Careers in Education

Schedule: Part-time; Monday - Friday; 3.5hr shift between 1:00pm - 6:00pmStart & End Date: 10/14/2024 - 6/4/2025Location: Various School sites within the Pittsburg Unified School DistrictExpected Hourly Rate:  $20/hourCurriculum: Teaching the basics to basketball and other sports ABOUT USElevo is on a mission to transform the well-being of students so they look forward to coming to school. We collaborate closely with schools to provide comprehensive programs infused with social-emotional learning (SEL). Our curriculum promotes physical, mental, and academic well-being and offers enriching activities. Going beyond classroom walls, Elevo fosters learning, movement, and growth for kids in grades K-8.WHY WORK WITH ELEVOOur dedicated coaching staff receives extensive paid training and support, enabling them to confidently lead students in fun and engaging activities that develop essential life skills.Be part of a meaningful mission to transform kids’ lives and innovate learning in your local community.A team of experts in social-emotional learning, physical activity, education landscape, and ed-tech platforms guides us.Build skills and gain experience in an educational setting. We offer growth opportunities for career track progression and ongoing professional development.THE ROLELead groups of students through structured games based on the Elevo curriculum.Engage students in sports drills, games, and other activities.Supporting kids’ behavioral management needs.Collaborate seamlessly with school administrators, teachers, and fellow coaches.Leading outdoor lessons designed to increase excitement about learning.Serve as a positive role model to the students to build kids’ self-esteem and emotional wellness.ABOUT YOUHave been successful working with elementary and/or middle school kids.Confidently manage groups of up to 20 students with minimal assistance.Can improvise, adapt, and take initiative when needed.Are approachable, empathetic, patient, and able to build trust with kids.Present yourself as a confident leader and a positive role model.Connect with students and foster positive learning experiences.Pay close attention to student needs and adjust activities accordingly.Can improvise, adapt, and take initiative when needed by paying close attention to student needs.Are approachable, empathetic, patient, and able to build trust with kids.Present yourself as a confident leader and a positive role model.Ensure activities run smoothly and efficiently within allocated timeframesAdditional Requirements:Must be eligible to work in the United States, complete and pass a Live-Scan background check, and TB screening.1-2 years of working experience in education, coaching, child development, or other child-focused experiences strongly preferred.Must have reliable transportation.Willing to follow COVID-19 protocols outlined by the school.Candidates must be able to engage in the following activities with or without an accommodation:Ability to constantly move about to accomplish tasks or move from one place to another frequently.Sitting, standing, for long periods.Occasional running and other strenuous physical activity.Ability to move safely on irregular and or uneven terrain regularly.Elevo is committed to creating a diverse work environment and is proud to be an equal-opportunity employer. All applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity, sexual orientation, national origin, disability, age, or veteran status.  Elevo participates in the E-Verify program to confirm the employment eligibility of all newly hired employees. Read Elevo's Privacy Policy HERE.

Schedule: Part-time, Monday, Tuesday, Wednesday, Thursday and Friday. Hours range between 9:00am - 1:30pm (Coaches will be provided 3-4 hour shifts)Start & End Date: 10/28/2024 & 06/05/2025Location: Various School sites within Inglewood Unified School DistrictExpected Hourly Rate:  $20/per hourABOUT USElevo is on a mission to transform the well-being of students so they look forward to coming to school. We collaborate closely with schools to provide comprehensive programs infused with social-emotional learning (SEL). Our curriculum promotes physical, mental, and academic well-being and offers enriching activities. Going beyond classroom walls, Elevo fosters learning, movement, and growth for kids in grades K-8.WHY WORK WITH ELEVOOur dedicated coaching staff receives extensive paid training and support, enabling them to confidently lead students in fun and engaging activities that develop essential life skills.Be part of a meaningful mission to transform kids’ lives and innovate learning in your local community.A team of experts in social-emotional learning, physical activity, education landscape, and ed-tech platforms guides us.Build skills and gain experience in an educational setting. We offer growth opportunities for career track progression and ongoing professional development.THE ROLELead groups of students through structured games based on the Elevo curriculum. Engage students in sports, games, and other activities. Supporting kids’ behavioral management needs.Collaborate seamlessly with school administrators, teachers, and fellow coaches.Leading outdoor lessons designed to increase excitement about learning.Serve as a positive role model to the students to build kids’ self-esteem and emotional wellness.ABOUT YOUHave been successful working with elementary and/or middle school kids.Confidently manage groups of up to 20 students with minimal assistance.Can improvise, adapt, and take initiative when needed.Are approachable, empathetic, patient, and able to build trust with kids.Present yourself as a confident leader and a positive role model.Connect with students and foster positive learning experiences.Pay close attention to student needs and adjust activities accordingly.Can improvise, adapt, and take initiative when needed by paying close attention to student needs.Are approachable, empathetic, patient, and able to build trust with kids.Present yourself as a confident leader and a positive role model.Ensure activities run smoothly and efficiently within allocated timeframesAdditional Requirements:Must be eligible to work in the United States, complete and pass a Live-Scan background check, and TB screening.1-2 years of working experience in education, coaching, child development, or other child-focused experiences strongly preferred.Must have reliable transportation.Candidates must be able to engage in the following activities with or without an accommodation:Ability to constantly move about to accomplish tasks or move from one place to another frequently.Sitting, standing, for long periods. Occasional running and other strenuous physical activity. Ability to move safely on irregular and or uneven terrain regularly.Elevo is committed to creating a diverse work environment and is proud to be an equal opportunity employer. All applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity, sexual orientation, national origin, disability, age, or veteran status.  Elevo participates in the E-Verify program to confirm the employment eligibility of all newly hired employees. Read Elevo's Privacy Policy HERE.

Location: Seattle (Bellevue), WAJob Type: Part-Time (15-20 hours/week)Hire Date: As Soon As PossibleRequirement: Available to conduct classes during weekday evenings and weekends. About Think Academy:Think Academy US (www.TheThinkAcademy.com), a 100% owned subsidiary of TAL Education Group (NYSE: TAL), is a recently established education technology (Ed-Tech) company providing K-12 extra-curricular learning services in science and technology. At Think Academy, we provide full cycle services to foster children's ability to think critically, strengthen their logic skills, and help them fulfill their goals through innovative teaching techniques. We believe Love and Technology can make education better. Whom we are looking for:Think Academy U.S. is looking for Part-Time Onsite Math Content Teacher. Content Teachers are expected to understand math concepts, prepare classes based on Think Academy's curriculum, Deliver engaging and age-appropriate math lessons, explaining concepts, demonstrating problem-solving techniques, and using various teaching methods to meet the diverse needs of students.What You Will Do:Teach elementary-level mathematics to pre-k and lower elementary studentsActively engage and manage a classroom of up to 16 studentsPrepare and deliver lessons using Think Academy's curriculum and teaching guidanceGrade homework and provide other essential teaching-related servicesCommunicate effectively with students and parents, offering timely and personalized feedbackWork 15-20 hours per week, primarily during weekends and weekday afternoonsHow You Can Be Qualified:Bachelor’s degree or above, all majors are welcome as long as you're passionate in kids and math teaching; Education, or STEM-related majors are preferredYou are still eligible to apply if you are still pursuing or in progress of obtaining a Bachelor's degreePrior math teaching experiences is not required, but a big plusSuper passionate about teaching and education industry, with a mission to provide better education to promote social development.Excellent communication and interpersonal skillsHighly responsible and love to get along with kidsCan commit to at least one whole semester of teaching (Spring semester: Jan - May; Summer: June - Aug; Fall semester: Aug - Dec)Available and willing to work during weekday evenings and weekendsPay Range:$40/hr (Teaching Fee) + $20/hr (Non-Teaching Fee)Teachers will be assigned 4-6 classes per week15% Target Commission based on student retentionThink Academy is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, or protected veteran status and will not be discriminated against on the basis of disability. 

This internship is hosted under the Constellations Fellowship Program. To view all available internship positions, please visit: https://www.globalwarmingmitigationproject.org/constellations-positionsTo submit an application, please visit: https://www.emailmeform.com/builder/form/f8uD677sE0mdgbn19A Educational Resource Development Fellow About the OrganizationThe Educated Choices Program (ECP) is a 501(c)3 academic program that educates teens and adults through digital presentations about the impact of their food choices on their health, the environment, and all those that inhabit it. ECP’s digital programs are currently expanding, offering professionally narrated videos and additional learning materials to secondary and post-secondary educators, as well as community audiences. www.ecprogram.org Fellowship Description:Purpose of the Program: Assist in updating educational presentations and resources to enhance quality and accessibility.Community Needs that the Program Serves: This program is needed to ensure that our English-speaking viewers can relate to and comprehend our content to meet the intended learning objectives.Position Tasks:Update existing captions and visuals of presentations from British English to American English spelling in Canva and Adobe Premiere.Update existing educational materials, such as lesson plans and activities, from British English to American English spelling.Time permitting: research and identify successful pedagogical approaches and strategies for teaching topics related to the impacts of food production and consumption, such as personal health, animal agriculture, and the environment, to young learners, ages 8-12.Collaborate and report directly to the Assistant Director of Curriculum Development.Position Goals:Goal 1: Gain knowledge of the development of digital educational resources through hands-on work.Goal 2: Opportunity to learn time management, communication, and collaboration skills in remote workplaces.Goal 3: Further development of the organization.Benefits:Position is completed remotely, with flexible work hours outside of scheduled meetings/development.Recommendations and reference letters can be provided.Satisfies the standard internship hour requirements for most institutions.Opportunity to participate in regular organization meetings, including monthly updates, wellbeing initiatives, and team calls. Qualifications:High interest in working with video editing and digital design tools, including Adobe Premiere and Canva (experience required)High level of attention to detail and savvy organization skills.Interest in nonprofit, education, environment, or health-related issues.Currently enrolled in a college or university program (or recently graduated as far back as December 2023).At least 10 hours per week of availability.Operational computer with reliable internet and the capacity to run multiple programs with high memory/storage usage.Basic understanding of Google Suite and project management software, such as Monday.com.Proficiency in creating, updating and exporting video content using Adobe Premiere.Proficiency in creating, updating and downloading presentations and documents using Canva.Ability to pass a background check.Legally authorized to work in country of residence. Time Commitment: Up to 20 hours / week

About Employer and Area:High Integrity Ag organization located in Western North Dakota. The organization is a Financially strong company with excellent facilities and equipment. Highly customer focused and takes great care of its employees. Our Company offers high quality products and seed brands with superior genetics. Competitive salary plus Bonus as well as Full Benefits. Base salary starting between $65K-$80K/yr with flexibility to reflect experience.This area of North Dakota is beautiful with rolling hills, lakes, state parks and numerous outdoor activities, including hunting, excellent fishing, hiking, golfing and much more.Job Qualifications:*2 or 4 yr degree in Agronomy or other Agronomy related program.*Solid knowledge of Agronomy as well as knowledge of crops raised in Western North Dakota as well as crop inputs used in the area.*Must have excellent communication skills with the ability to create and recommend specialized agronomy programs for Ag growers utilizing Ag chemicals, fertilizers and seed products.*Must have a passion for selling crop inputs and services along with building strong Agronomy relationships.*Strong analytical, mathematical, and problem-solving skills.*Ability to work extended hours during the busy Agronomy season.*Desire to become part of and being involved in the community.Job Description:Primary responsibilities to include:*Selling Agronomy products such as Seed, Chemicals, Fertilizer, and soil sampling services.*Making informed crop input recommendations.*Interacting with the public and promoting new products through Agronomy events.

SGMA Technical Assistance Community Educator for Small Farms (CES IV) Fresno, CA, Job ID 72087 University of California Agriculture and Natural Resources County Locations: Fresno County, Madera County Date Posted: September 4, 2024Closing Date: Until Filled The SGMA Technical Assistance Community Educator for Small Farms will conduct technical assistance, extension education, and policy analysis and communication to support small-scale farms during the implementation of the Sustainable Groundwater Management Act (SGMA). The SGMA TA Community Educator will assess regional needs of small-scale farmers relevant to SGMA implementation and determine appropriate methods for outreach, education, and technical assistance. Duties include visiting farms to provide individual technical assistance; developing educational materials; conducting outreach activities, workshops, and field days; participate in strategic planning and evaluation of statewide program deliverables and objectives; facilitating access to resources available from nonprofit and private sector partners; attending meetings of local groundwater sustainability agencies (GSAs); reviewing groundwater sustainability plans (GSPs); and analyzing groundwater management policies to generate recommendations. The SGMA TA Community Educator will work under the general supervision of the Small Farms SGMA Technical Assistance Academic Coordinator II and will collaborate closely with UC ANR Small Farms Advisors and staff based in relevant county regions. Project work will be coordinated with the statewide team for SGMA technical assistance for small farms as well as the Community Alliance with Family Farmers (CAFF) and other nonprofit and agency partner organizations. This position is part of a statewide team providing technical assistance to small farms with SGMA implementation in multiple counties under the UC ANR Small Farms Network, a program of UC SAREP. As part of the statewide network, the Small Farms Community Education Specialist will identify one or more areas of content expertise related to production, regulatory compliance, or marketing in which to serve as a subject matter expert and a lead worker coordinating development of educational materials on specialized topics. This position is a career appointment that is 100% fixed. This position will cover Fresno County and Madera County. The home department is the Sustainable Agriculture Research & Education Program. While this position normally is based at 550 E. Shaw Avenue, Suite 210B, Fresno, CA 93710, this position is eligible for hybrid flexible work arrangements, for applicants living in the State of California, at this time. Please note that hybrid flexible work arrangements are subject to change by the University. Pay Scale: $56,400/year to $77,500/year Job Posting Close Date: This job is open until filled. The first application review date will be 09/26/2024. This position will promote, in all ways consistent with the other responsibilities of the position, accomplishment of the Affirmative Action goals established by the Division. The University reserves the right to make employment contingent upon successful completion of the background check. This is a designated position requiring a background check and may require fingerprinting due to the nature of the job responsibilities. UC ANR does hire people with conviction histories and reviews information received in the context of the job responsibilities. As a condition of employment, you will be required to comply with the University of California https://policy.ucop.edu/doc/5000695/VaccinationProgramsPolicy, as may be amended or revised from time to time. Federal, state, or local public health directives may impose additional requirements. To apply, please visit: https://apptrkr.com/5609146 Copyright ©2024 Jobelephant.com Inc. All rights reserved. https://www.jobelephant.com/ jeid-77dae66a5f97dc4d8de69a6e155b43e2

SGMA Technical Assistance Community Educator for Small Farms (CES IV) Riverside, CA, Job ID 72086 University of California Agriculture and Natural Resources County Locations: Riverside County, San Bernardino County Date Posted: September 4, 2024Closing Date: Until Filled The SGMA Technical Assistance Community Educator for Small Farms will conduct technical assistance, extension education, and policy analysis and communication to support small-scale farms during the implementation of the Sustainable Groundwater Management Act (SGMA). The SGMA TA Community Educator will assess regional needs of small-scale farmers relevant to SGMA implementation and determine appropriate methods for outreach, education, and technical assistance. Duties include visiting farms to provide individual technical assistance; developing educational materials; conducting outreach activities, workshops, and field days; participate in strategic planning and evaluation of statewide program deliverables and objectives; facilitating access to resources available from nonprofit and private sector partners; attending meetings of local groundwater sustainability agencies (GSAs); reviewing groundwater sustainability plans (GSPs); and analyzing groundwater management policies to generate recommendations. The SGMA TA Community Educator will work under the general supervision of the Small Farms SGMA Technical Assistance Academic Coordinator II and will collaborate closely with UC ANR Small Farms Advisors and staff based in relevant county regions. Project work will be coordinated with the statewide team for SGMA technical assistance for small farms as well as the Community Alliance with Family Farmers (CAFF) and other nonprofit and agency partner organizations. This position is part of a statewide team providing technical assistance to small farms with SGMA implementation in multiple counties under the UC ANR Small Farms Network, a program of UC SAREP. As part of the statewide network, the Small Farms Community Education Specialist will identify one or more areas of content expertise related to production, regulatory compliance, or marketing in which to serve as a subject matter expert and a lead worker coordinating development of educational materials on specialized topics. This position is a career appointment that is 100% fixed. This position will cover Riverside County and San Bernardino County. The home department is the Sustainable Agriculture Research & Education Program. While this position normally is based at 2980 Washington Street Riverside, CA 92504, this position is eligible for hybrid flexible work arrangements, for applicants living in the State of California, at this time. Please note that hybrid flexible work arrangements are subject to change by the University. Pay Scale: $59,000/year to $81,200/year Job Posting Close Date:This job is open until filled. The first application review date will be 09/26/2024. This position will promote, in all ways consistent with the other responsibilities of the position, accomplishment of the Affirmative Action goals established by the Division. The University reserves the right to make employment contingent upon successful completion of the background check. This is a designated position requiring a background check and may require fingerprinting due to the nature of the job responsibilities. UC ANR does hire people with conviction histories and reviews information received in the context of the job responsibilities. As a condition of employment, you will be required to comply with the University of California https://policy.ucop.edu/doc/5000695/VaccinationProgramsPolicy, as may be amended or revised from time to time. Federal, state, or local public health directives may impose additional requirements. To apply, please visit: https://apptrkr.com/5608263 Copyright ©2024 Jobelephant.com Inc. All rights reserved. https://www.jobelephant.com/ jeid-2e89017c3d6fcd438ea4615aab49d3e6

ASSISTANT PRINCIPAL (High School).5 FTE Career Center/ .5 FTE Washington Innovation CenterAdministrator salary scheduleINSURANCE YEAR-ROUND; TRS RETIREMENT; VACATION/SICK DAYS;Requires a Master's degree and current Montana Class 3 Administrative Educator License with a Secondary Principal 7-12; Secondary Principal 5-12; or Principal K-12 endorsement.QUALIFICATIONS:1. Current Montana Administrative Certificate2. Appropriate Administrative endorsement3. Five years of successful teaching experience4. Three years of previous administrative experience preferred SUPERVISES:  Members of the certified and support staff as directedJOB GOAL: To assist the Principal in the smooth, efficient, and effective administration of the high school, and programs and events being offered.PERFORMANCE RESPONSIBILITIES (may include but not limited to the following):1. Supervise the daily opening of school routines.2. Administer an attendance system that accurately reports and records student, school, and class attendance.3. Implement and maintain a school program to discourage tardiness and absenteeism.4. Work closely and continuously to identify poor school and class attendance patterns and minimize delay between recognizing patterns and referrals to guidance for follow-up action.5. Administer disciplinary programs which are appropriate to the misbehavior of students and which are consistent with the philosophy, goals, and objectives of the school and the school District.6. Meet periodically with teachers, teaching teams, and various parent-teacher groups to review the code of conduct and to discuss problems or changes that seek continued program improvement.7. Meet with teaching teams to discuss and develop remedial plans for students experiencing behavior problems.8. Assist the Principal and Associate Principal in the observation and supervision of faculty members.9. Observe each faculty member as designed by the Principal in accordance with the supervision model of the school District and in accordance with the negotiated agreements of various employee groups.10. Counsel teachers observed who have performance deficiencies and recommend specific direction for corrective action and plan for follow-up supervision.11. Participate or chair meetings at the discretion or request of the Principal, and assist the Principal in the preparation of meeting agendas as required.12. Work as a team member in the District supervisory structure, and support decisions made by fellow administrators in an effort to maintain positive staff morale.13. Counsel individual students, and when necessary, make appropriate referrals for testing, guidance, or psychological counseling.14. Resolve all discipline problems in a fair and just manner, and maintain records of any disciplinary actions taken.15. Assist in interpretation of school programs, policies, and procedures to students, parents, staff, and community. 16. Cooperate with community and government agencies on student problems.17. Provide guidance and counseling to students, parents, and teachers on problems relating to student behavior, concerns, and attendance.18. Assist and cooperate with the school administration and teachers in developing and implementing policies to effect positive student behavior in the school.19. Supervise extracurricular activities as assigned by the Principal.PHYSICAL REQUIREMENTS: The physical demands described herein are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.  While performing the duties of this job, the employee is regularly required to sit, talk, and hear.  The employee is occasionally required to stand, walk, and reach with hands and arms.  Specific vision abilities required to do this job include close vision and ability to adjust focus.Go to www.billingsschools.org and click on "Departments" and then click on "Employment Opportunities" for the internal application (currently employed by BPS in a regular position or a contracted long-term BEA assignment) or the online application for external applicants. "AN EQUAL OPPORTUNITY EMPLOYER: This employer does not knowingly discriminate on the basis of race, color, religion, sex, sexual orientation, age, disability, or national origin."Closes: Open Until Filled* Please Note: Positions posted as "Open Until Filled" must be posted for a minimum of 10 calendar days and then can close at any time after that.  

Day Care TeacherWe Are:Fermilab is America’s premier laboratory for particle physics and accelerator research, funded by the U.S. Department of Energy.  We support discovery science experiments in Illinois and at locations around the world, including deep underground mines in South Dakota and Canada, mountaintops in Arizona and Chile, CERN in Europe and the South Pole.We are strategic risk takers, innovators, and collaborators. We are engineers, scientists, technicians, administrative professionals. We are over 2,000 employees advancing knowledge for the benefit of humankind. Fermilab has been at the forefront of particle physics for more than 40 years. We build world-leading accelerators and detectors to conduct some of the most advanced particle physics experiments possible. We collect and analyze the data from those experiments with some of the most powerful computers in the world. We conduct this research on a 6,800-acre prairie, 35 miles outside Chicago, a treasure that has been designated a National Environmental Research Park.Under general supervision, is responsible for the daily care of an assigned group of children. You Will:Establishes the care necessary for each child’s needs consistent with their age and stage of development; develops and executes programs/activities designed to encourage the social, physical, and intellectual development of children in the group which may require individual tailoring to various cultural differences.Assesses each child's development and recognizes problems of a cultural and/or developmental nature which may be exhibited by certain children; devises positive approaches to overcoming problems.Monitors and ensures that an appropriate and equal level of physical attention and care is given to each child in a manner consistent with their needs, age and stage of development and that all activities are conducted in an equitable manner.Ensures the group of children is exposed to emergency and evacuation procedures through periodic drills and games.Establishes and maintains a positive rapport with students' parents and co-teachers and participates in parent conferences when necessary.Responsible for the arrangement, appearance, decor, cleanliness and learning environment of the classroom.Performs other duties as assigned by supervisor.Abides by and is responsible for performing all duties in accordance with all environmental, health and safety regulations and practices pertinent to this position.Contributes effectively within a diverse workforce and upholds Fermilab’s commitment to equity, diversity, and inclusion.We Are Looking ForMinimum Required Education and Experience: Associate Degree in Early Childhood Education with 12 complete semester hours in early childhood education and/or child development.2+ years of experience teaching in an early care/education classroom.Applicable Knowledge, Skills and Abilities Required:Training and/or certification in child abuse and neglect, safe sleep, first aid, bloodborne pathogens, and CPR.This position is not eligible for Relocation Assistance, Visa Sponsorship or Employee Referral Bonus. Fermilab is an Equal Opportunity Employer and believes a diverse and inclusive environment based on mutual respect is essential to our mission. Fermilab is committed to recruiting and developing the most hardworking people and does not discriminate in employment on the basis of race, ethnicity, color, religion, age, sex, gender identity or expression, sexual orientation, military/veteran status, country of birth, geography/postal code, disability, marital status, parental or gestational status, or other non-merit factor.REAL-ID Requirement for access to Fermilab CampusFermilab and FRA requires all members of the public to produce a REAL-ID, or equivalent, to access the Fermilab Campus for interviews or career events. A list of acceptable forms of ID can be found here: https://get-connected.fnal.gov/wp-content/uploads/2021/09/REALID-Documents.pdf If a candidate is selected for an interview but does not possess any of the equivalent documents, we may schedule a virtual interview. 

Our Centers all throughout the Peninsula are looking for Educators like YOU!We are offering fully-qualified candidates in the Bay area $25.76 - $31.45/hour.Imagine your future as a teacher with a world-class team where you make a difference for children every day. Imagine learning from experts in your field and having the opportunity to earn your college degree – for free. Imagine it all as a Bright Horizons Teacher.Benefits with Bright Horizons Include:Flexible schedulingMedical, dental, and vision insurance401(k) planPaid time offReferral bonusCareer development and FREE college degrees through our Horizons Teacher Degree Program*Benefits vary based on full-time/part-time statusAs a Early Childhood Education Teacher, you will:Create and lead activities based on your observations of the children’s interests and needs.Communicate daily with parents. Document and share the important milestones in their child’s day.Keep the classroom safe and clean by following important procedures and guidelines.Requirements:Candidates must pass required state and company background checks, and meet state and company minimum education and experience requirements:At least 18 years of age with a high school diploma or GED required12 ECE units completed required: Child Development, Child Family Community and 2 curriculum courses. If applying for an Infant or Toddler position the Infant/Toddler class is required as one of the curriculum courses. *Transcripts will be required at the time of hire.At least six months of experience working in child care, daycare, or preschool preferredExplore your passion for early learning; pursue your purpose as a teacher, and enjoy the possibilities of all the places a Bright Horizons career can take you – in a workplace dedicated to diversity, equity, and inclusion; where you can be you. Come build a brighter future at one of FORTUNE’s “100 Best Companies to Work For.” Apply today!

Primary FunctionInstructs English classes so that students develop skills in reading, writing, spelling, and oral communication.Responsible toBuilding Principal or Designee.Assigned ResponsibilitiesUses a variety of discussion skills to encourage class participation.Organizes content and skills so that learning objectives are recognizable to the student and other observers.Identifies students needing remediation for listening, speaking, reading, or writing.Matches activities and materials to individual and group skills and needs.Uses planned course statements for the development of composition, oral communication, and/or literature sequences as appropriate in teaching assignment.Ensures that instructional activities and materials are clearly related to District, school, and department goals and objectives.Provides instruction based on designated materials.Establishes and maintains an orderly and supportive classroom environment in which students are actively participating and show respect for one another and for the teacher.Maximizes time when students are paying attention and working on tasks directly related to the subject matter.Conducts interesting and well-paced classes using a variety of instructional techniques, strategies, and materials.Makes sure students understand what to do before undertaking assignments.Assesses, keeps track of, and provides feedback promptly and often to students on their progress and assignments.Uses a grading system that is consistent, fair, and supportable.Ensures that materials and equipment are properly used, maintained, and stored, and that inventory records when requested are accurate and current.Supervises students in out-of-classroom activities as assigned.Participates cooperatively on school, area, and District-wide activities.Follows specified standards, policies, and procedures of the building and District.Additional Responsibilities As AssignedCompetitive SpeechAdministers and supervises a comprehensive speech program.Provides and encourages variant student experiences in speech competition.Maintains records and plans budget for speech tournaments.DramaSelects and produces plays suitable for public performance.Cooperates with others in use of building facilities.Supervises students during rehearsals and performances.Maintains records and plans budget for drama activities.PublicationsAdministers and supervises a comprehensive publication program.Reviews student materials prior to publication.Collaborates with others on publication matters of mutual concern.Maintains records and plans budget for publications.Written CompositionProvides evidence of student growth in both mechanics and expression.Varies writing assignments to give students an understanding of different styles and forms.Encourages development of individual voice and response to varying audiences.Understands the requirements of the District Measures of Student Learning/Outcome (MSO) in writing.Participates in scoring of District MSO in writing.LiteratureIncludes selections from variant ethnic groups.Adjusts the reading requirements of the literature in relationship to student reading level.Requires frequent written compositions during the teaching of literature.ReadingUtilizes District adopted instructional materials.Plans and provides for direct instruction toward mastery of the designated learner objectives for each reading class.Administers tests to students to determine correct placement, to assess student instructional needs, to assess student mastery of instructional objectives, to determine eligibility for high school graduation, and to determine mastery of the minimum skills objectives in reading.Supports the concept of minimum skills attainment in reading for all students.Participates in the continuing development of the MSO Reading Test and the scoring of the MSO Reading Test.Participates in the continuing development of the secondary reading program.Seeks out and participates in staff development activities.Participates in the regularly scheduled meetings with the secondary reading teachers.Minimum QualificationsOregon Teaching Certificate valid for assignment.Working knowledge of language arts skills at the senior high level.Speak and write articulately.Type: Licensed FTE: .4Status: Temporary, until June 13, 2025Salary is prorated based on FTE: $50,011 – $98,436Application Procedure: Apply online 

Progressive Behavior Solutions LLC provides quality one-on-one ABA therapy for children and adults with autism and developmental disabilities. We provide endless opportunities to implement evidence-based ABA therapy for our clients on the spectrum and change the lives of families. We are currently looking for ambitious, passionate, caring and experienced professionals to provide in-home services to children and adults in the Chicagoland suburbs. We currently have part time/full time opportunities during daytime, afternoon and evening hours.What PBS offers:RBT Training and comprehensive ongoing trainingReimbursement for the RBT exam and annual RBT certification renewal feeOpportunity to grow in the field of Applied Behavior Analysis (ABA)Experience with various age groups and settingsMedical, dental insurance for full time employees.Drive time kept to a minimum.Competitive hourly rate.Job description:Provide direct care to clients in a one-on-one or group ABA therapy setting to implement skill acquisition and behavior reduction treatments under the supervision of a Board Certified Behavior Analyst (BCBA).Collect and record data on client behavior.Collaborate, communicate and assist with the training of clients, parents and staff.Participate in daily communication with parents regarding their child’s progress and behavior.Provide a safe and supportive environment for clients and family.RequirementsMust be 18 years of age or olderMust possess a high school diploma or equivalentMust complete a 40-hour online behavior technician course within 2 months of employmentMust pass a background clearance and sign a criminal record statementMust have reliable transportationMust possess or be able to obtain CPR and First Aid training within the first two weeks of employmentMust be COVID-19 Vaccinated and Receive Boosters.Preferred Education and ExperienceCollege courses in behavior analysis, psychology, early childhood education, and/or special educationPrior experience implementing behavior programs and managing crisis behaviorCurrent Professional Crisis Management certification and/or previous experience with crisis management programsPrior experience working with people with developmental disabilitiesJob Type: Part-timeBenefits:Paid time offProfessional development assistanceReferral programTuition reimbursementSchedule:Monday to FridayWeekends as needed

This position is Open until filled. Early applications are encouraged as the position may close before the listed deadline once a suitable candidate is found. Summary of Job Duties:The Department of Music in the Fulbright College of Arts and Sciences at the University of Arkansas invites applications for a full-time, non-tenure track instructor to start in August 2025. This is a standard nine-month faculty appointment. We seek a candidate who entails designing graduate and undergraduate courses, developing and implementing new methods of teaching to reflect changes in the field, providing curriculum material, constructing syllabi, leading classroom instruction, writing and administering exams, mentoring and evaluating students, creating interest and understanding among students, serving on various faculty- and student-oriented committees. This up to three-year, non-tenure track instructor position will lead cello instruction for undergraduates, graduates and certificate students, provide curriculum material, construct syllabi, create and give exams, test, and provide other scholastic achievement guidance. Duties will include recruitment, retention, development and instruction of the cello studio (undergraduate, graduate and certificate students); assisting in the administration of the string area; working well and building relationships with public school, music educators, and private studio teachers, performing Chamber music in collaboration with other faculty, and foster growth of the string area through active recruitment. In addition, classroom instruction in two of the following classes will be part of the position’s teaching duties: Survey of String Literature, Experiencing Music, Music Theory, or Aural Perception.Regular, reliable, and non-disruptive attendance is an essential job duty, as is the ability to create and maintain collegial, harmonious working relationships with others.About the Department: The University of Arkansas Department of Music is housed in the George and Boyce Billingsley Music Building in the heart of the University's flagship campus in Fayetteville. The Department has been a chartered member of Pi Kappa Lambda since 1984, and the University of Arkansas has been accredited by the National Association of Schools of Music since 1951. Home to over 300 music majors, minors, and graduate students, the department has a faculty of over 50 nationally and internationally recognized scholars, pedagogues, and musicians. The program offers degrees at the bachelor and master levels and offers an intensive one-year performer's certificate. Through generous support from alumni and friends, the Department of Music became an All-Steinway School in 2010. The University of Arkansas is the third SEC school to gain this distinction and one of only 150 universities worldwide with the honor. The Music Department offers a number of recognized ensembles, many of which have toured nationally and internationally. The Razorback Marching Band, originally formed as a Cadet Corps Band in 1874, is the largest and most visible of the ensembles, performing for thousands of Razorback fans most weekends in the fall semester. Schola Cantorum, the University's longest running choral ensemble, was founded almost 70 years ago. The Department also offers Inspirational Chorale and three additional choirs, University Symphony Orchestra, Opera Theatre, Latin American Music Ensemble, World Music Ensemble, Jazz Orchestra, four concert bands including the Wind Ensemble, and a variety of chamber music groups for students. For more information, please visit https://fulbright.uark.edu/departments/music/.Duties will include:• 100% TeachingQualifications: Minimum Qualifications:With submitted materials, the candidate must demonstrateMaster’s degree in cello performance or related field from an accredited institution of higher education conferred by the start of appointment Preferred Qualifications:DMA, Ph.D. or terminal degree in cello performance or related field from an accredited institution of higher educationDemonstrated teaching experience in face-to-face and online formats.Additional Information:  Salary Information:Salary is commensurate with experience and qualifications.Required Documents to Apply:Cover Letter/Letter of Application, Curriculum Vitae, List of three Professional References (name, email, business title), Statement of Teaching PhilosophyOptional Documents:Other (see special instructions for details), Proof of Veteran StatusRecruitment Contact Information:Er-Gene Kahng, Search Committee Chair, ekahng@uark.edu.All application materials must be uploaded to the University of Arkansas System Career Site https://uasys.wd5.myworkdayjobs.com/UASYS  Please do not send to listed recruitment contact.

 Location: Birmingham, ALBuild Your Career. Build America’s Future.Vulcan Materials Company is the nation’s largest producer of construction aggregates and a major producer of aggregates-based construction materials including asphalt and ready-mixed concrete. When you join Vulcan, it’s more than starting an exciting career – you get to make a difference for millions of people every day across the country. When you join Vulcan, you join a dynamic culture in which career development is encouraged, excellence is rewarded, and diversity is valued. No matter the role or the location across the country, every member of the Vulcan team lives through the Vulcan Way: doing the right thing, the right way, at the right time. What You’ll Do:Develop, Design, Review and Edit Training. Work with subject matter experts (SMEs) to design and edit technical training content. Build both interactive e-learning modules and classroom instructional content. Assist in the development and implementation of training reinforcement plans through micro learnings, capturing transfer of knowledge. Video Editing. Work with different video editing tools to develop video-based training content that can be viewed on mobile devices. Your assignment will be in Birmingham, Alabama at Vulcan’s corporate headquarters location. Skills You’ll Need:Education. Must be enrolled and in good standing with your college or university. Must be pursuing a degree in a field related to Instructional Design, Organizational Development, Industrial/Organizational Psychology or Organizational Behavior. Junior, Senior, or Graduate level students are preferred.Experience. Experience in developing training content, instructional design and working in a Learning Management System is preferred.Interpersonal Skills. Must have strong oral and written communication skills. Must have excellent interpersonal skills and ability to work closely with executives and hourly employees alike. Must have the ability to demonstrate a high level of professionalism and executive presence. Time Management Skills. Must have strong time management skills and the ability to effectively manage multiple projects simultaneously. Must have the ability to work well without direct supervision. Technology Skills. Experience with an LMS, Storyline 360, Articulate and video editing software is a plus. Must have strong technology skills and experience using Microsoft Office and Google Suite.  What You’ll Like About Us: Great Company Culture. Vulcan Materials Company is named one of the top 200 Best Companies to Work For by U.S. News and World Report and included in the 2023 Fortune 500 list of U.S. companies. Our people share a competitive drive for excellence in an environment of trust, teamwork, open-mindedness, and communication. Safe. Industry leader in health and safety standards. We are committed to creating a safe work environment and protecting all employees and customers. Meaningful Work. What sets us apart is the work we do impact daily lives – and every employee contributes. Our aggregates produced are used to build roads, schools, hospitals, airports, and housing throughout the United States. Rest and Relaxation. Personal floating days, and paid holidays. Prepare for the Future. 401(k) with company match and contribution.Training and Development. We see our development programs and helping our employees meet their goals as a key part of our business.Vulcan Materials Company is committed to employing a diverse workforce. You will receive consideration without regard to race, color, religion, sex, national origin, age, sexual orientation, gender identity, gender expression, veteran status, or disability.  You also have the right to be free from discrimination for medical needs arising from pregnancy, childbirth, or related medical conditions.

We are unable to initiate contact through Handshake Messenger. If interested, please message us first on Handshake Messenger or email us at jobs@aspireafterschool.org.  OverviewAspire Afterschool Learning is seeking year-round mentors for our Learning ROCKS afterschool and summer camp program to provide daily holistic and academic support to historically underserved upper elementary school students in South Arlington, VA.Our afterschool program bolsters students' reading by providing targeted daily support to develop both reading skills and a love of reading. Program activities strengthen their STEM/STEAM skills and reinforce general academic content through regular project-based learning activities, including our annual science fair. Our summer camp is a fun and interactive experience that prevents summer learning loss, which year-over-year can make it more difficult for students experiencing poverty to catch up with their peers.Join our team and use your talents and skills to guide students as you engage them in reading, academic exercises, enrichment activities, and exploring new places on field trips. This highly-interactive position will also interact professionally with program volunteers, community partners, and parents. You will be committed to ensuring Aspire students make gains in their learning while being part of an integral team dedicated to students’ growth and organizational excellence.The Lead Afterschool Program Mentor position is part of our Learning Links AmeriCorps program and is great for someone with prior experience tutoring or mentoring elementary school age children, interested in continuing to work with 3rd – 8th grade students, considering a career in education, giving back to their community, gaining professional experience, or earning money for school.Who We Are…Aspire Afterschool Learning (formerly Greenbrier Learning Center) is a non-profit organization based in South Arlington, VA. Aspire provides robust, comprehensive, and high-quality afterschool and summer academic enrichment to historically underserved students in Arlington. Our programs support and connect students, families, schools, and communities while using evidence-based methods to achieve results for upper elementary school students most impacted by the educational opportunity gap. Over 90% of our students improve their reading levels each year with our support.Aspire values statement:Growth: We Aspire to support our students to empower them to reach their goals.Connection: We Aspire to bring our community together to create a sense of belonging for our students and their families.Equity & Access: We Aspire to provide access to the students and families most impacted by the educational opportunity gap and treat Aspire students and families with dignity, fairness, and respect.Excellence: We Aspire to strive for excellence in all that we do.Fun & Caring: We Aspire to approach every day with a nurturing spirit of playfulness and warmth.For the past 12 years we have partnered with AmeriCorps to host AmeriCorps Members, individuals who use their compassion, determination, and creativity to help strengthen communities across the country. Our AmeriCorps Members directly serve the students in our program, by putting their values into action to make a difference where the need is greatest. Individuals who serve with AmeriCorps build new skillsets that they can take with them wherever they go. If you are not currently an AmeriCorps Member, we can help you become one and join our team.ResponsibilitiesLead lessons and activities while providing direct support to approximately 20 students each day, including appropriate supervision and assistance during classroom and recreational activities.Plan and implement lessons, activities, guest speakers, and field trips in collaboration with program staff.Organize the day-to-day operations of the classroom, including daily schedule, activity supplies and daily learning objective is met; and modeling effective instructional techniques and appropriate behavior modification to fellow AmeriCorps Members and volunteers.Volunteer in classrooms of Aspire students in assigned partner elementary schools to provide classroom/student support, ie: small groups, one-to-one help, etc.Collaborate with and provide consistent feedback to parents, teachers, school staff, and other AmeriCorps Members regarding students’ success and program results.Achieve and track program goals in close collaboration with Program Staff by collecting and maintaining student files and program data.Participate in relevant topic- and skill-based trainings and provide input into trainings and professional development sessions that would benefit larger AmeriCorps team.Plan for and provide meaningful guidance and support for volunteers.Provide programming and support to our Parent Connection events one evening per month.Interact and communicate with parents, volunteers, visitors, and community organizations in accordance with Aspire’s values.Participate in required AmeriCorps Trainings and National Days of Service.Complete monthly AmeriCorps service reflections.Comply with all applicable rules, regulations, and agreements of the organization and AmeriCorps.Who You Are...Experience tutoring or mentoring children in upper elementary or middle schoolPassionate about investing in the growth and potential of historically underserved studentsCommitted to service and dedicated to serving through AmeriCorpsLooking to gain marketable, hands-on experience in the nonprofit, education, and/or childcare fieldsSelf-motivated, independent, flexible, and resourcefulAble to communicate and interact with children, parents, teachers, volunteers, and program staff in a way that is consistent with Aspire’s valuesGood at managing your time and projectsAble to walk a mile and supervise kids outsideComfortable and proficient with computers and smart phone appsExperience/knowledgeable with Google Suite or Microsoft Office, including basic ExcelA U.S. citizen, national, or lawful permanent resident alien (Green Card)A High school graduate or equivalent, at least 18 years oldWhat Else You Should Know…This is a 900-hour AmeriCorps position that will begin in August of 2024Hours: 20-30 hours/week; School Year: Monday – Thursday: 2pm – 6:30pm; Friday: 10am-6:30pm; Summer camp: 8:30am – 5pm; occasional evenings.This position is in-person.$1,577/month living stipends with a $3,697.50 Segal Education Award that can be applied to future education goals or past student loans.Time off for winter break, spring break, 10 personal/sick days and federal holidays;Eligible for student loan forbearance or deferment.Hands-on training in a variety of topics including: learning content areas, tutoring skills, child development, behavior management, education theory, leadership skills, and team building.Free access to the community center gymMust be fully vaccinated for COVID-19 (includes boosters for those eligible).Aspire values a positive working environment and culture, highly-impactful and values driven work, and professional and personal development.*Aspire’s Learning Links AmeriCorps program is funded by the Corporation for National and Community Service and the position is contingent upon approved funding.Aspire Afterschool Learning shall not discriminate on the basis of race, color, religion (creed), gender, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operations. These activities include, but are not limited to, hiring and firing of staff, selection of volunteers, selection of vendors, and provision of services We are unable to initiate contact through Handshake Messenger. If interested, please message us first on Handshake Messenger or email us at jobs@aspireafterschool.org. 

We are unable to initiate contact through Handshake Messenger. If interested, please message us first on Handshake Messenger or email us at jobs@aspireafterschool.org.  OverviewAspire Afterschool Learning is seeking year-round mentors for our Learning ROCKS afterschool and summer camp program to provide daily holistic and academic support to historically underserved upper elementary school students in South Arlington, VA.Our afterschool program bolsters students' reading by providing targeted daily support to develop both reading skills and a love of reading. Program activities strengthen their STEM/STEAM skills and reinforce general academic content through regular project-based learning activities, including our annual science fair. Our summer camp is a fun and interactive experience that prevents summer learning loss, which year-over-year can make it more difficult for students experiencing poverty to catch up with their peers.Join our team and use your talents and skills to guide students as you engage them in reading, academic exercises, enrichment activities, and exploring new places on field trips. This highly-interactive position will also interact professionally with program volunteers, community partners, and parents. You will be committed to ensuring Aspire students make gains in their learning while being part of an integral team dedicated to students’ growth and organizational excellence.The Lead Afterschool Program Mentor position is part of our Learning Links AmeriCorps program and is great for someone with prior experience tutoring or mentoring elementary school age children, interested in continuing to work with 3rd – 8th grade students, considering a career in education, giving back to their community, gaining professional experience, or earning money for school.Who We Are…Aspire Afterschool Learning (formerly Greenbrier Learning Center) is a non-profit organization based in South Arlington, VA. Aspire provides robust, comprehensive, and high-quality afterschool and summer academic enrichment to historically underserved students in Arlington. Our programs support and connect students, families, schools, and communities while using evidence-based methods to achieve results for upper elementary school students most impacted by the educational opportunity gap. Over 90% of our students improve their reading levels each year with our support.Aspire values statement:Growth: We Aspire to support our students to empower them to reach their goals.Connection: We Aspire to bring our community together to create a sense of belonging for our students and their families.Equity & Access: We Aspire to provide access to the students and families most impacted by the educational opportunity gap and treat Aspire students and families with dignity, fairness, and respect.Excellence: We Aspire to strive for excellence in all that we do.Fun & Caring: We Aspire to approach every day with a nurturing spirit of playfulness and warmth.For the past 12 years we have partnered with AmeriCorps to host AmeriCorps Members, individuals who use their compassion, determination, and creativity to help strengthen communities across the country. Our AmeriCorps Members directly serve the students in our program, by putting their values into action to make a difference where the need is greatest. Individuals who serve with AmeriCorps build new skillsets that they can take with them wherever they go. If you are not currently an AmeriCorps Member, we can help you become one and join our team.ResponsibilitiesLead lessons and activities while providing direct support to approximately 20 students each day, including appropriate supervision and assistance during classroom and recreational activities.Plan and implement lessons, activities, guest speakers, and field trips in collaboration with program staff.Organize the day-to-day operations of the classroom, including daily schedule, activity supplies and daily learning objective is met; and modeling effective instructional techniques and appropriate behavior modification to fellow AmeriCorps Members and volunteers.Volunteer in classrooms of Aspire students in assigned partner elementary schools to provide classroom/student support, ie: small groups, one-to-one help, etc.Collaborate with and provide consistent feedback to parents, teachers, school staff, and other AmeriCorps Members regarding students’ success and program results.Achieve and track program goals in close collaboration with Program Staff by collecting and maintaining student files and program data.Participate in relevant topic- and skill-based trainings and provide input into trainings and professional development sessions that would benefit larger AmeriCorps team.Plan for and provide meaningful guidance and support for volunteers.Provide programming and support to our Parent Connection events one evening per month.Interact and communicate with parents, volunteers, visitors, and community organizations in accordance with Aspire’s values.Participate in required AmeriCorps Trainings and National Days of Service.Complete monthly AmeriCorps service reflections.Comply with all applicable rules, regulations, and agreements of the organization and AmeriCorps.Who You Are...Experience tutoring or mentoring children in upper elementary or middle schoolPassionate about investing in the growth and potential of historically underserved studentsCommitted to service and dedicated to serving through AmeriCorpsLooking to gain marketable, hands-on experience in the nonprofit, education, and/or childcare fieldsSelf-motivated, independent, flexible, and resourcefulAble to communicate and interact with children, parents, teachers, volunteers, and program staff in a way that is consistent with Aspire’s valuesGood at managing your time and projectsAble to walk a mile and supervise kids outsideComfortable and proficient with computers and smart phone appsExperience/knowledgeable with Google Suite or Microsoft Office, including basic ExcelA U.S. citizen, national, or lawful permanent resident alien (Green Card)A High school graduate or equivalent, at least 18 years oldWhat Else You Should Know…This is a 900-hour AmeriCorps position that will begin in August of 2024Hours: 20-30 hours/week; School Year: Monday – Thursday: 2pm – 6:30pm; Friday: 10am-6:30pm; Summer camp: 8:30am – 5pm; occasional evenings.This position is in-person.$1,577/month living stipends with a $3,697.50 Segal Education Award that can be applied to future education goals or past student loans.Time off for winter break, spring break, 10 personal/sick days and federal holidays;Eligible for student loan forbearance or deferment.Hands-on training in a variety of topics including: learning content areas, tutoring skills, child development, behavior management, education theory, leadership skills, and team building.Free access to the community center gymMust be fully vaccinated for COVID-19 (includes boosters for those eligible).Aspire values a positive working environment and culture, highly-impactful and values driven work, and professional and personal development.*Aspire’s Learning Links AmeriCorps program is funded by the Corporation for National and Community Service and the position is contingent upon approved funding.Aspire Afterschool Learning shall not discriminate on the basis of race, color, religion (creed), gender, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operations. These activities include, but are not limited to, hiring and firing of staff, selection of volunteers, selection of vendors, and provision of services We are unable to initiate contact through Handshake Messenger. If interested, please message us first on Handshake Messenger or email us at jobs@aspireafterschool.org. 

Follow your passionAre you looking to make a BIG impact? At Zeta, we pursue an unprecedented combination of high academic achievement and social-emotional development for our students. We insist that every student receives a world-class education while fostering a love for learning. We are passionate about changing the landscape of public education in New York City and beyond, and we are uncompromising in our mission.Currently, we operate multiple elementary and middle schools in the Bronx and Upper Manhattan. We plan to grow and open 1-2 schools each year because children in every community deserve excellent, equitable education. Join our growing team today, and be a change agent for children.Deliver powerful resultsTo achieve our vision, we are searching for Entry-Level "Resident Teachers" with a Bachelor’s Degree, a minimum undergraduate cumulative GPA of 3.0, and a desire for growth in a feedback-driven, supportive environment.The Zeta Teacher Residency Program is a 3-year program for new teachers. As a Resident Teacher, you will assist in building a classroom culture that fosters students’ genuine love for learning and creates a sense of community for families. If you are not on a pathway to certification already, Zeta provides a 2-year, fully subsidized certification and Master’s degree program with a 3-year Zeta commitment. You will gain the knowledge and skills needed to elevate your teaching practice, and be on track to receive New York State professional certification in general and special education (a requirement of the role). Responsibilities:With the hands-on support of your school leaders and fellow teachers, you will:Plan inquiry-based, academically rigorous lessons that inspire curiosity in all studentsBuild classroom management skills to create a safe and loving learning environmentMaster the foundations of Zeta’s academic content and social-emotional curriculumBecome equipped with data-driven pedagogical tools to drive student achievementDevelop authentic, meaningful relationships with students and families to support students’ personal and academic growth Engage in weekly professional development opportunities with leaders and colleagues to benefit from feedback that will help you grow as an educatorJoin our purpose-driven communityZeta teammates are lifelong learners who live with child-like joy and a deep sense of purpose. We disrupt the status quo and tackle problems together. Our team stands united by our commitment to a limitless future for every child. Our Zeta team is comprised of top talent with incredible schooling and private sector experience. At Zeta:We are passionate about our mission of providing world-class education to all studentsWe bring a mindset of growth, flexibility, and openness to feedbackWe are hungry and determined to not only meet our goals, but surpass themWe are humble, willing to put the team’s needs ahead of our own, and committed to contributing to a collaborative work environmentWe have a high bar for excellence and sweat over the detailsWe are caring and put team over individual at all timesWe are hiring for an immediate start date and onboarding on a rolling basis. The salary range for this position is between $55,000 and $65,000. New hires can expect to be brought into the organization at a salary at or near the start of the range, depending on relevant experience, teacher certification status, and internal equity. Compensation is based on our salary scales.How does Zeta invest in you?We offer great benefits:Comprehensive and affordable medical, dental, and vision plansFlexible spending accounts for eligible medical purchases and commuter expenses403(b) retirement plan; Zeta offers matching contributions toward your savings Competitive compensationWe provide awesome perks:MacBook Air Zeta swagSpecified monthly reimbursement for use of mobile phoneFully stocked teacher workrooms with favorite snacks and Nespresso machineNYC’s finest sweet treats Team outings We care deeply about your personal and professional growth:Clear pathway to professional growthConsistent feedback and support from managers and teammates Community Circle practice to build and strengthen our sense of teamInteractive Mindfulness and DEIJ programmingApply Now! Equity is at the heart of our mission. We have a deep commitment to pursuing diversity and striving for equity. Zeta is an equal opportunity employer. Candidates of all backgrounds are encouraged to apply. Work authorization is required (candidate must have permanent authorization to work in the U.S.). 

REPORTS TO: Director of Special Education and Student Support Services Position SummaryEducation for Change is looking for dynamic and visionary instructional leaders with a special education background who will engage students, staff, and families to ensure high student achievement.  The Student Support Services Coordinator is a full time, site based position. The Student Support Services Coordinator collaborates closely with the principal and Student Support Services/ Special Education department in communicating and supporting the mission of Education for Change, maintaining the focus on high student achievement for all students, creating a collaborative, results-oriented professional learning community, analyzing and responding to data, supporting teachers in their growth, and evaluating and responding to the effectiveness of interventions and instructional practices. In addition, the Student Support Services Coordinator assists with training for site staff in instructional support methods for students with disabilities and special education compliance. They engage community partners and families in serving the whole child and ensuring ALL children achieve at high levels prepared to succeed in any setting. They should know how to successfully work in an urban K-12 school with a high English Learner and low-income population, including students who have experienced trauma.  Our ApproachEFCPS is committed to serving ALL students, regardless of need. Our approach addresses the diverse needs of our students by offering a myriad of program designs to meet individual needs. We offer inclusion, resource instruction, combined programs that include both inclusive and small group instruction, and specialized programs for students with autism, those in need of emotional supports, and students with more moderate needs. Utilizing a Multi-Tiered System of Supports, our multidisciplinary team works collaboratively to analyze and problem solve around student and staff needs. We employ a whole child approach that not only meets the basic needs of our students, but also takes into consideration their socio-emotional, academic and behavioral needs. Essential Duties and ResponsibilitiesLeadership  Collaborate with other Student Support Services Coordinators and school site leaders to ensure alignment across school sites in systems and implementation of programs. Iterate and implement EFCPS network wide Student Support Services systems. Evaluate and analyze complex problems, issues, concerns and recommend appropriate alternative solutions to make effective and timely decisions. Create a culture where the staff works as a dedicated professional team.Other duties as assigned. Special EducationServe as the LEA coordinator for the school site, interfacing with the Director of Special Education.Establish and maintain an instruction- and results- oriented professional learning community.Serve as liaison between student support services staff and school site leadership. Represent student support staff and act as a voice for students with diverse learning needs. Advocate for student support services staff needs. Involve student support staff in decision making appropriate to the situation including school site planning, committees, etc.Responsible for compliance related to initial, annual, and triennial IEPs for site.Work with school site principals and home office student support services leadership to lead, manage, and evaluate effectiveness of special education program and use data as the driver for PD, teacher support, and programmatic shifts.Coordinate transition IEPs for incoming students, including 30-day transfer IEP’s. Serve as contact for incoming students. Lead the Learning Lab Team:Provide direction, coaching and support for education specialists, speech and language pathologists, clinicians, paraeducators, and other service providers.Develop agendas and facilitate weekly Learning Lab team meetings. Create Learning Lab procedures and resources. Collaborate with Learning Lab Team to coordinate special education services: Support with scheduling of services, ensure schedules meet required minutes; Ensure all service providers have rooms to serve students;Coordinate space/time for collaboration between various service providers.Ensure appropriate testing accommodations for all statewide testing, assessments related to IEPs, and teacher made assessments.Ensure parent engagement and understanding throughout the IEP process. Attend complex IEP meetings. Serve as Administrative Designee at IEP meetings as needed (is qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of individuals with exceptional needs, is knowledgeable about the general curriculum, and is knowledgeable about availability of resources of the LEA).Other duties as assigned. Coordination and Oversight of the Coordination of Services Team, Interventions, and Student Study TeamsLead the Coordination of Services Team (COST) to oversee referral of students requiring support (academic, speech/language, and social emotional/behavioral), timely implementation of interventions, the progress monitoring of students receiving interventions, and the evaluation of intervention effectiveness.Ensure COST systems and procedures (including data tracking and communication) are communicated to all stakeholders (including school staff and parents).Plan, lead and facilitate COST meetings.Oversee the management of COST (triage students, action steps, eight week follow up)Manage multiple moving parts and layers of MTSS so that all parts work cohesively and systems/ processes are in place to be both proactive and responsive to changes.Maintain detailed records and use appropriate data bases.Assist in designing, coordinating and monitoring implementation of research-based interventions aligned to a multi-tiered intervention framework. Facilitate effective integration of educational, clinical, and behavioral program components.Monitor student performance data of those receiving interventions and communicate a sense of urgency around student academic needs.Engage caregivers in the educational process through formal training and workshops and by providing frequent opportunities to discuss student growth and needs.Ensure there is a Student Study Team (SST) process in place and that a multi-disciplinary team considers, plans, and assesses general education interventions and supports for individual students experiencing academic, speech/language, and/or social emotional/behavioral difficulties. Ensure parent participation in SST meetings and meeting documentation/record keeping. Partner with Principal and Instructional Coaches to align intervention services. Work to support interventionists and staff to build capacity for supporting students.Effectively collaborate with community partners and leverage resources for organizational success.Other duties as assigned. Section 504 PlansEnsure compliance with EFC Section 504 Policy and ensures LEA meets its responsibilities under the Rehabilitation Act of 1973 that include identifying, evaluating, and providing Section 504 eligible children access to and participation in curriculum, buildings, programs, and activities. Case manage student 504 plans (including the scheduling and facilitation of initial and annual meetings, coordination with parents, teachers, and school staff, meeting documentation, tracking and record-keeping, and progress monitoring).Other duties as assigned. QualificationsValid California Education Specialist Credential, Pupil Personnel Service Credential or Administrative Services CredentialA Master’s degree in Education, Psychology, Social Work, a related field, or equivalent experienceBCLAD or CLAD certification, highly desirableA demonstrated record of effectively leading other adults in creating changeExperience as a teacher leader, instructional coach, or site leaderKnowledge of the Common Core standards and instructional practices aligned to those standardsExperience accelerating student learning and achievement in low-income communitiesExperience and desire to use data and technology as levers to drive instructionMust possess a growth mindset and be able to use feedback to refine practiceSuccessful experience working in a collaborative environmentExperience working with diverse communitiesBilingual-Spanish preferred EFCPS Core ValuesConnected- We continually work to build trusting relationships among students, families, staff, and the Oakland community at large. We are an all-hands-on-deck network driven by empathy. We value our collective identity and the individual identities of our community members and scholars such that we have a sense of collective ownership and responsibility for each other and for our scholars.Inclusive- We proactively disrupt predictable patterns of opportunity, power, privilege, and performance. We create an inclusive environment where multiple perspectives are not only valued but sought, where people from all backgrounds feel seen and heard and can thrive, and where we all feel a deep sense of accountability to our mission.Interdependent- Our success at every level is dependent on our individual and collective sustainability. To that end, we are transparent, creative, and collaborative problem-solvers who seek to build trusting relationships. We are curious and are open to new ideas while also putting systems in place to ensure continuity so that our employees can stay, grow, thrive, and help make good on our promise to our students and families.Learners- We support each other to develop and grow so that we can leverage our collective power, intelligence, and passion on behalf of our students. We lean on home-grown leaders who are rooted in our community. Individuals feel known and are provided opportunities to maximize their potential in alignment with their passions and goals.

REPORTS TO: Director of Special Education and Student Support Services Position SummaryEducation for Change is looking for dynamic and visionary instructional leaders with a special education background who will engage students, staff, and families to ensure high student achievement.  The Student Support Services Coordinator is a full time, site based position. The Student Support Services Coordinator collaborates closely with the principal and Student Support Services/ Special Education department in communicating and supporting the mission of Education for Change, maintaining the focus on high student achievement for all students, creating a collaborative, results-oriented professional learning community, analyzing and responding to data, supporting teachers in their growth, and evaluating and responding to the effectiveness of interventions and instructional practices. In addition, the Student Support Services Coordinator assists with training for site staff in instructional support methods for students with disabilities and special education compliance. They engage community partners and families in serving the whole child and ensuring ALL children achieve at high levels prepared to succeed in any setting. They should know how to successfully work in an urban K-12 school with a high English Learner and low-income population, including students who have experienced trauma.  Our ApproachEFCPS is committed to serving ALL students, regardless of need. Our approach addresses the diverse needs of our students by offering a myriad of program designs to meet individual needs. We offer inclusion, resource instruction, combined programs that include both inclusive and small group instruction, and specialized programs for students with autism, those in need of emotional supports, and students with more moderate needs. Utilizing a Multi-Tiered System of Supports, our multidisciplinary team works collaboratively to analyze and problem solve around student and staff needs. We employ a whole child approach that not only meets the basic needs of our students, but also takes into consideration their socio-emotional, academic and behavioral needs. Essential Duties and ResponsibilitiesLeadership  Collaborate with other Student Support Services Coordinators and school site leaders to ensure alignment across school sites in systems and implementation of programs. Iterate and implement EFCPS network wide Student Support Services systems. Evaluate and analyze complex problems, issues, concerns and recommend appropriate alternative solutions to make effective and timely decisions. Create a culture where the staff works as a dedicated professional team.Other duties as assigned. Special EducationServe as the LEA coordinator for the school site, interfacing with the Director of Special Education.Establish and maintain an instruction- and results- oriented professional learning community.Serve as liaison between student support services staff and school site leadership. Represent student support staff and act as a voice for students with diverse learning needs. Advocate for student support services staff needs. Involve student support staff in decision making appropriate to the situation including school site planning, committees, etc.Responsible for compliance related to initial, annual, and triennial IEPs for site.Work with school site principals and home office student support services leadership to lead, manage, and evaluate effectiveness of special education program and use data as the driver for PD, teacher support, and programmatic shifts.Coordinate transition IEPs for incoming students, including 30-day transfer IEP’s. Serve as contact for incoming students. Lead the Learning Lab Team:Provide direction, coaching and support for education specialists, speech and language pathologists, clinicians, paraeducators, and other service providers.Develop agendas and facilitate weekly Learning Lab team meetings. Create Learning Lab procedures and resources. Collaborate with Learning Lab Team to coordinate special education services: Support with scheduling of services, ensure schedules meet required minutes; Ensure all service providers have rooms to serve students;Coordinate space/time for collaboration between various service providers.Ensure appropriate testing accommodations for all statewide testing, assessments related to IEPs, and teacher made assessments.Ensure parent engagement and understanding throughout the IEP process. Attend complex IEP meetings. Serve as Administrative Designee at IEP meetings as needed (is qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of individuals with exceptional needs, is knowledgeable about the general curriculum, and is knowledgeable about availability of resources of the LEA).Other duties as assigned. Coordination and Oversight of the Coordination of Services Team, Interventions, and Student Study TeamsLead the Coordination of Services Team (COST) to oversee referral of students requiring support (academic, speech/language, and social emotional/behavioral), timely implementation of interventions, the progress monitoring of students receiving interventions, and the evaluation of intervention effectiveness.Ensure COST systems and procedures (including data tracking and communication) are communicated to all stakeholders (including school staff and parents).Plan, lead and facilitate COST meetings.Oversee the management of COST (triage students, action steps, eight week follow up)Manage multiple moving parts and layers of MTSS so that all parts work cohesively and systems/ processes are in place to be both proactive and responsive to changes.Maintain detailed records and use appropriate data bases.Assist in designing, coordinating and monitoring implementation of research-based interventions aligned to a multi-tiered intervention framework. Facilitate effective integration of educational, clinical, and behavioral program components.Monitor student performance data of those receiving interventions and communicate a sense of urgency around student academic needs.Engage caregivers in the educational process through formal training and workshops and by providing frequent opportunities to discuss student growth and needs.Ensure there is a Student Study Team (SST) process in place and that a multi-disciplinary team considers, plans, and assesses general education interventions and supports for individual students experiencing academic, speech/language, and/or social emotional/behavioral difficulties. Ensure parent participation in SST meetings and meeting documentation/record keeping. Partner with Principal and Instructional Coaches to align intervention services. Work to support interventionists and staff to build capacity for supporting students.Effectively collaborate with community partners and leverage resources for organizational success.Other duties as assigned. Section 504 PlansEnsure compliance with EFC Section 504 Policy and ensures LEA meets its responsibilities under the Rehabilitation Act of 1973 that include identifying, evaluating, and providing Section 504 eligible children access to and participation in curriculum, buildings, programs, and activities. Case manage student 504 plans (including the scheduling and facilitation of initial and annual meetings, coordination with parents, teachers, and school staff, meeting documentation, tracking and record-keeping, and progress monitoring).Other duties as assigned. QualificationsValid California Education Specialist Credential, Pupil Personnel Service Credential or Administrative Services CredentialA Master’s degree in Education, Psychology, Social Work, a related field, or equivalent experienceBCLAD or CLAD certification, highly desirableA demonstrated record of effectively leading other adults in creating changeExperience as a teacher leader, instructional coach, or site leaderKnowledge of the Common Core standards and instructional practices aligned to those standardsExperience accelerating student learning and achievement in low-income communitiesExperience and desire to use data and technology as levers to drive instructionMust possess a growth mindset and be able to use feedback to refine practiceSuccessful experience working in a collaborative environmentExperience working with diverse communitiesBilingual-Spanish preferred EFCPS Core ValuesConnected- We continually work to build trusting relationships among students, families, staff, and the Oakland community at large. We are an all-hands-on-deck network driven by empathy. We value our collective identity and the individual identities of our community members and scholars such that we have a sense of collective ownership and responsibility for each other and for our scholars.Inclusive- We proactively disrupt predictable patterns of opportunity, power, privilege, and performance. We create an inclusive environment where multiple perspectives are not only valued but sought, where people from all backgrounds feel seen and heard and can thrive, and where we all feel a deep sense of accountability to our mission.Interdependent- Our success at every level is dependent on our individual and collective sustainability. To that end, we are transparent, creative, and collaborative problem-solvers who seek to build trusting relationships. We are curious and are open to new ideas while also putting systems in place to ensure continuity so that our employees can stay, grow, thrive, and help make good on our promise to our students and families.Learners- We support each other to develop and grow so that we can leverage our collective power, intelligence, and passion on behalf of our students. We lean on home-grown leaders who are rooted in our community. Individuals feel known and are provided opportunities to maximize their potential in alignment with their passions and goals.

REPORTS TO: Director of Special Education and Student Support Services Position SummaryEducation for Change is looking for dynamic and visionary instructional leaders with a special education background who will engage students, staff, and families to ensure high student achievement.  The Student Support Services Coordinator is a full time, site based position. The Student Support Services Coordinator collaborates closely with the principal and Student Support Services/ Special Education department in communicating and supporting the mission of Education for Change, maintaining the focus on high student achievement for all students, creating a collaborative, results-oriented professional learning community, analyzing and responding to data, supporting teachers in their growth, and evaluating and responding to the effectiveness of interventions and instructional practices. In addition, the Student Support Services Coordinator assists with training for site staff in instructional support methods for students with disabilities and special education compliance. They engage community partners and families in serving the whole child and ensuring ALL children achieve at high levels prepared to succeed in any setting. They should know how to successfully work in an urban K-12 school with a high English Learner and low-income population, including students who have experienced trauma.  Our ApproachEFCPS is committed to serving ALL students, regardless of need. Our approach addresses the diverse needs of our students by offering a myriad of program designs to meet individual needs. We offer inclusion, resource instruction, combined programs that include both inclusive and small group instruction, and specialized programs for students with autism, those in need of emotional supports, and students with more moderate needs. Utilizing a Multi-Tiered System of Supports, our multidisciplinary team works collaboratively to analyze and problem solve around student and staff needs. We employ a whole child approach that not only meets the basic needs of our students, but also takes into consideration their socio-emotional, academic and behavioral needs. Essential Duties and ResponsibilitiesLeadership  Collaborate with other Student Support Services Coordinators and school site leaders to ensure alignment across school sites in systems and implementation of programs. Iterate and implement EFCPS network wide Student Support Services systems. Evaluate and analyze complex problems, issues, concerns and recommend appropriate alternative solutions to make effective and timely decisions. Create a culture where the staff works as a dedicated professional team.Other duties as assigned. Special EducationServe as the LEA coordinator for the school site, interfacing with the Director of Special Education.Establish and maintain an instruction- and results- oriented professional learning community.Serve as liaison between student support services staff and school site leadership. Represent student support staff and act as a voice for students with diverse learning needs. Advocate for student support services staff needs. Involve student support staff in decision making appropriate to the situation including school site planning, committees, etc.Responsible for compliance related to initial, annual, and triennial IEPs for site.Work with school site principals and home office student support services leadership to lead, manage, and evaluate effectiveness of special education program and use data as the driver for PD, teacher support, and programmatic shifts.Coordinate transition IEPs for incoming students, including 30-day transfer IEP’s. Serve as contact for incoming students. Lead the Learning Lab Team:Provide direction, coaching and support for education specialists, speech and language pathologists, clinicians, paraeducators, and other service providers.Develop agendas and facilitate weekly Learning Lab team meetings. Create Learning Lab procedures and resources. Collaborate with Learning Lab Team to coordinate special education services: Support with scheduling of services, ensure schedules meet required minutes; Ensure all service providers have rooms to serve students;Coordinate space/time for collaboration between various service providers.Ensure appropriate testing accommodations for all statewide testing, assessments related to IEPs, and teacher made assessments.Ensure parent engagement and understanding throughout the IEP process. Attend complex IEP meetings. Serve as Administrative Designee at IEP meetings as needed (is qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of individuals with exceptional needs, is knowledgeable about the general curriculum, and is knowledgeable about availability of resources of the LEA).Other duties as assigned. Coordination and Oversight of the Coordination of Services Team, Interventions, and Student Study TeamsLead the Coordination of Services Team (COST) to oversee referral of students requiring support (academic, speech/language, and social emotional/behavioral), timely implementation of interventions, the progress monitoring of students receiving interventions, and the evaluation of intervention effectiveness.Ensure COST systems and procedures (including data tracking and communication) are communicated to all stakeholders (including school staff and parents).Plan, lead and facilitate COST meetings.Oversee the management of COST (triage students, action steps, eight week follow up)Manage multiple moving parts and layers of MTSS so that all parts work cohesively and systems/ processes are in place to be both proactive and responsive to changes.Maintain detailed records and use appropriate data bases.Assist in designing, coordinating and monitoring implementation of research-based interventions aligned to a multi-tiered intervention framework. Facilitate effective integration of educational, clinical, and behavioral program components.Monitor student performance data of those receiving interventions and communicate a sense of urgency around student academic needs.Engage caregivers in the educational process through formal training and workshops and by providing frequent opportunities to discuss student growth and needs.Ensure there is a Student Study Team (SST) process in place and that a multi-disciplinary team considers, plans, and assesses general education interventions and supports for individual students experiencing academic, speech/language, and/or social emotional/behavioral difficulties. Ensure parent participation in SST meetings and meeting documentation/record keeping. Partner with Principal and Instructional Coaches to align intervention services. Work to support interventionists and staff to build capacity for supporting students.Effectively collaborate with community partners and leverage resources for organizational success.Other duties as assigned. Section 504 PlansEnsure compliance with EFC Section 504 Policy and ensures LEA meets its responsibilities under the Rehabilitation Act of 1973 that include identifying, evaluating, and providing Section 504 eligible children access to and participation in curriculum, buildings, programs, and activities. Case manage student 504 plans (including the scheduling and facilitation of initial and annual meetings, coordination with parents, teachers, and school staff, meeting documentation, tracking and record-keeping, and progress monitoring).Other duties as assigned. QualificationsValid California Education Specialist Credential, Pupil Personnel Service Credential or Administrative Services CredentialA Master’s degree in Education, Psychology, Social Work, a related field, or equivalent experienceBCLAD or CLAD certification, highly desirableA demonstrated record of effectively leading other adults in creating changeExperience as a teacher leader, instructional coach, or site leaderKnowledge of the Common Core standards and instructional practices aligned to those standardsExperience accelerating student learning and achievement in low-income communitiesExperience and desire to use data and technology as levers to drive instructionMust possess a growth mindset and be able to use feedback to refine practiceSuccessful experience working in a collaborative environmentExperience working with diverse communitiesBilingual-Spanish preferred EFCPS Core ValuesConnected- We continually work to build trusting relationships among students, families, staff, and the Oakland community at large. We are an all-hands-on-deck network driven by empathy. We value our collective identity and the individual identities of our community members and scholars such that we have a sense of collective ownership and responsibility for each other and for our scholars.Inclusive- We proactively disrupt predictable patterns of opportunity, power, privilege, and performance. We create an inclusive environment where multiple perspectives are not only valued but sought, where people from all backgrounds feel seen and heard and can thrive, and where we all feel a deep sense of accountability to our mission.Interdependent- Our success at every level is dependent on our individual and collective sustainability. To that end, we are transparent, creative, and collaborative problem-solvers who seek to build trusting relationships. We are curious and are open to new ideas while also putting systems in place to ensure continuity so that our employees can stay, grow, thrive, and help make good on our promise to our students and families.Learners- We support each other to develop and grow so that we can leverage our collective power, intelligence, and passion on behalf of our students. We lean on home-grown leaders who are rooted in our community. Individuals feel known and are provided opportunities to maximize their potential in alignment with their passions and goals.