Careers in Education

Job Description:The Special Education Teacher is responsible for identifying the educational needs of day treatment patients, functioning as a member of a multidisciplinary treatment team in matters relating to educational programming and transition planning. Provides patient individualized education on an individual and group level. Provides classroom skills assessment, academic skills evaluation, educational programming and transition planning to treatment patients. Provides educational counseling services and recommendations to parents regarding the educational needs of their children. Participates, along with the Special Education Supervisor, clinical staff, parents, and receiving school personnel, in transition planning to a patient’s community-based school at discharge from treatment.Candidates for this role who do not hold a Colorado Special Education Teaching License can be eligible to complete an alternative licensure program to obtain their Special Education Generalist License.Mount Saint Vincent supports educators who would like to pursue this path, and teachers are able to teach while going through the program.Our Special Education Director and Special Education Supervisor will act as mentors throughout your program and support hands-on training and education.View the video below to hear a current caregiver answer the question, what are some of the challenges students at Mount Saint Vincent face?https://www.youtube.com/watch?v=skBUe-_pr84&list=PLqI-Q5BTpfrF0nd2BfQC0oc3YVhqnzBeH&index=5​ Us. Intermountain Health Mount Saint Vincent is one of the Rocky Mountain region's premier providers of pediatric behavioral healthcare, foster care services, preschool through eighth grade education, and trauma-informed training — all focused on children and their families. For 141 years, our innovative programs have helped children reach their full potential within their homes, schools, and communities. Our focus on trauma-informed care makes us one of Colorado's most highly regarded human services agencies. ​We support children and their families across a continuum of care that includes therapeutic, educational, and counseling programs.  We. Together we’ll align mission and careers, values and workplace. We’ll encourage joy and take pride in our integrity. We’ll laugh at each other’s jokes (even the bad ones). We’ll hello and high five. We’ll celebrate milestones and acknowledge the value of spirituality in healing. We’re proud of what we know, which includes how much there is to learn. Shift Details: Full-time (40 hrs/wk) Day shift: Monday through Friday (7:30am - 4:00pm).Works a modified school year schedule Minimum QualificationsBachelor's degree obtained from an accredited institution. Education is verified.Colorado department of education special education generalist licensedORAbility to enroll in an alternative teacher licensure program and obtain interim teaching license within 60 days.Demonstrated strong verbal and written communication skillsDemonstrated teaching abilityProficiency in computer applicationsPositive driving motor vehicle (DMV) record, proof of current automobile insurance coverage, and a copy of a valid and current driver's licenseBasic Life Support and First Aid within 30 days of employment Preferred QualificationsTwo years of special education experienceTwo years of experience in a mental health or healthcare settingBi-lingual in Spanish Essential FunctionsEnsures classroom adheres to the Colorado Department of Education and State Licensing requirements and guidelines.Provides specialized instruction to students with moderate to severe emotional and behavioral concerns.Provides educational assessment using academic-psycho-educational test batteries in accordance with department guidelines to develop a baseline for planning care and school disposition. May provide formal or informal assessment not limited to psycho-educational tests.Develops and implements individualized education plans and behavior intervention plans to provide appropriate instruction and a positive learning experience.Utilizes trauma-informed care to establish and maintain strong relationships with patients, effectively interpret behavior, and appropriately respond to meets the patient’s needs.  Is attuned to the cultural differences among the children, families, and caregivers and responds in a sensitive and professional manner.  Fosters a positive learning environment for patients through structured curriculum and customized educational activities to meet individual needs and to promote academic achievement.Collaborates with public and private educational systems to obtain and communicate educational information in accordance with educational law and department guidelines to arrange appropriate educational services and transition plans.Anticipates and diffuses patient behaviors that have the likelihood to lead to out-of-control behaviors.  Responds calmly and safely to escalating behaviors, asks for assistance as needed, and responds with a team-based approach.Satisfy all Intermountain Health requirements. Maintains constant compliance with appropriate (on and off-site) school accreditation standards. Perform other duties as assigned. SkillsChild developmentEarly Childhood EducationSpecial EducationBehavioral HealthCustomer ServiceInterpersonal CommunicationTrauma informed carePatient careDocumentationClassroom Management Physical RequirementsOngoing need for employee to see and read information, documents, monitors, identify equipment and supplies, and be able to assess customer needs.Frequent interactions with providers, colleagues, customers, patients/clients, and visitors require employee to verbally communicate as well as hear and understand spoken information, needs, and issues quickly and accurately.Manual dexterity of hands and fingers to manipulate complex and delicate equipment with precision and accuracy. This includes frequent computer use for typing, accessing needed information, etc.Ability to regularly lift and / or move up to 50 pounds. Employee must be physically able to use crisis prevention / intervention techniques including physical management of a child, running to prevent a runaway incident. While performing the duties of this job, the employee is frequently required to stand, walk, sit, reach with hands and arms; climb or balance; stoop, kneel, crouch, run or crawl.#MSV Location:Mount Saint Vincent Work City:Denver Work State:Colorado Scheduled Weekly Hours:40 The hourly range for this position is listed below. Actual hourly rate dependent upon experience. $28.06 - $44.20 We care about your well-being – mind, body, and spirit – which is why we provide our caregivers a generous benefits package that covers a wide range of programs to foster a sustainable culture of wellness that encompasses living healthy, happy, secure, connected, and engaged. Learn more about our comprehensive benefits package here. Intermountain Health is an equal opportunity employer. Qualified applicants will receive consideration for employment without regard to race, color, religion, age, sex, sexual orientation, gender identity, national origin, disability or protected veteran status. At Intermountain Health, we use the artificial intelligence ("AI") platform, HiredScore to improve your job application experience. HiredScore helps match your skills and experiences to the best jobs for you. While HiredScore assists in reviewing applications, all final decisions are made by Intermountain personnel to ensure fairness. We protect your privacy and follow strict data protection rules. Your information is safe and used only for recruitment. Thank you for considering a career with us and experiencing our AI-enhanced recruitment process. All positions subject to close without notice. 

Company Description Katel Initiative for Neurodiverse Excellence and Resilience (KINDER) is dedicated to supporting learners with diverse learning and so profiles through individualized, evidence-informed educational and coaching services. Based in New York, NY, the KINDER focuses on helping children, adolescents, young adults, and their families build executive functioning skills,  resilience, self-advocacy, college and career readiness skills, and support with anything students need to reach their full potential. Coaches integrate academic support, executive function skills, collaboration with mental health professionals, and parent training to help achieve our clients' goals. KINDER values inclusivity, neurodiversity affirming approaches, and close partnerships with all stakeholders in an individuals life (i.e. schools, caregivers, neuropsychologists, therapists, psychiatrists, etc.)  to promote long-term success for neurodiverse learners without the need for our program. Role Description The Educational Therapist will provide one-on-one support to neurodiverse learners, designing and delivering individualized interventions that target academic skills, executive functioning, and independent functioning. You will have a case load of 5+ students (depending on your comfort). Sessions are 45 mins to 1 hr and we serve kids ages 5-21+ though current age range skews 12+. The role involves collaborating with caregivers, school personnel, and other professionals to coordinate support and adjust interventions as needed. There will be a hybrid work arrangement, based in New York, NY, with a combination of in-person and virtual sessions. This role comes with extensive training and supervision to ensure our clients are getting high-quality, and evidence-informed support. QualificationsExperience in Education and working with children, with a strong commitment to inclusive, learner-centered practice.Knowledge of learning disabilities, neurodevelopment disorders, and mental health diagnosesBackground in Psychology or related fields, with the ability to integrate social-emotional and behavioral considerations into educational plans.Strong communication and collaboration skills to work effectively with families, schools, and multidisciplinary teams.Relevant degree  or in process of getting a degree in education, special education, psychology, or a related disciplineAbility to take feedbackLooking for a highly engaging person who can easily connect with youth and families.Comfort with hybrid work, including use of digital tools for documentation, tele-sessions, and coordination.Prior experience supporting neurodiverse learners, such as those with ADHD, autism spectrum conditions, or specific learning disorders, is a strong plus.

Teacher/Program Coordinator – Topeka Diploma Completion ProgramORION Education & Training, one of seven education service agencies in Kansas, is seeking a Teacher/Program Coordinator for our Topeka Diploma Completion Program. This is a full-time, twelve-month position that provides instructional leadership and program coordination for our high school diploma completion program.The Teacher/Program Coordinator will support and supervise teachers and teaching assistants while ensuring the successful delivery of instruction for students attending the program. This position is also responsible for overseeing course management for both onsite and virtual learners working toward earning their high school diploma.Qualifications:Valid Kansas Department of Education (KSDE) teaching license in secondary education.Minimum of three years of teaching experience.Leadership or supervisory experience is preferred.The ideal candidate is passionate about education and student success and demonstrates excellent interpersonal, communication, and organizational skills. The successful candidate will be a collaborative leader who is flexible, able to manage multiple priorities, and committed to supporting both staff and students.ORION Education & Training offers comprehensive benefits package.Please apply on our website at www.orioneducation.org

Instructor in Film and Media Studies (Part Time Pool)Ventura County Community College DistrictSalary:Job Type: Part-Time FacultyJob Number: 2026-00153Location: Ventura College (Ventura CA), CADepartment: VC - Academic AffairsClosing: ContinuousDescriptionThis applicant pool will be used to fill part-time Instructor in Film and Media Studies vacancies at Ventura College for the Fall 2026 semester. If you have applied to previous pools in this discipline, you will need to reapply to this pool to continue to be considered.WHAT YOU'LL DOUnder the general direction of a dean, an Instructor (Non-Contact/Temporary) provides comprehensive classroom instruction to students from diverse backgrounds for the purpose of facilitating the attainment of their academic or vocational objectives. In accordance with the provisions of Education Code sections 87482.5, Instructors (Non-Contract/Temporary) may be employed up to 67% of a full-time assignment.WHERE YOU'LL WORKEstablished in 1925, Ventura College was one of the first community colleges in California and currently has an enrollment of 14,500 students. Located approximately 60 miles north of Los Angeles and 30 miles south of Santa Barbara, the 112-acre campus is set in the rolling hills of Ventura - so close to the ocean that there is a clear view of the Channel Islands from several spots on campus.More information can be found on the https://www.venturacollege.edu/.WHO WE AREThe Ventura County Community College District (VCCCD) is a public community college district serving residents throughout Ventura County. VCCCD's three colleges - Moorpark College, Oxnard College, and Ventura College - offer programs for transfer to four-year colleges and universities; career technical training, basic skills instruction; as well as community service, economic development, and continuing education for cultural growth, life enrichment, and skills improvement.The Ventura County Community College District recognizes that a diverse community of faculty, staff, and administrators promotes academic excellence and creates an inclusive educational and work environment for its employees, contractors, students, and the community it serves. With the understanding that a diverse community fosters multi-cultural awareness, promotes mutual understanding and respect, and provides role models for all students, VCCCD is committed to recruiting and employing a diverse and qualified group of administrators, faculty, and staff members who are dedicated to the success of all college students.The Ventura County Community College District does not engage in any employment practice that discriminates against any employee or applicant for employment on the basis of ethnic group identification, race, color, language, accent, immigration status, ancestry, national origin, political beliefs, age, gender, sex, religion, transgender, sexual orientation, marital status, veteran status, and/or physical or mental disability.Representative DutiesProvide academic instruction to students through lecture, lab, or performance courses; assess and develop cognitive abilities, communication skills, and higher order thinking skills among students through appropriate assignments and activities in one-on-one, classroom, and distance mediated instructional settings. EAdvise and instruct students regarding programs of study, other institutions of higher education, lifelong learning resources, and effective study skills; refer students to support services, programs, resources, and other professionals as appropriate. EObserve and evaluate student performance in meeting course objectives and student learning outcomes through assignments, projects, discussions, and examinations; provide feedback in a timely manner to student inquiries in class, online, or during established consultation office hours. EPlan and organize instruction according to approved course outlines and student learning outcomes to maximize student learning in alignment with department, college, and district goals; implement the student performance objectives as listed on the official course outline of record. EMaintain current, accurate records of course enrollment, attendance, student academic progress, course curriculum, and student learning outcomes; prepare and submit data and reports related to course and student progress in a timely manner. EEvaluate and select instructional materials such as textbooks, manuals, software, and tools in collaboration, as appropriate, with discipline faculty; order instructional materials according to campus bookstore procedure to ensure timely delivery. ERevise and update course content and materials of instruction in accordance with new theory, application, and industry developments within the discipline or area of specialization. EUpdate syllabi; collaborate with discipline faculty on a regular basis to assess and revise measurable student performance indicators for each course. EMay participate in curriculum and program development; may provide input into the development of student learning outcomes.May attend and participate on committees and in department, division, campus, and district meetings.May participate in articulation and matriculation related activities.May provide work direction to others.Perform related duties as assigned.E = Essential DutiesMinimum QualificationsCandidates must possess the minimum qualifications for the discipline as approved by the California Community Colleges Board of Governors and defined in the https://www.cccco.edu/-/media/CCCCO-Website/About-Us/Divisions/Educational-Services-and-Support/Academic-Affairs/What-we-do/Curriculum-and-Instruction-Unit/Middle-College-High-School/CCCCO_2019_Report_Min_Qualifications.pdf?la=en&hash=B1C5E82A8288CF436366ADC4FCB6FDEC3B2A9BD6https://www.cccco.edu/-/media/CCCCO-Website/docs/minimum-qualifications/CCCCOReport-Minimum-Qualifications-2023_.pdf?la=en&hash=D3075F5E24FF5D3DB759E61009DC66F0F5060FF6Master's degree in Film/Cinema and Media Studies, Film, Television, and Media Studies, Drama/Theater, Mass Communication OR Bachelor's degree in any of the above AND Master's degree in Visual Studies, Media Studies, English, or Communication OR the equivalent*; ORpossession of a valid California Community College Teaching Credential appropriate to the discipline.All coursework must be from a recognized accredited college or university.If you have competed your education at an institution outside of the United States, please see the section below titled "Foreign Transcripts" for additional information.*EQUIVALENCYThe Ventura County Community College District, in its desire to select outstanding faculty members from the largest possible pool of qualified applicants, recognizes the fact that candidates may attain expertise in a discipline through a variety of means. Certain combinations of education, experience and other accomplishments in the field may be judged by the District as equal to the stated minimum qualifications for this position.Candidates whose transcripts do not list the title of their degree exactly as listed above, but feel they possess such equivalent qualifications are encouraged to complete and submit the https://www.vcccd.edu/sites/default/files/departments/human-resources/supplemental_questionnaire_for_equivalency_03.05.15_0.pdf https://get.adobe.com/reader/ with their application for review by the Districtwide Equivalency Committee.Example:Minimum Qualifications state: "Master's degree in agriculture".Candidate's transcripts state: "Master's degree in agricultural science".Since the degree on the candidate's transcripts in the example do not EXACTLY MATCH the degree listed in the minimum qualifications section, this candidate MUST complete the https://www.vcccd.edu/sites/default/files/departments/human-resources/supplemental_questionnaire_for_equivalency_03.05.15_0.pdf https://get.adobe.com/reader/ in order to be considered. When completing the form, be sure to explain in detail how your qualifications are equivalent to the required minimum qualifications. Do not assume that you do not need to submit a Supplemental Questionnaire for Equivalency because your degree is similar to a degree stated in the minimum qualifications. Degree titles that are not an exact match will not be considered outside of the equivalency process.The equivalency review is an independent process for district wide disciplines that is separate from the recruitment process to fill a vacancy. A subcommittee of discipline experts that is coordinated by an Academic Senate President will review the equivalency materials and make a recommendation as to whether or not the applicant demonstrated they have qualifications that are equivalent to those shown in the minimum qualifications section of the job posting. For disciplines that are unique to a specific campus the equivalency may be done by the hiring committee along with an Academic Senate President. Please be aware that the hiring committee may not be able to wait for the results from the equivalency review due to various time constraints and may need to move forward with the recruitment process.For further details regarding equivalency and the criteria by which equivalency may be granted, please review https://go.boarddocs.com/ca/vcccd/Board.nsf/goto?open&id=83LDBP0DD9E5 and https://go.boarddocs.com/ca/vcccd/Board.nsf/goto?open&id=88NT6K75D7D6.Supplemental InformationSELECTION PROCESSOnly complete application packets that include the required documents and that meet the minimum qualifications (or that have been determined to possess equivalent qualifications) will be reviewed. The candidates deemed most qualified for the position will be invited to an interview. When completing the application and the supplemental questions, it is important to outline in detail your education, training (classes, seminars, workshops), and experience. You will be evaluated based upon the information provided.APPLICATION PROCEDUREIf you need assistance using the online application system please contact the GovernmentJobs.com applicant support line at (855) 524-5627 between the hours of 6 AM to 5 PM, Pacific Time, Monday through Friday.All applicants, including previous and current VCCCD employees, must submit the following documents with their application in order to be considered. Please be aware that the hiring committee will NOT have access to materials kept in District personnel files, such as transcripts, and such materials will not be considered unless they are included in your application packet. All required documents must be submitted by the applicant. You may submit a new application once every 24 hours, but it must have all of the attachments as listed below. Failure to submit these materials may result in disqualification. Please note that only the most recent application submitted will be considered.1. A completed Ventura County Community College District/GovernmentJobs.com Employment Application.All sections of the application must be filled out. Resumes are not a substitute for completing the "Work Experience" section of the employment application.2. Cover Letter.The cover letter of must include the following: A) the date, your name, and the position and locations for which you are applying, B) address your sensitivity to and understanding of the diverse academic, social, economic, cultural, disability, and ethnic backgrounds of community college students, and C) provide the screening committee with an understanding of how you will contribute as a fully participating member of the VCCCD community.3. Resume 4. Letters of recommendation (recommended, not required)If you choose to submit letters of recommendation, they should be uploaded with your application materials. We will not accept confidential letters of recommendation.5. Supplemental Questionnaire for Equivalency (if applicable)Please see the section titled "Equivalency" under the minimum qualifications above. 6. Complete official or unofficial college/university transcriptsTranscripts must show the degree title and the date the degree was conferred, or the degree will not be considered for the purpose of determining if you meet minimum qualifications. Copies of diplomas will not be accepted in lieu of transcripts. If the qualifying degree has yet to be conferred and you expect to have the degree before you begin employment, you must submit transcripts that state the title of the degree you are working toward obtaining and indicate the anticipated completion date in your response to the associated supplemental question provided during the application process. An official copy of your transcripts will be required upon being hired. Instructors will not be allowed to start working until official transcripts have been received.FOREIGN TRANSCRIPTSIf you have completed coursework at a foreign institution that is not recognized as accredited by the Council for Higher Education Accreditation (CHEA) or the U.S. Department of Education, you must include a full evaluation of the foreign transcript with your application materials if you wish for us to consider the coursework. Please also include a copy of the foreign transcript that was evaluated. Visit the https://www.chea.org/state-licensed-or-authorized-institutions or thehttps://ope.ed.gov/dapip/#/home to search for institutions that are recognized as accredited. If you need your transcripts evaluated, please review the https://www.vcccd.edu/sites/default/files/media/pdf_document/2020/AGENCIES%20APPROVED%20FOR%20FOREIGN%20TRANSCRIPT%20EVALUATION.pdf https://get.adobe.com/reader/. If applicable, an official copy of your foreign transcript evaluation will also be required upon hire.PAY PHILOSOPHYStarting salaries for PT Faculty are based on educational achievement and relevant experience. Initial placement is within the starting salary range. Further advancements are based on longevity and educational growth. Please review the https://www.vcccd.edu/sites/default/files/media/pdf_document/2021/part-time_faculty_salary_explanation_fy21_02.24.21.pdf https://get.adobe.com/reader/ for more information.STARTING SALARYPart-time faculty with classroom assignments are paid between $2,007 and $3,108 per semester per 10% load.Part-time faculty salaries are governed by the collective bargaining agreement between the Ventura County Federation of College Teachers, AFT, Local 1828, AFL-CIO and the Ventura County Community College District. More information can be found in the http://vcccd-district.production-preview.com/departments/human-resources/collective-bargaining-agreements/american-federation-teachers-local.Please be aware that we will require verification of all part-time teaching experience for which you wish to receive credit toward placement on the salary schedule. You will have 30 days to provide verification upon receipt of the offer of employment. Verification must come from the human resources department and state the percentage of full-time-equivalent assignment you worked during the specified time period.ACCOMMODATIONSIndividuals who are invited to participate in the interview process who require a reasonable accommodation due to a disability, must notify the Ventura County Community College District Human Resources Department in writing at least two business days prior to the interview. Those applicants needing such accommodations should document this request in an email to https://mail.google.com/mail/?view=cm&fs=1&tf=1&to=HRMail@vcccd.edu and include an explanation as to the type and extent of accommodation needed to participate in the selection process.For more information about the recruitment process at VCCCD, including responses to Frequently Asked Questions, please visit our https://www.vcccd.edu/departments/human-resources/employment/academic-careers.To apply, please visit https://apptrkr.com/7337183jeid-cc8f1d01d5dd524b802dd40f2706f56aCopyright ©2025 Jobelephant.com Inc. All rights reserved.https://www.jobelephant.com/

ABOUT HOMEWORKS TRENTON HomeWorks Trenton, Inc. is a 501(c)(3) non-profit that combines the public school education with a boarding school experience to equip high school girls in marginalized communities to achieve economic freedom and become community leaders. By providing a space to explore and define their experiences, cultures, and identities, HomeWorks offers our scholars a chance to see that their ideas, visions, and presence are valid and relevant in this world.  The HomeWorks team has been recognized by The State of New Jersey, Princeton University, McKinsey & Company, Echoing Green, Comcast, Hollister, TRESemmé, Camelback Ventures, Barclays, Vital Voices, The Rachael Ray Show and more. www.homeworkstrenton.org THE ROLE The Residential Life Assistant (House Sister) supports the day-to-day execution of the HomeWorks residential program by providing direct supervision, mentorship, and support to scholars. This role helps maintain a safe, structured, and supportive residential environment where scholars can thrive academically, develop leadership, and grow as individuals. Reporting to the Assistant Director of Residential Life, the Residential Life Assistant ensures that residential expectations, routines, and systems are executed consistently and that scholars receive strong day-to-day support aligned with HomeWorks’ mission and Theory of Change. This is a scholar-facing role focused on building relationships, modeling expectations, and supporting the daily implementation of residential routines, programming, and community norms. Because HomeWorks operates as a residential program, the Residential Life Assistant lives on campus and provides supervision and support from Sunday evenings to Friday mornings. The role spans four primary areas: residential life culture and scholar development; residential operations and safety; content capture and storytelling; and team collaboration. Residential Life Culture & Scholar Development - 40% Model and reinforce residential expectations related to scholar behavior, routines, respect, and shared community responsibilities.Build strong relationships with scholars, serving as a consistent, trusted adult who supports their well-being and development.Support the planning and execution of residential programming, community meetings, and activities that strengthen scholar engagement and sense of belonging.Provide day-to-day guidance, encouragement, and accountability to support scholars in developing independence, responsibility, and life skills.Support scholars in completing homework, preparing for school, and maintaining strong academic habits during study hall and structured academic time.Support cohort leaders by accurately inputting, updating, and monitoring scholar data (including attendance, behavior, and engagement) to ensure timely and informed decision-making.Identify and communicate changes in scholar behavior, engagement, or well-being within 24 hours to support timely follow-up and intervention.Reinforce scholar support plans and expectations through consistent follow-through and encouragement.Support scholar communication by preparing materials and sending timely updates on weekly programming calendars and residential life events.Escalate significant or urgent scholar situations to the Assistant Director, with escalation to the Director as needed.  Residential Operations & Safety - 35% Support the consistent execution of daily residential routines, including morning, after-school and evening schedules.Provide active supervision of scholars throughout the residential environment, ensuring safety, appropriate behavior, and adherence to expectations at all times.Ensure scholars are present, prepared, and on time for all required activities, including school, programming, meals, and study hall.Support the implementation of attendance, sign-in/sign-out, and health-related procedures, ensuring accurate and timely updates are recorded and communicated to support team awareness and follow-through. Maintain awareness and communicate of who is present in the building at all times, including scholars, staff, and visitors, and ensure all guest and volunteer sign-in procedures are followed.Support a clean, organized, and safe residential environment by reinforcing expectations for shared spaces, cleanliness, and personal responsibility.Communicate safety concerns, facility issues, or supervision needs in real time to ensure appropriate awareness and response.Support residential inventory systems by maintaining organization of supplies, accurately updating usage or check-out logs (e.g., devices, materials), and proactively communicating low inventory or replenishment needs.Serve as the primary bus aide, ensuring scholar safety, appropriate behavior, and adherence to expectations during transportation to and from the dorm. Residential Life Content Creation & Storytelling - 10% Capture photos and videos of scholars during programming, field trips, daily routines, and key events that reflect authentic scholar experiences.Document moments that highlight scholar growth, community, and engagement within the residential environment.Partner with scholars to co-create content, inviting their perspectives, ideas, and voice, so they feel ownership of how their stories and experiences are shared.Share and upload content to Google Photo albums in a timely manner to support organizational storytelling, communications, and development efforts.Create quarterly family and friends newsletters that capture and communicate the scholar experience within the residential program.Ensure all content is captured and shared in alignment with HomeWorks guidelines related to scholar privacy, consent, and appropriate representation. Team Collaboration & Professional Growth - 15% Contribute to a strong and collaborative residential team environment by communicating updates, supporting team norms, and reinforcing expectations.Participate actively in team meetings, trainings, and professional development opportunities.Proactively seek and apply feedback to strengthen performance and effectiveness.Demonstrate reliability, initiative, and growth in taking on responsibilities within the residential program.Participate in scholar recruitment events led by the Enrollment & Engagement team, helping create a welcoming and engaging residential environment for prospective scholars and families. WHAT SUCCESS LOOKS LIKE IN THE FIRST YEAR Residential Culture & Community95-100% of assigned supervision responsibilities (including wake-up, transitions, programming, evening routines, and bedtime) are executed on time and in alignment with residential expectations.95-100% of scholars adhere to daily residential schedules, routines, and expectations during assigned shifts.95-100% of scholars actively participate in residential routines and community responsibilities during assigned shifts.100% of behavior concerns are addressed in a restorative way through redirection, reinforcement, or escalation as appropriate. Scholar Outcomes100% of required scholar data (attendance, participation, behavior, and relevant updates) is accurately recorded, updated, and submitted in Salesforce and other designated systems within required timeframes.100% of scholar concerns (academic, behavioral, or well-being) are identified and communicated to the Assistant Director within 24 hours of concern identification, with escalation to the Director as needed.95-100% scholar attendance during study hall, tutoring, and programming.During study hall and programming, at least 90% of scholars remain engaged and on-task, as supported through active monitoring and redirection.100% of assigned scholar support plan actions are implemented with consistent follow-through, reinforcement, and communication with the residential team. Residential Operations & Safety100% adherence to safety protocols, supervision expectations, and documentation procedures during all assigned shifts.100% of safety or operational concerns are addressed in real time and communicated to the Assistant Director, with escalation to the Director as needed.100% accurate execution of attendance tracking, sign-in/sign-out, and health-related procedures during assigned shifts.100% of visitors and volunteers follow proper sign-in/sign-out procedures, with staff maintaining awareness of all individuals present in the building during assigned shifts. Residential Life Content Creation & Storytelling 95-100% of programming moments, events, and activities are documented through photos and/or videos.100% of weekly captured content is uploaded by Thursday to support organizational storytelling and communications.100% of quarterly family and friends newsletters are completed and shared on time, accurately reflecting scholar experiences, residential programming, and community life.100% adherence to organizational guidelines related to scholar privacy, consent, and appropriate representation in all captured content. Professionalism & Growth 95-100% on-time arrival and preparedness for all assigned shifts and responsibilities.100% completion of assigned responsibilities with consistent follow-through and reliability.Maintains strong organizational systems and execution, including a 1-week email response time (urgent emails within 24-48 hours) and meeting 95% of project deadlines.100% participation in coaching and feedback conversations, with demonstrated improvement over time.Contributes to a positive and collaborative team environment, as evidenced by effective communication, responsiveness, and support of team responsibilities. THE QUALIFICATIONS Bachelor’s degree or currently completing a degree (or equivalent experience), preferably in education, psychology, social work, or a related field.Experience working with youth or adolescentsStrong relationship-building skills with the ability to maintain clear expectations and boundariesAbility to supervise and engage groups of scholars in a structured environmentStrong communication, attention to detail, and organizational skillsReliable, flexible, and able to remain calm in a fast-paced residential environmentDemonstrated initiative, accountability, and ability to work both independently and as part of a teamGrowth mindset and alignment with HomeWorks’ mission and valuesWillingness to live on campus and work Sunday evenings through Friday morningsFamiliarity with Google Workspace and/or willingness to learn systems such as Salesforce, Asana, or other data and project management tools.Proficiency in Spanish THE PERSON The person we would be over-the-moon to work with is excited to contribute to our culture through a deep belief in our mission and a commitment to building community alongside a team with diverse personalities, backgrounds, and experiences. The Residential Life Assistant (House Sister) will see themselves in the examples below:Culture Builder - You are a community builder at heart and thrive in close-knit, residential environments. You take pride in creating a space where scholars feel safe, supported, and known. You intentionally model and reinforce expectations, and go above and beyond to build a positive, structured, and joyful community for scholars.Relational & Student-Centered - You build strong, trusting relationships with scholars while maintaining clear boundaries and high expectations. You are attentive to scholars’ needs and notice changes in behavior, engagement, or well-being, and respond with care, consistency, and accountability.Reliable & Accountable - You follow through on commitments and take ownership of your responsibilities. You show up prepared, on time, and ready to engage. You can be counted on to execute routines, uphold expectations, and consistently do what you say you will do.Organized & Detail-Oriented - You manage your time and responsibilities effectively, even when balancing multiple priorities. You pay attention to details and use systems and tools to stay organized, track information, and ensure nothing falls through the cracks.Proactive & Solutions-Oriented - You take initiative to solve problems and improve situations without always needing direction. You are resourceful and willing to learn, seeking out information and support when needed to grow and be effective in your role.Flexible & Team-Oriented - You are adaptable and willing to step in where needed to support the team and scholars. You collaborate well with others, communicate openly, and contribute to a positive, accountable team culture. You understand that working in a residential environment requires flexibility and a team-first mindset.Growth-Oriented - You actively seek feedback and view it as an opportunity to improve. You are reflective about your work and committed to continuous growth as an educator, mentor, and team member.Clear & Honest Communicator - You communicate clearly, directly, and respectfully. You are willing to ask questions, share updates, and engage in honest conversations to ensure strong communication and alignment across the team. THE TANGIBLE GOODSStart date: August 3, 2026Location: Lawrence/Trenton, NJTypical Working Hours (Schedule Attached Below). Please note that times may be scheduled to change, and may vary if an emergency or unexpected situation occurs. School Year - September to JuneSunday: 4:30pm-10pmMonday to Thursday: 1:30pm -9:30pmMonday to Friday: 6:15am-6:45am/8am (occasionally until 8am if on bus route)Monthly Wednesday Professional Development Training  - 12:00pm-1:30pmSummer - July to AugustMonday to Friday 9am-5pmMay work occasional weekends and night events when necessary. Salary: Salary range: HomeWorks Trenton values our employees highly and acknowledges the importance of salary in recognizing and compensating for the value that employees create. We are continually growing in our ability to compensate employees as highly as we want to, and are actively fundraising in order to do so. Joining HomeWorks means being part of a deeply mission-driven and community-oriented organization that invests in development of staff as both people and professionals. We are, however, a young non-profit, and want to be transparent about what you can expect. In your first year, expect a compensation package of $61,500, with a salary of $36,000, fully furnished housing valued at $22,000/year during the year and daily dinners valued at $3,500/year during the school year when the program is in session. Benefits: Your own residential room in our new campus dormitory Fall of 2026, for the duration that you are employed with our organization. Medical, Dental, Vision plan offerings Long-term Disability Insurance Life Insurance Employee Assistance Program401k planPaid Time Off During the school year - Following our partner school holiday schedules, which is approximately 22 days. During the summer - returning residential staff get 15 days off. Please Note: residential staff are unable to take vacation time off while our program is in session and our scholars are staying overnight in the dorm during the academic year.Smartphone and fully paid wireless plan through Mint MobileProfessional development and leadership growth opportunitiesA rewarding career that positively impacts our amazing scholarsApplication Deadline: RollingPhysical Demands: Walking up and down stairs, moving furniture and boxes during Move In and Move Out Day. THE CULTURE Every organization has its particular brand of crazy. We just try to be up-front about ours. INTENTIONALITY: We are passionate, determined and Type A folks.We know what each scholar will be doing exactly 3 years from now at 4:30pm on Tuesday. That is because we have spent thousands of hours talking to industry experts and community members to intentionally create our program for our scholars. Every decision is intentional. We work efficiently, are ruthless in getting things done. We roll up our sleeves and get down to sweep the floors. We are obsessive about documenting everything so that we can replicate and scale what we are doing to expand our impact. Everything– from lesson plans to field trip procedures– will be added to manuals, put in the shared drive, documented on Salesforce, Asana and more. EMPATHY: We believe that everyone on our team is a leader.This means that we take ownership for our own projects. We are deeply committed to a growth-mindset culture and take accountability when we make mistakes. We believe that our biggest strength comes from having a team with a rainbow of personalities, working styles, backgrounds, experiences, and cultures — and the ability to challenge one another while ensuring everyone feels heard and valued.Our Co-Founders are our scholars, parents, teachers and community leaders. We work closely with our community to understand how best to grow and build HomeWorks and to invest in our community. COMMUNITY: We believe deeply in our mission, and are intentional in living our values of intentionality, empathy and community in all we do.This work - from picking up scholars from school, to construction management for our new campus, to building house culture and planning our development strategy - is more than just work. It is our fight for justice. We are creating a space where our scholars can reclaim power over their cultures, identities and experiences. We center our scholars and the community, and show up fully in the work. Every day.We believe in the power and magic of our community in Trenton. By staying within the community, we are fostering a sense of Trenton pride within our scholars.

Assistant Director, Performance Nutrition - FootballBoise State UniversityJob no: 499774Work type: Non-Classified/ProfessionalLocation: Boise, IDCategories: Athletics,Health,Health Sciences,Mid-LevelThe Assistant Director of Performance Nutrition will provide expertise in clinical sports nutrition, nutrition education, and food service management specifically for the Boise State Football Team. This individual's expertise will support the student-athletes overall health and well-being and maximize performance academically and athletically.Job Summary/Basic Function:The Assistant Director of Performance Nutrition, Football, will provide expertise in clinical sports nutrition, nutrition education, and food service management to the Football team at Boise State University. This individual's expertise will support the student-athletes' overall health and well-being and maximize performance academically and athletically. The Assistant Director will directly report to the Assistant Athletic Director of Performance Nutrition. They will work as an integral member of an interdisciplinary Sports Performance, Health and Wellness team and collaborate with other members in the Athletic Department.Department Overview:We believe that Boise State Athletics connects our community, propels our university to greater heights, and changes the lives of student-athletes as they prepare to change the world. We believe in BLUE.Level Scope:Fully competent and productive professional contributor who applies acquired job skills, policies, and procedures to complete substantive assignments/projects/tasks of moderate scope and complexity. Works independently with general supervision; exercises judgment within defined guidelines and practices to determine appropriate action. May provide guidance and assistance to entry-level professionals and/or support employees.Essential Functions:• Provide medical nutrition therapy to manage or treat medical conditions, such as food allergies, nutrient deficiencies, bone mineral disturbances, RED-S, and gastrointestinal disturbances.• Assess and analyze dietary needs, body composition, and energy balance in relation to overall health and athletic performance.• Assess hydration needs and provide appropriate recommendations for performance and health.• Counsel student-athletes on optimal nutrition for training, competition, recovery, injury, illness, weight management, travel, and overall health.• Develop, monitor, and evaluate dietary care plans and goal setting with student-athletes.• Coordinate and collaborate with members of the Sports Performance, Health and Wellness team, coaches, staff, and other appropriate individuals for a comprehensive approach to nutrition care.• Assess and provide appropriate supplementation recommendations for performance and health with attention to NCAA rules and regulations.• Educate student-athletes, coaches, and staff on best practices in performance nutrition, such as, pre-, during, and post-exercise nutrition needs, travel nutrition, supplement safety, energy requirements, weight management, and body composition.• Create and deliver nutrition education, such as team or group presentations, grocery store tours, cooking demonstrations, and passive education materials.• Oversee organization and management of the Football fueling station to ensure conformance to nutritional, safety, sanitation, and quality standards.• Assist in coordinating menu ideas, training table, meal and snack plans, and travel nutrition for the football team.• Maintain active dietetic credentials, licensing, and continuing education requirements.• Assist in supervising and mentoring performance nutrition graduate assistants and interns.• Assist in managing the performance nutrition budget.• Perform other duties as assigned.Knowledge, Skills, Abilities:• Excellent communication, presentation, and counseling skills in relation to athletic-based nutrition topics.• Self-motivated and able to work independently.• Excellent time management, organizational, and record-keeping skills.• Knowledge and ability to identify signs and symptoms of eating disorder/disordered eating, RED-S, and body image disturbances.• Comprehensive knowledge and application of medical nutrition therapy, including interviewing and education techniques.• Ability to excel in a fast-paced environment.• Knowledge of food service quality and safety procedures.• Monitoring/assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.Minimum Qualifications:• Bachelor's Degree in Nutrition Science, Dietetics, Food Science, or related field.• Registered Dietitian with active registration by the Commission on Dietetic Registration of the American Dietetic Association OR currently RD eligible. Must obtain RD status within 3 months of hire.• Must be eligible for, successfully apply for, and receive an Idaho state licensure as a Registered Dietitian within 3 months of employment.Preferred Qualifications:• Master's Degree in Nutrition Science, Dietetics, Food Science, or related field.• One (1) + years of experience working directly with elite athletes in the setting of collegiate, professional, tactical, or related field.• One (1) + years of experience working with a Division I Football program.• Board Certified Specialist in Sports Dietetics (CSSD).Salary and Benefits: Salary of $56,000/yr. Boise State University provides a best-in-class https://docs.google.com/document/d/1Yt-dextMkThD-AxYR_jyFNqjZ9_Hoyix95JzhwkHJIY/edit?usp=sharing, including (but not limited to):• 12 https://www.boisestate.edu/hr/payroll-and-processing/payroll-and-holiday-calendars/ AND the University is closed between Christmas and New Year's (requires use of 3 vacation days)• Between 12-24 https://www.boisestate.edu/hr/benefits/sick-and-annual-leave-accrual/ for full-time Professional and Classified staff depending on position type and years of service• 10.76% University contribution to your https://www.boisestate.edu/hr/benefits/orp/ (Professional and Faculty employees)• 11.96% University contribution to your https://www.boisestate.edu/hr/benefits/persi/ (Classified employees)• Excellent medical, dental and other https://www.boisestate.edu/hr/benefits/medical-prescription-dental-and-vision/ coverages• https://www.boisestate.edu/hr/benefits/tuition-fee-waiver-benefit/ benefits for employees, spouses and their dependents• See our https://www.boisestate.edu/hr/benefits/ for more information!Required Application Materials:• Cover Letters• Resume• 3 referencesAbout Us:Nestled along the Boise River and steps from the state capitol, Boise State University fosters a vibrant and welcoming academic environment that fuels student and employee success. We're a trailblazing institution, nationally recognized for our innovative spirit and commitment to positive impact on Idaho and beyond.Boise State is proud to be recognized by Forbes as the only Idaho employer listed in the top 100 of all national midsize and large employers. We're building a thriving community of faculty and staff whose unique skills, experiences, and perspectives come together to create a rich and rewarding academic experience. Applications from all backgrounds are welcomed.Learn more about Boise State and living in Idaho's Treasure Valley at https://www.boisestate.edu/about/Applications close: Thu, 30 Jul 2026 05:55:00 GMTTo apply, please visit: https://apptrkr.com/7336032Copyright ©2025 Jobelephant.com Inc. All rights reserved.https://www.jobelephant.com/jeid-325938a3ec7f114189bda9a1a92c3290

Job Title:             Music InstructorReports to:        General Manager/Music Director School of Rock is the original performance-based, interactive music school founded in 1998 in Philadelphia. With 300+ schools, and a strong internationally recognized brand, School of Rock is the largest after-school music education provider. Our mission is to help kids rock their worlds.The School of Rock Music Instructor teaches students from ACDC to Zappa. The Instructor creates a safe and cool environment for students to achieve their musical and creative potential and ensures that each School of Rock student has an exceptional musical journey. In support of that goal, the Instructor is responsible for all music and education-related elements within the lessons. The Instructor creates a dynamic lesson experience to ensure their students are challenged and inspired. The Instructor embodies rock and roll in a positive way and is responsible for creating a valuable student lesson experience.We teach five core areas at School of Rock - keys, vocals, guitar, bass and drums. Many of our instructors have broader musical talent as well which we do our best to engage.Music Instruction:Maximize the quality of music instruction including private lessons and showsBe sure the students are learning the fundamentals of music, not just songsCreate and document thoughtful lesson plans Customer Connection:Communicate regularly with parents on progress of students after lessonsInteract with parents and students regularly by being visible and accessible in the schoolPitch in during canceled lessons in the overall execution of the programAssist in rehearsals and basic maintenance in schoolAdheres to the SOR Code of Conduct, safety policies, including the Monitoring and Supervision policy.  Skill Requirements:4 + years’ experience teaching and/or performing music professionallyKnowledge of music theory and curriculum designExcellent ability to deal well with a wide range of customers and other people Strong organizational skills Very strong customer relations skillsResourceful and good problem-solverWorks well under pressureIdeal candidate is a working musician who also has formal music school trainingEnthusiastic, flexible, patient, and positive demeanor Good judgment a mustPassion for teaching It is the policy of the School of Rock to provide equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws. School of Rock complies with applicable state and local laws governing non-discrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.School of Rock expressly prohibits any form of unlawful employee harassment based on race, color, religion, gender, sexual orientation, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of School of Rock's employees to perform their   

Toddler Teacher**This position comes with a $2,000 sign on bonus!**Culture of CareThe ELCD program at OHU is known for its closely-knit teams who often work together for years at a time! The team members join their shared love of educating young children towards creating a warm and positive working environment. New employees who come from a corporate environment quickly fall in love with the atmosphere at an OHU child development center!At OHU, our Hope Members are the heartbeat of our organization. Together, we have built a culture of support, trust, and care.“We are such an inclusive organization, we don’t turn anybody away. Everybody is welcome. Working here, I feel like family. I’ve never felt so appreciated working in a place before. They really take care of you here, listen to your concerns and act on them. It’s just amazing! And it’s really easy to make it amazing when the people you work with are amazing.”Shari Conley, Joliet Early Learning Center (Joliet, IL)What you would be doing:Your first priority in this role would be providing a nurturing setting for our two year-olds (and their parents!)Engaging your skills and imagination in creating learning centers that are attractive and exciting to our childrenEnjoy partnering with co-teachers to develop and implement best practicesYou would create a warm and welcoming environmentYou would have the joy of encouraging our two year-olds to engage, discover, and learn to solve problemsCollaborating in an ongoing fashion with parents and familiesWhat you can expect from us:OHU program leaders work to provide warm and supportive leadership that flexes around your life as much as possible when neededA flexible full-time scheduleStaff Celebrations (including weekly lunches!)Ongoing professional development tailored to yours and your classroom needsIf you desire to advance in your career over time, program leaders will work with you to do so (OHU has 5 child development centers in the Chicagoland area!)You will be part of a center that grows programs in keeping with the community needsYou will also be part of a well-respected company (OHU is 125 years old!) that has a seat in community partnershipsIn addition, you will receive the following benefits:3 time off banks! Up to 4 weeks paid vacation days; up to 6 paid personal days and up to 5 paid sick days annuallyTuition assistance up to $2500 per yearMedical, dental, vision, 403b retirement, flexible spending accounts, short-term disability optionsAgency paid life up to $50K based on salaryVoluntary Supplemental Life for Employee, Spouse and Child(ren)Voluntary Legal PlansAgency paid long term disability after 1 year of employmentWhat we will expect of you:Education One of the following required: CDAAssociate's degree in Early Childhood EducationAssociate's degree in related field with six (6) credits in ECEExperienceOne year of professional experience working with children in a classroom setting preferredOne Hope United does not discriminate because of race, color, religion, sex, national origin, age, disability, veteran status, or any other characteristic protected by law. One Hope United is an Equal Opportunity Employer and a Drug Free Workplace. OHU participates in eVerify.

Wheeler School After School Teacher: Providence and Seekonk Campus Hiring  Description: The Wheeler School After School Teacher is responsible for helping to plan and provide for the safe operation of Wheeler’s After School Program in a manner consistent with the policies and philosophy of the School. The after school program provides supervised age appropriate activities for Wheeler students at The Nest (Nursery and Pre-Kindergarten at the Farm campus in Seekonk, MA ) from 12:30-5:30 p.m., Monday through Friday and in the Lower School (Kindergarten - Grade Five at the Providence, RI campus) from 2:30 p.m. until 5:30/5:45 p.m., Monday through Friday during the academic year when school is in session. This care takes place in our classroom spaces and outdoors in all types of weather. In addition, the Teacher will be required to work full care days at the Farm four times per year. The after school position reports to the After School Programs Director. This is a part time position and is not eligible for benefits.Qualifications: Experience working with primary school age children is required. Candidates must be physically able to participate in activities with students and be able to make informed and sound judgments, particularly with regard to safety, under a variety of circumstances. This position requires flexibility, good communication skills, and the ability to take initiative and work with minimal supervision. The ideal candidate is someone with positive energy who builds warm and engaging connections with children, families and colleagues.Responsibilities include, but are not limited to:Supporting the mission, philosophy, and core values of the SchoolPlanning, organizing, and implementing age appropriate activities and lessons for students in afterschool programs and Vacation Camps and Conference Care programs in the classroom setting and outdoor spacesActively engaging and interacting with all students during after school hoursAssuring the safety of the students at all timesBuilding and maintaining positive working relationships with familiesParticipating in and contributing to weekly and monthly staff meetingsRecommending ideas for improvement to the Program Coordinator and the Director of the NestStatement on Diversity and Cultural CompetencyAt Wheeler, we actively seek students, faculty, and staff from diverse backgrounds in the belief that a broad range of experiences and viewpoints enhance learning, enrich life on campus, and better prepares us all for full participation in a pluralistic, democratic society. We seek to further the overall diversity and cultural competency within our community through hiring.Salary to be determined based on experience and education. Interested candidates should send a cover letter and resume to Madison Baiocchi, After School and Programs Director-Providence Campus and Corinne O'Rourke, After School Coordinator at the Nest in Seekonk. madisonbaiocchi@wheelergmail.org and corinneorourke@wheelergmail.org The Wheeler School is committed to a policy of nondiscrimination and equal opportunity for all employees and qualified applicants without regard to race, color, religion, sex, sexual orientation, gender identity or expression, age, national origin or disability, and any other category protected by federal, state or local law.Job Type: Part-timePay: $17.00 - $20.00 per hourSchedule:After school 2:30- 5:30 pm Starts September 1st, 2026Monday to FridayWork Location: In person, Providence or Seekonk campus

Teaches basic social, academic, and home living related skills to students in schools using a variety of teaching techniques, materials, and equipment to initiate and reinforce learning; provides appropriate instructional activities to teach other life skills; develops or modifies curricula and provides lessons and other instructional materials according to ability levels, disabilities, and impairments of students; performs related work as required or assigned.

Job DescriptionEducational Consultant – Universal Pre-Kindergarten (UPK) ProgramPosition TitleEducational Consultant – Universal Pre-Kindergarten (UPK) ProgramPosition SummaryThe Educational Consultant provides strategic leadership, technical expertise, and professional guidance to support the successful administration of the District's Universal Pre-Kindergarten (UPK) Program. The consultant ensures that all UPK services comply with New York State Education Department (NYSED) regulations, grant requirements, and District policies while promoting high-quality early childhood education across all participating UPK sites.Working collaboratively with District administrators, UPK providers, teachers, and community stakeholders, the consultant leads program monitoring, instructional quality improvement, data analysis, compliance oversight, professional development, and continuous program evaluation to enhance educational outcomes for preschool students.  Primary ResponsibilitiesProgram Administration & OversightProvide overall leadership and consultation for the District's Universal Pre-Kindergarten Program.Assist District leadership in implementing and maintaining a high-quality UPK program aligned with NYSED requirements.Coordinate activities among District administrators, UPK providers, and community-based organizations.Monitor program implementation to ensure consistency across all participating UPK sites.Support strategic planning and continuous program improvement initiatives.  Regulatory ComplianceEnsure compliance with all New York State Education Department (NYSED) Universal Pre-Kindergarten regulations and guidance.Monitor adherence to grant requirements, reporting deadlines, and funding conditions.Review required documentation for completeness, accuracy, and regulatory compliance.Recommend corrective actions for identified compliance deficiencies.Maintain awareness of regulatory updates affecting early childhood education programs.  Instructional Quality & Curriculum SupportEvaluate classroom instruction for alignment with New York State Early Learning Standards.Promote developmentally appropriate instructional practices.Review curriculum implementation and instructional materials.Conduct classroom observations to assess teaching quality and learning environments.Provide recommendations for instructional improvement and best practices.  Program Monitoring & EvaluationConduct scheduled site visits throughout the school year.Monitor provider performance and contractual compliance.Evaluate classroom environments, instructional delivery, and student engagement.Analyze program effectiveness using observational data and performance indicators.Prepare monitoring reports with recommendations for improvement.  Data Collection & AnalysisDevelop and implement data collection protocols.Analyze student enrollment, attendance, assessment, and program performance data.Utilize data to identify trends, strengths, and opportunities for improvement.Prepare comprehensive reports for District leadership and NYSED reporting requirements.Support data-driven decision-making processes.  Professional DevelopmentDesign and facilitate professional development opportunities for UPK teachers and providers.Deliver workshops focused on instructional best practices, compliance requirements, curriculum implementation, and classroom quality.Provide coaching and technical assistance to improve instructional effectiveness.Support implementation of continuous learning initiatives.  Family & Community EngagementSupport family engagement initiatives that encourage parent participation in early childhood education.Collaborate with community organizations and UPK providers to strengthen partnerships.Assist in developing communication strategies for families regarding UPK services and resources.Promote equitable access to program information and support services.  Communication & CollaborationMaintain regular communication with District administrators and UPK providers.Participate in planning meetings, stakeholder discussions, and program reviews.Present findings, recommendations, and progress updates to District leadership.Foster collaborative relationships among all program stakeholders.  Reporting & DocumentationPrepare detailed monitoring reports following site visits.Document observations, recommendations, and corrective action plans.Maintain accurate records supporting compliance and grant requirements.Assist with preparation of annual and periodic program reports.Ensure timely submission of required documentation.  Minimum QualificationsMaster's degree in Early Childhood Education, Educational Leadership, Curriculum and Instruction, Education Administration, or a closely related field.Minimum of five (5) years of progressively responsible experience in early childhood education, Universal Pre-Kindergarten administration, educational consulting, or program management.Demonstrated knowledge of New York State Universal Pre-Kindergarten regulations, policies, and grant requirements.Experience conducting classroom observations, instructional evaluations, and program monitoring.Experience developing and delivering professional development programs.Strong analytical, organizational, and problem-solving skills.Excellent written, verbal, and interpersonal communication skills.Proficiency in Microsoft Office Suite and educational data management systems.  Preferred QualificationsNew York State teaching or administrative certification.Experience working with school districts administering NYSED-funded UPK programs.Experience in curriculum development and instructional coaching.Knowledge of early childhood assessment systems and quality improvement frameworks.Experience supporting grant-funded educational initiatives.Familiarity with culturally responsive and inclusive early childhood education practices. resumeEducational ConsultantLocation: White Plains, New York, USA Phone: (914) *********** Email: e********************* LinkedIn: linkedin.com/in/**********  PROFESSIONAL SUMMARYHighly accomplished Early Childhood Education Consultant with more than 16 years of progressive experience in Universal Pre-Kindergarten (UPK), preschool education, instructional coaching, curriculum implementation, educator mentoring, compliance monitoring, quality assurance, and program evaluation.Extensive experience partnering with public school districts, community-based organizations, and educational leadership teams to strengthen instructional quality, improve classroom performance, ensure compliance with New York State Education Department (NYSED) regulations, and implement sustainable continuous improvement initiatives.Recognized for developing data-driven coaching systems, leading professional development programs, improving instructional effectiveness, and supporting equitable learning environments for diverse communities.  CORE QUALIFICATIONSUniversal Pre-K (UPK) ProgramsNYSED UPK RegulationsBirth–Grade 2 EducationInstructional CoachingProfessional DevelopmentClassroom ObservationTeacher Evaluation SupportCurriculum DevelopmentProgram EvaluationContinuous Improvement PlanningECERS-3CLASS ObservationTeaching Strategies GOLDDevelopmentally Appropriate Practice (DAP)Early Childhood AssessmentFamily EngagementPreschool Program AdministrationRegulatory ComplianceData Analysis & ReportingStrategic Educational PlanningStaff MentoringChild DevelopmentInclusive EducationCommunity-Based Preschool Programs  PROFESSIONAL EXPERIENCESenior Educational ConsultantEducational Leadership Consulting GroupWhite Plains, New YorkJanuary 2021 – PresentProvide consulting services supporting Universal Pre-Kindergarten and Early Childhood Education programs throughout New York.ResponsibilitiesConduct instructional coaching for preschool teachers and administrators.Perform classroom observations using research-based evaluation frameworks.Develop continuous improvement plans.Evaluate curriculum implementation.Monitor compliance with NYSED regulations.Deliver district-wide professional development.Analyze instructional and assessment data.Produce executive reports for district leadership.Support implementation of evidence-based instructional practices.Major AchievementsImproved classroom instructional quality ratings by over 28% within one academic year.Designed an instructional coaching model adopted across multiple preschool sites.Increased regulatory compliance during annual quality reviews to 98%.Developed professional learning systems benefiting more than 250 educators.  Early Childhood Instructional CoachCapital Region Educational ServicesAlbany, New YorkAugust 2016 – December 2020Responsibilities included:Coaching preschool educators.Modeling effective instructional strategies.Conducting classroom walkthroughs.Facilitating instructional planning meetings.Supporting literacy, mathematics and social-emotional instruction.Delivering professional development workshops.Assisting administrators with instructional improvement initiatives.AchievementsSuccessfully coached more than 120 preschool educators.Developed instructional resources used district-wide.Improved classroom observation scores across participating sites.  Universal Pre-K Program CoordinatorHudson Valley Early Learning NetworkPoughkeepsie, New YorkJuly 2012 – July 2016ResponsibilitiesCoordinated instructional activities across multiple preschool locations.Oversaw curriculum implementation.Managed compliance documentation.Conducted site quality reviews.Coordinated teacher training.Supported community-based preschool providers.AchievementsLed implementation of standardized instructional monitoring procedures.Improved consistency across multiple UPK partner sites.Established quarterly instructional review process.  Preschool Teacher / Lead TeacherCommunity Early Learning CenterSyracuse, New YorkSeptember 2008 – June 2012ResponsibilitiesDelivered developmentally appropriate instruction.Implemented Creative Curriculum.Conducted developmental assessments.Developed individualized learning activities.Maintained classroom compliance documentation.Collaborated with families.AchievementsRecognized for instructional excellence.Achieved consistently high classroom quality ratings.Mentored newly hired teachers.  RELEVANT CONSULTING EXPERIENCEUniversal Pre-K Program Quality Improvement ConsultantMarch 2024 – PresentProvided technical assistance to school districts and preschool providers by:Conducting classroom observationsReviewing instructional qualityDeveloping corrective action plansCoaching teachersEvaluating curriculum implementationPreparing executive-level improvement reportsMonitoring implementation progressResultsImproved classroom instructional effectiveness across multiple preschool sites.Increased compliance with NYSED Universal Pre-K requirements.Reduced identified quality deficiencies by more than 35%.  Early Childhood Compliance & Monitoring ConsultantJanuary 2022 – February 2024Responsibilities included:Reviewing regulatory complianceConducting site monitoring visitsEvaluating documentationAssessing teacher qualificationsReviewing classroom environmentsPreparing compliance reportsAdvising educational leadership on corrective actionsResultsSuccessfully completed compliance reviews across numerous preschool programs.Developed standardized compliance monitoring tools.Improved readiness for district monitoring visits.  Professional Development & Instructional Coaching ConsultantJuly 2019 – December 2021Designed and facilitated professional development programs covering:Developmentally Appropriate PracticeEarly LiteracyClassroom ManagementSocial-Emotional LearningInclusive PracticesChild AssessmentCurriculum AlignmentFamily EngagementResultsDelivered over 180 hours of professional development.Coached educators through year-long instructional improvement cycles.Increased educator confidence and instructional consistency.  Early Childhood Program Evaluation ConsultantAugust 2017 – June 2019ResponsibilitiesConducted program evaluationsReviewed instructional practicesAnalyzed child outcome dataEvaluated classroom environmentsDeveloped strategic improvement recommendationsPresented findings to educational leadershipResultsImproved annual program performance indicators.Established data-driven continuous improvement processes.Enhanced instructional decision-making through actionable reporting.  EDUCATIONMaster of Education (M.Ed.)Early Childhood EducationUniversity at Albany – State University of New YorkAlbany, New YorkGraduated: 2011  Bachelor of ScienceEarly Childhood Education (Birth–Grade 2)State University of New York at CortlandCortland, New YorkGraduated: 2008  CERTIFICATIONSNew York State Professional Teaching Certificate – Early Childhood Education (Birth–Grade 2)New York State Initial Certification – Students with Disabilities (Birth–Grade 2)CLASS® Certified Observer (Pre-K)ECERS-3 Reliable ObserverTeaching Strategies GOLD® Interrater Reliability CertificationPyramid Model Implementation TrainingCPR & First Aid Certified  PROFESSIONAL DEVELOPMENTNYSED Universal Pre-K Leadership AcademyEarly Childhood Instructional Coaching InstituteData-Driven Instruction for Early Childhood ProgramsInclusive Preschool PracticesChild Assessment & Progress MonitoringPreschool Curriculum LeadershipFamily Engagement FrameworksTrauma-Informed Practices in Early ChildhoodCulturally Responsive Teaching in PreschoolContinuous Improvement Systems for UPK Programs  TECHNICAL PROFICIENCIESMicrosoft Office 365Google WorkspaceTeaching Strategies GOLDChildPlusBrightwheelECERS-3 Assessment ToolsCLASS Observation SystemPower BIZoomMicrosoft TeamsSharePoint  PROFESSIONAL AFFILIATIONSNational Association for the Education of Young Children (NAEYC)New York Association for the Education of Young Children (NYAEYC)Association for Supervision and Curriculum Development (ASCD)Council for Exceptional Children (CEC)  AWARDS & RECOGNITIONExcellence in Early Childhood Leadership Award (2023)Outstanding Instructional Coach Award (2021)Excellence in Preschool Education Award (2018)Distinguished Early Childhood Educator Recognition (2015) 

FSRI is always looking for candidates that want to make a positive impact on the community!Join our non-public, special education certified school serving girls ages 13–18 with complex educational, behavioral, and therapeutic needs. Our students often come to us following previous placements through DCYF and benefit from a highly structured, trauma-informed environment focused on healing, growth, and individualized support. Position Summary: Curate, instruct, and manage digital and print resources, acting as both teacher and librarian to support 21st-century literacy. Key duties include teaching information literacy, managing media center resources, instructing on digital tools and collaborating with staff to integrate technology into the curriculum. Responsible for teaching students with significant emotional/behavioral needs in a clinical residential school setting. Develop and monitor student Individual Education Programs (IEP) in accordance with Department of Education regulations and standards.  Works collaboratively with the management team to ensure safety, stability and professional guidance to students in our care that have been placed through the Department of Children, Youth and Families. This is a part-time (30 hours a week), 185 day position.We'd love to hear from you! Please apply online or give us a call at (401) 331-1350. Please note that this is an active construction site, so we ask that interested applicants do not visit the location. We look forward to connecting with you online or over the phone! Qualifications:Bachelors Degree in Teaching or Education  RI certification as Teacher of regular or special education 3-5 years teaching experience preferredExperience with children with behavioral/psychiatric challenges Skilled in operating various medical record software and hardware, word-processing, and database software programs Spanish Speaking preferred and is compensated Excellent multitasking and communication skills a must Ability to work independently and part of a teamBilingual/ASL skills are compensated by an additional 6%, above base pay.Multilingual skills are compensated by an additional 8%, above base pay. Physical Requirements: This position requires community visits, employees in this position must have the ability to: Current driver’s license, reliable transportation, registration and auto insurance    Ability to communicate effectively     Travel to and from community locations and office site, which could include using walkways, stairs and/or elevators    Ability to lift up to 20lbs   Provide emergency coverage; ratio to the programs as needed. Ability to be trained in and implement de-escalation techniques utilizing Handle with Care when necessary.  Don’t meet every single requirement? Here at FSRI, we’re dedicated to building a diverse and inclusive workplace. If you’re excited about one of our career opportunities, but your experience doesn’t align perfectly with every qualification, we encourage you to apply anyways. You may be the perfect fit for this or another opportunity!Only together can we continue to grow and make a difference in our communities.Join our FAMILY today! Family Service of RI (FSRI) is a statewide organization with a 130 year track record of improving the health and well-being of children and families. We are passionate about our mission to advance opportunity and hope. FSRI’s diverse and inclusive teams – working across the Health, Healing, Home and Hope divisions, are experts in their fields, delivering strategies to positively impact lives. We provide services statewide, and currently operate in three locations in Providence; and four locations in East Providence, Smithfield and North Smithfield. Family Service of Rhode Island provides equal employment opportunities to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, gender identity, national origin, age, disability, genetic information, marital status, or status as a covered veteran in accordance with applicable federal, state and local laws.FSRI determines pay based on a candidate's relevant and transferable experience, certifications, licenses, degree and language ability.

Culture & Behavior Support Specialist About Great Lakes AcademyGreat Lakes Academy (GLA) is a high-performing, single-site charter school located in South Chicago. Our mission is to prepare all of our students with the fundamental academic skills, critical thinking ability, and strength of character to excel in high school, college, and a career of their choice. We empower all of our students with the education today that they will need to change the world tomorrow. Our staff work hard to close opportunity gaps for our scholars, and the data speaks for itself: In 2024, on the rigorous Illinois Assessment of Readiness, GLA had the highest percentage of students reaching proficiency in ELA and Math of all elementary schools in Hyde Park, Woodlawn, South Shore, and South Chicago. Additionally, GLA scored in the top 20% of schools in the state in ELA growth and top 6% of schools in math growth. We are proud of our growth and achievement, but we have our sights set even higher for the 2025-26 school year, and we need your help to reach our goals. We are seeking a high-capacity, reliable, driven, and reflective Culture Specialist. Job OverviewThe Culture & Behavioral Specialist supports both the Culture and Special Education teams by providing direct behavioral support to students with IEPs or identified behavioral challenges. This role acts as a liaison between teams to ensure consistent expectations, communication, and interventions that help all students thrive in a positive and inclusive environment.   Job Responsibilities Maintains systems and structures for a positive, core value-driven culture that build student confidence and self determinationProvides direct support to students with behavioral or emotional needs, implementing individualized behavior intervention plans (BIPs) and accommodations as outlined in IEPs.Works with the administrative team to implement and maintain every detail of the school’s student systems and procedures, including PBIS, discipline, transitions, homework, community celebrations, breakfast, lunch, and classroom culture so that GLA is structured and highly joyful with a focus on growth and character development.Implements behavior supports and interventions for students Assists students with de-escalation techniques, self-regulation strategies, and social-emotional learning activities.Implements and monitors individualized behavior supports and interventions for students, including those receiving special education servicesMaintains systems and structures for a positive, inclusive, and core value-driven culture that supports all learners, including those with behavioral or developmental needs.Maintain systems for tracking school culture and monitors, analyzes and defines action plans based on this data.Supports and conducts regular school culture audits Handles in-school disciplinary action and coordinates any additional consequences with the leadership team. Primary communication to families regarding discipline challenges during schoolSupports execution of calm, joyful breakfast, lunch, entry and dismissalSupports management and culture support for teachersSupports school-wide culture initiatives for students and staffEnsures all student behavioral data is up to date and analyzed weekly.Supports behavior plan creation and execution and data tracking for tier 2 and 3 students CompetenciesBelief in and alignment with Great Lakes Academy’s mission and playbook is non-negotiableGrowth-oriented: Self-reflective, eager to accept and implement feedbackResponsibility: Willingness to work hard, be flexible, and overcome obstacles in the pursuit of goalsKindness: Strong relationship builder with students, families, and other staff membersCalm, authoritative presence that can quickly and positively redirect students back on taskAble to drive cultural consistency, emotional consistency, and system and procedural consistencyKnowledge of behavior intervention strategies, trauma-informed practices, and special education accommodations.Demonstrated ability to work collaboratively with special education professionals, general educators, and related service providers.Strong empathy and patience in supporting students with diverse learning and behavioral profiles.Highly organized and efficient, self-motivated Job RequirementsBelief in and alignment with Great Lakes Academy’s core beliefs and educational philosophy is non-negotiable.Eligibility to work in the United States on a full-time basisParaprofessional or Sustitute Teaching License preferred, but not required.1+ year of experience teaching or leading behavior intervention in an urban public school or charter school setting preferred, but not required.BenefitsMinimum $1,000 signing bonuses available for highly qualified hiresTuition reimbursement available for candidates earning their PEL, LBS1, and/or ESL endorsementComprehensive medical, dental, and visionFSA (Flexible Spending Account) and DCA (Dependent Care Account)Lifestyle Reimbursement Account, $150 towards wellness (physical, mental/emotional, and financial)Paid STD, LTD, and life insuranceVoluntary benefits include critical illness and accident insurance403(b) and pension retirement plansStaff wellness program with mental health, legal support, and financial counselingFree student breakfasts and lunches provided for staff dailyOpportunities to earn additional stipends for leading after-school enrichment, sports programming, and more!

Lead Infant TeacherJob Description:Sunshine Enrichment Academy is seeking a compassionate and nurturing Lead Infant Teacher to provide a safe, loving, and stimulating environment for infants ages 6 weeks to 18 months. The ideal candidate enjoys building strong relationships with children and families while supporting each child’s unique developmental journey.Responsibilities:Create a warm, responsive classroom environment.Implement developmentally appropriate activities.Follow health and safety regulations.Communicate regularly with families.Maintain accurate daily reports.Collaborate with fellow educators.Preferred Qualifications:CDA, Associate’s, Bachelor’s, or currently enrolled in an Early Childhood Education, Education, or Special Education program.Retired teachers are encouraged to apply.Passion for working with children of all abilities.Strong communication and teamwork skills.Willingness to complete required Ohio childcare training.

Diverse Learner TeacherAbout Great Lakes AcademyGreat Lakes Academy (GLA) is a high-performing, single-site charter school in South Chicago. Core to our mission is equipping every student with the academic foundation, critical thinking skills, and strength of character needed to thrive in high school, college, and beyond. Our teachers work relentlessly to close opportunity gaps, and the results are undeniable. On the 2024 Illinois Assessment of Readiness, GLA had the highest percentage of students reaching proficiency in ELA and Math among all elementary schools in Hyde Park, Woodlawn, South Shore, and South Chicago. We also ranked in the top 20% statewide for ELA growth and the top 6% for math growth. As we look ahead to the 2026–27 school year, we are raising the bar even higher. We are seeking passionate, data-driven teachers who believe all students can achieve at the highest levels and are committed to doing the work to make that belief a reality. Job OverviewA Great Lakes Academy Teacher will be part of a team of talented, committed staff working to positively impact outcomes for students on the Southeast Side of Chicago. Our Teachers take responsibility for the high academic achievement and character development of every child in their classrooms. Diverse Learner Teachers typically co-teach in core general education classes across multiple grade levels to ensure access and support for all learners. Job Responsibilities Internalize and deliver lesson plans that are rigorous, relevant, and engagingLead a safe, structured, supportive classroom culture by building relationships with students, leveraging systems & routines, and consistently implementing GLA’s code of conductEnsure students receive accommodations outlined in the Individualized Education Plan (IEP)Use academic data to inform whole-group, small-group, and individual instruction and to drive student growth and achievementEstablish relationships with students’ families, communicating frequently and partnering in student successConsistently model the Great Lakes Academy Be GREAT virtues: Gratitude, Respect, Excellence, Accountability, and TruthfulnessCollaborate with all staff members across team, grade level and subject areaActively participate in weekly 1:1 coaching and regular professional development (PD), including our three-week summer PD in July/August CompetenciesBelief in and alignment with Great Lakes Academy’s core beliefs and educational philosophy is non-negotiableGrowth-oriented: Self-reflective with a growth mindset and ability to accept and implement feedbackResponsible: Willingness to work hard, be flexible, follow-through, and overcome obstacles in the pursuit of achieving challenging goalsKindness: Strong relationship builder with students, families, and other staff membersMastery of and enthusiasm for your academic subjectWillingness to place student achievement as highest goalCommitted to educational equity and serving Black and Brown students on the South Side of Chicago Job RequirementsBachelor’s degree requiredTeaching experience in an urban public school or charter school setting preferred, but not requiredEligibility to work in the United States on a full-time basisValid IL Professional Educator License (PEL) as a Learning Behavior Specialist required Benefits Minimum $1,000 signing bonuses available for highly qualified hiresTuition reimbursement available for candidates earning their PEL, LBS1, and/or ESL endorsementComprehensive medical, dental, and visionFSA (Flexible Spending Account) and DCA (Dependent Care Account)Lifestyle Reimbursement Account, $150 towards wellness (physical, mental/emotional, and financial)Paid STD, LTD, and life insuranceVoluntary benefits include critical illness and accident insurance403(b) and pension retirement plansStaff wellness program with mental health, legal support, and financial counselingFree student breakfasts and lunches provided for staff dailyOpportunities to earn additional stipends for leading after-school enrichment, sports programming, and more!

Faculty - Group Lead, General Dentistry (1 of 2)Position Type: FacultyDepartment: General DentistryFull or Part Time: Part TimePay Grade: Dependent on RankSummary:This is a non-tenure track clinical faculty position at either the assistant or associate professor rank responsible for providing instruction, supervision, and mentorship to predoctoral dental students in the D3 and D4 clinics across all areas of general dentistry. The position will start as a 0.6 FTE appointment and, six months after the start date, will be converted to a 1.0 FTE (full-time) appointment.The position plays a central role in preparing students to deliver comprehensive, patient-centered oral healthcare. Responsibilities include direct supervision of student patient care, instruction in diagnosis and treatment planning, development of clinical judgment and procedural skills, and assessment of student performance in the clinical setting. Teaching responsibilities include, but are not limited to, Patient-Centered Comprehensive Dental/Oral Care, Evidence-Based Dentistry, Occlusion, Temporomandibular Disorders (TMD ), Operative Dentistry, Dental Materials, and Prosthodontics as they relate to comprehensive general dental care. Faculty rank will be commensurate with qualifications and experience.Principal Functional Responsibilities:Teaching: Provide direct clinical instruction, supervision, and evaluation of predoctoral dental students in all aspects of general dentistry within the Bitonte College of Dentistry DDS program, with primary emphasis on D3 and D4 clinical education. Responsibilities include fostering student development in patient management, diagnosis, treatment planning, clinical procedures, professionalism, ethical practice, and comprehensive care delivery.Service: Actively participate in college and university service through committee assignments and other academic responsibilities. Membership and involvement in state and national professional dental organizations is strongly encouraged. Other Duties: Perform other duties as assigned by the department Chair.Qualifications:• DDS or DMD degree, or equivalent.• Eligibility to obtain an Ohio dental license or an Ohio Limited Dental Teaching License at the time of appointment.Preferred Qualifications:• Education/Training: AEGD or GPR training• Experience teaching in predoctoral dental education.• Clinical Practice Experience: Significant clinical practice experience in general dentistry, ideally 7 years or more.• Teaching Experience and Expertise: Knowledge of and experience with contemporary digital technologies in clinical practice.• Collaborative: Can work collaboratively with administrators, faculty, staff, and students at the college and the university.• Humanistic Environment: Committed to building a humanistic culture/climate within the college and to fostering student success.• Demonstrated ability to supervise, assess and instruct students in a clinical setting across a broad range of general dentistry procedures and patient care experiences.Physical Requirements:Must be able to utilize a phone, computer and other office equipment, must be able to use dental handpieces and other dental instrumentations/equipment required to provide direct patient comprehensive care.Department Specific Information:Join Northeast Ohio Medical University’s (NEOMED ) New Bitonte College of DentistryNEOMED is a mission-driven, community-based medical university committed to educating health professionals, advancing discovery, and improving the health of our region. We are seeking a skilled general dentistry educator who wants to contribute to meaningful work in a collaborative academic environment.At our organization, we are committed to fostering a collaborative and team-oriented environment that is essential to fulfilling our mission. We believe every employee should feel appreciated, valued, and empowered. To maintain a supportive organizational culture, we seek individuals whose values align with our mission and who thrive in a team-based approach. We encourage individuals whose values align with this collaborative approach to apply.Benefits & PerksNEOMED is committed to supporting your health, well-being, and long-term success—both at work and beyond. Our comprehensive benefits package is designed to help you thrive.RetirementState retirement plan with 14% employer matching to help you plan for the futurePaid Time OffGenerous vacation and sick leave, in addition to 11 paid holidays each yearAdditional BenefitsOngoing investment in your professional growth through on-site training and Lean Six Sigma certificationEmployee wellness activities and initiatives that support a healthy work-life balanceTo apply, visit https://apptrkr.com/7336631NEOMED is committed to providing equal employment opportunities to qualified applicants without discrimination on the basis of age, color, disability, gender identity or expression, genetic information, national origin, race, religion, sex, sexual orientation, transgender status, status as a parent during pregnancy and immediately after the birth of a child, status as a parent of a young child, status as a foster parent, veteran status or any other category protected by applicable state or federal law. As an Equal Opportunity Employer, NEOMED also affirms its commitment to nondiscrimination in its employment policies and practices. In compliance with Title IX (20 U.S.C Sec. 1681 et seq.), NEOMED prohibits sex discrimination, including sexual harassment.

5th Grade Reading and Writing Teacher - 2026-27 About Great Lakes AcademyGreat Lakes Academy (GLA) is a high-performing, single-site charter school in South Chicago. Core to our mission is equipping every student with the academic foundation, critical thinking skills, and strength of character needed to thrive in high school, college, and beyond. Our teachers work relentlessly to close opportunity gaps, and the results are undeniable. On the 2024 Illinois Assessment of Readiness, GLA had the highest percentage of students reaching proficiency in ELA and Math among all elementary schools in Hyde Park, Woodlawn, South Shore, and South Chicago. We also ranked in the top 20% statewide for ELA growth and the top 6% for math growth. As we look ahead to the 2026–27 school year, we are raising the bar even higher. We are seeking passionate, data-driven teachers who believe all students can achieve at the highest levels and are committed to doing the work to make that belief a reality. Job OverviewA Great Lakes Academy Teacher will be part of a team of talented, committed teachers working to change the face of education on the Southeast Side of Chicago. Our Teachers take responsibility for the high academic achievement and character development of every child in their classrooms. All teachers in grades 1-8 are departmentalized. Our Reading & Writing Teachers teach reading and writing focused classes to one grade level. Job Responsibilities Internalize and deliver lesson plans that are rigorous, relevant, and engaging, setting students up for success in high school, college, and beyondLead a safe, structured, supportive classroom culture by building relationships with students, leveraging systems & routines, and consistently implementing GLA’s code of conductUse academic data to inform whole-group, small-group, and individual instruction and to drive student growth and achievementEstablish relationships with students’ families, communicating frequently and partnering in student successConsistently model the Great Lakes Academy Be GREAT virtues: Gratitude, Respect, Excellence, Accountability, and TruthfulnessCollaborate with all staff members across team, grade level and subject areaActively participate in weekly 1:1 coaching and regular professional development (PD) CompetenciesBelief in and alignment with Great Lakes Academy’s core beliefs and educational philosophy is non-negotiableGrowth-oriented: Self-reflective with a growth mindset and ability to accept and implement feedbackResponsible: Willingness to work hard, be flexible, followthrough, and overcome obstacles in the pursuit of achieving challenging goalsKindness: Strong relationship builder with students, families, and other staff membersMastery of and enthusiasm for your academic subjectWillingness to place student achievement as highest goalCommitted to educational equity and serving Black and Brown students on the South Side of Chicago Job RequirementsBachelor’s degree requiredTeaching experience in an urban public school or charter school setting preferred, but not requiredEligibility to work in the United States on a full-time basisValid IL Professional Educator License (PEL) preferred, but not required BenefitsMinimum $1,000 signing bonuses available for highly qualified hiresTuition reimbursement available for candidates earning their PEL, LBS1, and/or ESL endorsementComprehensive medical, dental, and visionFSA (Flexible Spending Account) and DCA (Dependent Care Account)Lifestyle Reimbursement Account, $150 towards wellness (physical, mental/emotional, and financial)

Special Education Case Manager About Great Lakes Academy Great Lakes Academy (GLA) is a high-performing, single-site charter school in South Chicago. Core to our mission is equipping every student with the academic foundation, critical thinking skills, and strength of character needed to thrive in high school, college, and beyond. Our teachers work relentlessly to close opportunity gaps, and the results are undeniable. On the 2024 Illinois Assessment of Readiness, GLA had the highest percentage of students reaching proficiency in ELA and Math among all elementary schools in Hyde Park, Woodlawn, South Shore, and South Chicago. We also ranked in the top 20% statewide for ELA growth and the top 6% for math growth. As we look ahead to the 2026–27 school year, we are raising the bar even higher. We are seeking passionate, data-driven teachers who believe all students can achieve at the highest levels and are committed to doing the work to make that belief a reality. Job Overview The Case Manager is responsible for Individualized Education Program (IEP) and 504 compliance. This includes providing oversight of the pre-referral and referral processes, evaluations and reevaluations, and annual reviews. Additionally, the Case Manager will ensure high levels of compliance fidelity in the creation and execution of IEP and 504 plans for students eligible for those services. The Case Manager will supervise the school’s Paraeducators to ensure that students are being served excellently in accordance with their IEP’s. The Case Manager will report directly to the Principal. Job OutputsAll components of IEP and 504 plan procedures are followed with fidelity and 100% are finalized in Chicago Public School’s Student Services Management (SSM) system on-time.All students in need of any special services are efficiently identified through MTSS and other processes, evaluated, and provided with the appropriate IEP or 504.School is in compliance with all district, state and federal special education laws and requirements, including but not limited to, meeting service provision requirements through efficient use of staffing.Paraprofessionals are coached and supported in providing services to students, including both academic and behavioral supports.Special education and general education teachers provide appropriate services to students, including both academic and behavioral supports.Instructional staff proficiently execute co-teaching models that leads to student growth and achievement.Related Service Providers (RSPs) are managed and all student service minutes are met monthly. Clear Multi-Tiered Systems of Support (MTSS) processes for students with IEP’s who need behavioral supports are implemented with fidelity.All students receive appropriate accommodations on school and state assessments.All other necessary components for IEP and 504 compliance are carried out with fidelity. Job Responsibilities Coordinates staff execution of IEPs and tracking of IEP implementation on school and district systems.Coordinates all evaluations and reevaluations for students, both new and triennial.Coordinates all IEP and 504 annual reviews.Collaborates with RSPs, special education teachers and general education classroom teachers in coordinating support schedules for all special needs students and evaluations needs.Hires, manages, and coordinates schedules for RSPs serving students at GLA, including evaluations and execution of engaging lessons that supports all special needs such that they consistently meet and exceed their IEP goals.Collaborates with the Principal and Assistant Principal on selection, training, implementation and monitoring of academic MTSS curriculum and instruction, and behavioral interventions.Collaborates with the Principal and Dean of Culture and Climate on selection, training, implementation and monitoring of academic MTSS behavioral interventions.Collaborates with the Instructional Leadership Team to ensure strong co-teaching instruction is implemented for students with IEP’s.Manages meetings cadence for entire student support team and across school to provide clear communication and systems for monitoring and supporting all scholars.Coordinate with teachers and Special Education team monitoring student progress, coordinating the MTSS process, and any testing necessary for evaluations.Collaborates with the Assistant Principal to ensure the school’s master schedule maximizes the time of special education staff and serves all students in accordance with their IEP.Coordinates communication to families for all student supports.Manages, coaches, and supports paraprofessionals.Conducts full staff training on special education services and school medical needs.Coordinates all compliance trainings across staff.Manage all medication distribution across school.Manages parent relationships for all students receiving special services.Works collaboratively with members of the School Leadership Team to execute the schoolwide MTSS plan to ensure Academic MTSS interventions are implemented, tracked, documented, and reviewed with high levels of fidelity..Competencies Ability to coordinate the execution of evaluations and creation of IEPs or 504 plans.Ability to write IEPs that are comprehensive, compliant, and focused on student success.Knowledge of state and federal special education laws to ensure the compliance of the school with regulatory requirements.Ability to clearly communicate with families, students, and staff regarding individual student needs and to build relationships with families.Well-organized, systems-thinker who is able to create and follow tracking and data systems with fidelity.Strong coordination and collaboration skills to organize and schedule the services of all qualified students.Ability to coach and support all Paraeducators and support providers including teachers. Job Requirements Bachelor’s degree is required; Master’s degree is preferred.Minimum of three years special education teaching experience in an urban public school or charter school setting is required.Case Management experience required, preferably within a CPS system school, district or charter.Valid Illinois Learning Behavior Specialist (LBS 1) Professional Educator License (PEL) is required.Belief in and alignment with Great Lakes Academy’s core beliefs and educational philosophy is non-negotiable. BenefitsMinimum $1,000 signing bonuses available for highly qualified hiresTuition reimbursement available for candidates earning their PEL, LBS1, and/or ESL endorsementComprehensive medical, dental, and visionFSA (Flexible Spending Account) and DCA (Dependent Care Account)Lifestyle Reimbursement Account, $150 towards wellness (physical, mental/emotional, and financial)Paid STD, LTD, and life insuranceVoluntary benefits include critical illness and accident insurance403(b) and pension retirement plans3% "pick up" contributions to pension for eligible employeesStaff wellness program with mental health, legal support, and financial counselingFree student breakfasts and lunches provided for staff dailyOpportunities to earn additional stipends for leading after-school enrichment, sports programming, and more!As an equal opportunity employer, Great Lakes Academy hires without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability, or any other category protected by applicable law.  

ESL Teacher/English Language Program Teacher About Great Lakes AcademyGreat Lakes Academy (GLA) is a high-performing, single-site charter school located in South Chicago. Our mission is to prepare all of our students with the fundamental academic skills, critical thinking ability, and strength of character to excel in high school, college, and a career of their choice. We empower all of our students with the education today that they will need to change the world tomorrow.Our staff work hard to close opportunity gaps for our scholars, and the data speaks for itself: In 2023, on the rigorous Illinois Assessment of Readiness, GLA had the highest percentage of students reaching proficiency in ELA and Math of all elementary schools in Hyde Park, Woodlawn, South Shore, and South Chicago.We are proud of our growth and achievement, but we have our sights set even higher for the 2024-25 school year, and we need your help to reach our goals. We are seeking a high-capacity, hungry, and humble ESL or Bilingual Teacher. An experienced and highly qualified candidate will also have the opportunity to serve in a leadership role as our English Language Program Teacher (ELPT), which would add $5,000 to the base salary.Job OverviewA Great Lakes Academy Teacher will be part of a team of talented, committed teachers working to change the face of education on the Southeast Side of Chicago. Our Teachers take responsibility for the high academic achievement and character development of every child in their classrooms. Our ESL/Bilingual Teachers support our Multilingual Learners (MLLs) through both small-group pull-out instruction and whole-group, in-class accommodations/modifications.Candidates MUST have their Illinois PEL with ESL or Bilingual Endorsement.If also serving in the ELPT role, this person will be responsible for coordinating aspects of the school’s instructional program for Multilingual Learners (MLL’s). The ELPT is responsible for ensuring the school’s compliance with student program placement related to enrollment, file management, assessment coordination, and other required program services. An ELPT candidate must have experience with and be proficient in administering WIDA and ACCESS tests. The school's ELPT will have an additional $5000 added into their salary. Job ResponsibilitiesInternalize and deliver lesson plans that are rigorous, relevant, and engaging, setting students up for success in high school, college, and beyondLead a safe, structured, supportive classroom culture by building relationships with students, leveraging systems & routines, and consistently implementing GLA’s code of conductUse academic data to inform whole-group, small-group, and individual instruction and to drive student growth and achievementProvide ESL instruction in core content (literacy, mathematics) for Multilingual LearnersCo-plan with classroom teachers to align instruction with Common Core State Standards and WIDA ELDCollaborate with classroom teachers regarding instructional scaffolding and supportEstablish relationships with students’ families, communicating frequently and partnering in student successConsistently model the Great Lakes Academy BE GREAT virtues: Gratitude, Respect, Excellence, Accountability, and TruthfulnessCollaborate with all staff members across team, grade level and subject areaActively participate in weekly 1:1 coaching and regular professional development (PD), including our three-week summer PD in AugustCoordinate MLL Program compliance by creating schedules for MLL supports, leading and conducting MLL Screener and ACCESS testing, coordinate required communication to families of MLL students, keep and organize program files for MLL students, and other duties required by the school's language program.Participate as an instructional leader on the schools Instructional Leadership Team (ILT) to support high quality implementation of instructional practices for MLL's. CompetenciesBelief in and alignment with Great Lakes Academy’s core beliefs and educational philosophy is non-negotiableHumility: Self-reflective with a growth mindset and ability to accept and implement feedbackReliability: Willingness to work hard, be flexible, and overcome obstacles in the pursuit of goalsKindness: Strong relationship builder with students, families, and other staff membersMastery of and enthusiasm for your academic subjectWillingness to place student achievement as highest goalCommitted to serving Black and Brown students on the South Side of Chicago Job RequirementsBachelor’s degree requiredONE of the following certifications is required:Professional Educator License (PEL) with ESL endorsementPEL with Bilingual endorsementTransitional Bilingual Educator (TBE) licenseTeaching experience in an urban public school or charter school setting preferred, but not requiredEligibility to work in the United States on a full-time basis BenefitsMinimum $1,000 signing bonuses available for highly qualified hiresTuition reimbursement available for candidates earning their PEL, LBS1, and/or ESL endorsementComprehensive medical, dental, and visionFSA (Flexible Spending Account) and DCA (Dependent Care Account)Lifestyle Reimbursement Account, $150 towards wellness (physical, mental/emotional, and financial)Paid STD, LTD, and life insuranceVoluntary benefits include critical illness and accident insurance403(b) and pension retirement plansStaff wellness program with mental health, legal support, and financial counselingFree student breakfasts and lunches provided for staff dailyOpportunities to earn additional stipends for leading after-school enrichment, sports programming, and more!

***To be considered for this role you MUST apply through SchoolSpring.com*** Position PurposeThe Needham Public Schools is seeking a BCBA (1yr.) to faciliate and run a preschool specialized program (Intensive Learning Center) to support students with developmental and intellectual disabilities using the principles of Applied Behavior Analysis (ABA). Under the general supervision of the Preschool Director 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. Essential FunctionsConducts assessments, testing, and diagnostic examinations of students for the purpose of identifying learning challenges and opportunities, 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.Develops DTT / ABA programs (as needed) for students, develops data tracking and builds program books. 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 intensive instructional assistants, and provides training and guidance as necessary.Provides direct instruction across the curriculum including accommodations and modifications per a variety of student needs.Performs other related tasks as assigned by the Preschool Director and other central office administrators as designated by the Superintendent. Skills, Knowledge, AbilitiesKnowledge 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 students.Ability 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: BCBA certification Bachelor's from an accredited college or university in education discipline applicable to teaching assignments Master's Degree in Special Education. Successful prior BCBA experience required Experience developing and modifying program books  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 and Benefits: Please review the Unit A Contract and this page to learn more about employee compensation and benefits. Salary is determined by education and experience, ranging from Bachelor’s (Step 1) $63,217 to Doctorate (Step 14) $133,922 (This range is based on a 1.0 FTE). 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.