Careers in Education

DEPARTMENT:  Career Education – High School JOB TITLE:      Career Education Teacher                      D.O.T. #        FULL TIME                                   D.O.T. CLASS:      Sedentary      Heavy   X           REQUIREMENTS:   A.    Educational Level:  Bachelor Degree or higher.   B.      Certification:  Must meet and maintain standards for Nebraska certification with endorsement in Business/Marketing.  Other certifications will be considered. Experience Required:  Teaching experience preferred but not required. Extra Duty:  Extra duty coaching or activity assignments may be available for those interested and qualified. REPORTS TO:   High School Principal                                                           ESSENTIAL FUNCTIONS:   Knowledge of the Nebraska Career Education model.Provide leadership in a career exploration classroom that will enhance student understanding of their possible career and education pathway.Develop curriculum for a career education course.Work collaboratively with multiple departments to create curriculum/lessons for 9th grade students.Assist in program evaluation on a regular basis.Participate in appropriate training/in-service development programs.Create learning activities and grow with new technologies that are available.Build positive rapport and relationships with students and staff.Create connections with local businesses and organizations to enhance student learning.Provide leadership in the 9th grade transition committee. PHYSICAL REQUIREMENTS:Never 0%, Occasional 1-32%, Frequent 33-66%, Constant 67%+Occasional: sitting, pulling, climbing, drivingFrequent: standing, walking, bending, stooping carrying 20ft.Constant: lifting 10# max            WORKING CONDITIONS: Inside             Climatic Environment:  AC                                  

Ashuelot Valley AcademyJoin Our Mission to Empower Youth and Inspire Lifelong Learning!Position: High School Science TeacherStart Date: July 7, 2026Location: Keene, NHReports To: Director of AcademicsSalary: Starting at $45,000+, commensurate with experience and qualificationsSchedule: Full-Time • Day Shift • Monday - FridayBenefits: Comprehensive benefits packageRequirement: Must hold High School Science CertificationAbout the RoleAshuelot Valley Academy is seeking a dedicated High School Science Teacher to support and guide students in a year‑round academic environment. In this role, you’ll work closely with the entire school team to ensure student safety, engagement, and academic success.You will teach from 7:30 AM to 3:30 PM, Monday through Friday, developing and delivering lesson plans aligned with IEP goals and core content standards. Responsibilities include designing project-based assignments, using a variety of assessment tools, and tracking student progress through quarterly grades and ongoing evaluations.Company BackgroundWelcome to Mount Prospect Academy (MPA), a rapidly growing nonprofit agency founded in 2003, with the goal of helping struggling adolescents find a “zest for life" and succeed in the “business of life.”MPA has evolved to offer a variety of mental health support services to a diverse population of “hard to treat” and “difficult to place” adolescents. Our targeted services include home and community-based treatment, residential treatment programs, group homes, and special education schools. MPA is known for its ability to achieve successful outcomes with difficult-to-serve individuals throughout New England.Mission:MPA’S mission is to provide a caring, safe therapeutic environment where students have the opportunity to grow and acquire the skills they need to reach their educational and social potential. We aim to develop trusting relationships with students and facilitate experiences that promote their ability to self-regulate; manage thoughts and feelings; and develop feelings of safety, confidence, and competency.Academic Services:Academic instruction and hands-on experiences are core elements of Mount Prospect Academy’s holistic treatment philosophy. We specialize in working with difficult-to-serve youth who have not succeeded, academically or behaviorally, in a more traditional academic setting. We provide full school days at MPA’s academic programs. Our teachers provide competency-based instruction, and they employ innovative strategies to help non-traditional students learn. We offer academic support services for individualized learning, and our students have full access to the general education curriculum, as outlined in the New Hampshire curriculum standards. Summary:The Classroom Teacher will work closely with the whole school team to ensure the safety and well-being of the students while they participate in the academic program. The teacher will facilitate classes during the 7:30am -3:30pm Monday – Friday workday. Academic program is year-round, and the teacher will work the calendar year with the exception of several vacation periods. They are responsible for generating lesson plans to instruct their students in areas of need per IEP goals and/or core content area, as well as other assigned subject areas. They prepare project-based assignments, utilize a variety of assessment methodologies and engagement tools to support student learning. They also assess students' progress and abilities throughout the school year providing progress and quarter grades. They will also provide evidence of Individual Education Goal (IEP) goal progress for students with this entitlement.  Essential Duties and Responsibilities include the following:The teacher functions as part of the academic and treatment team and is responsible for educating and overseeing the supervision of students while in school.The teacher provides instruction, grading and assessment of the assigned academic courses and grade level following the school curriculum.Implements student Individual Education Plan (IEP) program needs including direct support, collaboration or meetings as assigned.Maintains and submits documentation including lesson plans, progress reports, grading, IEP evaluation and ITP progress as needed.Monitors, directs and implements behavioral interventions within the classroom as needed.Monitors, maintains and requests academic materials and supplies related to instruction subject areas including completing appropriate forms.Participates in on-going school curriculum development, professional development, evaluation and assessment as requested.Participates in mandated and assigned professional training offered in the program.Directs and supervises teaching assistants with collaboration with the Dean of Students and Academic Director.Aids in developing school field trips.Participates in faculty meetings as required.Always maintain students’ confidentiality and reports all pertinent information to supervisor.Pursues appropriate channels of communication.Understands the administrative structure, chain of command and program philosophy of Mount Prospect Academy.Appropriately represents Mount Prospect Academy to the community, students' parents and outside agencies.Follows all company policies and procedures.Other duties as assigned.Benefits:MPA offers a competitive salary and a comprehensive benefits package, including:Medical Insurance (with Flexible Spending Account & Health Reimbursement Account)Dental & Vision Coverage403(b) Retirement PlanLife Insurance & AD&DShort-Term & Long-Term DisabilityWellness Programs & Telemedicine AccessLegal Services & Employee Assistance ProgramPaid Time Off, Holidays, Tuition AssistanceEmployee Discount ProgramsOutdoor activities like skiing, hiking, and paddling to build student engagementFree meals, Company Swag and More!Requirements, Education and/or ExperienceMust be 21 years of age.Bachelor's Degree Required.Prefer: BA in field of academic content in Science. A preference will be given to teachers with educational experience related to students with identification/diagnosis with emotional disturbances, attention issues or mental health conditions.Prefer: NH DOE certification/teaching license. Two or more years' experience in instruction in the field of general education and/or special education, preferably middle school and high school levels.Note that we can support someone to obtain this certification and develop a professional development plan to ensure it is obtained in a timely fashion. Prefer two years' experience interacting with children/youth, including but not restricted to, camp counselor, coach, babysitting, parent.

POSITION SUMMARYThe Early Head Start (EHS) Practice-Based Coach is employed by LAEP to provide job-embedded, relationship-based coaching to Early Childhood Educators (ECEs), center-based teachers, and, as appropriate, parents. The Practice-Based Coach supports high-quality teaching practices, curriculum implementation, and staff wellness through Practice-Based Coaching (PBC) cycles that include shared goal setting, focused observation, reflection, feedback, and action planning.  This role is non-supervisory and non-evaluative and partners with teaching staff to strengthen instructional practices, reflective capacity, and implementation of developmentally appropriate, culturally responsive practices aligned with Head Start Program Performance Standards and school readiness goals.  ESSENTIAL DUTIES & RESPONSIBILITIES The essential functions include, but are not limited to the following:  Practiced-based coachingImplement Practice-Based Coaching (PBC) cycles including collaborative goal setting, focused observation, reflective feedback, and action planning. Develop individualized coaching plans based on classroom observations, teacher reflection, and shared priorities. Provide modeling, guided practice, and feedback to support effective teaching and relationship-based practices. Use a strength-based, teacher-focused approach to build trust and support professional growth. Engage in reflective practice to examine coaching interactions and perspectives.  Curriculum, Child Development and School ReadinessSupport implementation of practices aligned with the Head Start Early Learning Outcomes Framework (ELOF), Creative Curriculum, and California Infant/Toddler Foundations and Frameworks. Assist teachers in supporting infants and toddlers’ social-emotional, cognitive, communication, physical, and adaptive development. Use data to inform coaching conversations, including School Readiness Goals, PIWI, Partners for Healthy Babies, HOVRS, and child developmental data. Support curriculum fidelity through coaching, reflection, and modeling.  Collaboration & Program SupportCollaborate with Center Managers and Lead Teacher to coordinate classroom observations while maintaining the non-evaluative role of the coach. Share aggregated, non-identifying coaching trends to inform professional development and continuous quality improvement. Support new teaching staff through onboarding-related coaching. Plan and facilitate small-group learning opportunities connected to coaching goals. Provide classroom support as needed, including temporarily participating in staff-child ratios and providing classroom coverage to ensure continuity of services for children.  Professional ResponsibilitiesParticipate in reflective supervision and required meetings and professional development activities. Maintain strict confidentiality for children, families, and staff. Adhere to all LAEP policies, procedures, and handbooks. Submit time records and expense documentation accurately and on time. Perform other duties aligned with the Practice-Based Coaching role. RequirementsQUALIFICATIONS (KNOWLEDGE, SKILLS, AND ABILITIES)Knowledge and Skills  Bachelor’s degree required; master’s degree in early education, Primary Education, Psychology or Social Work fields preferred Demonstrated success in working with students and families of diverse backgrounds. Experience working with families in the home settingExperience developing and facilitating professional development trainings and awareness of adult learning theories and ability to apply adult learning principles when coaching ECE professionals. Knowledge and proven experience in effectively providing consultation, classroom coaching and/or leadership coaching. Knowledge and awareness of trauma (social, historic, behavioral and how that relates to school culture), resilience, adverse children and community experiences. Ability to quickly establish and maintain cooperative and effective professional relationships, build trust in a limited time Ability to demonstrate effective skills in group facilitation, managing teams/groups, organizational dynamics, and consensus building.Comfort using tools and methods to optimize support for remote staff (distance learning technologies, creative use of video, virtual meeting technologies, etc.) Excellent project management skills, ability to balance multiple priorities with proven ability to anticipate challenges, solve problems, and maintain a calm demeanor in high-pressure situations. Strong analytical, time management, organizational, and interpersonal skills. Cultural awareness and ability to navigate and promote sensitivity with issues of race and equity and knowledge of racial equity and racial justice in the context of public education. Knowledge and/or experience with change management as it relates to positive organizational change. Excellent communication and interpersonal skills with the ability to communicate clearly and concisely, both orally and in writing, to a broad range of audiences.Instructional or leadership coaching experience preferred Experience in culturally responsive and equity-centered practice in early learning environments. Prefer Cognitive Coaching and/or Adaptive Schools trained (or similar).  

Job descriptionThe Sylvan Teacher is responsible for creating a positive personal learning experience for students by teaching students using Sylvan program materials.  Using the program materials, the teacher creates balanced and robust learning experiences for students.  The Sylvan Teacher evaluates student progress on each assignment, communicates this progress, and works with Center staff to ensure learning is personal for each student. ESSENTIAL JOB FUNCTIONSPrepares for each instructional session; Gathers and prepares materials as appropriate Greets students and initiates instruction to personally engage each studentInstructs students according to the design of the Sylvan programsManages students, tasks and time to create a balanced and robust instructional session Evaluates and records the progress of each student on their program assignment Uses praise and encouragement to ensure students are engaged and inspired to learnMotivates students with Sylvan tokens given for specific achievements according to the Sylvan instructional management standards Records and tracks tokens earned by students Manages the conclusion of each instructional session and manages the completion of  learning log and transition activities; Supports procedures to ensure student safety and well-beingCommunicates specific student needs to Center staffAttends periodic staff meetings and completes ongoing training as needed Completes certification training on each Sylvan program taught to studentsKNOWLEDGE REQUIREDLanguage Arts and Study Skills Program Teachers: Four year degree or equivalent requiredState or provincial teaching credentials (current or expired)Minimum of one or two years of teaching experience preferredKnowledge of phonics and reading comprehension preferred for reading teachersMath Program Teachers:Four year degree required in a discipline requiring 3 or more years of college level mathSAT/ACT, Test Prep, and Advanced Reading Skills Teachers:Four year degree or equivalent preferredKnowledge of general office equipment such as copiers, printers, and office phones Knowledge of tablet computers preferred SKILLS AND ABILITIES REQUIREDProven ability to engage, motivate, and inspire students to learn Strong interpersonal and communication skillsProven ability to manage multiple tasks and be flexibleStrong problem solving and customer service skillsStrong team player The above statements are intended to describe the general nature and level of work being performed.  They are not intended to be a complete list of all job responsibilities or skills, knowledge and abilities required.

JOB DESCRIPTIONJob Title: Site Coordinator – Elementary School Day/After School ProgramReports to: Senior Program Manager  Job Type: Nonexempt and Part TimeSalary: $25/HourSchedule: 30 hours/week Monday-Friday (12 PM-6 PM) SUMMARYReporting to the Senior Program Manager and working in close partnership with the President & CEO, school leadership, and PowerPlay NYC guidelines, the Site Coordinator will oversee the planning, implementation, and management of a 21st Century Community Learning Centers (21C) after-school program. This grant-funded initiative provides academic support, enrichment, and summer opportunities for elementary students who qualify for free or reduced-price lunch and/or need additional academic support.Key responsibilities include managing academic interventions, sports, and enrichment programming; fostering strong family engagement through literacy events, workshops, and ongoing communication; and building meaningful community partnerships. The Site Coordinator plays a critical role in strengthening student achievement, expanding enrichment opportunities, and deepening parent involvement in their child’s education.ABOUT POWERPLAYPowerPlay is a nonprofit organization with a mission is to advance the lives of girls through sports, helping them grow physically, emotionally, and academically stronger. We serve more than 1,300 young people ages 5–18 each year, 97% of whom are youth of color—primarily Black and Latinx girls. Each year, PowerPlay partners with an average of 30 public schools and community-based organizations across all five boroughs of New York City, bringing after-school and summer programs to underserved communities with a focus on physical fitness and education.We deliver three core programs: STARS Series, which serves elementary and middle school girls across all five boroughs; STARS CGI (Citywide Girls Initiative), where PowerPlay leads a coalition of 10 nonprofits supporting the healthy development of 6,000 girls citywide; and 21C. About 21C21C empowers Bronx students in the underserved communities of Concourse and Morrisania with leadership, healthy living, and academic enrichment to foster resilience and college/career readiness. Serving 774 youth (in FY25) across five high-need schools, 21C offers sports, STEM, tutoring, SAT and Regents test prep, the arts, Social Emotional Learning (SEL), and entrepreneurship, in partnership with Platinum Edge Tutoring. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.Program Management: 21CCoordinate, plan, and lead after-school activities that align with the school day and meet individual student needs, supporting progress toward state academic standards.Serve as the primary liaison between the agency and the assigned school, fostering strong professional relationships with school staff, students, and community partners.Maintain consistent communication with parents/guardians using approved tools and strategies to strengthen family engagement.Implement all grant requirements as outlined in the application while adapting to integrate new program materials and initiatives.Organize and maintain accurate records of attendance, enrollment, and activities in Afterschool21 for all programs and participants.Partner with the finance department, program evaluator, and Senior Program Manager to manage the site budget and prepare necessary documentation for reimbursementsPlan and facilitate quarterly Advisory Council Meetings that bring together parents and key stakeholders to strengthen program alignment and impact.Design and lead inclusive family events that engage the entire school community.Develop innovative strategies to increase parental involvement in student learning and overall well-being.Perform other responsibilities as assigned to ensure program success.QUALIFICATIONSMinimum of 3 years’ experience coordinating activities in an out-of-school time or similar youth development setting.A current School-Age Child Care (SACC) license preferred.Meet and maintain all licensing standards required by the Department of Health and Department of Education.Ability to actively participate in all aspects of program operations, including engaging with children at floor level, leading physical activities (running, jumping, etc.), lifting equipment as needed, and supervising outdoor activities, and attend field trips.Strong oral, written, and interpersonal communication skills for effectively engaging children, families, staff, and school personnel.Proven capacity to oversee daily administrative, programmatic, and supervisory responsibilities with efficiency and professionalism.Familiarity with public school systems and operations preferred.Deep commitment to advancing student success, particularly within urban schools serving diverse racial, ethnic, and socioeconomic populations.Knowledge of developmentally appropriate curriculum and enrichment activities that support students’ academic, social, emotional, and physical growth.Skilled in adapting instructional resources and approaches to meet the needs of students with varied learning styles and special needs.Demonstrated ability to lead and supervise school-age programs, employing strong problem-solving and decision-making skills.Ability to maintain a safe, positive, and academically supportive environment while fostering collaboration with families and community partners.Accountability for achieving program outcomes, including enrollment targets, instructional hours, academic achievement benchmarks, youth development goals, and family engagement objectives.Commitment to professional excellence, demonstrated through punctuality, meeting deadlines, and honoring organizational commitmentsEDUCATIONBachelor’s degree required with preference in Education, Psychology, or Social WorkCOMPUTER SKILLSProficient in Microsoft Office suite of productsKnowledge of utilizing Google Drive to receive and share documentsExperience with Afterschool21 platform a plusPHYSICAL REQUIREMENTSThe usual and customary methods of performing this position’s functions require the following physical demands:Occasional lifting, carrying, pushing, and/or pulling requires a moderate degree of physical stamina.Frequent and prolonged standing, walking, bending, and occasional lifting up to 50lbs.Position will require consistent visits to the storage unit to secure, return, and distribute sporting equipment with coaching staff. 

Primary Purpose:Direct and manage the choir program at the assigned campus(es). Provide students with appropriate learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth and provide an opportunity to participate in extracurricular activities. Enable students to develop competencies and skills to function successfully in society.Education/Certification:Bachelor's degree from an accredited college or universityValid Texas teaching certificateDemonstrated competency in music and choirIn accordance with District of Innovation (DOI) provisions, the district may consider degreed applicants with relevant experience for certification flexibilitySpecial Knowledge/Skills:Knowledge of music theory, conducting, harmony, and vocal productionKnowledge of curriculum and instructionKnowledge of University Interscholastic League (UIL) rulesAbility to manage budget and personnelAbility to instruct students and manage their behaviorAbility to interpret dataStrong communication, public relations, and interpersonal skillsExperience:Student teaching or approved internship experience

MAKE AN IMPACT. CHANGE LIVES. END POVERTY.Company OverviewWe believe every child deserves an opportunity to succeed. Orange County Head Start, Inc. is a non-profit organization laser focused on breaking down walls of educational and other injustices that exist for children and families in poverty in contrast to their peers. We break down these walls by providing windows of opportunity using the Head Start and Early Head Start models. In order to meet the objectives of our mission, we are looking for what matters most - people - who share our purpose and mission to help children and families who are at a disadvantage. Being on our team at Orange County Head Start, Inc. means you are passionate about your career and helping your community. You can make a difference every day in a child's life here. Do you have the right purpose to make an impact on a child’s life and help them unleash their full potential while unleashing your own? The job Description indicates the major duties required, but does not include all the duties and qualifications required. OCHS is an equal opportunity employer.Infant & Toddler TeacherJob Description:Minimum Qualifications:Associate Degree and/or Child Development Teacher permit required. Options are available for those working towards the minimum requirements. Additional qualifications may be required depending on the age group being taught.Working as part of a team of professionals in a Head Start or Early Head Start center a Teacher is responsible and accountable for overseeing the classroom environment and teaching children including preparation, instruction, evaluation, home visits, and parent conferences regarding children’s goals and progress toward school readiness and success in life.We offer an hourly pay of $26.66 - $30.66 per hour with excellent benefits and the opportunity to serve young children and their families in Orange County.Final filing date: Until FilledApply now to join our team!Submit an application, resume and transcripts to:  Orange County Head Start Inc.2501 S. Pullman Street, Suite 100Santa Ana, CA 92705For further information and additional career opportunities, please visit the careers section on our website at www.ochsinc.org or call our Human Resources Department at 714-241-8920.Fax 949-596-8291EOE

Work Where You Can Make an IMPACTAt Aspire, we are driven by the core belief that children and adults with developmental disabilities have the right to realize their full potential and live as independently as possible. Aspire compassionately and relentlessly works toward facilitating this end.Come join our team! Aspire of WNY is hiring Teacher Aide Substitutes to work in a school setting with children who have developmental disabilities from age preschool to 21 years. Responsibilities include supporting student and children in all aspects of programming, including recreational and educational activities. Position is at our Center for Learning in Cheektowaga and off sites throughout WNY.RequirementsHigh School Diploma or GED EquivalentSalary: $16.04 per hourBenefits:401(k)401(k) matchingEmployee assistance programEOE

DescriptionThe YWCA of the City of New York (YWCA NYC) is on a mission to eliminate racism, empower women and promote peace, justice and dignity for all. We are a multiracial women’s social justice organization dedicated to addressing issues that emerge at the intersection of race, class and gender. Through culturally responsive programming, we create pathways for the next generation of leaders to reach for their dreams and drive social change. Founded in 1858, the YW-NYC is the first YW in the United States and part of an international movement of YWs worldwide. We currently serve 3,000 New York City youth through leadership, STEAAM and advocacy training through our Girls Initiatives for high school students, and through afterschool programs for elementary and middle school students in culturally diverse communities in NYC.Under the leadership of the Program Director and Assistant Director, the Group Leader oversees the day-to-day functioning, development and engagement of elementary and/or middle school students in the after-school program. The Group Leader is caring, creative, passionate about maintaining the safety and well-being of students, and ensures that all group interactions support the YW-NYC’s mission to eliminate racism and empower women and girls, promoting peace, justice and liberty for all.A successful Group Leader will: bring a positive youth development lens to the role; build meaningful relationships with program participants and families; support the academic, physical, social, and emotional safety and development of students; manage administrative tasks in a timely and efficient manner; assist and deliver developmentally appropriate curricula in alignment with YW-NYC’s program standards; communicate and collaborate professionally and effectively with colleagues and stakeholders; and demonstrate a commitment to diversity, equity, inclusion and anti-racism. Responsibilities:Program Development & Relationship BuildingUtilize positive youth development principles to enhance program quality and support growth in young peoplePlan, facilitate and deliver purposeful engaging theme based academic, enrichment and recreational activities including but not limited to literacy, STEM, and the artsContribute to the planning and presentation of culminating events and showcasesCreate and submit thoughtful lesson plans in alignment with the theme for assigned activitiesAssist and support specialists in program facilitation and facilitation of activities and lessonsPlan, facilitate and deliver age-appropriate clubs and related activitiesProvide homework help to students dailySupport Holiday Camp days through recruitment, facilitation, and delivery of theme-based activities, and/or attending scheduled trips and outingsMaintain responsibility for program supplies and proper use of all facilitiesReinforce YW-NYC philosophies within all interactions and programmingSupervisionOversee the day-to-day management and supervision of a group of no more than 20 students, maintaining SACC mandated ratio requirementsProvide adequate supervision of participants while maintaining a physically and emotionally safe and nurturing environmentSupport arrival, dismissal, and snack process dailyEnsure effective behavior management and a positive learning environmentEnsure the engagement of students during activitiesServe as a positive role model for participants by demonstrating professional language and behaviorAdministration & Professional DevelopmentPerform other duties as assigned by Supervisor or YW staff as it pertains to the needs of the program and organizationComplete a at least 15 hours of professional development training hours annuallyAttend and participate in YW and site-based staff meetingsCommunicate effectively and professionally with supervisor, colleagues, parents, school, stakeholders and YW staffMaintain accurate attendance records, student files and lesson plansQualifications:Associate’s/bachelor’s degree preferred or commensurate experience2+ years working in OST programs or other education/youth programsEffective behavioral management skillsKnowledge of anti-racism and gender equity principles and practicesExcellent interpersonal, verbal and written communication skillsStrong capabilities in math, reading, and other general academic studiesBilingual (Spanish/English) a bonusStrong work ethic and professional valuesCommitment to promoting YW-NYC’s social justice mission and educational and youth development philosophyThis is a full-time, temporary seasonal position for the Summer Rising program. Candidates must be available Monday through Friday between 8:00 AM and 6:00 PM. Work schedules and daily hours will be assigned based on the Program Director’s request and operational needs. The position runs from June 22, 2026, through August 14, 2026. All staff are required to attend a mandatory in-person training during the week of June 22, 2026, through June 26, 2026, prior to or at the start of program operations. The Group Leader must be able to sit and stand for extended periods of time and use a computer and phone to communicate with staff, students, and partners. Reasonable accommodations will be provided when necessary for candidates who can perform the essential functions of the role. The salary rate is commensurate with credentials and experience.The YWCA of the City of New York is an equal opportunity employer and contractor. We provide equal employment and contracting opportunities to all applicants for employment and prohibit discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. The YWCA of New York City utilizes only job-related criteria in making decisions concerning applicants and employees. Moreover, we encourage applicants from historically underrepresented communities to apply. To apply, please submit a resume and a cover letter that addresses your qualifications and ability to fulfill the responsibilities outlined above. Benefits we offer:Eligibility requirement rules applyYWCA Retirement Plan403(b) PlanPaid time offUNUM Voluntary insurance (Additional Life, Life AD&D, Dep. Life) 

The Sylvan Teacher is responsible for creating a positive personal learning experience for students by teaching students using Sylvan program materials.  Using the program materials, the teacher creates balanced and robust learning experiences for students.  The Sylvan Teacher evaluates student progress on each assignment, communicates this progress, and works with Center staff to ensure learning is personal for each student. ESSENTIAL JOB FUNCTIONSPrepares for each instructional session; Gathers and prepares materials as appropriate Greets students and initiates instruction to personally engage each studentInstructs students according to the design of the Sylvan programsManages students, tasks and time to create a balanced and robust instructional session Evaluates and records the progress of each student on their program assignment Uses praise and encouragement to ensure students are engaged and inspired to learnMotivates students with Sylvan tokens given for specific achievements according to the Sylvan instructional management standards Records and tracks tokens earned by students Manages the conclusion of each instructional session and manages the completion of  learning log and transition activities; Supports procedures to ensure student safety and well-beingCommunicates specific student needs to Center staffAttends periodic staff meetings and completes ongoing training as needed Completes certification training on each Sylvan program taught to studentsKNOWLEDGE REQUIREDLanguage Arts and Study Skills Program Teachers: Four year degree or equivalent requiredState or provincial teaching credentials (current or expired)Minimum of one or two years of teaching experience preferredKnowledge of phonics and reading comprehension preferred for reading teachersMath Program Teachers:Four year degree required in a discipline requiring 3 or more years of college level mathSAT/ACT, Test Prep, and Advanced Reading Skills Teachers:Four year degree or equivalent preferredKnowledge of general office equipment such as copiers, printers, and office phones Knowledge of tablet computers preferred SKILLS AND ABILITIES REQUIREDProven ability to engage, motivate, and inspire students to learn Strong interpersonal and communication skillsProven ability to manage multiple tasks and be flexibleStrong problem solving and customer service skillsStrong team player The above statements are intended to describe the general nature and level of work being performed.  They are not intended to be a complete list of all job responsibilities or skills, knowledge and abilities required.  

DescriptionThe YWCA of the City of New York (YWCA NYC) is on a mission to eliminate racism, empower women and promote peace, justice and dignity for all. We are a multiracial women’s social justice organization dedicated to addressing issues that emerge at the intersection of race, class and gender. Through culturally responsive programming, we create pathways for the next generation of leaders to reach for their dreams and drive social change. Founded in 1858, the YW-NYC is the first YW in the United States and part of an international movement of YWs worldwide. We currently serve 3,000 New York City youth through leadership, STEAAM and advocacy training through our Girls Initiatives for high school students, and through afterschool programs for elementary and middle school students in culturally diverse communities in NYC.Under the leadership of the Program Director and Assistant Director, the Group Leader oversees the day-to-day functioning, development and engagement of elementary and/or middle school students in the after-school program. The Group Leader is caring, creative, passionate about maintaining the safety and well-being of students, and ensures that all group interactions support the YW-NYC’s mission to eliminate racism and empower women and girls, promoting peace, justice and liberty for all.A successful Group Leader will: bring a positive youth development lens to the role; build meaningful relationships with program participants and families; support the academic, physical, social, and emotional safety and development of students; manage administrative tasks in a timely and efficient manner; assist and deliver developmentally appropriate curricula in alignment with YW-NYC’s program standards; communicate and collaborate professionally and effectively with colleagues and stakeholders; and demonstrate a commitment to diversity, equity, inclusion and anti-racism. Responsibilities:Program Development & Relationship BuildingUtilize positive youth development principles to enhance program quality and support growth in young peoplePlan, facilitate and deliver purposeful engaging theme based academic, enrichment and recreational activities including but not limited to literacy, STEM, and the artsContribute to the planning and presentation of culminating events and showcasesCreate and submit thoughtful lesson plans in alignment with the theme for assigned activitiesAssist and support specialists in program facilitation and facilitation of activities and lessonsPlan, facilitate and deliver age-appropriate clubs and related activitiesProvide homework help to students dailySupport Holiday Camp days through recruitment, facilitation, and delivery of theme-based activities, and/or attending scheduled trips and outingsMaintain responsibility for program supplies and proper use of all facilitiesReinforce YW-NYC philosophies within all interactions and programmingSupervisionOversee the day-to-day management and supervision of a group of no more than 20 students, maintaining SACC mandated ratio requirementsProvide adequate supervision of participants while maintaining a physically and emotionally safe and nurturing environmentSupport arrival, dismissal, and snack process dailyEnsure effective behavior management and a positive learning environmentEnsure the engagement of students during activitiesServe as a positive role model for participants by demonstrating professional language and behaviorAdministration & Professional DevelopmentPerform other duties as assigned by Supervisor or YW staff as it pertains to the needs of the program and organizationComplete a at least 15 hours of professional development training hours annuallyAttend and participate in YW and site-based staff meetingsCommunicate effectively and professionally with supervisor, colleagues, parents, school, stakeholders and YW staffMaintain accurate attendance records, student files and lesson plansQualifications:Associate’s/bachelor’s degree preferred or commensurate experience2+ years working in OST programs or other education/youth programsEffective behavioral management skillsKnowledge of anti-racism and gender equity principles and practicesExcellent interpersonal, verbal and written communication skillsStrong capabilities in math, reading, and other general academic studiesBilingual (Spanish/English) a bonusStrong work ethic and professional valuesCommitment to promoting YW-NYC’s social justice mission and educational and youth development philosophy This is a full-time, temporary seasonal position for the Summer Rising program. Candidates must be available Monday through Friday between 8:00 AM and 6:00 PM. Work schedules and daily hours will be assigned based on the Program Director’s request and operational needs. The position runs from June 22, 2026, through August 14, 2026. All staff are required to attend a mandatory in-person training during the week of June 22, 2026, through June 26, 2026, prior to or at the start of program operations. The Group Leader must be able to sit and stand for extended periods of time and use a computer and phone to communicate with staff, students, and partners. Reasonable accommodations will be provided when necessary for candidates who can perform the essential functions of the role. The salary rate is commensurate with credentials and experience. The YWCA of the City of New York is an equal opportunity employer and contractor. We provide equal employment and contracting opportunities to all applicants for employment and prohibit discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. The YWCA of New York City utilizes only job-related criteria in making decisions concerning applicants and employees. Moreover, we encourage applicants from historically underrepresented communities to apply. To apply, please submit a resume and a cover letter that addresses your qualifications and ability to fulfill the responsibilities outlined above. Benefits we offer:Eligibility requirement rules applyYWCA Retirement Plan403(b) PlanPaid time offUNUM Voluntary insurance (Additional Life, Life AD&D, Dep. Life) 

Description:  Kindergarten Teacher at Madison ElementaryJob Summary:  Pella Community School District is seeking a highly motivated, quality applicant to fill the Kindergarten Teacher position at Madison Elementary for the 2026 - 2027 school year.The ideal candidate must demonstrate a passion for student achievement and strive for continued improvement. The team is highly collaborative and committed to providing high-level learning opportunities for each student. By any measure of educational excellence, Pella Community School District excels. If you are looking for a community committed to families and children, one that values and supports education, and has a hometown community feel, you can find it in Pella!Qualifications: Valid Iowa Teacher License: K-6 EndorsementPreferred Endorsement: Reading, Special EducationApplication Procedure:Apply online at www.pellaschools.orgSubmit license, transcripts, training certificates and references online. Humanex survey to be completed as part of the application process. EOE/AA

Bring Your Passion for Teaching to Workshop Education!Do you love working with kids and want to spark their curiosity, confidence, and creativity? At Workshop Education, we believe every child has unique strengths waiting to shine. Our after-school enrichment program is all about helping students (K–8) discover joy in learning—and we’re looking for an enthusiastic Substitute Co-Teacher to join our team!As a substitute co-teacher, you’ll step into an exciting, hands-on role where you’ll co-teach two classes each afternoon:Study Skills—helping students build focus, organization, and academic confidenceInnovation—a creative space where kids explore problem-solving, teamwork, and big ideasThis position offers a rewarding opportunity to impact children's lives positively, helping them grow academically and socially. If you are a dedicated educator with a passion for inspiring young minds, we invite you to join our team at Workshop Education.What You’ll DoCo-Teach: Support in engaging lessons in Study Skills and Innovation.Connect with Students: Encourage growth, curiosity, and confidence in every child.Collaborate: Work closely with a team of passionate educators.Guide with Positivity: Foster a safe, respectful, and inclusive environment.Support Individual Needs: Provide encouragement and tailored help when students need it.Required SkillsWork Ethic: Proactive, responsible, and reliable.Adaptability: Ability to multi-task and adjust to changing needs.Motivation Development: Skill in building confidence and enthusiasm in children.Communication: Excellent verbal and written communication skills.Time Management: Efficiently manage classroom activities and prioritize tasks.Creativity and Practicality: Balance between innovative thinking and practical application.Professionalism: Consistent professional behavior, including good judgment and integrity.Child CPR/First Aid Certification: Certification in Child CPR/First Aid or willingness to obtain it.HoursOn-Call: Monday-Friday afternoons (times may vary)Closed on school holidays and during the summer when school is not in session.LocationsWoodside, CARedwood City, CAWhy Join Us?At Workshop Education, you’ll be part of a supportive, collaborative team that values creativity and growth—for students and teachers. This role is a great opportunity to build your teaching skills, make a real impact, and grow within our program.Learn MoreFor more details about the enrichment program, visit our website: http://www.workshopeducation.org

Therapeutic Summer Camp Counselor / QBHP (Seasonal)If you have leadership experience apply for the Camp Coordinator Position with your cover letter.Position Description: Organization: Alternate Life Path, in Partnership with Primary Care SolutionsLocation: Dayton, OH | alternatelifepath.com | primarycaresolutions.orgSchedule: Monday – Friday, 9:00 AM – 3:00 PMDates: June 1 – July 31 (9 Weeks – Full Commitment Required)Compensation: Based on experience & Education $20-23 per hour Join Our Summer Camp Team!Are you energetic, reliable, and passionate about working with youth? Do you enjoy camps, group activities, and making a positive impact? Alternate Life Path is hiring Summer Camp Mentors to support our Therapeutic Summer Camp Program, a fun, structured, and supportive environment where youth build confidence, friendships, and life skills.No behavioral health experience? No problem! We provide training to become a Qualified Behavioral Health Professional (QBHP)!What You’ll DoLead and participate in fun daily activities, games, and group sessionsBuild positive relationships and mentor youth throughout the dayHelp students develop confidence, communication, and coping skillsSupport a safe, structured, and engaging camp environmentHelp with setup, cleanup, and keeping spaces organizedAssist with transporting students for trips, fun outings, and activities (if eligible to drive van)Help keep the program running smoothly day-to-daySupport group/program documentation (training provided) and communication with the teamWho We’re Looking ForPeople who love working with kids and teensExperience in schools, summer camps, after-school programs, youth groups, sports, or childcare is requiredPositive, patient, and able to keep up with an active environmentStrong communication and teamwork skillsEnthusiasm for creativity, outdoor activities, games, and wellnessValid driver’s license (preferred for van driving roles, CDL not required)Comfortable using technology for communication, documentation, and daily tasksWhy Join Us?Get paid training in behavioral health (QBHP certification: a 2-day training (paid at minimum wage set by the State of Ohio)Gain hands-on experience in mental health and youth developmentBe part of a fun, supportive teamMake a real difference in kids’ lives this summerCertification in first aid and CPR preferred (or willingness to obtain upon hiring) This is a 9-week commitment. Staff must be available for the entire duration of Camp to ensure consistency and support for our youth. Please do not apply if you are unable to commit. If you are experienced in leading art, sports, music, and drill-team programs, please apply.

DescriptionSpecial education Summer Paraprofessionals will work with students with behavioral or developmental needs by providing academic and behavioral support in the classroom at our Southwest Centers (138th & Q). Full-Time hours available 9:00AM-5:30PM M-F or Part-time closing hours (until 5:30PM).Must have a high school diploma or equivalent. Must have at least one year of experience working in a licensed childcare center or public school system. Candidates with previous teaching or aide experience in an educational environment involving students with disabilities, or related training and experience is preferred.Starting pay is $17.00 - $19.00 an hour, based on experience. Our full-time staff benefits include robust holiday pay that includes pay for the work days from Christmas to New Years!Below are examples of the impact YOU can make!"CRCC has been nothing but a blessing to my son. He has grown and learned so much during his time with CRCC. ""Our stressful situations were all care related, having the daily health services have provided a place for our child to attend with nursing services.""Knowing my child is somewhere where they are safe, understood and able to grow has helped me be more productive during the day.""CRCC provides a safe, welcoming place for us to bring our daughter where everyone knows her name, appreciates her, and cares for her as if they were family."CRCC Mission and ValuesCRCC is a local non-profit organization dedicated to providing comprehensive services to children with special needs to help them reach their highest potential. CRCC values Quality Care for Children, Family Involvement, and Staff Excellence. CRCC’s work environment is energetic and team-oriented.Essential Functions/Responsibilities• Responsible for greeting parents and guests. • Communicates daily with parents regarding child's daily activities. • Acknowledges the role of parents as primary caregivers by supporting their child-rearing efforts. • Encourages parents to provide input and feedback regarding the services their child is receiving through CRCC and is a resource for information and support. • Possesses understanding, patience, and flexibility in dealing with clients, parents, and staff members. • Is aware of each Day Health Service clients’ Plan of Care (POC) assists with client care needs as outlined in the POC. • Communicates with members of the care team to provide coordination of services between programs to meet the needs of all clients. • Assists with activities of daily living (ADL’s) of the clients on a daily basis and encourages independent care of self during the ADL’s. • Assists with personal cares of clients as outlined in the POC. Personal cares may include assistance with basic hair care, dressing, and/or oral care. • Documents daily activities, personal care aides, and activities of daily living carried out for each client’s Plan of Care on the client’s individual Personal Care Aide Plan (PCAP). • Follows accepted universal precaution practices, including, but not limited to: proper hand-washing techniques, appropriate use of non-latex gloves and the use of individualized items during diaper changes. • Is aware of and follows all regulations set by Nebraska Child Care Licensing and Children’s Day Health Services Regulations. • Recognizes and acts against hazards to safety (i.e. small and/or sharp objects).BenefitsCRCC offers an Excellent Benefit Package for full-time employees.• Health insurance • Dental insurance • Vision insurance • CRCC-paid short & long term disability and life insurance • PTO • Holiday pay – Paid Holiday Pay for full-time employees between Christmas and New Years! • 401k with matchRequirementsMinimum Qualifications• High school diploma or equivalent per childcare regulations. • One year experience working in a licensed childcare center or public school system required. • Ability to adhere to work schedules. • Possesses understanding, patience, and flexibility in dealing with clients, parents, and team members. • Ability to demonstrate successful completion of Personal Care Aide training including a PowerPoint, quiz, and competency demonstration signed by a Registered Nurse as required by Children’s Day Health Services Regulations. • Ability to complete Positive Behavioral Supports and Crisis Intervention and Safety Training provided by CRCC. • Must be able to complete annual training requirements of the Paraprofessional position (12 hours for full-time). • Willing to increase knowledge in fields of endeavor. • Ability to read and understand written plans. • Must be agile enough to perform the job as a caretaker of young clients. • Ability to lift up to fifty pounds and practices 2 person lifting for clients over 50 pounds or when necessary. • Must meet agency’s conditions of employment regarding health status and clearance with the Nebraska Child Abuse/Neglect Central Registry and/or Adult Abuse/Neglect Registry, the Nebraska State Patrol, criminal background check, and fingerprinting.

RELIEF/PER DIEM Please apply online at: https://www.tillinc.org/careers/find-job DescriptionTILL provides essential support to adults with developmental disabilities, learning differences, acquired brain injury, and other specialized needs through a wide range of housing options, from structured, staffed, small group living to individualized support options. Relief / Per diem Professionals provide quality support to meet each person’s unique needs.  Responsibilities may include assistance with personal care, independent living skills, self-advocacy, and recreational activities according to the individual's needs, abilities, and choices. These essential services may require physical assistance and/or lifting.  ResponsibilitiesThe general responsibility of this position is to fill the vacancy within a work site.  Particular responsibilities differ from site to site. Relief openings available in TILL's residential, day and vocational programs.  SchedulePick up hours and days based on your own availability. Perfect employment opportunity for those who are seeking flexible schedules! $19/hr- Non MAP certified. $20/hr - with MAP certification. Qualifications:Candidate must be 18 years of age or older.High School Diploma/GED is required.Valid driver's license is preferred but not required.Good written and verbal skills to effectively communicate individual needs and objectives, as well as good interpersonal skills are required.This position includes providing direct care for the individuals including lifting, passive restraint, and hand-over-hand assistance.Experience working with adults of all abilities is preferred

ASSISTANT PRINCIPALHENDERSON JUNIOR HIGHCAMPUS GRADES 7TH AND 8TH2026-2027 SCHOOL YEAR

TITLE:  Special Education Learning Resource Room TeacherREPORTS TO:  Building Principal and Special Education DirectorFLSA:  ExemptPOSTED:  March 26, 2026SALARY:  Commensurate with SJEA ContractNUMBER OF DAYS:  School year position starting with the 2026-27 school year.LOCATION:  Riley Elementary School POSITION SUMMARYUnder direction of the school principal and special education director, plans and provides for appropriate learning experiences for students. Provides an atmosphere and an environment conducive to the intellectual, physical, social and emotional development of individuals to ensure success for every student. Supervises students in a variety of school related settings. Monitors and evaluates student outcomes.  Communicates and interacts with students, parents, staff and community. Develops, selects and modifies instructional plans and materials to meet the needs of all students. Maintains appropriate records and follows required procedures and practices. Monitors appropriate use and care of equipment, materials and facilities.  DUTIES AND RESPONSIBILITIESThese duties and responsibilities are judged to be “essential functions” in terms of the Americans With Disabilities Act (ADA).  The statements below are intended to describe the general nature and level of work being performed by a person in this position.  They are not to be construed as an exhaustive list of all duties that may be performed by such a person.Provide and utilize instructional plans, strategies, methods, materials, and techniques that best meet the needs of individual students.On a regular and consistent basis, meets and instructs assigned students in the locations and at the times designated in order to provide direct and indirect instructional supports to students in a positive environment.Teaches socially acceptable behavior, as determined by a student's individualized education program by employing techniques designated through positive behavior interventions and support programs.Modified and/or accommodates the general education curriculum for students with disabilities based on a variety of instructional techniques and technologies.Provide the leadership and direction of student support personnel working with students.Create staff and student schedules according to the IEPs on a trimester basis.Be responsible for the maintenance, disciplinary, and instructional activities in the classroom and other school settings.Make appropriate referrals, attend IEPs of incoming students as well as develop/write IEPs for students on caseload.Make provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms including parent-teacher conferences.Appraises his/her own effectiveness and demonstrates successful application of skills and information acquired to increase effectiveness. Strives to maintain and improve professional competence including attendance at required workshops and in-services.Develop Behavioral Intervention Plans based upon Functional Behavior Assessments.Participates in school management and shares responsibility for the total school program.Attends staff meetings and serves on staff committees as required. Performs related work as required. Takes all necessary and safety precautions to protect students, equipment, materials and facilities.Maintains accurate and complete records as required by law, SJPS policy and administrative regulation.Complete Medicaid billing and other required reporting.Assist teachers with the collection of data, analysis of data results and supports the sharing of findings with all staff.Assists the administration in implementing all policies and rules governing student life and conduct and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner.Establishes relationships with colleagues, students, parents and community, which reflect recognition of and respect for every individual. RECOMMENDED EMPLOYMENT QUALIFICATIONSEDUCATION: Bachelor’s degree in applicable field of education from an accredited college or universityCERTIFICATES, LICENSES REGISTRATIONS:Michigan Teaching Certificate with Learning Disabilities (SM) endorsement - preferredMust have Special Education Endorsement or be able to obtain temporary approval as a Special Education TeacherEXPERIENCE:Experience teaching students with special needs Experience working with elementary age students - preferredExperience in Positive Behavior Supports - preferredExperience with trauma informed schools - preferredExperience and/or knowledge of practices/training from Crisis Prevention Institute (CPI) - CPI certification preferred and will be required OTHER KNOWLEDGE, SKILLS AND ABILITIES:To perform this job successfully, an individual must be able to learn and/or perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skills and/or ability strongly preferred.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.In-depth understanding of students with special needs, especially behavioral challenges.Ability to explain a student’s disability, the impact on learning, and to serve as a resource person for other teachers working with the students on caseload.Ability and willingness to provide behavioral modifications when needed and assist staff with such.Knowledge of SJPS curriculum, techniques for integrating curriculum, SJPS policies, and effective instructional practices.Understanding of the teaching/learning process.Ability to provide instruction that reflects multiple perspectives and multicultural education.Ability to infuse technology into curriculum, preferably having experience/knowledge of electronic IEPs and Google formatted documents.Ability to work effectively with administrators, colleagues, central office and school-based staff, students, parents and community.Excellent oral and written communication and human relations skills.The information contained in this job description is for compliance with the American with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.  PHYSICAL DEMANDS:The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit and talk or hear.  The employee frequently is required to walk and stand and move quickly.  Ability to move around the classroom including stooping, bending, standing for extended periods and moving heavy objects. Crisis intervention may require participating in physical restraints.  Specific vision abilities required by this job include close vision, color vision, and depth perception.  While performing the duties of the job the employee may be required to leave the building.   WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The noise level in the work environment usually varies.  Work is performed indoors and outdoors during the school year.  If interested in this position, please apply through Fast Track.  A completed online application is required for all applicants.  This position will be posted until April 24, 2026, or until filled.  It is the policy of St. Johns Public Schools that no discriminatory practices based on sex (including sexual orientation and gender identity), race, religion, color, age, national origin, disability, height, weight, marital status, political affiliations and beliefs, or any other status covered by federal, state or local law be allowed in providing instructional opportunities, programs, services, job placement assistance, employment or in policies governing student conduct and attendance. 

TITLE:  Math and/or Science Teacher with Computers or Mod TechREPORTS TO:  Building PrincipalFSLA:  ExemptPOSTED:  March 26, 2026SALARY:  Commensurate with SJEA ContractNUMBER OF DAYS:  School Year Position Beginning with the 2026-27 School YearLOCATION:  St. Johns Middle School POSITION SUMMARYUnder direction of the school principal, plans and provides for appropriate learning experiences for students. Provides an atmosphere and an environment conducive to the intellectual, physical, social and emotional development of individuals to ensure success for every student. Supervises students in a variety of school related settings. Monitors and evaluates student outcomes.  Communicates and interacts with students, parents, staff and community. Develops, selects and modifies instructional plans and materials to meet the needs of all students. Maintains appropriate records and follows required procedures and practices. Monitors appropriate use and care of equipment, materials and facilities. DUTIES AND RESPONSIBILITIES These duties and responsibilities are judged to be “essential functions” in terms of the Americans With Disabilities Act (ADA).  The statements below are intended to describe the general nature and level of work being performed by a person in this position.  They are not to be construed as an exhaustive list of all duties that may be performed by such a person.Provide and utilize instructional plans, strategies, methods, materials, and techniques that best meet the needs of individual students.On a regular and consistent basis, meets and instructs assigned students in the locations and at the times designated in order to provide direct and indirect instructional supports to students in a positive environment.Provide the leadership and direction of student support personnel working with students.Creates a classroom environment that provides for student involvement in the learning process and enables each student to achieve learning objectives.Provides an instructional program to meet the needs of all students including students with disabilities.Prepares for classes assigned, and shows written evidence of preparation upon request of immediate superior.Guides the learning process toward the achievement of curriculum goals and in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to students.Establishes learning objectives consistent with appraisal of student needs, requirements of St. Johns Public Schools curriculum framework, and knowledge of human growth and development.Plans for and utilizes instructional methods, resources and evaluation techniques which motivate and enable each student to achieve learning objectives.Seek the assistance of central staff for students with learning disabilities as necessary. Provides input when necessary to student IEPs.Be responsible for the maintenance, disciplinary, and instructional activities in the classroom and other school settings.Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms including parent-teacher conferences.Appraises his/her own effectiveness and demonstrates successful application of skills and information acquired to increase effectiveness. Strives to maintain and improve professional competence including attendance at required workshops and in-services.Participates in school management and shares responsibility for the total school program.Attends staff meetings and serves on staff committees as required. Performs related work as required. Takes all necessary and safety precautions to protect students, equipment, materials and facilities.Maintains accurate and complete records as required by law, SJPS policy and administrative regulation.Assists the administration in implementing all policies and rules governing student life and conduct and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner.Establishes relationships with colleagues, students, parents and community, which reflect recognition of and respect for every individual.  RECOMMENDED EMPLOYMENT QUALIFICATIONS EDUCATION: Bachelor’s degree in applicable field of education from an accredited college or universityCERTIFICATES, LICENSES REGISTRATIONS:Michigan Teaching Certificate with Mathematics (EX) endorsementAND/ORMichigan Teaching Certificate with Science (DX) endorsement Michigan Teaching Certificate with Integrated Science (DI) endorsement- preferredMichigan Teaching Certificate with Computer Science (NR) endorsement- preferred Michigan Teaching Certificate with Basic Computer Applications (NH) endorsement- preferredEXPERIENCE:Experience working with middle school age students - preferredExperience in Positive Behavior SupportsExperience with trauma informed schoolsExperience and/or knowledge of Capturing Kids Hearts- preferred OTHER KNOWLEDGE, SKILLS AND ABILITIES:To perform this job successfully, an individual must be able to learn and/or perform each essential duty satisfactorily.  The requirements listed below are representative of the knowledge, skills and/or ability strongly preferred.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.Knowledge of SJPS curriculum, techniques for integrating curriculum, SJPS policies, and effective instructional practices.Understanding of the teaching/learning process.Ability to provide instruction that reflects multiple perspectives and multicultural education.Ability to infuse technology into curriculum.Ability to work effectively with administrators, colleagues, central office and school-based staff, students, parents and community.Excellent oral and written communication and human relations skills.Approach work with a constructive attitude and communicate with all stakeholders in a positive manner. The information contained in this job description is for compliance with the American with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position.  Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.  PHYSICAL DEMANDS:The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit and talk or hear.  The employee frequently is required to walk and stand and move quickly.  Ability to move around the classroom including stooping, bending, standing for extended periods and moving heavy objects. Crisis intervention may require participating in physical restraints.  Specific vision abilities required by this job include close vision, color vision, and depth perception.  While performing the duties of the job the employee may be required to leave the building.   WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  The noise level in the work environment usually varies.  Work is performed indoors and outdoors during the school year.  If interested in this position, please apply through Fast Track.  A completed online application is required for all applicants.  This position will be posted until April 17, 2026, or until filled.  It is the policy of St. Johns Public Schools that no discriminatory practices based on sex (including sexual orientation and gender identity), race, religion, color, age, national origin, disability, height, weight, marital status, political affiliations and beliefs, or any other status covered by federal, state or local law be allowed in providing instructional opportunities, programs, services, job placement assistance, employment or in policies governing student conduct and attendance.  

About PingryThe Pingry School, a prestigious K-12 coeducational, independent day school with a rich history dating back to its founding by Dr. John F. Pingry in 1861, stands at the forefront of academic excellence in the United States. With campuses located in Basking Ridge, Pottersville, and Short Hills, New Jersey, Pingry is celebrated for its academic programs, a student-written Honor Code that underpins our community values, and a comprehensive commitment to arts, athletics, community, and civic engagement. Our mission is to inspire in our students a lifelong passion for learning, personal development, and social responsibility, preparing them to be global citizens and luminaries of the 21st century. Rooted in relationships and guided by our foundational philosophy, Pingry is a vibrant community of more than 1,200 students hailing from over 90 towns across New Jersey and New York. At Pingry, we are united by a love of learning and a commitment to preparing students to navigate the complexities of the 21st century with confidence and integrity. For more information, we invite you to visit our website at pingry.org or connect with The Pingry School on Facebook, X, and Instagram to discover why we love school.Position SummaryThe Pingry School seeks a dynamic, versatile, and intellectually curious educator for the 2026-27 school year. We are looking for an elementary specialist who thrives in the Grades 3-5 developmental span and who views teaching not merely as content delivery, but as the art of nurturing lifelong curiosity.While the initial assignment for this position is within the fourth-grade team, Pingry seeks elementary educators who possess the pedagogical agility to transition across grade levels and content areas to meet the school's evolving needs. The ideal candidate finds joy in teaching the whole child across all core disciplines, including language arts, mathematics, and social studies, and is energized by the prospect of growing alongside a highly collaborative team of practitioners.The Lower School seeks professionals who:Foster Experiential Discovery: You believe curiosity is nurtured through action; you design student-centered lessons that transform traditional coursework into exciting, engaging, and experiential processes.Demonstrate Pedagogical Agility: You are a versatile practitioner who is comfortable teaching across elementary subjects and possesses the growth mindset to transition between grade levels (3-5) to support team needs and your own professional growth.Scaffold Transitional Success: You understand 4th grade is a "hinge year"; you take pride in guiding students from the self-contained environment of lower grades toward the independence of Middle School by explicitly teaching executive functioning and study skills.Prioritize Relational Teaching: You recognize that academic growth is inseparable from social-emotional well-being, and you use Responsive Classroom practices to create safe, joyful, and inclusive environments where every student feels a sense of belonging.Act as Collaborative Innovators: You thrive in a "team first" environment, collaborating across teams to design interdisciplinary STEAM experiences that connect abstract logic to real-world problem-solving.Support Executive Functioning: You are a dedicated teacher who provides the structure and support students need to develop the organizational, note-taking, and self-management skills required for upper elementary success.Embody a Growth Mindset: You reflect on your practice, use challenges as opportunities to learn, and seek feedback to strengthen your teaching and support the division.ResponsibilitiesHolistic Instruction: Plan and deliver engaging, student-centered lessons with a readiness to integrate and teach additional core subjects as the program evolves.Classroom Culture & Management: Establish a nurturing and collaborative classroom climate using Responsive Classroom practices, such as Morning Meetings, to build a culture of belonging, promote student agency, and encourage positive student behavior.Differentiated Support: Differentiate instruction to support diverse learning styles and abilities, ensuring an equitable learning environment for every child.Curricular Innovation: Collaborate with the Assistant Lower School Director of Academics to align curriculum across grades and disciplines.Assessment & Reporting: Use formative and summative assessments to monitor progress and provide proactive communication to families regarding student growth.Team Collaboration: Work in partnership with the Grade 4 team to ensure alignment across subjects, consistency in expectations, and a cohesive, well-coordinated student experience. Professional Engagement: Participate in ongoing professional development and grade-level meetings centered on student learning and data.Community Stewardship: Support the school community through arrival/dismissal duties, recess supervision, and assistance with and attendance at school-wide events.Scaffolded Transitions: Support students’ transition from a single-teacher model to departmentalized Grade 4 experience by providing consistency, structure, and a sense of continuity within the classroom. Executive Functioning Support: Provide structured support to help students develop the organizational and self-management skills needed to meet the increased demands of the 4th grade year. QualificationsEducation: Bachelor’s degree in Elementary Education, Early Childhood Education, or a related field; Master’s degree preferred.Pedagogical Range: Proficiency in designing engaging, student-centered lessons that promote collaboration and creativity across various disciplines.Relational Skills: Exceptional interpersonal skills and the ability to build strong relationships with students, families, and colleagues.Experience: Proven success teaching in upper elementary grades (3-5), with a demonstrated ability to teach a comprehensive, multi-subject curriculum.Developmental Expertise: A deep understanding of the 3-5 developmental arc and a commitment to cultivating a culture of belonging where every student feels seen and valued.Communication Skills: Exceptional interpersonal, written, and oral communication skills necessary to build strong partnerships with students, families, and colleagues.Growth Mindset: A proven track record of being a reflective practitioner who seeks and applies feedback and is willing to shift roles or grades for the benefit of the team and personal professional development.Digital Literacy: Proficiency in Google Suite, Seesaw, and modern instructional technology to enhance the learning workflow.Character: A deep commitment to the Pingry Honor Code, intellectual engagement, and the stewardship of an inclusive school community.Qualified candidates are invited to apply online at https://www.pingry.org/careers. The salary range for this position is $60,000 - $110,000. Final compensation will be determined based on experience and education. Pingry offers a comprehensive benefits package to full-time employees, including, but not limited to, medical, dental, and vision coverage; retirement plans with employer matching; life and disability insurance; tuition remission for employees' children; and access to wellness and professional development resources.A full list of benefits is available at www.pingry.org/careers.