Careers in Education

Laketrails Base Camp is seeking responsible, fun-loving people who enjoy spending time with teens in a wilderness setting. Successful job applicants will work as a team while growing skills in problem solving, cooperation, organization, active listening and work ethic. Laketrails “Guides” will also learn more about the natural environment of far northern MN and Ontario while camping and canoeing with teens through the islands and waterways of these areas. Prior camping and canoeing experience is not required. Minimum requirements include one year of either college or work experience beyond high school and a desire to work with young people. Successful applicants will possess maturity and integrity as well as an enjoyment of the outdoors.

DUTIESA.  Provides direct services to students with disabilities who have self-identified to the College.Conducts initial intake meetings with new students, evaluates their documentation, assesses individual needs, identifies reasonable accommodations, and initializes the student’s record in Guardian database. Performs academic advisement to new and returning students with disabilities including services such as interpreting placement test results, providing up to date transfer information, relaying College catalog information, and assisting students in the use of various online platforms. Assists student with financial aid questions and processes, particularly providing FAFSA assistance, financial aid estimates, informing students of any missing financial aid documents, informing students of social security tuition waiver requirements, and assisting students with SAP appeal information as needed. Maintains frequent contact with DSS students each semester and monitors their progress via Retention Alerts, faculty reports, and student contacts. Maintains inventory of assistive technology used by DSS students. Coordinates the provision of textbooks and materials in alternative formats to DSS students who qualify for this accommodation. Assists with coordinating interpreting services for deaf students as needed. B.  Promotes services for students with disabilities on campus and services as a resource for College students, faculty, and staff regarding disabilities. Provides disability related training as needed to faculty, staff, and student workers. Serves on College committees as assigned. C.  Promotes services for students with disabilities in the community and serves as a resource for various community agencies and surrounding high schools. Interacts with local agencies and high schools to assist with the transition of persons with disabilities to HCC. Serves on community committees as appropriate such as the Special Education Advisory Committee (SECAC) for Washington County Public Schools and the Maryland Association of Higher Education and Disability (MD-AHEAD). Conducts information sessions for community agencies and surrounding high schools as needed. D.  Attends professional development workshops and meetings to ascertain current needs, practices, programs, and legislation. E.  Serves as a member of the CARE team and assists identified DSS students accordingly. Assists in training and awareness efforts for student, faculty, and staff to support a culture of reporting and proactive College response. F.  Performs other duties as assigned.EDUCATION AND EXPERIENCEBachelor’s preferred in Human Services area (e.g. Education, Social Work, Psychology, Vocational Rehabilitation, etc.) or the willingness to work towards a bachelor's degree if hired; Master’s degree preferred.  Training or work experience with individuals with disabilities in a higher education setting preferred. SKILLS AND ABILITIESKnowledge of disabilities and appropriate post-secondary accommodations, thorough knowledge of federal laws pertaining to students with disabilities, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act and its Amendments; strong verbal and written communication skills; ability to maintain confidentiality; ability to work independently and with others; ability to establish and maintain good working relationships with students and others of diverse backgrounds; computer skills to include Microsoft Office and the ability to navigate various databases.APPLICATION INSTRUCTIONSFor more information on this position and to formally apply, please visit HCC's employment page at https://secure10.saashr.com/ta/6160104.careers?ApplyToJob=671757120&full_apply=&jobid=671757120.  Questions may be directed to the Human Resources Office at 240-500-2585 or email hr@hagerstowncc.edu.

The 4 Year Old Kindergarten (4K) Teacher provides a safe and nurturing environment for children that encourage their social, emotional, physical and cognitive development. The Teacher plans and implements a developmentally appropriate curriculum for enrolled children living in low-income, at-risk environments. They ensure the provision of quality, comprehensive child development services including education, health, nutrition, parent involvement, and necessary family support services and referrals. The 4K Teacher will follow Head Start performance standards, Dane County Parent Council work plans, policies and procedures, city of Madison and NAEYC accreditation criteria (if applicable). They also maintain positive relationships with parents, children and coworkers and community partners as well as provide supervision and performance feedback for reporting staff.Must possess a Bachelor’s degree in Early Childhood Education, or Elementary Education that includes 18 credits specifically related to ECE or related degree with 18 credits specifically related to ECE.DPI certification in ECE or related DPI cert. or the ability to become DPI certified is requiredExperience working with low-income familiesMust have a valid Wisconsin’s Driver’s License, motor vehicle and adequate liability insurance as required by agency policy and state liability regulationsMust secure Registry certificate within 90 days of employment

Upper School Spanish Teacher Since 1800, when St. Madeleine Sophie Barat founded the Society of the Sacred Heart in France, Religious of the Society of the Sacred Heart and lay Sacred Heart educators have carried out her imperative of educational excellence. Today, the Network of Sacred Heart schools is an association of 25 Catholic schools across the United States and Canada, and nearly 150 schools internationally. Independent yet united in spirit and purpose, the international community of Schools of the Sacred Heart believes in educating the whole child and preparing her to live fully and wisely. At the core of the Sacred Heart education, the Goals and Criteria are the principles that express the intentions and hopes of our 200-year tradition.Carrollton's culture and identity are bound inextricably to the vision set forth in the Goals and Criteria of Sacred Heart Schools. These values form the moral compass that influence the choices made within our community. Learning to draw upon these values during their school days, Carrollton graduates become women of conviction, courage, and confidence.Full time faculty in the Upper School participate in forming young women of grace, grit, and gratitude by teaching five courses, providing office hours, serving as club advisors, chaperoning student trips, and fulfilling other duties assigned by the Upper School Head, Associate Upper School Head, and the M-12 World Language Discipline Chair. Carrollton values educators who bring with them skills, talents, and interests outside of their disciplines and are willing to utilize them to better serve the Carrollton community.Essential Duties and Responsibilities: The duties and responsibilities of this position include, but are not limited to, the following:A commitment to the Goals and Criteria of Sacred Heart network schools as articulated in the school missionProvide instruction on a wide range of Spanish courses. Utilize cognitive science and educational research to inform teaching practicesParticipate in reflective, self-directed, ongoing professional developmentCreate and define goals and objectives for unit and daily lessons plans, prepare classroom activities, organize teaching materials, evaluate student performance, maintain classroom records, and manage time effectivelySubmit grade reports and student comments at specified intervalsHold conferences with students, parents, administrators, and other professionalsParticipate in faculty meetings, liturgies, chapels, retreats, school assemblies, and special events such as, but not limited to, back-to-school night, admissions showcases, and graduationEngaging in additional duties as required, such as participating in curriculum reviews, chaperoning field trips, collaborating on World Languages Discipline initiatives (i.e., Spanish National Honor Society, Global Exchange Program), etc.Qualifications:Native or native-like fluency in SpanishA Bachelor's degree At least five years of teaching experience is preferredIntercultural competency with a deep respect for social justice, inclusion, and diversity as articulated in the Goals & Criteria.Commitment to ongoing professional growthEnthusiasm for teaching students of all abilitiesStrong communication skillsDemonstrated success with effective use of technology

Upper School French Teacher Since 1800, when St. Madeleine Sophie Barat founded the Society of the Sacred Heart in France, Religious of the Society of the Sacred Heart and lay Sacred Heart educators have carried out her imperative of educational excellence. Today, the Network of Sacred Heart schools is an association of 25 Catholic schools across the United States and Canada, and nearly 150 schools internationally. Independent yet united in spirit and purpose, the international community of Schools of the Sacred Heart believes in educating the whole child and praring her to live fully and wisely. At the core of the Sacred Heart education, the Goals and Criteria are the principles that express the intentions and hopes of our 200-year tradition.Carrollton's culture and identity are bound inextricably to the vision set forth in the Goals and Criteria of Sacred Heart Schools. These values form the moral compass that influence the choices made within our community. Learning to draw upon these values during their school days, Carrollton graduates become women of conviction, courage, and confidence.Full-time faculty in the Upper School participate in forming young women of grace, grit, and gratitude by teaching five courses, providing office hours, serving as club advisors, chaperoning student trips, and fulfilling other duties assigned by the Upper School Head, Associate Upper School Head, and the M-12 World Language Discipline Chair. Carrollton values educators who bring with them skills, talents, and interests outside of their disciplines and are willing to utilize them to better serve the Carrollton community. Essential Duties and Responsibilities: The duties and responsibilities of this position include, but are not limited to, the following:A commitment to the Goals and Criteria of Sacred Heart network schools as articulated in the school missionProvide instruction on a wide range of French courses. Utilize cognitive science and educational research to inform teaching practicesParticipate in reflective, self-directed, ongoing professional developmentCreate and define goals and objectives for unit and daily lessons plans, prepare classroom activities, organize teaching materials, evaluate student performance, maintain classroom records, and manage time effectivelySubmit grade reports and student comments at specified intervalsHold conferences with students, parents, administrators, and other professionalsParticipate in faculty meetings, liturgies, chapels, retreats, school assemblies, and special events such as, but not limited to, back-to-school night, admissions showcases, and graduationEngaging in additional duties as required, such as participating in curriculum reviews, chaperoning field trips, collaborating on World Languages Discipline initiatives (i.e., French National Honor Society, Global Exchange Program), etc.Qualifications:Native or native-like fluency in FrenchA Bachelor's degree At least five years of teaching experience is preferredIntercultural competency with a deep respect for social justice, inclusion, and diversity as articulated in the Goals & Criteria.Commitment to ongoing professional growthEnthusiasm for teaching students of all abilitiesStrong communication skillsDemonstrated success with effective use of technologyInterested candidates should complete an employment application and submit a cover letter and resume through Carrollton's Employment Opportunities website.

Lower School Robotics, Engineering, and Computer Science (RECS) TeacherSince 1800, when St. Madeleine Sophie Barat founded the Society of the Sacred Heart in France, Religious of the Society of the Sacred Heart and lay Sacred Heart educators have carried out her imperative of educational excellence. Today, the Network of Sacred Heart schools is an association of 25 Catholic schools across the United States and Canada, and nearly 150 schools internationally. Independent yet united in spirit and purpose, the international community of Schools of the Sacred Heart believes in educating the whole child and preparing her to live fully and wisely. At the core of the Sacred Heart education, the Goals and Criteria are the principles that express the intentions and hopes of our 200-year tradition.Carrollton's culture and identity are bound inextricably to the vision set forth in the Goals and Criteria of Sacred Heart Schools. These values form the moral compass that influence the choices made within our community. Learning to draw upon these values during their school days, Carrollton graduates become women of conviction, courage, and confidence.Faculty members participate in forming young women of grace, grit, and gratitude by teaching foundational RECS skills, providing technical assistance, serving as club advisors, chaperoning student trips, and fulfilling other duties assigned by the Lower School Head, Associate Head, and the Director of RECS. The Lower School RECS teacher plays a critical role in introducing students in grades 1-6 to technology integration, computational thinking, and basic computer literacy while fostering creativity and problem-solving skills. Carrollton values educators who bring with them skills, talents, and interests outside of their disciplines and are willing to utilize them to better serve the Carrollton community.Essential Duties and Responsibilities:The duties and responsibilities of this position include, but are not limited to, the following:A commitment to the Goals and Criteria of Sacred Heart network schools as articulated in the school mission.Teaching age-appropriate RECS courses and activities to Lower School students (grades 1-6), including:Basic computer skills (keyboard, mouse, file management)Digital citizenship and appropriate technology useIntroduction to coding and computational thinkingBasic robotics and engineering concepts using hands-on materialsInternet safety and responsible online behaviorAge-appropriate educational software and applicationsCreative problem-solving and design thinking through the engineering design process, fostering perseverance and curiosityCollaborative projects that build teamwork, communication, and empathyAssessing computer knowledge of new students to the Lower School and designing differentiated instruction to meet diverse learning needs.Collaborating with Lower School classroom teachers to integrate engineering, robotics, computer science, and technology across the curriculumFacilitating hands-on experiments, project-based learning, and design challenges to promote practical application of engineering principles.Guiding students in the exploration of coding, robotics, 3D printing, and creative technology using tools such as micro:bits, LEGO kits, Squishy Circuits, Scratch, JavaScript, and TinkerCAD.Promoting a growth mindset by guiding students through the engineering design process, empowering them to experiment, iterate, and view mistakes as valuable learning opportunities.Creating and defining goals and objectives for the unit and daily lesson plans, preparing classroom activities, organizing teaching materials, evaluating student performance, maintaining classroom records, and managing time effectively.Submitting grade reports and student comments at specified intervals.Holding conferences with students, parents, administrators, and other professionals as needed.Participating in curriculum reviews and collaborating on RECS Department initiatives across all school divisions.Participating in faculty meetings, liturgies, chapels, retreats, school assemblies, and special events such as, but not limited to, back-to-school night and admissions showcases.Maintaining and organizing the Lower School technology resources, including computers, tablets, robotics equipment, and other STEM materials.Utilizing cognitive science and educational research to inform teaching practices.Participating in reflective, self-directed, ongoing professional development.Performing other related duties as assigned.Qualifications:A bachelor's degree in education, computer science, engineering, educational technology, or a related fieldPrior teaching experience with elementary-aged children preferredAbility to teach basic computer skills, age-appropriate technology integration, digital citizenship, and introductory coding concepts to young learnersExperience with educational robotics platforms, maker spaces, and hands-on STEM activitiesAbility to troubleshoot basic computer hardware and software issues and train students on proper device careStrong classroom management skills appropriate for elementary-aged studentsIntercultural competency with a deep respect for social justice, inclusion, and diversity as articulated in the Goals & CriteriaStrong communication skills with the ability to explain technical concepts to young children, parents, and colleaguesCommitment to ongoing professional growth and staying current with emerging educational technologiesInterested candidates should submit an employment application through Employment Opportunities - Carrollton School of the Sacred Heart.  

The Student Intervention Specialist (SIS) is responsible for collaborating with classroom teams in the development, implementation and monitoring of effective, individualized academic and behavioral programming for students.  The SIS can be in the role of individualized student support, classroom support or building wide support. Be the change you wish to see in the world! Come join our team to empower children and families in our communities to transform their lives and develop to their full potential.Pressley Ridge BenefitsThe well-being of our employees and their families is important to us. At Pressley Ridge, we strive to provide the most competitive and comprehensive employee benefit programs that are affordable and help you and your family achieve and maintain your best possible health.Medical coverage available with a Health Savings Account (HSA) with 50% employer matchPrescription coverageDental and vision plansPatient advocate and Medicare specialists available at no costDependent Care Flexible Savings AccountWellness incentive (up to $250)403b with up to 9% employer give/matchFree life insurance and AD&DPaid sick time (up to 15 days)Paid holidays including a birthday holidayTuition reimbursement (if applicable)Employee Assistance Program (EAP)Position SummaryThe Student Intervention Specialist (SIS) is responsible for collaborating with classroom teams in the development, implementation and monitoring of effective, individualized academic and behavioral programming for students.  The SIS can be in the role of individualized student support, classroom support or building wide support.Essential ResponsibilitiesTo assure effective academic and behavioral health programming for each student which results in progress and program completion.To assure comprehensive documentation of all behavioral progress.To assure the continuous safety of all students.To assure the continuing development of professional skills.QualificationsClearances. State Police; FBI clearance; child abuse clearance; CPSL Mandated Reporter-Recognizing and Reporting Child Abuse training; any additional background checks/clearances required by state governing bodies.Valid driver’s license and current vehicle insurance.Pressley Ridge School for the Deaf - Proficiency in American Sign Language (ASL) required. Applicants not meeting the minimum ASL proficiency are required to complete coursework and meet the minimum proficiency after hire. Working ConditionsPhysical Demands.  This position requires a moderate to high level of physical activity. Employee must meet minimum requirements for Hearing, Speech and Vision.Environmental/Behavioral Factors. School, Community, Home.Working Hours. As assigned.

Needham Public Schools is an inclusive, dynamic, and multicultural community seeking an energetic, skilled, and warm LTS Teacher/Liaison to join our team. To enhance our goals of supporting every child, Needham Public Schools seeks candidates with diverse backgrounds and experiences. Under the general supervision of the Special Education Coordinator and School Principal to maximize the learning experience of students with special needs, in academics, interpersonal skills, and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students' specific needs; providing a safe and optimal learning environment. About Needham Public Schools (NPS): NPS has a deep commitment to the success of our diverse students and families and to the professional accomplishments of its educators. Needham devotes itself to cultural proficiency, equity, and community collaboration to fulfill the vision of the Portrait of a Needham Graduate. This METCO district comprises 5 elementary schools, 2 middle schools, and 1 nationally-ranked high school serving approximately 5,500 students. NPS is committed to addressing equity in the district by focusing on improving academic performance for historically marginalized students and ensuring our schools are safe for every child and free of bias, bullying, and hurtful acts that demean and diminish. Read more about our equity work here. Job Responsibilities: Conducts assessments, testing, and diagnostic examinations of students for the purpose of identifying learning issues, and recommending courses of action or corrective procedures to overcome issues and maximize learning.Participates in team meetings and assists in developing Individual Educational Programs ("IEP") for students.Assists students and teaching staff in implementing students' IEP's and behavior management plans.Coordinates with administrators and other teaching staff and related service providers to ascertain individual student's abilities and needs, including students with special needs.Serves as a ready resource to students and parents that will lead each student to increased personal growth, self-understanding, and behavioral management; serves as a liaison between home and school.Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops, or professional meetings, or by conducting research, and by maintaining professional relationships with members of institutions of higher learning and the business community.Organizes and maintains a system for accurate and complete record-keeping and provides student information and data in order to write progress reports. Encourages parental involvement in students' education and ensures effective communication with students and parents.Assists in the orientation of new teaching assistants, and provides training and guidance as necessary.Priority will be given to applicants with Wilson training, and behavioral and/or emotional intervention training or experience.Provides direct instruction across the curriculum including accommodations and modifications per a variety of student needs.Additional Duties:Performs other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent. Skills, Knowledge, Abilities: Knowledge of Special Education principles, theories, testing, methods, etc. as well as proven methods of maximizing the educational experience of students with special needs.Knowledge of differentiated instruction based on student learning styles.Knowledge of data information systems, data analysis, and the formulation of action plans.Knowledge of applicable federal and state laws regarding education and studentsAbility to use computer network systems and software applications as needed.Ability to organize and coordinate work.Ability to communicate effectively with students and parents.Ability to engage in self-evaluation with regard to performance and professional growth.Ability to establish and maintain cooperative working relationships with others contacted in the course of work. Required Qualifications:Massachusetts State Certification as an elementary Special Education Teacher - Severe special needBachelor's from an accredited college or university in education discipline applicable to teaching assignment.Successful prior special education teaching experience for the appropriate grade level preferred.Preferred Qualifications:Masters Degree in Special Education.Candidates with experience using the Wilson Reading System preferred.Application and Selection Procedure:Please apply online. Applications will be considered only when a cover letter, resume, three letters of recommendation, license, and transcripts have been attached to your online application. All resumes will be screened and selected candidates will participate in a thorough interview process. Compensation: Compensation for substitutes is based on the duration of the coverage: $22.40/hr - $43.23/hrPlease review this page to learn more about employee compensation and benefits.  The Needham Public Schools does not discriminate on the basis of race, color, sex, sexual orientation, gender identity, religion, disability, age, active military/veteran status, ancestry, genetic information, or national or ethnic origin in the administration of its educational policies, employment policies, and other administered programs and activities. In addition, students who are homeless or of limited English-speaking ability are protected from discrimination in accessing the course of study and other opportunities available through the schools.Needham Public Schools has a strong commitment to equity. Candidates who also have a strong commitment to this work are encouraged to apply. For more information on our equity work please visit our equity website.

About the Role The Fellowship Experience:The Excel Academy Teaching Fellowship is a year-long intensive teacher development program. The first half of the school-year, Fellows focus on developing their Classroom Culture Management practice, the second of the school-year, Fellows focus on developing their Instructional Practice.Mentorship & Professional Development:As an Excel Academy Teaching Fellow, you will be coached and mentored by an experienced teacher who will support your professional growth over the course of the year. With your mentor,  you will develop the skills and mindset to design rigorous and inclusive instruction and become a successful lead classroom teacher. Excel Teaching Fellows also participate in bi-weekly professional development sessions that include topics such as classroom culture and management, rigorous classroom instruction, and equity and inclusion.Opportunity for Growth:By the end of your Teaching Fellow year, you will have the option to apply for a lead teaching position at Excel Academy for the following school year, and as a current Excel academy employee, you will be guaranteed an interview. High-performing fellows may be asked to take on parental leave coverage assignment or can apply to take on a mid-year lead openings. For the duration of that coverage, compensation will be increased to a full teacher salary. Your ImpactTeaching OpportunitiesCo-teach and lead teach a core subject or elective class throughout the school yearCo-plan high quality lessons with Mentor TeacherCreate and implement high quality lessonsDesign and revise unit plans and lesson plans consistent with long-term curriculum with Mentor TeacherAttend and participate in Department or Grade Level Content MeetingsSubstitute teach classes in grades 5th to 12th, across subject areas, as assigned in the daily morning emailAs needed, middle school fellows plan and lead academic intervention periodsServe as a homeroom teacher or advisorWithin a team of three teachers, plan and lead activities for a homeroom group of 29 studentsParticipate in regular Grade Level Team meetingsContribute to Grade Level Team activities, assemblies, special events, etc.Middle School Fellows will lead a group of students in a 90-minute enrichment class session on Fridays each seasonMeet weekly with a Mentor teacher to receive feedback on growth and development of teaching skillsOperational OpportunitiesProvide 10 – 15 hours per week of operational support, as requested by the Operations TeamProvide coverage for non-instructional time (Lunch, Study hall, Recess, Enrichment, etc.) as requested in the regular administer communications and as on the quarterly/trimester scheduleOther operational support as requestedSupport with planning and execution of field trips, such as community service, as neededProfessional DevelopmentAttend required bi-weekly Fellow PD from 4:30-6:00 PMSeptember - November: Classroom culture PDNovember - June: differentiated PD based on performance Work with Mentor Teachers to develop professional development goalsParticipate in school-based and network-wide professional development trainingAttend weekly collaboration meetings with core content Grade Level Content (GLC) & Department teamsAttend and participate in Grade Level Team (GLT) team meetings and huddlesQualificationsA Bachelor’s degreeYou value ownership of your growth in and out of the classroom You value initiative and are eager for feedback and  have the ability to effectively implement  feedbackYou value students first and the belief that all students are capable of success Preference will be given to applicants who share points of intersection with our students, such as speaking Spanish, Portuguese, Arabic, or a language commonly spoken by our students and families at an advanced level, being first generation college graduates, or having grown up low-income. Mission Alignment You share a commitment to and belief in all students and the mission of Excel Academy Charter Schools, including Excel’s values and educational model;You are committed to addressing racial and economic inequity in education;You work effectively in a team environment and have a willingness and desire to support others in doing their best work; andYou are open to change, are willing to problem-solve, and seek feedback for your own professional growth and improvement. Excel Academy Charter Schools do not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, gender identity, disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language or prior academic achievement.Applications will be reviewed as they are received and candidates are encouraged to apply as soon as possible. 

Organization Overview Excel Academy is a network of 5 schools in Massachusetts and Rhode Island that prepares students in grades 5-12 to succeed in high school and college and engage productively in their communities. The majority of our 1,700 students identify as Latinx or Hispanic and will be the first in their families to graduate from college. Families choose Excel because our students consistently outperform their peers in growth and achievement and are 5x more likely to graduate from college.  At Excel, we believe that every student—regardless of race, zip code, or economic status—deserves access to a free, high quality holistic education. During their middle school journey with us, students grow at a pace faster than most peers in their state. This is possible through a combination of high expectations, rigorous instruction, and individualized support. At our nationally ranked high school, students achieve at the highest level and are poised for success in their chosen college or career path.  About our Team Everyday, our team members choose to be positive, drive their own growth, uplift one another, and hold the highest possible beliefs for what students can achieve. About the RoleExcel teachers are responsible for delivering effective, high-quality, rigorous college-preparatory instruction designed to foster the success of their students. Teachers who thrive at Excel tend to be entrepreneurial instructors and hungry learners who crave frequent, high-quality feedback on their practice. They also have a great deal of passion and expertise in their content area that they are eager to share with students.  Your ImpactTeach High School Math, Science, Social Studies, Spanish or English to our Founding 9th Grade Students;Collaborate with department members on curriculum refinement and implementation;Design and implement rigorous assessments that evaluate student mastery of academic standards;Create a safe learning environment for all students by implementing Excel’s strategies and best practices with consistency;Provide coverage as needed during non-instructional time;Serve as a productive member of the Excel Academy community; andDo whatever it takes to ensure the mission of the school is upheld Mission Alignment You share a commitment to and belief in all students and the mission of Excel Academy Charter Schools, including Excel’s values and educational model;You are committed to addressing racial and economic inequity in education;You work effectively in a team environment and have a willingness and desire to support others in doing their best work; andYou are open to change, are willing to problem-solve, and seek feedback for your own professional growth and improvement.QualificationsA Bachelor’s degree is required; a Master’s degree is preferred;Rhode Island certified (Secondary Grades English Teacher 6-12) or in the process of obtaining certification. You can learn more here:https://ride.ri.gov/sites/g/files/xkgbur806/files/2023-06/RI_MiddleGrades_Requirechrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://ride.ri.gov/sites/g/files/xkgbur806/files/Portals/0/Uploads/Documents/Teachers-and-Administrators-Excellent-Educators/Educator-Certification/Cert-Requirements/RI_SecondaryGrades_Requirements.pdfments.pdf A minimum of two years’ teaching experience in an urban public school or charter school setting preferred, but not required. Salary$50 - 81k, commensurate with experience. Preference will be given to applicants who share points of intersection with our students, such as speaking Spanish, Portuguese, Arabic, or a language commonly spoken by our students and families at an advanced level, being first generation college graduates, or having grown up low-income. Excel Academy Charter Schools do not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, gender identity, disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language or prior academic achievement. Applications will be reviewed as they are received and candidates are encouraged to apply as soon as possible.

The Sweet Home Central School District is a forward-thinking educational institution dedicated to providing an exceptional learning environment for its 3,900+ students. With almost half of our student population contributing to our diverse school community, we pride ourselves on fostering academic excellence, creativity, and a strong sense of belonging. We value diversity and are committed to creating an inclusive and equitable environment where every student can thrive.Position Overview: We are seeking a passionate and dedicated individual who is committed to our diversity, equity, and inclusion mission: Cultivating a community where all members experience a sense of belonging. As a vital member of our team, you will play a crucial role in shaping the future of our students.Qualifications: Candidates must possess NYSED certification as a School CounselorKey Responsibilities: Provide academic, social-emotional, and college/career counseling to students in grades 9–12, both individually and in groups. Oversee and support the scheduling process, including student course requests, schedule changes, and collaboration with building and district staff to ensure accurate and efficient scheduling. Collaborate with teachers, administrators, and families to develop and monitor student support plans that promote success and well-being. Implement and support a comprehensive school counseling program. Facilitate crisis intervention, conflict resolution, and responsive services to address student needs promptly and effectively. Coordinate college and career readiness activities, including course planning, transcript reviews, college application support, and scholarship opportunities. Analyze student data to identify trends, inform decision-making, and develop targeted interventions that improve student outcomes.

Who We AreExcellence Community Schools (ECS) is a Charter Management Organization (CMO) supporting schools in the Bronx, NY and Stamford, CT. Our programs are based on a proven, nationally recognized model, which originated in our flagship school, the Bronx Charter School for Excellence, a National Blue Ribbon School.Our Mission and VisionOur schools prepare young scholars to compete for admission to and succeed in top public, private, and parochial high schools by cultivating their intellectual, artistic, social, emotional, and ethical development. We accomplish this by offering a challenging and rigorous academic curriculum, which at the earliest of grades has an eye towards college preparation. To achieve this, our schools create a supportive and caring environment that at all times has high expectations of all students. We offer a differentiated, project-based learning environment that seeks to develop high-level analytic and critical thinking skills in all of our students. Our engaging and rigorous approach to educating our scholars is implemented by a collaborative team of teachers.Who We NeedWe are seeking individuals who are dedicated, ambitious, and committed to student success and education reform. Qualified candidates must demonstrate records of achievement, high degrees of personal responsibility, and the drive to do whatever it takes to ensure that every child achieves academic success. This individual must be committed to excellence, lead by example, and see collaboration as a key component of success.ResponsibilitiesCollaborates and supports grade level team to implement best practices for the success of all learners within the classroom.Plans purposefully in order to provide students with opportunities for constructing meaning and developing understanding of new concepts.Presents students with new ideas and concepts through a variety of strategies, and inspires and guides them to explore, express and uncover new ideas of their own.Administers, collects, and analyzes both qualitative and quantitative data gathered from a variety of assessments on each student.Builds relationships with his or her students’ families through regular communication about students’ progress and provides ways in which families can support their children’s learning.Participates in school-wide student assessments in order to diagnose students’ needs.Supervises lunch and/ or recess.Provides coverage for classroom teachers.Provides other support as needed by the school community.Performs other duties as assigned.QualificationsBachelor’s Degree requiredCompensationSalary $47,741Health Insurance, dental, vision & 403b Retirement Plan- Employer MatchPaid Time Off/Paid Sick Leave/Parental Leave/FMLAShort-term, Long-term Disability benefits and Life Insurance$5000 Tuition Reimbursement

Excellence Community Schools (ECS) is a Charter Management Organization (CMO) supporting schools in the Bronx, NY and Stamford, CT. Our programs are based on a proven, nationally recognized model, which originated in our flagship school, the Bronx Charter School for Excellence, a National Blue Ribbon School.Our Mission and VisionOur schools prepare young scholars to compete for admission to and succeed in top public, private, and parochial high schools by cultivating their intellectual, artistic, social, emotional, and ethical development. We accomplish this by offering a challenging and rigorous academic curriculum, which at the earliest of grades has an eye towards college preparation. To achieve this, our schools create a supportive and caring environment that at all times has high expectations of all students. We offer a differentiated, project-based learning environment that seeks to develop high-level analytic and critical thinking skills in all of our students. Our engaging and rigorous approach to educating our scholars is implemented by a collaborative team of teachers. Who We Need:We are seeking individuals who are dedicated, ambitious, and committed to student success and education reform. Qualified candidates must demonstrate records of achievement, high degrees of personal responsibility, and the drive to do whatever it takes to ensure that every child achieves academic success. This individual must be committed to excellence, lead by example, and see collaboration as a key component of success.QualificationsNew York State Special Education Teacher Certification required.At least 2 years of teaching experience required.Bachelor’s Degree required.Master's Degree preferred.Candidates who do not meet the above requirements will not be consideredResponsibilitiesCollaborates and provides instruction for small groups and individuals.Collaborates with necessary personnel to identify and support students who are considered “at-risk.”Collaborates with classroom teachers to design and execute individualized education plans for students with special needs.Utilizes developmentally appropriate and rigorous curricula and instructional materials that are tightly aligned to benchmarks and the Common Core State standards.Presents students with new ideas and concepts through a variety of strategies, and inspires and guides them to explore, express and uncover new ideas of their own.Modifies existing instructional plans as necessary to accommodate individual student’s special needs.Administers, collects, and analyzes both qualitative and quantitative data gathered from a variety of assessments.Builds relationships with his or her students’ families through regular communication about at risk/ IEP students’ progress and provides ways in which families can support their children’s learning.Participates in school-wide student assessments in order to diagnose students’ needs.Provides resources and supports for classroom teachers to implement intervention strategies.Refers students when necessary for special services.Participates in meetings to develop and review Individual Education Plans and suggest appropriate supports.Keeps organized records of student progress and provides up-to-date reports.Knowledgeable about Special Education law and advocates for students.Performs other duties as assigned.Compensation and BenefitsSalary range $68,735 - $143,740. Salary is commensurate with experience and qualifications.Health Insurance, dental, vision & 403b Retirement PlanPaid Time Off/Paid Sick Leave/Parental Leave/FMLAShort-term, Long-term Disability benefits and Life Insurance$5000 Tuition Reimbursement

About Hope Music Studioswww.hopemusicstudios.comHope Music Studios is a growing private lesson and summer camp program serving families in Rancho Santa Fe, Del Mar, Encinitas, and the greater San Diego area. We specialize in high-quality lessons, in-home instruction, and a warm, family-centered teaching environment.We are expanding our team and looking for reliable, enthusiastic teachers who love working with kids and want to be part of a supportive, community-driven studio.What We’re Looking ForWe are seeking a teacher who is:Multi-instrumental OR specializes in piano or strings or drumsComfortable teaching ages 5–18Warm, encouraging, reliable, and communicativeConfident in in-home teachingOpen to Zoom lessons as neededExcited about long-term relationships with familiesAble to follow studio curriculum and policiesResponsibilitiesTeach weekly private lessons (30/45/60 minutes)Communicate professionally with parents and studentsTake attendance and record lesson notesFollow studio expectations and curriculumAttend occasional teacher meetings (paid)Optional: Teach summer camps (additional pay)Pay$40/hourPaid monthlyPaid by the minute for actual teaching timeRequirementsStrong instrumental proficiencyAt least 1–2 years teaching experience (preferred)Clean background check (required)Reliable transportationProfessional communication skillsAbility to commit through the school year (Sept–May)How to ApplySend the following to jonathankim10@gmail.com:A brief introductionResumeShort video (teaching clip OR performance)Weekly availabilityInstruments you teachJob Type: Part-timeBenefits:Flexible schedulePaid trainingEducation:Bachelor's (Preferred)Experience:Teaching: 1 year (Preferred)Willingness to travel:25% (Preferred) Work Location: In person or Zoom

Futures, a part of the Sevita family, provides community and center-based Applied Behavioral Analysis (ABA) services to individuals with Autism Spectrum Disorder (ASD) and other related disorders.For over 15 years, we’ve provided a collaborative, team-based approach dedicated to helping children and families reach their fullest potential. If you are passionate about making a difference in the lives of individuals and families, join our mission-driven team and experience a career well lived. Behavior Analyst-in-Training  Futures Located: Beverly, MA Employment Type: Full-time or Part-time Futures is hiring Behavior Analysts-in-Training to provide high-impact ABA services while completing BACB-supervised fieldwork hours toward BCBA certification. This is a paid employee role with a structured, BACB-aligned supervision program (regular or concentrated), peer support, and mentorship from experienced clinical directors. Schedules are designed to complement your graduate coursework.   What You’ll Do Provide direct ABA services in our center using behavior-analytic principles. Conduct and/or support assessments, such as: Preference assessments Skill probes Indirect/ABC data collection Then summarize findings and contribute to treatment planning. Implement behavior support plans, including: High-integrity data collection Graphing and analyzing client progress using agency tools Maintain timely clinical documentation, uphold confidentiality (HIPAA/FERPA as applicable), and adhere to the BACB Ethics Code and agency policies. Engage in professional development through: Cohort seminars Peer consultation Ongoing performance feedback to build your clinical fluency and professional judgment.   Fieldwork & Supervision (BACB-Aligned) This Behavior Analysis-in-Training role is designed to align with your graduate program and BACB fieldwork requirements: Pathways Regular: ≥ 5% of monthly hours supervised Concentrated: ≥ 10% of monthly hours supervised Formats Combination of individual and group supervision Group supervision kept at ≤ 50%, consistent with BACB limits You’ll receive structured supervision, clear expectations, and support to build the competencies needed for BCBA certification. Minimum Qualifications Currently enrolled in, or have completed, a master’s program in Applied Behavior Analysis or Behavior Analyst Certification program. Eligible for BCBA supervised fieldwork per BACB standards. Able to meet all required background checks and health/safety clearances. Demonstrated: Strong data collection and documentation skills Professional, clear communication Growth mindset and openness to feedback   Join Our Team If you are passionate about making a difference in the lives of individuals and families, we encourage you to join Future’s mission of helping everyone live a full and happy life. Apply today and start your journey toward a rewarding career well-lived.  As an equal opportunity employer, we do not discriminate on the basis of race, color, religion, sex (including pregnancy, sexual orientation, or gender identity), national origin, age, disability, genetic information, veteran status, citizenship, or any other characteristic protected by law. 

Key ComponentsSupporting academic and social emotional supportPreparing and maintaining the physical environmentWorking across the school supporting all grade levels

Key ComponentsSupporting academic and social emotional work in the classroomPreparing and maintaining the physical environmentWorking with individual and small groups of children to support independence and learning

Skagit Valley College is accepting applications for associate faculty interested in teaching Data Management & Analytics classes. This Associate Faculty position will primarily instruct students in the Data Management & Analytics program, but there may also be opportunities to teach in closely related programs such as Business Management and Computer Science, depending on the needs of those programs and the skillset of the instructor. Associate Faculty are essential to developing and delivering curriculum tailored to each course’s specific needs and that directly support program learning outcomes. The Data Management & Analytics program covers a wide range of topics, from an Introduction to Data Science, Project Management, Data Analysis and Storytelling, SQL, Python, and Business Intelligence using innovative techniques like project-based learning and community engagement. The program trains students for a wide variety of data analysis and business intelligence roles in many different sectors, and it also prepares students to succeed in bachelor’s degree programs related to data analytics. Currently, the program’s biggest need is for an Associate Faculty for courses focused on data visualization, especially in Tableau or Power BI. The program has an immediate need for an instructor to teach Data Visualization and Storytelling in the Spring Quarter beginning in April 2026. The modality of the Data Management & Analytics courses is flexible. These courses have the potential to be online, although the program prefers instructors who can teach hybrid courses that meet in person a couple of hours a week. Enrollment in the Data Management & Analysis program more than doubled this year, so opportunities will likely be available to teach additional courses in future years.Topics include, but are not limited to:Data visualization, especially in TableauBusiness dashboardsVisual communication and storytelling with dataFundamentals of data scienceData preparation and cleaningDatabases and integrations, especially with SQLCoding for data analysis, particularly in PythonProject management and the data lifecycle Business intelligence and analysisData privacy and ethics Rate of Pay: Faculty compensation units (FCU) are computed by total hours (lecture, lab, clinical) identified on the approved course outline for a given course, divided by eleven (11). Associate faculty pay is computed by multiplying the faculty compensation unit rate by the number of faculty compensation units. The current FCU rate for the 2025-2026 Academic Year at Step A is $1,084.00 (includes I-732 COLA of 3.0% for 2025-26).Example of Associate Faculty pay (this is for illustrative purposes only):Course: DATA 100 | 55 lecture/discussion55/11= 5 FCUsA Step A faculty member would be paid 5 x FCU rate $1,084.00 = $5,420.00Salary Enhancement for Data Management Analytics courses is $300 per FCU5 FCUs x $300.00 = $1,500.00Total compensation $5,420.00 + $1,500.00 = $6,920.00

Utah Tumbling Academy is currently looking to expand our team of awesome, fun and driven instructors at our studio (3953 S Wasatch Blvd)! If you are energetic, love working with children, have knowledge and experience in tumbling, cheer, parkour and/or gymnastics, then this just might be the job for you.

Instructor of Physics Wharton County Junior College Salary: $49,550.00 - $61,050.00 Annually Job Type: Faculty Full Time Job Number: 2509 F 051 Location: Sugar Land, TX Department: Academic Instruction's Area Closing: 1/9/2026 10:00 AM Central General Description The anticipated start date for this position is August 2026. Pay for this position is based on a 9-month contract working fall and spring semesters. Teaching location and hours are subject to change during employment with WCJC to meet department/division needs to ensure student success.The permanent responsibility of a faculty member is to provide the most effective instruction possible in his/her discipline. Supervision is received from appropriate supervisor. The faculty member works to insure that his/her instruction is meeting the educational needs of students. Requirements This position requires a minimum of master's degree in Physics or other discipline and a minimum of 18 graduate hours in Physics from a regionally accredited institution. This position is required to meet minimum requirements for teaching at the post-secondary level set by the Southern Association of colleges and Schools, the Texas Higher Education Coordinating Board, and accrediting agencies for individual programs if applicable. A criminal background check is required.To be considered for this position, all qualified applicants must attach to their online application the following documents: 1) Copy of college transcript(s) showing completion of a master's degree (in Physics or other discipline) and a minimum of 18 graduate hours in physics.2) Curriculum Vitae/Resume3) Cover Letter All documents must be attached to one online application to be considered. Please re-open your application form to verify all documents are properly attached. To apply, please visit https://apptrkr.com/6738771 jeid-b884f6eff2a86e439fe819fbdca5d634 Copyright ©2025 Jobelephant.com Inc. All rights reserved. https://www.jobelephant.com/