Careers in Education

Full Job Description: Executive Director of OperationsSalary Grade: Executive Leadership Grade 02/ XG-02Tulsa Public Schools’ existing salary schedules provide career increment adjustments based on education/experience and/or years of creditable service. For more information about the salary for this specific position, please review the Salary Schedule for the corresponding Salary Grade (listed above). For more information on our comprehensive benefits packages, please visit our Compensation and Benefits website.Position Summary: The Executive Director of Operations leads the district's operations division, directing the departments of facilities, child nutrition, and transportation. The role supervises the Directors of Facilities, Child Nutrition, and Transportation and sets multi-year strategy for the division. The Executive Director ensures the district has the operational controls, reporting procedures, and systems in place to operate efficiently and sustain financial strength, and represents the district in vendor contracts, labor negotiations, and community partnerships. The role is a core member of the Chief Information and Operations Officer's leadership team, working closely with the Executive Director of Information Technology, the Executive Director of Capital Projects, and the Chief of Police.Key Functions:• Provides organizational leadership and long-term strategic oversight to facilities, child nutrition, and transportation• Directly supervises the Directors of Facilities, Child Nutrition, and Transportation• Measures and improves the effectiveness of all processes within the Operations division• Represents the district in vendor contracts, labor negotiations, and community partnerships involving non-instructional staff• Collaborates across the district to build the operational infrastructure of systems, processes, and personnelMinimum Qualifications:Education:• Bachelor's degree in business or a related field• Master's degree preferredExperience:• Seven (7) years of progressive senior management experience• Demonstrated experience in financial planning and management• Experience working with community organizations, local and state officials, and managed service providers• Experience managing complex public school operations projects preferred• Previous experience working for a school district or other public agency preferredLicenses and Certifications:• Valid Drivers’ License requiredKnowledge, Skills, and Abilities:• Knowledge of business and management principles including strategic planning, resource allocation, organizational planning, and coordination of people, resources, and processes• Familiarity with project management methodology, such as PMBOK• Familiarity with school district organizational key performance indicators, such as those published by the Council of the Great City Schools• Proficient in Microsoft Office Suite and Google Workspace• Strong understanding of internal controls, organizational development, personnel management, and budget and resource development• Ability to lead service delivery using a continuous improvement approach and user-centered design• Ability to formulate strategy, translate it into actionable operating plans, and drive execution• Excellent verbal and written communication skills, with the ability to engage a diverse range of internal and external stakeholders• Ability to work within an ambiguous, fast-moving environment while driving toward clarity and solutions• Personal qualities of integrity, credibility, and commitment to the mission of the district• Bilingual in Spanish preferred

Overview of the Insurance ProcessorThe Insurance Processor supports underwriting by handling policy cancellations, renewals, endorsements, and motor carrier filings. May create various legal notices related to cancellation and renewal of a policy, and process cancellation related endorsements. Communicates with agents and regulatory personnel for missing information, signed documentation and clarification of various items and regulatory requirements.If you are looking for a foot in the door opportunity, (training provided), or an experience insurance professional seeking more growth, this could be a great opportunity. *** This is a long-term temporary position with a possibility for hire ***No experience required, excellent training providedDefined career path for advancementResponsibilities of the Insurance ProcessorPrepare and send legal notices for policy cancellations and renewalsProcess changes related to cancellationsManage required insurance filings for trucking/motor carrier customersUse company and external systems to submit and maintain those filingsHelp ensure policies and filings are accurate and up to dateQualifications for the Insurance ProcessorComputer savvy and investigation/research abilities2 years of college coursework completion. Bachelor's degree preferred!Analytical abilitiesAttention to detailMath competencyResearch skillsTime-managementSchedule of the Insurance ProcessorM-F, 8:00 AM to 5:00 PM. Some flexibility on start/end time, at manager's discretionHybrid schedule includes 2 days in office and 3 days at home. Schedule Flips weeklyTraining would be 100% in person but then transition to a Hybrid work model. Compensation of the Insurance Processor$22/hr. DOE.Apply today to be considered for the Insurance Processor.corey@cornerstonestaffinginc.com402-718-9913.

PART-TIME SCRATCH PROGRAMMING INSTRUCTORCode. Create. Experiment. Inspire the Next Generation of Creators.Location: 906 Campus Dr., Daly City, CA 94014Start Date: September 28, 2026Pay: $25–$40/hour, based on experiencePosition: Part-Time | In-Person💻 Make Coding CreativeWe’re looking for an enthusiastic Scratch Programming Instructor to introduce high school students to programming through creative, hands-on projects.Students will use Scratch to build games, animations, interactive stories, and other projects while developing fundamental programming and computational thinking skills.You don't need to be a professional software developer or experienced teacher. If you're comfortable with Scratch or have a foundation in programming and enjoy helping students create, experiment, and solve problems, you may be a great fit.Curriculum guidance and instructional materials are provided, giving you a structured foundation while allowing you to bring your own examples, creativity, and teaching style to the classroom.🎯 What You'll DoLead engaging, hands-on Scratch programming sessionsIntroduce students to programming and computational thinking conceptsTeach concepts such as sequences, loops, events, conditionals, variables, and debuggingGuide students in creating games, animations, interactive stories, and other projectsDemonstrate coding techniques and explain concepts clearlyHelp students troubleshoot their projects and understand how to improve their codeEncourage experimentation, creativity, and independent problem-solvingChallenge students to expand and refine their projectsAdapt instruction to different skill levels and learning stylesEncourage collaboration and positive peer interactionProvide constructive feedback and celebrate student progressCreate a supportive, inclusive, and collaborative classroom environmentCommunicate professionally with program coordinators and school staffArrive prepared, dependable, and ready to inspire young creators🌟 What We're Looking ForYou don't need to be a professional programmer or traditional teacher. We're looking for someone who can make coding approachable, creative, and engaging for high school students.You may be a great fit if you have:Familiarity with Scratch or other visual programming platformsA basic understanding of programming and computational thinkingStrong problem-solving and logical-thinking skillsAbility to explain technical concepts clearly and patientlyA genuine interest in coding, technology, or educationComfort leading and engaging groups of teenagersPatience, enthusiasm, and an encouraging personalityReliability, professionalism, and a positive attitudeWillingness to follow provided curriculum while bringing your own creativityTeaching experience is a plus, but not required. Experience in coding, computer science, STEM programs, tutoring, mentoring, camps, or education is helpful.Programmers, computer science students, software developers, STEM enthusiasts, Scratch users, coding instructors, college students, recent graduates, aspiring educators, and technology enthusiasts are all encouraged to apply.💡 Why You'll Love This RoleCompetitive Pay: Earn $25–$40/hour, based on experience and qualifications.Curriculum Support: Get teaching materials and guidance, so you don't have to build lessons from scratch.Creative Teaching: Help students turn their ideas into games, animations, and interactive projects.Meaningful Work: Help students develop problem-solving, creativity, logical thinking, and digital skills.Build Valuable Experience: Develop skills in teaching, communication, classroom leadership, and youth development.Make Coding Fun: Bring your own energy, ideas, and creativity into a classroom where students learn by creating.🎮 This Role Could Be a Great Fit If You AreA Scratch programmer or enthusiastA computer science or programming studentA software developer or technology professionalA coding instructor or tutorA STEM educator or enthusiastA college student or recent graduateAn aspiring teacher or educatorA camp counselor, mentor, or youth leaderSomeone with experience creating games or interactive projectsSomeone who simply enjoys coding and helping students learnReady to Inspire Young Creators?If you're comfortable with Scratch or beginner-level programming, enjoy working with high school students, and can bring patience, creativity, and enthusiasm to the classroom, we'd love to hear from you.Apply today and help students discover that coding isn't just about writing code—it's about creating, experimenting, solving problems, and bringing ideas to life.

PART-TIME INTRO TO PYTHON INSTRUCTORCode. Create. Solve Problems. Build Skills for the Future.Location: 906 Campus Dr., Daly City, CA 94014Start Date: September 28, 2026Pay: $25–$40/hour, based on experiencePosition: Part-Time | In-Person🐍 Make Coding ApproachableWe’re looking for an enthusiastic Intro to Python Instructor to introduce high school students to programming through hands-on projects, problem-solving, and real-world applications.Students will learn the fundamentals of Python programming while building their understanding of logic, computational thinking, and how code can be used to create useful and interesting projects.You don't need to be a professional software engineer or experienced teacher. If you have a solid foundation in Python, enjoy solving problems, and can explain programming concepts clearly and patiently, you may be a great fit.Curriculum guidance and instructional materials are provided, giving you a structured foundation while allowing you to bring your own examples, personality, and teaching style to the classroom.🎯 What You'll DoLead engaging, hands-on introductory Python sessionsTeach foundational Python programming conceptsIntroduce variables, data types, conditionals, loops, functions, and basic data structuresGuide students through coding exercises and beginner-friendly projectsExplain programming concepts clearly and break down complex problems into manageable stepsHelp students read, debug, and improve their codeEncourage students to experiment, ask questions, and learn from mistakesConnect programming concepts to practical and real-world applicationsAdapt instruction to different skill levels and learning stylesEncourage logical thinking, creativity, and problem-solvingProvide constructive feedback and celebrate student progressMaintain a supportive, inclusive, and collaborative classroom environmentCommunicate professionally with program coordinators and school staffArrive prepared, dependable, and ready to teach🌟 What We're Looking ForYou don't need to be a professional software engineer or traditional teacher. We're looking for someone who understands Python and can make programming approachable and engaging for high school students.You may be a great fit if you have:Working knowledge of PythonExperience building Python projects or using Python for school, work, or personal projectsAbility to explain programming concepts clearly and patientlyStrong problem-solving and logical-thinking skillsA genuine interest in coding, technology, or educationComfort leading and engaging groups of teenagersPatience, enthusiasm, and an encouraging personalityReliability, professionalism, and a positive attitudeWillingness to follow provided curriculum while bringing your own creativityTeaching experience is a plus, but not required. Experience in software development, computer science, coding, tutoring, STEM programs, mentoring, camps, or education is helpful.Software developers, programmers, computer science students, engineering students, coding instructors, college students, recent graduates, aspiring educators, and technology enthusiasts are all encouraged to apply.💡 Why You'll Love This RoleCompetitive Pay: Earn $25–$40/hour, based on experience and qualifications.Curriculum Support: Get teaching materials and guidance, so you don't have to build lessons from scratch.Hands-On Coding: Help students write real Python code and build projects of their own.Meaningful Work: Give students practical programming and problem-solving skills they can use in college, future projects, and careers.Build Valuable Experience: Develop skills in teaching, communication, classroom leadership, and youth development.Share Your Expertise: Turn your coding experience into practical lessons that can inspire the next generation of programmers.🐍 This Role Could Be a Great Fit If You AreA Python developer or programmerA software engineerA computer science or engineering studentA coding instructor or tutorA STEM educator or enthusiastA college student or recent graduate with Python experienceAn aspiring teacher or educatorA technology professional looking for meaningful part-time workA mentor, camp instructor, or youth leader with coding experienceSomeone who enjoys programming and helping others learnReady to Get Coding?If you have a solid foundation in Python, enjoy working with high school students, and can make programming clear, practical, and engaging, we'd love to hear from you.Apply today and help students build their first programming skills, develop confidence as problem-solvers, and discover what they can create with code.

DescriptionDo you want a career that impacts the community? Do you have a desire to work somewhere that changes children’s lives?Join Chicago Youth Centers as we serve over 3,000 children and families each year!Title: Maker’s Lab SpecialistCompany: Chicago Youth Centers (CYC)Website: chicagoyouthcenters.orgCompensation: $18 - $20 per hourClassification: Part Time; Non-ExemptReports to: Center DirectorSupervisor Responsibilities: NoLocation: CYC Calumet Heights Center at 9207 S. Phillips AveSchedule: 2:00p - 7:00p; Monday - Friday; schedule varies depending on program needsPurpose: The Maker’s Lab Specialists assists elementary, middle and high school youth in using the lab’s computers, resources and other technology. Maker’s Lab Specialists also handle the care, inventory and checkout of equipment and act as a desk attendant.ResponsibilitiesCreate and maintain a supportive environment that is conducive to skill development and adolescent development based on youth-interests and peer and intergenerational collaboration Prepare Maker Space including setup, cleanup, and inventory of CYC equipment Staff the Maker Space to engage with youth, recruit and promote workshops and CYC happenings, act as a mentor and guide and to check out equipment Operate and inventory a variety of site-specific equipment including but not limited to desktop and laptop computers (PC’s), printers, cameras, 3D printers, and vinyl cutters. Instruct/assist in the instruction of classes on a variety of technology related subjects including but not limited to digital media, the maker movement, or STEAM Provide participants with regular opportunities to showcase work both through CYC and through other opportunities and venues Assure that CYC youth participants understand options & career paths in STEAM related fields Identify and encourage CYC youth that show passion for STEAM, offering or referring special program opportunities Create opportunities for youth to collaborate creatively and showcase their success locally, nationally and globallyWilling To Embrace And Demonstrate CYC’s MantrasATTITUDE MATTERS - Positivity begins with me. My attitude has the power to influence my environment and inspire those around me. I aim to be enthusiastic, optimistic, and kind—even when things get hard.CARE FOR REAL - I will take every opportunity to show that I truly care. I commit to serving children and families, my co-workers and my community. I will think, care and act in a respectful manner to uplift and support others. OWN IT - I will never say, “That’s not my job.” When I see something that needs to be done, I will assign myself and do it. I will make a commitment to carry out my job responsibilities and assignments with consistency, dependability, and respect. PUSH FORWARD - I will be determined and progressive in thought and action. I will press on when problems arise and find innovative ways to solve issues. I will continuously learn and be open to the ideas of others.RequirementsAssociate’s degree in a relevant field with three years of experience. Bachelor’s Degree is a plus. Job experience and/or coursework in computer technology, digital media or multimedia, a S.T.E.A.M. discipline, hardware or software applications and troubleshooting, Internet research, teaching or training.Proven knowledge of, and ability to use the technology associated with the Maker Space program Skills with technology, art, craft, engineering, music, science, green design, and other Maker themes OR curiosity and commitment to quickly develop such skills Knowledge in maintaining digital fabrication equipment including 3D printers, laser cutters, CNC routers, etc. Experience teaching in an educational or youth development setting; specifically through project-based learning Bilingual language abilities is a plusBenefits: This role is not benefits eligible.Chicago Youth Centers is proud to be an equal opportunity employer and drug free workplace. We are committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity or Veteran status. Chicago Youth Centers will provide reasonable accommodations for qualified individuals with disabilities.***This job description is not intended to represent a complete list of all duties and responsibilities. There may be unplanned activities and other duties assigned.***Salary Description$18 - $20 per hour

DescriptionDo you want a career that impacts the community? Do you have a desire to work somewhere that changes children’s lives?Join Chicago Youth Centers as we serve over 3,000 children and families each year!Title: Maker’s Lab SpecialistCompany: Chicago Youth Centers (CYC)Website: chicagoyouthcenters.orgCompensation: $18 - $20 per hourClassification: Part Time; Non-ExemptReports to: Center DirectorSupervisor Responsibilities: NoLocation: CYC Rebecca Crown Center at 7601 S. Phillips AveSchedule: 2:00p - 7:00p; Monday - Friday; schedule varies depending on program needsPurpose: The Maker’s Lab Specialists assists elementary, middle and high school youth in using the lab’s computers, resources and other technology. Maker’s Lab Specialists also handle the care, inventory and checkout of equipment and act as a desk attendant.ResponsibilitiesCreate and maintain a supportive environment that is conducive to skill development and adolescent development based on youth-interests and peer and intergenerational collaboration Prepare Maker Space including setup, cleanup, and inventory of CYC equipment Staff the Maker Space to engage with youth, recruit and promote workshops and CYC happenings, act as a mentor and guide and to check out equipment Operate and inventory a variety of site-specific equipment including but not limited to desktop and laptop computers (PC’s), printers, cameras, 3D printers, and vinyl cutters. Instruct/assist in the instruction of classes on a variety of technology related subjects including but not limited to digital media, the maker movement, or STEAM Provide participants with regular opportunities to showcase work both through CYC and through other opportunities and venues Assure that CYC youth participants understand options & career paths in STEAM related fields Identify and encourage CYC youth that show passion for STEAM, offering or referring special program opportunities Create opportunities for youth to collaborate creatively and showcase their success locally, nationally and globallyWilling To Embrace And Demonstrate CYC’s MantrasATTITUDE MATTERS - Positivity begins with me. My attitude has the power to influence my environment and inspire those around me. I aim to be enthusiastic, optimistic, and kind—even when things get hard.CARE FOR REAL - I will take every opportunity to show that I truly care. I commit to serving children and families, my co-workers and my community. I will think, care and act in a respectful manner to uplift and support others. OWN IT - I will never say, “That’s not my job.” When I see something that needs to be done, I will assign myself and do it. I will make a commitment to carry out my job responsibilities and assignments with consistency, dependability, and respect. PUSH FORWARD - I will be determined and progressive in thought and action. I will press on when problems arise and find innovative ways to solve issues. I will continuously learn and be open to the ideas of others.RequirementsAssociate’s degree in a relevant field with three years of experience. Bachelor’s Degree is a plus. Job experience and/or coursework in computer technology, digital media or multimedia, a S.T.E.A.M. discipline, hardware or software applications and troubleshooting, Internet research, teaching or training.Proven knowledge of, and ability to use the technology associated with the Maker Space program Skills with technology, art, craft, engineering, music, science, green design, and other Maker themes OR curiosity and commitment to quickly develop such skills Knowledge in maintaining digital fabrication equipment including 3D printers, laser cutters, CNC routers, etc. Experience teaching in an educational or youth development setting; specifically through project based learning Bilingual language abilities is a plusBenefits: This role is not benefits eligible.Chicago Youth Centers is proud to be an equal opportunity employer and drug free workplace. We are committed to equal employment opportunity regardless of race, color, ancestry, religion, sex, national origin, sexual orientation, age, citizenship, marital status, disability, gender identity or Veteran status. Chicago Youth Centers will provide reasonable accommodations for qualified individuals with disabilities.***This job description is not intended to represent a complete list of all duties and responsibilities. There may be unplanned activities and other duties assigned.***Salary Description$18 - $20 per hour

Lead Teacher *BILINGUAL (Spanish)*Milwaukee, WI · Early Education and CareJob Type: Full-time (Hourly/Non-Exempt)Location: Milwaukee, WI – Early Education and Care DivisionSalary Description$17.07 to $19.44DescriptionLa Causa Early Education and Care is committed to providing children with a safe, nurturing, and educational environment that supports their growth and development. We are seeking a dedicated and passionate Lead Teacher / Lead Teacher in Training to join our team.As a Lead Teacher, you will take the lead in creating and maintaining a positive classroom environment that encourages learning, exploration, and well-being. You’ll develop age-appropriate lesson plans, ensure classroom safety, and collaborate with families and staff to promote the mission and values of La Causa, Inc.  Why Join La Causa, Inc.?We’re proud to be recognized as a Top Workplace for 2025–2026, reflecting our commitment to creating a workplace where employees feel valued, supported, and appreciated.When you join our team, you’ll enjoy benefits and perks designed to support your personal and professional success, including:Paid Time Off (PTO): Receive your annual PTO allotment upfront after completing 90 days of employment, prorated based on your start date during your first year.Paid Birthday and Personal Days: Enjoy a paid day off for your birthday, plus two additional personal days each year.Retirement Savings Plan: Participate in our retirement plan through Voya with an employer match to help support your financial future.Health and Wellness Benefits: Access medical, dental, and vision coverage to support your overall well-being.Tuition Reimbursement: Receive up to $1,000 annually toward continued education and professional development.Employee Appreciation and Team Events: Enjoy a fun, connected culture with activities like bake-offs, potlucks, and team celebrations.A Supportive Culture: Be part of a workplace where employees are recognized, encouraged, and given opportunities to grow.Join a company that invests in its people and has been recognized as a Top Workplace for 2025–2026. Your Role:As a Lead Teacher / Lead Teacher in Training, you will plan, implement, and evaluate classroom activities to meet the developmental needs of children. You will provide leadership and guidance to classroom staff, ensure compliance with regulations, and foster strong partnerships with families.What You’ll DoDevelop and implement age-appropriate curriculum and lesson plans in accordance with agency and state requirementsEnsure the classroom is a safe, clean, and engaging learning environmentSupervise and interact with children with dignity and respect while promoting their physical, emotional, and cognitive developmentMonitor staff-to-child ratios and notify your supervisor of any changesEnsure all daily routines are followed and in compliance with organizational standards, including arrival, meals, nap time, group activities, transitions, and departureAct as a backup for other teaching-related positions as neededEnsure safety at all times and respond appropriately to emergency drills or real situationsMaintain compliance with WI Child Care Regulations, NAC Standards, and all agency policiesServe as a mandated reporter of suspected child abuse and neglectPrepare and submit documentation such as medicine logs, reports, and attendance by required deadlinesAttend meetings, trainings, and professional development sessions as directedBuild positive and professional communication with families, coworkers, and all stakeholdersPerform other duties as assigned Physical DemandsRegularly required to stand, sit, reach, stoop, bend, and walkMust be able to lift and carry children weighing up to 50 poundsAttendance and punctuality are essential functions of the positionReasonable accommodations may be made for individuals with disabilitiesWorking ConditionsWork performed primarily in a classroom environmentLocal travel may be requiredFlexible hours as dictated by program needsMinimum Qualifications RequiredLead Teacher in TrainingLevel 12 on WI State Registry0–2 years of paid experience (minimum of one year working with families or in a classroom strongly preferred)Lead TeacherLevel 12 or higher on WI State RegistryMinimum of two (2) years of paid experience working with families and/or in a classroom setting Additional RequirementsMust complete 25 hours of in-service training annually (calendar year)For Early Head Start classrooms: 12 credits in Early Childhood Education requiredBilingual in English and Spanish strongly preferred (required for bilingual positions)Must be able to lift up to 50 pounds and be at least 21 years of ageExcellent critical thinking and problem-solving abilitiesStrong organizational skills and ability to manage multiple prioritiesEffective written and verbal communication skills; able to work with individuals from diverse cultural and linguistic backgroundsMust successfully complete all required background checks, including Criminal History, TB Test, and Physical Exam Day-to-Day SettingWork performed in classroom and school environmentsRegular interaction with children, staff, and familiesFlexible schedule based on program needsReasonable accommodations available for individuals with disabilities About La Causa, Inc.Founded in 1972, La Causa, Inc. is one of Wisconsin’s largest bilingual, multicultural agencies. Our mission is to provide children, youth, and families with quality, comprehensive services to nurture healthy family life and strengthen community stability.Our divisions include Crisis Nursery & Respite Center, Early Education & Care, La Causa Charter School, and Social Services (Adult and Youth Services). At the heart of our mission is our dedicated staff who welcome all into Familia La Causa and serve the children and families of Milwaukee with care and compassion.Learn more at https://lacausa.org/about-us/Join Our Team — Apply Today!Create a safe, nurturing environment where children can learn, grow, and thrive.Apply now and take the next step in your career!    

By submitting this form, you are starting your application to be a Special Education Teacher at Tulsa Public Schools.To apply please have the following items ready:Resume and/or work history informationTranscripts and/or academic history informationContact information for two (2) references (we will not contact them yet)***If you wish to be considered for other teaching positions, you must apply via the links below:Elementary Teacher (PreK-5th)Secondary Teacher (6th-12th)Dean of Students____________________________________________________________________________________________________________Full Job Description: Special Education TeacherGrade: Teacher’s Salary ScheduleTulsa Public Schools’ existing salary schedules provide career increment adjustments based on education/experience and/or years of creditable service. For more information about the salary for this specific position please review the Salary Schedule for the corresponding Salary Grade (listed above).For more information on our comprehensive benefits packages, please visit: Compensation and Benefits website.Position Summary: To the maximum extent possible, the Special Education Teacher works either within a self-contained special education classroom or as a co-teacher within the general education setting; when required, the Teacher shall design and implement small group to individualized instruction per students’ IEPs; consistently establishes effective rapport withstudents by use of research-based intervention techniques; responsible for working effectively with a team comprised of paraprofessionals, teachers, administrators, parents and central office staff with the purpose of providing quality educational services for each and every student, each and every day, without exception.Minimum Qualifications:Education:• Bachelor’s DegreeExperience:• Working with children who are disabledSpecialized Knowledge, Licenses, etc.:• Oklahoma Teaching Certification with an endorsement of Mild/Moderate Special Education or Severe/Profound Special Education• Preference for applicants who are highly qualified in the content areas of math, reading, language arts, science or social studies; to demonstrate highly qualified status, completed HOUSSE with documentation or certification in content area isrequired• Within a school year, be able to demonstrate computer literacy through the accurate use of EdPlan (state IEP program)• Proficient in Microsoft Office Suite and Google Office Suite• Bilingual in Spanish preferredPhysical Requirements:• Adequate physical strength and mobility are required to implement strategies for de-escalation and emergency intervention• Must be able to frequently lift up to 50 lbs. unassisted• Must be able to frequently lift more than 50 lbs. with assistanceAbout Our District: At Tulsa Public Schools, our mission is to inspire and prepare every student to love learning, achieve ambitious goals, and make positive contributions to our world. We are the destination for extraordinary educators and staff who work with our community and families to ignite the joy of learning and prepare every student for the greatest success in college, careers, and life. Our core values of equity, character, excellence, team, and joy guide how we work and interact with each other and our community.

Teachers - Secondary School Teacher (6th-12th)Address3027 S New Haven Ave, Tulsa, OK 74114, USAJob DescriptionBy submitting this form, you are starting your application to be a Secondary Teacher (6th-12th) at Tulsa Public Schools.To apply please have the following items ready:Resume and/or work history informationTranscripts and/or academic history informationContact information for two (2) references (we will not contact them yet)***If you wish to be considered for other teaching positions, you must apply via the links below:Elementary Teacher (PreK-5th)Special Education TeacherDean of Students____________________________________________________________________________________________________________Full Job Description: Secondary School Teacher (6th-12th)Grade: Teacher’s Salary ScheduleTulsa Public Schools’ existing salary schedules provide career increment adjustments based on education/experience and/or years of creditable service. For more information about the salary for this specific position please review the Salary Schedule for the corresponding Salary Grade (listed above).For more information on our comprehensive benefits packages, please visit: Compensation and Benefits website.Position Summary: As a teacher with Tulsa Public Schools, you will be tasked with creating a flexible secondary, subject specific program and a class environment favorable to learning and personal growth. You will establish effective rapport with all stakeholders (students, families, and colleagues); motivate students to develop skills, attitudes and knowledge needed to provide a good academic foundation; and master the objectives of each lesson set forth by district curriculum.Minimum Qualifications:Education:• Bachelor’s degree Experience:• Previous experience working with children preferred• Previous teaching experience preferredSpecialized Knowledge, Licenses, etc.:• Oklahoma Teaching Certification in the applicable area or the ability to be Emergency Certified in the applicable area• Proficient in Microsoft Office Suite and Google Office Suite• Required to attend subject area/department training as needed• Required to maintain professional certification and attend professional development provided by the district• Bilingual in Spanish is a plusAbout Our District: At Tulsa Public Schools, our mission is to inspire and prepare every student to love learning, achieve ambitious goals, and make positive contributions to our world. We are the destination for extraordinary educators and staff who work with our community and families to ignite the joy of learning and prepare every student for the greatest success in college, careers, and life. Our core values of equity, character, excellence, team, and joy guide how we work and interact with each other and our community.

JOB VACANCY ANNOUNCEMENT POSITION: Success Navigator – Full-Time - Lufkin EMPLOYMENT DATE: Until Filled AC Way Requirement: Every member of the Angelina College community is required to exhibit the “AC Way” as fundamental standards of performance, ensuring daily actions align with the values of the College.  Demonstrates a student-centered mindset in all aspects of work, placing students at the core of decisions and actions.  Acts with honesty, integrity, and professionalism while holding oneself to high standards.  Treats all students, colleagues, and community members with dignity, empathy, fairness, and kindness.  Collaborates effectively with colleagues across departments to support student and institutional success.  Strives for excellence by consistently seeking opportunities for improvement and innovation.  Champions the mission, vision, and values of Angelina College by exemplifying the “AC Way” in daily work. QUALIFICATIONS: Required: ● Bachelor’s degree from an accredited college or university. ● Two (2) years’ experience working in a service-oriented environment or instructional setting. ● Experience with office equipment & Microsoft Office products such as Word & Excel; customer service skills; experience searching the Internet or databases. Preferred: ● Experience: ○ Two (2) years’ in academic advising, career services, student support, or a related field. ○ Working with diverse student populations, including first-generation college students and adult learners. ○ Experience in career development, transfer admissions processes, and student success strategies. ○ Fluent in Spanish. ○ Experience in higher education, community college settings, or workforce development. ○ Experience with student retention strategies and success coaching models. ● Proficient with Google Workspace tools (ex. Docs, Sheets, and Drive to create, share, and manage work). Special Demands:  Physical Demands o The physical demands described here represent 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 essential functions. o While performing the duties of this Job, the employee is regularly required to sit; use hands to finger, handle, or feel and talk or hear. The employee is frequently required to reach with hands and arms. The employee is occasionally required to stand and walk. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision.  Work Environment o 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 essential functions. o The noise level in the work environment is usually moderate. o Some travel may be required. Expectations: ● Interact with a diverse student population ● Promote a positive work environment among colleagues ● Strong oral and written communication skills and interpersonal skills. It is the intent of the basic job requirements, duties, and responsibilities that these minimum requirements should therefore, be referred to as a guide for, rather than a limitation to the services required. JOB DESCRIPTION: The position will report to the Director of Career and Transfer Connections for job responsibilities and other College related activities as outlined in the Policies and Procedures Manual. Essential duties include but are not limited to the following: ● Provide individualized academic and career coaching to students identified through TSIA2 assessment as not college ready. ● Assist students in setting goals, developing action plans, overcoming challenges, and progressing successfully through their educational journey. ● Monitor and document student progress from initial TSIA2 placement through completion of developmental education requirements and successful enrollment in college-level coursework. ● Analyze retention, persistence, and completion data for students participating in developmental education and AC Bridge Program cohorts. ● Monitor student progress, identify at-risk students, evaluate outcomes against established benchmarks, and recommend data-informed program improvements. ● Conduct intake meetings with students prior to each AC Bridge Program cohort and at the beginning of each fall and spring semester to establish individualized academic goals, identify barriers to success, and connect students with appropriate campus resources and support services. ● Develop, coordinate, and implement programs, workshops, and initiatives designed to promote student engagement, academic success, persistence, and retention. ● Advocate for student needs by assisting students in accessing institutional resources, addressing challenges to academic success, and navigating college processes. ● Guide students in exploring career pathways, selecting academic programs, establishing educational plans, and understanding transfer and workforce opportunities. ● Assist students in navigating college resources and services, including financial aid, academic advising, tutoring, disability services, counseling, and other student support programs. ● Distribute and maintain student success toolkit materials, including study skills resources, campus resource guides, goal-setting tools, and other support materials for AC Bridge Program participants and students enrolled in developmental education courses. ● Maintain regular communication with students throughout each term through proactive advising, success coaching, Early Alert follow-up, and targeted outreach. Intervene promptly when academic difficulties, attendance concerns, disengagement, or faculty referrals are identified. ● Collaborate with developmental education faculty, advisors, and student services personnel to support student success, facilitate referrals, and monitor academic progress. ● Maintain accurate and confidential student records, case notes, participation data, and required grant documentation in accordance with institutional and grant reporting requirements. ● Participate in professional development activities and remain current on best practices in developmental education, student success coaching, retention strategies, and academic support services. ● Assist with the collection, tracking, and reporting of grant performance measures, student outcomes, and required program data to support compliance with SSAP grant objectives and reporting requirements. ● Provide proactive, individualized support to help students overcome barriers and successfully progress from developmental education into college-level coursework. ● Demonstrate commitment to continuous learning by completing all required training, compliance courses, and professional development activities promptly and within established deadlines. CONTRACT & SALARY: $39,000.00 per year in addition to excellent employee benefits. Proof of identify and eligibility to work in the United States must be verified for the successful candidate. SCHEDULE: A completed application form, a cover letter, a resume, and college transcripts are required for an applicant to be considered. Please visit the Angelina College portal at https://myac.angelina.edu/ICS/AC_Employment/ to apply. Screening of qualified applicants will begin and continue until the position is filled. This is a security sensitive position and an appropriate background investigation will be made on applicants being strongly considered for the position. Angelina College is a comprehensive community college of 5,200 students located in Lufkin, Angelina County, Texas, and serving twelve counties of East Texas. Lufkin is a city of 38,000 people, situated about 120 miles northeast of Houston, 112 miles southwest of Shreveport, Louisiana, and 165 miles southeast of Dallas. Angelina College reserves the right to extend search or not offer position advertised. Angelina College provides education and employment opportunities without discrimination on the basis of race, color, religion, national origin, sex, disability, age, sexual orientation, gender identity, or gender expression. Angelina College complies with the Americans with Disabilities and Veterans Act.

JOB VACANCY ANNOUNCEMENT POSITION: Instructor-Surgical Technology Clinical Coor/Lab – Lufkin EMPLOYMENT DATE: Until Filled AC Way Requirement: Every member of the Angelina College community is required to embrace and exhibit The “AC Way” as fundamental standards of performance, ensuring our daily actions align with the values of the College.  Demonstrates a student-centered mindset in all aspects of work, placing students at the core of decisions and actions.  Acts with honesty, integrity, and professionalism while holding oneself to high standards.  Treats all students, colleagues, and community members with dignity, empathy, fairness, and kindness.  Collaborates effectively with colleagues across departments to support student and institutional success.  Strives for excellence by consistently seeking opportunities for improvement and innovation.  Champions the mission, vision, and values of Angelina College by exemplifying the “AC Way” in daily work. QUALIFICATIONS: Required:  Education: o Graduate of CAAHEP Accredited Surgical Technology Program with a certificate. o Associate’s Degree in Applied Science in Surgical Technology from an accredited college or university.  Per ARC/STSA standards: Three (3) years’ experience in an operating room scrub role, as a surgical technology instructor, or a combination of both, within the past five (5) years.  Certification or Licensure: CST® or CST®/CSFA®  Training or Technical Skills: o Knowledge and competence in surgical technology, communication, leadership skills and the ability to plan, direct and supervise the work of learners. o Proficient with Google Workspace tools (ex. Docs, Sheets, and Drive to create, share, and manage work). Preferred:  Related Bachelor’s Degree from an accredited college or university.  Experience: o Previous instructional background. o Combination of but not limited to: general, robotic, otorhinolaryngology, OB/GYN, orthopedic, neurologic, genitourinary, peripheral vascular, cardio thoracic, ophthalmic, plastic and reconstructive, or oral maxillofacial surgery. o Precepting surgical technology students.  Proficient with Google Workspace tools like Docs, Sheets, and Drive to create, share, and manage work. Special Demands:  Physical Demands o The physical demands described here represent 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 essential functions. o While performing the duties of this Job, the employee is regularly required to sit; use hands to finger, handle, or feel and talk or hear. The employee is frequently required to reach with hands and arms. The employee is occasionally required to stand and walk. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision.  Work Environment o 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 essential functions. o The noise level in the work environment is usually moderate. o Some travel may be required. Expectations:  Demonstrate professionalism, integrity, and ethical conduct in all interactions with students, faculty, clinical partners, and staff.  Interact effectively with a diverse student population by fostering an inclusive, respectful, and supportive learning environment.  Promote a positive, collaborative work environment among colleagues through effective communication, teamwork, and mutual respect.  Maintain confidentiality and comply with institutional policies, accreditation standards, and applicable regulations.  Model professional behaviors expected of surgical technologists, including accountability, punctuality, and commitment to excellence.  Engage in continuous professional development and remain current with accreditation standards, clinical practice, and educational best practices.  Contribute to the mission and vision of the college and the Surgical Technology program through active participation in program and institutional activities.  Communicate effectively both in written and verbal forms and interpret the role of the surgical technologist in society and present health care issues and trends. It is the intent of the basic job requirements, duties, and responsibilities that these minimum requirements should therefore, be referred to as a guide for, rather than a limitation to the services required. JOB DESCRIPTION: The position will report directly to the Dean of Health Careers and functionally to the Program Director of Surgical Technology for job responsibilities and other College related activities as outlined in the Policies and Procedures Manual. Essential duties include but are not limited to the following:  Plan, deliver, and evaluate student-centered laboratory instruction in surgical techniques, aseptic practices, instrumentation, and professional behaviors.  Prepare students for entry-level practice by fostering the technical skills, clinical competencies, and professional behaviors required of surgical technologists.  Promote student success, program quality, and workforce readiness through continuous support of program effectiveness and accreditation standards.  Create and maintain a safe, organized, and fully equipped laboratory environment, including oversight of supplies, equipment readiness, and inventory.  Supervise, assess, and support student development of psychomotor skills, critical thinking, and professional conduct in laboratory and clinical settings.  Coordinate, schedule, and manage student clinical rotations in collaboration with affiliated healthcare facilities.  Serve as the primary liaison between students, clinical affiliate personnel, preceptors, and the Program Director. Communicate program objectives, course requirements, academic expectations, and professional standards to clinical sites and students.  Conduct regular clinical site visits to monitor learning environments, observe student performance, and evaluate clinical site effectiveness.  Track, verify, and maintain accurate student clinical documentation, including attendance, evaluations, competencies, and surgical case logs.  Direct, evaluate, document, and report student progress toward course and program outcomes, providing feedback and remediation as needed.  Assist the Program Director with data collection, reporting, continuous review, and compliance activities related to ARC/STSA and CAAHEP accreditation standards.  Develop, implement, and update laboratory and clinical evaluation tools in alignment with curriculum and accreditation requirements.  Participate in curriculum review, program planning, faculty meetings, committee work, and institutional activities.  Enforce program policies, professional standards, confidentiality requirements, and ethical conduct consistent with college and accreditation expectations.  Maintain professional competence through continuing education, certification requirements, and active participation in professional organizations.  Represent the Surgical Technology program and the college in a professional manner while supporting the mission and vision of the institution.  Foster an engaging, supportive, and challenging learning environment in classrooms, laboratories, shops, and co-curricular programs.  Teach 15 credit hours per semester of organized courses according to the College Catalog description, the syllabus, and the schedule of classes.  In collaboration with instructors assigned to the same academic unit, exercise responsibility for the content, quality, and effectiveness of assigned curriculum.  For assigned academic unit and/or educational program, participate with colleagues and administrators in identifying expected learning outcomes, assessing the extent to which students achieve those outcomes, and provide evidence of improvement based on the analysis of the results.  As an individual and as a member of various Standing Committees, participate in the promotion, development, and continuous improvement of the College’s academic and administrative policies, procedures, programs, and services.  Assist in the student registration and academic advising processes, including the maintenance and updating of associated records.  Maintain appropriate order and control of instructional settings to ensure a productive and engaging learning environment.  Report disruptive or inappropriate student behavior to the Executive Director of Student Affairs as necessary for the administration of the Student Conduct and Discipline Program (see FLB Local).  Appropriately exercise the authority to direct students who exhibit disruptive or inappropriate behavior to leave an instructional setting immediately.  At the beginning of each semester, distribute appropriate course information to students in each assigned course section according to the instructional arrangements policy (see: EC Regulation).  Emphasize to students the importance of prompt, regular, and continuous class attendance according to the student admissions and attendance policy (see: FBD Regulation).  Maintain accurate attendance and academic records of students enrolled in assigned course sections according to grading and credit policies and procedures (see: EGA Regulation).  Submit semester class rolls, final class rolls, final grades, and grade book records to the Registrar’s Office according to the Office's directives.  Provide regular and appropriate feedback to students enrolled in assigned course sections to help them gauge their academic performance and their acquisition of course content.  Develop and proctor all examinations administered in assigned course sections.  Post and hold a minimum of five (5) office hours per week according to the workload policy (see: DJ Regulation).  Counsel students concerning problems related to the academic program. Counseling for personal, disciplinary, or other issues may, in the judgment of the instructor, be referred to the Executive Director of Student Affairs.  Provide accommodations to students with disabilities as directed by Student Affairs.  Aid in planning academic programs and policies in cooperation with the appropriate administrators and College Standing Committees.  Prepare appropriate and current course syllabi according to the instructional arrangements policy (see: EC Regulation).  Attend scheduled faculty meetings, school meetings, and committee meetings.  Review and uphold the established policies and procedures of the College, and communicate problems, or suggestions to the Dean or to the Vice President of Academic Affairs, as appropriate.  Assist in the recruitment and retention of students as appropriate.  Bolster the College’s public image and support its educational philosophy through actions and interactions in all instructional settings and in the community.  Strive for continued professional growth through attendance and participation in professional meetings, subject area meetings, faculty development programs, further education, or other appropriate means.  Demonstrate commitment to continuous learning by completing all required training, compliance courses, and professional development activities promptly and within established deadlines. CONTRACT & SALARY: 10.5 month contract with overload pay. Salary assigned according to salary schedule in addition to excellent employee benefits. Proof of identify and eligibility to work in the United States must be verified for the successful candidate. SCHEDULE: A letter of interest, completed application form, a resume, and college transcripts are required for an applicant to be considered. Please visit the Angelina College portal at https://myac.angelina.edu/ICS/AC_Employment/ to apply. Screening of qualified applicants will begin and continue until the position is filled. This is a security sensitive position and an appropriate background investigation will be made on applicants being strongly considered for the position. Angelina College is a comprehensive community college of 5,200 students located in Lufkin, Angelina County, Texas, and serving twelve counties of East Texas. Lufkin is a city of 38,000 people, situated about 120 miles northeast of Houston, 112 miles southwest of Shreveport, Louisiana, and 165 miles southeast of Dallas. Angelina College reserves the right to extend search or not offer position advertised. Angelina College provides education and employment opportunities without discrimination on the basis of race, color, religion, national origin, sex, disability, age, sexual orientation, gender identity, or gender expression. Angelina College complies with the Americans with Disabilities and Veterans Act.

By submitting this form, you are starting your application to be an Elementary Teacher (PreK-5th) at Tulsa Public Schools.To apply please have the following items ready:Resume and/or work history informationTranscripts and/or academic history informationContact information for two (2) references (we will not contact them yet)***If you wish to be considered for other teaching positions, you must apply via the links below:Secondary Teacher (6th-12th)Special Education TeacherDean of Students____________________________________________________________________________________________________________Full Job Description: Early Childhood Teacher (PreK-3rd)Elementary School Teacher (3rd-5th)Grade: Teacher’s Salary ScheduleTulsa Public Schools’ existing salary schedules provide career increment adjustments based on education/experience and/or years of creditable service. For more information about the salary for this specific position please review the Salary Schedule for the corresponding Salary Grade (listed above).For more information on our comprehensive benefits packages, please visit: Compensation and Benefits website.Position Summary: As a teacher with Tulsa Public Schools, you will be tasked with creating a flexible early childhood/elementary grade program and a class environment favorable to learning and personal growth. You will establish effective rapport with all stakeholders (students, families and colleagues); motivate students to develop skills, attitudes and knowledge needed to provide a good academic foundation; and master the objectives of each lesson set forth by district curriculum.Minimum Qualifications:Education:• Bachelor’s degreeExperience:• Previous experience working with children preferred• Previous teaching experience preferredSpecialized Knowledge, Licenses, etc.• Oklahoma Teaching Certification in Elementary Education or applicable area or the ability to be Emergency Certified in Elementary Education or applicable area• Proficient in Microsoft Office Suite and Google Office Suite• Bilingual in Spanish is a plus• Required to attend training in the science of reading• Required to maintain professional certification and attend professional development provided by the districtAbout Our District: At Tulsa Public Schools, our mission is to inspire and prepare every student to love learning, achieve ambitious goals, and make positive contributions to our world. We are the destination for extraordinary educators and staff who work with our community and families to ignite the joy of learning and prepare every student for the greatest success in college, careers, and life. Our core values of equity, character, excellence, team, and joy guide how we work and interact with each other and our community.

Stand for Children Oregon / Literacy Instruction Future Teachers (LIFT), in partnership with Western Oregon University, is hiring university students to serve as paid high-dosage literacy tutors in local elementary schools.This is a part-time, temporary opportunity ideal for education majors or students interested in teaching, literacy, and building instructional relationships with children in first through third grade. Students majoring in Education are preferred, but students with experience working with elementary students are encouraged to apply.Why This MattersHigh-dosage tutoring is one of the most effective, research-backed ways to support early literacy. Tutors help students build critical reading skills while gaining valuable classroom experience. Tutors will be trained in a Science of Reading-aligned curriculum, develop strong supportive relationships with students, and engage in a professional learning community for collaboration and growth.Pay & Schedule$20/hour8–10 hours per weekWeekday, school-day hours, 3-4 days per week, in person, required10-week tutoring cyclePaid training included (~10 hours)Ongoing, paid professional learning included (~1-2 hours per week)What You’ll DoReceive structured, science of reading informed literacy tutoring trainingProvide structured literacy tutoring to a small group of elementary studentsWork in local schools, 3-4 days per week for 10 weeksBuild hands-on literacy instruction experience and strong, positive relationships with young learnersExperience and Commitment You Bring Education major preferred, but not required.Experience working with elementary school aged students is strongly preferred. Experience working with small groups of students.Experience with supporting students’ behavior.A willingness to learn and grow, to ask for support, and to offer support to peers.The educator demonstrates a commitment to:Recognize the worth and dignity of all persons and respect for each individual;Encourage scholarship;Promote democratic and inclusive citizenship;Raise educational standards;Use professional judgment; andPromote equitable learning opportunities.TimelineRequired training begins in September Background check with school district required Tutoring begins shortly after training is completedTutoring cycle ends in December 2026Opportunity to continue for future tutoring cycles

5th Grade Science TeacherHigh-Performing Public Charter AcademyReports To: Principal/Assistant PrincipalPosition Type: Full-Time, ExemptGrade Level: 5th GradeContent Area: SciencePosition SummaryWe are seeking an exceptional 5th Grade Science Teacher who believes students are capable of achieving at high levels when provided with rigorous instruction, meaningful relationships, hands-on learning, and appropriately challenging academic experiences.Our academy is built on a culture of high expectations, advanced academics, strong relationships, and continuous growth. The 5th Grade Science Teacher will create an engaging, inquiry-driven classroom where students learn to think and work like scientists—asking questions, investigating phenomena, analyzing evidence, solving problems, and communicating their thinking.The successful candidate will provide rigorous, TEKS-aligned science instruction that prepares students for success on the Grade 5 STAAR Science assessment while developing the deeper scientific understanding and academic habits necessary for advanced coursework in middle school and beyond.We seek teachers who do more than prepare students for a test. Our goal is to create curious, confident learners who understand how science connects to the world around them.Essential Duties and ResponsibilitiesRigorous Science InstructionPlan and deliver engaging, rigorous science instruction aligned with the Texas Essential Knowledge and Skills (TEKS).Maintain high academic and behavioral expectations for every student.Design instruction that develops scientific reasoning, conceptual understanding, problem-solving, and application rather than relying primarily on memorization.Establish clear learning targets and success criteria for daily instruction.Use explicit instruction, modeling, guided practice, collaborative learning, independent practice, and purposeful lesson closure.Provide students with frequent opportunities to investigate, experiment, observe, analyze, discuss, write, and defend scientific conclusions.Connect science concepts to authentic problems, careers, technology, engineering, and real-world applications.Integrate reading, writing, mathematics, technology, and academic vocabulary throughout science instruction.Provide advanced learning opportunities and enrichment for students who demonstrate readiness to move beyond grade-level expectations.Inquiry, Laboratory & Hands-On LearningCreate a science classroom in which students actively participate in investigations and scientific inquiry.Plan and facilitate hands-on laboratory experiences aligned with the Grade 5 Science TEKS.Teach students to ask scientific questions, develop hypotheses, collect and analyze data, identify patterns, draw conclusions, and communicate findings.Incorporate models, demonstrations, simulations, engineering challenges, and project-based learning.Teach students to appropriately use scientific tools, equipment, measurements, and technology.Maintain an organized, safe, and academically purposeful science laboratory/classroom environment.Teach and consistently reinforce laboratory safety procedures.Maintain appropriate science materials, equipment, consumables, and inventory.Advanced Academics & STEMProvide learning experiences that extend beyond minimum grade-level expectations when appropriate.Challenge students to apply scientific concepts to unfamiliar situations and complex problems.Incorporate STEM and engineering-design experiences that require students to design, test, evaluate, and improve solutions.Provide opportunities for research, collaboration, experimentation, innovation, and student-led inquiry.Encourage students to make connections across science disciplines and other academic content areas.Foster curiosity and encourage students to pursue their own scientific questions.Help students develop the independence, perseverance, organization, and critical-thinking skills necessary for advanced middle school science courses.STAAR Readiness & Student AchievementThe 5th Grade Science Teacher plays an important role in ensuring students are prepared to demonstrate mastery on the Texas Grade 5 STAAR Science assessment. The teacher will:Ensure daily instruction is tightly aligned to the rigor and depth of the Grade 5 Science TEKS.Explicitly connect current learning to prerequisite scientific concepts and previously taught standards.Teach students to analyze scientific models, diagrams, graphs, tables, data, experiments, and informational text.Provide students with opportunities to apply scientific knowledge in unfamiliar contexts.Use high-quality questions and tasks that reflect the cognitive demand expected by Texas standards.Regularly assess student understanding and provide timely reteaching when misconceptions or learning gaps are identified.Teach effective testing and problem-solving strategies without allowing test preparation to replace authentic science instruction.Maintain the expectation that every student can demonstrate meaningful academic growth and high levels of mastery.Data-Driven InstructionAdminister required classroom, campus, network, benchmark, and state assessments.Analyze formative and summative assessment data to determine student mastery.Identify individual and group misconceptions and adjust instruction accordingly.Use data to establish flexible instructional groups.Provide targeted reteaching, intervention, acceleration, and enrichment.Maintain accurate student achievement and progress-monitoring records.Participate actively in Professional Learning Communities (PLCs), data meetings, collaborative planning, and lesson internalization.Take ownership of student academic growth and respond quickly when students are not demonstrating expected progress.Differentiation, Intervention & EnrichmentDifferentiate science instruction based on student readiness, demonstrated mastery, language needs, and learning needs.Provide targeted small-group instruction when appropriate.Support the campus Multi-Tiered System of Supports (MTSS) process.Provide meaningful enrichment and acceleration for advanced learners.Implement Individualized Education Programs (IEPs), Section 504 plans, dyslexia accommodations, language supports, and other required student supports with fidelity.Collaborate with special education teachers, interventionists, multilingual education staff, gifted/advanced academic staff, instructional coaches, and other support personnel.Maintain appropriate documentation of interventions, accommodations, and student progress.Classroom Culture & Student RelationshipsCreate a safe, inclusive, structured, joyful, and academically focused classroom.Build strong relationships with students while maintaining consistently high expectations.Establish clear procedures for classroom instruction, laboratory activities, collaborative work, materials, and transitions.Foster a culture where students are comfortable asking questions, making mistakes, revising their thinking, and taking intellectual risks.Teach students that productive struggle and perseverance are essential parts of scientific discovery.Use positive and proactive classroom-management practices that maximize instructional time.Recognize and celebrate student curiosity, growth, achievement, perseverance, and academic excellence.Family PartnershipDevelop strong, professional partnerships with parents and guardians.Maintain consistent communication regarding student progress, achievements, concerns, and opportunities for growth.Communicate academic concerns early and collaborate with families to develop solutions.Participate in parent conferences, STEM events, science fairs, family nights, student showcases, and other campus activities.Help families understand Grade 5 academic expectations and ways they can support learning at home.Treat families as valued partners in their child's education.Professional ResponsibilitiesParticipate actively in professional development, PLCs, collaborative planning, data meetings, instructional coaching, and campus initiatives.Engage in lesson internalization and purposeful preparation prior to delivering instruction.Implement feedback from instructional leaders and demonstrate continuous professional growth.Collaborate with other Grade 5 teachers to integrate science with mathematics, reading, writing, social studies, and project-based learning.Maintain accurate lesson plans, grades, attendance, assessment records, parent communication, and required documentation.Follow applicable federal and state laws, Texas Education Agency requirements, charter policies, safety requirements, and campus procedures.Maintain student confidentiality and demonstrate sound professional judgment.Participate in arrival, dismissal, school events, student activities, and other responsibilities necessary to support the campus community.QualificationsEducationBachelor's degree from an accredited college or university required for certified teacher positions, subject to applicable Texas certification requirements and approved certification pathways.CertificationApplicants holding or pursuing appropriate Texas teacher certification are encouraged to apply, including candidates with:EC–6 Core Subjects/Generalist CertificationAppropriate Science CertificationSpecial Education CertificationBilingual and/or ESL Certification/SupplementalOther appropriate Texas teaching certificationsCandidates currently enrolled in or eligible to enter an approved Alternative Certification ProgramCandidates working toward certification must demonstrate a commitment to successfully completing certification requirements within established timelines.Science/STEM experience, Special Education certification, and bilingual/ESL credentials are highly valued.Preferred ExperienceExperience teaching elementary or Grade 5 science.Demonstrated success improving student academic achievement.Strong knowledge of the Texas Grade 5 Science TEKS.Experience with inquiry-based and hands-on science instruction.Experience using student data to drive instructional decisions.Experience preparing students for rigorous state assessments while maintaining authentic, engaging science instruction.Experience with STEM, engineering design, robotics, science fairs, project-based learning, or advanced academics.Experience providing intervention and enrichment for diverse learners.Experience implementing IEPs, Section 504 plans, MTSS interventions, and accommodations.Knowledge, Skills & CharacteristicsWe are looking for a science teacher who:Believes every student can achieve at high levels.Has a genuine passion for science and can make that excitement contagious.Sets ambitious academic goals and maintains high expectations.Understands that rigor, engagement, and strong student relationships belong together.Values hands-on learning and understands that students learn science best when they are actively doing science.Uses data to improve instruction and responds quickly when students have not mastered essential concepts.Challenges advanced learners rather than allowing mastery to become the stopping point.Welcomes instructional coaching, feedback, reflection, and continuous improvement.Collaborates effectively and contributes positively to a strong professional team.Communicates effectively with students, families, colleagues, and administrators.Is dependable, organized, flexible, creative, and solution-oriented.Wants to help build an exceptional science and STEM program within a high-performing school.Our Commitment to ExcellenceOur academy believes that high expectations begin with adults. We want students leaving 5th grade believing they are mathematicians, readers, writers, problem-solvers—and scientists.Our science classrooms should be places where students are curious enough to ask "Why?", confident enough to ask "What if?", and equipped with the knowledge and skills to figure out "How do we know?"We are seeking educators who are not satisfied with students simply meeting minimum expectations. We want teachers who recognize potential, provide support when students struggle, accelerate learning when students are ready, and inspire students to become curious, capable, and confident learners.If you believe students are capable of more and you are ready to challenge them to discover just how much they can accomplish, we encourage you to apply.Additional DutiesThe foregoing statements describe the general purpose and responsibilities assigned to this position and are not intended to represent an exhaustive list of duties. Additional responsibilities may be assigned by campus administration to support students and the effective operation of the academy.

High School Math Teacher (full-time)Academy of the Holy Names, the Capital Region's only all-girls, private, college preparatory school for grades 6-12, has an immediate opening for a passionate and dedicated High School Math Teacher to help us fulfill our mission to graduate young women who are “skillful builders of a better world.” The ideal candidate should have experience teaching all levels of high school math and be committed to the ideals and benefits of single-gender education. Academy of the Holy Names offers a positive, safe, supportive school community, small class sizes, tuition remission for daughters of faculty, 403(b) plan with employer match, health insurance, and an extensive support system for new faculty. Interested candidates should send a letter of interest, a resume, and a list of three references to: centraladmin@ahns.org.Salary range: $41,938 to $52,424

PK–2nd Grade TeacherHigh-Performing Public Charter AcademyReports To: Principal/Assistant PrincipalPosition Type: Full-Time, ExemptGrade Levels: Pre-Kindergarten–2nd GradePosition SummaryWe are seeking exceptional PK–2nd Grade Teachers who believe that young learners are capable of extraordinary things. Our academy is built on a culture of high expectations, advanced academics, strong relationships, and the belief that every student can achieve at high levels when provided with excellent instruction and individualized support.The PK–2nd Grade Teacher will establish a joyful, structured, academically rigorous classroom where students develop the foundational literacy, mathematics, critical-thinking, communication, and social skills necessary for long-term success.Our teachers do more than cover standards. They create learning experiences that challenge students to think deeply, communicate confidently, solve problems, and develop a genuine love of learning. Teachers are expected to provide grade-level and advanced learning opportunities while differentiating instruction to ensure every student receives the support or enrichment necessary to grow.We welcome experienced educators as well as talented individuals entering the profession through an approved alternative certification pathway.Essential Duties and ResponsibilitiesHigh-Quality InstructionPlan and deliver engaging, rigorous, TEKS-aligned instruction appropriate for students in PK–2nd grade.Maintain high academic and behavioral expectations for all students.Provide advanced academic opportunities that extend learning beyond minimum grade-level expectations when students demonstrate readiness.Establish clear learning targets and success criteria so students understand what they are learning and how they will demonstrate mastery.Use explicit instruction, modeling, guided practice, independent practice, and purposeful lesson closure.Design lessons that promote critical thinking, problem-solving, creativity, collaboration, and academic discourse.Provide frequent opportunities for students to read, write, speak, listen, explore, create, and apply their learning.Incorporate developmentally appropriate hands-on and project-based learning experiences.Maximize instructional time and maintain purposeful, bell-to-bell learning.Early Literacy and MathematicsProvide systematic, explicit instruction in foundational literacy skills, including phonological awareness, phonics, fluency, vocabulary, comprehension, oral language, and writing.Implement evidence-based reading practices aligned with the Science of Reading and Texas requirements.Develop strong mathematical foundations through conceptual understanding, number sense, mathematical reasoning, problem-solving, fluency, and application.Provide opportunities for students to engage with challenging texts, complex questions, advanced vocabulary, and higher-level mathematical thinking.Build the academic foundation students need to successfully transition into increasingly advanced coursework.Differentiation, Intervention, and EnrichmentUse assessment data and daily student performance to differentiate instruction.Provide targeted small-group instruction based on student needs.Implement appropriate interventions through the campus Multi-Tiered System of Supports (MTSS).Provide meaningful enrichment and acceleration for students who demonstrate mastery.Implement accommodations, modifications, Individualized Education Programs (IEPs), Section 504 plans, language supports, and other required student supports with fidelity.Collaborate with special education, intervention, dyslexia, multilingual education, gifted education, and other support staff to ensure students receive appropriate services.Maintain documentation of interventions and student progress as required.Data-Driven InstructionAdminister required classroom, campus, district/network, and state assessments.Regularly analyze formative and summative assessment data.Use data to identify learning gaps, adjust instruction, create flexible groups, and determine intervention or enrichment needs.Participate actively in Professional Learning Communities (PLCs), data meetings, lesson internalization, and collaborative planning.Maintain accurate student records and progress-monitoring documentation.Take ownership of student academic growth and respond quickly when students are not demonstrating expected progress.Classroom Culture & Student RelationshipsCreate a safe, joyful, inclusive, structured, and academically focused classroom.Establish clear classroom procedures, routines, and expectations beginning on the first day of school.Develop strong, positive relationships with students while maintaining consistently high expectations.Teach students independence, responsibility, perseverance, organization, and respectful communication.Use positive and proactive classroom-management practices that protect instructional time.Celebrate student growth, effort, achievement, character, and academic excellence.Create a classroom culture where it is safe to make mistakes, ask questions, take academic risks, and challenge oneself.Family PartnershipBuild positive and professional relationships with parents and guardians.Maintain consistent communication regarding student progress, achievements, attendance, behavior, and areas of concern.Partner with families to establish academic and behavioral goals for students.Participate in parent conferences, family events, curriculum nights, student showcases, and other campus activities.Respond to parent communication professionally and within campus-established timelines.Treat families as valued partners in their child's education.Professional ResponsibilitiesParticipate in professional development, collaborative planning, PLCs, data meetings, coaching, and instructional feedback.Implement feedback from instructional leaders and demonstrate a commitment to continuous improvement.Collaborate effectively with grade-level teams, special education teachers, interventionists, instructional coaches, administrators, and other campus personnel.Maintain accurate lesson plans, grades, attendance, assessment information, and other required documentation.Follow all applicable federal and state laws, Texas Education Agency requirements, charter policies, and campus procedures.Maintain student confidentiality and demonstrate professional judgment.Participate in school-wide events, student activities, arrival/dismissal responsibilities, and other duties necessary to support the school community.QualificationsEducationBachelor's degree from an accredited college or university required for certified teacher positions, subject to applicable Texas certification requirements and approved certification pathways.Demonstrated knowledge of elementary curriculum and effective instructional practices preferred.CertificationApplicants holding or pursuing appropriate Texas teacher certification are encouraged to apply, including candidates with:EC–6 Core Subjects/Generalist CertificationSpecial Education CertificationBilingual or ESL Certification/SupplementalOther appropriate Texas teaching certificationsCandidates currently enrolled in or eligible to enter an approved Alternative Certification ProgramCandidates working toward certification must demonstrate a commitment to successfully completing all certification requirements within established timelines.Special Education certification and/or bilingual/ESL credentials are highly valued.Preferred ExperienceExperience teaching PK–2nd grade students.Experience in a high-performing charter, public, private, or advanced academic school environment.Knowledge of the Science of Reading and structured literacy practices.Experience with small-group instruction and data-driven intervention.Experience differentiating instruction for students performing both below and above grade level.Experience implementing IEPs, Section 504 plans, MTSS interventions, and accommodations.Experience with gifted/advanced learners or accelerated academic programming.Knowledge, Skills, and CharacteristicsWe are looking for teachers who:Believe all students can achieve at high levels.Set ambitious goals and refuse to lower expectations based on a student's background or circumstances.Understand that rigor and strong relationships work together.Are passionate about teaching and learning.Bring energy, enthusiasm, organization, and creativity into the classroom.Understand child development while maintaining appropriately challenging academic expectations.Use data as a tool for improving instruction rather than simply reporting results.Are willing to receive feedback, reflect, adjust, and continuously improve their practice.Collaborate well with colleagues and contribute positively to a strong professional culture.Communicate effectively with students, families, colleagues, and administrators.Are dependable, flexible, solution-oriented, and willing to contribute wherever needed.Want to be part of a team committed to building an exceptional school.Our Commitment to ExcellenceOur academy believes that high expectations begin with adults. We are committed to creating classrooms where students experience academic challenge, strong relationships, engaging instruction, and meaningful opportunities to excel.We seek educators who are excited about working in a high-performing charter school environment where excellence is the expectation, collaboration is essential, and decisions are centered on what is best for students.Whether you are an experienced certified educator, a special education teacher seeking a new opportunity, or a talented professional completing an alternative certification program, if you believe students are capable of more and you are ready to help them achieve it, we encourage you to apply.Additional DutiesThe foregoing statements describe the general purpose and responsibilities assigned to this position and are not intended to represent an exhaustive list of duties. Additional responsibilities may be assigned by campus administration to support students and the effective operation of the academy.

Elementary Teacher – Grades 3–5High-Performing Public Charter AcademyReports To: Principal/Assistant PrincipalPosition Type: Full-Time, ExemptGrade Levels: 3rd–5th GradePosition SummaryWe are seeking exceptional 3rd–5th Grade Teachers who believe students are capable of achieving at high levels when provided with excellent instruction, meaningful relationships, and appropriately rigorous academic experiences.Our academy is built on a culture of high expectations, advanced academics, strong relationships, and continuous growth. Teachers are expected to provide students with a strong academic foundation while challenging them to think critically, communicate effectively, solve complex problems, and take increasing ownership of their learning.The 3rd–5th Grade Teacher will create a structured, engaging, and academically rigorous classroom that prepares students not simply to meet grade-level standards, but to master essential skills and confidently tackle advanced learning opportunities.We welcome experienced educators as well as talented individuals entering the profession through an approved alternative certification pathway who share our commitment to excellence and high expectations for every student.Essential Duties and ResponsibilitiesHigh-Quality, Rigorous InstructionPlan and deliver engaging, rigorous, TEKS-aligned instruction appropriate for students in grades 3–5.Maintain high academic and behavioral expectations for all students.Develop lessons that move students beyond basic recall toward application, analysis, problem-solving, reasoning, and creation.Establish clear learning targets and success criteria so students understand what they are expected to learn and demonstrate.Use explicit instruction, modeling, guided practice, collaborative learning, independent practice, and purposeful lesson closure.Provide frequent opportunities for students to engage in academic discourse, writing, inquiry, problem-solving, and productive struggle.Incorporate project-based, interdisciplinary, and real-world learning experiences when appropriate.Provide enrichment and acceleration for students demonstrating readiness for advanced academic work.Maximize instructional time and maintain purposeful, bell-to-bell learning.College, Career & Advanced Academic ReadinessBuild the academic habits, independence, perseverance, organization, and critical-thinking skills students will need for success in middle school and beyond.Expose students to challenging texts, advanced vocabulary, complex questions, multi-step problems, research, and authentic applications of learning.Teach students to explain and defend their thinking using evidence.Provide opportunities for students to collaborate, communicate, create, investigate, and solve problems.Encourage intellectual curiosity and create a classroom culture where students are excited to challenge themselves.Help students understand that academic excellence is achieved through effort, persistence, reflection, and a willingness to learn from mistakes.Content Area InstructionDepending upon the campus instructional model, teachers may provide self-contained instruction or specialize in one or more core academic areas.Reading Language ArtsProvide rigorous instruction in reading comprehension, vocabulary, fluency, written composition, grammar, research, and communication.Utilize evidence-based literacy practices aligned with Texas standards.Engage students with increasingly complex literary and informational texts.Teach students to analyze texts, make inferences, evaluate information, support responses with textual evidence, and communicate ideas effectively.Provide frequent opportunities for meaningful writing across content areas.MathematicsDevelop conceptual understanding, procedural fluency, mathematical reasoning, problem-solving, and application.Require students to explain mathematical thinking and justify solutions.Provide opportunities for students to solve multi-step and real-world problems.Differentiate instruction to address unfinished learning while providing acceleration for students ready for advanced mathematical concepts.Science & Social StudiesProvide hands-on, inquiry-based science experiences aligned with grade-level TEKS.Encourage students to investigate, observe, analyze data, draw conclusions, and communicate scientific thinking.Develop students' understanding of history, geography, government, economics, citizenship, and culture through meaningful and engaging instruction.Incorporate research, primary and secondary sources, projects, discussion, and interdisciplinary learning opportunities.Data-Driven Instruction & Student AchievementAdminister required classroom, campus, network, and state assessments.Regularly analyze formative, interim, benchmark, and summative assessment data.Use student performance data to adjust instruction, establish flexible groups, and determine intervention and enrichment needs.Develop and implement instructional responses when students have not demonstrated mastery.Provide accelerated learning and enrichment when students demonstrate readiness.Participate actively in Professional Learning Communities (PLCs), data meetings, collaborative planning, and lesson internalization.Maintain accurate student records and progress-monitoring documentation.Take ownership of student academic growth and achievement.STAAR ReadinessTeachers in grades 3–5 play an important role in preparing students for success on Texas state assessments. Teachers will:Ensure daily instruction is tightly aligned to the rigor and depth of the TEKS.Familiarize students with the types of thinking, reading, writing, reasoning, and problem-solving required on STAAR.Use assessment data to identify individual and group learning needs.Provide targeted reteaching and intervention without allowing test preparation to replace high-quality daily instruction.Teach students effective academic strategies, perseverance, and confidence when approaching challenging tasks.Maintain the expectation that students can demonstrate high levels of mastery while ensuring that learning remains meaningful, engaging, and relevant.Differentiation, Intervention & EnrichmentDifferentiate instruction based on student readiness, assessment data, learning needs, and demonstrated mastery.Provide targeted small-group instruction.Implement interventions through the campus Multi-Tiered System of Supports (MTSS).Progress monitor students receiving intervention and adjust supports based on student response.Provide meaningful enrichment and acceleration for advanced learners.Implement Individualized Education Programs (IEPs), Section 504 plans, language supports, dyslexia accommodations, and other required student supports with fidelity.Collaborate with special education teachers, interventionists, dyslexia specialists, multilingual education staff, gifted/advanced academic staff, counselors, and other support personnel.Maintain required documentation of accommodations, interventions, and student progress.Classroom Culture & Student RelationshipsCreate a safe, inclusive, structured, joyful, and academically focused classroom.Establish clear routines, procedures, academic expectations, and behavioral expectations.Develop authentic relationships with students while maintaining consistently high standards.Teach students increasing responsibility for their behavior, academic performance, organization, and learning.Use positive and proactive classroom-management practices that protect instructional time.Foster a classroom culture in which students respectfully challenge ideas, ask questions, collaborate, and take academic risks.Recognize and celebrate student growth, achievement, perseverance, character, and excellence.Family PartnershipBuild strong, professional partnerships with parents and guardians.Maintain consistent communication regarding student academic progress, achievements, attendance, behavior, and areas of concern.Communicate concerns early and work collaboratively with families to develop solutions.Participate in parent conferences, family nights, academic events, student showcases, and other campus activities.Respond to parent communication professionally and within campus-established timelines.Help families understand academic expectations and how they can support learning at home.Treat families as valued partners in their child's education.Professional ResponsibilitiesParticipate actively in professional development, PLCs, collaborative planning, data meetings, instructional coaching, and campus initiatives.Engage in lesson internalization and purposeful preparation before delivering instruction.Implement feedback from instructional leaders and demonstrate continuous professional growth.Collaborate effectively with grade-level teams, special education teachers, interventionists, instructional coaches, administrators, and other campus personnel.Maintain accurate lesson plans, grades, attendance, assessment records, parent communication, and required student documentation.Follow applicable federal and state laws, Texas Education Agency requirements, charter policies, and campus procedures.Maintain student confidentiality and exercise sound professional judgment.Participate in arrival, dismissal, student activities, school events, and other responsibilities necessary to support the school community.QualificationsEducationBachelor's degree from an accredited college or university required for certified teacher positions, subject to applicable Texas certification requirements and approved certification pathways.CertificationApplicants holding or pursuing appropriate Texas teacher certification are encouraged to apply, including candidates with:EC–6 Core Subjects/Generalist CertificationSpecial Education CertificationBilingual and/or ESL Certification/SupplementalOther appropriate Texas teaching certificationsCandidates currently enrolled in or eligible to enter an approved Alternative Certification ProgramCandidates working toward certification must demonstrate a commitment to successfully completing certification requirements within established timelines.Special Education, bilingual/ESL, gifted education, and advanced academic experience are highly valued.Preferred ExperienceExperience teaching students in grades 3–5.Demonstrated success improving student academic achievement.Experience in a high-performing charter, public, private, or advanced academic school environment.Strong knowledge of Texas Essential Knowledge and Skills (TEKS).Experience using assessment data to drive instructional decisions.Experience preparing students for rigorous state assessments while maintaining a strong focus on authentic learning.Experience providing small-group instruction, intervention, and enrichment.Experience implementing IEPs, Section 504 plans, MTSS interventions, and accommodations.Experience working with gifted, advanced, or accelerated learners.Knowledge, Skills & CharacteristicsWe are looking for educators who:Believe every student can achieve at high levels.Set ambitious goals and maintain high expectations for themselves and their students.Understand that rigor and strong relationships are not competing priorities—they are both essential.Are passionate about teaching, learning, and student achievement.Bring energy, enthusiasm, organization, creativity, and professionalism to their classroom.Use data to improve instruction and respond quickly when students are not mastering essential skills.Challenge advanced learners rather than allowing demonstrated mastery to become a stopping point.Welcome instructional coaching, feedback, reflection, and continuous improvement.Collaborate effectively and contribute positively to a strong professional team.Communicate effectively with students, families, colleagues, and administrators.Are dependable, flexible, solution-oriented, and willing to contribute wherever needed.Want to help build and sustain an exceptional high-performing school.Our Commitment to ExcellenceOur academy believes that high expectations begin with adults. Students deserve classrooms where excellent instruction, meaningful relationships, strong systems, academic challenge, and genuine care exist together.We are not looking for educators who are satisfied with students simply meeting minimum expectations. We seek teachers who will recognize students' potential, provide the support necessary to reach it, and continually ask, "What is the next level of learning for this student?"Whether you are an experienced certified teacher, a special education educator seeking a new opportunity, or a talented professional completing an alternative certification program, if you believe students are capable of more and you are ready to help them achieve it, we encourage you to apply.Additional DutiesThe foregoing statements describe the general purpose and responsibilities assigned to this position and are not intended to represent an exhaustive list of duties. Additional responsibilities may be assigned by campus administration to support students and the effective operation of the academy.

ABOUT ASPIRE Aspire Public Schools operates a network of high-performing, college preparatory charter schools serving TK-12 scholars in communities across California. Founded in 1998—in an effort to transform the inequitable racial, social, and gender outcomes that our communities persist through—Aspire is one of the largest and most forward-thinking open-enrollment public charter school systems in the nation. Our purpose is to prepare our scholars for success in college, career, and life. At Aspire, we set a foundation for our scholars to gain knowledge, skills, and power to access and make choices for their families and post-secondary lives. Every day, our community of students, families, teachers and staff comes together to learn, work, and play in an environment grounded in our values of Bienestar (Well-Being), Culture of Belonging, Community Partnership, Agency & Self-Determination, and Joy.  JOB SUMMARY The Speech-Language Pathologist carries out the speech and language instruction within a student’s individualized educational program for Aspire Public Schools. The Speech and Language pathologist instructs students with Individualized Education Plans in an inclusive environment. This role works closely with school sites, Special Education staff, and Aspire staff on a regular basis and may work with outside consultants and district personnel as needed.  ESSENTIAL FUNCTIONS Provide direct, individual and/or small group instruction to identified students on a regularly scheduled basis as required in the IEP  Regularly collaborates with team members, parents and related service providers for the purposes of: reviewing student data, ensuring IEP implementation, co-planning and/or co-teaching Participate in developing, implementing, and monitoring Individual Educational Plans for students who qualify for Related Services pursuant to California educational codes. Screen, assess, and provide specialized speech and language services to students, as established by Common Core and English Language Development standards  Create and maintain, records, files, and reports as required by federal, state, and SELPA regulations Maintain knowledge of current regulations pertaining to special education and meet the minimum IDEA requirements related to case management  Maintain a high level of rigor for students with disabilities in order to ensure equitable access to common core and/or alternate curriculum standards by developing instructional materials and strategies for Special Education students in the general education setting. Implement health and mobility supports (i.e. provide 1:1 support to student in classroom, support student/s with toileting needs, assist with health-related needs (g-tube, feeding, administration of medication) (under supervision of school nurse) and assist with the physical needs of students (lifting/ assisting with mobility, implementing student stretching/exercise routines.) Input weekly IEP service tracking and meet all IEP timelines  Create and maintain notifications, records, files, and reports as required by federal, state, and SELPA regulations Develop a thorough progress monitoring tool for students, that is regularly shared with staff and parents and used for team decision-making. Communicate on a frequent basis with parents of students around student progress, and collaborate to gain parent input  Collaborate with outside providers as needed and appropriate, with parent consent Provide oversight and support to SLPAs  Additional: Demonstrate knowledge of, and support, the Aspire Public Schools mission, vision, value statements including antiracism, policies and procedures, operating instructions, confidentiality standards, and the code of ethical behavior.  Knowledge of special education principles, concepts, methodologies, and documentation requirements Knowledge of special education assessment, planning, instruction, and evaluation Knowledge of child cognitive development and different learning styles Ability and willingness to implement students’ IEPs Belief in inclusion and Aspire’s Equity Belief Statements and demonstrates high expectations for students with diverse learning needs Ability and willingness to reflect and improve Ability to follow and meet mandated deadlines and due dates Flexibility and ability to adapt to changing conditions; ability and good judgment to take initiative to modify activities Strong written and verbal communication skills; ability to collaborate with general education and special education colleagues, parents and community Ability to excel as a member of a team and implement new learnings from professional development Ability to work with an ethnically and economically diverse student body Perform other related duties as required and assigned.  QUALIFICATIONS Master’s Degree Valid California Speech-Language Pathology School Services credential or California Clinical or Rehabilitative Services credential with an authorization in Language, Speech and Hearing  Certification of Clinical Competence1+ years working with students in a school setting.  Competencies: Knowledge of speech and language assessment, planning, instruction, and evaluation Knowledge of child cognitive development and different learning styles Ability and willingness to implement students’ IEPs Belief in inclusion and Aspire’s Equity Belief Statements and demonstrates high expectations for students with diverse learning needs Ability and willingness to reflect and improve Flexibility and ability to adapt to changing conditions; ability and good judgment to take initiative to modify activities Strong written and verbal communication skills; ability to collaborate with general education and special education colleagues, parents and community Ability to excel as a member of a team and implement new learnings from professional development Ability to work with an ethnically and economically diverse student body Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed  Ability to learn quickly and to be effective in a fast-paced, dynamic, entrepreneurial environment: able to work autonomously and thoroughly with independent self-reflection, as well as take direction as needed Alignment to and urgency around Aspire’s mission, vision and values  Please click on the link below to apply on our company's website:https://jobs.jobvite.com/aspirepublicschools/job/oOHOufwx  

Master's Level Registered Behavior Technician (RBT) Seeking Paid Supervised Field Experience | Clinic-Based | Full-TimeBCBA Supervision Hours ProvidedAutism From The Start | Lenexa / Shawnee, KS Job Type: Full-Time Pay: $18–$25/hour starting pay based on experience and education.  $30/hour for candidates with a master's degree who will manage their own caseload.Setting: Clinic-Based ABA Therapy ("Children's House")About UsAutism From The Start is a playful and purposeful early intervention ABA treatment center serving children ages 1–5 in the Kansas City area. We pair one-to-one therapy with a family-centered, NDBI-informed approach — blending the proven principles of ABA with child-led, play-based strategies that meet kids in the moments that matter most: play, daily routines, and real-life interactions.Why Work With UsAre you an RBT working toward your BCBA certification? We're looking for a motivated, full-time RBT to join our clinic team — and we provide dedicated one-on-one individual supervision hours to support your path to becoming a Board Certified Behavior Analyst.Individual supervision provided by a licensed, experienced BCBAStructured supervision plan aligned with BACB fieldwork requirementsRegular case discussions, direct observation, and feedback sessionsSupportive, collaborative clinic culture invested in your professional growthHands-on experience across a variety of client ages and treatment goalsResponsibilitiesProvide one-to-one ABA therapy for children ages 1–5 under the direction of a BCBAImplement individualized treatment plans, including NDBI-informed, play-based strategiesCollect and record accurate behavioral data during sessionsAssist with skill acquisition, communication, and behavior reduction goalsParticipate in scheduled individual supervision sessions and complete required fieldwork documentationMaintain client confidentiality and adhere to BACB ethical guidelinesWith a master's degree:  Utilize assessments, such as VB-MAPP, Vineland, ABLLS-R, ESDM Curriculum Checklist, and other appropriate measuresWith a master's degree:  Maintain an ethical caseload of clients based on delivered hours per week by RBT staffWith a master's degree:  Develop comprehensive individual behavior treatment plansWith a master's degree:  Monitor and modify treatment plans as necessaryWith a master's degree:  Conduct parent training using an evidence-based curriculumWith a master's degree:  Train and supervise Registered Behavior Technicians and InternsWith a master's degree:  Participate in team meetings and leadership meetingsWith a master's degree:  Collaborate with community providers (e.g., therapists, teachers, etc.)QualificationsActive RBT certification (we will assist you getting this if you don't have it)Currently enrolled in, or accepted into, a BACB-approved coursework sequence (preferred)Reliable, punctual, and comfortable working in a clinic environmentStrong communication and teamwork skillsPassion for behavior analysis and commitment to ethical practiceWhat We Offer$18–$25/hour, based on experience (up to $25/hour for highly experienced RBTs or those already with a master's degree)Health/dental/vision/401K benefitsPTO/paid holidays, seasonal breaks, sick leaveDedicated individual BCBA supervision hours at no cost to youCareer growth and mentorship within a full-time clinic roleTo Apply: Visit autismfromthestart.com or https://autismfromthestart.easyapply.coFeel free to reach out at (913) 608-7005.Autism From The Start is an equal opportunity employer.

By submitting this form, you are starting your application to be a Dean of Students at Tulsa Public Schools.To apply please have the following items ready:Resume and/or work history informationTranscripts and/or academic history informationContact information for two (2) references (we will not contact them yet)***If you wish to be considered for other teaching positions, you must apply via the links below:Elementary Teacher (PreK-5th)Secondary Teacher (6th-12th)Special Education Teacher____________________________________________________________________________________________________________Full Job Description: Dean of StudentsGrade: Teacher’s Salary Schedule Tulsa Public Schools’ existing salary schedules provide career increment adjustments based on education/experience and/or years of creditable service. For more information about the salary for this specific position please review the Salary Schedule for the corresponding Salary Grade (listed above).For more information on our comprehensive benefits packages, please visit: Compensation and Benefits website.Position Summary: The Dean of Students leads the school’s efforts to create a positive, structured, achievement oriented, and disciplined school culture that supports the Tulsa Public Schools’ Vision for Learning. The Dean of Students oversees behavioral support for students and serves as a main school contact for parents and guardians. A successful Dean ispassionate about supporting our students, and proactively strives to develop productive relationships with all members of the school community, including teachers, students, and families.Minimum Qualifications:Education:• Bachelor’s degree• Must have or be pursuing a Masters’ degree Experience:• Three (3) years of teaching experience Specialized Knowledge, Licenses, etc.:• Oklahoma teaching certificate or ability to obtain• Proficient in Microsoft Office Suite and Google Office Suite• Bilingual in Spanish is a plusAbout Our District: At Tulsa Public Schools, our mission is to inspire and prepare every student to love learning, achieve ambitious goals, and make positive contributions to our world. We are the destination for extraordinary educators and staff who work with our community and families to ignite the joy of learning and prepare every student for the greatest success in college, careers, and life. Our core values of equity, character, excellence, team, and joy guide how we work and interact with each other and our community.