Careers in Education

ADA/504 Coordinator Position Title:ADA/504 CoordinatorPosition Type:RegularHiring Range:$102,800 - $128,560 / annual; Compensation will be based on education, experience, skills relevant to the role, and internal equity.Pay Frequency:AnnualPOSITION PURPOSEThis position is designated to serve as the ADA/504 Coordinator for the University and its affiliates where the University has an employment or program interest. The ADA/504 Coordinator serves as the institution's primary compliance officer for disability access under the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act, and related state and federal laws. This position reports to the Vice President for Inclusive Excellence.The primary purpose of this position is to ensure that the appropriate policies, processes, and resources are in place across the University and its affiliates to support full accessibility and equitable accommodation in all university information, services, programs, and activities. This includes monitoring and oversight of accessibility related to physical environments, technologies, web pages, learning management systems, employment practices, and programmatic access. The role ensures institutional compliance with the Americans with Disabilities Act of 1990 ("ADA"), the Americans with Disabilities Amendments Act of 2008 ("ADAAA"), Sections 503, 504, and 508 of the Rehabilitation Act of 1973, the 2010 ADA Standards for Accessible Design, Access Board Standards, the Web Content Accessibility Guidelines (WCAG), and relevant California state laws, including those under the Fair Employment and Housing Act (FEHA), Cal. Gov. Code § 12900 et seq., and Title 2 of the California Code of Regulations (CCR) §§ 11065-11098.As the University's primary authority on accessibility, the ADA/504 Coordinator develops and implements education and training programs, tracks compliance data, prepares institutional reports, leads accessibility workgroups, participates on university committees, and advises leadership on systemic accessibility improvements and risk management strategies.ESSENTIAL DUTIES AND RESPONSIBILITIESI. ADA/504 Governance and Compliance Oversight - Serve as the University's designated ADA/504 Coordinator, ensuring institutional compliance with all applicable federal and state disability access laws and regulations.- Provide leadership and supervision for the Deputy ADA Coordinator for Digital Accessibility- Develop, implement, and maintain University-wide policies that support equal access to programs, services, and activities for individuals with disabilities.- Ensure alignment and oversight of student and employee accommodation processes, maintaining consistency in standards across the Office of Accessible Education (OAE) and Human Resources ADA Team.- Lead or coordinate institutional self-evaluations and transition plans required under federal and state law, including audits of facilities, technology, and programs for accessibility.- Monitor and interpret updates in federal and state disability law and disseminate information to ensure institutional awareness and compliance readiness.  II. ADA/504 Grievance Process Oversight and Risk Management - Oversee the University's ADA/504 grievance process, ensuring disability-related complaints and appeals are managed promptly, impartially, consistently, and in accordance with applicable federal and state law, University policy, and established grievance procedures. Manage and resolve grievance matters elevated to the ADA/504 Coordinator, exercising independent judgment to investigate concerns, facilitate equitable resolutions, coordinate institutional responses, and mitigate legal, operational, and reputational risk.- Serve as the University's lead subject matter expert for complex ADA/504 determinations including analyses involving fundamental alteration, essential requirements/functions, undue burden, equally effective alternatives, and other high-risk compliance matters. Consult with University leadership, General Counsel, and subject matter experts, as appropriate.- Provide proactive consultation and early intervention to resolve disability-related concerns before they escalate into formal grievances, investigations, or external complaints.- Maintain confidential grievance records; analyze grievance trends, outcomes, and recurring issues; and recommend policy, procedural, and training improvements that strengthen institutional compliance, reduce institutional risk, and enhance accessibility across the University.  III. Consultation, Advisory, and Institutional Partnership - Provide expert consultation and guidance to senior leadership, deans, managers, and supervisors on ADA/504 compliance, accommodation disputes, and systemic accessibility improvements.- Collaborate with key partners-including Facilities, IT, Procurement, HR, Academic Affairs, and Student Life-to proactively identify and remove digital, physical, and procedural barriers.- Advise and assist units in integrating accessibility and universal design principles into institutional planning, facilities projects, and technology procurement.- Partner with internal stakeholders and, as appropriate, support senior leadership in engagements with external agencies (e.g., Office for Civil Rights) on ADA/504 compliance matters and related investigations.  IV. Education, Training, and Awareness - Develop and deliver training for faculty, staff, and administrators on disability law, reasonable accommodation, digital accessibility, and inclusive practices.- Create and distribute educational materials that clarify ADA/504 obligations and promote understanding of accessibility as part of institutional inclusion.- Plan and implement awareness initiatives and educational events to advance a culture of accessibility and inclusion across the University.  V. Data, Reporting, and Continuous Improvement - Collect, track, and analyze data regarding accommodation requests, grievances, and accessibility initiatives to identify systemic trends and compliance risks.- Prepare annual and ad hoc reports on ADA/504 compliance, institutional progress, and identified risk areas for University leadership.- Use findings from data analyses and grievance outcomes to recommend continuous improvements in accessibility practices, policy, and infrastructure.  VI. Representation and Institutional Engagement - Represent the University on internal and external committees, task forces, and working groups focused on accessibility, compliance, belonging, equity, and inclusion.- Build partnerships and maintain effective relationships with peer institutions, professional organizations, and agencies to enhance institutional practice and awareness.  VII. Additional Responsibilities - Perform other duties as assigned to ensure full institutional compliance with ADA/504 obligations and to promote a culture of access, equity, and inclusion.  GENERAL GUIDELINES - Recommends initiatives and implements changes to improve quality and services- Identifies and determines the cause(s) of problems; develops and presents recommendations for improvement of established processes and practices- Maintains contact with students and solicits feedback for improved services- Works evenings and weekends to meet student availability and needs- Maximizes productivity through use of appropriate tools, planned training, and performance initiatives- Researches and develops resources that create a timely and efficient workflow- Prepares progress reports; informs the supervisor of project status and deviation from goals- Ensures completeness, accuracy, and timeliness of all operational functions  QUALIFICATIONSKNOWLEDGE○ Comprehensive understanding of the ADA, ADAAA, Sections 503, 504, and 508 of the Rehabilitation Act, and relevant California FEHA provisions.○ Knowledge of higher education organizational structures, program delivery, and shared governance systems.Familiarity with digital accessibility standards (WCAG) and universal design principles. ○ Familiarity with technical or professional conduct standards for a variety of technical and professional academic programs (including social work, law, education, and health professional programs)○ Familiarity with department of labor standards for workplace essential functions, specifically within the industry of post-secondary institutions○ Knowledge of best practices in case management, policy implementation, and systemic compliance assessment.SKILLS○ Strong analytical and investigative skills, particularly in fundamental alteration and essential function analyses.○ Excellent communication and facilitation skills with diverse stakeholder groups. ○ Strong writing and policy drafting abilities.○ Skill in developing and leading effective training programs.○ Proficiency in data analysis, tracking systems, and compliance documentation. ○ Ability to build trust and maintain confidentiality in complex and sensitive mattersABILITIES○ Exercise sound judgment and discretion in managing sensitive compliance issues. ○ Interpret, apply, and communicate complex legal and regulatory concepts clearly. ○ Build effective relationships and collaborate across academic, administrative, and operational units.○ Balance institutional compliance needs with a human-centered approach to access and inclusion.○ Lead projects and teams effectively in a dynamic university environment.EDUCATION○ Master's or graduate professional degree in higher education administration, counseling, social work, public administration, law, or a closely related field required.EXPERIENCERequired: - Minimum of 7 years of progressively responsible experience in accessibility, compliance, or disability services, or a combination of relevant experience and education- Demonstrated experience leading or overseeing ADA/504 compliance programs, including policy development and grievance resolution.  Preferred: - Professional experience in a relevant role in a University or College setting; and/or experience working closely with University's and Colleges.- Supervisory experience.- Licensure as a counselor, social worker, psychologist, or Certified Rehabilitation Counselor.- Legal training and experience with disability law and regulations- Prior Director/Senior level experience in ADA/504 program administration or related compliance roles.- Familiarity with technical or professional conduct standards for professionally accredited and licensure-based academic programs (e.g., social work, education, health- professions).- Experience with Department of Labor standards and workplace essential function analyses.  PHYSICAL DEMANDSThe physical demands described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. In accordance with the Americans with Disabilities Act, as amended, the California Fair Employment & Housing Act, and all other applicable laws, SCU provides reasonable accommodations for qualified persons with disabilities. A qualified individual is a person who meets skill, experience, education, or other requirements of the position, and who can perform the essential functions of the position with or without reasonable accommodation. - Considerable time is spent at a desk using a computer terminal.- Requires some physical activity that could include lifting up to 10 lbs, moving tables and chairs, setting up food and other activities related to event implementation.- May be required to travel to other buildings on the campus.- May be required to attend conference and training sessions within Bay Area or in- or out-of-state locations.  WORK ENVIRONMENTThe work environment characteristics described below are representative of those an employee encounters while performing the essential functions of this job. - Typical office environment- Mostly an indoor office environment- Periods of remote work possible based on operational needs  TelecommuteSanta Clara University is registered to do business in the following states: California, Nevada, Oregon, Washington, Arizona, and Illinois. Employees approved to telecommute are required to perform their work within one of these states.EEO StatementEqual Opportunity/Notice of NondiscriminationSanta Clara University is an equal opportunity employer. All qualified applicants are encouraged to apply and will receive consideration for employment without regard to race, color, ethnicity, national origin, citizenship, ancestry, religion, age, sex, sexual orientation, gender, gender expression, gender identity, marital status, parental status, veteran or military status, physical or mental disability, medical conditions, pregnancy or related conditions, reproductive health decision making, or any other characteristic protected by federal, state, or local laws. For a complete copy of Santa Clara University's equal opportunity and nondiscrimination policies, please visit the Office of Equal Opportunity and Title IX website at https://www.scu.edu/title-ix/policies-reports/https://www.scu.edu/title-ix/https://www.scu.edu/title-ix/policies-reports/Clery Notice of AvailabilitySanta Clara University annually collects information about campus crimes and other reportable incidents in accordance with the federal Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. To view the Santa Clara University report, please visit the Campus Safety Services https://university-operations.scu.edu/campus-safety/crime-reporting/. To request a paper copy please call Campus Safety at (408) 554-4441. The report includes the type of crime, venue, and number of occurrences.Americans with Disabilities ActConsistent with its obligations under the law, Santa Clara University will provide reasonable accommodations to applicants and employees with disabilities. Applicants who wish to request a reasonable accommodation for any part of the application or hiring process should contact the Department of Human Resources ADA Team at mailto:hraccommodations@scu.edu or by phone at (408)554-4392. Please note: This contact information is intended for accommodation requests only. Resumes or inquiries about application status sent to this inbox will not be reviewed or forwarded. For resumes or questions regarding application status, please contact mailto:hrservicedesk@scu.edu. To view the full job posting and apply for this position, go to https://apptrkr.com/9801631je-8147d6d3afd64380b31ee87b1650ac3c

Location: Montgomery, OH Job Type: Full-Time Pay: $14-18/hour No evenings or weekends!  Build your career in the early childhood education field and become a valued member of our team at BrightPath Kids! As a proud member of the Busy Bees global childcare community, we offer exceptional opportunities for your career to thrive. Join our diverse community of over 5,000 dedicated employees, and experience competitive pay and benefits, including a childcare discount. With our rapid growth, now is the perfect time to apply and shape an extraordinary future with us. Unleash your potential and join BrightPath! What will you be doing? As an Assistant Teacher, you will work side-by-side with teachers and families to provide a home away from home for children in our care, according to NAEYC guidelines. Responsibilities include: • Ensuring the safety and supervision of children ages 6 weeks – 12 years. • Assisting teachers with instruction in the classroom. • Decorating inside and outside of classrooms as needed. • Maintaining a warm and safe environment that is clean and permits children to grow and explore. • Interacting with children to encourage their involvement in activities. • Providing effective communication with parents/guardians about their child. Top Reasons to join BrightPath Kids: • We offer a generous child care discount to ALL employees so that your family can take advantage of our great learning environment! • All staff are eligible to participate in the 401(k) program which offers a company match – this is free money! • We will support your long-term career goals by offering opportunities for professional development. • Full-time staff are offered paid time off and paid holidays. • Full-time staff are offered health insurance, dental insurance, vision insurance and $10,000 of company-paid life insurance. Requirements: • High School Diploma or equivalent required  • Strong customer service skills • Ability to multitask and remain organized  • Ability to work within regular operating hours  • Must meet state criteria for child care employment If this sounds like a good fit, we want to meet you! Please submit your application today.

A Place Called Home (APCH)Job Title: Part Time Teaching Artist, Music                                                                                                                               Department: Arts & Creative Expressions (ACE)                                                                                                                     Reports to: Sr. Music Program Manager                                                                                                                                   FLSA Status: Non-Exempt/Up to 25 hours per week                                                                                                               Schedule: M- F (1:45pm-6:45pm)About USA Place Called Home is a dynamic, non-profit youth and community center in South Central Los Angeles. APCH provides educational programs, counseling, mentoring, music, dance and art classes, fitness and health and wellness opportunities. As youth participate in our programs, they discover interests and talents and develop a better sense of themselves and their place in the world around them. Our goal is to increase the likelihood that youth will stay in school, pursue higher education, attain viable jobs, and become active community members capable of making positive change in the world in which they live.SUMMARYUnder the direction of the Sr. Music Program Manager, the Part Time Teaching Artist (Music) is responsible for facilitating engaging, multi-disciplinary music workshops for youth while supporting overall program operations and administration. The Part Time Teaching Artist (Music) implements activities that align with program goals, agency best practices, and operational efficiencies, while fostering a positive, inclusive, and creative learning environment for members. The role also provides support with program implementation, documentation, and adherence to program policies and procedures.ESSENTIAL DUTIES AND RESPONSIBILITIESProvide daily instruction in various musical disciplines (e.g., strings, piano, percussion, brass, woodwinds, music recording)Plan and facilitate engaging, age-appropriate music lessons, workshops, and enrichment activities for members that promote creativity, skill development, collaboration, and self-expression;Instruct and accompany members in ensembles, performances, and rehearsals while fostering teamwork, collaboration, and confidence in musical performanceSupervise members during program activities, free time, agency field trips, ensuring safety and adherence to program guidelinesPrepare, organize, and maintain instructional materials, music supplies, instruments, and equipment necessary for programming and instructionSupport music showcases, performances, community events, conferences, and other program activities as assignedAssist with rehearsals, event preparation, and performance logistics to help ensure smooth program operationsEnsure classrooms and program spaces remain safe, clean, and organizedMaintain accurate attendance and program documentation as requiredAdhere to the highest ethical, professional, and organizational standards at all timesPerform other tasks as assignedQualificationsThe Part Time Teaching Artist (Music) will be an individual who carries high personal and professional standards, is high energy by nature, and enjoys partnering with others to achieve successful outcomes. To be successful in this role, the Part Time. Teaching Artist (Music) will focus on achieving excellence of service and performance in the five core competencies identified by the agency: integrity & trust, adaptability, accountability, learning and development, and compassion. As a Part Time Teaching Artist, Music they will also be expected to excel in the five department competencies of:Internal & External CollaborationCommunicationPrioritizing & PlanningAnalytical ThinkingWork quality & InnovationThe candidate will embrace the APCH culture of a learning organization and strive to constantly improve upon systems and services for the benefit of our employees and our constituents; and will be demonstrably committed to their own ongoing personal and professional development. Our culture encourages individuals to speak up, we respect diversity of thought, and we look to our staff to be candid with concerns and constructive suggestions. Together, we continually take APCH to higher levels of excellence and service to the community.Technical and Performance SkillsClassroom and Rehearsal ManagementMusical Proficiency: Understanding of music fundamentals ( theory, composition, can read music, play complex music, technique, etc.)Music Curriculum and Lesson DesignYouth Engagement and EmpowermentResourcefulness and Materials ManagementExcellent Oral and Written Communication Skills     Cultural Competency and SensitivityFlexibilityMission-Driven           Dedicated to excellenceDetail-Oriented           Strong Organizational SkillsMicrosoft Office SkillsG-Suite SkillsEducation/Training/ExperienceMusic Degree or proof of equivalent training/experience in related field2-3 years providing classroom or group instruction2-3 years working with youth population2-3 years experience in organizing events2-3 years administrative experienceSkilled with Google suite, Zoom, Dropbox and other online platformsPhysical and Mental DemandsAble to work in a dynamic and high noise level environment typical of a youth centerWalking, standing required on daily basisSitting and use of hands/vision for computer work for extended periods of timeLift up to 30 pounds occasionallyValid driver’s licenseAdditional InformationMust be willing to work Monday – Friday scheduleMust be willing to be flexible and available for night and weekend performancesA Place Called Home provides equal opportunities to all employees and independent contractors without regard to race, color, religion, sex (including but not limited to pregnancy), gender expression, gender identity, sexual orientation, military and veteran status, medical condition, ancestry, marital status, citizenship, national origin, age, physical and/or mental disability, or genetics. In addition to federal law requirements, A Place Called Home complies with applicable state and local laws governing nondiscrimination in employment in every location in which the company has facilities. Please let us know if you are an APCH Alumni/aeBackground screening requiredA Place Called Home participates in E-Verify

Jesuit School of Theology - Semester Lecturer Position Title:Jesuit School of Theology - Semester LecturerPosition Type:TemporarySalary Range:$10,943/per semesterPurpose:The Jesuit School of Theology of Santa Clara University seeks to hire a Semester Lecturer in Theology. The position involves teaching a graduate level course in Theology.PURPOSE:The Jesuit School of Theology at Santa Clara University, a Jesuit, Catholic university, seeks applicants for Semester Lecturer (non-tenure track) positions to teach courses in Theology . Specific assignments will be made according to the academic qualifications of the individual and programmatic needs. The Jesuit School of Theology of Santa Clara University is on the semester system, and the semesters are 15 weeks long. This is an applicant pool; as such, positions are hired as needed. The successful candidate will teach no more than 1 course in any semester and no more than two courses over the fall and spring semesters. BASIC QUALIFICATIONS:(1)Terminal Degree (Ph.D./Th.D/S.T.D.) in Theology or a closely-related field is preferred. Applications who are ABD or possess a Master's Degree, accompanied by commensurate academic experience in Theology or closely-related field (5-7 years of college or teaching) will be considered.(2) Excellent communication skillsPREFERRED QUALIFICATIONS:Demonstration of inclusive pedagogical practices that advance SCU goals of diversity and equity, demonstrated experience teaching and mentoring a diverse population of graduate students.RESPONSIBILITIES:TEACHING (100%)Teaching duties include but are not limited to:Fulfilling all responsibilities associated with assigned courses, including:a. Teaching a course load of no more than one course per semester, and no more than two per academic year;b. Conducting and appearing at all assigned class meetings in a timely and prepared manner that demonstrates a command of the discipline and skill in presenting iteffectively;c. Assigning and evaluating assignments that align with the course description and course learning outcomes, and providing timely feedback to students;d. Holding regular weekly office hours on campus;e. Submitting student grades that are appropriate, accurate, and fair measures of student performance to the School's Registrar by the designateddeadline;SERVICE (0%):This position does not require any service duties. You may be invited, but not required, to attend department meetings or activities.TelecommuteSanta Clara University is registered to do business in the following states: California, Nevada, Oregon, Washington, and Illinois. Employees approved to telecommute are required to perform their work within one of these states.EEO Statement​Equal Opportunity/Notice of NondiscriminationSanta Clara University is an equal opportunity employer. All qualified applicants are encouraged to apply and will receive consideration for employment without regard to race, color, ethnicity, national origin, citizenship, ancestry, religion, age, sex, sexual orientation, gender, gender expression, gender identity, marital status, parental status, veteran or military status, physical or mental disability, medical conditions, pregnancy or related conditions, reproductive health decisionmaking, or any other characteristic protected by federal, state, or local laws. For a complete copy of Santa Clara University's equal opportunity and nondiscrimination policies, please visit the Office of Equal Opportunity and Title IX website at https://www.scu.edu/title-ix/policies-reports/https://www.scu.edu/title-ix/https://www.scu.edu/title-ix/policies-reports/Clery Notice of AvailabilitySanta Clara University annually collects information about campus crimes and other reportable incidents in accordance with the federal Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. To view the Santa Clara University report, please visit the Campus Safety Services https://university-operations.scu.edu/campus-safety/crime-reporting/. To request a paper copy please call Campus Safety at (408) 554-4441. The report includes the type of crime, venue, and number of occurrences.Americans with Disabilities ActConsistent with its obligations under the law, Santa Clara University will provide reasonable accommodations to applicants and employees with disabilities. Applicants who wish to request a reasonable accommodation for any part of the application or hiring process should contact the Department of Human Resources ADA Team at mailto:hraccommodations@scu.edu or by phone at (408)554-5750. Please note: This contact information is intended for accommodation requests only. Resumes or inquiries about application status sent to this inbox will not be reviewed or forwarded. For resumes or questions regarding application status, please contact mailto:hrservicedesk@scu.edu.Work Authorization:SCU does not sponsor any applicants for work visas for this position. The successful candidate must be able to provide evidence of identity and legal authorization to work in the United States. To view the full job posting and apply for this position, go to https://apptrkr.com/9801686je-b74b6ee0fe8a4ab6a43b4b0c4e90912a

Gardening & STEAM Instructor (Grades K–5)Location: Napa, CAJob Type: Part-Time | In-School EnrichmentSchedule: Tuesdays, 3:30 PM – 4:30 PMTotal Classes: 8 ClassesStart Date: September 15, 2026Pay: $30–$37 per hour, depending on experienceAge Group: Grades K–2 & Grades 3–5Program Term: Fall 2026Work Location: In person About the RoleAre you interested in science, nature, gardening, creativity, and working with elementary students? We are seeking a creative, energetic, and dependable Gardening & STEAM Instructor to lead hands-on enrichment classes for students in Grades K–5 in Napa, CA.This is a fantastic part-time opportunity for college students, future educators, child development majors, environmental science students, and youth leaders. The program combines hands-on gardening, environmental education, science, technology, engineering, art, and math (STEAM) through engaging, age-appropriate activities. Curriculum and program support are provided. Your Teaching DayEach Tuesday includes:Paid lesson preparation and material setup prior to class1-hour instructional session (3:30 PM – 4:30 PM) covering Grades K–2 and 3–5 conceptsPaid post-class cleanup, material organization, and brief update submissions What You’ll TeachActivities may include:Planting seeds, caring for garden beds, and exploring soil ecosystemsExploring plants, pollinators, weather, and seasonal cyclesConducting hands-on science experiments and engineering challengesCreating nature-inspired art projects and exploring patterns, sorting, and measurementUnplugged coding, computer science games, and creative problem-solvingEnvironmental, sustainability, and outdoor learning concepts ResponsibilitiesLead engaging 60-minute Gardening & STEAM classes for elementary students.Guide students through planting, observing, experimenting, and building.Adapt activities to suit different age tiers (Grades K–2 and 3–5).Foster a positive, inclusive, nurturing, and safe classroom environment.Manage classroom routines, student transitions, and hands-on materials.Set up before class and clean up/organize materials afterward.Communicate professionally with school staff and submit brief post-class updates. RequirementsExperience teaching, tutoring, or working with elementary-aged children (Grades K–5) preferred.Passion for science, nature, gardening, environmental education, or STEM/STEAM.Strong communication, organizational, and classroom management skills.Ability to commit consistently to the 8-week schedule starting September 15.Applicant must reside in Napa Valley or within 20 miles of Napa, CA.Background in Early Childhood Education, Elementary Education, Environmental Science, Biology, Horticulture, or related fields is highly valued (teaching credential or permit welcomed but not required). Why Join Us?Gain Real Experience: Lead your own hands-on classes and build your instructional portfolio.Competitive Pay: Earn $30–$37 per hour with paid prep and cleanup time.Curriculum Provided: Full lesson materials and support are supplied so you can focus on teaching.Make an Impact: Inspire young learners to build curiosity, problem-solving skills, and a lasting connection to science and nature. How to ApplyIf you are excited about working with elementary students and bringing gardening and STEAM to life, we want to hear from you! Please submit your resume along with a summary of any relevant experience in teaching, childcare, camps, gardening, environmental science, or STEM/STEAM programs.

Assist customers with their online retail orders by answering questions, placing orders over the phone, and resolving issues. This is a remote seasonal role (ends 12/31/26) where you’ll handle inbound calls, follow up on outstanding questions, and provide accurate support for order cancellations, product information, and escalated situations.Application Process:Create ProfileComplete Assessments (only one-attempt is allowed)Pass PC Scan (must be on a computer, not mobile device)Record Video Interview (can re-record as many times as needed)For more details, check out our Application GuideEarnings PotentialEarn $0.28/customer interaction minuteContractors are guaranteed a minimum of 45 minutes for each hour if available for the full 60 minutes.Average earnings $12.60 - $16.80 per hourSkills NeededAbility to provide excellent, patient customer service.Online shopping and order placement experience.Excellent verbal and written communication skills.Tech-savvy and avid computer user.Friendly tone and professional demeanor.ScheduleFlexible schedule opportunities - you create your own schedule!Schedule available hours Monday-Saturday, 8:00 a.m. to 7:00 p.m., and Sunday, 9:00 a.m. to 6:00 p.m. CT.Saturdays and Sundays are the highest need days for this programWork Environment RequirementsQuiet, uninterrupted space during all working hours.Technology RequirementsPersonal computer (no tablet)Broadband internet connection, recommended at least 10 MBPSWired internet connection, such as cable, fiber optic, or DSL (no Wi-Fi, satellite, or mobile internet)Windows 11 operating systemWindows Security/Microsoft Defender Antivirus (included in Windows 11 and free to use), running and up to dateWired USB headset with microphone.A smart phone and be willing to accept texts related to program work.Mac users: Mac acceptance is limited to Intel-based machines with Windows 11 installed via Apple’s Boot Camp utility.  *Full PC requirementsImportant InformationWe are currently unable to work with contractors residing in California, New York, Pennsylvania, or Washington state. Contractors must also successfully pass a criminal background check.Contractual Relationship: The relationship between you and Working Solutions is a contractual relationship. You will remain an independent contractor for the duration of this program assignment. Working Solutions will not be responsible for withholding taxes on your earnings while contracted with Working Solutions. When you receive your contract, you will be asked to agree to have no claim against Working Solutions hereunder or otherwise for vacation pay, sick leave, retirement benefits, Social Security, worker’s compensation, health or disability benefits, overtime, unemployment insurance benefits or employee benefits of any kind. Learn more about what it means to be an independent contractor.

Join our dedicated team of educators committed to fostering a nurturing and engaging learning environment for young students. As an elementary teacher, you will play a crucial role in shaping the educational experiences of children, inspiring curiosity, and facilitating personal growth. Collaborate with fellow educators to develop and implement effective teaching strategies that cater to diverse learning needs and styles.Plan and deliver engaging lessons aligned with the curriculum.Assess student progress and provide regular feedback.Create a positive and inclusive classroom environment.Collaborate with colleagues and parents to support student development.Utilize technology to enhance learning experiences.Annual Salary range depending on experience: $45,968 - $94,528JOB REQUIREMENTS Bachelor's degree in Elementary Education or related fieldProven experience in teaching at the elementary levelAbility to create engaging and inclusive lesson plansCommitment to ongoing professional development and collaboration with staffValid Georgia teaching certification for Elementary EducationStrong classroom management and communication skillsProficiency in using educational technology and resourcesMeets all certification requirements including teaching area endorsements in the State of Georgia.                               APPLY HERE:             https://jobs.leadline.io/jobs/102607 

SUMMARY: Develops and implements a curriculum program consistent with district educational goals and objectives.ESSENTIAL FUNCTIONS: Essential functions, as defined under the American with Disabilities Act, may include the following tasks, knowledge, skills and other characteristics. This list is illustrative only, and is not a complete listing of all functions and tasks performed by positions in this job class. Observes and monitors control of students behavior in the classroom, playground, field-trips, lunchroom, library, school buses and other areas.Establishes, maintains and promotes a classroom atmosphere which ensures the emotional and physical safety and wellbeing of students and emphasizes mutual respect, self-worth, self-discipline, cooperation, consideration and responsibility.Assesses student needs and develops, implements and evaluates daily lesson plans for students to include scheduled activities and materials. Modifies instruction of program to meet the needs of each child.Plans, organizes and displays classroom materials, space and time appropriate to curricular activities.Utilizes and implements classroom management techniques to maintain organization, orderliness and student safety, and a productive learning environment. Utilizes positive reinforcement to maximize desired behavior and educational outcomes. Plans instruction to achieve specific objectives based upon student need and established curriculum. Implements instructional techniques to encourage and motivate students.Evaluates written materials to include written assignments and tests. Analyzes and evaluates student progress and course curriculum.Evaluates the performance of students regarding achievements in curriculum and activities and makes necessaryprovisions to meet learning needs. Ensures parents and students are informed of methods of evaluation utilized in the classroom.Informs parents of student progress. Advises parents of instructional methods that may assist student. Informs parents of school activities.Participates as a member of an instructional team to promote learning activities for students consistent with district and school education objectives.Notifies site administrator of the special needs of students who display characteristics which vary from the norm.Collaborates with specialists to assist students.May monitor the activities of a teacher assistant and classroom volunteers.Orders classroom supplies and instructional materials.SUPERVISORY RESPONSIBILITIESThis position will supervise students.QUALIFICATIONS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.EDUCATION and/or EXPERIENCE Bachelor’s Degree in EducationMust meet North Central requirements in respective subject such as: Language Arts, Math, Science, Social Studies, and Foreign Language.Any equivalent combination of training, education or experience that meets the minimum qualifications and state certification requirements will be accepted.LANGUAGE SKILLSAbility to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively to employees of theorganization.MATHEMATICAL SKILLSAbility to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.REASONING ABILITYAbility to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.Ability to deal with problems involving several concrete variables in standardized situations.CERTIFICATES, LICENSES, REGISTRATIONValid Arizona Teaching CertificatePHYSICAL 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 stand; walk; sit; use hands to finger, handle, feel and type; reach with hands and arms; and talk or hear. The employee frequently is required to climb or balance and stoop, kneel, crouch, or crawl. The employee must regularly lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision, peripheral vision, and ability to adjust focus. 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 is usually moderate. Classroom environment Indoors and outdoors All weather conditions/temperatures. Playground environment. Contact with public, employees, children and parents. Exposure to noise, dust, gas and fumes. 

The Leader Formation Specialist supports the Leader Formation Department by building, organizing, and improving digital learning experiences that help YFC leaders grow numerically, relationally, personally, spiritually, and missionally across the Movement. Working under the direction of the Director, Leader Formation, this role collaborates with team members and ministry partners to create clear, engaging learning content; maintain courses and resources in a learning management system; support learners and facilitators; and translate ideas, feedback, and field needs into practical tools that are easy to access and use. This position requires excellent written and verbal communication, strong systems thinking, creativity, curiosity about how adults learn, and the ability to coach and support others with warmth and clarity. The ideal candidate enjoys working inside digital systems, writing and editing learner-facing content, improving processes, and solving problems collaboratively. The Leader Formation Specialist is expected to model YFC’s Cultural Attributes: Christ-centered, enduring humility, relentless trust, courageous faithfulness, joyful camaraderie, and kingdom inspired diversity.  Essential FunctionsSupport the design, development, delivery, and ongoing improvement of Leader Formation learning experiences, with primary emphasis on online learning, learning management system administration, learner communication, and resource development. Build, update, organize, and maintain courses, learning pathways, resources, and participant records within the learning management system. Write, edit, and format clear, engaging learning content, including course pages, learner instructions, facilitator notes, job aids, emails, and support resources. Provide responsive, learner-centered support by answering questions, troubleshooting access or completion issues, and coaching participants and facilitators through learning platform processes. Apply an understanding of adult learning to organize content in ways that are intuitive, practical, visually clean, and easy for busy ministry leaders to use. Convert existing content, team input, and field feedback into creative digital learning resources, simple eLearning builds, guides, templates, and communications. Coordinate with departments and stakeholders to gather inputs, clarify needs, and support timely delivery of assigned training resources. Help create feedback loops (surveys, debrief notes, simple reporting) and track action items for continuous improvement of training experiences. Support basic assessment activities to evaluate training effectiveness (attendance, completion, participant feedback) and summarize findings for the team. Contribute to opportunities that encourage healthy cultural and spiritual formation for YFC leaders by supporting content, communications, and coordination as assigned. Support occasional live or in-person learning experiences as needed, while keeping primary focus on digital learning systems, content quality, learner communication, and follow-through. Apply a Design Thinking mindset in daily work, integrating innovation and Christ-centered, human-centered problem-solving into planning, collaboration, and execution.  Spiritual ResponsibilitiesBecause the overriding religious purpose and mission of Youth for Christ USA is to communicate and introduce the Gospel of Jesus Christ to young people and their families, and in that regard to make, educate and encourage life-long disciples of the Lord Jesus Christ, it is very important that you as an employee in the movement of Youth for Christ be recognized as an associate minister of the Gospel.  As an employee of Youth for Christ and an associate minister of the Gospel, YFC expects all employees to:  Seek God’s guidance and wisdom, through prayer and meditation, for the organization as a whole, as well as for specific ministry initiatives.  Participate and lead regular times of prayer, devotion and worship as a regular aspect of your role within YFC.  Teach and preach from the Holy Bible at YFC staff meetings, conferences, camps and events.  Model empathy, humility and care for all people. This includes promoting equity and inclusion in words and in the practice of faith expression.  YFC employees will have an opportunity to be commissioned or licensed as a minister of the Gospel through the established Youth for Christ process, and/or ordained by an outside body recognized by Youth for Christ USA.  YFC Cultural Attributes Our cultural attributes are not about competency. It is an obedience to the call of Christ on our lives. YFC believes that spiritually healthy adults foster healthy relationships with our kids. We place a heavy commitment and emphasis on developing and equipping a Christ-centered life marked by Enduring Humility, Relentless Trust, Joyful Camaraderie, Courageous Faithfulness and Kingdom Inspired Diversity.  Our leaders are expected to be willing to demonstrate and/or possess the following:  Ability to humbly serve and honor others even in difficult situations with prayer, consistency, transparency, and resilience. (Enduring Humility).  Demonstrate proper reliance on God, others, and self through generous giving of time and skills, by collaboratively incorporating others’ ideas, welcoming candid input, recognizing others’ need for grace and extending forgiveness and empathy. (Relentless Trust).  Prioritize others’ needs for a missional outcome, characterized by joy, with active listening and problem-solving skills, while encouraging and empowering fellow believers. (Joyful Camaraderie). Trust God with new approaches and changes, and communicate needs and limits with emotional intelligence*, while seeking confidence and wisdom in Christ. (Courageous Faithfulness) Seek and foster authentic Christ-Centered relationships with people of various backgrounds and an inviting environment and empower historically marginalized groups and indigenous populations (within the local context), through active listening, inclusion, advocacy of those who are vulnerable and respect of others’ experiences. (Kingdom Inspired Diversity).    Fundraising ResponsibilitiesAll YFC employees are expected to regularly and actively participate in faithful activities that advance the stewardship functions of YFC/USA. These activities will include—but are not limited to— extending invitations to fund raising events, recruiting personal circle of influence/YFC donor contacts, sending letters, handwritten notes, personal calls, and personally ministering to donor contacts.   Budget ResponsibilitiesA Budget Manager is responsible for aligning all financial resources to the YFC/USA strategic plan in accordance with the delegation and direction of the Division Head. The Budget Manager is responsible for coding, approval, and financial decision-making for their assigned Division, Department and/or Action Plan budget. When a budget is overfunded or underfunded, the Budget Manager is responsible for course correcting through the MCCR process.  Knowledge and Skills  Strong learning management system aptitude, including comfort organizing courses, managing enrollments or completions, updating resources, learning new platform features, and maintaining clean digital systems. Technology-forward and comfortable learning new digital tools, working within learning platforms and systems, and using technology to improve learner experience, streamline workflows, and support others with confidence. Excellent written and verbal communication skills, with the ability to make instructions, emails, course content, and learner support messages clear, warm, concise, and helpful. Ability to collaborate well on a team, receive feedback, and work effectively under the direction of a project lead. Understanding of how adults learn, with the ability to structure content for clarity, engagement, accessibility, and practical application. Strong writing, editing, and content-development skills, including the ability to turn rough ideas or source material into polished learner-facing resources. Systems-minded approach: enjoys creating order, improving processes, documenting steps, maintaining version control, and helping others navigate tools and workflows. Ability to gather input from others, summarize information accurately, and maintain version control of shared resources. Coaching and customer-service mindset when supporting learners, facilitators, and internal partners, including patience, curiosity, and a desire to help others succeed. Creative eye for learning experiences, including visual organization, learner flow, simple media support, and engaging resource design. Problem-solving orientation: able to identify issues early, propose options, and escalate appropriately. Ability and aptitude to learn new tools, apply standards, and improve quality through iteration and feedback.  Credentials Required & Preferred Education Bachelor’s degree in a relevant field such as instructional design, education, communications, ministry, organizational development, writing, digital learning, or related field; equivalent work experience may be considered. 1–3 years of experience working in a learning management system, supporting digital learning programs, writing learner-facing content, coordinating online courses, or providing user support/coaching strongly preferred. Proficiency with standard productivity tools (Microsoft Word, PowerPoint, Excel/Sheets) and comfort learning new platforms. Demonstrated comfort with learning platforms, digital content tools, webinar tools, Microsoft 365, shared file systems, and project or workflow tracking systems. Experience working with shared file systems and maintaining organized resources/version control (preferred). Production work experience is a plus (e.g., learning asset production, slide polishing, basic video/audio support, recording uploads, or file preparation for distribution).  Physical Requirements The ability to communicate orally with customers, vendors, management, and other co-workers is crucial. Regular use of the telephone and e-mail for communication is essential. Sitting for extended periods is common. Hearing and vision within normal ranges is essential for normal conversations, to receive ordinary information, and to prepare or inspect documents.Activities require the ability to remain in a stationary position 50% of the time, occasionally move about inside the office to access files or office equipment, operate a computer and other office productivity machinery, such as a calculator, handheld devices, copy machine, and computer printer. No heavy lifting is expected, though occasional exertion of up to 10 lbs. of force may be required. Good manual dexterity is required for the use of computers, mobile devices, and other productivity technologies.The job is performed indoors in a traditional office setting. Extended periods of sitting and extensive work at a computer and phone are normal. Travel Requirements Minimal travel may be required for occasional team gatherings or live learning events; the primary work of this role is remote and digital.  Our comprehensive benefits package includes: Vacation time Sick Time 12 paid holidays Paid week off between Christmas and New Years Health & Welfare Benefits (Voluntary Enrollment): Medical Dental Vision Supplemental Accident Health and Welfare Benefits (Company Sponsored): YFC Contribution to Health Savings Account (HSA): $800 Single / $1,000 Family Must be enrolled in an eligible plan and amounts are prorated based on hire date. Up to 3% 403(b) match upon hire, up to 5% with tenure. Access to EAP services Short-term Disability, Long-Term Disability, and Life/AD&D 

After-School Hip Hop Dance InstructorLocation: Napa, CAJob Type: Part-Time | In-School EnrichmentSchedule: Mondays, 3:30 PM – 4:30 PMTotal Classes: 8 ClassesStart Date: September 14, 2026Pay: $30–$37 per hour, depending on experienceAge Group: Grades K–5Program Term: Fall 2026Work Location: In personAbout the RoleWe're looking for an energetic and engaging Hip Hop Dance Instructor to lead an after-school dance program in Napa, CA. Students in K-5 will learn age-appropriate, beginner-friendly choreography while building confidence, coordination, rhythm, and teamwork in a positive and supportive environment. ResponsibilitiesLead engaging Hip-Hop dance classes using provided curriculum.Teach beginner-friendly choreography and movement techniques tailored for elementary students (Grades K–5).Encourage creativity, confidence, and active participation.Create a safe, inclusive, and positive classroom environment.Communicate professionally with school staff and site leaders.Submit brief after-class updates following each session. RequirementsExperience teaching dance or movement classes is preferred.Candidates should genuinely enjoy working with elementary-aged students (Grades K–5).Strong communication and classroom management skills.Maintain clear and timely communication with the program team.Ability to submit brief after-class reports on time.Must be able to commit to the program starting September 14.Applicant must reside in Napa or within 20 miles of Napa, CA. What We OfferCurriculum and lesson materials provided.Opportunity to inspire young students through dance, music, and creative expression.

Job Title: Teacher, Elementary SchoolDivision: Curriculum and InstructionCPI Code: 85, 100, 101, 102, 103, 104, 105Salary Schedule: Teacher Salary ScaleEff Date: 09/02/2026FSLA: ExemptReports to: PrincipalSupervises: Students and Support staff as directedWork Days: 190 days Performance Duties & Responsibilities:Delivering state and local curriculum to prepare students for higher education and facilitating students' learning across various activities (e.g., art, science, music, housekeeping, story time, movement activities, etc.)Assessing student achievement to inform instructional decisions and create a safe, inclusive, and engaging learning environment.Representing the school system positively in public relations and collaborating with school personnel, parents, and community agencies.Exhibiting professionalism and adhering to professional ethics, providing relevant learning experiences, and maintaining a respectful environment.Engaging students in active learning using research-based methods, supporting individual learning differences, and utilizing diverse assessment strategies to analyze data and provide timely feedback.Upholding professional standards, contributing to professional growth, and supporting the school's mission through effective communication and participation in professional development practices, meeting certification and accreditation standards, and seeking improvement through professional development and evaluation activities.Fulfilling other job-related duties as assigned by administrators, advising parents and/or legal guardians of student progress, and adhering to local school procedures and regulations in a supportive manner.Collaborating with school personnel, parents, and community agencies to assess student needs, progress, expectations, and goals, and facilitating students' learning across various activities.Providing appropriate instruction and communicating responsibly with all individuals and groups, maintaining plans according to policies and/or directives, promoting responsible use of materials and equipment, and accounting for student attendance and conduct while ensuring health and safety measures, and modeling appropriate behaviors such as conversation, manners, and clean-up activities.Perform other duties as assigned by the Principal or Supervisor.Other Functions:Daily attendance and punctuality are required to ensure the goals of the work unit are met.Working Environment:The usual and customary methods of performing the job's functions require the following physical demands:Lifting, carrying, pushing, and/or pulling; frequent stooping, kneeling, crouching, and/or crawling. Generally, the job requires 65% walking/standing, 25% sitting and 10% lifting/carrying.Evaluation: The Georgia Teacher Keys Effectiveness System (TKES)The Troup County School System provides equal employment opportunities to all employees and applicants, prohibiting discrimination or harassment based on any protected characteristic under applicable federal, state, or local laws.JOB REQUIREMENTS Holds a minimum of a Bachelor’s Degree from an accredited institution of higher learning.Meets all certification requirements including teaching area endorsements in the State of Georgia.Holds a valid State of Georgia Teaching Certificate.                              APPLY HERE:            https://jobs.leadline.io/jobs/145156 

Job Title: Teacher, Elementary SchoolDivision: Curriculum and InstructionCPI Code: 85, 100, 101, 102, 103, 104, 105Salary Schedule: Teacher Salary ScaleEff Date: 08/03/2026FSLA: ExemptReports to: PrincipalSupervises: Students and Support staff as directedWork Days: 190 days Performance Duties & Responsibilities:Delivering state and local curriculum to prepare students for higher education and facilitating students' learning across various activities (e.g., art, science, music, housekeeping, story time, movement activities, etc.)Assessing student achievement to inform instructional decisions and create a safe, inclusive, and engaging learning environment.Representing the school system positively in public relations and collaborating with school personnel, parents, and community agencies.Exhibiting professionalism and adhering to professional ethics, providing relevant learning experiences, and maintaining a respectful environment.Engaging students in active learning using research-based methods, supporting individual learning differences, and utilizing diverse assessment strategies to analyze data and provide timely feedback.Upholding professional standards, contributing to professional growth, and supporting the school's mission through effective communication and participation in professional development practices, meeting certification and accreditation standards, and seeking improvement through professional development and evaluation activities.Fulfilling other job-related duties as assigned by administrators, advising parents and/or legal guardians of student progress, and adhering to local school procedures and regulations in a supportive manner.Collaborating with school personnel, parents, and community agencies to assess student needs, progress, expectations, and goals, and facilitating students' learning across various activities.Providing appropriate instruction and communicating responsibly with all individuals and groups, maintaining plans according to policies and/or directives, promoting responsible use of materials and equipment, and accounting for student attendance and conduct while ensuring health and safety measures, and modeling appropriate behaviors such as conversation, manners, and clean-up activities.Perform other duties as assigned by the Principal or Supervisor.Other Functions:Daily attendance and punctuality are required to ensure the goals of the work unit are met.Working Environment:The usual and customary methods of performing the job's functions require the following physical demands:Lifting, carrying, pushing, and/or pulling; frequent stooping, kneeling, crouching, and/or crawling. Generally, the job requires 65% walking/standing, 25% sitting and 10% lifting/carrying.Evaluation: The Georgia Teacher Keys Effectiveness System (TKES)The Troup County School System provides equal employment opportunities to all employees and applicants, prohibiting discrimination or harassment based on any protected characteristic under applicable federal, state, or local laws.JOB REQUIREMENTS Holds a minimum of a Bachelor’s Degree from an accredited institution of higher learning.Meets all certification requirements including teaching area endorsements in the State of Georgia.Holds a valid State of Georgia Teaching Certificate.                                           APPLY HERE                           https://jobs.leadline.io/jobs/144687

Instructor IIIJoin our Team as an Instructor!The Elsie Stuhr Center at Tualatin Hills Park & Recreation District (THPRD) is looking for experienced Instructors to lead engaging and inclusive classes for all skill levels. If you're excited to inspire creativity and help others explore their passions, we’d love to hear from you! What You’ll DoPlan and teach classes, workshops, or programs in a recreational settingCreate a supportive, hands-on learning environment for participantsDevelop and implement engaging curriculum and activities to meet program goalsProvide guidance and feedback tailored to different learning styles and experience levelsPrepare materials, set up equipment, and ensure the safety of participants and the activity space  Position OverviewWe’re looking for experienced instructors in the following areas:Arts & CraftsDanceLanguage EducationMusicQualifications: At least 2 years of experience leading and instructing general classes and must be at least 18 years of age.Schedule: Part-time variable, typically 2–29 hours per week depending on program needs.Be sure to click the hyperlinked job title above to view the full job description and duties. PayPay rate: $26.51 hourlyThe full hourly rate range for this classification is $26.51 – $29.89 per hour. Staff may be eligible for a merit increase at the end of September. Application ReviewApplications are reviewed as they are received. If your qualifications match the position, we’ll contact you directly to discuss next steps. This recruitment will remain open until all positions are filled.AccommodationsTHPRD 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, perform essential job functions, and/or receive other benefits and privileges of employment, please contact Human Resources at hr@thprd.org.Connect with THPRDPlease follow THPRD on LinkedIn, Facebook, and Instagram to learn more about our organization! 

Applicants must have at least 12 early childhood education units to be considered for this role💛 What You’ll DoWant a job where you actually make a difference?As a BrightBee Before and After School Group Leader, you’ll support students in local schools—helping them learn, grow, and succeed. We are currently partnered San Ramon Unified School District. During your interview we will go into detail about what assignments are available at these sites. The more sites and assignment types you are open to working, the more your earning potential is.📅  ScheduledStart Date: September 14, 2026LocationsCreekside Elementary SchoolRancho Romero Elementary School Monday- Friday (noon-6:30pm)Great consistent weekly income👉 If you want flexible work AND meaningful impact—this is it.🎯 What You’ll Be DoingLead a group of students through daily curriculum activities (World Languages, STEAM, Fitness, Maker, and Arts)Make child safety the top priority at all timesKeep the space clean and organizedHelp create an environment where kids feel supported and includedBuild strong relationships with teammates, kids, families, and school staff🚀 Who This Is Perfect ForYou’re patient, reliable, and positiveEnjoys working with children in a structured, high-energy environmentTakes child safety seriously and follows procedures closelyIs flexible, reliable, and ready to jump in wherever needed👉 No experience? No problem. We’ll help you get started.✅ Basic Requirements12 Semester Units in Early Childhood Education/Development Ability to work in a classroom setting with regular bending and liftingCPR and First Aid certification 🔐 Before You StartTo keep students safe, you’ll need to:Pass a background checkFollow safety and reporting guidelinesComplete required school clearances which you are responsible for paying.Costs associated with the clearance process are the sole responsibility of the candidate, as this engagement is for an independent contractor role rather than a traditional employment position.  Requirements vary by state but may include the cost of a background check, obtaining a copy of any college transcript you have, and the cost of completing Mandated Reporter training. The average cost of completing clearance in California for instructional roles is between $203-$218.👉 Don’t stress—we guide you through every step.🌟 Why BrightBee?We connect great people with schools that need them—fast.Support every step of the wayOpportunities to grow your experienceBe part of something bigger—supporting your community📲 Ready to Get Started?Apply today and start working in schools near you. Our process is simple:1 video interview1 virtual orientation (live over Zoom)California clearance process📌 Good to KnowBrightBee centers child safety at the core of its work. Applicants must undergo a background check, adhere to a code of conduct, and comply with all mandated reporter training and reporting requirementsPrior to working with students, you will need to pass a background check, livescan and may need to obtain other necessary testing/clearances and provide us with authorization to contact former employers..  Rest assured, we will guide you through the process!Please note, assignments may require the ability to lift up to 30 pounds and stand for extended periods of time.BrightBee 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 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.By providing your phone number, you consent to receive text messages from BrightBee regarding your application and related employment communications. Message and data rates may apply. You can opt out of receiving texts at any time by replying "STOP."$25.50 - $25.50 an hourWe may use artificial intelligence (AI) tools to support parts of the hiring process, such as reviewing applications, analyzing resumes, or assessing responses and identifying potential inconsistencies or verification signals in application materials based on available information. These tools assist our recruitment team but do not replace human judgment. Final hiring decisions are ultimately made by humans. If you would like more information about how your data is processed, please contact us.

Job Title: Teacher, High SchoolDivision: Curriculum and InstructionCPI Code: 109, 110, 111, 112, 114Salary Schedule: Teacher Salary ScaleEff Date: 09/01/2026FSLA: ExemptReports to: PrincipalSupervises: Students and Support staff as directedWork Days: 190 days Performance Duties & Responsibilities:Deliver state and local curriculum to prepare students for success in higher education and careers, aligning instructional practices to optimize learning outcomes.Assess student achievement to inform instructional decisions and create a safe, inclusive, and engaging learning environment using classroom, district and state assessments.Represent the school system positively in public relations and collaborate with school personnel, parents, and community agencies.Exhibit professionalism, adhere to professional ethics, and fulfill responsibilities including providing relevant learning experiences and maintaining a respectful environment.Engage students in active learning using research-based methods, support individual learning differences, and utilize diverse assessment strategies to measure progress accurately.Analyze data to inform instructional content and provide timely feedback to students and parents, fostering student-centered and self-directed learning behaviors.Uphold professional standards, contribute to professional growth, and support the school's mission through effective communication and collaboration through professional development practices.Meets certification and accreditation standards.Fulfill other job-related duties as assigned by administrators.Other Functions:Daily attendance and punctuality are required to ensure the goals of the work unit are met.Working Environment:The usual and customary methods of performing the job's functions require the following physical demands:Lifting, carrying, pushing, and/or pulling; frequent stooping, kneeling, crouching, and/or crawling. Generally, the job requires 65% walking/standing, 25% sitting and 10% lifting/carrying.Evaluation: The Georgia Teacher Keys Effectiveness System (TKES)The Troup County School System provides equal employment opportunities to all employees and applicants, prohibiting discrimination or harassment based on any protected characteristic under applicable federal, state, or local laws.JOB REQUIREMENTS Holds a minimum of a Bachelor’s Degree from an accredited institution of higher learning.Meets all certification requirements including teaching area endorsements in the State of Georgia.Holds a valid State of Georgia Teaching Certificate.                             APPLY HERE:        https://jobs.leadline.io/jobs/144924

STEM Tutor — MathDeepBrain Academy cultivates the strategic minds of tomorrow — from classical strategy games like Chess and Go to rigorous STEM enrichment programs — through deep logic, analytical thinking, creativity, and advanced problem-solving.Our programs span competition mathematics, computer science, coding, robotics, and AI/machine learning. We believe true education goes beyond memorization — we teach students how to think critically, reason independently, and tackle complex challenges with confidence.Students at DeepBrain Academy compete and grow through a range of advanced math pathways, including:AMC/AIME/USAMO and Olympiad-style competition mathMATHCOUNTS and middle school math competitionsAdvanced problem-solving and proof-based reasoningSAT/ACT math (for tutors with a competition or advanced math background)The RoleWe're seeking passionate, mathematically strong tutors to join our growing team at our Tenafly, NJ learning center. This is an in-person position — you'll be teaching students face-to-face in small groups at our center.What You Will DoLead Small-Group ClassesDeliver engaging, high-quality, in-person math instruction at our Tenafly learning center.Teach Strategic Problem SolvingBreak down advanced concepts in:Algebra, geometry, combinatorics, and number theoryCompetition math strategy and proof techniquesLogical reasoning and pattern recognitionMulti-step, non-routine problem solvingInspire Deep ThinkingAlign with our philosophy of teaching students how to think — not just memorize formulas or procedures. Foster creativity, logical reasoning, and mathematical intuition.Track Student GrowthAnalyze contest performance and problem sets to identify strengths and target weak areas, tailoring instruction to each student's growth.Who You AreStrong Mathematical BackgroundYou have a strong background in Mathematics, a related quantitative field, or equivalent competition math experience.Prior Teaching Experience (Required)You have hands-on experience teaching, tutoring, or instructing students — whether in a classroom, tutoring center, camp, or competition-coaching setting. This is a strong preference for this role.Competition or Applied ExperiencePrevious participation, achievement, or coaching experience in AMC/AIME/USAMO, MATHCOUNTS, or other math competitions is highly preferred.Strong Teaching AbilityYou are patient, articulate, and capable of explaining advanced mathematical concepts in a way that middle and high school students can understand and enjoy.AvailabilityAvailable for in-person teaching sessions at our Tenafly, NJ learning center. This is our strongly preferred format for this role.College students, graduate students, math educators, former competitors, and professionals with strong math backgrounds are all encouraged to apply.

After-School K-Pop Dance InstructorLocations: San Anselmo, CAProgram: After-School EnrichmentStart Date: September 15, 2026Schedule: Tuesdays, 3:30 PM - 4:30 PMPosition: K-Pop Dance InstructorAge Group: K-2Pay Rate: $45–$65 per session (depending on experience)About the RoleWe’re looking for a high-energy and engaging Instructor to lead our K-Pop Dance Program for elementary students. This after-school class focuses on building confidence, coordination, and self-expression through beginner-friendly K-pop choreography in a fun and supportive environment.You’ll create an exciting space where students can learn, move, and perform while developing teamwork and confidence.ResponsibilitiesTeach beginner-friendly K-pop dance routines and choreographyLead warm-ups, technique drills, and structured dance sessionsBreak down movements in an easy-to-follow, age-appropriate wayEncourage confidence, teamwork, and positive self-expressionManage classroom energy in a fun but structured environmentPrepare students for informal performances or showcasesCollaborate with site coordinators and program staffProvide consistent communication and session updates to the program teamRequirementsExperience working with elementary-aged children (required)Background in dance, performance, or choreographyAbility to lead and manage group activities with strong presenceHigh energy, reliability, and professionalismStrong classroom management and communication skillsMust maintain clear, timely, and professional communication with the teamRequired to submit brief after-class updates/reports for each sessionOrganized, proactive, and dependableAvailable for Fall 2026 after-school scheduleWhat We OfferCompetitive pay: $45–$65 per session depending on experienceFun, music-driven, high-energy teaching environmentOpportunity to lead creative movement programs for youthExperience in performing arts and enrichment education

The Science Zone requires a versatile and motivated Field Trip & Camp Coordinator to coordinate the variety of camps, field trips, and other educational programs at The Science Zone. This role will encompass elements of program coordination, staff support, business development, and grant coordination for education programs. The ideal candidate will be passionate about education, possess strong leadership skills, and have experience in program management, community outreach, and grant administration.This position is responsible for the growth of the Field Trip & Camp business segment of The Science Zone.  Responsibilities: Field Trips-        Develop field trip programs in conjunction with the VDSF model and mission of the organization.-        Maintain field trip offerings in our online booking system, Sawyer, and respond to all field trip requests to coordinate and book in a timely manner.-        Collaborate with other team members to continually improve programmatic offerings.-        Train fellow team members on delivery of lessons.-        Coordinate delivery of field trips to meet clients’ needs as necessary with other team members.-        Cultivate & maintain partnerships with local vendors, school districts, homeschool groups, and other community organizations to expand the reach of our education programs.-        Accurately ensure billing, sales, and necessary reporting is administered.Camps-        Lead the development of camp offerings for Summer, Winter, and Spring “Breaks”. Including but not limited to: Camp names, descriptions, lesson plans, pricing models, schedules, etc.-        Assist in the development of accurate and timely marketing strategies surrounding camps-        Build and maintain partnerships with organizations assisting with camps: donors; industry partners; community groups; etc.-        Act as the point-person for our team with regards to planning, questions, communication etc. from camps.Other Educational Programs- Lead a variety of outreach and community-based events with the goal to promote The Science Zone and its programs. (Outreach is vital to the business development of our programs, and the museum). - Actively participate in fundraisersGeneral-        Work in concert with the Director of Education to develop and provide quality programs.-        Manage scholarship requests specific to educational programming.-        Coordinate the creation of goals related specifically to Camps and Field Trip programming-     Communication and follow-up with clients & team members is crucial for program and organizational success-        Work in concert with the Director of Development to research, write, and support funding opportunities specific to educational programming.-     Coordinating an availability calendar that fits with the needs of The Science Zone and its programing-     This position is full time (30-40 hours/week) with the primary work location being located at The Science Zone with potential travel to facilities within the Casper area and state of Wyoming.-     This position requires the occasional flexibility to be present at community events, fundraising and outreach that is outside of normal business hours.-      This position reports to the Director of Education.-        Other duties as assigned.

Support Staff (Classroom)/Paraprofessional Specialist Date Posted:  8/21/2026 Location:  Harris Elementary Date Available:  09/03/2026 Closing Date:  10/21/2026   Position Length: 9 MonthJob Grade: 109Hourly Rate: $17.89 and up depending on experience Hours Per Day: 7Application Procedure: Apply online https://www.applitrack.com/gilbertschools/onlineapp/JobPostings/view.asp?FromAdmin=true&AppliTrackJobId=18114Fingerprint 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 SpecialistPurpose Statement The job of 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 FunctionsAdapts 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 students and/or developing students' daily living and behavioral skills.Confers with teachers and/or therapists as appropriate for student needs and directionSupports instructional activities 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 needs.Under the direction of a certified teacher or therapist, provides instructional materials as needed by individual students.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.Responds to emergency situations 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 required professional development.Job RequirementsMental RequirementsLearning Development- Level B: Sufficient to read and write technical information and instructions, perform basic arithmetic calculations, understand commonly used procedures and methods, or operate equipment that requires some training. Learning development is equivalent to completion of a high school curriculum.Problem Solving - Level 1  Work situations are routine and regularly recurring, requiring attention and concentration, but limited discretion, consideration, and planning to adequately respond and carry out work activities.Physical RequirementsPhysical Skill - Level A  Basic level of learned physical skill is required. No special coordination beyond that used for normal mobility and handling of everyday objects and materials is needed to perform the job satisfactorily.Physical Effort - Level 2  Job requires light physical effort as a part of regular work routine, such as frequent standing and walking; frequent lifting, guiding, and/or carrying of light-weight materials or equipment; occasional periods of sustained effort.Social RequirementsHuman Relations Skill- Level B   Job requires patience in communication and well-developed verbal skills to exchange technical or complex information with individuals or small, informal groups. Skills in establishing harmonious relationships and gaining cooperation are important.Scope of Contacts - Level 1  The important job contacts are with peers in the immediate work group and immediate supervisor. Occasional contact with individuals outside the organization may occur.Work EnvironmentPerformance Environment - Level A  Changes in environments, work pressure, disturbances of workflow, and irregularities in work schedule are infrequent.Physical Working Conditions - Level 3  Frequent exposure to moderately hazardous conditions resulting in significant threat to health and safety. Undesirable assignments.AccountabilityLevel of Accountability -Level B  Responsible for producing journey-level work output on an independent basis subject to supervisory direction and review.Organizational Impact - Level 1  Work results impact the immediate work section with little effect beyond. Responsible for results or services that facilitate the work of others in a specific work group.Experience, Education, and CertificationsExperience: Job-related experience is desired.Education: High school diploma or equivalent.  All Paraprofessionals at a Title I campus must have the following: Associate degree; or   AA Degree; or  60 college credits; or  Evidence of passing the Para Pro Assessment TestCertifications/Clearances:  Must possess a valid Arizona DPS Level One IVP Fingerprint Clearance Card while employed. CPR/ First Aid Certificate. As requested by the supervisor, maintain current CPI certification.Compensation DetailsFLSA Status: Non-exempt Pay Schedule:  Hourly - Grade 109Work Calendar:  Support 9 MonthOther:Non-Discrimination 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.

K-12 Program Manager About Historic Hudson Valley (HHV): Historic Hudson Valley is a Westchester-based cultural non-profit that welcomes visitors to four National Historic Landmarks. The Education department of HHV offers an array of school programs, public tours and programs, and digital offerings for audiences that include K-12 teachers and their students; families seeking weekend leisure activities; and a diverse array of heritage tourists. HHV has a national reputation for groundbreaking on-site interpretation and award-winning digital content in the content areas of Northern colonial and New Nation enslavement, regional women’s history, and storytelling. In conjunction with Education department leadership, the K-12 Program Manager is responsible for the planning, prototyping and execution of high-quality, inclusive K-12 educational programs, (both in-person and digital), content, and hands-on activities for HHV’s historic sites; leading scheduled onsite and virtual field trips; building relationships with schools and conducting outreach to teachers; leading HHV staff training in K-12 resources; facilitating teacher professional development; and supporting Education department public programs. About the Job: The K-12 Program Manager works in conjunction with Education colleagues to research, develop, and implement content and programs for K-12 educators and students. Responsibilities include but are not limited to: Under the direction of the Director of Education, leading the planning, prototyping and delivery of high-quality, inclusive field trips and hands-on activities for Sunnyside and Philipsburg Manor and starting in 2028 Van Cortlandt Manor. Training museum educators in the delivery of on-site field trips;Overseeing the planning and delivery of teacher professional development workshops and other opportunities for teachers;Managing the outreach program, including in-classroom visits, for schools and community learning partners, helping to develop and maintain relationships with partner organizations;Supervising the position of K-12 Program Assistant;Assisting with HHV’s Educator Advisory Council;Cultivating educators and community leaders to engage in HHV’s programs and mission;Working in conjunction with Library and Curatorial colleagues to research and assemble historical and curricular resources for field trips, teacher resources and digital content development;Contributing to the development of tour scripts, interpretive plans, training manuals and other related materials;Participating in the design and delivery of audience and school evaluation projects;Gaining a fluency with the “state of the field” of American slavery studies; Knowledge of current trends in museum education and K-12 social studies/history instruction; and a fundamental understanding of NYS curricular standards in ELA, social studies/history, and visual arts;Serving as MOD at HHV sites on a regular basis;Assisting with the set up and break down of events; andOther duties as required to advance Historic Hudson Valley’s mission and strategic goals. Requirements:Classroom teaching experience highly preferredDemonstrated experience in museum education (historic house museums preferred) and in teaching complex subjects such as American slavery or women’s historyStrong organizational and communications skillsSelf-motivated; ability to start a project and see it through to completionInitiative, resourcefulness, and creativityGreat people skills, at ease with visitors and colleagues alikeBachelor’s degree in history, education, or a related field; Master’s degree in history, public history or museum studies preferredFluency with Microsoft Office suite, Zoom, and project management tools such as Slack, Basecamp, Google Docs/Sheets, etc.Ability to speak additional languages a plusMust be able to arrange or provide for own transportation to and from HHV’s historic sites; please note that public transportation can be difficult in the area We recognize that it is highly unlikely that someone will meet 100% of the qualifications for each role. If much of a job description applies to you, then please apply for the role.    More about this jobCombination of office and on-site/outdoor workTravel among all historic sites, plus HHV main officeOccasional moving of event materials (up to 30 lbs.) Some travel to schools and conferencesRegular weekend and some holiday and evening hours are requiredAnnual salary is $65,000This position is a busy, fast paced job that requires someone who is comfortable walking long distances, up and down stairs, and over uneven outside terrain in all weathers  Benefits for this position include:Employer-sponsored medical benefits.401K with Employer-paid contributions.Paid time off, family leave, and parental leave.Employer-sponsored life and AD&D insurance.Other voluntary insurances including Pet insurance, Hospital indemnity, accident, and critical illness.  Employees of Historic Hudson Valley enjoy additional benefits such as a generous discount in the Museum Shop, opportunities to participate in enrichment activities, and free or discounted admission to a variety of museums and historic houses in the area. Historic Hudson Valley values representation and is committed to a workforce that exemplifies acceptance across race, gender, age, ability, religion, and identity. A sense of belonging in our workforce is an integral part of our history and culture; honoring all voices of the past and present is central to our mission and impact. Alternate forms of application will be considered, including video resumes, visual cover letters, or other ways of expressing your qualifications and interest. If you require specific accommodations to complete your application, please contact the Director of Education, Nicole Wallace, at nwallace@hudsonvalley.org. To apply to the position please visit: www.hudsonvalley.org/employment and submit a resume, cover letter, and 500-word writing sample which responds to the following prompt:  Historic Hudson Valley is launching a new field trip program for high school students exploring the women's suffrage movement in the Hudson Valley. The Education Department is seeking local school districts to pilot the program during its inaugural year.  Imagine you are the K–12 Program Manager responsible for introducing this opportunity to prospective school partners. Write a persuasive introductory letter to a superintendent, curriculum director, or high school principal encouraging their district to participate in the pilot program. Disclaimer: Applicants are expected to submit application materials that are truthful, accurate, and reflective of their own experience, qualifications, and communication abilities. Misrepresentations or fabricated information may result in disqualification from consideration or withdrawal of an offer.