Careers in Education

Durham Academy (DA) is accepting applications for a full-time Middle School French Teacher to begin August 2025. The successful candidate will have a bachelor’s degree, although an advanced degree or other commensurate experience is preferred.  Candidates should be able to teach French to students with varying levels of proficiency. Preference will be given to candidates with familiarity with teaching in the ACTFL framework and giving feedback in a competency-based system. Regardless of proficiency in either of these approaches, candidates should be willing to learn about how to incorporate them into their practice. A passion for working with middle school students is a requisite.  This position reports to the Middle School Director. Specific Responsibilities Include:Teaching four sections of Middle School French courses, including instructional design and curriculum development Collaborate closely with other World Languages teachersServing as a Middle School Advisor for 10-12 students Carry out required supervisory dutiesParticipate in professional collaboration groups such as grade-level teams and task forcesDurham Academy TeachersAre culturally competent and believe in the central importance of diversity and equity in the life of the school.Model a student-centered approach to teaching in an active classroom. Possess a command of pedagogical best practices, eagerly seek feedback on all aspects of their professional life, and are committed to lifelong professional growth.Collaborate authentically and actively while building and maintaining collegial relationships with colleagues.Are eager to build supportive relationships with students, successful partnerships with parents/caregivers and participate actively in the life of the school beyond the classroom.Understand that student wellness is central to the student learning experience.Use technology thoughtfully and creatively to enhance teaching and learning.Innovate and experiment to discover the most compelling learning experiences for students.Our SchoolFounded in 1933, Durham Academy is an all-gender, independent day school with 1,252 students in Pre-kindergarten through grade 12 on three campuses. The purpose of a Durham Academy education is to prepare each student to live a moral, happy and productive life. DA’s Strategic Vision commits to preparing students for life, meeting the needs of our learners and innovating more boldly, with a foundation broadening and deepening our work with diversity, equity and engagement. Our DA is accredited by the Southern Association of Independent Schools (SAIS). Durham Academy is a member of the National Association for College Admission Counseling (NACAC), the Southern Association for College Admission Counseling (SACAC) and the National Association of Independent Schools (NAIS). Diversity, Equity and Engagement Mission StatementDiversity enlivens, improves and enriches the intellectual and social environment of an academic community and encompasses all aspects of humanity including racial identity, sex, religion, sexual orientation, socioeconomic status, ability, age and gender identity. We are committed to an ongoing process to increase the diversity of our community and to implement policies, programs and practices under which all members of our community feel welcomed, empowered, responsible and safe. Amidst our diversity we stand united in the pursuit of academic excellence and development of individual capabilities. Find out more about DA’s commitment to diversity, equity and engagement here.(Adopted by the Durham Academy Board of Trustees in 2004 and updated in 2008)Our Employment PolicyDurham Academy provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national or ethnic origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.

We are always looking for candidates interested in working with children — those who enjoy helping children achieve academic success.We need help with class sessions in guiding children through the class routine and assignments.We need enthusiastic people to grade Math and Reading assignments preK through High school, Math and English using Answer Books and filing.Working hours are 3:30pm (or 4:00pm) to 7:00pm Mondays and Thursdays.It is preferable that you start working at 3pm if possible.Thank you to all applicants for your interest!

Join Our Team as a Substitute Teacher at North Colonie Central School DistrictWe are excited to announce that North Colonie Central School District is seeking dedicated individuals to join our team as substitute teachers.Available Positions:We have both full-time and part-time substitute teaching positions available, offering flexible schedules. Opportunities are available in both our elementary and secondary schools.Uncertified Rate: $115/dayCertified Rate: $125/dayWhy Choose Substitute Teaching with North Colonie?Work-Life Balance: Enjoy a schedule that fits your lifestyle.Opportunity for Growth: Build valuable experience in teaching.Make a Difference: Provide support and instruction to students.If you’re interested or would like to learn more about these opportunities, we would love to hear from you! Please email your resume to recruitment@nccsk12.org or contact us directly at 518-785-8591 with any questions.We look forward to hearing from you! 

We have an immediate opening for a full time teacher of Honors Portuguese and Honors Spanish at Don Soffer Aventura High School (DSAHS). We have the highest compensation package of any public school in Florida, with teachers starting at $74,0000 - $86,000 a year for the 196 teaching days per year.DSAHS serves a diverse population of motivated and spirited students from over 40 countries. We are a College Board AP Platinum Honor Roll School and a Florida Department of Education School of Excellence. We are a tuition free municipal charter school operated by Charter Schools USA.Applicants must have a demonstrated commitment to excellence; devotion to student achievement; a bachelor's degree in a related field; written and spoken fluency in English, Spanish, and Portuguese; a US Social Security card and Florida driver's license; and clearance to work in the USA.Certification is not required, though it will expedite the hiring process.Applicants should email Principal Geoff McKee, Ph.D. at GMcKee@AventuraCharterHS.Org 

Immanuel Lutheran School (ILS) has an immediate need for a 6th-8th grade Latin Teacher for the remainder of the current school year.  This would be a part-time role teaching classes in the mornings, Monday through Friday.  There is also an opportunity to become the full time Latin Teacher for the following school year, if interested.  ILS is a mission of Immanuel Lutheran Church in Alexandria, Virginia, right outside our nation’s capital.  ILS is a classical Christian school serving Jr. Kindergarten–8th Grade. We endeavor to teach children the True, the Good, and the Beautiful. As a classical school, we draw on the understanding of the three stages of learning—grammar, logic, and rhetoric—to help children build a base of knowledge, learn to ask critical questions, and build cogent arguments.  Divided into a Lower School (Jr. K–4th) and an Upper School (5th–8th), Immanuel offers a joyful team environment where teachers are excited to share a love of Christ and a thirst for knowledge with their students every day of the school year. The Latin Teacher will be responsible for fulfilling the following:Developing students toward the portrait of an ILS graduate in Latin:ILS graduates are skilled analytical thinkers ready for and beginning to practice the rhetoric stage of learning.ILS graduates understand intermediate grammar concepts, including basic uses and forms of the subjunctive.ILS graduates can pronounce, read, and translate beginner classical Latin texts on sight, can parse and translate intermediate texts and defend their translations, and have had decent exposure to primary source Latin, including memorization of important church and classical texts.ILS graduates are broadly aware of Roman culture, history, and impact on the West.ILS graduates place above the beginning level of Latin in high school.Primarily developing early exposure focused on pronunciation, chart & vocabulary memorization, culture, and light sight translating in our Lower School with a secondary focus on beginning education in Roman history and culture;Primarily instilling a heavy grammar, translation, and reading focus in Upper School with a secondary focus on continuing education in Roman history and culture;Focusing on conversational Latin in a tertiary role (conversational expertise is welcome and appreciated for enlivening the class experience but not our primary focus);Teaching 6th–8th Grade Latin, which is divided by Latin I, II, & III); The Latin teacher needs to have a college-level education in Latin (e.g., a degree in Classics, concentrating in Latin). The ideal candidate would have a master’s degree as well and experience teaching a variety of ages. Applicants should have a minimum of a bachelor's degree and should be committed Christians.  More information about Immanuel Lutheran Church and School can be found at immanuelalexandria.org. Applicants should send a cover letter and CV or resume to teach@immanuelalexandria.org.

Join Our Team as an Inclusion Assistant!Tualatin Hills Parks & Recreation (THPRD) is actively seeking compassionate Inclusion Assistants to join our dynamic team! At THPRD, our Inclusion program is dedicated to empowering individuals of all abilities by promoting the power of choice to enhance their quality of life.Inclusion Assistants play a pivotal role in our programs by providing invaluable support to individuals with physical, developmental, or emotional disabilities of all ages who participate in THPRD district programs. We look forward to welcoming dedicated individuals who share our passion for inclusive recreation to join our team!Role OverviewAs an Inclusion Assistant, you'll undertake a variety of responsibilities, including:Adapting activities to meet participant needsFollowing inclusion success plansEnsuring a safe environmentFacilitating participants' success in our programsAssisting with additional support tasks as neededOur camps, classes, and programs are hosted weekly at various THPRD park sites across the district. Be prepared to work outdoors, on various surfaces, and in varying environmental conditions each week. For a detailed description of job duties and qualifications, click the hyperlinked job title above.Typical HoursScheduleAfter school: 2:30 p.m. - 6 p.m.Part-time variable employees are scheduled flexible hours and may work less than 1,560 hours per year.ExperienceWe welcome applicants with any equivalent combination of education, experience, and training that would likely provide the required knowledge, skills, and abilities. Specific preferences include:Experience providing Inclusion support in a recreational environmentDirect experience working with individuals with Autism Spectrum Disorder (ASD)Familiarity with working with individuals displaying challenging behaviorsExperience with specific areas of recreation is desirable for site-specific placements (e.g., sports, nature programming, general summer camps, etc.)Other Job RequirementsA valid Driver’s license and acceptable driving recordCurrent First Aid & CPR certification (required within 30 days of hire)Must be at least 18 years of age on start dateApplication Review:Our hiring team reviews applications as they are received, considering suitability for the role. If you're a strong fit, we'll reach out directly to discuss next steps. This recruitment will be used to fulfill more than one opening and will be ongoing until all positions are filled.Please be sure to fully answer the application's supplemental questions to ensure our hiring managers can appropriately evaluate your qualifications. To reduce barriers to entry, THPRD evaluates an applicant's work history and responses to supplemental questions rather than requiring cover letters and resumes. Appointments on the salary range are made based upon a pay equity analysis of bona fide factors per Oregon's Equal Pay Act.   THPRD is committed to the full inclusion of all qualified individuals. As part of this commitment, THPRD will ensure that people experiencing disabilities are provided reasonable accommodations. If a reasonable accommodation is needed to participate in the job application or interview process, to perform essential job functions, and/or to receive other benefits and privileges of employment, please contact Human Resources at humanresources@thprd.org. Please follow THPRD on LinkedIn, Facebook, and Instagram to learn more about our organization. 

Do you love working with young children and want to make a real impact on their lives? If you're passionate about shaping the early years of children's development in a fun, supportive environment, we've got the perfect role for you!We are looking for an enthusiastic and caring Center Aide to join our Rexburg Head Start team, working with children ages 3 to 5. This is more than just a job-it's an opportunity to be part of something special, helping create a space where children can thrive, learn, and grow every day.What You'll Do:Partner with the lead teacher to create hands-on, exciting learning experiences tailored to preschoolers.Foster a welcoming, safe, and nurturing classroom that supports children's emotional and physical well-being.Organize engaging activity centers to spark creativity and exploration.Jump into playtime with the kids, making learning fun and promoting social development.Assist with meals, guiding healthy eating habits.Keep the classroom tidy and organized for an optimal learning environment.Participate in team meetings, training, and ongoing professional growth.What We're Looking For:A high school diploma or GED.A passion for working with young children (experience is a plus but not required).Willingness to earn a Child Development Associate (CDA) credential within 12 months of hire (EICAP covers the cost!).Ability to pass a TB screening and physical exam.Ready to complete CPR and First Aid training (we've got that covered, too).Why EICAP?We're committed to taking care of our team just as much as we care for our kids! At EICAP, you'll enjoy a benefits package designed to support both your personal and professional well-being:403B Retirement Plan with an exceptional 6% employer match.100% employer-paid Dental and Vision Insurance for you, with 60% of dependent coverage paid by EICAP.Health Insurance where you pay just 1% of your premium, and EICAP covers 60% for your dependents.Group Life Insurance fully paid by EICAP.Employee Assistance Program for mental health and well-being.Flexible Spending Account options to help you save pre-tax dollars.Generous Paid Time Off, including sick leave, vacation, and holidays.Starting wage of $14.82 per hour.Season position with Summers off!At EICAP, we believe every child has incredible potential, and we want you to be part of our mission to help them succeed. If you're excited about making a difference, apply today and join a team that's changing lives, one child at a time!Learn more at https://www.eicap.org.Equal Opportunity Employer: EICAP provides equal employment opportunities to all, regardless of race, religion, gender, or any other protected characteristic. If you need accommodations to apply, contact Human Resources at 208-522-5370. Background & Drug Screen Disclaimer: Must be able to pass an Intellicorp SSN Verification/Criminal History Search and Idaho Department of Health and Welfare Enhanced Background Check. We also conduct pre-employment drug testing. Any job offer will be based on the results of background check and drug testing.EICAP is proud to provide equal employment opportunities to all employees and applicants 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.For assistance or accommodations applying for a position with EICAP, please contact the Human Resources department at: 208-522-5370For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website.https://eicap.applicantpro.com/jobs/3590133-769608.html 

Various classified jobs at Capistrano Unified ranging from part-time to full-time. Please feel free to review job openings at https://www.edjoin.org/Home/Jobs?districtID=525&catID=0.

TITLE:  Middle School Teacher (Grades 7-8)QUALIFICATIONS:Valid Idaho Teaching Certificate endorsed for appropriate levels and subjects.Highly qualified to teach any subject.Ability to work with students, staff, parents, and the public.Such alternatives to the above qualifications as the Board may find appropriate and acceptable. REPORTS TO:  Building Administrator. JOB GOALS:To support the delivery of School District 91's written, taught, tested and reported curriculum and contribute to maximizing student achievement.To help students learn subject matter and/or skills that will contribute to their development as mature, able, and responsible individuals. PERFORMANCE RESPONSIBILITIES:Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of students assigned for instruction.Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.Guides the learning process toward the achievement of curriculum goals.Employs instructional methods and materials that are most appropriate to the teaching assignment.Assesses the accomplishments of students on a regular basis and provides progress reports as required.Collaborates with colleagues, students, and/or parents on a regular basis.Assists the administration in implementing all policies and/or 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.Plans and supervises purposeful assignments for classroom paraprofessionals and/or volunteers.Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.Strives to maintain and improve professional competence.Attends staff meetings and serves on staff committees as requested.Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.Accepts reasonable student supervision assignments that are necessary for the safe management of the school.Designs lesson plans as an instructional aid.  When absent, provides the substitute with lesson plans or complete directions to carry on the educational program of the teacher.Seeks out opportunities for professional growth.Maintains high standards of ethical behavior and confidentiality of student information. OTHER DUTIES AND RESPONSIBILITIES:Performs all other duties as assigned consistent with the responsibilities of a teacher and the Idaho Code of Ethics. TERMS OF EMPLOYMENT:The exact terms of this position will be determined by the needs of the district and budgetary constraints.  Benefits will be in accordance with approved board policy.  Salary will be in accordance with the placement on the Teacher's Salary Schedule commensurate with years of experience and education. EVALUATION:Performance of this position will be evaluated annually by the Building Administrator in accordance with provisions of board policy. Equal Opportunity Employer Hiring is done without regard to race, color, religion, national origin, sex, age, or disability.  In addition, interview preference may be given to veterans who qualify under state and federal laws and regulations.  If you need special accommodations to satisfy testing requirements, please contact Human Resources. 

TITLE:  Teacher   QUALIFICATIONS:Valid Idaho Teaching Certificate endorsed for appropriate levels and subjects.Highly qualified status.Ability to work with students, staff, parents, and the public.Such alternatives to the above qualifications as the Board may find appropriate and acceptable. REPORTS TO:  Building Administrator. JOB GOALS:To support the delivery of School District 91's written, taught, tested and reported curriculum and contribute to maximizing student achievement.To help students learn subject matter and/or skills that will contribute to their development as mature, able, and responsible individuals. PERFORMANCE RESPONSIBILITIES:Plans a program of study that, as much as possible, meets the individual needs, interests, and abilities of students assigned for instruction.Creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.Guides the learning process toward the achievement of curriculum goals.Employs instructional methods and materials that are most appropriate to the teaching assignment.Assesses the accomplishments of students on a regular basis and provides progress reports as required.Collaborates with colleagues, students, and/or parents on a regular basis.Assists the administration in implementing all policies and/or 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.Plans and supervises purposeful assignments for classroom paraprofessionals and/or volunteers.Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.Strives to maintain and improve professional competence.Attends staff meetings and serves on staff committees as requested.Maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.Accepts reasonable student supervision assignments that are necessary for the safe management of the school.Designs lesson plans as an instructional aid.  When absent, provides the substitute with lesson plans or complete directions to carry on the educational program of the teacher.Seeks out opportunities for professional growth.Maintains high standards of ethical behavior and confidentiality of student information. OTHER DUTIES AND RESPONSIBILITIES:Performs all other duties as assigned consistent with the responsibilities of a teacher and the Idaho Code of Ethics. TERMS OF EMPLOYMENT:The exact terms of this position will be determined by the needs of the district and budgetary constraints.  Benefits will be in accordance with approved board policy.  Salary will be in accordance with the placement on the Teacher's Salary Schedule commensurate with years of experience and education. EVALUATION:Performance of this position will be evaluated annually by the Building Administrator in accordance with provisions of board policy. Equal Opportunity Employer Hiring is done without regard to race, color, religion, national origin, sex, age, or disability.  In addition, interview preference may be given to veterans who qualify under state and federal laws and regulations.  If you need special accommodations to satisfy testing requirements, please contact Human Resources.  

OverviewThe elementary school culture associate provides support to scholars and the classroom teachers and is responsible for providing behavioral support to students, ensuring students are on task and that the behavior expectations established by the school culture are implemented.We look for educators who are excited to embrace a restorative approach to discipline and who believe that family and community partnerships are crucial. Above all, we look for educators who are passionate and committed to urban education and our ultimate goal of closing the achievement gap in Brooklyn. Why Ascend?Ascend is the largest Brooklyn-based public charter school serving nearly 7,000 K-12 students in 17 schools. We exist to serve every student – to help them embody their inherent excellence by providing rich, joyful learning experiences that unlock a life of boundless choice.Access to education is a social justice issue. As educators, we center justice and live out our commitment to Diversity, Equity, Inclusion, and Anti-Racism (DEIA) by ensuring that our students have the skills, tools, and confidence they need to thrive today and in the future. We are proud to have a workforce that mirrors the diversity seen in our students. Working at Ascend provides a community focused on developing an environment of support and belonging. Educators collaborate closely and encourage each other to achieve great outcomes. Our schools honor, nurture, and challenge the whole child. Ascend fosters critical thinking skills and a love of learning through an inquiry-based learning approach, Responsive Classroom model, and anti-racist education. We are deeply committed to advancing educational equity for all of our students. Students at Ascend benefit from a rich and rigorous liberal arts curriculum that nurtures natural curiosity about the world and guides them to think critically and independently.For more information on Ascend Public Charter Schools’ model, approach, and core values, please visit our website.ResponsibilitiesThe elementary school culture associate works closely with the director of culture and community (DCC) or AP/principal to provide support to scholars and classroom teachers and is responsible for providing behavioral support to students, ensuring students are on task and that the behavior expectations established by the school culture are implemented in a consistent, caring and disciplined manner. Additionally, the elementary school culture associate will:Provide classroom management supportProvide 1:1, small group, and whole class assistance as needed to scholarsHelp unload bus scholars in the morning; speak to the drivers about behavior; follow up with assistant principals as needed to enforce bus policy (lower school, only)Help monitor uniform compliance as scholars enter the building in the morningMaintain culture office hours during the day to receive scholars who are referred out of the classroomInput all behavior-related data into the Ascend data systemReport all behavior referrals to the director of culture and community (DCC) or AP/principal.Attend and participate in culture team meetings and professional developmentMonitor In-School-Suspension scholars Staff and reporting relationships The elementary school culture associate reports directly to the Director of Culture and Community (DCC), or AP/principal.QualificationsBachelor’s degree required, or equivalent year's of related work experienceThe ability to create a school environment where students feel safe, supported, and challengedStrong classroom management skillsPassion and commitment to teaching scholars in underserved areas and to closing the achievement gapRelentless drive to set and achieve ambitious goalsStrong collaboration and teamwork skillsGrowth mindset and ability to use feedback to improve practiceExperience teaching or working with students in underserved areas preferred CompensationInitial salary offers for this position range from $58,500 - $70,000. Salaries are determined using an equitable compensation scale that accounts for years of experience and levels of attained education. Diversity at AscendAscend is committed to building a diverse and inclusive community, both through our hiring practices and our focus on creating a culture and environment where diverse perspectives, ideas, and identities are valued and integrated into our way of working and educating students. Ascend staff represent a wide diversity of racial, socio-economic, gender, religious, and national identities—opening a window to the entire Ascend community on the richness of humanity. We welcome all applicants who share our mission and vision to join us in our deeply consequential work.

Entry-Level Geotechnical EngineerRequisition Number: 2024-1360-10 S&ME is looking for a motivated and passionate Entry-Level Geotechnical Engineer to join our Geotechnical team in New Albany, Indiana. Are you ready to contribute your education and knowledge to meaningful projects? Join us at S&ME!As an entry-level Geotechnical Engineer, you will be at the forefront of subsurface exploration and drilling operations, supporting our clients' infrastructure projects. Collaborating under the supervision of a Licensed Engineer, you'll deliver engineering and geological solutions while gaining hands-on experience through fieldwork, technical analyses, and report writing. Your Day-to-Day:Field Operations Coordination: Coordinate field exploration and drilling operations.Soil and Rock Sample Collection: Collect, describe, and log soil and rock samples from the field.Laboratory Testing and Analysis: Perform soil and rock testing, analyze subsurface behavior, and contribute to engineering and geological evaluations.Report Preparation: Prepare comprehensive reports that include findings, opinions, and recommendations for development projects.Geological Assessments: Support geotechnical designs with geological insights, including site characterizations and risk evaluations. What You Bring:A Bachelor's Degree in Civil or Geotechnical Engineering, Geology, Mining, or a related field.0-2 Years of Experience in geotechnical or geological projects.Engineer in Training (EIT) or Geologist in Training (GIT) certification, a plus.Strong Computer Skills including proficiency in Microsoft Excel, Word, PowerPoint, and AutoCAD.A Passion for Geology and Geotechnical Solutions with a strong interest in field and analytical work. Working Conditions and Physical Demands:You are willing and able to perform the physical demands of this position with the use of Company-provided Personal Protective Equipment:Working outdoors in varying weather conditions outside normal business hours, as neededWalking over rough and uneven terrain, maneuvering field equipment safely, such as a loaded wheelbarrowRoutinely lifting and carrying 40-50lbs, (field/laboratory samples and equipment)Traveling out-of-town and possibly overnight for assignments as needed We Are S&ME:At S&ME, we've spent over 50 years providing innovative solutions in geotechnical, civil, environmental, and construction materials disciplines. Our team of 1,000+ employee-owners spans over 10 states, working together to deliver impactful results for our clients. We foster a culture of collaboration, honesty, and dedication, with a focus on making positive contributions to the communities we serve. As employee owners, we're invested in each other's success and prioritize creating an environment where everyone can thrive, both professionally and personally. What We Offer:We offer a comprehensive benefits package with a full suite of options, including well-being programs to support you and your family, as well as the development resources you need to advance in your career. We also believe in a flexible working environment, allowing you and your manager to determine how you can work most effectively and collaboratively to meet your client, team, and personal commitments.Competitive CompensationMedical, Dental & Vision Plans with HSA and FSA options100% Employee Stock Ownership Plan (ESOP)401K with Company MatchingPTO with RolloverMaternity/Paternity LeaveEmployee Recognition ProgramCredential Incentive ProgramTuition ReimbursementCompany Vehicle with Fuel Card for Project-Based Work$2,000-5,000 Referral Bonuses& More! At S&ME, we offer the opportunity to grow your career while contributing to impactful infrastructure and development projects. Join our dynamic team and be part of shaping the future of engineering and geology.This full-time role offers competitive pay based on experience. Candidates must comply with our Fleet Management, Substance Policy, and Reference Check requirements. Only candidates with valid employment eligibility (I-9) will be considered. Visa assistance is not available. S&ME reserves the right to hire internally or externally at any time. No candidate/recruiter calls, personal calls, or walk-ins are accepted.For more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website.https://smeinc.applicantpro.com/jobs/3577887-712193.html  

Salary: Teacher Salary Scale *NegotiableSummary: Accomplish the Head Start Department objectives by planning and implementing educational programs with developmentally appropriate curriculum for three (3) and four (4) year old children, promoting social, emotional, physical, and intellectual growth and development, kindergarten readiness skills, and incorporating Oneida Culture and Language. Maintain a safe and secure environment. Ensure that services are provided effectively and efficiently to the Oneida Nation. Responsibilities:* Develop written daily, weekly, and monthly lesson plans in a manner that will develop each child’s physical, emotional, intellectual, and social behavior and in accordance with Head Start strategic plan; plan activities to stimulate growth in language, social, and motor skills.* Prepare classroom plans incorporating good physical, and mental health; nutrition; fine and gross motor activities (both teacher-directed and child-inspired); natural and social sciences; safety; music stories; finger plays; and speech/language development, all with a strong emphasis on the Oneida Culture and Language.* Conduct individual child development assessments using the Teaching Strategies Gold curriculum.* Provide stimulating activities and experiences in all curriculum areas; avoid activities causing over-stimulation or fatigue.* Provide and supervise a variety of experiences by means of dramatic play, storytelling, field trips, and group discussion to stimulate students’ interest in and broaden understanding of their physical and social environment.* Encourage children to communicate in the Oneida and English languages; promote Oneida cultural activities throughout the curriculum.* Encourage children to develop their independence by assigning responsibilities to individuals and challenging each child with increasingly difficult tasks.* Accompany and transport children on field trips or to activities.* Instruct children in practices of personal cleanliness and self-care.* Foster cooperative social behavior; promotes self-expression and appreciation of aesthetic experiences.* Ensure the cleanliness and safety of materials, classroom, and playgrounds by performing routine inspections.* Maintain a safe, orderly, attractive, and stimulating physical environment for children. Ensure safety of children by maintaining clear exit for evacuations.* Assist classroom volunteers and parents in feeling welcomed, comfortable, and involved.* Maintain effective working relationships with parents by providing opportunities for parent engagement.* Observe and record each individual child’s progress and growth for planning future lessons and sharing information with parents; meets regularly with parents; provides regular written progress reports.* Maintain confidential individual progress records for all children, ensuring complete, accurate, and current files.* Establish classroom rules and routines that are understood and accepted by children and their parents.* Serve as child/family advocate at Parent Meetings.* Participate in pre-service, in-service, and other on-going training as required by Head Start and Wisconsin Day Care regulations.* Conduct parent conferences four (4) times per year in the form of home visits or center visits.* Maintain Head Start records as required by Head Start Performance Standards.* Work with assigned family service worker in ensuring all home visits or contacts are performed during the school year.* Provide excellent customer service at all times to include but not limited to, addressing customer and employee needs courteously and promptly.* Maintain professional and technical knowledge by conducting research, attending seminars, educational workshops, classes, and conferences; reviewing professional publications; establishing networks; participating in professional societies; conferring with representatives of contracting agencies and related organizations* Maintain strict departmental security, confidentiality, and quality to meet professional standards of the department Skills:Essential:* Classroom management.* Knowledge of department organization, functions, objectives, policies, and procedures* Operating various word-processing, spreadsheets, and database software programs in a Windows environment* Knowledge of the Oneida community, history, and culture* Analyzing problems, projecting consequences, identifying solutions, and implementing recommendations* Ability to make solid decisions and exercise independent judgment* Directing the activities of groups of children; evaluating progress, and maintaining a safe, orderly classroom* Ability to accurately interpret applicable federal, state, county and local laws, regulations, and requirements* Skill in writing lesson plans and using curriculum guides* Preparing and maintaining reports* Knowledge of the principles, practices and methods of preschool curriculum development* Knowledge with records management procedures* Knowledge of early childhood development, diet, and nutrition guidelines* Must comply with Caregiver Law and Grant conditions criminal history checks as a condition of employment to include fingerprinting Education Requirement - Or A Closely Related Field: Education with Equivalent Qualifications:Essential:* Associates Degree in Early Childhood EducationNonessential:* Bachelor's Degree in Early Childhood Education Credentials:Essential:* Driver's License Personal & Tribal Vehicle* Insurance RequiredNonessential:* Driver Safety Training* Child Abuse Reporting Policy (CARP) (Hrd), within ninety (90) days of employment.* CPR and Red Cross First Aide, obtain within three (3) months of employment. Must maintain during employment.* Wisconsin State DPI License in Early Childhood EducationWorking conditions:Essential:* Stand frequently* Walk frequently* Sit frequently* Reach frequently* Bend/stoop occasionally* Kneel occasionally* Crouch Occasionally* Crawl occasionally* Lift 11-24 pounds occasionally* Move 11-24 pounds occasionally* Classroom setting* Office setting* Moderate noise level Experience:Essential:* Teaching preschool age children Other information: EQUAL EMPLOYMENT OPPORTUNITY STATEMENT - The Oneida Nation does not discriminate based on race, color, national origin, sex, religion, age or disability status in employment or the provision of services. However, individuals of Indian ancestry and Veterans will be given preference by law in employment.Continuation of this position is contingent upon funding allocations.Must maintain strict security, confidentiality, and quality to meet professional standards of the department.Must adhere to all Oneida Nation Personnel Policies and Procedures, Oneida Nation Standard Operating Procedures, and Area and Program Strategic Plans and Policies.Must pass a background check to meet Employment Eligibility Requirements. If applicable, must pass a background check to meet Oneida Nation/State Compact and/or Oneida Nation Gaming Ordinance, and may be required to obtain a temporary license and/or Gaming license as a condition of employment.Must be willing and able to obtain additional related education and training.Must pass a pre-employment drug screen and adhere to the Nation Drug and Alcohol-Free Workplace Policy.A Tuberculosis (TB) Screening and/or a 2 step TB Skin Test is required within thirty (30) days of employment.Must provide a copy of diploma/degree, license, or certification upon employment.

Adjunct - Occupational Therapy Assistant InstructorJob Summary Have you ever thought about teaching in your area of expertise?  Are you passionate about making an impact and empowering others with life changing opportunities? If so, Hawkeye Community College has a great opportunity for you.  The School of Science and Health Sciences seeking an Adjunct instructor to provide high-quality instruction in the Occupational Therapy Assistant discipline. Hawkeye is interested in finding knowledgeable, positive professional role models to lead our students.  Adjunct positions are set to begin the Spring 2025 semester. Classes will be on campus and may include hybrid, face-to-face lecture, and/or lab. As an Adjunct Instructor, you are committed to promoting diversity and inclusion. Part-time teaching assignments may be held on days, evenings, and weekends. Instructors will plan and guide the learning processes for students toward the achievement of curricular goals and objectives as identified and documented in course outline materials. Additional responsibilities include employing instructional methods and materials that are most appropriate for meeting course and student objectives; assessing the accomplishments of students on a regular basis according to department policies and procedures, and providing progress reports (evaluations and grades) as required.  Hawkeye Community College is a comprehensive community college focused on meeting the needs of the community by providing quality, affordable learning experiences for a diverse student body through our Adult Learning Center, Business and Community Education Department as well as through more than 50 career and technical programs and liberal arts transfer programs.  Hawkeye Community College’s mission is about empowering students, strengthening businesses and enriching communities with a vision to improve the quality of life in the communities we serve.  Essential Job Functions Important responsibilities and duties may include, but are not limited to, the following:Review weekly instructional plans and materials with OTA program faculty to ensure information meets current accreditation standards.Use various instructional modalities.Responsible for maintaining a laboratory and lecture environment for hands-on teaching.Employ instructional methods and materials that are appropriate for meeting stated objectives, assess accomplishments of students on a regular basis, and provide progress reports as requested/ required.Supervise and advise students.Provide one office hour per week for student accessibility and consultation.Maintain cooperative relationships with the OTA program faculty, Dean, supervisors, other faculty, the program Advisory Committee, all divisions of the College, prospective employers, and the community.Regularly collaborate with faculty and staff to meet departmental goals.Perform other duties as assigned. Minimum QualificationsAssociate degree or higher in Occupational Therapy. Holds a current State of Iowa Occupational Therapy License. Work experience as a licensed Occupational Therapy Assistant or Occupational Therapist with a minimum of 3000 hours working with adults and elders’ population.Demonstrated ability to learn and apply new and current technical skills and ideas.Demonstrated strong organizational skills.Demonstrated excellent written and verbal communication skills to positively interact with students, faculty, and staff.Demonstrated motivation to serve students from all backgrounds and educational experiences.Ability to provide excellent customer service, maintain student confidence and protect operational integrity.Demonstrated ability to work with diverse populations (faculty, staff, students, and general public) in a professional and personable manner. A demonstrated commitment to diversity, equity, and inclusion through inclusive behaviors and helping contribute to a culture of inclusivity, and a vibrant, diverse, equitable, and inclusive learning and working environment. Preferred QualificationsPrevious teaching experience at the post-secondary level.  Working ConditionsInstruction will be on campus and classes will be on campus and may include hybrid, face-to-face lecture, and/or lab with anticipated hours being flexible including morning and/or afternoon. Work is performed either in or a combination of an office and/or classroom setting using technology.  Requires good hand-eye coordination including visual acuity to use a keyboard and read technical information; arm, hand and finger dexterity, including ability to grasp. Sit, stand, bend, lift and move frequently during working hours. During the course of the day, interact with students, faculty and staff in person, by telephone and computers. Employment Status Part-time adjunct position with wages expected to be up to $49 per credit hour.Anticipated hours will be flexible including morning or afternoon.  A part-time teaching load of 15 credit hours per year is typical. Application ProcedureComplete an online application at www.hawkeyecollege.edu/employment Submit/upload a cover letter addressing the following: Describe how your experience and education meet the requirements and responsibilities of the position.Share why you are interested in teaching.List the times you would be available to teach (ex: morning or afternoon).Submit/upload a resume. Submit/upload 3 professional references with a minimum of 1 being from a current/past supervisor. Completed applications including all required materials will be review upon submission. 

SALARY: $149.50 Per Day Summary: Accomplish the Oneida Nation School System’s objectives by planning, instructing, and evaluating secondary level educational programs appropriate for the grade level and subject matter. Promotes social, emotional, and intellectual growth and development, and incorporates the student’s Oneida heritage.  Ensures that services are provided effectively and efficiently to the students of the Oneida Nation.   Responsibilities:* Instruct assigned classes using curriculum and texts approved by school administration* Prepare and submit lesson plans for the upcoming week to the Principal.* Integrate Oneida language and culture into daily lesson plans.* Evaluate and analyze students’ needs and abilities to ensure effective implementation of teaching methods* Use a variety of instructional techniques based on the curriculum and students’ abilities.* Develop instructional lesson plans and organizes class time to provide a balanced program of instruction, demonstration, and working time* Motivate students in learning* Communicate clearly and effectively both verbally and in writing* Coordinate and supervises field trips appropriate for furthering the students’ education in the present curriculum.* Establish and maintain standards of student behavior needed to provide an orderly and productive study environment.* Manage classroom effectively while maintaining a positive classroom environment* Select appropriate instructional materials, tools, and instructional aids* Evaluate individual growth and performance in knowledge and understanding* Coordinate with other staff members, including team teaching and assisting in other classrooms as needed.* Maintain accurate, appropriate, and confidential records regarding students’ attendance, progress, and other pertinent information* Act as a positive role model for students including serving as a mentor; operating as an advocate for students when appropriate; upholding high professional standards; and refraining from using profanity, corporal punishment, and discriminating against students* Maintain an effective communication system with parents, promoting confidentiality and credibility, and regarding students’ progress, problems, or other issues.* Communicate in an appropriate, respectful manner with students, parents, and co workers* Attend school sponsored events such as Family Feast, Parent Meetings, student awards ceremonies, special activities, and Graduation as appropriate.* Supervise students in classroom, lunchroom, and outside activities as scheduled.* Attend meetings and in-service training programs as required.* Participate in the Oneida Nation Teacher Certification Program. a. Maintain professional and technical knowledge by, attending seminars, educational workshops, classes and conferences; reviewing professional publications; establishing networks; participating in professional societies.* Maintain strict departmental security, confidentiality, and quality to meet professional standards of the department Skills:Essential:* Exercise independent judgement* Interact and maintain good working relationships with individuals of varying social and cultural backgrounds* Ability to communicate efficiently and effectively both verbally and in writing. Ability to write clear and concise reports and correspondences* Knowledge of school organization, functions, objectives, policies, and procedures* Ability to maintain a calm demeanor during crisis situations* Ability to demonstrate moral character, honesty, tact, fairness, lack of prejudice, and desire to help when dealing with students* Ability to be sensitive and receptive to the unique needs of school aged Native American students.* Ability to develop and complete instructional activities and lessons* Ability to maintain a creative environment for learning by providing appropriate classroom organization and structure* Must comply with Bureau of Indian Education criminal history records check as a condition of employment to include fingerprinting* Willing and able to obtain additional education and training* Knowledge of the principles and practices of elementary and secondary education* Knowledge of the Oneida language, community, history, and culture* Ability to accurately interpret applicable federal, state, county and local laws, regulations, and requirements* Skill in operating computer and various word-processing, spreadsheets, and database software programs in a Windows environment* Ability to motivate students to perform to their fullest potential Education Requirement - Or Closely Related Field: Essential:* Bachelor's Degree Credential equivalent experience:Nonessential:* Child Abuse Reporting Policy (CARP) Training (Hrd) , Within ninety (90) days of employment* Teacher - Substitute , Must provide proof of substitute teach application and share documentation of license within six (6) months of employment. Working conditions:Essential:* Walk Frequently* Sit Frequently* Repetitive Movement Hands* Use Arms Frequently* Talk Frequently* Hear Frequently* Stand Occasionally* Bend/Stoop Occasionally* Kneel Occasionally* Crouch Occasionally* Crawl Occasionally* Lift 11-24 Pounds Occasionally* Move 11-24 Pounds Occasionally* Classroom Setting* Noise Moderate Level Experience:Nonessential:* Cross-culture education* Teaching experience Other information: EQUAL EMPLOYMENT OPPORTUNITY STATEMENT - The Oneida Nation does not discriminate based on race, color, national origin, sex, religion, age or disability status in employment or the provision of services. However, individuals of Indian ancestry and Veterans will be given preference by law in employment.Continuation of this position is contingent upon funding allocations.Must maintain strict security, confidentiality, and quality to meet professional standards of the department.Must adhere to all Oneida Nation Personnel Policies and Procedures, Oneida Nation Standard Operating Procedures, and Area and Program Strategic Plans and Policies.Must pass a background check to meet Employment Eligibility Requirements. If applicable, must pass a background check to meet Oneida Nation/State Compact and/or Oneida Nation Gaming Ordinance, and may be required to obtain a temporary license and/or Gaming license as a condition of employment.Must be willing and able to obtain additional related education and training.Must pass a pre-employment drug screen and adhere to the Nation Drug and Alcohol-Free Workplace Policy.A Tuberculosis (TB) Screening and/or a 2 step TB Skin Test is required within thirty (30) days of employment.Must provide a copy of diploma/degree, license, or certification upon employment.

Summary: Teach students who qualify for Special Education services and evaluate referred students. Develop individual student educational plans, conduct IEP meetings, and teach qualified students. Coordinate the screening process involving health, academic, social, and emotional tests and work closely with the Special Education Coordinator and Special Education Co-Teacher. Continuation of this position is contingent upon funding allocations. Responsibilities:* Work with and teach students qualified for special education services.* Develop Individual Education Plans (IEP’s) for students serviced in the special education program yearly or as needed.* Implement IEP-s for each student and report on progress quarterly and annually* Actively participate in all aspects of the student’s evaluation process including Evaluation teams, IEP’s, assessments, etc.* Case manage and conduct annual IEP meetings and three year re-evaluation meetings with parent and all involved staff.* Identify and maintain resource materials for special education IEP implementation in other classrooms.* Meet with parents as needed to monitor student progress, via school, home visits, or the Internet system.* Work cooperatively with regular classroom teachers to implement an “inclusion” program for all special education students ensuring their right to be in the Least Restrictive Environment (LRE), where appropriate.* Develop weekly lesson plans for each individual student and submit to the Special Education Manager, integrate Oneida Language/Culture into daily lesson plans.* Coordinate with the homeroom teachers and school staff to effectively improve individual student academic performance.* Demonstrate professional skills in a. Providing effective planning for instruction. b. Implementing effective lesson design. c. Motivate students at appropriate levels. d. Incorporating effective classroom management. e. Using a variety of instructional techniques. f. Maintaining a positive classroom environment. g. Display effective speaking and writing skills.* Demonstrate professional skills and attitudes by using professional judgement for improving various classroom activities, monitoring and/or working with students outside of the classroom making contributions to the quality of education in the Oneida Nation School District.* Organize and plan effectively; adhering to all tribal and school board policies and/or building procedures.* Maintain professional skills by demonstrating punctuality in arriving to work and meetings on time and completing assigned tasks in a timely manner.* Communicate effectively with parents and other community service organizations.* Develop and implement a behavior management and social skills development program, when appropriate.* Work in cooperation with other special education staff, school guidance counselor, and other academic and program support staff.* Maintain appropriate daily records of students as required, follow time-lines and procedures required by the Special Education Coordinator.* Must participate in required special education meetings, parent-teacher conferences, and assigned school activities that are pertinent to the Oneida Community, outside of the regular school day.* Supervise classrooms, lunchroom and outside activities as scheduled.* Attend in-service training as requested and/or required that included participation in the Oneida Nation Teacher Certification Program requirements. Limit activities during work hours to the performance of professional assignments. Enforce the rules/procedures of the school as defined by School Board Policy, school handbooks, tribal personnel policies and procedures and administrative directives.* Adhere to all Tribal Personnel Policies and Procedures, Tribal Standard Operating Procedures, and Area and Program Strategic Plans and Policies* Maintain strict departmental security, confidentiality, and quality to meet professional standards of the department* Above duties and responsibilities are not all inclusive but rather a general representation of the duties and responsibilities associated with this position. The duties and responsibilities will be subject to change based on organizational needs and/or deemed necessary by the supervisor. Skills:Essential:* Interpret federal, state, county and local laws, regulations, and requirements* Communicate efficiently and effectively both verbally and in writing* Exercise independent judgement* Operating various word-processing, spreadsheets, and database software programs in a Windows environment* Ability to work independently and meet strict timelines* Interact and maintain good working relationships with individuals of varying social and cultural backgrounds* Knowledge of the Oneida community, history, and culture* Knowledge of school organization, functions, objectives, policies, and procedures* Ability to maintain a calm demeanor during crisis situations* Ability to demonstrate moral character, honesty, tact, fairness, lack of prejudice, and desire to help when dealing with students* Ability to develop and complete instructional activities and lessons* Ability to maintain a creative environment for learning by providing appropriate classroom organization and structure* Must comply with Bureau of Indian Education criminal history records check as a condition of employment to include fingerprinting* Problem solving, human relations, time management, exercise independent judgment and meet strict timelines.* Ability to be sensitive and receptive to the unique needs of Native American students with cross-categorical disabilities* Knowledge of the principles and practices of education* Knowledge of the emotional and social development of school aged students* Ability to accurately interpret applicable federal, state, county and local laws, regulations, and requirements* Conscientious, exercise initiative, self-motivated and work independently* Ability to motivate students to perform to their fullest potential* Knowledge of discipline and behavior needs of students with special needs Education Requirement - Or Closely Related Field: Essential:* Bachelor's Degree Credentials:Essential:* Specific Learning Disabilities WI State License* T1801 Cross Categorical Special EducationNonessential:* Child Abuse Reporting Policy (CARP) Training (HRD) within ninety (90) days of employment Working conditions:Essential:* Sit Frequently* Stand Frequently* Walk Frequently* Works Outdoors* Exposure to various weather conditions Experience:Nonessential:* Working with Native American special need students* Working with special needs students Other information: EQUAL EMPLOYMENT OPPORTUNITY STATEMENT - The Oneida Nation does not discriminate based on race, color, national origin, sex, religion, age or disability status in employment or the provision of services. However, individuals of Indian ancestry and Veterans will be given preference by law in employment.Continuation of this position is contingent upon funding allocations.Must maintain strict security, confidentiality, and quality to meet professional standards of the department.Must adhere to all Oneida Nation Personnel Policies and Procedures, Oneida Nation Standard Operating Procedures, and Area and Program Strategic Plans and Policies.Must pass a background check to meet Employment Eligibility Requirements. If applicable, must pass a background check to meet Oneida Nation/State Compact and/or Oneida Nation Gaming Ordinance, and may be required to obtain a temporary license and/or Gaming license as a condition of employment.Must be willing and able to obtain additional related education and training.Must pass a pre-employment drug screen and adhere to the Nation Drug and Alcohol-Free Workplace Policy.A Tuberculosis (TB) Screening and/or a 2 step TB Skin Test is required within thirty (30) days of employment.Must provide a copy of diploma/degree, license, or certification upon employment.

Job Title: Culinary Program SupervisorDepartment: At-Camp TeamReports to: Assistant Camp DirectorDates: March 1 - November 14, 2025Salary Range: $28,000-$32,000 plus room and board from May through October. See total projected pay for this role based on part-time status in Spring and Fall.Location: Remote in March, April and November/Groveland May through October About TawongaTawonga’s mission is to provide educational and recreational programs for children, adults and families that foster self-esteem, lifelong friendships and community, connections with nature, commitment to justice, and positive Jewish identity and spirituality. We run programs at our residential campsite next to Yosemite National Park and in the Bay Area, serving over 5,000 people a year. About Camp Tawonga’s CultureAt Camp Tawonga, we are a caring, collaborative, joyous group of professionals who take great pride in fulfilling our mission and having fun while doing it. We have deep respect for our community, the children and the families who participate in our programs; for nature and the physical world; and for Jewish value of “tikkun olam” – repairing the world. Our team has taken many different paths to arrive at Tawonga, from growing up as campers at Camp to others who have never before been involved with a summer camp. We are a Jewish organization, and we welcome and are inclusive of all staff and community members, Jewish and non-Jewish alike. We are committed to JEDI (justice, equity, diversity and inclusion) and the ongoing reflection, learning and action required to be aligned with these values and create and sustain an equity culture.  Equal Opportunity Employer Camp Tawonga is an Equal Opportunity Employer, values diversity and is committed to being an inclusive environment for all employees. We are committed to building a team that represents a variety of backgrounds, perspectives and skills, and to hiring people of color, LGBTQ+ individuals and women. All employment is decided on the basis of qualifications, merit and organizational need.  Job Purpose and DescriptionThe Culinary Program Supervisor will oversee Tawonga’s brand new Garden Kitchen, where they will facilitate a farm-to-table cooking experience for participants that meets Tawonga’s mission. The Culinary Program Supervisor will develop and implement the curriculum with an emphasis on culinary skills, sustainability and cultural learning for groups of 12-24 children and adults. They will also supervise one Culinary Program Assistant, providing professional mentorship and management. As previously noted, this role is hybrid, and will be partly remote, and partly based in-person at Camp Tawonga in Groveland. See below for details on the role and responsibilities. Supervisory ResponsibilitiesDevelop training plans and materials to train Culinary Program Assistant Supervise the Culinary Program Assistant; provide training, observations, coaching, feedback, and written evaluationsDevelop safety guidelines and protocols for the cooking program and train staff and campers to ensure a safe experience, aligned with the Tuolumne County Health Inspector’s requirements.Approach challenges with solution-oriented problem-solvingOversee Culinary Program department and ensure programs run smoothly, including ordering and maintaining kitchen suppliesServe as a part of the Management Team at Camp including shared duties such as supervising camper mealtimes, overseeing cabins at night, supervising campers on buses, and being a role model for other staff at all timesOrient counselors and other staff to the Garden KitchenCreate weekly schedule for Culinary Programs; manage time off and schedules for Culinary Program Assistant and yourself Program Development and Teaching Responsibilities:Select, develop and test recipes (keeping in mind cultural richness and the diversity of our community) to be used in programming with children and adultsSet up brand new Garden Kitchen and create an effective culinary education spaceCreate a department manual and recipe book that can be used by future Culinary Program SupervisorsDevelop and offer a variety of cooking classes for adults and children at different Tawonga programs (weekend family camps, weekend adult-only camp, kid-only summer camp)Incorporate Tawonga’s mission into culinary program offeringsDuring summer, lead cooking and baking classes for 12-24 children, 4-5 times daily; during spring/fall weekend programs, lead 2-3 culinary classes for adults and children dailyCoordinate with guest culinary educators when applicable during programsSupport weekend programs through helping with set up, clean up, and supervision of children Logistics/Maintenance Responsibilities:Collaborate and maintain open communication with multiple departments Operate and care for kitchen equipmentFacilitate smooth interdepartmental communication with the Main Kitchen and Farm and Garden:Collaborate with the Farm and Garden Supervisor to plan for what produce can be utilized each week from the gardenCollaborate with Director of Kitchen & At-Camp Operations to order food and supplies as neededMaintain a clean, safe and hygienic environment in the Garden Kitchen, including daily cleaning and laundry and taking precautions to prevent cross-contamination of allergensCommunicate with Buildings and Grounds Manager to arrange repairs and maintenance for equipment as neededManage the budget responsibly, adhering to Camp Tawonga’s fiscal practices Required Training, Experience, Skills, and QualitiesLove of and experience with cooking and bakingExperience teachingProven ability to work with youth Must be able to live and work at Camp Tawonga from May through October Ability to communicate and collaborate effectively with other adultsRequired certifications or must be willing to acquire these certifications upon hire:ServSafeCPR/First Aid PreferredExperience developing curriculum and educational materials Experience teaching cooking to childrenExperience with risk management and enforcing safety protocolsExperience managing a large budgetExcellent supervisor/managerExperience teaching cooking to adultsExcellent organizational skills and attention to detailExcellent time management skills with a proven ability to meet deadlinesAbility to take and implement feedbackAbility to work independently and make appropriate decisions in routine situations SupervisionThis position reports directly to the Assistant Camp Director Physical DemandsThe physical demands listed below are representative of those that must be met by an employee to successfully perform the essential function of this job. Reasonable accommodations will be made that enable people with disabilities to perform the essential functions:Writing, reading, hearing, seeing and speakingUse of hands and fingers to operate kitchen equipmentStanding, walking, kneeling, and sitting with some lifting up to 30 poundsLiving and working at Camp requires walking several miles per day on uneven terrain, working long hours, and being willing to live communally Worksite This role is a hybrid position. This position is expected to relocate to Camp Tawonga’s secondary location in Groveland, CA to work on-site from May 1-October 29. This position is expected to work remotely in March, April and November. Camp Tawonga will provide a company laptop, mouse, keyboard, and reasonable accommodations as needed to ensure the employee can work from home during the off seasonWhen this role requires living at Camp, Tawonga will provide housing and meals (fully prepared meals during programs, and staple ingredients in between programs)Work EnvironmentNoise level is moderate if working at camp property in Groveland, CACamp Tawonga is rustic and remote, surrounded by the Stanislaus National ForestSpecial RequirementsMust be able to relocate to Groveland site May 1 - October 29Willingness to work on evenings, weekends and holidays as neededNormal Working HoursWhen programs are not in session, hours are flexible while completing tasks associated with job description, and while meeting deadlines; normal office hours are 9 a.m. until 5 p.m. During the program season, the camp programmatic day runs from 8 a.m. until 9 p.m., and sometimes longer. Other DutiesPlease note this job description is not designed to cover or contain a comprehensive listing of activities, duties and/or responsibilities that are required of the employee for this job. Job duties, responsibilities and activities may change at any time with or without notice based on the needs of Camp Tawonga.  Status and BenefitsThis is a temporary, exempt, non-benefited position.  Salary Range and Projected PayThe salary range for the Culinary Program Supervisor position is $69,731.80 to $79,693.49 annually, based on full-time equivalent (FTE) employment. This position, however, is structured to work part-time and full-time during certain times of the year:50% FTE during March, April and some of May (20 hrs per week),100% FTE during the Summer, late May through early August (40 hrs per week)80% FTE during the Fall Program Season, August through October (32 hrs per week) and50% FTE in November (20 hrs per week).As a result, the total projected pay for this position over the duration of the assignment is estimated to range from $28,000 to $32,000, based on a total of 1,044 scheduled hours and the final agreed-upon salary within the stated range. This figure also includes deductions for room and board while living and working at camp during the Summer and Fall Program seasons. To ApplyTo ensure consideration, please submit a resume and cover letter explaining your qualifications for and interest in the position. Send applications to aviva@tawonga.org with Culinary Program Supervisor in the subject line. Applications will be accepted on a rolling basis, and Tawonga is seeking to hire for this position as soon as possible.  

SPECIAL EDUCATION MISSION STATEMENT:As a department, we are committed to reversing the trend of isolation and segregation of students with disabilities by ensuring all students have access to high-quality instruction responsive to their needs and delivered by effective and culturally responsive educators within the Least Restrictive Environment. Our primary focus is to build capacity and to support staff members district-wide to ensure effective instruction is the predictor of student outcomes.BASIC FUNCTION:The itinerant paraeducator supports the instructional program developed and directed by Special Education teacher(s) and/or specialist(s) for students with developmental & educational disabilities from K-12 through age 21. Services may include specially designed instruction and related services, behavioral guidance and/or management, and/or physical management of students. Services are provided, using independent judgment, as assigned, qualified, and appropriate to the Paraeducator role. View a video on the role of a special education Paraeducator.Itinerant paraeducators are responsible for the same duties as a paraeducator however they are not assigned to the same school, classroom or student for a full school year. Every school day, itinerant paraeducators are assigned to support a classroom or student to cover a paraeducator’s leave or absence or to cover a vacancy, as directed by the Special Education department. Their assignment, location, and potentially start/end time (depending on grade level) change daily and support all grade levels and schools - in some situations, an itinerant paraeducator may cover a longer leave or a vacancy and may be in the same assignment for more than one day.REPRESENTATIVE DUTIES:The classification specification does not describe all duties performed by all incumbents within the class. This summary provides examples of typical tasks performed in this classification.Participates as an effective team member in a manner that promotes collaboration for student success.Collects and reports relevant performance & behavioral data of individual learners that supports the planning process.Implements complex instructional strategies in the classroom, on-campus learning environments, homes, work sites, & other community-based settings.As applicable, assists with modification, development and/or preparation of learning strategies, materials & activities to accommodate different learning styles, ability levels, and other learning needs of students.Implements & modifies behavioral strategies with students that are consistent with classroom & building behavioral goals.As applicable, performs tasks assigned by occupational & physical therapists, speech language pathologists, & other providers in the delivery of related services.Carries out functional (informal) assessment activities to document information about learner strengths and needs.Complies with all applicable district, state & federal policies, procedures & regulations.Performs support tasks to enhance the effectiveness of the learning environment.Maintains & improves professional skills in order to contribute to the learning of all students.Performs medical protocols as delegated by registered nurses.Provides physical assistance to students with disabilities which may include toileting, changing, feeding, lifting and supervising a variety of student activities including playground, cafeteria and bus loading/riding.KNOWLEDGE AND ABILITIES:Ability to communicate effectively.Ability to work as a team member.Ability to gather and report relevant data.Ability to obtain First Aid and CPR certification.EDUCATION AND EXPERIENCE:Two (2) years, full time, college coursework to meet the ESEA requirements.Two (2) years successful related experience or training preferred.WORKING CONDITIONS:The conditions herein are representative of those that must be met by an employee to successfully perform the essential functions of this job. Persons with certain disabilities may be capable of performing the essential duties of this class with or without reasonable accommodation, depending on the nature of the disability.Work Environment: Work is performed primarily in an elementary, middle, K-8, Alternative and/or High School campus environment with extensive student, parent and public contact and frequent interruptions.Hazards: Potential conflict and physically confrontational situations. Employees may be subject to exposure to bodily fluids and blood.Physical Demands: Requires the ability to lift, carry, push and pull up to 50lbs. May also require the ability to restrain 50 to 100lbs. and requires continuous reaching, bending, crouching, twisting, kneeling and the repetitive use of arms, hands, wrists and legs.SALARY: $23.30 - $29.41 per hourWORK YEAR: 192 daysFTE: 0.9375 (37.5 hours/week)

POSITION SUMMARY:*Social Emotional Teacher*This position serves students with ongoing significant social/emotional skill deficits and mental health needs that impede their ability to benefit from general education settings. Behavioral characteristics of these students may include: non-compliance; poor peer interactions; difficulty in following school routines and/or expectations; poor problem-solving skills; excessive fears/phobias; poor social skills; and sometimes verbal and/or physical aggressiveness.Teacher provides a developmentally appropriate classroom environment for children with a wide range of abilities. Using a Collaborative Problem-Solving approach, incumbent provides specially designed instruction in social skills, school success strategies, conflict resolution, coping skills, and academics at the students instructional level. Such instruction occurs in the classroom setting with consultation and communication to families. Classroom environments feature clear expectations, community building, relationship building with adults and peers, positive support strategies, and encouragement. Related services are provided consistent with each student's IEP. Students have opportunities to participate in general education experiences.*Communication Behavior Teacher*Position serves students who have significant socialization, behavioral, and sometimes developmental needs related to communication and sensory challenges. Academic instruction is provided at students' instructional levels. Students have access to supplemental curriculum in social skills, behavioral training, and cooperative play and communication skills. Students learn strategies to address their communication, behavior, and sensory needs. Related services and assistive technology are integrated throughout the school day consistent with each student's IEP. Students have the opportunity to participate in general education experiences.Teacher in this classroom will provide students on IEPs with characteristics of Autism Spectrum Disorder with teaching skills in the following areas: academics, functional daily routines, behavior/self management, social interaction and communication. Assessment and instruction to students in the subject area or grade level by teaching skills, content, and critical thinking. All instruction is tied to district and state performance standards. Assessment is continually used to adjust, inform, and differentiate instruction to meet the needs of a wide range of students who have diverse modes of learning, and are served by Individual Education Plans.*Learning Center Teacher*This teacher provides curriculum, assessment and instruction to students in the subject area or grade level by teaching skills, content, and critical thinking. All instruction is tied to district and state performance standards. Assessment is continually used to adjust, inform, and differentiate instruction to meet the needs of a wide range of students including students who are English Language Learners, Talented and Gifted students, have diverse modes of learning, and are served by Individual Education Plans. All teachers have a desire to involve parents as partners in education and have strong collaboration and communication skills with parents and colleagues. All teachers are responsible for student supervision, guidance, development, and safety. All teachers follow Portland Public School policies, rules, and regulations.*Intensive Skills Center Teacher*Intensive Skills classrooms support students with learning needs due to cognitive deficits that impact their participation in the general curriculum. These programs provides specially designed instruction, as appropriate, in the areas of functional and basic academic skills, social skills, communication skills, and for some students, basic life routines.Teacher provides individualized instruction in the areas of cognitive, communication, social and motor skills. Instruction occurs in self-contained setting with nurse and therapist goals and activities.EDUCATION AND TRAINING:Incumbents must be properly licensed by the Teacher Standards and Practices Commission for assignment as a Professional Educator - Teacher. For positions identified within core academic areas, incumbents must be designated as highly qualified by the Teacher Standards and Practices Commission (TSPC) to teach the designated core subjects. Core academic areas include Language Arts (English), Reading, Mathematics, Sciences, Foreign Language (except Chinese-Mandarin), Social Studies and Art.MINIMUM QUALIFICATIONS:1.Background/experience with students with severe developmental delays.2. Current pediatric CPR credential or willing to receive training as soon as possible.K-8:3.Oregon TSPC License with Handicapped Learner or Special Education endorsementAND4.Multiple subject or elementary endorsement OR passed MSAT, ORELA (multiple subject I&II or multiple subject II&III or elementary education I&II) or a comparable out of state elementary exam OR received a TSPC HQ Advise letter for all HQ subject(s) to be taught.High School:3.Oregon TSPC License with Handicapped Learner or Special Education endorsementAND4. Endorsement for the subject(s) to be taught OR passed a subject mastery exam for the subject to be taught (ORELA or PRAXIS, comparable out of state exam, undergraduate/graduate degree in the subject(s) to be taught) OR received a TSPC HQ Advise letter for all HQ subject(s) to be taught.PREFERRED QUALIFICATIONS:Training and/or experience in a similar classroom setting.Bilingual/Bi-Cultural Chinese, Russian, Somali, Spanish, and Vietnamese applicants are highly desirable. Salary Range: $55,539 - $108,071 (Annual salary based on 1.0 FTE).Work Year: 193FTE: Various from .50 FTE to 1.0 FTE

Position Type:  Support Staff (Classroom)/Paraprofessional Specialist Date Posted:  12/3/2024 Location:  Settlers Point Elementary Date Available:  01/06/2025 Closing Date:  02/03/2025  Position Length: 9 MonthJob Grade: 109Hourly Rate: $17.36 and up depending on experience Hours Per Day: 6 HOURS A DAY/ 4 DAYS A WEEK (NO WEDNESDAYS)Application Procedure: Apply online at https://www.applitrack.com/gilbertschools/onlineapp/JobPostings/view.asp?FromAdmin=true&AppliTrackJobId=15979Fingerprint Clearance Card:  Must have a Level One IVP Fingerprint Clearance Card prior to processing.  "Instructional paraprofessionals assigned to a schoolwide Title I campus become eligible for a supplemental financial incentive once required highly qualified status has been verified by the Office of Federal Programs." Paraprofessional Specialist- Amanecer Integrated PreschoolJOB DESCRIPTIONGilbert Unified School District Purpose StatementThe job of a Paraprofessional Specialist is done for the purpose/s of assisting in the supervision and instruction of severely /moderately disabled special needs students under the supervision of a certificated teacher; observing and documenting student progress; implementing plans for instruction; and assisting students by providing for special health care needs. Essential Functions Adapts classroom activities, assignments, and/or materials under the direction of the teacher for the purpose of providing an opportunity for all special education students to participate in classroom activities.Assists special education students requiring daily care (e.g. Toileting, feeding, dressing, suctioning, tube feeding, lifting, positioning, etc.) for the purpose of providing appropriate care of medically fragile and/or physically handicapped students and/or developing students' daily living and behavioral skills.Confers with teachers and/or therapists as appropriate for the purpose of assisting in evaluating special education student progress and/or implementing IEP objectives.Directed and guided by the appropriate therapist for the purpose of providing carry-over of therapy routines and/or strategies.Implements academic instruction assigned by a teacher or therapist for individuals or small groups for the purpose of meeting learning goals, as described by an IEP and/or district benchmarks.Implements behavioral plans designed by the IEP team for students with behavior disorders or other handicapping conditions for the purpose of assisting in meeting special education students' needs and providing a consistent environment.Instructs special education students (e.g.  Counting, colors,   behavioral skills, daily living skills, verbal skills, etc.) For the purpose of implementing goals for remediation of student deficiencies and ensuring students' success.Maintains instructional materials and/or student files/records (e.g. adapting instructional materials, checking papers, attendance, audio-visual equipment, setting up projects, etc.) for the purpose of ensuring the availability of items and/or providing reliable information.Monitors special education students (e.g.  Lunch, playground, classroom, field trips, etc.)  For the purpose of providing a safe and positive learning environment.Participates as a provider in the recording, reporting, and gathering of data for the Direct Service Claiming (DSC) program for the purpose of meeting DSC requirements.Performs record keeping (daily data on instruction and/or behavior) and clerical functions (e.g. correcting papers, copying, instructional materials, etc.) for the purpose of supporting the teacher in providing necessary records/materials.Responds to emergency situations (e.g.  Injured students, fights, etc.)  For the purpose of resolving immediate safety concerns. Other Functions Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.Attends meetings and in-service presentations for the purpose of acquiring and/or conveying information relative to job functions.Job Requirements: Minimum Qualifications Skills, Knowledge, and AbilitiesSKILLS are required to perform multiple, non-technical tasks with a potential need to upgrade skills in order to meet changing job conditions.  Specific skills required to satisfactorily perform the functions of the job include: adhering to safety practices; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records.KNOWLEDGE is required to perform basic math, including calculations using fractions, percent, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and solve practical problems. Specific knowledge required to satisfactorily perform the functions of the job includes instructional procedures and practices; age-appropriate student activities; safety practices and procedures; conflict resolution; and stages of child development/ behavior.ABILITY is required to schedule activities; collate data; and consider a number of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined and similar processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize a variety of job-related equipment. In working with others, problem-solving is required to identify issues and create action plans. Problem-solving with data requires following prescribed guidelines, and problem-solving with equipment is limited. Specific abilities required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; working as part of a team;  and working with constant interruptions.ResponsibilityResponsibilities include: working under direct supervision using standardized routines; providing information and/or advising others; and operating within a defined budget. There is a continual opportunity to impact the Organization's services. Working EnvironmentThe usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling; frequent stooping,  kneeling,  crouching,  and/or crawling;  and significant fine finger dexterity. Generally, the job requires 20% sitting, 40% walking, and 40% standing.  The job is performed under a generally hazard-free environment and in a clean atmosphere.                  ExperienceJob-related experience is desired.EducationHigh School diploma or equivalent. Required TestingMust have negative TB Test documentation provided by a clinic or doctor, completed prior to and within 6 months of employment Continuing Educ. / TrainingCPR/First Aid Recertification every two yearsStaff Development coursework determined by the Special Education Department to be completed within specified time frame.Certificates & LicensesCPR/ First Aid Certificate ClearancesCriminal Justice Fingerprint/Background Clearance                    FLSA StatusNon ExemptApproval DateJuly 1, 2020Salary GradeGrade 109 - 9 MonthOther:Nondiscrimination StatementGilbert Unified School District does not discriminate on the basis of race, color, religion, national origin, ethnicity, sexual orientation, sex, (including pregnancy and other related conditions), gender identity, gender expression, genetic information, age (over 40), parental status, or disability in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. The District provides equal access to the Boy Scouts and other designated youth groups pursuant to the Boy Scouts of America Equal Access Act. The lack of English language skills shall not be a barrier to admission or participation in the District’s activities and programs. The Gilbert Unified School District also does not discriminate in its hiring or employment practices.This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990.Inquiries about Title IX may be referred to the Title IX Coordinator, the U.S. Department of Education’s Office for Civil Rights or both. The nondiscrimination policy and grievance procedures are located on the Gilbert Public Schools website