Careers in Education

Swim Coach & Swim Lesson Instructor (Part-Time)We are looking for a dedicated and passionate Swim Coach to join our team in a hybrid role that combines teaching beginner swimmers in our Learn-to-Swim Program and coaching various levels of our club swim team. This position is ideal for individuals with experience or knowledge in youth sports (swimming background preferred but not required) and are enthusiastic about coaching and teaching others.RESPONSIBILITIES:Swim Coaching (Club Swim Team)Coach various practice groups, ranging from Beginner-Level to National Qualifiers (ages toddler to teenage)Develop and implement structured workouts focusing on technique, endurance, and race preparationProvide individualized feedback to swimmers to improve their strokes, starts, turns, and overall performanceMaintain a motivational and structured training environment that encourages growth and team camaraderieBe prepared to stand on the pool deck for up to 4 hours per day in an outdoor settingPerform standard lifeguard duties during lessons and practices, including monitoring swimmers for safety, enforcing pool rules, responding to emergencies, and providing first aid or CPR if necessary. Swim Instruction (Learn-to-Swim Program)Teach beginner-level swimmers essential swimming skills, including floating, kicking, breathing, and basic stroke techniquesCreate engaging and structured lessons that focus on water confidence, safety, and skill developmentProvide positive reinforcement and clear instruction to help swimmers progressCommunicate with parents/guardians about their child’s progress and areas for improvementREQUIREMENTS:Excellent communication skillsAbility to effectively instruct and motivate swimmers of all ages and skill levelsMust be able to lift 25 lbs. or more, including swim equipment, lane lines, and assisting young swimmers if needed.CPR & First Aid certification (or willingness to obtain before starting)Ability to obtain Red Cross Lifeguard certification within 60 days of hire. Schedule & Pay:Part-time, flexible hours (including evenings and/or weekends)Competitive hourly pay based on experienceIf you have a passion for both teaching and coaching, we’d love to have you on our team!

Pre-Six Lecturer in Costume Design University of California Santa Barbara Position overviewPosition title: Pre-Six Lecturer in Costume Design and Period Styles Salary range: See Table 15 for the salary range for this position: https://ap.ucsb.edu/compensation.and.benefits/ucsb.salary.scales/15.pdf. A reasonable estimated full-time rate for this position at 100% time is $68,247 to $72,404. Percent appointments may vary. Percent time: 22% Anticipated start: September 2025 Position duration: Through June 2026 Application Window Open date: June 9, 2025 Next review date: Monday, Jun 23, 2025 at 11:59pm (Pacific Time)Apply by this date to ensure full consideration by the committee. Final date: Monday, Jun 8, 2026 at 11:59pm (Pacific Time)Applications will continue to be accepted until this date, but those received after the review date will only be considered if the position has not yet been filled. Position description The Department of Theater and Dance at University of California, Santa Barbara invites applications for alecturer to teach courses in Costume Design and History of Period Styles during the 2025-2026 Academic Year.Courses are undergraduate in nature and may include Costume Design, Costume Technology, Rendering,Costume History, Period Styles, and/or mentoring of student designers, dependent on the candidatesstrengths and specialties.Work will be in person on the UCSB campus; reimbursement for travel and housing expenses cannot beprovided. Salary is based on UC's salaryscales and depends on qualifications. Qualifications Basic qualifications (required at time of application)Two years of teaching and/or professional experience in the field Preferred qualificationsMFA in Costume Design or related field Application Requirements Document requirements• Curriculum Vitae - Your most recently updated C.V. • Cover Letter • Statement of Teaching (Optional) • Syllabi - Syllabi from relevant courses taught • Portfolio of Costume Design and/or Teaching Reference requirements • 2-4 required (contact information only) References will only be contacted for the proposed candidate after the candidate has been identified as a finalist for the position.Apply link: https://apptrkr.com/6286930Help contact: hfahnestock@ucsb.eduAbout UC Santa Barbara As a condition of employment, the finalist will be required to disclose if they are subject to any final administrative or judicial decisions within the last seven years determining that they committed any misconduct. • "Misconduct" means any violation of the policies or laws governing conduct at the applicant's previous place of employment, including, but not limited to, violations of policies or laws prohibiting sexual harassment, sexual assault, or other forms of harassment or discrimination as defined by the employer.• https://policy.ucop.edu/doc/4000385/SVSH• https://policy.ucop.edu/doc/1001004/Anti-Discrimination• https://www.ucop.edu/academic-personnel-programs/_files/apm/apm-035.pdf Additionally, you will be required to comply with the https://policy.ucop.edu/doc/5000695/VaccinationProgramsPolicy, as may be amended or revised from time to time. Federal, state, or local public health directives may impose additional requirements. The University of California is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, age, protected veteran status, or other protected status under state or federal law.Job locationUCSB Campus; Goleta CA To apply, please visit: https://apptrkr.com/6286930 Copyright ©2025 Jobelephant.com Inc. All rights reserved. https://www.jobelephant.com/

General InformationWillamette Education Service District is accepting applications for a full-time (40 hours per week) Social Worker position. This position requires a Master's degree in Social Work, or B.S.W. actively seeking M.S.W., or ability to obtain TSPC School Social Worker license with related experience and/or training. Successful candidate will work as a member of the Early Learning Department and will follow a 205-day calendar. This position will be based at the Willamette ESD Marion Center in Salem, OR and will begin July 7, 2025. Duties, Responsibilities & QualificationsThe EI/ECSE Social Worker works with staff to support the various needs of children andfamilies involved in the EI/ECSE programs. This position provides direct services including, but not limited to, supporting families and staff through navigation of community resources and systems, advocacy, parent education/trainings, consultation with staff, and staff trainings. Services provided virtually and/or in person in a variety of settings including homes, childcare and/or preschool settings.Please review the job description for specific duties, responsibilities and qualifications of this position. Salary and BenefitsThis is a full-time (1.0 FTE) licensed position represented by Willamette Valley Education Association.Placement on the Willamette ESD licensed salary schedule, $73,362 - $106,165, will be commensurate with applicant’s qualifications, relevant training, experience, and prorated according to start date.  Salary and benefits shown are based upon full-time employment (1.0 FTE) for the entire school year contract period.Willamette ESD supports payment for health, dental and vision insurance premiums for eligible employees. Employer-paid PERS, holidays, sick leave, and personal days are also provided to eligible employees.  To view a summary of benefits, please click here. Application ProcessApplications must be submitted online at https://willamette.tedk12.com/hire/index.aspxApplicants must submit a completed application with a resume and a letter of introduction. Applications missing these items are considered incomplete and will not be considered.Copies of transcripts and license(s) must be uploaded to the application for all licensed positions. Successful applicants to Licensed positions will be required to provide official transcripts to Human Resources before completion of the hiring process.If you require assistance with the application or interview process due to a disability, please call Director of Human Resources at (503) 385-4752. Alternate formats are available upon request. Position Type: Full-TimeSalary: $73,362 to $106,165 Per Year

General InformationWillamette Education Service District is accepting applications for a full-time (40 hours per week) TOSA - Special Education position. This position requires a Bachelor’s Degree, Master’s degree preferred, from an accredited college or university; a valid Oregon Teacher Standards & Practices Commission (TSPC) license with an endorsement in Special Education or abiltiy to qualify to obtain it by the first date of employment, and significant experience working with students with disabilities. Successful candidate will work as a member of the Special Education Department and will follow a 190-day calendar. This position will be based at the Willamette ESD Yamhill Center in McMinnville, OR and will begin August 22, 2025.  Duties, Responsibilities & QualificationsThe Special Education TOSA will provide instructional support and coaching to special education staff as they work to implement the curriculum, specially designed instruction and ensure compliance with special education paperwork, data collection, compliance with processes and procedures required for the behavior program. The primary role of the Special Education TOSA is to work with special education staff to support best practices and make recommendations about potential next steps to address areas of individual needs of students.Please review the job description for specific duties, responsibilities and qualifications of this position. Salary and BenefitsThis is a full-time (1.0 FTE) licensed position represented by Willamette Valley Education Association.Placement on the Willamette ESD licensed salary schedule, $52,645 - $98,397 will be commensurate with applicant’s qualifications, relevant training, experience, and prorated according to start date.  Salary and benefits shown are based upon full-time employment (1.0 FTE) for the entire school year contract period.Willamette ESD supports payment for health, dental and vision insurance premiums for eligible employees. Employer-paid PERS, holidays, sick leave, and personal days are also provided to eligible employees.  To view a summary of benefits, please click here. Application ProcessApplications must be submitted online at https://willamette.tedk12.com/hire/index.aspxApplicants must submit a completed application with a resume and a letter of introduction. Applications missing these items are considered incomplete and will not be considered.Copies of transcripts and license(s) must be uploaded to the application for all licensed positions. Successful applicants to Licensed positions will be required to provide official transcripts to Human Resources before completion of the hiring process.If you require assistance with the application or interview process due to a disability, please call Director of Human Resources at (503) 385-4752. Alternate formats are available upon request. Position Type: Full-TimeSalary: $52,645 to $98,397 Per Year

About UsThe Y is the leading nonprofit committed to strengthening the community by connecting all people to their potential, purpose and each other. Working locally, we focus on supporting young people, improving health and well-being, and inspiring action in and across communities. By bringing together people from different backgrounds, perspectives and generations, we ensure that we all have access to the opportunities, relationships and resources necessary to learn, grow and thrive. Job DescriptionLooking for leaders to facilitate preschool programming including classes such as Tot Time (3k class), Messy Bee’s crafts for pre-K, and sporties for shorties with additional class opportunities based on staff’s passions and ideas. Morning and afternoon hours are available M-F. Weekend hours are also available. Flexibility offered.  Shift SpecificsTuesdays: 8:30 am – 10:15 amFridays: 8:30 am – 11:15 amAdditional pop-up events and classes are available for additional hours. Responsibilities:Provide children with opportunities to develop early language and motor skillsBuild relationships with families, children, and the staff teamEngage families by facilitating fun and engaging group activities such as games, sports, arts and crafts, and STEM activitiesRequirementsPassionate about working with kids and familiesAbility to organize/lead fun and engaging activitiesKnowledge of developmentally appropriate preschool activitiesAt least 1 year of experience working with children infant to age 8  

Position SummaryUnder the general direction of the Vice President of Student Services and Equity or designee, the Dean of Library and Learning Resource Center (LRC) provides administrative leadership in the planning, organization, and evaluation of instructional programs and support services in the Library, LRC, and Distance Education and is the campus-level contact for the Health and Wellness Center. The incumbent is administratively responsible for scheduling of curriculum offerings for Library and Learning Resource Center courses and the monitoring of assignments for these courses in accordance with departmental allocations. The position is responsible for administrative oversight of writing and reading support programs, integration of college tutoring programs to enhance college-wide access for students, and integration of Library and LRC services to support the college’s pathways communities. The incumbent has administrative oversight of Library services including the acquisition and circulation of academic and reference materials, distribution and collection of Library resources, and systems that promote access to Library services and programs. The position is responsible for assigned budgets, grant funds, and associated categorical funds and is accountable for completing associated reports and outcomes assessments connected to the areas of oversight.American River College is committed to employees:Actively demonstrating a commitment to equity and inclusion.Engaging in self-reflection and continuous improvement regarding individuals and their cultural competence.Exercising responsibility and accountability for actions.Viewing students, ALL students, as equally capable and worthy of our care, time and energy.Demonstrating appreciation and respect for others’ perspectives and lived experiences. Typical DutiesTypical duties may include, but are not limited to:Serving as the administrator of the Library, Learning Resource Center, and Distance Education and providing leadership of continued evaluation and improvement of assigned programs.Serving as the campus-level contact for the Student Health and Wellness Center.Coordinating the personnel selection process, including developing and reviewing selection criteria, recruiting, screening, interviewing, and recommending hires within area of responsibility.Supervising and evaluating Library, Learning Resource Center, and Distance Education faculty and staff in accordance with collective bargaining agreements.Providing and supporting an equity-minded focus, responsiveness, and sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, including those with physical or learning disabilities as it relates to differences in learning styles; and successfully foster and support an inclusive educational and employment environment.Managing the scheduling, budgets, and facilities for the Library, Beacon tutoring, and other tutoring in the Learning Resource Center, and Distance Education.Providing timely and continuous communication with all faculty and staff in the Library, Learning Resource Center, and Distance Education.Collaborating and fostering connections with instructional and student services deans to provide students in pathways communities with access to services located in the Library, LRC and Distance Education.Overseeing the processes for equipment and materials requests, distributions, and collection activities of the Library and Learning Resource Center.Coordinating building and safety preparedness for the Library, Learning Resource Center, and Distance Education.Resolving student complaints in the Library, Learning Resources Center, and Distance Education.Integrating tutoring services of the college in support of pathway communities, learning communities, categorical programs, and other student support service areas.Serving as the Chair of the Crisis Assessment Support Team (CAST).Serving as the administrator for the Center for Leadership and Development.Overseeing the Student Government Association (SGA) and Clubs and Events Board (CAEB).May be assigned to serve as the college’s Grievance Officer, Conduct Officer or Title IX Officer based upon divisional assignment and incumbent will act in accordance with all Los Rios, state and federal regulations and policies specific to the associated review and investigative processes.Coordinating the scheduling of curriculum offerings and the monitoring of assignments for Library and LRC courses.Serving on local, district, and state committees as assigned by the Vice President of Student Services and Equity or College President.Performing other duties as assigned which may include potential supervision of instructional and student support areas. Minimum QualificationsHave a master’s degree from an accredited institution.Have one year of formal training, internship, or leadership experience reasonably related to the administrator’s administrative assignment.Have an equity-minded focus, responsiveness, and sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, including those with physical or learning disabilities as it relates to differences in learning styles; and successfully foster and support an inclusive educational and employment environment.

**This role comes with a $3,000 signing bonus!**About the KIPP Colorado Teacher Role: The Teacher is the instructional leader of their classroom and is directly responsible for driving student outcomes and creating an exceptional student experience. Teachers drive the educational mission of KIPP Colorado schools by developing rigorous, engaging, affirming, grade-level and culturally-sustaining instruction that prepares students for multiple post-secondary opportunities, and is aligned with our academic program . The Teacher plans instruction, organizes learning activities, internalizes and intellectually prepares for lessons, grades equitably and consistently, and implements with fidelity all accommodations and modifications for students’ IEPs, BIP’s, 504 Plans, ALPs, and MTSS interventions, supporting the individuality and multifaceted nature of all our students .The Teacher at KIPP Colorado holds full responsibility for creating and cultivating a culturally responsive classroom community that is warm-demanding, including upholding school-wide expectations, managing tier 1 behaviors, and contacting families proactively and responsively. Teachers support the campus-wide community and whole school systems through active presence at daily duties, including but not limited to: arrival duty, dismissal duty, lunch duty, threshold presence at transitions, hallway / bathroom duty, and coverage for staff absences. The position is a 10-month academic position and is exempt under the Fair Labor Standards Act. This position reports to a member of the school leadership team.About KIPP: Together with families and communities, KIPP creates joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. KIPP is a national network of tuition-free, public charter schools open to all students. There are 255 college-preparatory KIPP schools in 20 states and the District of Columbia, serving more than 100,000 students. Nationally, KIPP students are graduating four-year colleges at three times the national average for low-income students. Who we are: KIPP Colorado Public Schools is a network of six free college-preparatory public charter schools open to all students. Our 350-person staff educates 2,600 students from ECE to 12th grade. At KIPP Colorado, we partner with our KIPPsters, educators, families and communities to ensure that we are all united around the goal of a choice-filled future for our KIPPsters. Our KIPP Forward Team supports our 1,000+ high school Alumni as they create their own paths. Our core values of excellence, belonging, belief, advocacy and courage are central to who we are and how we operate at all levels of our organization. What we do: We believe in the unique gifts and brilliance of every student. We believe in setting a high bar for joy and academic excellence to ensure the infinite possibilities our students have before them become a reality. We aspire to create and reinforce a culture of achievement, belonging and support. We know that every student is different and we personalize learning based on a student's needs, skills, and interests. 

The City of Bozeman is hiring a part-time Library Aide to assist the Public Services Department at the Bozeman Public Library, providing service directly to the public, shelving materials, and supporting a welcoming, organized environment. Ideal candidates are community-minded, detail-oriented, tech-savvy, and enjoy engaging with patrons of all ages.This is a part-time opportunity with many benefits! As a City of Bozeman employee, you will be part of a team that is committed to positively impacting the community. This great opportunity also provides enrollment in an established retirement system with significant employer contribution (9.07%), vacation and sick time accruals, paid parental leave, and 50% subsidy towards medical/dental/vision benefits. Work Week: 20 hours/weekMonday 12:15-8:15pm, Friday 11:45am-6:15pm, Saturday 9:15am-5:15pm Minimum Required Qualifications:High School Diploma or GED; andSome (1-3 years) previous customer service and/or library experience; orAny combination of experience and training which provides the equivalent scope of knowledge, skills, and abilities necessary to perform the work.To Apply:Complete a City of Bozeman application online at www.bozeman.net/jobs.Attach a Cover Letter & Resume.

About UsThe Y is the leading nonprofit committed to strengthening the community by connecting all people to their potential, purpose and each other. Working locally, we focus on supporting young people, improving health and well-being, and inspiring action in and across communities. By bringing together people from different backgrounds, perspectives and generations, we ensure that we all have access to the opportunities, relationships and resources necessary to learn, grow and thrive. Job DescriptionJoin an organization that believes in everyone regardless of ability level and become apart of our team as an Inclusion Mentor! Responsibilities:-Plan, implement, and facilitate practices-Assisting volunteer buddies (volunteers)-Set up and take down equipment Specific Details:-This is a part-time position working 6-8 hours per week all hours are evenings and weekends. Requirements-Motivating, positive, energetic, and creative-Possess sports knowledge-Experience in all aspects of working with individuals with disabilities  

**This role is for the 25/26 School Year!**This role works with all students ECE - 4th Grade and is a part of our electives (Creative Arts Learning) Team. About the KIPP Colorado Teacher Role: The Teacher is the instructional leader of their classroom and is directly responsible for driving student outcomes and creating an exceptional student experience. Teachers drive the educational mission of KIPP Colorado schools by developing rigorous, engaging, affirming, grade-level and culturally-sustaining instruction that prepares students for multiple post-secondary opportunities, and is aligned with our academic program . The Teacher plans instruction, organizes learning activities, internalizes and intellectually prepares for lessons, grades equitably and consistently, and implements with fidelity all accommodations and modifications for students’ IEPs, BIP’s, 504 Plans, ALPs, and MTSS interventions, supporting the individuality and multifaceted nature of all our students .The Teacher at KIPP Colorado holds full responsibility for creating and cultivating a culturally responsive classroom community that is warm-demanding, including upholding school-wide expectations, managing tier 1 behaviors, and contacting families proactively and responsively. Teachers support the campus-wide community and whole school systems through active presence at daily duties, including but not limited to: arrival duty, dismissal duty, lunch duty, threshold presence at transitions, hallway / bathroom duty, and coverage for staff absences. The position is a 10-month academic position and is exempt under the Fair Labor Standards Act. This position reports to a member of the school leadership team. About KIPP: Together with families and communities, KIPP creates joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. KIPP is a national network of tuition-free, public charter schools open to all students. There are 255 college-preparatory KIPP schools in 20 states and the District of Columbia, serving more than 100,000 students. Nationally, KIPP students are graduating four-year colleges at three times the national average for low-income students.  Who we are: KIPP Colorado Public Schools is a network of six free college-preparatory public charter schools open to all students. Our 350-person staff educates 2,600 students from ECE to 12th grade. At KIPP Colorado, we partner with our KIPPsters, educators, families and communities to ensure that we are all united around the goal of a choice-filled future for our KIPPsters. Our KIPP Forward Team supports our 1,000+ high school Alumni as they create their own paths. Our core values of excellence, belonging, belief, advocacy and courage are central to who we are and how we operate at all levels of our organization. What we do: We believe in the unique gifts and brilliance of every student. We believe in setting a high bar for joy and academic excellence to ensure the infinite possibilities our students have before them become a reality. We aspire to create and reinforce a culture of achievement, belonging and support. We know that every student is different and we personalize learning based on a student's needs, skills, and interests. 

About UsThe Y is the leading nonprofit committed to strengthening the community by connecting all people to their potential, purpose and each other. Working locally, we focus on supporting young people, improving health and well-being, and inspiring action in and across communities. By bringing together people from different backgrounds, perspectives and generations, we ensure that we all have access to the opportunities, relationships and resources necessary to learn, grow and thrive.  Job DescriptionBe part of an organization that families trust everyday to care for their children, ages birth to seven, in our drop-in program. We are seeking individuals that are committed and enthusiastic about teaching kids our values – caring, honesty, respect, and responsibility.   Hours available: Monday – Sunday: 8 am – 12:00 pm Monday – Sunday: 4 pm – 7 pm *MUST be available weekends from 8 am - 12 pm Primary Duties: Promote youth development through hands-on learning environment Provide children with opportunities to develop early language and motor skills through age-appropriate play and activities Build relationships with families and the staff team Requirements Genuine interest and appreciation for young children. At least 1 year of experience working with children infant to age 11. Perform first-aid functions when necessary according to infant/child procedures. Ability to respond to common inquiries or complaints from participants, members, staff, administration, or the general public.

About UsThe Y is the leading nonprofit committed to strengthening the community by connecting all people to their potential, purpose and each other. Working locally, we focus on supporting young people, improving health and well-being, and inspiring action in and across communities. By bringing together people from different backgrounds, perspectives and generations, we ensure that we all have access to the opportunities, relationships and resources necessary to learn, grow and thrive.  Job DescriptionMake a Difference Every Day at the Y! Do you have a passion for working with children and leading a dynamic team? Are you ready to help create a fun, and engaging environment where kids can thrive—and parents can feel confident their children are in great hands? The YMCA is looking for an enthusiastic and organized Child Watch & KidZone Coordinator to lead our childcare programs for infants through age 11. In this fast-paced, hands-on role, you’ll be the friendly face that ensures our Child Watch and KidZone programs run smoothly. From building relationships with families to mentoring staff, planning activities, and stepping in when needed—you’ll be at the heart of a program that truly impacts young lives. Job Requirements: Welcoming children and families into a nurturing and engaging environment Leading and inspiring a team of Child Watch staff and volunteers Planning and facilitating age-appropriate, values-driven programming Covering shifts, teaching activities, and jumping in wherever help is needed Collaborating across departments and assisting with special events like Parents Night Out Maintaining high safety and cleanliness standards Communicating with families and handling behavioral guidance with care and professionalism Serving as the go-to leader in the absence of the Child Watch Director Requirements A natural leader with experience in childcare, early education, or youth programming A strong communicator who’s passionate about creating meaningful experiences Someone comfortable with multitasking and able to handle the occasional mess—diapers, noses, and all An organized, upbeat problem-solver ready to pitch in and lead by example Working at the Y means building a career with purpose. You’ll gain valuable experience, develop leadership skills, and be part of a nationally respected nonprofit organization that strengthens communities through youth development, healthy living, and social responsibility. This is more than just a job—it’s a chance to make a lasting difference.  

Children's Ministry Intern- Mt. Dora- Fall 2025 31205 Round Lake Road, Mt. Dora, FL 32757The Mount Dora Children’s Ministry Internship is very fluid to help interns gain skills and experience with early childhood and elementary children and other areas in children’s ministry. Examples include program development through technology, lesson planning, and interactions with volunteers and adults who are important in the lives of the children who participate in our programs. This experience will be tailored to your needs to help identify and develop the gifts God has given you to build His Kingdom.Basic Requirements:Profess Jesus Christ as Lord and Savior- This is an absolute requirement for all interns.Agree with and agree to conduct yourself in alignment with these additional beliefs: real.life/beliefsDesire to learn to lead in all Children’s Ministry levels, birth through elementaryWillingness to grow in teaching and leading a small group of children of any age.Participate in weekly campus staff meetings.Accept more responsibility as time progresses and skills growAssist with special events or other campus projects throughout the weekBuild relationships with children, their parents, volunteers, and other staffPass a level 2 background check Background Screening Florida - What’s A Level 2 Background Check In Florida? (globalbackgroundscreening.com)Responsibilities:Sunday mornings focus on leading in Kid Life ministry: Birth- 6th gradeHelp in the planning, prepping, and executing of Real Life Preschool Academy chapels which are led by church staffLearn how to recruit and train leaders for Kid Life ministriesHelp in the planning, preparation, and execution of one “After Party” after our Sunday services to help build community with those attending Real Life Mount Dora.Help in the planning and preparation of one of the largest services we have each year- Christmas!Have an integral role in Thanksgiving sharing activities with our students. Assist or lead programs which arise. General info:Expect to be on the Mount Dora campus of Real Life Christian Church (31205 Round Lake Road, Mt. Dora, FL 32757) at least 3 days per week and work 15-20 hours/week. Typical hours for most positions would be Sunday 8am-1pm plus 10-15 additional hours Monday-Thursday 8am-5pm as determined by the intern and their mentor. Must be flexible to hours outside of these hours with notice.The internship is 12 weeks long September 7, 2025, until December 5, 2025. The church offices are closed the week of Thanksgiving, although staff is expected to be on campus Sunday, November 23rd and Sunday, November 30th. If the intern is available, internship may extend through January 5th to assist in planning and executing Christmas Eve services. The church is closed from Christmas until January 5th when we will have debriefing from Christmas Eve services. This can also be decided once the internship has started.Pay: $150.00 per week 

Salary Range:$16.00 - $22.00 USD hourly.As part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve.The role of the Learning Facilitator is to provide instruction and oversight for students as they complete academic work digitally in a computer lab or classroom setting. The Learning Facilitator serves as the liaison between the highly qualified digital teacher and the students, supervising student progress and behavior. This position requires open and ongoing communication with the partnership support staff, software system knowledge in order to be able to respond to student questions; and the ability to observe and control student behavior when in lab setting, in accordance with approved policies and procedures. QUALIFICATIONS:Must meet Highly Qualified requirements by:High School Diploma/GED AND an Associate’s Degree or higher ORSuccessful completion of 60 semester hours of college credit ORObtain a passing score on one of the ADE approved assessments:ETS ParaPro Assessment (Praxis)ACT WorkkeysMaster Teacher’s ParaEducator PD Now!One (1) or more years of experience working with students, preferred.Active Arizona Department of Public Safety (DPS) issued IVP Fingerprint Clearance Card.Any equivalent combination of experience and/or education from which comparable knowledge, skills and abilities have been achieved. DUTIES AND RESPONSIBILITIES:Completes online Learning Facilitator training administered by ASU Prep Digital.Run data reports and analyze data.Be an advocate for student success in the online working environment.Serve as communication liaison to partnership support staff.Take daily attendance.Supervises children during lunch, on the playground, etc.  Monitor students to ensure that they are working on their online courses and staying on pace.Conference with students weekly to review goals and academic progress and help in keeping organized and on track.Conduct individual and small group tutoring sessions, guided by the Digital teacher.Host parent/teacher conferences onsite, facilitating the Digital teacher zooming in or be present at virtual conferences.Facilitate student communication with their virtual teacher(s).Understand the school partner processes and policies.Remain open to feedback from school leadership and partnership support team about facilitating the lab in way that ensures the greatest academic outcomes for students.Instruct students in using the virtual lessons, help sessions, exam prep, and calling teachers for help with course content and discussion-based assessments.Coordinate access to professors/TAs for assignments, office hours, exams, tutoring services, and meeting assignment deadlines.Assist in developing and preparing instructional materials and training modules.Communicate with the digital instructor if an academic integrity concern arises.Establish and maintain positive learning environments in the lab.Motivate/encourage student engagement.Help parents navigate access to student course progress.Answer questions and assist students with software, as requested.Notify on site IT staff for technical issues including but not limited to: system malfunctions, security requirement, and video issues.Notify school tech of needs for assistance within the lab, including but not limited to; internet interruptions, machine malfunctions, blocked websites, missing/required downloads, etc.Check equipment daily and report any issues in the lab to your school technology contact.Additional duties may be assigned as necessary. KNOWLEDGE, SKILLS AND ABILITIES Demonstrated ability with technologyDemonstrated ability with LMS (such Canvas)Demonstrated ability with reading, writing, computation and communication skills, both orally and in writing.Demonstrated ability to perform routine clerical tasks in support of classroom activities.Demonstrated ability to work cooperatively with others.Ability to articulate, represent professional demeanor and ability to take initiative.Flexible, with the ability to work in highly demanding, stressful environments. PHYSICAL DEMANDS:The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception. LOCATION:  Immersion TRAVEL: Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays. This job description is subject to change at any time.

Salary Range:$60,000.00 - $69,500.00 USD annually.As part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve.The Special Education Teacher is responsible for the implementation of the IEP (Individualized Education Plan) targeting the needs of the child based on their disability. The Special Education Teacher is making knowledge accessible to all students, developing students cognitive capacity and respect for learning,); fostering students’ self-esteem, motivation, and sense of civic responsibility and leadership, ongoing professional growth, development of a variety of teaching and instruction materials and strategies, planning for instructional assistants and parental volunteers in classroom management, implementing school policies, communication with parents about students’ academic as well as discipline issues. QUALIFICATIONS:Bachelor’s Degree in Education or related field from an accredited college or university.State of Arizona Teaching Certificate in Special Education for HQ status.Active AZ Department of Public Safety (DPS) IVP Fingerprint Clearance Card.Professional verification of successful classroom teacher performance and/or student teaching experience.Any equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities may be considered.DUTIES AND RESPONSIBILITIES:Works with the Special Education team to identify, evaluate and serve students with disabilities who qualify for special education services. Participates in all activities for evaluation and serving students.Delivers instruction in specified content area as it applies, such as: reading, writing, language and vocabulary, math, assistive technology, counseling, study skills, problem solving according to student’s IEPs. Determines instruction techniques, strategies, methods and adapts curriculum and learning styles to meet and assess student’s needs.Maintains data on IEP goal growth, attendance to services and communication with parents and teachers.Maintains open lines of communication with parents/guardians about academic and discipline issues through various mediums including phone calls, notes, progress reports, etc.Develops and creates appropriate virtual classroom materials and organization.Develops activities and resources, strategies and methods for a variety of teaching, creating lesson plans and substitute teaching plans that are aligned learning objectives.Develops, analyzes, adjusts, and implements IEP for students to accommodate instruction based on assessment and determining correct assessment tool and appropriate level to use.Maintains confidentiality of protected student and staff member information even after no longer employed or enrolled.Assists in the well-being of students the fundamental value in all decision making.Contributes to professional growth of self and colleagues including sharing and planning curriculum, staying current with educational trends, and continuing professional growth to meet the state and school requirements including current teaching certificates.Works collaboratively to achieve the overall purposes of the school program.Maintains a classroom atmosphere conducive of learning.Additional duties may be assigned as necessary.KNOWLEDGE, SKILLS AND ABILITIES Ability to articulate, represent professional demeanor and ability to take initiative.Command of theoretical knowledge of human behavior and learning including motivation, reinforcement, evaluation, and feedback techniquesExcellent interpersonal skills; ability to work with a wide-range of people including teachers, parents, students, alumni, corporate partners, vendors and admissions personnel.Proven written and verbal communication skills.Strong organizational and planning skillsEffective problem solver and self-motivated learnerAbility to use instructional adaptive technology tools in online coursesProficiency in Microsoft Office applications (Word, Excel, PowerPoint, and Outlook).Proficiency with technology, computers and Microsoft Office Suite. PHYSICAL DEMANDS:The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 15 lbs such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception.LOCATION:  Immersion TRAVEL: Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays. This job description is subject to change at any time.

Position Type:  Student Support Services/Skills Location:  Palmer Lake Elementary Closing Date:  until filledClick here to apply.  Job Summary: To inspire and prepare each and every scholar with the confidence, courage and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning. Provide instruction and support in the curriculum areas or program for which employed including writing and implementing individual scholar goals and objectives, evaluating scholar performance according to the goals and objectives on the Individual Educational Plan (IEP) used by the district, promoting scholar achievement, maintaining required scholar records, making related reports to the site/department licensed administrators as prescribed or authorized by the superintendent, maintaining contact and communications with guardians/caregivers of scholars and working with them in the development of each scholar, performing classroom management duties, enforcing district rules governing conduct, understanding and implementing due process guidelines following state and federal rules, regulations and district policy; make appropriate and equitable use of instructional resources and technologies; implement the goals and objectives of the district and the school and/or program for which employed; provide in-person, synchronous, and asynchronous learning when applicable; work collaboratively with others.  Willing to participate in district, building, department, or program leadership activities. Osseo Area Schools is a Qcomp school district: Teacher Development & Evaluation Overview Please review the full job description at the link below for a detailed description of the essential functions and requirements of the position. Special Education Classroom Teacher Minimum qualifications include:  Bachelor’s Degree requiredMN teaching licensein DCD or ASD, multiple special education licenses preferred OR a valid MN teaching license in another field and willing to obtain an Out of Field Permission.*If not currently licensed, must be willing and eligible to apply for and receive a Tier 1 or 2.**Additional information can be found at MN Professional Educator Licensing and Standards Board (PELSB). Apply for Additional LicenseBargaining unit: Teachers Salary: View salary grid on the respective bargaining unit listed above, accessible via our Employee Contracts pageFTE: 1.0  Desired start date: 8/25/2025  Osseo Area Schools offers: Meaningful and impactful workOpportunities to grow professionallyA variety of benefitsMentorship programs for teachers and educational support professionalsSummer opportunitiesand more  Equal Employment Opportunity Statement:  Osseo Area School District ISD 279 is an Equal Opportunity, and veteran-friendly employer.Osseo Area School District ISD 279 ensures equal employment opportunities regardless of race, creed, gender, color, national origin, religion, age, sexual orientation or disability. Osseo Area School District is committed to a workforce that reflects the diversity of the district and strongly encourages persons to apply who can strengthen our diversity. For more information, view the District’s Equal Opportunity and Prohibition Against Discrimination, Harassment and Violence Policy.  Veteran’s Preference: If you are an eligible veteran, please submit a legible copy of your DD214 with your application.  Accommodation: If you have a disability that requires an accommodation during the selection process, please email Human Resources at HR@district279.org or call 763-391-7007. Background Check Upon Conditional Offer: Background checks are conducted upon receiving a conditional offer. Employees must complete a background check and are responsible for the background fee. A passing background is required.  Criminal convictions are reviewed on a case-by-case basis.

Program OverviewHandshake is recruiting exceptional masters students and graduates specializing in physics to join our AI research community. This program brings subject-matter experts together to enhance the capabilities of Large Language Models (LLMs) within specialized domains and subdomains. The MOVE program runs year-round, though project availability will vary by domain. Program DetailsThe position is remote and asynchronous - work independently from wherever you are.Flexible hours and the ability to work remotely, with a commitment of approximately 10 to 20 hours per week.Project work includes and is not limited to developing domain-specific prompts and evaluating LLM responses.Dedicate time researching topics that are interesting to you, with the assistance of AI.Learn new skills while contributing to the changing world of AI across various disciplines.Placement into a project will be dependent on project availability.Who Should ApplyMaster's students or graduates focusing on physicsAble to participate in primarily asynchronous work in partnership with leading AI labs.Believe your expertise can outmatch current AI systems in understanding and explaining key concepts in your field.This program is open to U.S.-based master's and doctoral students, candidates, and recent graduates with valid work or training authorization (e.g., F-1/OPT, J-1, H-1B). Participants are responsible for ensuring compliance with their visa conditions and confirming eligibility with their program or visa sponsor prior to applying.CompensationCompensation ranges from $50-75 / hr depending on the project.The compensation reflects our commitment to ensuring your contributions are rewarded at a level commensurate with your expertise.

Division of Design and Construction Temporary Engineering Assistant University of Alaska Fairbanks Engineering Assistants fill a critical role at Facilities Services Division of Design and Construction, within project management teams. This is an entry level position. New engineers will be provided with conscious mentoring and gain a well-rounded background in design, management and communication. Must have a Bachelor's Degree in Engineering or Architecture, some work experience in entry level engineering position or appropriate graduate level study. Minimum Qualifications: Bachelor's Degree in Engineering or Architecture and successful completion of Fundamentals of Engineering (FE) exam within six months of employment. (The FE exam requirement does not apply to architects.) Valid drivers license and clean driving record in compliance with UA Safe Driving Criteria. Position Details: This position is located on the University of Alaska Fairbanks campus. Applications are reviewed as needed. Submission of an application does not guarantee review or a job offer. To be eligible for this position, applicants must be legally authorized to work in the United States without restriction. Applicants who now or may in the future require visa sponsorship to work in the United States are not eligible. ☎️If you have any questions regarding this position, please contact Facilities Services HR Coordinator, at mailto:UAF-FSHR@alaska.edu or 907-474-2651. The University of Alaska (UA) is responsible for providing reasonable accommodations to individuals with disabilities throughout the applicant screening process. If you need assistance in completing this application or during any phase of the interview process, please contact UA Human Resources by phone at 907-450-8200. The http://www.alaska.edu/ (https://www.alaska.edu/alaska/index.php) is an Equal Opportunity/Equal Access Employer and Educational Institution. The University is committed to a http://www.alaska.edu/nondiscrimination (http://www.alaska.edu/nondiscrimination) against individuals on the basis of any legally protected status. The successful applicant is required to complete a background check. Any offer of employment is contingent on the background check. Your application for employment with the University of Alaska is subject to public disclosure under the Alaska Public Records Act. All employees at the University of Alaska are expected to uphold the highest standards of ethics and professionalism when conducting or engaged in university business. *Each university within the University of Alaska system publishes an Annual Security and Fire Safety Report which contains information regarding campus safety and security including topics such as: campus law enforcement authority; crime reporting policies; campus alerts (Timely Warnings and Emergency Notifications); fire safety policies and procedures; programs to prevent dating violence, domestic violence, sexual assault and stalking; the procedures the University will follow when one of these crimes is reported; and other matters of importance related to security on campus. The report also contains information about crime statistics for the three most recent calendar years concerning reported crimes that occurred on campus; in On-Campus Student Housing Facilities; in Noncampus buildings or property owned or controlled by the University or a recognized student organization; and on public property within, or immediately adjacent to and accessible from, the campus. The report also contains fire statistics for any fires occurring in an On-Campus Student Housing Facility during the three most recent calendar years. Access to the reports is available at: UAA: (Addresses Anchorage campus, Aviation Technology Complex, JBER - Elmendorf Extension, JBER - Richardson Extension, Kenai Peninsula College - Kachemak Bay campus, Kenai Peninsula College - Kenai River campus, Kodiak College, Kodiak High School Extension, Matanuska-Susitna College, Prince William Sound College, and Prince William Sound College - Cordova Extension) Online: https://www.uaa.alaska.edu/students/safety. Request a paper copy in person: UAA Police Department Office at Room 114 of Eugene Short Hall on the Anchorage campus / UAA Dean of Students Office at Room 122 of Rasmuson Hall on the Anchorage campus. Request a paper copy by mail: 907-786-1120 or mailto:police@uaa.alaska.edu / 907-786-1214 or mailto:uaa_deanofstudents@alaska.edu. UAF: (Addresses Fairbanks Campus, Bristol Bay Campus, Chukchi Campus, Community and Technical College, Kasitsna Bay Campus, Seward Marine Center, Tok Campus, Kuskokwim Campus, and Northwest Campus) Online: https://www.uaf.edu/orca/files/ASFSR.pdf. Request a paper copy in person: UAF Office of Rights, Compliance and Accountability on the 3rd Floor of Constitution Hall. Request a paper copy by mail: 907-474-7300 or mailto:uaf-orca@alaska.edu. UAS: (Addresses the Juneau Auke Bay Campus, Juneau Technical Education Center, Sitka Campus, & Ketchikan Campus) Online: https://uas.alaska.edu/equity-and-compliance/docs/clery/UAS_ASFSR.pdf. Request a paper copy in person: Hendrickson Building, Suite 202 on the Juneau campus. Request a paper copy by mail: 907-796-6371 or emailing mailto:uas.clery@alaska.edu. To apply, please visit: https://apptrkr.com/6298144 Copyright ©2025 Jobelephant.com Inc. All rights reserved. https://www.jobelephant.com/ jeid-3f329e646fbe5b4db7fed949f810cd7f

NOTICE: Internships may be virtual (limited), hybrid (part onsite, part virtual), or onsite. With the Executive Order to return to the office full-time, NMAI is currently hosting more onsite and hybrid internships.The National Museum of the American Indian (NMAI) Internship Program provides educational opportunities for students interested in the museum profession and related fields. Interns complete projects using the resources of the NMAI and other Smithsonian offices. Internships are an opportunity for students to learn about the museum's collections, exhibitions, programs, and methodologies, and to meet professionals in the museum field.NOTE: Due to the large volume of applications, only those selected for an interview will be contacted. Internship applications are reviewed in two rounds by Internships and departmental staff. Approximately twenty-five percent of applicants are accepted for internships during any one-year period. The Summer Term is the most competitive. If available through your university, out-of-state interns may participate in a Washington, D.C., or New York study-away program during the Fall or Spring Terms.Departmental descriptions for all internships at the NMAI, except in Conservation, are listed below. Please see Conservation Training for more information and to apply for a Conservation internship.Information on additional fellowship and internship opportunities across the Smithsonian, including those designed specifically for Native Americans, is available via the links below. Ten-Week Internship session start dates:Winter/Spring: Starting third full week of January (local students)/March (non-local)Summer: Starting second full week of JuneFall: Starting last full week of SeptemberDeadlinesFor each internship term, applications must be submitted electronically by the following dates:Summer: March 15thFall: July 15thWinter/Spring: November 15thWhat are the eligibility requirements?If you are currently enrolled in an academic program you are eligible to apply.If you are not a current student then you may still apply, but you will need to use the essay portion of the application to state how an internship in the particular department you select will benefit your professional goals and/or future academic goals. A cumulative GPA of 3.0 or its equivalent is generally expected (with withdrawals and incompletes explained).When will I know if my application has been accepted?Notification about placement occurs approximately four-to-six weeks after the deadline. Please note only those selected will be contacted.Is there financial support (i.e., a stipend) for this internship?Yes, stipends may be provided to selected interns based on financial need by completing a survey. Per Smithsonian Institution regulations, stipend amounts for non-local interns typically range up to $7,500 for a ten-week session. Local interns who live in the Washington, D.C., or New York City regions may receive a stipend that will offset the costs of commuting, approximately $2,500 for a ten-week session. The virtual internship stipend is up to $2,500 to offset the costs of technology/office equipment. The stipend depends on the amount of funds available and is at the discretion of the NMAI.Do I have to be Native American?No! The internship program is open to anyone. The NMAI is an equal opportunity employer and follows equal opportunity employment guidelines in the selection of its interns.Do you accept applications from international students?Yes! We accept applications from international students. The Smithsonian Office of Global Affairs will work with you in sponsoring a J-1 visa, if necessary, after you are accepted into the program. Unfortunately, international students may experience delays in stipends and receiving an ID badge due to Smithsonian security and banking requirements.Academic CreditThe Smithsonian Institution welcomes the opportunity to work cooperatively with schools seeking to grant academic credit for internships. Applicants are encouraged to initiate arrangements for credit with their colleges or universities. The Smithsonian does not grant academic credit.How competitive is the process and what makes a strong application?The internship program is very competitive, especially in the summer. In general, strong applications demonstrate applicants' academic and professional goals, interest in the particular department selected, and reason for wanting to be at the NMAI. During an internship, interns may spend 9-10 weeks in mainly one department. There may be opportunities to shadow a different department or intern part-time in two departments. Interns will gain experience in specific aspects of museum work.If there are further questions, please email nmaiinterns@si.edu.The Smithsonian does not discriminate on grounds of race, color, religion, sex, national origin, age, disability, genetic information, parental status, marital status, sexual orientation, or participation in protected activity.INTERNSHIP PROJECT DESCRIPTIONS BY LOCATIONTHE NMAI CULTURAL RESOURCES CENTER 4220 Silver Hill RoadSuitland, MD 20746-2863 Archive Center Archive Center internships provide students with the opportunity to learn about and contribute to the physical and intellectual arrangement, description, and preservation of the NMAI's archival collections. Intern projects may include processing manuscript, photo, audiovisual, or mixed-media collections, writing and editing finding aids and collections records, conducting condition assessments, and providing reference services. Interns may author finding aids and collection-level records in ArchivesSpace, and write blog posts about their experiences or collections they encounter. Students interested in library science, history of photography, Native American studies, anthropology, and related fields are encouraged to apply.  Collections Information and Asset Management Collections Information and Asset Management interns support digitization initiatives to increase access to NMAI collections information and images. Assignments are centered around the digital curation of reformatted and born-digital assets; the creation of metadata in the NMAI's collection information system or the SI's digital asset management system; safeguarding of data integrity; enhancement of digital workflows; and creation of digital workflow documentation. Interns work under the mentorship of Collections Information System and/or Digital Asset Management System staff and receive extensive training and gain direct experience in those systems. Students seeking experience in digitization, digital preservation, and data management of cultural heritage materials are encouraged to apply.  Collections Research and Documentation (Archaeological)Interns in Collections Research and Documentation support the study and interpretation of the more than 100,000 objects in the NMAI archaeological collections. Working with curatorial staff, interns learn how to document, examine, and research items made, created, used, or designed by the Native peoples of the Western Hemisphere (excluding Hawai'i) prior to European contact. Interns may access collections and related information physically or through the NMAI's collections database, and learn how to investigate objects through a variety of means, possibly including literature reviews, contextual analyses, physical examination, morphological measurements, and consultations with Indigenous peoples, historians, archaeologists, and other experts. Interns may also assist in creating, managing, organizing, and distributing information about the NMAI's archaeological collections through various online platforms, including social media, blogs, and websites. Interns expand their understanding of Native American cultures and histories as well as their depth, complexity, diversity, and achievements. History & Culture There is a curatorial research assistance internship project for Miniverse: The World of Indigenous Miniatures, an exhibition that celebrates Indigenous miniatures and the artists who create them. The exhibit highlights miniatures from the NMAI permanent collection (ethnographic and contemporary art) as well as new miniatures created by 10 to 15 invited Indigenous artists. There will be about 200 works total in the exhibition made by at least 40 Indigenous nations representing North, Central, and South America. The selected miniatures also demonstrate the range of the NMAI collection with tiny baskets, pottery, textiles, watercraft, clothing, houses, carvings, tools, books, and other works. Outreach & Engagement Planning Office The Outreach & Engagement Planning Office (O&EPO) supports and facilitates collaboration and partnerships between NMAI staff and Native communities and allied organizations. Interns placed with the O&EPO will gain a better understanding of the needs and working process for engaging in collaborative work within the museum setting and with Native constituents. Opportunities will vary based on the intern’s experience and interests but can range from researching potential collaborations or opportunities, directly supporting staff engagements within and external to the museum, or supporting administrative projects to improve and strengthen collaborative efforts at the museum. This internship opportunity is best suited for individuals interested in supporting community engagement efforts and developing skillsets in relationship-management. Degrees related to this line of work include but are not limited to anthropology, museum studies, Native American studies, community based participatory research, public administration, business administration, and nonprofit management.  Repatriation Internships in the Repatriation Department provide students with opportunities to learn about and contribute to the work of consultation, research, and physical repatriation of items in the museum's collection. Interns may conduct provenance research, investigate policy issues, produce internal reference reports, or participate in other repatriation projects and activities. Interns also attend meetings, meet NMAI staff, and learn about the museum and its projects, and the Smithsonian in general. Students interested in repatriation, archival work, provenance research, anthropology, Native American studies, and related fields are encouraged to apply.  THE NATIONAL MUSEUM OF THE AMERICAN INDIAN, WASHINGTON, D.C.Fourth Street and Independence Ave., SWP.O. Box 37012Washington, DC 20013-7012Opened on the National Mall on September 21, 2004, the National Museum of the American Indian is a major exhibition space for Native art and material culture as well as a center for educational activities and performances. The following list provides a general overview of the ongoing work of departments within the NMAI, Washington, D.C., as well as associated internship opportunities. When you begin the application process, a drop-down menu will allow you to select from the choices that are currently available. Education The Education Office supports the continuance of Native cultures, traditional values, and learning about contemporary Native issues by providing engaging educational experiences for teachers, parents, and students through programs, resources, and the Native Knowledge 360° curriculum. Education interns help provide relevant learning experiences to teachers and students through lesson alignment with local, national, and NMAI standards, and research on practice and impact, education technology, and hands-on learning. Responsibilities include assisting with teacher tours and education programs, supporting theme or exhibition-based teacher or student workshops, and developing and analyzing evaluation data. Qualifications include a strong interest in formal or informal education, art and visual culture, anthropology, or digital learning. Candidates should have excellent interpersonal skills and the ability to engage the public, along with excellent research and writing skills, an interest and/or background in teaching social studies or related fields, anti-bias education, social justice, and community engagement. Candidates should be able to work independently and as a team player in a professional environment; handle multiple tasks at once; and adhere to deadlines. Proficiency is required in Excel, with knowledge of design programs (including Photoshop, Illustrator, and InDesign) preferred, but not required. Occasional evening and weekend hours may be required.  Family & Youth ExperiencesThe Family & Youth Experiences (FYE) team within Interpretive Services is part of the Museum Learning and Programs Department of the National Museum of the American Indian. Our purpose is to implement interpretive and educational public programs by and about Native people for visitors to the museum — including students, teachers, and families across both museum locations in Washington, D.C. and New York City.   The Museum Educators lead a variety of public programming which may include tours, workshops, teaching cart programs, and cultural demonstrations. They administer public programs in the exhibition galleries, workshop programs in the imagiNATIONS Activity Center, and school tours and programs. The FYE team also manages a Teaching Collection of approximately 1,000 objects, conducts research on exhibits and related topics in Native Studies, develops new educational programs, and participates in exhibit teams and other museum-wide teams.  Spanish language skills are desired, but is not required.  Marketing and CommunicationsInterns in Marketing and Communications learn how to effectively promote museum activities through marketing, publicity, and social media. They also learn how to analyze and compile reports on the efficacy of social media and report on trending social outlets/topics to enhance their learning objectives and contribute to the social media of the museum. Marketing and Communications interns also learn about associated communications methodologies related to contacting members of media, building media contact lists, and helping publicize the museum's events and exhibitions through community calendars and events outlets. Appointments may be available at the museum in Washington, DC, or the museum in New York, NY. Special EventsSpecial Events oversees internal museum events and works with external partners hosting celebrations in NMAI spaces. Interns in Special Events assist with event preparations, including compiling invitation lists, mailing and tracking RSVPs, coordinating vendors, and providing day-of event support. Interns also assist with managing the museum's booking calendar, departmental files, and donor database. Special Events interns learn Smithsonian event policies and procedures, logistics involved with event coordination, and donor and database management. Students interested in detail-oriented work who bring strong problem-solving skills, flexibility, and an enthusiasm for the museum's diverse audiences are encouraged to apply. THE NATIONAL MUSEUM OF THE AMERICAN INDIAN, NEW YORK,GEORGE GUSTAV HEYE CENTEROne Bowling GreenNew York, NY 10004The George Gustav Heye Center (GGHC) opened in 1994 in the newly renovated Alexander Hamilton U.S. Custom House in lower Manhattan. The Heye Center features temporary exhibitions and a range of public programs./p>Due to building renovations and limited staffing at the NMAI-NY, internships in the following areas are available intermittently. Collections CareCollections Care interns participate in the day-to-day management of the museum's collections and loans on exhibit and in temporary storage at the National Museum of the American Indian, New York. Interns learn handling, housekeeping, organization, monitoring, maintenance, and preventative care techniques. Interns also work closely with several other departments in the building to understand how activities in the public spaces affect collections. Internships include an introduction to the Integrated Pest Management Program, use of the collections database, environmental monitoring, collections emergency management, and exhibit installation/de-installation. Education The Education Office supports the continuance of Native cultures, traditional values, and learning about contemporary Native issues by providing engaging educational experiences for teachers, K–12 students, and youth and families through programs and resources, and the Native Knowledge 360° curriculum. Education interns help provide relevant learning experiences to teachers, students, and youth and families through lesson alignment with local, national, and NMAI standards, and research on practice and impact, education technology, and hands-on learning. Responsibilities include assisting with developing and implementing various education programs, such as supporting theme or exhibition-based teacher or student workshops; developing and analyzing evaluation data; designing learning materials and activities; supporting online lesson development; curriculum; engaging youth and families; and/or attending outreach events. Qualifications include a strong interest in formal or informal education, art and visual culture, anthropology, or digital learning. Candidates should have excellent interpersonal skills and the ability to engage the public, along with excellent research and writing skills, an interest and/or background in teaching social studies or related fields, anti-bias education, social justice, and community engagement. Candidates should be able to work independently and as a team player in a professional environment; handle multiple tasks at once; and adhere to deadlines. Proficiency is required in Excel with knowledge of design programs (including Photoshop, Illustrator, and InDesign) preferred but not required. Occasional evening and weekend hours may be required.  Family and Youth Experiences:The Family & Youth Experiences (FYE) team within Interpretive Services is part of the Museum Learning and Programs Department of the National Museum of the American Indian. Our purpose is to implement interpretive and educational public programs by and about Native people for visitors to the museum — including students, teachers, and families across both museum locations in Washington, D.C. and New York City.   The Museum Educators lead a variety of public programming which may include tours, workshops, teaching cart programs, and cultural demonstrations. They administer public programs in the exhibition galleries, workshop programs in the imagiNATIONS Activity Center, and school tours and programs. The FYE team also manages a Teaching Collection of approximately 1,000 objects, conducts research on exhibits and related topics in Native Studies, develops new educational programs, and participates in exhibit teams and other museum-wide teams.  Spanish language skills are desired, but is not required.  Public ProgramsPublic programs bring diverse Indigenous cultures to the museum through Indigenous artisans, filmmakers, and cultural demonstrators. Interns gain in-depth knowledge of Indigenous cultures and the museum's mission, gaining experience in museum program development, research and outreach, archive records and film curation. Interns can share their knowledge and insights with artists and visitors, enhancing engagement with the museum's history and current activities.

Summary: Old Town School of Folk Music seeks an experienced, and enthusiastic West African percussionist to provide live accompaniment for West African dance classes in our Adult and Kids dance programs. This role is essential in creating an authentic and dynamic environment that supports the energy and rhythm of West African dance instruction.Schedule: Mostly evenings, but varies based on class needs.Location:Lincoln Square and Lincoln Park Responsibilities:Provide live West African percussion accompaniment for dance classes, ensuring rhythms align with the movements and choreography taught by the instructor.Collaborate closely with dance instructors to develop and execute engaging class experiences that reflect the cultural and rhythmic traditions of West African dance.Maintain a supportive and inclusive environment for students of all skill levels.Assist in creating a vibrant and authentic cultural experience by demonstrating a deep understanding of West African musical traditions.Substitute for other percussionists as needed to ensure continuity in class rhythm and energy.Qualifications:Minimum of two years of experience as a West African percussionist, with expertise in traditional rhythms and instruments such as djembe, dunun, or other related percussion instruments.Familiarity with West African dance styles and the ability to adapt percussion to complement various movements and tempos.Strong communication and collaboration skills to work effectively with instructors and students.Previous experience working in a dance class setting is preferred.Flexibility to work at both our Lincoln Park and Lincoln Square locations.Availability for evening and weekend classes.If interested and qualified, please apply through our Career Center. Hourly Teaching Rate: $22/hour About Old Town School of Folk MusicChicago's Old Town School of Folk Music (“OTSFM”) is the largest community school of the arts in the U.S. and a non-profit organization committed to celebrating American music and global cultures. Founded in 1957, Old Town School provides various music, dance, and arts courses to people of all ages, abilities, and backgrounds. Whatever one's interest, Old Town School provides broad access to more than 700 weekly class offerings, a broad array of private lessons, and over 400 concerts and community events per year.Old Town School of Folk Music opened its Lincoln Square facility in 1998 and expanded in 2012. The Old Town School operates two campuses in Chicago's Lincoln Square and Lincoln Park neighborhoods, including world-class concert halls, classrooms, an award-winning music store, and a music resource center. Online classes were introduced in 2020 and students from nearly every state and a dozen countries participated throughout the pandemic. Children's classes are also held at several suburban satellite locations. More information is available at oldtownschool.org Equal Employment OpportunityOTSFM is committed to providing an environment of mutual respect where equal employment opportunities are available to all applicants and employees. OTS strives to be an inclusive and equitable organization that reflects the diversity of the city of Chicago. We seek to recruit, develop, and retain the most talented people from a diverse candidate pool. This is critical to our success as a community-focused organization.