classroom. Implements established programs and collaborates with staff & Muckleshoot community in the development of new culturally appropriate programs with curriculum objectives/goals aligned with state standards and the vision for the Muckleshoot Tribal School. Establishes and implements reasonable and culturally appropriate classroom rules and procedures governing student behavior and conduct; provides guidance, counseling and discipline to encourage students to meet standards of achievement and conduct; monitors student learning and behavior regularly and seeks Administrative assistance where appropriate. Confers with students, parents/guardians and other staff to provide guidance and evaluation and to encourage student achievement and/or to modify assignments or expectations when appropriate. Creates a classroom the is conducive to learning and establishes classroom goals/objectives in conformance with courses of study specified by State and Tribal School regulations and guidelines; evaluates and records student progress; prepares reports for parents/guardians. Collects and interprets a variety of data; provides reports for administrative purposes and in order to prepare for state testing and compliance for state and federal accountability. Understands and meets the responsibilities of teaching in culturally appropriate ways to enhance and support Muckleshoot & Native American students toward success in a school setting. Maintain up to date daily schedule, lesson plans, attendance records and grade records both electronically and in written format for all students that are assigned and for all subjects assigned to teach. Prepares substitute plans that include: projects, schedule, routines, class list, attendance forms and other needed resources that are readily accessible in your absence. Attends or participates in required staff meetings, required department meetings, and other activities deemed necessary. Directs the activities of assigned non-certified personnel, para-professionals and volunteers. Actively manage caseload to ensure current, accurate, complete, and correct records including IEPs, FBAs, and BIPs as required by law and Muckleshoot Tribal School. Actively maintain parent contact through newsletters, phone calls home, field trips, parent involvement in the classroom, awards, conferences, home visits, email, mailings, school and community events in order to create a strong bond with the community. Maintains and updates knowledge and skills necessary for success in the position and improving professional competence by participating in professional development activities and training, as required, as needed or as assigned. EDUCATION - EXPERIENCE AND TRAINING FOR POSITION Graduation from a four (4) year college or university and a Washington State special education teaching certificate is required. Special Requirements A valid Washington State driver's license, first aid/CPR certification and/or specific teaching certificate endorsements may be required for some positions at time of appointment or at a time set by the Tribe. FAE/FAS, First Aid/CPR, Effective Teaching Practices for working with Native American Students SPECIFIC SKILLS/KNOWLEDGE/ABILITIES REQUIRED FOR POSITION Knowledge of: Subject areas appropriate to assignment. Effective behavior management techniques. Rules and procedures for student safety. Necessary equipment, computers, machinery, tools or software. Proficient use of reading, writing and oral communications. Experiences and sensitivity toward Native American education issues and the ability to work effectively in the Muckleshoot tribal community. Skilled in: Effective communication with students, parents or guardians, staff and administrators. Designing and implementing lesson plans for students having a wide range of achievement. Dealing with students in a positive and confident manner. Organizing activities in keeping with the maturity and attention span of assigned students. Providing instruction and demonstrating techniques. Managing student behavior. Willingness to actively participate in job related training, in-service days, conferences and scheduled meetings. Ability to: handle confidential matters and information in a professional manner. PHYSICAL REQUIREMENTS The working conditions described here are representative of those that must be met by an employee to successfully perform the essential duties of this class. While performing the duties of this job, the employee is frequently required to stand, walk and talk or hear. The employee is occasionally required to sit; use hands to operate, finger, handle, or feel objects, tools, or controls; and reach with hands and arms. The employee must occasionally lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus. The noise level in the work environment is usually moderately quiet. Licenses or Certifications Required A valid Washington State driver's license is required at the time of appointment or at a time set by the Tribe. Washington State special education teaching certificate is required. Company Description The Muckleshoot Indian Tribe is a federally recognized Indian tribe whose membership is composed of descendants of the Duwamish and Upper Puyallup people who inhabited Central Puget Sound for thousands of years before non-Indian settlement. The Tribe's name is derived from the native name for the prairie on which the Muckleshoot Reservation was established. Following the Reservation's establishment in 1857, the Tribe and its members came to be known as Muckleshoot, rather than by the historic tribal names of their Duwamish and Upper Puyallup ancestors. Today, the United States recognizes the Muckleshoot Tribe as a tribal successor to the Duwamish and Upper Puyallup bands from which the Tribe's membership descends. Company Description The Muckleshoot Indian Tribe is a federally recognized Indian tribe whose membership is composed of descendants of the Duwamish and Upper Puyallup people who inhabited Central Puget Sound for thousands of years before non-Indian settlement. The Tribe's name is derived from the native name for the prairie on which the Muckleshoot Reservation was established. Following the Reservation's establishment in 1857, the Tribe and its members came to be known as Muckleshoot, rather than by the historic tribal names of their Duwamish and Upper Puyallup ancestors. Today, the United States recognizes the Muckleshoot Tribe as a tribal successor to the Duwamish and Upper Puyallup bands from which the Tribe's membership descends.
06/24/2026
Full time
Job Description Job Description JOB SUMMARY Under general supervision, provides specially designed instruction to pupils in culturally appropriate academic, social, behavioral and other educational or functional skill areas; counsels, disciplines and supervises to meet the individual needs of assigned students; evaluates student performance, monitors, and reports progress as required for state and federal accountability. MAJOR TASKS AND RESPONSIBILITIES Actively participates in learning the Muckleshoot culture, language, customs and traditions so that as a teacher you are able to support the goals and objective of the Muckleshoot Indian for the Muckleshoot Tribal School. Plans and provides research-based specially designed instruction to address the instructional goals and objectives contained within each student's IEP, in alignment with state standards, and in the student's least restrictive environment. Collaborates and co-plans with general education counterparts to support IEP implementation and the co-taught classroom. Implements established programs and collaborates with staff & Muckleshoot community in the development of new culturally appropriate programs with curriculum objectives/goals aligned with state standards and the vision for the Muckleshoot Tribal School. Establishes and implements reasonable and culturally appropriate classroom rules and procedures governing student behavior and conduct; provides guidance, counseling and discipline to encourage students to meet standards of achievement and conduct; monitors student learning and behavior regularly and seeks Administrative assistance where appropriate. Confers with students, parents/guardians and other staff to provide guidance and evaluation and to encourage student achievement and/or to modify assignments or expectations when appropriate. Creates a classroom the is conducive to learning and establishes classroom goals/objectives in conformance with courses of study specified by State and Tribal School regulations and guidelines; evaluates and records student progress; prepares reports for parents/guardians. Collects and interprets a variety of data; provides reports for administrative purposes and in order to prepare for state testing and compliance for state and federal accountability. Understands and meets the responsibilities of teaching in culturally appropriate ways to enhance and support Muckleshoot & Native American students toward success in a school setting. Maintain up to date daily schedule, lesson plans, attendance records and grade records both electronically and in written format for all students that are assigned and for all subjects assigned to teach. Prepares substitute plans that include: projects, schedule, routines, class list, attendance forms and other needed resources that are readily accessible in your absence. Attends or participates in required staff meetings, required department meetings, and other activities deemed necessary. Directs the activities of assigned non-certified personnel, para-professionals and volunteers. Actively manage caseload to ensure current, accurate, complete, and correct records including IEPs, FBAs, and BIPs as required by law and Muckleshoot Tribal School. Actively maintain parent contact through newsletters, phone calls home, field trips, parent involvement in the classroom, awards, conferences, home visits, email, mailings, school and community events in order to create a strong bond with the community. Maintains and updates knowledge and skills necessary for success in the position and improving professional competence by participating in professional development activities and training, as required, as needed or as assigned. EDUCATION - EXPERIENCE AND TRAINING FOR POSITION Graduation from a four (4) year college or university and a Washington State special education teaching certificate is required. Special Requirements A valid Washington State driver's license, first aid/CPR certification and/or specific teaching certificate endorsements may be required for some positions at time of appointment or at a time set by the Tribe. FAE/FAS, First Aid/CPR, Effective Teaching Practices for working with Native American Students SPECIFIC SKILLS/KNOWLEDGE/ABILITIES REQUIRED FOR POSITION Knowledge of: Subject areas appropriate to assignment. Effective behavior management techniques. Rules and procedures for student safety. Necessary equipment, computers, machinery, tools or software. Proficient use of reading, writing and oral communications. Experiences and sensitivity toward Native American education issues and the ability to work effectively in the Muckleshoot tribal community. Skilled in: Effective communication with students, parents or guardians, staff and administrators. Designing and implementing lesson plans for students having a wide range of achievement. Dealing with students in a positive and confident manner. Organizing activities in keeping with the maturity and attention span of assigned students. Providing instruction and demonstrating techniques. Managing student behavior. Willingness to actively participate in job related training, in-service days, conferences and scheduled meetings. Ability to: handle confidential matters and information in a professional manner. PHYSICAL REQUIREMENTS The working conditions described here are representative of those that must be met by an employee to successfully perform the essential duties of this class. While performing the duties of this job, the employee is frequently required to stand, walk and talk or hear. The employee is occasionally required to sit; use hands to operate, finger, handle, or feel objects, tools, or controls; and reach with hands and arms. The employee must occasionally lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus. The noise level in the work environment is usually moderately quiet. Licenses or Certifications Required A valid Washington State driver's license is required at the time of appointment or at a time set by the Tribe. Washington State special education teaching certificate is required. Company Description The Muckleshoot Indian Tribe is a federally recognized Indian tribe whose membership is composed of descendants of the Duwamish and Upper Puyallup people who inhabited Central Puget Sound for thousands of years before non-Indian settlement. The Tribe's name is derived from the native name for the prairie on which the Muckleshoot Reservation was established. Following the Reservation's establishment in 1857, the Tribe and its members came to be known as Muckleshoot, rather than by the historic tribal names of their Duwamish and Upper Puyallup ancestors. Today, the United States recognizes the Muckleshoot Tribe as a tribal successor to the Duwamish and Upper Puyallup bands from which the Tribe's membership descends. Company Description The Muckleshoot Indian Tribe is a federally recognized Indian tribe whose membership is composed of descendants of the Duwamish and Upper Puyallup people who inhabited Central Puget Sound for thousands of years before non-Indian settlement. The Tribe's name is derived from the native name for the prairie on which the Muckleshoot Reservation was established. Following the Reservation's establishment in 1857, the Tribe and its members came to be known as Muckleshoot, rather than by the historic tribal names of their Duwamish and Upper Puyallup ancestors. Today, the United States recognizes the Muckleshoot Tribe as a tribal successor to the Duwamish and Upper Puyallup bands from which the Tribe's membership descends.
Job Description Job Description Pay: From $55,000.00 per year (based on experience) Job description: We are currently hiring teachers who have experience working with non-verbal autistic students or who are open, willing, and prepared to learn in this area. The teachers we seek are comfortable in highly active, hands-on classroom environments and understand that this role requires flexibility, movement, and teamwork throughout the day. They are willing to support paraprofessionals as needed, including assisting with student goals related to daily living skills such as toileting. Above all, our teachers approach this work with professionalism, compassion, and a strong commitment to student dignity, safety, and growth. JOB SUMMARY for Certified Special Education Teacher Under the direction of The Behavior Helper Academy (TBHA) Owner/Lead BCBA and the Director of Special Education, the Special Education Teacher for TBHA will develop and provide specialized instruction to meet the unique needs of students with disabilities; Evaluate and assess student progress against instructional objectives and appropriate Individualized Education Programs (IEP) goals; follow state mandated policies and procedures and function as IEP Case Manager to assigned students attending TBHA. ESSENTIAL DUTIES AND RESPONSIBILITIES for Certified Special Education Teacher Designs and implements appropriate specially designed instruction, accommodations, and supports assigned in accordance with the student's IEP, Behavior Intervention Plan (BIP) and student's needs. Provide differentiated academic and social emotional instruction to students with special needs using evidence-based techniques through a variety of methods and curricula. Collaborates with the Local Education Agency (LEA), parents, related services providers, and the other members of the IEP team in the development and implementation of IEP designed to meet the social/emotional needs and academic needs of the student. Collaborates with the student's Board Certified Behavior Analyst (BCBA) and related services providers to review data to ensure correct implementation of IEP, BIP and crisis plan. Creates a positive educational climate for students with disabilities to learn in an atmosphere of respect and rapport. Report IEP goal progress quarterly to parents/guardian, staff and LEA. Report academic progress/grades at the end of each semester. Attend required training for state testing (MAP, MAP-A, EOC, etc.). Administer required state testing (MAP, MAP-A, EOC, etc.) to each individual student according to guidelines of the student's IEP. Maintain daily attendance record for each student. Observes and evaluates student performance and mastery of standards, monitors student assessment data, and maintains student grades and attendance. Communicate student's educational plans and progress to parents and the appropriate staff at TBHA. Utilizes positive reinforcement and behavior modification to instruct students in socially acceptable behavior to reduce incidents and maintain order. Assess student's skills initially and periodically to determine academic programming needs. Maintain all records of all special needs students confidential while adhering to state and federal guidelines to remain compliant. Develop clear objectives for all units, lessons and show written evidence of preparation as required. Clearly communicate learning objectives for each individual student to the appropriate staff. Participate in crisis intervention for students, as needed, as indicated by the students' behavior and crisis plans. Assist in the collection of student data in order to provide appropriate classroom interventions and instruction. Demonstrate knowledge of and implement with fidelity every student's individual IEP, BIP and crisis plans. Present as a positive role model for a student that supports the mission of TBHA. Maintain a professional relationship with all colleagues, students, parents, and community members Participate in required staff trainings. Continually monitor and evaluate the effectiveness of the curriculum and meet with the appropriate team members as needed to adjust curriculum as necessary. Provide overall classroom management in coordination with the Behavior Techs, Registered Behavior Techs, and BCBAs. Ensures the classroom is organized and materials prepared and ready for student instruction. Ensure the safety and confidentiality of all clients and students at all times. Follow all rules, regulations, and policies of TBHA. Follow directives from superiors while following the chain of command. Receptive to constructive criticism and feedback to improve skills, while continuously striving for personal and professional growth. Follow attendance policy as assigned by supervisor. Prepare and communicate substitute plans effectively if absent. Must be physically able to actively engage with students in various environments, which may include walking, running, bending, kneeling, or moving quickly to maintain proximity and ensure safety. Ability to safely lift over 50lbs. All other duties as assigned. Employee must maintain all relevant certifications. Minimum 30 day notice required for resignation. SUPERVISORY RESPONSIBILITIES: None. COMPETENCIES: The following competencies are representative of specific skills, abilities, and attributes that must be demonstrated to perform this job successfully. Job Knowledge: Competent in required skills and knowledge including the IEP process, uses resources effectively, and exhibits ability to learn and apply new skills. Knowledge of the behavioral, cognitive, educational, vocational and social challenges encountered by individuals with special needs. Patience and Flexibility: Exhibit patience and flexibility, while adapting teaching methods to meet the individual needs of each student. Communication Skills: Communicate effectively with parents and staff, exhibit good listening and comprehension skills, keep others adequately informed, and use appropriate communication methods. Empathy: The ability to understand and empathize with the challenges faced by students with special needs is crucial for success in this role. Planning and Organizational Skills: Uses time efficiently, sets goals and objectives, able to work independently and prioritize tasks/goals for self and others while working in an organized manner. Problem-Solving Skills: Creatively solve problems and find effective ways to support students with diverse learning needs. Computer Skills: Ability to use a variety of technology including but not limited to Microsoft, Google, etc. Must have strong leadership skills, patience, ability to interact with all ages of children, ability to shift roles/responsibilities quickly when necessary. Qualifications for Certified Special Education Teacher Education: A Bachelor's degree in education (Special Education preferred). Certification: Valid Missouri teaching certificate in the appropriate certification areas K-12 Experience: Minimum of 2 years experience teaching in special education, experience with students with educational identification of Autism and Emotional Disturbance preferred Strong knowledge of Applied Behavioral Analysis preferred Team Environment: Ability to work with the team to problem solve sensory processing needs, while supporting the enhancement of the student's functional performance. Ability to help ensure overall outcomes. The position requires the individual to meet multiple demands from several people, and interact with appropriate stakeholders as identified by the TBHA policies and Executive Team. Job Type: Full-time Benefits: Dental insurance Health insurance Life insurance Paid time off Vision insurance Work Location: In person
06/23/2026
Full time
Job Description Job Description Pay: From $55,000.00 per year (based on experience) Job description: We are currently hiring teachers who have experience working with non-verbal autistic students or who are open, willing, and prepared to learn in this area. The teachers we seek are comfortable in highly active, hands-on classroom environments and understand that this role requires flexibility, movement, and teamwork throughout the day. They are willing to support paraprofessionals as needed, including assisting with student goals related to daily living skills such as toileting. Above all, our teachers approach this work with professionalism, compassion, and a strong commitment to student dignity, safety, and growth. JOB SUMMARY for Certified Special Education Teacher Under the direction of The Behavior Helper Academy (TBHA) Owner/Lead BCBA and the Director of Special Education, the Special Education Teacher for TBHA will develop and provide specialized instruction to meet the unique needs of students with disabilities; Evaluate and assess student progress against instructional objectives and appropriate Individualized Education Programs (IEP) goals; follow state mandated policies and procedures and function as IEP Case Manager to assigned students attending TBHA. ESSENTIAL DUTIES AND RESPONSIBILITIES for Certified Special Education Teacher Designs and implements appropriate specially designed instruction, accommodations, and supports assigned in accordance with the student's IEP, Behavior Intervention Plan (BIP) and student's needs. Provide differentiated academic and social emotional instruction to students with special needs using evidence-based techniques through a variety of methods and curricula. Collaborates with the Local Education Agency (LEA), parents, related services providers, and the other members of the IEP team in the development and implementation of IEP designed to meet the social/emotional needs and academic needs of the student. Collaborates with the student's Board Certified Behavior Analyst (BCBA) and related services providers to review data to ensure correct implementation of IEP, BIP and crisis plan. Creates a positive educational climate for students with disabilities to learn in an atmosphere of respect and rapport. Report IEP goal progress quarterly to parents/guardian, staff and LEA. Report academic progress/grades at the end of each semester. Attend required training for state testing (MAP, MAP-A, EOC, etc.). Administer required state testing (MAP, MAP-A, EOC, etc.) to each individual student according to guidelines of the student's IEP. Maintain daily attendance record for each student. Observes and evaluates student performance and mastery of standards, monitors student assessment data, and maintains student grades and attendance. Communicate student's educational plans and progress to parents and the appropriate staff at TBHA. Utilizes positive reinforcement and behavior modification to instruct students in socially acceptable behavior to reduce incidents and maintain order. Assess student's skills initially and periodically to determine academic programming needs. Maintain all records of all special needs students confidential while adhering to state and federal guidelines to remain compliant. Develop clear objectives for all units, lessons and show written evidence of preparation as required. Clearly communicate learning objectives for each individual student to the appropriate staff. Participate in crisis intervention for students, as needed, as indicated by the students' behavior and crisis plans. Assist in the collection of student data in order to provide appropriate classroom interventions and instruction. Demonstrate knowledge of and implement with fidelity every student's individual IEP, BIP and crisis plans. Present as a positive role model for a student that supports the mission of TBHA. Maintain a professional relationship with all colleagues, students, parents, and community members Participate in required staff trainings. Continually monitor and evaluate the effectiveness of the curriculum and meet with the appropriate team members as needed to adjust curriculum as necessary. Provide overall classroom management in coordination with the Behavior Techs, Registered Behavior Techs, and BCBAs. Ensures the classroom is organized and materials prepared and ready for student instruction. Ensure the safety and confidentiality of all clients and students at all times. Follow all rules, regulations, and policies of TBHA. Follow directives from superiors while following the chain of command. Receptive to constructive criticism and feedback to improve skills, while continuously striving for personal and professional growth. Follow attendance policy as assigned by supervisor. Prepare and communicate substitute plans effectively if absent. Must be physically able to actively engage with students in various environments, which may include walking, running, bending, kneeling, or moving quickly to maintain proximity and ensure safety. Ability to safely lift over 50lbs. All other duties as assigned. Employee must maintain all relevant certifications. Minimum 30 day notice required for resignation. SUPERVISORY RESPONSIBILITIES: None. COMPETENCIES: The following competencies are representative of specific skills, abilities, and attributes that must be demonstrated to perform this job successfully. Job Knowledge: Competent in required skills and knowledge including the IEP process, uses resources effectively, and exhibits ability to learn and apply new skills. Knowledge of the behavioral, cognitive, educational, vocational and social challenges encountered by individuals with special needs. Patience and Flexibility: Exhibit patience and flexibility, while adapting teaching methods to meet the individual needs of each student. Communication Skills: Communicate effectively with parents and staff, exhibit good listening and comprehension skills, keep others adequately informed, and use appropriate communication methods. Empathy: The ability to understand and empathize with the challenges faced by students with special needs is crucial for success in this role. Planning and Organizational Skills: Uses time efficiently, sets goals and objectives, able to work independently and prioritize tasks/goals for self and others while working in an organized manner. Problem-Solving Skills: Creatively solve problems and find effective ways to support students with diverse learning needs. Computer Skills: Ability to use a variety of technology including but not limited to Microsoft, Google, etc. Must have strong leadership skills, patience, ability to interact with all ages of children, ability to shift roles/responsibilities quickly when necessary. Qualifications for Certified Special Education Teacher Education: A Bachelor's degree in education (Special Education preferred). Certification: Valid Missouri teaching certificate in the appropriate certification areas K-12 Experience: Minimum of 2 years experience teaching in special education, experience with students with educational identification of Autism and Emotional Disturbance preferred Strong knowledge of Applied Behavioral Analysis preferred Team Environment: Ability to work with the team to problem solve sensory processing needs, while supporting the enhancement of the student's functional performance. Ability to help ensure overall outcomes. The position requires the individual to meet multiple demands from several people, and interact with appropriate stakeholders as identified by the TBHA policies and Executive Team. Job Type: Full-time Benefits: Dental insurance Health insurance Life insurance Paid time off Vision insurance Work Location: In person
Description: We are looking to add Certified Substitute Teachers at our NW and SW Centers for the 2026/2027 school year. Must have a valid Nebraska Teaching/Substitute Certificate. Bachelor's Degree in Education with certification in Early Childhood Education, Special Education or Elementary Education is preferred. Substitute Teaching License is acceptable. One of the substitute positions is in our Omaha Public School's IEP classrooms at CRCC and follows OPS's calendar. This Early Childhood Substitute position is at our NW Center, which is located at 88th and Blondo Street . The other substitute position is in our K-2 Level 3 Program, which is at our SW Center, which is located at 138th and Q Street. In our Level 3 Program we partner with local school districts to provide specialized care and education for students with unique needs-expeically in the critical early years of Kindergarten through 2nd grade. The individual must be located in the Omaha, NE metropolitan area as the position is in-person. The individual must be eligible to work in the United States. Sponsorship is not available. Experience an incredible working environment where the focus is on providing compassionate, education-based care with therapy and nursing wrapped services for children of all abilities! CRCC is a provider of Children's Day Health Services, which includes comprehensive day services including Pre-School programs, K-2nd Grade Level 3 Programs, behavioral health, and rehabilitative therapy. CRCC Mission, Vision and Values CRCC's Mission is to provide children and young adults individualized care rooted in quality education, specialized nursing, rehab therapy, and behavioral health services. CRCC's Vision is embracing every ability, empowering every family. CRCC's Values are Stronger Together, Commitment to Excellence, Lead with Heart, Get Stuff Done, Do the Right Thing, Have Fun, Be Positive. Responsibilities include but are not limited to: Responsible for implementation of the educational program, activities of daily living (ADL's), and personal cares of CRCC clients; Creates materials and lesson plan for implementation each day; Holds small group instruction to reach each child's learning level; Maintains an evidence based environment in an organized, safe, and clean manner following ECERS guidelines; Completes consistent and accurate assessment outcomes for all children; Captures documentation of growth, milestones, and activities through the online platform Tadpoles and documentation wall; Seeks professional development opportunities if/when required; Communicates consistently and accurately with families and staff using CRCC's online platform Tadpoles. Requirements: Bachelor's Degree in Education with certification in Early Childhood Education and Special Education is preferred. Substitute Teaching License is acceptable. Nebraska Teaching License required. Ability to meet conditions of employment regarding health status and clearance with the Nebraska Child Abuse/Neglect Central Registry and/or Adult Abuse/Neglect Registry, Nebraska State Patrol, criminal history check, and fingerprinting. Previous work experience with pre-school children, preferably children with special needs. Must be able to complete 12 education hours (CEU) each year. Possesses understanding, patience, and flexibility in dealing with clients, parents, and team members. Ability to demonstrate successful completion of Personal Care Aide Training including a PowerPoint, quiz, and competency demonstrations signed by a Registered Nurse as required by Children's Day Health Services regulations. Willing to increase knowledge in fields of endeavor. Ability to develop and implement written lesson plans. Must be agile enough to perform the job as a caretaker of young clients. Ability to lift up to fifty pounds and practice 2 person lifting for clients over 50 pounds or when necessary. Compensation details: 20-26 Hourly Wage PI89b5-
06/22/2026
Full time
Description: We are looking to add Certified Substitute Teachers at our NW and SW Centers for the 2026/2027 school year. Must have a valid Nebraska Teaching/Substitute Certificate. Bachelor's Degree in Education with certification in Early Childhood Education, Special Education or Elementary Education is preferred. Substitute Teaching License is acceptable. One of the substitute positions is in our Omaha Public School's IEP classrooms at CRCC and follows OPS's calendar. This Early Childhood Substitute position is at our NW Center, which is located at 88th and Blondo Street . The other substitute position is in our K-2 Level 3 Program, which is at our SW Center, which is located at 138th and Q Street. In our Level 3 Program we partner with local school districts to provide specialized care and education for students with unique needs-expeically in the critical early years of Kindergarten through 2nd grade. The individual must be located in the Omaha, NE metropolitan area as the position is in-person. The individual must be eligible to work in the United States. Sponsorship is not available. Experience an incredible working environment where the focus is on providing compassionate, education-based care with therapy and nursing wrapped services for children of all abilities! CRCC is a provider of Children's Day Health Services, which includes comprehensive day services including Pre-School programs, K-2nd Grade Level 3 Programs, behavioral health, and rehabilitative therapy. CRCC Mission, Vision and Values CRCC's Mission is to provide children and young adults individualized care rooted in quality education, specialized nursing, rehab therapy, and behavioral health services. CRCC's Vision is embracing every ability, empowering every family. CRCC's Values are Stronger Together, Commitment to Excellence, Lead with Heart, Get Stuff Done, Do the Right Thing, Have Fun, Be Positive. Responsibilities include but are not limited to: Responsible for implementation of the educational program, activities of daily living (ADL's), and personal cares of CRCC clients; Creates materials and lesson plan for implementation each day; Holds small group instruction to reach each child's learning level; Maintains an evidence based environment in an organized, safe, and clean manner following ECERS guidelines; Completes consistent and accurate assessment outcomes for all children; Captures documentation of growth, milestones, and activities through the online platform Tadpoles and documentation wall; Seeks professional development opportunities if/when required; Communicates consistently and accurately with families and staff using CRCC's online platform Tadpoles. Requirements: Bachelor's Degree in Education with certification in Early Childhood Education and Special Education is preferred. Substitute Teaching License is acceptable. Nebraska Teaching License required. Ability to meet conditions of employment regarding health status and clearance with the Nebraska Child Abuse/Neglect Central Registry and/or Adult Abuse/Neglect Registry, Nebraska State Patrol, criminal history check, and fingerprinting. Previous work experience with pre-school children, preferably children with special needs. Must be able to complete 12 education hours (CEU) each year. Possesses understanding, patience, and flexibility in dealing with clients, parents, and team members. Ability to demonstrate successful completion of Personal Care Aide Training including a PowerPoint, quiz, and competency demonstrations signed by a Registered Nurse as required by Children's Day Health Services regulations. Willing to increase knowledge in fields of endeavor. Ability to develop and implement written lesson plans. Must be agile enough to perform the job as a caretaker of young clients. Ability to lift up to fifty pounds and practice 2 person lifting for clients over 50 pounds or when necessary. Compensation details: 20-26 Hourly Wage PI89b5-
Description: Why Overlake? The Overlake School is a thriving, future-focused independent school nestled in a green forest in Redmond, WA. At Overlake, we're more than just a school. We are a bold community of learners and leaders , committed to shaping the future while honoring the values that have guided us since 1967. If you're a teacher who finds joy in being a part of a mission-driven community, serving students through best-in-class teaching frameworks, and creating memorable educational experiences, this is the opportunity for you! The Details: Wage : $63,971 - $122,532 salaried exempt. The wage offered will depend on education level and years of experience. Work Hours and Location : This position is in person from 8:00 a.m. - 3:30 p.m. M-F with occasional evenings and weekends throughout the school year. The Process: Please include a cover letter that helps us understand how you are aligned with Overlake's Mission and Values and why you're interested in this role at this point in your career. This post will remain open until a sufficient amount of applications have been received. Benefits: $5 employee premium for all medical plans 100% employee coverage for dental and vision plans 35% medical, dental and vision coverage for dependents 10 days of paid time off accrued per year up to 40 5-10% employer retirement match based on years of service On-site health and wellness Professional development allowance Meal allowance for breakfast, lunch, and snacks daily Employee Assistance Program Long-term and short-term disability as well as life insurance Use of School Library New Faculty Mentorship Program Who You Are: The ideal candidate is an outstanding educator with experience designing and teaching a range of curricula including advanced level courses who will work to ensure student success. This person should contribute enthusiastically to our school community and will work closely with grade level teams and teaching partners. A successful candidate will be comfortable fostering supportive student-teacher-family relationships and differentiating instruction for a diverse group of students. What You'll Do Teach two sections of AP Physics, one section of Engineering and Design and one section of Design Thinking. Attend the following as directed by School Leadership: All School, Upper School Middle School, and special assemblies. Fall Retreat overnight(s) or field studies, depending on your grade level New Family Orientations Back to School Nights Graduation events Two of three Admissions Open Houses or its equivalent Faculty, division, department, all-school, and grade-level meetings. Proctor exams including finals, 504s, and AP for AP teachers Serve as an advisor/homeroom teacher Participate in Project Week every year Substitute/cover for absent teachers seven periods a year Be an adult supervisory presence whenever among students before, during, and after school and at lunch Chaperone class and grade-level events (dances, socials, etc.) Sponsor or advise at least one club, student-led organization Hold office hours three days a week Participate in professional development Faculty meetings before the start of school in August for New Faculty, Department Chairs, other leaders Faculty meetings before the start of school in August for returning Faculty All professional development Participate in Student-Led Conferences & Parent Teacher Conferences Department Expectations Actively engage in the professional learning cycle of supervision and evaluation Maintain an accurate and updated LMS that meets Division and Department expectations, including final grade posting by the deadlines Attend all department meetings; participate in the growth and development of the department Work on scope and sequence with fellow department members Keep curriculum up to date Requirements: Successful candidates are teachers who inspire students to think critically and communicate thoughtfully. Further, strong candidates will demonstrate the following: Bachelor's degree in physics, engineering, or related field Ongoing commitment to school-funded professional development including AP Training Institutes and Engineering Your World Training A student-centered approach to teaching Belief in the critical importance of diversity in the life of the school and excitement about working to build and maintain a classroom that honors diversity of opinion and practices Familiarity with differentiated instruction and the ability to engage students at a variety of levels of academic background, particularly in writing Ability to communicate well in writing and verbally with colleagues, students, and families Experience collaborating in and outside of department and grade-level teams Computer literacy and technological proficiency, with an interest in incorporating technology into the classroom Competency developing and using rubrics, standards, and essential questions Preferred Qualifications: Experience with the UbD and UDL frameworks for course design Experience designing a range of curricula and teaching advanced level courses including AP courses Possess a level of cultural competency necessary for working with a diverse population in an inclusive and equitable community Can model a culture of flexible, continuous learning for students Familiarity with a variety of assessment styles 3 years of experience Natural rapport and demonstrated effective leadership with students Evidence of ongoing professional development Willingness and desire to contribute to Overlake beyond the classroom Equal Employment Opportunity At The Overlake School, we strive to ensure that every employee feels welcomed and valued for their unique perspectives and contributions. From our hiring practices, performance reviews, raise decisions, and opportunities for promotions, The Overlake School follows consistent and fair practices to ensure all employees and potential employees have an equal opportunity for employment and advancement based on merit, and are not discriminated against because of race, color, religion, national origin, age, sex, veteran status, pregnancy, childbirth, pregnancy-related conditions, disability, gender, gender identity, sexual orientation, or on any other legally protected basis in the administration of its educational policies, financial aid, employment, and other school-administered programs. Our Human Resources department works with employees to make reasonable accommodations for those that require assistance in being able to participate in the interview process or meet the requirements of their position. Background Check Policy The Overlake School conducts background checks for employees after the conditional offer of employment is accepted, in compliance with applicable federal, state, and local laws. Candidates will be asked to authorize these screenings and results will be reviewed by a designated HR representative. The Overlake School reserves the right to modify this policy at any time without notice. Work Authorization Policy This role is contingent upon the Employee's ability to lawfully work in the United States in a manner compatible with the structure, schedule, and duration of the position. Any employment authorization that requires institutional agreements, academic-credit participation, or third-party oversight is subject to the School's review and written approval. Compensation details: 32 Yearly Salary PI602611df26f7-8029
06/22/2026
Full time
Description: Why Overlake? The Overlake School is a thriving, future-focused independent school nestled in a green forest in Redmond, WA. At Overlake, we're more than just a school. We are a bold community of learners and leaders , committed to shaping the future while honoring the values that have guided us since 1967. If you're a teacher who finds joy in being a part of a mission-driven community, serving students through best-in-class teaching frameworks, and creating memorable educational experiences, this is the opportunity for you! The Details: Wage : $63,971 - $122,532 salaried exempt. The wage offered will depend on education level and years of experience. Work Hours and Location : This position is in person from 8:00 a.m. - 3:30 p.m. M-F with occasional evenings and weekends throughout the school year. The Process: Please include a cover letter that helps us understand how you are aligned with Overlake's Mission and Values and why you're interested in this role at this point in your career. This post will remain open until a sufficient amount of applications have been received. Benefits: $5 employee premium for all medical plans 100% employee coverage for dental and vision plans 35% medical, dental and vision coverage for dependents 10 days of paid time off accrued per year up to 40 5-10% employer retirement match based on years of service On-site health and wellness Professional development allowance Meal allowance for breakfast, lunch, and snacks daily Employee Assistance Program Long-term and short-term disability as well as life insurance Use of School Library New Faculty Mentorship Program Who You Are: The ideal candidate is an outstanding educator with experience designing and teaching a range of curricula including advanced level courses who will work to ensure student success. This person should contribute enthusiastically to our school community and will work closely with grade level teams and teaching partners. A successful candidate will be comfortable fostering supportive student-teacher-family relationships and differentiating instruction for a diverse group of students. What You'll Do Teach two sections of AP Physics, one section of Engineering and Design and one section of Design Thinking. Attend the following as directed by School Leadership: All School, Upper School Middle School, and special assemblies. Fall Retreat overnight(s) or field studies, depending on your grade level New Family Orientations Back to School Nights Graduation events Two of three Admissions Open Houses or its equivalent Faculty, division, department, all-school, and grade-level meetings. Proctor exams including finals, 504s, and AP for AP teachers Serve as an advisor/homeroom teacher Participate in Project Week every year Substitute/cover for absent teachers seven periods a year Be an adult supervisory presence whenever among students before, during, and after school and at lunch Chaperone class and grade-level events (dances, socials, etc.) Sponsor or advise at least one club, student-led organization Hold office hours three days a week Participate in professional development Faculty meetings before the start of school in August for New Faculty, Department Chairs, other leaders Faculty meetings before the start of school in August for returning Faculty All professional development Participate in Student-Led Conferences & Parent Teacher Conferences Department Expectations Actively engage in the professional learning cycle of supervision and evaluation Maintain an accurate and updated LMS that meets Division and Department expectations, including final grade posting by the deadlines Attend all department meetings; participate in the growth and development of the department Work on scope and sequence with fellow department members Keep curriculum up to date Requirements: Successful candidates are teachers who inspire students to think critically and communicate thoughtfully. Further, strong candidates will demonstrate the following: Bachelor's degree in physics, engineering, or related field Ongoing commitment to school-funded professional development including AP Training Institutes and Engineering Your World Training A student-centered approach to teaching Belief in the critical importance of diversity in the life of the school and excitement about working to build and maintain a classroom that honors diversity of opinion and practices Familiarity with differentiated instruction and the ability to engage students at a variety of levels of academic background, particularly in writing Ability to communicate well in writing and verbally with colleagues, students, and families Experience collaborating in and outside of department and grade-level teams Computer literacy and technological proficiency, with an interest in incorporating technology into the classroom Competency developing and using rubrics, standards, and essential questions Preferred Qualifications: Experience with the UbD and UDL frameworks for course design Experience designing a range of curricula and teaching advanced level courses including AP courses Possess a level of cultural competency necessary for working with a diverse population in an inclusive and equitable community Can model a culture of flexible, continuous learning for students Familiarity with a variety of assessment styles 3 years of experience Natural rapport and demonstrated effective leadership with students Evidence of ongoing professional development Willingness and desire to contribute to Overlake beyond the classroom Equal Employment Opportunity At The Overlake School, we strive to ensure that every employee feels welcomed and valued for their unique perspectives and contributions. From our hiring practices, performance reviews, raise decisions, and opportunities for promotions, The Overlake School follows consistent and fair practices to ensure all employees and potential employees have an equal opportunity for employment and advancement based on merit, and are not discriminated against because of race, color, religion, national origin, age, sex, veteran status, pregnancy, childbirth, pregnancy-related conditions, disability, gender, gender identity, sexual orientation, or on any other legally protected basis in the administration of its educational policies, financial aid, employment, and other school-administered programs. Our Human Resources department works with employees to make reasonable accommodations for those that require assistance in being able to participate in the interview process or meet the requirements of their position. Background Check Policy The Overlake School conducts background checks for employees after the conditional offer of employment is accepted, in compliance with applicable federal, state, and local laws. Candidates will be asked to authorize these screenings and results will be reviewed by a designated HR representative. The Overlake School reserves the right to modify this policy at any time without notice. Work Authorization Policy This role is contingent upon the Employee's ability to lawfully work in the United States in a manner compatible with the structure, schedule, and duration of the position. Any employment authorization that requires institutional agreements, academic-credit participation, or third-party oversight is subject to the School's review and written approval. Compensation details: 32 Yearly Salary PI602611df26f7-8029
Job Description Job Description JOB SUMMARY Under general supervision, provides specially designed instruction to pupils in culturally appropriate academic, social, behavioral and other educational or functional skill areas; counsels, disciplines and supervises to meet the individual needs of assigned students; evaluates student performance, monitors, and reports progress as required for state and federal accountability. MAJOR TASKS AND RESPONSIBILITIES Actively participates in learning the Muckleshoot culture, language, customs and traditions so that as a teacher you are able to support the goals and objective of the Muckleshoot Indian for the Muckleshoot Tribal School. Plans and provides research-based specially designed instruction to address the instructional goals and objectives contained within each student's IEP, in alignment with state standards, and in the student's least restrictive environment. Collaborates and co-plans with general education counterparts to support IEP implementation and the co-taught classroom. Implements established programs and collaborates with staff & Muckleshoot community in the development of new culturally appropriate programs with curriculum objectives/goals aligned with state standards and the vision for the Muckleshoot Tribal School. Establishes and implements reasonable and culturally appropriate classroom rules and procedures governing student behavior and conduct; provides guidance, counseling and discipline to encourage students to meet standards of achievement and conduct; monitors student learning and behavior regularly and seeks Administrative assistance where appropriate. Confers with students, parents/guardians and other staff to provide guidance and evaluation and to encourage student achievement and/or to modify assignments or expectations when appropriate. Creates a classroom the is conducive to learning and establishes classroom goals/objectives in conformance with courses of study specified by State and Tribal School regulations and guidelines; evaluates and records student progress; prepares reports for parents/guardians. Collects and interprets a variety of data; provides reports for administrative purposes and in order to prepare for state testing and compliance for state and federal accountability. Understands and meets the responsibilities of teaching in culturally appropriate ways to enhance and support Muckleshoot & Native American students toward success in a school setting. Maintain up to date daily schedule, lesson plans, attendance records and grade records both electronically and in written format for all students that are assigned and for all subjects assigned to teach. Prepares substitute plans that include: projects, schedule, routines, class list, attendance forms and other needed resources that are readily accessible in your absence. Attends or participates in required staff meetings, required department meetings, and other activities deemed necessary. Directs the activities of assigned non-certified personnel, para-professionals and volunteers. Actively manage caseload to ensure current, accurate, complete, and correct records including IEPs, FBAs, and BIPs as required by law and Muckleshoot Tribal School. Actively maintain parent contact through newsletters, phone calls home, field trips, parent involvement in the classroom, awards, conferences, home visits, email, mailings, school and community events in order to create a strong bond with the community. Maintains and updates knowledge and skills necessary for success in the position and improving professional competence by participating in professional development activities and training, as required, as needed or as assigned. EDUCATION - EXPERIENCE AND TRAINING FOR POSITION Graduation from a four (4) year college or university and a Washington State special education teaching certificate is required. Special Requirements A valid Washington State driver's license, first aid/CPR certification and/or specific teaching certificate endorsements may be required for some positions at time of appointment or at a time set by the Tribe. FAE/FAS, First Aid/CPR, Effective Teaching Practices for working with Native American Students SPECIFIC SKILLS/KNOWLEDGE/ABILITIES REQUIRED FOR POSITION Knowledge of: Subject areas appropriate to assignment. Effective behavior management techniques. Rules and procedures for student safety. Necessary equipment, computers, machinery, tools or software. Proficient use of reading, writing and oral communications. Experiences and sensitivity toward Native American education issues and the ability to work effectively in the Muckleshoot tribal community. Skilled in: Effective communication with students, parents or guardians, staff and administrators. Designing and implementing lesson plans for students having a wide range of achievement. Dealing with students in a positive and confident manner. Organizing activities in keeping with the maturity and attention span of assigned students. Providing instruction and demonstrating techniques. Managing student behavior. Willingness to actively participate in job related training, in-service days, conferences and scheduled meetings. Ability to: handle confidential matters and information in a professional manner. PHYSICAL REQUIREMENTS The working conditions described here are representative of those that must be met by an employee to successfully perform the essential duties of this class. While performing the duties of this job, the employee is frequently required to stand, walk and talk or hear. The employee is occasionally required to sit; use hands to operate, finger, handle, or feel objects, tools, or controls; and reach with hands and arms. The employee must occasionally lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus. The noise level in the work environment is usually moderately quiet. Licenses or Certifications Required A valid Washington State driver's license is required at the time of appointment or at a time set by the Tribe. Washington State special education teaching certificate is required. Company Description The Muckleshoot Indian Tribe is a federally recognized Indian tribe whose membership is composed of descendants of the Duwamish and Upper Puyallup people who inhabited Central Puget Sound for thousands of years before non-Indian settlement. The Tribe's name is derived from the native name for the prairie on which the Muckleshoot Reservation was established. Following the Reservation's establishment in 1857, the Tribe and its members came to be known as Muckleshoot, rather than by the historic tribal names of their Duwamish and Upper Puyallup ancestors. Today, the United States recognizes the Muckleshoot Tribe as a tribal successor to the Duwamish and Upper Puyallup bands from which the Tribe's membership descends. Company Description The Muckleshoot Indian Tribe is a federally recognized Indian tribe whose membership is composed of descendants of the Duwamish and Upper Puyallup people who inhabited Central Puget Sound for thousands of years before non-Indian settlement. The Tribe's name is derived from the native name for the prairie on which the Muckleshoot Reservation was established. Following the Reservation's establishment in 1857, the Tribe and its members came to be known as Muckleshoot, rather than by the historic tribal names of their Duwamish and Upper Puyallup ancestors. Today, the United States recognizes the Muckleshoot Tribe as a tribal successor to the Duwamish and Upper Puyallup bands from which the Tribe's membership descends.
06/19/2026
Full time
Job Description Job Description JOB SUMMARY Under general supervision, provides specially designed instruction to pupils in culturally appropriate academic, social, behavioral and other educational or functional skill areas; counsels, disciplines and supervises to meet the individual needs of assigned students; evaluates student performance, monitors, and reports progress as required for state and federal accountability. MAJOR TASKS AND RESPONSIBILITIES Actively participates in learning the Muckleshoot culture, language, customs and traditions so that as a teacher you are able to support the goals and objective of the Muckleshoot Indian for the Muckleshoot Tribal School. Plans and provides research-based specially designed instruction to address the instructional goals and objectives contained within each student's IEP, in alignment with state standards, and in the student's least restrictive environment. Collaborates and co-plans with general education counterparts to support IEP implementation and the co-taught classroom. Implements established programs and collaborates with staff & Muckleshoot community in the development of new culturally appropriate programs with curriculum objectives/goals aligned with state standards and the vision for the Muckleshoot Tribal School. Establishes and implements reasonable and culturally appropriate classroom rules and procedures governing student behavior and conduct; provides guidance, counseling and discipline to encourage students to meet standards of achievement and conduct; monitors student learning and behavior regularly and seeks Administrative assistance where appropriate. Confers with students, parents/guardians and other staff to provide guidance and evaluation and to encourage student achievement and/or to modify assignments or expectations when appropriate. Creates a classroom the is conducive to learning and establishes classroom goals/objectives in conformance with courses of study specified by State and Tribal School regulations and guidelines; evaluates and records student progress; prepares reports for parents/guardians. Collects and interprets a variety of data; provides reports for administrative purposes and in order to prepare for state testing and compliance for state and federal accountability. Understands and meets the responsibilities of teaching in culturally appropriate ways to enhance and support Muckleshoot & Native American students toward success in a school setting. Maintain up to date daily schedule, lesson plans, attendance records and grade records both electronically and in written format for all students that are assigned and for all subjects assigned to teach. Prepares substitute plans that include: projects, schedule, routines, class list, attendance forms and other needed resources that are readily accessible in your absence. Attends or participates in required staff meetings, required department meetings, and other activities deemed necessary. Directs the activities of assigned non-certified personnel, para-professionals and volunteers. Actively manage caseload to ensure current, accurate, complete, and correct records including IEPs, FBAs, and BIPs as required by law and Muckleshoot Tribal School. Actively maintain parent contact through newsletters, phone calls home, field trips, parent involvement in the classroom, awards, conferences, home visits, email, mailings, school and community events in order to create a strong bond with the community. Maintains and updates knowledge and skills necessary for success in the position and improving professional competence by participating in professional development activities and training, as required, as needed or as assigned. EDUCATION - EXPERIENCE AND TRAINING FOR POSITION Graduation from a four (4) year college or university and a Washington State special education teaching certificate is required. Special Requirements A valid Washington State driver's license, first aid/CPR certification and/or specific teaching certificate endorsements may be required for some positions at time of appointment or at a time set by the Tribe. FAE/FAS, First Aid/CPR, Effective Teaching Practices for working with Native American Students SPECIFIC SKILLS/KNOWLEDGE/ABILITIES REQUIRED FOR POSITION Knowledge of: Subject areas appropriate to assignment. Effective behavior management techniques. Rules and procedures for student safety. Necessary equipment, computers, machinery, tools or software. Proficient use of reading, writing and oral communications. Experiences and sensitivity toward Native American education issues and the ability to work effectively in the Muckleshoot tribal community. Skilled in: Effective communication with students, parents or guardians, staff and administrators. Designing and implementing lesson plans for students having a wide range of achievement. Dealing with students in a positive and confident manner. Organizing activities in keeping with the maturity and attention span of assigned students. Providing instruction and demonstrating techniques. Managing student behavior. Willingness to actively participate in job related training, in-service days, conferences and scheduled meetings. Ability to: handle confidential matters and information in a professional manner. PHYSICAL REQUIREMENTS The working conditions described here are representative of those that must be met by an employee to successfully perform the essential duties of this class. While performing the duties of this job, the employee is frequently required to stand, walk and talk or hear. The employee is occasionally required to sit; use hands to operate, finger, handle, or feel objects, tools, or controls; and reach with hands and arms. The employee must occasionally lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus. The noise level in the work environment is usually moderately quiet. Licenses or Certifications Required A valid Washington State driver's license is required at the time of appointment or at a time set by the Tribe. Washington State special education teaching certificate is required. Company Description The Muckleshoot Indian Tribe is a federally recognized Indian tribe whose membership is composed of descendants of the Duwamish and Upper Puyallup people who inhabited Central Puget Sound for thousands of years before non-Indian settlement. The Tribe's name is derived from the native name for the prairie on which the Muckleshoot Reservation was established. Following the Reservation's establishment in 1857, the Tribe and its members came to be known as Muckleshoot, rather than by the historic tribal names of their Duwamish and Upper Puyallup ancestors. Today, the United States recognizes the Muckleshoot Tribe as a tribal successor to the Duwamish and Upper Puyallup bands from which the Tribe's membership descends. Company Description The Muckleshoot Indian Tribe is a federally recognized Indian tribe whose membership is composed of descendants of the Duwamish and Upper Puyallup people who inhabited Central Puget Sound for thousands of years before non-Indian settlement. The Tribe's name is derived from the native name for the prairie on which the Muckleshoot Reservation was established. Following the Reservation's establishment in 1857, the Tribe and its members came to be known as Muckleshoot, rather than by the historic tribal names of their Duwamish and Upper Puyallup ancestors. Today, the United States recognizes the Muckleshoot Tribe as a tribal successor to the Duwamish and Upper Puyallup bands from which the Tribe's membership descends.
Connecticut Institute for Communities, Inc.
Danbury, Connecticut
Connecticut Institute for Communities, Inc. Description: CIFC's Danbury Early Learning Programs (HEAD START & EARLY START) seeks hourly / per-shift Substitute Assistant Teachers. Our Substitutes are highly utilized in a fast-paced environment, while allowing maximum schedule flexibility. Substitute staff often lead to permanent employment. Perfect P/T opportunity for College students and parents. Program hours are Mon-Friday 7:30am-6pm, available shifts are coverage dependent (e.g. 8-4pm; 10-6pm; 2-6pm). Substitute Assistant Teachers are scheduled for planned staff vacations and for day-of, unplanned coverage needs. Some long term assignments are available. Substitute classroom staff work under the direction of the Substitute Coordinator and a daily classroom Teacher. The position is responsible for assisting classrooms to maintain routines, curriculum, meals, and related activities for children (ages 6 weeks-5 years old). This position is a great opportunity for candidates interested in Early Childhood Education, an opportunity to learn about the field or gain experience, and a desire for maximum schedule flexibility. This position offers occupational growth opportunities. Benefits: Employee assistance program Employee discount Flexible schedule Professional development assistance Schedule: Day shift Monday to Friday On call 3-10 hour shifts available Requirements: Successful candidates possess: Are 18 years or older; A high school diploma or GED equivalence (preferred); Have some childcare or preschool experience; and/or Motivated candidates do not require experience. Bilingual candidates strongly encouraged to apply. Competitive compensation and growth opportunities. Health Requirements: Recent documentation free of communicable diseases (i.e. TB and COVID); and Recent fit for duty examination. Ability to lift 40 lbs. Closing Date: open until Filled Compensation details: 16.94-16.94 Hourly Wage PIff6c0be65a66-2164
06/15/2026
Full time
Connecticut Institute for Communities, Inc. Description: CIFC's Danbury Early Learning Programs (HEAD START & EARLY START) seeks hourly / per-shift Substitute Assistant Teachers. Our Substitutes are highly utilized in a fast-paced environment, while allowing maximum schedule flexibility. Substitute staff often lead to permanent employment. Perfect P/T opportunity for College students and parents. Program hours are Mon-Friday 7:30am-6pm, available shifts are coverage dependent (e.g. 8-4pm; 10-6pm; 2-6pm). Substitute Assistant Teachers are scheduled for planned staff vacations and for day-of, unplanned coverage needs. Some long term assignments are available. Substitute classroom staff work under the direction of the Substitute Coordinator and a daily classroom Teacher. The position is responsible for assisting classrooms to maintain routines, curriculum, meals, and related activities for children (ages 6 weeks-5 years old). This position is a great opportunity for candidates interested in Early Childhood Education, an opportunity to learn about the field or gain experience, and a desire for maximum schedule flexibility. This position offers occupational growth opportunities. Benefits: Employee assistance program Employee discount Flexible schedule Professional development assistance Schedule: Day shift Monday to Friday On call 3-10 hour shifts available Requirements: Successful candidates possess: Are 18 years or older; A high school diploma or GED equivalence (preferred); Have some childcare or preschool experience; and/or Motivated candidates do not require experience. Bilingual candidates strongly encouraged to apply. Competitive compensation and growth opportunities. Health Requirements: Recent documentation free of communicable diseases (i.e. TB and COVID); and Recent fit for duty examination. Ability to lift 40 lbs. Closing Date: open until Filled Compensation details: 16.94-16.94 Hourly Wage PIff6c0be65a66-2164
Connecticut Institute for Communities, Inc.
Norwalk, Connecticut
Connecticut Institute for Communities, Inc. Description: CIFC's Danbury Early Learning Programs (HEAD START & SCHOOL READINESS) seeks hourly / per-shift Substitute Staff. Our Substitutes are highly utilized and often lead to permanent employment. Perfect P/T opportunity for College students and parents. Program hours are Mon-Friday 7:30am-5:45pm, available shifts are coverage dependent (e.g. 7:30-3, 8-4pm; 9:45-5:45pm; 1:30-5:45pm). Substitute Staff are scheduled for planned staff vacations and for day-of, unplanned coverage needs. Some long term assignments are available. Substitute Staff work under the direction of the Substitute Coordinator and a daily classroom Teacher. The position is responsible for assisting classrooms to maintain routines, curriculum, meals, and related activities for children (ages 6 weeks-5 years old). This position is a great opportunity for candidates interested in Early Childhood Education, an opportunity to learn about the field or gain experience, and a desire for maximum schedule flexibility. This position offers occupational growth opportunities. Benefits: Employee assistance program Employee discount Flexible schedule Professional development assistance Schedule: 8 hour shift Day shift Monday to Friday On call flexible schedule Closing Date: open until Filled Equal Opportunity Employer Requirements: RequirementsSuccessful candidates possess: Are 18 years or older; A high school diploma or GED equivalence (preferred); Have some childcare or preschool experience; and/or Motivated candidates do not require experience. Bilingual candidates strongly encouraged to apply. Competitive compensation and growth opportunities. Health Requirements: Recent documentation free of communicable diseases (i.e. TB and COVID); and Recent fit for duty examination. Ability to lift 40 lbs. Compensation details: 16.94-16.94 Hourly Wage PIf71-5023
06/11/2026
Full time
Connecticut Institute for Communities, Inc. Description: CIFC's Danbury Early Learning Programs (HEAD START & SCHOOL READINESS) seeks hourly / per-shift Substitute Staff. Our Substitutes are highly utilized and often lead to permanent employment. Perfect P/T opportunity for College students and parents. Program hours are Mon-Friday 7:30am-5:45pm, available shifts are coverage dependent (e.g. 7:30-3, 8-4pm; 9:45-5:45pm; 1:30-5:45pm). Substitute Staff are scheduled for planned staff vacations and for day-of, unplanned coverage needs. Some long term assignments are available. Substitute Staff work under the direction of the Substitute Coordinator and a daily classroom Teacher. The position is responsible for assisting classrooms to maintain routines, curriculum, meals, and related activities for children (ages 6 weeks-5 years old). This position is a great opportunity for candidates interested in Early Childhood Education, an opportunity to learn about the field or gain experience, and a desire for maximum schedule flexibility. This position offers occupational growth opportunities. Benefits: Employee assistance program Employee discount Flexible schedule Professional development assistance Schedule: 8 hour shift Day shift Monday to Friday On call flexible schedule Closing Date: open until Filled Equal Opportunity Employer Requirements: RequirementsSuccessful candidates possess: Are 18 years or older; A high school diploma or GED equivalence (preferred); Have some childcare or preschool experience; and/or Motivated candidates do not require experience. Bilingual candidates strongly encouraged to apply. Competitive compensation and growth opportunities. Health Requirements: Recent documentation free of communicable diseases (i.e. TB and COVID); and Recent fit for duty examination. Ability to lift 40 lbs. Compensation details: 16.94-16.94 Hourly Wage PIf71-5023
