Careers in Education

Position OverviewPotterville Public Schools is seeking five (5) full-time Secondary Teachers for the 2026–27 school year. Openings include Science, Mathematics, English Language Arts, Social Studies, and one additional content area. Successful candidates will deliver rigorous, student-centered instruction aligned to the Michigan Merit Curriculum, support diverse learners, and contribute to a collaborative culture focused on post-secondary readiness.Required Certifications:  Valid Michigan Secondary Teaching Certificate with appropriate endorsement for the assigned subject and grade band(s) 5–9, 7–12.English Language ArtsEnglish Language Arts 5-9/7-12 (BQ)English (BA)Language Arts (BX)MathematicsMathematics 5-9/7-12 (EQ)Mathematics – Secondary (EX)Mathematics – Elementary (EX)ScienceIntegrated Science – Secondary (DI), Biology (DA), Chemistry (DC), Earth/Space Science (DH), Physical Science (DP), Physics (DE)Middle Grades (5-9):Science – Middle Grades, 5-9 (DQ), which includes: Biology (IA), Earth/Space Science (IH), Physical Science (IP)High School (7-12):Science – High School, 7-12 (DQ), which includes: Biology (IA), Chemistry (IC), Physics (IE), Earth/Space Science (IH)Social StudiesPsychology (CE) — 5-9/7-12 Social Studies – Secondary (RX), Economics (CA), Geography (CB), History (CC), Political Science (CD)Middle Grades (5-9):Social Studies – Middle Grades, 5-9 (CQ), including: Economics (RA), Geography (RB), History (RC), Civics (RI)High School (7-12):Social Studies – High School, 7-12 (CQ), including: Economics (RA), Geography (RB), History (RC), Civics (RI)Required QualificationsBachelor’s degree in the subject area or in Education; Master’s preferred.Valid CPR/First Aid certification (required for initial Michigan certification).Demonstrated knowledge of content standards, assessment practices, and instructional strategies for secondary learners.Ability to pass state criminal history and unprofessional conduct background checks.Preferred Certifications & ExperienceAdditional endorsements such as Special Education, ESL, or Gifted & Talented; endorsements across grade bands are a plus.Knowledge of Capturing Kids’ Hearts and a commitment to positive behavior support and relationship-building.Experience using Learning Management Systems (Google Classroom, Canvas) and instructional technology.Core ResponsibilitiesPlan, prepare, and deliver standards-aligned, engaging lessons that promote critical thinking, literacy across the curriculum, and mastery of core concepts.Design unit and lesson plans informed by the Michigan Merit Curriculum, district pacing guides, and assessment data, using differentiated instruction.Use multiple assessment methods (common assessments, formative checks, performance tasks) to monitor progress and guide instruction.Collaborate in PLCs to analyze student data, develop common assessments, refine strategies, and align curriculum.Integrate technology to enhance instruction, engagement, and communication with students and families.Maintain a safe, orderly, and inclusive classroom that fosters positive relationships and high expectations.Communicate proactively with parents/guardians, counselors, and support staff regarding student progress and support.Participate in school and district initiatives, staff meetings, professional development, & events.Supervise students in non-classroom settings as assigned and maintain accurate records (attendance, grades, behavior logs).Uphold district policies and contribute positively to school culture and continuous improvement.Additional InformationWork Year & Compensation: Compensation governed by the PEA Bargaining Agreement; placement dependent on education and experience. Benefits include health insurance, retirement contributions, and paid leave as outlined in district policies and the PEA Agreement.Professional Growth: District-supported professional learning (PLCs, workshops) and support for advanced certifications/coursework where applicable.Mentorship & Induction: New teacher induction and mentoring support available.Evaluation: Participation in the district evaluation system, including observations, goal-setting, and student growth measures.Working Conditions: Typical secondary schedule; extracurricular involvement encouraged and may affect compensation.FOR THE 2026-27 SCHOOL YEARPOSTING DEADLINE: APRIL 27, 2026 Contact Information:Crystal Hopkins, HRS, SPSHuman Resources Director, Payroll & BenefitsEmail: hopkinsc@ppsvikings.orgPhone: (517) 645-4700 Ext.102District Website: ppsvikings.orgApplication Link: https://ppsvikingsmi.tedk12.com/hire/index.aspxNote: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. The schools district may add to, modify or delete any aspects of the job (or the position itself) at any time as it deems necessary.Nondiscrimination: The Board of Education does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.

Position: Paraprofessional (Anticipated)Location: Potterville Elementary School          Reports To: Building AdministratorPosition Type: Hourly2026-27 School Year           Position SummaryThe Paraprofessional provides supplemental instructional support to students identified as needing additional academic assistance. This position focuses on helping students meet challenging state academic standards in literacy and/or mathematics by delivering targeted small-group or one-on-one interventions under the direction of the classroom teachers. The role also includes contributing to a safe and supportive school environment, collecting data on student performance, and assisting with school-wide systems that promote student success.QualificationsHigh school diploma or equivalent required.Must meet Highly Qualified paraprofessional requirements as defined by federal guidelines (ETS ParaPro Assessment, associate degree, or 60+ college credits).Experience working with children in an educational setting is preferred.Ability to implement instructional strategies and behavioral supports under the supervision of certified staff.Commitment to supporting the academic and social-emotional needs of students identified for Title I services.Ability to collect, organize, and maintain accurate data related to student progress.Strong interpersonal skills for building positive relationships with students, staff, and families.Expectations and Core TasksTasks• Provide supplemental literacy and/or math interventions to eligible students under the direction of a highly qualified classroom teacher.• Implement evidence-based instructional strategies and materials designed to accelerate student growth under the direction of a highly qualified classroom teacher.• Collect and record student progress data to inform instructional decisions as directed by the highly qualified classroom teacher.• Support classroom teachers in preparing and organizing intervention materials.Provide a safe, positive, and inclusive learning environment for students.• Reinforce behavioral and academic expectations in alignment with school-wide systems.• Participate in Check-in/Check-out or other student support routines as assigned.Collaborate regularly with highly qualified classroom teachers and building administrators to review student progress and adjust interventions.• Participate in required Title I meetings, training sessions, and professional development.Assist with structured duties such as morning drop-off, lunchroom monitoring, and recess supervision as assigned.• Model positive interactions with students and staff to reinforce a supportive school culture.Instructional Support• Provide supplemental literacy and/or math interventions to eligible students under the direction of a highly qualified classroom teacher.• Implement evidence-based instructional strategies and materials designed to accelerate student growth under the direction of a highly qualified classroom teacher.• Collect and record student progress data to inform instructional decisions as directed by the highly qualified classroom teacher.• Support classroom teachers in preparing and organizing intervention materials.Student Support• Provide a safe, positive, and inclusive learning environment for students.• Reinforce behavioral and academic expectations in alignment with school-wide systems.• Participate in Check-in/Check-out or other student support routines as assigned.Program Collaboration• Collaborate regularly with highly qualified classroom teachers and building administrators to review student progress and adjust interventions.• Participate in required Title I meetings, training sessions, and professional development.School Support• Assist with structured duties such as morning drop-off, lunchroom monitoring, and recess supervision as assigned.• Model positive interactions with students and staff to reinforce a supportive school culture.Salary: Compensation per PESPA Bargaining AgreementPOSTING DEADLINE: APRIL 27, 2026Contact Information:Crystal Hopkins, HRS, SPSHuman Resources Director, Payroll & BenefitsEmail: hopkinsc@ppsvikings.orgPhone: (517) 645-4700 Ext.102District Website: ppsvikings.orgApplication Link: https://ppsvikingsmi.tedk12.com/hire/index.aspxNote: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. The schools district may add to, modify or delete any aspects of the job (or the position itself) at any time as it deems necessary.Nondiscrimination: The Board of Education does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.

Position: MTSS & School Improvement CoordinatorReports to: Building PrincipalsTerms of Employment: Full-time, GRANT FUNDED2026-27 School Year Job SummaryThe K–12 MTSS Coordinator serves in an advisory capacity to district and building administration, supporting the design, coherence, and implementation of a multi-tiered system of supports (MTSS) aligned with the Michigan Integrated Continuous Improvement Process (MICIP). This role focuses on strengthening systems, not managing personnel, by ensuring that district initiatives, data use, and instructional supports are aligned, sustainable, and responsive to student needs.Required Experience     Valid Michigan teaching certificateMinimum of 5 years successful classroom teaching experienceDemonstrated ability to support diverse learners, including intervention and differentiationMinimum of 3 years administrative experience (building or district level)Experience with school improvement planning, MTSS, or related systemsDemonstrated experience with MTSS implementationEvidence of designing, supporting, or refining Tier 1, Tier 2, and Tier 3 systemsExperience with Michigan Integrated Continuous Improvement Process (MICIP) or equivalent continuous improvement frameworkDirect involvement in needs assessment, goal setting, strategy selection, and progress monitoringPreferred ExperienceExperience working across multiple grade levels (elementary and secondary)Experience aligning academic and behavioral systems within MTSSExperience supporting or coordinating federal or state programs (e.g., Title I, Title II, 31a)Experience facilitating professional learning or leading adult teamsExperience using district-level data systems to inform decisions and monitor outcomesResponsibilities:Systems Coherence and ImplementationSupport the development, articulation, and continuous refinement of district MTSS and MICIP processesEnsure alignment between district goals, building practices, and classroom implementationAssist administration in identifying gaps between intended systems and actual practiceProvide guidance on the integration of academic, behavioral, and social-emotional supports within MTSSMichigan Integrated Continuous Improvement Process (MICIP)Support district and building leaders in the implementation and monitoring of MICIP plansAssist in the use of data to inform needs assessments, goal setting, and progress monitoringHelp ensure that improvement strategies are implemented with fidelity and adjusted based on evidenceFacilitate structures that connect MICIP planning to day-to-day instructional practiceMTSS Framework DevelopmentSupport the design and continuous improvement of a K–12 MTSS frameworkAssist in establishing clear expectations for Tier 1, Tier 2, and Tier 3 supports across the districtPromote consistent use of data protocols and intervention systemsWork with administration to ensure equitable access to interventions and supportsFederal and State InitiativesEnsure alignment of MTSS and MICIP work with state and federal requirementsCollaborate with district leadership on the coordination of non-consolidated federal grants to support MTSS prioritiesSupport compliance by connecting funding, programming, and documented needProvide guidance on the implementation of state and federal educational initiativesProfessional Learning and Capacity BuildingSupport the planning and alignment of professional development related to MTSS and MICIPAssist in building staff capacity around data use, intervention practices, and system implementationFacilitate or support district-level learning structures when appropriatePromote clarity and consistency in expectations across buildingsCommunication and Leadership SupportServe as a resource to administrators on MTSS and MICIP-related decision-makingRepresent the district in regional or state-level meetings related to curriculum, MTSS, or continuous improvementSupport clear communication of district systems and expectations to staffHelp maintain focus on long-term system effectiveness over short-term fixesAttributes:Demonstrates strong systems thinking and the ability to connect MTSS, MICIP, and instructional practices across K–12 settingsMaintains a consistent focus on implementation, ensuring plans translate into practice with fidelityUses multiple sources of data to inform decisions, identify trends, and guide continuous improvementBuilds trust and influences others effectively without direct supervisory authorityCommunicates complex processes clearly and aligns expectations across buildings and teamsFocuses on prevention by strengthening routines, expectations, and classroom systemsPOSTING DEADLINE: APRIL 27, 2026Contact Information:Crystal Hopkins, HRS, SPSHuman Resources Director, Payroll & BenefitsEmail: hopkinsc@ppsvikings.orgPhone: (517) 645-4700 Ext.102District Website: ppsvikings.orgApplication Link: https://ppsvikingsmi.tedk12.com/hire/index.aspxNote: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. The schools district may add to, modify or delete any aspects of the job (or the position itself) at any time as it deems necessary.Nondiscrimination: The Board of Education does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities. 

Position: Elementary TeacherReports to: Building Principal      Terms of Employment: Full-timeIdeal for: PK-3 or 3-6 Grade Band Endorsements      2026-27 School Year Job SummaryPotterville Public Schools is seeking a dedicated, student-centered Elementary Teacher committed to building a strong foundation for lifelong learning. The ideal candidate will deliver evidence-based instruction with an emphasis on literacy, support student growth through a “whole child” approach that integrates Social-Emotional Learning (SEL), and work collaboratively within a team culture grounded in district-supported frameworks.Required QualificationsCertification: Valid Michigan Elementary Teaching Certificate. Endorsements: Must hold the appropriate grade-level endorsement (ZO for PK-3 or ZP for 3-6).Compliance: Must meet Appropriate Placement requirements as defined by MDE.Education: Bachelor’s Degree in Elementary Education or related field.Clearances: Satisfactory Criminal History Check (Fingerprinting) and Unprofessional Conduct Check (PA 189).Preferred QualificationsExperience or training with EL Education and Number CornerKnowledge of Capturing Kids’ Hearts and a commitment to positive behavior support and relationship-buildingStrong understanding of child development and best practices in differentiated instructionAbility to analyze and respond to student data to drive instructionEffective communication skills with students, families, and colleaguesCollaborative mindset with commitment to shared success and continuous improvementCore ResponsibilitiesInstruction: Provide Tier 1 core instruction in ELA, Math, Science, and Social Studies aligned to Michigan Academic StandardsData-Driven Instruction: Use benchmark and assessment data (e.g., NWEA, mSTEP) to differentiate learning and provide Tier 2 support/interventionsLiteracy Practices: Implement district-aligned Essential Instructional Practices in Literacy to support grade-level reading outcomesWhole Child / SEL Integration: Embed Social-Emotional Learning into daily classroom routines and expectationsAssessment Use: Utilize formative and summative assessments to guide instruction and meet individual student needsCollaboration & Team Participation: Actively participate in team structures and supports such as MTSS, including coaching and collaborative planningAdditional Expectations Maintain a safe, resectful, engaging classroom with high expectations and strong supportFoster effective relationships with students, families, and colleagues to support student well-being and successCommunicate regularly with families to encourage involvement and support learningDemonstrate reflective practice and commitment to continuous professional growthSALARY: COMPENSATION ACCORDING TO THE PEA BARGAINING AGREEMENT.POSTING DEADLINE: APRIL 27, 2026     Crystal Hopkins, HRS, SPSHuman Resources Director, Payroll & BenefitsEmail: hopkinsc@ppsvikings.orgPhone: (517) 645-4700 Ext.102District Website: ppsvikings.orgApplication Link: https://ppsvikingsmi.tedk12.com/hire/index.aspxNote: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. The schools district may add to, modify or delete any aspects of the job (or the position itself) at any time as it deems necessary.Nondiscrimination: The Board of Education does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities. 

Position: Elementary & Secondary Art Teacher (Anticipated)Reports to: Building Principal      Terms of Employment: Full-time2026-27 School YearJob SummaryPotterville Public Schools is seeking a passionate, student-centered K-12 Art Teacher dedicated to inspiring creativity and artistic growth in all students. The ideal candidate will deliver engaging, standards-aligned visual arts instruction across grade levels, foster a supportive and inclusive studio environment, and collaborate with colleagues to integrate arts throughout the school community.Required QualificationsCertification: Valid Michigan Teaching Certificate. Endorsements: Must hold a valid Michigan Art Education endorsement (FB).Compliance: Must meet Appropriate Placement requirements as defined by MDE.Education: Bachelor's Degree in Art Education or related field.Clearances: Satisfactory Criminal History Check (Fingerprinting) and Unprofessional Conduct Check (PA 189).Preferred QualificationsExperience teaching visual arts across multiple grade levels (K-12)Knowledge of Capturing Kids' Hearts and a commitment to positive student relationships and behavior supportProficiency in a range of visual arts media, techniques, and art history; ability to differentiate instruction across diverse learnersExperience with arts integration and connecting visual arts to other academic content areasStrong communication skills with students, families, and colleagues; ability to advocate for the value of arts educationCore ResponsibilitiesArts Advocacy: Actively promote the value of arts education within the school community and participate in district-wide professional learning and collaborationInstruction: Deliver engaging, standards-aligned visual arts instruction for K-12 students in alignment with Michigan Academic Standards for Visual ArtsStudio Environment: Establish and maintain a safe, organized, and well-managed art studio that promotes creative exploration and responsible use of materialsStudent Growth & Assessment: Use formative and summative assessments, including portfolio-based evaluation, to monitor student artistic growth and guide instructionSEL & Whole Child: Foster a culturally inclusive and emotionally supportive art classroom that values every student's creative voice and integrates Social-Emotional LearningCollaboration & Exhibitions: Partner with building staff to support school events, art shows, and displays that celebrate student work and promote community engagement with the artsAdditional Expectations Foster effective relationships with students, families, and colleagues to support student well-being, confidence, and artistic successMaintain a safe, respectful, and creatively stimulating art room with high expectations and strong support for all learnersCommunicate regularly with families to encourage involvement and support learningDemonstrate reflective practice and commitment to continuous professional growthSALARY: COMPENSATION ACCORDING TO THE PEA BARGAINING AGREEMENT.POSTING DEADLINE: APRIL 27, 2026Contact Information:Crystal Hopkins, HRS, SPSHuman Resources Director, Payroll & BenefitsEmail: hopkinsc@ppsvikings.orgPhone: (517) 645-4700 Ext.102District Website: ppsvikings.orgApplication Link: https://ppsvikingsmi.tedk12.com/hire/index.aspxNote: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. The schools district may add to, modify or delete any aspects of the job (or the position itself) at any time as it deems necessary.Nondiscrimination: The Board of Education does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected category, (collectively, "Protected Classes"), in its programs and activities, including employment opportunities.

🌟 Part-Time Behavior Therapist / Behavior Instructor (Great for Students!)Pay: $21.00 – $29.00 per hourSchedule: Part-time | Mostly afternoons | Flexible for studentsEducation: HS diploma accepted • BA/working toward BA preferredLocation: In-person✨ About the OpportunityAre you passionate about helping children, interested in psychology or child development, or looking for hands-on experience in the behavioral/mental health field?We are looking for caring, motivated students to join our team as Behavior Therapists / Behavior Instructors. This is an amazing opportunity to gain real experience working with children with Autism and other developmental needs while being supported by experienced supervisors and a collaborative team.Perfect for students majoring in:Psychology, Sociology, Education, Child Development, Social Work, Human Services, Behavioral Science, Kinesiology, or related fields.🌈 What You’ll DoWork 1:1 with children or teens with Autism or developmental disabilitiesHelp kids learn communication, social, and daily living skillsImplement behavior‑based teaching strategies (training provided!)Support sessions in home, school, or community settingsTake simple data on client progressCollaborate with supervisors, families, and school staffPromote positive behavior and help children build confidence💡 What We’re Looking ForYou’ll be a great fit if you are:Patient, positive, and comfortable working with kidsInterested in psychology, special education, mental health, or human developmentReliable, coachable, and able to follow guidanceA strong communicator who enjoys helping othersLooking to build experience for future careers like: BCBA/ABATeacherCounselor or TherapistSocial WorkerSchool PsychologistChild Life SpecialistPediatric or mental health professionalNo prior behavioral experience required — we provide training!   

Job OverviewWe are seeking a dedicated and compassionate Behavior Therapist to join our multidisciplinary mental health and behavioral services team. The ideal candidate will possess a strong foundation in behavioral health interventions, with a focus on supporting individuals with developmental disabilities, autism spectrum disorder, and other mental health conditions. As a Behavior Therapist, you will deliver evidence-based therapies, conduct patient assessments, and collaborate with families and healthcare professionals to promote positive behavioral change. This role offers an opportunity to make a meaningful difference in clients' lives through personalized care and innovative therapeutic techniques.DutiesImplement behavioral therapy programs utilizing applied behavior analysis (ABA) and other evidence-based practices tailored to individual needs.Conduct comprehensive patient assessments, including intake evaluations and diagnostic evaluations using ICD-9 and ICD-10 coding systems.Develop and modify treatment plans based on ongoing data collection, progress monitoring, and clinical research findings.Provide direct support and counseling to children, adolescents, and adults with developmental disabilities, PTSD, or other mental health challenges.Facilitate individual and group therapy sessions incorporating modalities such as psychodynamic therapy, art therapy, dance therapy, or cognitive-behavioral therapy (CBT).Collaborate with families, caregivers, and educational teams to implement behavior management strategies within home or school settings.Maintain accurate medical documentation and ensure compliance with HIPAA regulations to protect patient confidentiality.Manage crisis situations effectively through crisis intervention techniques and crisis management protocols.SkillsExtensive knowledge of psychotherapy modalities including cognitive-behavioral therapy (CBT), psychodynamic therapy, and behavior management strategies.Proficiency in motivational interviewing techniques to foster client engagement and motivation for change.Experience working with children, individuals with autism spectrum disorder, disabilities, or in pediatric settings; familiarity with special education is advantageous.Strong background in medical terminology, ICD coding (ICD-9/ICD-10), medical records management, and clinical research methodologies.Ability to perform patient assessments, diagnostic evaluations, and case management effectively within outpatient or inpatient environments.Skilled in crisis intervention, crisis management, addiction counseling, grief counseling, chronic pain counseling, and PTSD care.Familiarity with telehealth platforms for remote service delivery; experience in outpatient clinics or hospital settings is preferred.Competence in data collection for research purposes and experience with CPT coding for billing purposes.Excellent communication skills combined with a compassionate approach to patient care; ability to work collaboratively within multidisciplinary teams focused on behavioral health outcomes. Join us in delivering impactful behavioral health services that empower individuals to achieve their full potential through compassionate care and innovative therapeutic practices! Pay: $21.00 - $29.00 per hourEducation Requirements:***HS level is okay, BA preferred, minimal afternoon hours at first with opportunity to grow***** Work Location: In person  

JOB ANNOUNCEMENTPosition: Program Leader (Elementary Summer Program)Salary: $23.50-$27.00 per hour, 40hr/weekReports to: Site CoordinatorStatus: Temporary Part-Time, Non-ExemptSchool Year: 5/26/26 – 6/3/2026 (up to 25 hrs/ week)Temporary Full-Time, Non-ExemptSummer Term: 6/4/26 – 7/21/26 (position ends 7/21/26) POSITION DESCRIPTIONUnder the supervision of the Site Coordinator, the Program Leader will work as a team to build a positive and supportive environment for transitional kindergarten thru 5th grade school aged children. The Program Leader will provide support to the After School Program/Summer Program at one of our elementary school sites. Our focus is on supporting youth in their academic, social and emotional development. We are seeking leaders who are able to guide transitional kindergarten thru fifth grade elementary school aged children in literacy, math, STEM and age appropriate recreational and enrichment curriculum activities. DUTIES AND RESPONSIBILITIESSupervise and manage approximately 10-20 transitional kindergarten to fifth grade students in our summer programs.Create and plan enrichment curriculum activities and lesson plans to support student learning incorporating social emotional learning competency skillsSupervise daily academic support, tutoring, enrichment, and recreational curriculum activities and lessonsProvide supervision during supper/ snack and recess timeProvide strong systems and structures for students to transition between each component of the programCreate, follow up and be consistent with behavioral management plans for whole group and individual studentsSupport school day teachers with classroom push ins, small group cohorts/ tutoring, reading/ literacy, math and mentorship programsDevelop and encourage consistent study habits/routineProvide a relationship as a positive mentor/ role model to TK-5th grade school aged children in conjunction with program/agency goalsCreate an ongoing communication with site staff, teachers and parents regarding student progress and goalsSupport and build relationships with both parents, teachers, site staff and program participantsSupport in creating a positive and safe environment for all program participantsProvide supervision during indoor and outdoor activitiesAssist in the supervision of any youth/ high school or adult volunteer or program internResponsible for ongoing communication with direct supervisor, program manager, program director in a timely mannerResponsible for student attendance and other reports assigned by supervisorAttend and participate in all required agency and program related training, and team meetingsParticipate in restorative circles and or care team meetings if neededOther duties as assigned by management QUALIFICATIONS/REQUIREMENTSAA degree preferred but must have completed a minimum of 48 college units or passed an Instructional Aide Exam.Passion to work with young people ages 5 and up from diverse backgrounds.Have a sense of humor, creativity and patience.Knowledge of the youth development framework and practices and one or more years of experience planning and facilitating academic, enrichment, recreational and social emotional learning curriculum activities for school aged childrenExperience in classroom management, conflict mediation, and restorative practices is a plus.Experience working with diverse youth and families a plusAbility to develop, implement, and organize programs and special events.Possess good organizational, communication and teamwork skills.Ability to model to staff and participants: professionalism, personal responsibility, a strong work ethic and positive characterBilingual/bicultural in Arabic, Cantonese/Mandarin, Spanish, or Vietnamese is preferred.Must be able to work Monday to Friday, in-personAble to lift or move at least 25lbs. CYC is an Equal Employment Opportunity employer and will not discriminate against any applicant or employee on the basis of race, age, religion, gender, marital status, national origin, citizenship, ancestry, physical or mental disability, veteran status, sexual orientation, or any other basis recognized by federal, state, or local law, including on the basis of the intersection of two or more protected characteristics, also known as intersectional discrimination. Pursuant to the San Francisco Fair Chance Ordinance, we will consider qualified applicants with arrest and conviction records for employment.

Job DescriptionThe Community Youth Center of San Francisco (CYC) provides the youth of our city a sense of belonging and vital tools and experiences to succeed in life. Our services include academic support and college counseling, job placement and employment training, substance use and violence prevention education, crisis intervention and mediation, leadership development, technology and computer training. Our mission is to encourage a diverse population of high-need young people to explore their full potential through academic, career, family, and community life.Title:                             Program Leader Salary:                        $23-$27/Hour, 25 Hours/WeekReports to:               Site CoordinatorStatus:                         Part Time, Non-Exempt (School year position with potential to continue full time during the summer.) POSITION DESCRIPTION:Under the supervision of the Site Coordinator, the Program Leader is responsible for developing, implementing, and overseeing a variety of academic and enrichment activities targeting middle school youth at the CYC Aptos Beacon Center. This includes designing curriculum and activities which incorporate skill building and project based learning that are fun and engaging for youth.We are looking for multiple staff to teach one or more of the following enrichment activities:Arts (i.e. painting, drawing, crafting, etc.)Mixed Sports (i.e. soccer, basketball, table tennis, skateboarding, etc.)Performing Arts (i.e. drama, voice, dance, etc.)Cooking, Gardening, Cultural Arts and ExplorationAcademic TutoringCareer & College AwarenessSTEAM (i.e. coding, 3D printing, game design, robotics, video/music production, etc.)DUTIES AND RESPONSIBILITIES:Develop, implement, and oversee a variety of skill building and project based learning activities for middle school aged youth.Provide academic tutoring and assist students with their daily homework as needed.Establish and maintain a positive and safe learning environment for program participants including assisting with classroom and behavior management, resolving and mediating conflicts using restorative practices, handling emergencies and injuries, etc.Create marketing strategies and promotional materials to recruit and retain youth in afterschool programs.Collaborate with school and Beacon staff to coordinate cultural celebrations and culminating events that builds community and celebrates youth accomplishments.Work with school faculty and parents/guardians to maintain a high level of communication and positive relationships/climate between school, beacon and families.Assist with data collection and produce programmatic reports as requested.Assist with administering and collecting evaluation data as required by funders and for continuous program improvement.Participate in regular staff meetings and attend on-going training opportunities as needed.Maintain the cleanliness and organization of all shared program spaces.Complete other duties as assigned by the supervisor.QUALIFICATIONS:Bachelor's degree preferred or must have completed a minimum of 48 college units or passed an Instructional Aide Exam.Knowledge of youth development practices and one or more years of experience planning and facilitating enrichment activities for youth.Experience in classroom management, conflict mediation, and restorative practices is a plus.Experience working with ethnically diverse youth and families who have experienced poverty, crisis, trauma, and other adverse events is a plus.Ability to develop, implement, and organize programs and special events.Possess good organizational, communication and teamwork skills.Capacity to multitask, work independently, and meet strict programmatic deadlines.Good technology skills (familiar with Google docs & sheets, MS Office, etc.)Ability to model to staff and participants: professionalism, personal responsibility, a strong work ethic and positive character.Bilingual in Cantonese/Mandarin, Spanish, or Tagalog is preferred.Able to lift or move at least 25lbs.CYC is an Equal Employment Opportunity employer and will not discriminate against any applicant or employee on the basis of race, age, religion, gender, marital status, national origin, citizenship, ancestry, physical or mental disability, veteran status, sexual orientation, or any other basis recognized by federal, state, or local law, including on the basis of the intersection of two or more protected characteristics, also known as intersectional discrimination. Pursuant to the San Francisco Fair Chance Ordinance, we will consider qualified applicants with arrest and conviction records for employment.

Part-time Spanish Specialist Teacher Grades PS-K .60 FTEReports to: Division Head______________________________________________________________________________All UCDS employees are expected to embody the school’s mission to design a culture of inquiry essential to meaningful learning; cultivate reflective, collaborative, skillful thinkers who ignite positive change in their communities; and engage diverse perspectives in an ongoing effort to shape and share our innovative education model.______________________________________________________________________________ Job Summary Specialists work in their subject areas with all the students. There are currently specialists in Art, Library, Music, Physical Education, Science, Design & Tech, and Spanish. Specialists work closely with classroom teachers to align their curriculum with classroom instruction and meet students' individual needs. Specialists meet weekly with faculty for staffing sessions to discuss students' progress; they also meet weekly as a Specialist group to coordinate and plan their curricula. Each teacher at UCDS works as a member of a team to design curriculum, instruct students, individualize learning, and support school-wide events and programs. In the spirit of innovation, faculty share teaching methods, materials, and assessment techniques within and beyond our school community. The process of building, implementing, evaluating, and revising programs is central to UCDS and required of every faculty member. Essential Duties and Responsibilities Art of Teaching: Creates and implements hands-on Spanish curricula appropriate to students' grade level and developmental level.Employ effective and differentiated teaching strategies to meet the needs of a diverse range of students. Creates and sustains a classroom culture based on the mission and values of the schoolProvides a variety of learning opportunities, methods, and materials, with a strong emphasis on inquiry-based learning and hands-on experiences for the students.Show an appreciation for the craft of teaching Ability to switch between grade levels quickly and effectively. This position requires organization, planning, and collaboration. Create daily lesson plans that are engaging, educational, hands-on, and exciting for the students Demonstrates enthusiasm and inspires students to participate fully in the learning processPractices thoughtful, respectful, and successful classroom management techniques that support active learning and promote responsibility and self-management Advises and works with students, parents/guardians, and other teachers to fully develop a picture of students’ strengths and learning needs Community: Provides and maintains a dynamic and safe environment Communicates effectively (verbally and in writing) with others, including administrators, colleagues, staff, and parents/guardians, to maintain constructive and professional relationships Builds partnerships with parents/guardians through clear written and verbal communication in formal and informal meetings, as well as documentationAttends school-related events and meetings outside the scheduled school day, i.e., after-school planning, committee meetings, overnight trips, and community eventsCollaborates and works effectively in teams with colleagues Employs strong interpersonal skills, including being patient and positive Reflective Practice: Participates in annual goal setting and receives regular feedback, facilitated by the Division Head, Assistant Head of School, and Head of School Participates in professional learning opportunities at UCDS, the UCDS Institute, and in the larger community Actively completes other duties as assigned  Education &/or ExperienceRequired:Bachelor’s degree in Education, Spanish, or a related field.Experience teaching Spanish at the early elementary level.Strong understanding of child development and progressive education principles.Ability to create and adapt curriculum to meet the needs of learners.Preferred:Master’s degree in Education, Spanish Education, or related field.Experience in independent or progressive school settings.Familiarity with inquiry-based learning, project-based learning, and Spanish education.Proficiency with technology integration in the classroom QualificationsPassion for fostering curiosity and a love of Spanish in young learners.Strong communication and interpersonal skills to engage with students, families, and colleagues.Demonstrated cultural competence skills and a deep commitment to creating an inclusive and equitable learning environment.Flexibility and creativity to adapt to the evolving needs of students and the school community.Exceptional skills as a deep thinker, listener, and collaborator.Strong capacity for innovation and problem-solving.Eagerness to contribute to a vibrant professional learning community. Supervisory Responsibilities:The part-time Spanish Specialist has no direct reports.  Additional RequirementsMeet the school’s standards when completing all background screenings. 

Title: Agricultural Science TeacherQualificationsLicensure: Valid Idaho teaching certification with appropriate endorsements in Agriculture Education or CTE Agricultural Science.Education: Bachelor’s degree in Agricultural Education, Animal Science, Plant Science, Agricultural Mechanics, or a related field.Experience: Previous experience teaching high school agriculture preferred. Practical industry experience in welding, farming, or animal management is highly desirable.Required Knowledge: Strong knowledge of agricultural mechanics, animal science, and plant sciences.Skills: Strong communication, leadership, and organizational skills. Job Goal: The Agricultural Science Teacher provides comprehensive instruction in agriculture, food, and natural resources, emphasizing practical skills in welding/agricultural mechanics, crop production, animal science and basic trade skills in construction and small engines. This position combines classroom instruction with hands-on shop and laboratory experiences, preparing students for both higher education and technical careers in the agriculture industry. The teacher will also act as an advisor for the school’s FFA chapter. Essential Responsibilities1. Instruction and Curriculum Management (Welding, Crops, Animals)Develop and implement engaging lesson plans that comply with state standards, covering animal science, plant science, and agriculture mechanics (welding, engines, structures).Teach shop safety, tool maintenance, and repair as a primary responsibility.Provide hands-on instruction in welding (MIG, TIG, Stick), metal fabrication, and small engine repair.Oversee plant cultivation in the greenhouse or school farm/laboratory setting.Instruct on animal husbandry, nutrition, and health. 2. CTE and Laboratory ManagementSupervise students in the agriculture laboratory, shop, and on school-managed farm property.Ensure all safety regulations are met and maintained in the shop/lab.Maintain an inventory of welding and agricultural tools, equipment, and materials.Order supplies and equipment needed for instructional projects. 3. Student Experience & Supervision (FFA and SAE)Serve as a co-advisor for the local FFA chapter, planning leadership and career development events.Oversee Supervised Agricultural Experience (SAE) projects, assisting students in selecting, managing, and recording their projects.Supervise students at FFA activities, competitions, and community events.Train CDE (Career Development Event) teams in livestock judging, welding, or agronomy. 4. Community and Professional EngagementWork closely with local, county, and state agricultural organizations, agencies, and businesses.Maintain a positive, safe, and motivating classroom environment.Regularly update curriculum based on current industry developments, such as new farming technology or welding techniques. Skills: Strong communication, leadership, and organizational skills. Physical Demands & Working ConditionsMust be able to work in both indoor (classroom) and outdoor (field/farm) environments.Frequent standing, walking, bending, and lifting (up to 25-50 lbs.)Exposure to welding fumes, dust, machinery, and agricultural chemicals.  

Position Description:This position exists to lead and support children and youth in becoming disciples of Christ through the ministries at GSUMC. To fulfill this vision, the person in this role is expected to build meaningful relationships with students and their parents, create a safe and welcoming environment, and provide regular opportunities for learning and service. As a leader for the community of students, parents, and volunteers, this person should embody a pastoral heart with a relationship-oriented approach and a deep sense of responsibility for a soul.Responsibilities:Attend staff meetings, monthly Church Council meetings, and be present on Sunday mornings.Decide the yearly curriculum for the Sunday School and youth group in consultation with the pastor.Plan and lead weekly Sunday School meetings. Secure needed supplies.Plan and lead regular youth group meetings (at least twice a month).Schedule substitute teachers and helpers for the classes as needed.Recruit and train people to work with as leaders, helpers, and chaperones for the ministries.Responsible for compliance with the Safe Sanctuaries policy:Lead an annual review of the policy with families before a new school yearOrganize the second adult present at a meeting (from families or congregation)Lead the youth group on a retreat, mission trip, or similar (annually), and lead fundraisers to help with the cost.Organize and execute special events – Rally Day with backpack Blessing, Confirmation Sunday, Graduation service, etc.Build and maintain strong relationships with students and parents. Interface with new parents and children, offering hospitality and support.Encourage young disciples to participate in worship and other intergenerational activities.Keep the congregation and everyone involved in the ministries informed about meetings, events, and activities through monthly newsletters, weekly eNews, bulletins, announcements, website, etc.Provide support for Vacation Bible School (VBS) and Confirmation, as needed.Other responsibilities as determined necessary to fulfill the mission of the roleSkills and Experience:A degree or experience in the education, theology, or a ministry-related field, preferred Strong personal faith in Jesus Christ and a love for youth students is requiredExcellent communication, interpersonal, and organizational skills necessaryAbility to work effectively in a team environmentComputer skillsAccountability:As a member of the GSUMC staff, this person is hired by the Staff-Parish Relations Committee and ultimately is accountable to that body.  Demonstrated commitment to and the ability to support, teach, and model the beliefs, doctrine, and mission of the United Methodist Church in all aspects of ministry is expected. The Employee Handbook and the United Methodist Book of Discipline defines further particulars.  The Safe Sanctuaries Manual adopted by the GSUMC Council sets forth guidelines that need to be adhered to as well.  Administratively, this individual routinely reports to and consults with the Pastor and works in keeping with the GSUMC Mission and Vision Statement.

Learn2Code.Live offers hands-on, creative technology programs for K–12 students in an in-person classroom setting. We are seeking enthusiastic and dependable Part-Time 2D Animation Instructors to lead after-school classes in San Francisco.This role is well-suited for college students, recent graduates, or aspiring educators with an interest in animation, digital arts, or creative technology. A ready-to-use curriculum and lesson plans are provided, allowing you to focus on engaging and inspiring students. Program DetailsCourse: 2D AnimationGrade Level: TK–5Location: Florida (school-based, in-person)Program Dates: April–MaySchedule Options:Mondays, 3:15–5:15 PM What You’ll DoTeach 2D Animation using provided curriculum and lesson plansLead fun, project-based lessons introducing animation fundamentalsGuide students in creating and refining their own animation projectsAdapt instruction to different grade levels and learning needsFoster a positive, inclusive, and engaging classroom environmentMonitor student progress and provide constructive feedbackCommunicate professionally with school staff and the Learn2Code.Live team Ideal CandidatesFamiliarity with 2D animation tools and basic design principlesStudents, recent graduates, or graduates in animation, digital arts, computer science, education, or related fieldsPatient, enthusiastic, and comfortable working with K–8 studentsReliable, organized, and confident leading small groupsTeaching or tutoring experience is a plus, but not requiredComfortable using technology and basic troubleshooting Why Join Learn2Code.Live?No lesson preparation required — curriculum providedFlexible, part-time after-school scheduleBuild teaching and creative technology experienceInspire creativity, storytelling, and digital literacy in young learnersMake a meaningful impact in your local community Turn your passion for animation into impact and help students explore creativity through 2D animation.

CYI is looking for 3 program facilitators to help lead a two-month summer leadership program consisting of two cohorts educating New York City high school youth on topics such as identity, Asian American activism, and anti-blackness. Facilitators are expected to have past leadership experience(s), strong facilitation skills, and to be passionate about the larger Asian American community. We invite applications from high school and college students who are passionate about issues affecting the Asian American diaspora. Facilitators should be ready to take on the rewarding challenge of working with a team to raise social consciousness among Asian American youth. Facilitators are expected to work under program directors during the program. Ideal facilitators will be either freshman or sophomore year college students. The expected commitment during the program cycle is expected to be two five-hour workshops per week plus planning time. 

Primary Purpose:Direct and manage the agricultural science program for assigned campus. Provide students with appropriate learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society.Education/Certification: Bachelor’s degree from accredited university Valid Texas teaching certificate with required endorsements or related training and work experience for certification waivers under the District of Innovation Plan (DOI) Demonstrated competency in agricultural scienceSpecial Knowledge/Skills:Knowledge of special needs of students in assigned areaKnowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual EducationPlan (IEP) goal setting process and implementationKnowledge of how to adapt curriculum and instruction for special needsEffective communication skillsExperience:Student teaching, approved internship, or related work experience

About the RoleThe Part-Time Pre ETS Skills Trainer role at SOAR365 is a meaningful opportunity to directly impact the future of students with disabilities by helping them build the skills and confidence needed for independence and employment. In this role, you support young people as they explore career paths, gain real-world work experience, and develop essential workplace and self-advocacy skills.By guiding students through hands-on learning in both school and community settings, you play a critical part in preparing them for life beyond the classroom. Your work helps bridge the gap between education and employment, empowering individuals to reach their full potential. This role is deeply connected to SOAR365's mission-creating opportunities for people with disabilities to live full, productive, and meaningful lives.Who We Are: SOAR365For more than 70 years, SOAR365 has been dedicated to supporting individuals and families living with disabilities. Our innovative programs and compassionate services are thoughtfully designed to meet real-world needs at every stage of life. Today, SOAR365 has a profound impact on more than 2,000 people and their families across the Greater Richmond area. Whether through employment, therapy, respite, or recreation, we're proud to help people of all abilities thrive.We are also proud to be recognized as an Employer of Choice, offering competitive benefits, professional development opportunities, and a supportive environment where employees feel valued, empowered, and connected to meaningful work. Key Responsibilities & DutiesThe Skills Trainer provides direct support and instruction to students with disabilities enrolled in the Pre-ETS program, helping them build employment, independent living, and self-advocacy skills through structured activities and real-world experiences. This role involves assisting with program development and implementation, coordinating work-based learning opportunities and internships with local businesses, and supporting students in both school and community settings-including transportation when needed. The trainer also maintains accurate documentation, participates in transition meetings and community events, and collaborates with stakeholders to enhance program effectiveness. In addition, the position requires adherence to agency policies, ongoing training, flexible scheduling, and a commitment to fostering an inclusive, supportive environment for students, volunteers, and interns while contributing to continuous program improvement.Requirements & QualificationsQualified candidates will bring knowledge of evidence-based practices in transition services, career development, and vocational training, along with the ability to implement individualized training plans for students with disabilities in both school and community settings. This role requires strong collaboration skills to partner with internal teams and identify meaningful employment opportunities, as well as an understanding of diverse student needs supported through positive behavioral strategies. Additionally, the position calls for creativity and problem-solving to address barriers and ensure successful outcomes in students' transition from school to career.Must possess a valid driver's license with an acceptable driving record and maintain driving eligibility throughout employment. Candidates are required to pass a SOAR365 driving test for designated consumer transport vehicles, if applicable, and must promptly report any driving violations to their supervisor.A Bachelor's degree in a related field-such as Rehabilitation Counseling, Special Education, Psychology, Human Services, or Social Work-is required, or candidates must be actively pursuing completion of such a degree. Prior experience working with individuals with disabilities is essential. Experience in supported or customized employment is highly preferred, and a background in job development and/or business-to-business sales is considered a strong asset.Physical Requirements: This position requires the effective use of sensory and communication skills to interact with colleagues and the public through both phone and in-person contact, including the ability to see, read, speak, hear, and handle objects. The role also requires the ability to operate standard office equipment such as a computer, calculator, copier, and fax machine. Duties involve frequent physical activity, including standing, walking, lifting (up to 50 lbs.), carrying, bending, kneeling, reaching, pushing, and pulling while delivering services and supports. The ability to travel outside of the office to community-based locations is also required. Total Rewards & BenefitsOur market-competitive total rewards package includes:Merit increases12 paid holidaysImmediate access to your paycheck through ZayZoonFlexible spending accounts (FSA)403(b) retirement plan with employer match and immediate vestingEmployee development and training programsWellness programsDiscounted tuition to South UniversityHow to ApplyTo apply for this position, a completed SOAR365 application is required. Equal Opportunity & Workplace CommitmentSOAR365 is an EO/AA Employer and welcomes applicants who are Veterans, individuals with disabilities, and those from other protected categories.We are a Drug-Free Workplace.

Registered Behavior Technician BT/RBT – ABA Centers of AmericaPart-TimeRochester, NH Starting rate of $24.15/hour.Final compensation will be determined by a candidate’s experience, training, and educational credentials*Get a $1,000 Sign-On Bonus! (Limited-time offer — ask your recruiter for details and conditions) Growth Opportunity in Healthcare—Will Train!Do you love working with kids? Looking for a new career in healthcare with a stable, growing company that supports and values its team members? Come be a Registered Behavior Technician (RBT) with us! We offer paid training and thorough preparation for the RBT exam through our ABA Academy of Excellence! Plus, you'll benefit from ongoing career support and advancement opportunities. Interested in Furthering Your Career in ABA? We Can Help!For career-minded RBTs who wish to pursue advancement, we offer opportunities to:Advance your RBT career to positions like Lead RBT, RBT Supervisor, BCBA, and other corporate or clinic positionsApply for our full scholarship at Temple University for Master’s in ABAJoin our BCBA Apprentice Program (after 90 days of full-time work) What You’ll DoSupport individuals with autism in the home, in the community, or in one of our new centersTeach daily living skills and social skills using effective behavior and evidence-based treatmentsCollect, organize, and summarize unbiased data during sessionsCollaborate and participate in clinical team meetings and ongoing trainingImplement training and therapy sessions designed by a Board Certified Behavior Analyst (BCBA)Proactively communicate and collaborate effectively with fellow RBTs, BCBAs, families, Executive Directors, and additional team members to support the client's needsPerforms other clerical and administrative duties as assigned to support operations RequirementsEducation/Experience and Other RequirementsHigh-school diploma or equivalentMust be at least 18 years of age (21 years or older if located in New Jersey)Availability during after-school hours, weekends, and holidaysConsistent, reliable transportation, a valid driver’s license, and car insurance to provide in-home services for clientsMust maintain clean background/drug screenings and driving recordBT: Ability to attend our 40-hour RBT fulltime paid training course and be eligible to pass the RBT exam within 45 days of hireRBT: Ability to attend required paid training program BenefitsOpportunities for career advancementPaid Registered Behavior Technician trainingCEU reimbursementTuition reimbursementCompany-provided tabletsEligible to receive either a $200 monthly gas stipend (pre-tax), with 50% paid bi-weekly, or mileage reimbursement at the current IRS standard rate.Performance bonus potential **$5,000 bonus for referring BCBAs to work with us**$500 bonus for referring RBTs to work with us About ABA Centers of AmericaABA Centers of America is a great place to work! Don't take our word for it, though. We're listed in Inc. magazine’s Best in Business list for “Health Services,” honoring companies that have made an extraordinary impact in their fields and on society. ABA Centers of America participates in the U.S. Department of Homeland Security E-Verify program.

Registered Behavior Technician BT/RBT – ABA Centers of AmericaPart-TimeNashua, NH Starting rate of $24.15/hour.Final compensation will be determined by a candidate’s experience, training, and educational credentials*Get a $1,000 Sign-On Bonus! (Limited-time offer — ask your recruiter for details and conditions) Growth Opportunity in Healthcare—Will Train!Do you love working with kids? Looking for a new career in healthcare with a stable, growing company that supports and values its team members? Come be a Registered Behavior Technician (RBT) with us! We offer paid training and thorough preparation for the RBT exam through our ABA Academy of Excellence! Plus, you'll benefit from ongoing career support and advancement opportunities. Interested in Furthering Your Career in ABA? We Can Help!For career-minded RBTs who wish to pursue advancement, we offer opportunities to:Advance your RBT career to positions like Lead RBT, RBT Supervisor, BCBA, and other corporate or clinic positionsApply for our full scholarship at Temple University for Master’s in ABAJoin our BCBA Apprentice Program (after 90 days of full-time work) What You’ll DoSupport individuals with autism in the home, in the community, or in one of our new centersTeach daily living skills and social skills using effective behavior and evidence-based treatmentsCollect, organize, and summarize unbiased data during sessionsCollaborate and participate in clinical team meetings and ongoing trainingImplement training and therapy sessions designed by a Board Certified Behavior Analyst (BCBA)Proactively communicate and collaborate effectively with fellow RBTs, BCBAs, families, Executive Directors, and additional team members to support the client's needsPerforms other clerical and administrative duties as assigned to support operations RequirementsEducation/Experience and Other RequirementsHigh-school diploma or equivalentMust be at least 18 years of age (21 years or older if located in New Jersey)Availability during after-school hours, weekends, and holidaysConsistent, reliable transportation, a valid driver’s license, and car insurance to provide in-home services for clientsMust maintain clean background/drug screenings and driving recordBT: Ability to attend our 40-hour RBT fulltime paid training course and be eligible to pass the RBT exam within 45 days of hireRBT: Ability to attend required paid training program Benefits401(k) programMentoring for team members who wish to become BCBAsPaid Registered Behavior Technician trainingCEU reimbursementTuition reimbursementMileage reimbursement at the current IRS standard rateOpportunity for full-tuition scholarship to Temple University's Master's in ABA program (transition to Full time required)Performance bonus potential **$5,000 bonus for referring BCBAs to work with us.**$500 bonus for referring RBTs to work with us. About ABA Centers of AmericaABA Centers of America is a great place to work! Don't take our word for it, though. We're listed in Inc. magazine’s Best in Business list for “Health Services,” honoring companies that have made an extraordinary impact in their fields and on society. ABA Centers of America participates in the U.S. Department of Homeland Security E-Verify program.

Registered Behavior Technician BT/RBT – ABA Centers of AmericaPart-TimeSalem, NH Starting rate of $24.15/hour.Final compensation will be determined by a candidate’s experience, training, and educational credentials*Get a $1,000 Sign-On Bonus! (Limited-time offer — ask your recruiter for details and conditions) Growth Opportunity in Healthcare—Will Train!Do you love working with kids? Looking for a new career in healthcare with a stable, growing company that supports and values its team members? Come be a Registered Behavior Technician (RBT) with us! We offer paid training and thorough preparation for the RBT exam through our ABA Academy of Excellence! Plus, you'll benefit from ongoing career support and advancement opportunities. Interested in Furthering Your Career in ABA? We Can Help!For career-minded RBTs who wish to pursue advancement, we offer opportunities to:Advance your RBT career to positions like Lead RBT, RBT Supervisor, BCBA, and other corporate or clinic positionsApply for our full scholarship at Temple University for Master’s in ABAJoin our BCBA Apprentice Program (after 90 days of full-time work) What You’ll DoSupport individuals with autism in the home, in the community, or in one of our new centersTeach daily living skills and social skills using effective behavior and evidence-based treatmentsCollect, organize, and summarize unbiased data during sessionsCollaborate and participate in clinical team meetings and ongoing trainingImplement training and therapy sessions designed by a Board Certified Behavior Analyst (BCBA)Proactively communicate and collaborate effectively with fellow RBTs, BCBAs, families, Executive Directors, and additional team members to support the client's needsPerforms other clerical and administrative duties as assigned to support operations RequirementsEducation/Experience and Other RequirementsHigh-school diploma or equivalentMust be at least 18 years of age (21 years or older if located in New Jersey)Availability during after-school hours, weekends, and holidaysConsistent, reliable transportation, a valid driver’s license, and car insurance to provide in-home services for clientsMust maintain clean background/drug screenings and driving recordBT: Ability to attend our 40-hour RBT fulltime paid training course and be eligible to pass the RBT exam within 45 days of hireRBT: Ability to attend required paid training program Benefits401(k) programMentoring for team members who wish to become BCBAsPaid Registered Behavior Technician trainingCEU reimbursementTuition reimbursementMileage reimbursement at the current IRS standard rateOpportunity for full-tuition scholarship to Temple University's Master's in ABA program (transition to Full time required)Performance bonus potential **$5,000 bonus for referring BCBAs to work with us.**$500 bonus for referring RBTs to work with us. About ABA Centers of AmericaABA Centers of America is a great place to work! Don't take our word for it, though. We're listed in Inc. magazine’s Best in Business list for “Health Services,” honoring companies that have made an extraordinary impact in their fields and on society. ABA Centers of America participates in the U.S. Department of Homeland Security E-Verify program.

Primary Purpose:Provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to match student ability levels. Work in self‐contained, team, departmental, or itinerant capacity as assigned.Education/Certification:Bachelor’s degree from accredited universityValid Texas teaching certificate with required special education endorsements for assignmentSpecial Knowledge/Skills:Knowledge of special needs of students in assigned areaKnowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual EducationPlan (IEP) goal setting process and implementationKnowledge of how to adapt curriculum and instruction for special needsEffective communication skillsExperience:Student teaching, approved internship, or related work experience