Careers in Education

Job descriptionWe’re seeking passionate and skilled educators to join our team! At Planting Seeds Academic Solutions, we believe a good education is the foundation for a better future!If you are interested, send your application through this form: https://wkf.ms/3QjxiK8Visit our website, plantingseedstutoring.com to learn more about us and what we do.Position Type: Part-Time (In-Person)Subject: Science and Computer LiteracyGrade: 5th GradeLocation: McKinney, TX 75071, USALearning Disability: Autism spectrum with IEPNote: Applicants must be based in or near McKinney, TX 75071. Candidates residing within a 5–15 mile radius are also encouraged to apply, including nearby cities and ZIP codes such as McKinney (75069, 75070, 75071), Frisco (75033, 75034, 75035), Allen (75002, 75013), Melissa (75454), Prosper (75078), and Fairview (75069).Key Responsibilities:Provide individualized, one-on-one Science and Computer Literacy tutoring tailored to the student's academic needs and learning objectivesDeliver clear and structured instruction in 5th-grade Science and Computer Literacy concepts appropriate for the student's academic levelHelp strengthen the student's understanding of scientific concepts, basic computer skills, technology, and related academic topicsPresent challenging Science and Computer Literacy concepts through practical examples and simple, easy-to-follow teaching methodsDevelop and utilize individualized lesson plans, practice activities, and supplemental learning materials that support the student's courseworkAdapt instructional strategies and lesson delivery according to the student's learning pace, strengths, needs, and areas requiring improvementMonitor the student's academic progress, identify learning gaps, and adjust instruction to promote continued developmentMaintain a structured, engaging, and encouraging tutoring environment that builds confidence and promotes independent learningProvide patient and supportive instruction appropriate for a 5th-grade student with Autism Spectrum Disorder and an IEPTravel to and conduct in-person tutoring sessions at the assigned location in McKinney, TX 75071Maintain regular communication with the coordinator regarding student progress, attendance, and scheduling updatesCommit to approximately 4 hours of tutoring per weekSchedule:Tuesday and Thursday, 8:30 AM–10:30 AM, with availability before 12:30 PMQualifications:Previous experience in tutoring, teaching, or providing academic supportStrong understanding of 5th-grade Science and Computer LiteracyExperience working with elementary school students, particularly 5th-grade learners, is preferredAbility to explain challenging academic and technology-related concepts in a clear and easy-to-understand mannerStrong communication, organizational, and interpersonal skillsPatient, reliable, flexible, and dedicated to supporting student successReliable transportation for attending in-person tutoring sessionsAbility to maintain professionalism, consistency, and punctuality in a part-time tutoring rolePriority Requirements:Experience tutoring elementary school students, particularly 5th-grade learnersMust be a Male tutorStrong knowledge and proficiency in Science and Computer LiteracyAbility to provide individualized instruction based on the student's academic needs and learning paceExperience recognizing areas of difficulty and applying targeted strategies to strengthen academic and computer literacy skillsExperience working with students with Autism Spectrum Disorder or similar learning needs is preferredDemonstrated ability to build student confidence, strengthen academic performance, and promote independent learningCommitment to maintaining a structured, positive, patient, and supportive learning environment that keeps the student focused and actively engagedLicensing / Certification Requirements:Teaching Certification (Preferred)Compensation:$24.00 – $30.00 per hour

Job descriptionWe’re seeking passionate and skilled educators to join our team! At Planting Seeds Academic Solutions, we believe a good education is the foundation for a better future!If you are interested, send your application through this form: https://wkf.ms/3QjxiK8Visit our website, plantingseedstutoring.com to learn more about us and what we do.Position Type: Part-Time In-Person (In-home/Public Location)Subject: GeometryGrade: 10th GradeLocation: Allen, TX 75002, USALearning Disability: unknown with 504 PlanNote: Applicants must be based in or near Allen, TX 75002. Candidates residing within a 5–15 mile radius are also encouraged to apply, including nearby cities and ZIP codes such as Allen (75002, 75013), McKinney (75069, 75070), Plano (75074, 75075), Lucas (75002, 75048), Fairview (75069), Parker (75002, 75094), and Wylie (75098).Key Responsibilities:Provide personalized, one-on-one Geometry tutoring designed to meet the student's academic needs and learning goalsDeliver clear and focused instruction in Geometry concepts appropriate for a 10th-grade studentStrengthen the student's understanding of geometric reasoning, angles, lines, shapes, measurements, proofs, coordinate geometry, and related mathematical conceptsExplain challenging mathematical topics using practical examples and easy-to-understand instructional methodsCreate and use individualized lesson plans, practice exercises, and supplemental learning materials aligned with the student's courseworkAdapt teaching strategies and lesson delivery based on the student's learning pace, strengths, and areas for improvementTrack student progress, identify academic gaps, and adjust instruction to support continued improvementMaintain an organized, engaging, and supportive tutoring environment that encourages confidence and independent learningTravel to and conduct in-person tutoring sessions at the agreed-upon location in Allen, TX 75002Communicate consistently with the coordinator regarding student progress, attendance, and scheduling updatesCommit to approximately 2 hours of tutoring per weekSchedule:Monday–Friday: 5:30–7:30 PMQualifications:Previous experience in tutoring, teaching, or providing academic supportStrong knowledge of Geometry and high school-level mathematicsExperience working with high school students, particularly 10th-grade students, is preferredAbility to break down complex mathematical concepts into clear and understandable explanationsStrong communication, organization, and interpersonal skillsPatient, dependable, adaptable, and committed to helping students succeedReliable transportation for attending in-person tutoring sessionsAbility to demonstrate professionalism, consistency, and punctuality in a part-time tutoring positionPriority Requirements:Experience tutoring high school students, especially 10th-grade learnersStrong subject-matter knowledge and proficiency in GeometryAbility to provide individualized instruction based on the student's academic needs and learning paceExperience identifying areas of difficulty and using targeted strategies to strengthen mathematical skillsDemonstrated ability to build student confidence, improve academic performance, and encourage independent learningCommitment to creating a structured, positive, and supportive learning environment that helps the student stay focused and engagedLicensing / Certification Requirements:Teaching Certification (Preferred)Compensation:$24.00 – $30.00 per hour

Qualifications:Professional Educator License (PEL) issued by the Illinois State Board of Education (ISBE) Learning Objectives:Developing and maintaining IEPs , assessing student learning, adapting curriculum, collaborating with other educators and encouraging students.  TEACHING PROCEDURESDifferent types of instructional techniques are used within the classroom.Demonstrates the ability to focus on and utilize current events in learning situations.Varies motivational techniques to hold pupil’s attention in the classroom.Display skill in questioning to elicit appropriate student response.Makes effective use of required and supplemental instructional materials.Uses positive reinforcement to encourage learning on the part of students.Introduces lessons effectively.Conducts summaries and reviews in an effective manner.Maintains a balance of teacher/pupil participation and interaction.Demonstrates the ability to communicate with students by giving clear, explicit directions and explanations.Constructs tests which measure skills taught in classroom based upon the goals and objectives of the lesson.Teacher establishes appropriate lesson plans and class presentations for the age level and grade under instruction.Guides pupils into efficient study habits.CLASSROOM MANAGEMENTTeacher presents evidence of having a classroom management plan.Teacher communicates to students what the expectations are as concerns:a.  rules of the classroom.b.  cooperation and participation in classroom activities and discussions.c.  classroom assignments and/or homework.Teacher handles routine problems within his/her classroom utilizing the classroom management plan.Neatness and orderliness are in evidence in the classroom.Teacher demonstrates concern for the care of district-owned educational materials and equipment.Teacher evinces good judgment in sending students to the office.LESSON PREPARATIONLesson plans are in evidence and well planned.Lesson materials are organized in an orderly fashion.A variety of instruction materials is used.Evidence of varied activities which account for individual differences.Objectives are apparent from lesson plans.Consistency of lesson planning is in evidenceSTUDENT RESPONSE TO CLASSROOM INSTRUCTIONThe general classroom climate is of such nature that students can attend to and participate in the lesson presentation.Class group settings are used on occasion to introduce new topics, concepts, or generalized studies.  Students are attentive, but opportunities are allowed for class discussion and interaction.Students are given an opportunity to work independently on meaningful tasks that derive from and contribute to the planned activities of the group.Students may be observed working among different instructional or activity areas and appear to be actively involved in learningPERSONAL ATTRIBUTESMakes a neat, professional, and personal appearance.Exhibits personal qualities in the classroom which promote a good learning climate.Gives evidence of the ability to adapt to the changing social climate of his/her classroom as it occurs.Evinces enthusiasm for the pupil in his/her classroom.Voice inflections are appropriate for given classroom setting.Evinces a sense of humor when appropriate in the classroom setting.Exhibits proper English usage in the classroom.Maintains poise and self-control in the classroom.Shows empathetic understanding for pupil concerns.PROFESSIONAL ATTRIBUTESGives evidence of enthusiasm for teaching.Maintains a cooperative attitude toward the school setting.Exhibits dependability and punctuality while fulfilling teaching obligations.Exhibits mature judgment when dealing with students.Projects tact and courtesy in his/her classroom setting and in dealing with parents.Shows persistence and initiative in striving to improve his/her teaching techniques.Attains the respect of his/her students in the classroom.Works to get along with fellow colleagues.Strives to develop a positive line of communication between teacher, student, and parent.Exhibits professionalism in his/her conduct in all school settings.Is sensitive to the need for keeping confidential information.Assumes responsibilities outside the classroom as they relate to school.Exercises responsibility for student management, both in the buildings and on school grounds.Assumes necessary non-instructional responsibilities

Position Title: Career and Technical Education (CTE) TeacherLocation:  Cahokia High SchoolDistrict: Cahokia Unit School District #187 - Cahokia Heights, IL Position Summary:Cahokia High School is expanding its Career and Technical Education (CTE) programs to offer high school students meaningful career-training opportunities across multiple pathways. We are seeking dynamic CTE educators to develop and deliver instruction in one or more of the following program areas:High-Priority Areas:Agriculture, Food, and Natural Resources Architecture and Construction (Carpentry) Automotive/Auto Body Maintenance and Repair Additional CTE Pathways Include:Arts, Audio/Video Technology & CommunicationsBusiness, Financial ServicesHealth Sciences and TechnologyCulinary ArtsFashion/Apparel and TextilesWeb & Multimedia DesignComputer ProgrammingBarberingIndustrial/Manufacturing TradesAviation and Aircraft Maintenance CTE teachers will instruct grades 9–12, providing hands-on technical instruction and career-focused learning that prepares students for college, certifications, employment, and internships. Teachers may be responsible for courses ranging from introductory to advanced levels (ISBE Matrices Groups 2–4), based on their experience and licensure.  Qualifications (Two Pathways):Option 1: Industry Experience PathwayPreferred: Bachelor’s degree or Technical School degree in the related CTE program area Minimum of 2–4 years of documented work experience in the CTE field Holds or obtains an ISBE  Educator License with Stipulations (ELS-CTE) in the relevant area prior to the date of hire Option 2: Professional Educator License (PEL) PathwayHolds a valid ISBE Professional Educator License (PEL) with a CTE endorsementCTE endorsement requires passing the content exam and completing 18 semester hours of coursework in the content area Preferred: At least two years of full-time CTE teaching experience   Essential Responsibilities:Design and implement curriculum aligned with Perkins V,  ISBE program quality indicators, and College and Career Pathway Endorsement requirements, including dual-credit courses Provide instruction that integrates academic, technical, and employability skills and prepares students for industry certifications and cooperative education/work-based learning experiences Deliver engaging classroom, lab, and workshop instruction that supports hands-on learning and industry-aligned certification opportunities Differentiate instruction based on student needs, interests, and learning styles Coordinate and supervise career and technical student organization (CTSO) activities and encourage student participation in competitions, leadership events, and industry-based challenges Collaborate with CTE team members, participate in department meetings, and engage in relevant professional development Attend and contribute to annual CTE advisory board meetings with higher education, community, and industry partners Continuously evaluate program quality and update instructional materials as needed Enforce all safety procedures and ensure a secure learning environment in compliance with local, state, and federal regulations Manage program resources and assist with budgeting, inventory, and equipment maintenance Perform other duties as assigned   Work Environment:Instruction may take place in classrooms, labs, shops, or industry-specific workspaces depending on the CTE area.  Interested in Applying?Interested candidates should submit a tailored resume, cover letter and any relevant college transcripts to:Tiffany PearceChief Business Officer / Recruitmentpearcety@cusd187.orgApplications may also be submitted through the Cahokia Unit School District #187 Job Application Site:https://sky.cusd187.org/scripts/wsisa.dll/WService=wsFin/rapplmnu03.w Open until filled. 

Qualifications: Professional Educator License (PEL) issued by the Illinois State Board of Education (ISBE)  Learning Objectives:Developing and maintaining IEPs , assessing student learning, adapting curriculum, collaborating with other educators and encouraging students.  TEACHING PROCEDURESDifferent types of instructional techniques are used within the classroom.Demonstrates the ability to focus on and utilize current events in learning situations.Varies motivational techniques to hold pupil’s attention in the classroom.Display skill in questioning to elicit appropriate student response.Makes effective use of required and supplemental instructional materials.Uses positive reinforcement to encourage learning on the part of students.Introduces lessons effectively.Conducts summaries and reviews in an effective manner.Maintains a balance of teacher/pupil participation and interaction.Demonstrates the ability to communicate with students by giving clear, explicit directions and explanations.Constructs tests which measure skills taught in classroom based upon the goals and objectives of the lesson.Teacher establishes appropriate lesson plans and class presentations for the age level and grade under instruction.Guides pupils into efficient study habits.CLASSROOM MANAGEMENTTeacher presents evidence of having a classroom management plan.Teacher communicates to students what the expectations are as concerns:a.  rules of the classroom.b.  cooperation and participation in classroom activities and discussions.c.  classroom assignments and/or homework.Teacher handles routine problems within his/her classroom utilizing the classroom management plan.Neatness and orderliness are in evidence in the classroom.Teacher demonstrates concern for the care of district-owned educational materials and equipment.Teacher evinces good judgment in sending students to the office.LESSON PREPARATIONLesson plans are in evidence and well planned.Lesson materials are organized in an orderly fashion.A variety of instruction materials is used.Evidence of varied activities which account for individual differences.Objectives are apparent from lesson plans.Consistency of lesson planning is in evidenceSTUDENT RESPONSE TO CLASSROOM INSTRUCTIONThe general classroom climate is of such nature that students can attend to and participate in the lesson presentation.Class group settings are used on occasion to introduce new topics, concepts, or generalized studies.  Students are attentive, but opportunities are allowed for class discussion and interaction.Students are given an opportunity to work independently on meaningful tasks that derive from and contribute to the planned activities of the group.Students may be observed working among different instructional or activity areas and appear to be actively involved in learningPERSONAL ATTRIBUTESMakes a neat, professional, and personal appearance.Exhibits personal qualities in the classroom which promote a good learning climate.Gives evidence of the ability to adapt to the changing social climate of his/her classroom as it occurs.Evinces enthusiasm for the pupil in his/her classroom.Voice inflections are appropriate for given classroom setting.Evinces a sense of humor when appropriate in the classroom setting.Exhibits proper English usage in the classroom.Maintains poise and self-control in the classroom.Shows empathetic understanding for pupil concerns.PROFESSIONAL ATTRIBUTESGives evidence of enthusiasm for teaching.Maintains a cooperative attitude toward the school setting.Exhibits dependability and punctuality while fulfilling teaching obligations.Exhibits mature judgment when dealing with students.Projects tact and courtesy in his/her classroom setting and in dealing with parents.Shows persistence and initiative in striving to improve his/her teaching techniques.Attains the respect of his/her students in the classroom.Works to get along with fellow colleagues.Strives to develop a positive line of communication between teacher, student, and parent.Exhibits professionalism in his/her conduct in all school settings.Is sensitive to the need for keeping confidential information.Assumes responsibilities outside the classroom as they relate to school.Exercises responsibility for student management, both in the buildings and on school grounds.Assumes necessary non-instructional responsibilities

Qualifications: Professional Educator License (PEL) issued by the Illinois State Board of Education (ISBE)  Learning Objectives:Developing and maintaining IEPs , assessing student learning, adapting curriculum, collaborating with other educators and encouraging students.  TEACHING PROCEDURESDifferent types of instructional techniques are used within the classroom.Demonstrates the ability to focus on and utilize current events in learning situations.Varies motivational techniques to hold pupil’s attention in the classroom.Display skill in questioning to elicit appropriate student response.Makes effective use of required and supplemental instructional materials.Uses positive reinforcement to encourage learning on the part of students.Introduces lessons effectively.Conducts summaries and reviews in an effective manner.Maintains a balance of teacher/pupil participation and interaction.Demonstrates the ability to communicate with students by giving clear, explicit directions and explanations.Constructs tests which measure skills taught in classroom based upon the goals and objectives of the lesson.Teacher establishes appropriate lesson plans and class presentations for the age level and grade under instruction.Guides pupils into efficient study habits.CLASSROOM MANAGEMENTTeacher presents evidence of having a classroom management plan.Teacher communicates to students what the expectations are as concerns:a.  rules of the classroom.b.  cooperation and participation in classroom activities and discussions.c.  classroom assignments and/or homework.Teacher handles routine problems within his/her classroom utilizing the classroom management plan.Neatness and orderliness are in evidence in the classroom.Teacher demonstrates concern for the care of district-owned educational materials and equipment.Teacher evinces good judgment in sending students to the office.LESSON PREPARATIONLesson plans are in evidence and well planned.Lesson materials are organized in an orderly fashion.A variety of instruction materials is used.Evidence of varied activities which account for individual differences.Objectives are apparent from lesson plans.Consistency of lesson planning is in evidenceSTUDENT RESPONSE TO CLASSROOM INSTRUCTIONThe general classroom climate is of such nature that students can attend to and participate in the lesson presentation.Class group settings are used on occasion to introduce new topics, concepts, or generalized studies.  Students are attentive, but opportunities are allowed for class discussion and interaction.Students are given an opportunity to work independently on meaningful tasks that derive from and contribute to the planned activities of the group.Students may be observed working among different instructional or activity areas and appear to be actively involved in learningPERSONAL ATTRIBUTESMakes a neat, professional, and personal appearance.Exhibits personal qualities in the classroom which promote a good learning climate.Gives evidence of the ability to adapt to the changing social climate of his/her classroom as it occurs.Evinces enthusiasm for the pupil in his/her classroom.Voice inflections are appropriate for given classroom setting.Evinces a sense of humor when appropriate in the classroom setting.Exhibits proper English usage in the classroom.Maintains poise and self-control in the classroom.Shows empathetic understanding for pupil concerns.PROFESSIONAL ATTRIBUTESGives evidence of enthusiasm for teaching.Maintains a cooperative attitude toward the school setting.Exhibits dependability and punctuality while fulfilling teaching obligations.Exhibits mature judgment when dealing with students.Projects tact and courtesy in his/her classroom setting and in dealing with parents.Shows persistence and initiative in striving to improve his/her teaching techniques.Attains the respect of his/her students in the classroom.Works to get along with fellow colleagues.Strives to develop a positive line of communication between teacher, student, and parent.Exhibits professionalism in his/her conduct in all school settings.Is sensitive to the need for keeping confidential information.Assumes responsibilities outside the classroom as they relate to school.Exercises responsibility for student management, both in the buildings and on school grounds.Assumes necessary non-instructional responsibilities

Qualifications:Professional Educator License (PEL) issued by the Illinois State Board of Education (ISBE) Learning Objectives:Developing and maintaining IEPs , assessing student learning, adapting curriculum, collaborating with other educators and encouraging students.  TEACHING PROCEDURESDifferent types of instructional techniques are used within the classroom.Demonstrates the ability to focus on and utilize current events in learning situations.Varies motivational techniques to hold pupil’s attention in the classroom.Display skill in questioning to elicit appropriate student response.Makes effective use of required and supplemental instructional materials.Uses positive reinforcement to encourage learning on the part of students.Introduces lessons effectively.Conducts summaries and reviews in an effective manner.Maintains a balance of teacher/pupil participation and interaction.Demonstrates the ability to communicate with students by giving clear, explicit directions and explanations.Constructs tests which measure skills taught in classroom based upon the goals and objectives of the lesson.Teacher establishes appropriate lesson plans and class presentations for the age level and grade under instruction.Guides pupils into efficient study habits.CLASSROOM MANAGEMENTTeacher presents evidence of having a classroom management plan.Teacher communicates to students what the expectations are as concerns:a.  rules of the classroom.b.  cooperation and participation in classroom activities and discussions.c.  classroom assignments and/or homework.Teacher handles routine problems within his/her classroom utilizing the classroom management plan.Neatness and orderliness are in evidence in the classroom.Teacher demonstrates concern for the care of district-owned educational materials and equipment.Teacher evinces good judgment in sending students to the office.LESSON PREPARATIONLesson plans are in evidence and well planned.Lesson materials are organized in an orderly fashion.A variety of instruction materials is used.Evidence of varied activities which account for individual differences.Objectives are apparent from lesson plans.Consistency of lesson planning is in evidenceSTUDENT RESPONSE TO CLASSROOM INSTRUCTIONThe general classroom climate is of such nature that students can attend to and participate in the lesson presentation.Class group settings are used on occasion to introduce new topics, concepts, or generalized studies.  Students are attentive, but opportunities are allowed for class discussion and interaction.Students are given an opportunity to work independently on meaningful tasks that derive from and contribute to the planned activities of the group.Students may be observed working among different instructional or activity areas and appear to be actively involved in learningPERSONAL ATTRIBUTESMakes a neat, professional, and personal appearance.Exhibits personal qualities in the classroom which promote a good learning climate.Gives evidence of the ability to adapt to the changing social climate of his/her classroom as it occurs.Evinces enthusiasm for the pupil in his/her classroom.Voice inflections are appropriate for given classroom setting.Evinces a sense of humor when appropriate in the classroom setting.Exhibits proper English usage in the classroom.Maintains poise and self-control in the classroom.Shows empathetic understanding for pupil concerns.PROFESSIONAL ATTRIBUTESGives evidence of enthusiasm for teaching.Maintains a cooperative attitude toward the school setting.Exhibits dependability and punctuality while fulfilling teaching obligations.Exhibits mature judgment when dealing with students.Projects tact and courtesy in his/her classroom setting and in dealing with parents.Shows persistence and initiative in striving to improve his/her teaching techniques.Attains the respect of his/her students in the classroom.Works to get along with fellow colleagues.Strives to develop a positive line of communication between teacher, student, and parent.Exhibits professionalism in his/her conduct in all school settings.Is sensitive to the need for keeping confidential information.Assumes responsibilities outside the classroom as they relate to school.Exercises responsibility for student management, both in the buildings and on school grounds.Assumes necessary non-instructional responsibilities

Position Title: Career and Technical Education (CTE) TeacherLocation:  Cahokia High SchoolDistrict: Cahokia Unit School District #187 - Cahokia Heights, IL Position Summary:Cahokia High School is expanding its Career and Technical Education (CTE) programs to offer high school students meaningful career-training opportunities across multiple pathways. We are seeking dynamic CTE educators to develop and deliver instruction in one or more of the following program areas:High-Priority Areas:Agriculture, Food, and Natural Resources Architecture and Construction (Carpentry) Automotive/Auto Body Maintenance and Repair Additional CTE Pathways Include:Arts, Audio/Video Technology & CommunicationsBusiness, Financial ServicesHealth Sciences and TechnologyCulinary ArtsFashion/Apparel and TextilesWeb & Multimedia DesignComputer ProgrammingBarberingIndustrial/Manufacturing TradesAviation and Aircraft Maintenance CTE teachers will instruct grades 9–12, providing hands-on technical instruction and career-focused learning that prepares students for college, certifications, employment, and internships. Teachers may be responsible for courses ranging from introductory to advanced levels (ISBE Matrices Groups 2–4), based on their experience and licensure.  Qualifications (Two Pathways):Option 1: Industry Experience PathwayPreferred: Bachelor’s degree or Technical School degree in the related CTE program area Minimum of 2–4 years of documented work experience in the CTE field Holds or obtains an ISBE  Educator License with Stipulations (ELS-CTE) in the relevant area prior to the date of hire Option 2: Professional Educator License (PEL) PathwayHolds a valid ISBE Professional Educator License (PEL) with a CTE endorsementCTE endorsement requires passing the content exam and completing 18 semester hours of coursework in the content area Preferred: At least two years of full-time CTE teaching experience   Essential Responsibilities:Design and implement curriculum aligned with Perkins V,  ISBE program quality indicators, and College and Career Pathway Endorsement requirements, including dual-credit courses Provide instruction that integrates academic, technical, and employability skills and prepares students for industry certifications and cooperative education/work-based learning experiences Deliver engaging classroom, lab, and workshop instruction that supports hands-on learning and industry-aligned certification opportunities Differentiate instruction based on student needs, interests, and learning styles Coordinate and supervise career and technical student organization (CTSO) activities and encourage student participation in competitions, leadership events, and industry-based challenges Collaborate with CTE team members, participate in department meetings, and engage in relevant professional development Attend and contribute to annual CTE advisory board meetings with higher education, community, and industry partners Continuously evaluate program quality and update instructional materials as needed Enforce all safety procedures and ensure a secure learning environment in compliance with local, state, and federal regulations Manage program resources and assist with budgeting, inventory, and equipment maintenance Perform other duties as assigned   Work Environment:Instruction may take place in classrooms, labs, shops, or industry-specific workspaces depending on the CTE area.  Interested in Applying?Interested candidates should submit a tailored resume, cover letter and any relevant college transcripts to:Tiffany PearceChief Business Officer / Recruitmentpearcety@cusd187.orgApplications may also be submitted through the Cahokia Unit School District #187 Job Application Site:https://sky.cusd187.org/scripts/wsisa.dll/WService=wsFin/rapplmnu03.w Open until filled.  

Qualifications:Professional Educator License (PEL) issued by the Illinois State Board of Education (ISBE)  Learning Objectives:Developing and maintaining IEPs , assessing student learning, adapting curriculum, collaborating with other educators and encouraging students.  TEACHING PROCEDURESDifferent types of instructional techniques are used within the classroom.Demonstrates the ability to focus on and utilize current events in learning situations.Varies motivational techniques to hold pupil’s attention in the classroom.Display skill in questioning to elicit appropriate student response.Makes effective use of required and supplemental instructional materials.Uses positive reinforcement to encourage learning on the part of students.Introduces lessons effectively.Conducts summaries and reviews in an effective manner.Maintains a balance of teacher/pupil participation and interaction.Demonstrates the ability to communicate with students by giving clear, explicit directions and explanations.Constructs tests which measure skills taught in classroom based upon the goals and objectives of the lesson.Teacher establishes appropriate lesson plans and class presentations for the age level and grade under instruction.Guides pupils into efficient study habits.CLASSROOM MANAGEMENTTeacher presents evidence of having a classroom management plan.Teacher communicates to students what the expectations are as concerns:a.  rules of the classroom.b.  cooperation and participation in classroom activities and discussions.c.  classroom assignments and/or homework.Teacher handles routine problems within his/her classroom utilizing the classroom management plan.Neatness and orderliness are in evidence in the classroom.Teacher demonstrates concern for the care of district-owned educational materials and equipment.Teacher evinces good judgment in sending students to the office.LESSON PREPARATIONLesson plans are in evidence and well planned.Lesson materials are organized in an orderly fashion.A variety of instruction materials is used.Evidence of varied activities which account for individual differences.Objectives are apparent from lesson plans.Consistency of lesson planning is in evidenceSTUDENT RESPONSE TO CLASSROOM INSTRUCTIONThe general classroom climate is of such nature that students can attend to and participate in the lesson presentation.Class group settings are used on occasion to introduce new topics, concepts, or generalized studies.  Students are attentive, but opportunities are allowed for class discussion and interaction.Students are given an opportunity to work independently on meaningful tasks that derive from and contribute to the planned activities of the group.Students may be observed working among different instructional or activity areas and appear to be actively involved in learningPERSONAL ATTRIBUTESMakes a neat, professional, and personal appearance.Exhibits personal qualities in the classroom which promote a good learning climate.Gives evidence of the ability to adapt to the changing social climate of his/her classroom as it occurs.Evinces enthusiasm for the pupil in his/her classroom.Voice inflections are appropriate for given classroom setting.Evinces a sense of humor when appropriate in the classroom setting.Exhibits proper English usage in the classroom.Maintains poise and self-control in the classroom.Shows empathetic understanding for pupil concerns.PROFESSIONAL ATTRIBUTESGives evidence of enthusiasm for teaching.Maintains a cooperative attitude toward the school setting.Exhibits dependability and punctuality while fulfilling teaching obligations.Exhibits mature judgment when dealing with students.Projects tact and courtesy in his/her classroom setting and in dealing with parents.Shows persistence and initiative in striving to improve his/her teaching techniques.Attains the respect of his/her students in the classroom.Works to get along with fellow colleagues.Strives to develop a positive line of communication between teacher, student, and parent.Exhibits professionalism in his/her conduct in all school settings.Is sensitive to the need for keeping confidential information.Assumes responsibilities outside the classroom as they relate to school.Exercises responsibility for student management, both in the buildings and on school grounds.Assumes necessary non-instructional responsibilities

Qualifications:Professional Educator License (PEL) issued by the Illinois State Board of Education (ISBE) Learning Objectives:Developing and maintaining IEPs , assessing student learning, adapting curriculum, collaborating with other educators and encouraging students.  TEACHING PROCEDURESDifferent types of instructional techniques are used within the classroom.Demonstrates the ability to focus on and utilize current events in learning situations.Varies motivational techniques to hold pupil’s attention in the classroom.Display skill in questioning to elicit appropriate student response.Makes effective use of required and supplemental instructional materials.Uses positive reinforcement to encourage learning on the part of students.Introduces lessons effectively.Conducts summaries and reviews in an effective manner.Maintains a balance of teacher/pupil participation and interaction.Demonstrates the ability to communicate with students by giving clear, explicit directions and explanations.Constructs tests which measure skills taught in classroom based upon the goals and objectives of the lesson.Teacher establishes appropriate lesson plans and class presentations for the age level and grade under instruction.Guides pupils into efficient study habits.CLASSROOM MANAGEMENTTeacher presents evidence of having a classroom management plan.Teacher communicates to students what the expectations are as concerns:a.  rules of the classroom.b.  cooperation and participation in classroom activities and discussions.c.  classroom assignments and/or homework.Teacher handles routine problems within his/her classroom utilizing the classroom management plan.Neatness and orderliness are in evidence in the classroom.Teacher demonstrates concern for the care of district-owned educational materials and equipment.Teacher evinces good judgment in sending students to the office.LESSON PREPARATIONLesson plans are in evidence and well planned.Lesson materials are organized in an orderly fashion.A variety of instruction materials is used.Evidence of varied activities which account for individual differences.Objectives are apparent from lesson plans.Consistency of lesson planning is in evidenceSTUDENT RESPONSE TO CLASSROOM INSTRUCTIONThe general classroom climate is of such nature that students can attend to and participate in the lesson presentation.Class group settings are used on occasion to introduce new topics, concepts, or generalized studies.  Students are attentive, but opportunities are allowed for class discussion and interaction.Students are given an opportunity to work independently on meaningful tasks that derive from and contribute to the planned activities of the group.Students may be observed working among different instructional or activity areas and appear to be actively involved in learningPERSONAL ATTRIBUTESMakes a neat, professional, and personal appearance.Exhibits personal qualities in the classroom which promote a good learning climate.Gives evidence of the ability to adapt to the changing social climate of his/her classroom as it occurs.Evinces enthusiasm for the pupil in his/her classroom.Voice inflections are appropriate for given classroom setting.Evinces a sense of humor when appropriate in the classroom setting.Exhibits proper English usage in the classroom.Maintains poise and self-control in the classroom.Shows empathetic understanding for pupil concerns.PROFESSIONAL ATTRIBUTESGives evidence of enthusiasm for teaching.Maintains a cooperative attitude toward the school setting.Exhibits dependability and punctuality while fulfilling teaching obligations.Exhibits mature judgment when dealing with students.Projects tact and courtesy in his/her classroom setting and in dealing with parents.Shows persistence and initiative in striving to improve his/her teaching techniques.Attains the respect of his/her students in the classroom.Works to get along with fellow colleagues.Strives to develop a positive line of communication between teacher, student, and parent.Exhibits professionalism in his/her conduct in all school settings.Is sensitive to the need for keeping confidential information.Assumes responsibilities outside the classroom as they relate to school.Exercises responsibility for student management, both in the buildings and on school grounds.Assumes necessary non-instructional responsibilities

Qualifications:Professional Educator License (PEL) issued by the Illinois State Board of Education (ISBE) Learning Objectives:Developing and maintaining IEPs , assessing student learning, adapting curriculum, collaborating with other educators and encouraging students.  TEACHING PROCEDURESDifferent types of instructional techniques are used within the classroom.Demonstrates the ability to focus on and utilize current events in learning situations.Varies motivational techniques to hold pupil’s attention in the classroom.Display skill in questioning to elicit appropriate student response.Makes effective use of required and supplemental instructional materials.Uses positive reinforcement to encourage learning on the part of students.Introduces lessons effectively.Conducts summaries and reviews in an effective manner.Maintains a balance of teacher/pupil participation and interaction.Demonstrates the ability to communicate with students by giving clear, explicit directions and explanations.Constructs tests which measure skills taught in classroom based upon the goals and objectives of the lesson.Teacher establishes appropriate lesson plans and class presentations for the age level and grade under instruction.Guides pupils into efficient study habits.CLASSROOM MANAGEMENTTeacher presents evidence of having a classroom management plan.Teacher communicates to students what the expectations are as concerns:a.  rules of the classroom.b.  cooperation and participation in classroom activities and discussions.c.  classroom assignments and/or homework.Teacher handles routine problems within his/her classroom utilizing the classroom management plan.Neatness and orderliness are in evidence in the classroom.Teacher demonstrates concern for the care of district-owned educational materials and equipment.Teacher evinces good judgment in sending students to the office.LESSON PREPARATIONLesson plans are in evidence and well planned.Lesson materials are organized in an orderly fashion.A variety of instruction materials is used.Evidence of varied activities which account for individual differences.Objectives are apparent from lesson plans.Consistency of lesson planning is in evidenceSTUDENT RESPONSE TO CLASSROOM INSTRUCTIONThe general classroom climate is of such nature that students can attend to and participate in the lesson presentation.Class group settings are used on occasion to introduce new topics, concepts, or generalized studies.  Students are attentive, but opportunities are allowed for class discussion and interaction.Students are given an opportunity to work independently on meaningful tasks that derive from and contribute to the planned activities of the group.Students may be observed working among different instructional or activity areas and appear to be actively involved in learningPERSONAL ATTRIBUTESMakes a neat, professional, and personal appearance.Exhibits personal qualities in the classroom which promote a good learning climate.Gives evidence of the ability to adapt to the changing social climate of his/her classroom as it occurs.Evinces enthusiasm for the pupil in his/her classroom.Voice inflections are appropriate for given classroom setting.Evinces a sense of humor when appropriate in the classroom setting.Exhibits proper English usage in the classroom.Maintains poise and self-control in the classroom.Shows empathetic understanding for pupil concerns.PROFESSIONAL ATTRIBUTESGives evidence of enthusiasm for teaching.Maintains a cooperative attitude toward the school setting.Exhibits dependability and punctuality while fulfilling teaching obligations.Exhibits mature judgment when dealing with students.Projects tact and courtesy in his/her classroom setting and in dealing with parents.Shows persistence and initiative in striving to improve his/her teaching techniques.Attains the respect of his/her students in the classroom.Works to get along with fellow colleagues.Strives to develop a positive line of communication between teacher, student, and parent.Exhibits professionalism in his/her conduct in all school settings.Is sensitive to the need for keeping confidential information.Assumes responsibilities outside the classroom as they relate to school.Exercises responsibility for student management, both in the buildings and on school grounds.Assumes necessary non-instructional responsibilities

Qualifications: Professional Educator License (PEL) issued by the Illinois State Board of Education (ISBE)  Learning Objectives:Developing and maintaining IEPs , assessing student learning, adapting curriculum, collaborating with other educators and encouraging students.  TEACHING PROCEDURESDifferent types of instructional techniques are used within the classroom.Demonstrates the ability to focus on and utilize current events in learning situations.Varies motivational techniques to hold pupil’s attention in the classroom.Display skill in questioning to elicit appropriate student response.Makes effective use of required and supplemental instructional materials.Uses positive reinforcement to encourage learning on the part of students.Introduces lessons effectively.Conducts summaries and reviews in an effective manner.Maintains a balance of teacher/pupil participation and interaction.Demonstrates the ability to communicate with students by giving clear, explicit directions and explanations.Constructs tests which measure skills taught in classroom based upon the goals and objectives of the lesson.Teacher establishes appropriate lesson plans and class presentations for the age level and grade under instruction.Guides pupils into efficient study habits.CLASSROOM MANAGEMENTTeacher presents evidence of having a classroom management plan.Teacher communicates to students what the expectations are as concerns:a.  rules of the classroom.b.  cooperation and participation in classroom activities and discussions.c.  classroom assignments and/or homework.Teacher handles routine problems within his/her classroom utilizing the classroom management plan.Neatness and orderliness are in evidence in the classroom.Teacher demonstrates concern for the care of district-owned educational materials and equipment.Teacher evinces good judgment in sending students to the office.LESSON PREPARATIONLesson plans are in evidence and well planned.Lesson materials are organized in an orderly fashion.A variety of instruction materials is used.Evidence of varied activities which account for individual differences.Objectives are apparent from lesson plans.Consistency of lesson planning is in evidenceSTUDENT RESPONSE TO CLASSROOM INSTRUCTIONThe general classroom climate is of such nature that students can attend to and participate in the lesson presentation.Class group settings are used on occasion to introduce new topics, concepts, or generalized studies.  Students are attentive, but opportunities are allowed for class discussion and interaction.Students are given an opportunity to work independently on meaningful tasks that derive from and contribute to the planned activities of the group.Students may be observed working among different instructional or activity areas and appear to be actively involved in learningPERSONAL ATTRIBUTESMakes a neat, professional, and personal appearance.Exhibits personal qualities in the classroom which promote a good learning climate.Gives evidence of the ability to adapt to the changing social climate of his/her classroom as it occurs.Evinces enthusiasm for the pupil in his/her classroom.Voice inflections are appropriate for given classroom setting.Evinces a sense of humor when appropriate in the classroom setting.Exhibits proper English usage in the classroom.Maintains poise and self-control in the classroom.Shows empathetic understanding for pupil concerns.PROFESSIONAL ATTRIBUTESGives evidence of enthusiasm for teaching.Maintains a cooperative attitude toward the school setting.Exhibits dependability and punctuality while fulfilling teaching obligations.Exhibits mature judgment when dealing with students.Projects tact and courtesy in his/her classroom setting and in dealing with parents.Shows persistence and initiative in striving to improve his/her teaching techniques.Attains the respect of his/her students in the classroom.Works to get along with fellow colleagues.Strives to develop a positive line of communication between teacher, student, and parent.Exhibits professionalism in his/her conduct in all school settings.Is sensitive to the need for keeping confidential information.Assumes responsibilities outside the classroom as they relate to school.Exercises responsibility for student management, both in the buildings and on school grounds.Assumes necessary non-instructional responsibilities

Learning Objectives:Developing and maintaining IEPs , assessing student learning, adapting curriculum, collaborating with other educators and encouraging students.  TEACHING PROCEDURESDifferent types of instructional techniques are used within the classroom.Demonstrates the ability to focus on and utilize current events in learning situations.Varies motivational techniques to hold pupil’s attention in the classroom.Display skill in questioning to elicit appropriate student response.Makes effective use of required and supplemental instructional materials.Uses positive reinforcement to encourage learning on the part of students.Introduces lessons effectively.Conducts summaries and reviews in an effective manner.Maintains a balance of teacher/pupil participation and interaction.Demonstrates the ability to communicate with students by giving clear, explicit directions and explanations.Constructs tests which measure skills taught in classroom based upon the goals and objectives of the lesson.Teacher establishes appropriate lesson plans and class presentations for the age level and grade under instruction.Guides pupils into efficient study habits.CLASSROOM MANAGEMENTTeacher presents evidence of having a classroom management plan.Teacher communicates to students what the expectations are as concerns:a.  rules of the classroom.b.  cooperation and participation in classroom activities and discussions.c.  classroom assignments and/or homework.Teacher handles routine problems within his/her classroom utilizing the classroom management plan.Neatness and orderliness are in evidence in the classroom.Teacher demonstrates concern for the care of district-owned educational materials and equipment.Teacher evinces good judgment in sending students to the office.LESSON PREPARATIONLesson plans are in evidence and well planned.Lesson materials are organized in an orderly fashion.A variety of instruction materials is used.Evidence of varied activities which account for individual differences.Objectives are apparent from lesson plans.Consistency of lesson planning is in evidenceSTUDENT RESPONSE TO CLASSROOM INSTRUCTIONThe general classroom climate is of such nature that students can attend to and participate in the lesson presentation.Class group settings are used on occasion to introduce new topics, concepts, or generalized studies.  Students are attentive, but opportunities are allowed for class discussion and interaction.Students are given an opportunity to work independently on meaningful tasks that derive from and contribute to the planned activities of the group.Students may be observed working among different instructional or activity areas and appear to be actively involved in learningPERSONAL ATTRIBUTESMakes a neat, professional, and personal appearance.Exhibits personal qualities in the classroom which promote a good learning climate.Gives evidence of the ability to adapt to the changing social climate of his/her classroom as it occurs.Evinces enthusiasm for the pupil in his/her classroom.Voice inflections are appropriate for given classroom setting.Evinces a sense of humor when appropriate in the classroom setting.Exhibits proper English usage in the classroom.Maintains poise and self-control in the classroom.Shows empathetic understanding for pupil concerns.PROFESSIONAL ATTRIBUTESGives evidence of enthusiasm for teaching.Maintains a cooperative attitude toward the school setting.Exhibits dependability and punctuality while fulfilling teaching obligations.Exhibits mature judgment when dealing with students.Projects tact and courtesy in his/her classroom setting and in dealing with parents.Shows persistence and initiative in striving to improve his/her teaching techniques.Attains the respect of his/her students in the classroom.Works to get along with fellow colleagues.Strives to develop a positive line of communication between teacher, student, and parent.Exhibits professionalism in his/her conduct in all school settings.Is sensitive to the need for keeping confidential information.Assumes responsibilities outside the classroom as they relate to school.Exercises responsibility for student management, both in the buildings and on school grounds.Assumes necessary non-instructional responsibilities

Position Title: Career and Technical Education (CTE) TeacherLocation:  Cahokia High SchoolDistrict: Cahokia Unit School District #187 - Cahokia Heights, IL Position Summary:Cahokia High School is expanding its Career and Technical Education (CTE) programs to offer high school students meaningful career-training opportunities across multiple pathways. We are seeking dynamic CTE educators to develop and deliver instruction in one or more of the following program areas:High-Priority Areas:Agriculture, Food, and Natural Resources Architecture and Construction (Carpentry) Automotive/Auto Body Maintenance and Repair Additional CTE Pathways Include:Arts, Audio/Video Technology & CommunicationsBusiness, Financial ServicesHealth Sciences and TechnologyCulinary ArtsFashion/Apparel and TextilesWeb & Multimedia DesignComputer ProgrammingBarberingIndustrial/Manufacturing TradesAviation and Aircraft Maintenance CTE teachers will instruct grades 9–12, providing hands-on technical instruction and career-focused learning that prepares students for college, certifications, employment, and internships. Teachers may be responsible for courses ranging from introductory to advanced levels (ISBE Matrices Groups 2–4), based on their experience and licensure.  Qualifications (Two Pathways):Option 1: Industry Experience PathwayPreferred: Bachelor’s degree or Technical School degree in the related CTE program area Minimum of 2–4 years of documented work experience in the CTE field Holds or obtains an ISBE  Educator License with Stipulations (ELS-CTE) in the relevant area prior to the date of hire Option 2: Professional Educator License (PEL) PathwayHolds a valid ISBE Professional Educator License (PEL) with a CTE endorsementCTE endorsement requires passing the content exam and completing 18 semester hours of coursework in the content area Preferred: At least two years of full-time CTE teaching experience   Essential Responsibilities:Design and implement curriculum aligned with Perkins V,  ISBE program quality indicators, and College and Career Pathway Endorsement requirements, including dual-credit courses Provide instruction that integrates academic, technical, and employability skills and prepares students for industry certifications and cooperative education/work-based learning experiences Deliver engaging classroom, lab, and workshop instruction that supports hands-on learning and industry-aligned certification opportunities Differentiate instruction based on student needs, interests, and learning styles Coordinate and supervise career and technical student organization (CTSO) activities and encourage student participation in competitions, leadership events, and industry-based challenges Collaborate with CTE team members, participate in department meetings, and engage in relevant professional development Attend and contribute to annual CTE advisory board meetings with higher education, community, and industry partners Continuously evaluate program quality and update instructional materials as needed Enforce all safety procedures and ensure a secure learning environment in compliance with local, state, and federal regulations Manage program resources and assist with budgeting, inventory, and equipment maintenance Perform other duties as assigned   Work Environment:Instruction may take place in classrooms, labs, shops, or industry-specific workspaces depending on the CTE area.  Interested in Applying?Interested candidates should submit a tailored resume, cover letter and any relevant college transcripts to:Tiffany PearceChief Business Officer / Recruitmentpearcety@cusd187.orgApplications may also be submitted through the Cahokia Unit School District #187 Job Application Site:https://sky.cusd187.org/scripts/wsisa.dll/WService=wsFin/rapplmnu03.w Open until filled. 

Looking for part time aides to help with children from 1-3 years old with special needs. 

Youth Art Instructor (Garfield Community Center)OverviewStarting Pay: $25.00 - $27.00 HourlyFull Pay Range: $25.00 -  $35.00 Hourly (employees may earn higher rates with continued employment depending on ARC pay structure)Position Type: Part TimeStart: As soon as possibleSchedule: Wednesdays, 4:00pm–7:00pm (Year-round)Associated Recreation Council (ARC), in partnership with Seattle Parks and Recreation (SPR), provides inclusive, high-quality recreation, enrichment, and lifelong learning programs for people of all ages. DescriptionIf you’re a creative art educator who enjoys teaching youth in a supportive, engaging environment, we’d love for you to join our team at Garfield Community Center.We’re seeking a Youth Art Instructor with experience teaching art in recreational, educational, or community settings. The instructor will lead weekly art projects, introduce various art materials and techniques, and help youth build confidence and foundational creative skills. Youth Art Instructor duties and responsibilities:Lead age‑appropriate weekly art activities for youthCreate a safe, inclusive, supportive learning environmentPrepare lesson plans, materials, and classroom setup/cleanupAdapt instruction to varying skill levels and needsSupervise participants and maintain positive group dynamicsCommunicate professionally with ARC staff and site supervisors  Youth Art Instructor qualifications:Experience teaching art in recreational, educational, or community settingsExperience working with childrenStrong communication and classroom management skillsAbility to work independently and reliablyAbility to pass a criminal background check Benefits: ARC Paid Sick and Safe Time (PSST) We are actively interviewing, so if this role is a good fit for you and you want to learn more, please apply now! EEO/ADAARC is an Equal Opportunity employer and values diverse perspectives and life experiences. Applicants will be considered regardless of race, color, creed, national origin, ancestry, sex, marital status, disability, religious or political affiliation, age, sexual orientation, caste, or gender identity.This job description indicates in general the nature and levels of work, knowledge, skills, abilities and other essential functions (as covered under the Americans with Disabilities Act) expected of an employee. It is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities required of an employee. An employee may be asked to perform other duties as required.Reasonable accommodations are available upon request during the application and hiring process.

Nature Camp Counselor for Inspire Active Learning's Call of the Wild CampsHiring now for employment in nature camps for the 2026-2027 school year. You may apply to work in one or more sessions:Second Saturdays (now through May) in Castro Valley, Berkeley, Oakland, and HaywardFall Break (November 23-25) in Oakland's redwoodsWinter Break (December 28-31) in Chabot Space and Science Center and Oakland's redwoodsSpring Break (March 29-April 2) in Oakland's redwoodsDo you love teaching children? Are you an avid hiker with a love of nature & the outdoors? Are you vegan? Nature Camp Counselors teach and lead children in learning about the outdoors, biology, environmental stewardship, ethical vegan values, and more through experiential learning, play, hikes, and exploration in outdoor nature camps. Open a door to the wonders of nature as a living classroom in Call of the Wild Camps, where kids in grades K-5 come to connect with nature, hike, read, write, explore, learn, & play!Camp Type: day camp, nature camp, summer camp, elementary school level campAPPLY: complete the application in the Google Form: https://forms.gle/1MnUShzPqnPxAFwH7. The application is also accessible on Inspire Active Learning's website www.inspireactivelearning.com. Only applicants who follow instructions are considered.You may be the ideal Nature Camp Counselor if you are:A communicative and collaborative team player bursting with creative ideas, fun, adaptable, friendly, outgoing, energetic, and eager to inspire and engage children in learning by doing.Experienced in early childhood education, elementary education, outdoor education, environmental education, nature education, literacy education, outdoor recreation, and related fields.Vegan or open-minded about veganism: “Veganism is a philosophy and way of living which seeks to exclude—as far as is possible and practicable—all forms of exploitation of, and cruelty to, animals for food, clothing or any other purpose; and by extension, promotes the development and use of animal-free alternatives for the benefit of animals, humans and the environment. In dietary terms it denotes the practice of dispensing with all products derived wholly or partly from animals.” – The Vegan SocietyWHO WE ARE: We believe that to inspire learning is to inspire action. We believe in experiential, lifelong learning. Outdoor educators in Call of the Wild Camps provide a fun, safe alternative to screen addiction; inspire nature connection and curiosity; and foster healthy, positive relationships with flora and fauna in our natural environments.Essential Duties:​Complete training online and onsite at Call of the Wild CampsPunctually and reliably attend scheduled work hours, rain or shine, including training, staff meetings, and camp session datesSafely lead hikes in parks up to approx. 6 miles per day for K-5th graders in small groupsMaintain a 4:1 or 5:1 student: staff ratio or ratio approved by the camp supervisorImplement age-appropriate, grade-appropriate, K-5 level nature-themed science, outdoor education, language arts, art, and motor activities for Call of the Wild CampsSupervise and engage children on occasional science museum & science center visitsTeach and facilitate fun and positive nature education curriculum on vegan topics such as animal rights, speciesism, health, food, clothing, and the environmentTeach and lead outdoor language arts activities for children with nature and wilderness themes, including circle time with story time and singing, literary show-and-tell, skits, nature journaling, mapmaking, creative writing, and authoring and illustrating booksTeach and facilitate science activities on topics in biology, ecology, zoology, life science, environmental science, outdoor education, stewardship, conservation, preservation, etc., integrating naturalistic observation, group discussion, games, children's books, and writing activitiesTeach and engage children in outdoor activities that blend recreation and education, such as nature-themed field games, hide and seek and chase games, forest "I Spy" games, and scavenger huntsTeach and facilitate nature-themed arts and craftsEngage children with a fun teaching style and high energy, creativity, adaptability, spontaneity, dynamism, and positivitySupervise and facilitate children's rest breaks, snack and lunch breaks, and physical play breaksProvide naturalistic executive function teaching across diverse activitiesImplement teaching and behavior management based on principles of applied behavior analysis (ABA), including prompting, positive reinforcement, and contingencies of reinforcement based on student preferences and choicesFacilitate emergent curriculum and child-centered, student-centered, experiential, incidental, and play-based teaching and learning opportunitiesCreate both structured and incidental learning opportunitiesKeep work materials neat, organized, and in good working conditionRecord accurate, objective incident reportsDrive by personal vehicle during the work shift for emergency or safety-related situations or to access reception as needed under supervisor directionFollow the three camp rules: (1) be kind, (2) be safe, and (3) leave no trace, and make sure campers follow themFollow all health and safety requirements, and make sure campers follow themFollow all seven leave no trace principles, and make sure campers follow themActively contribute and participate in staff training and meetingsProactively communicate camp questions and concerns with the camp director and supervisorFollow directions and implement feedback from supervisorsInteract with students and staff in a kind, caring, respectful, positive, and professional mannerRepresent Call of the Wild Camps in a positive and professional manner with customers, staff, and park visitorsMentor and support Counselors in Training (CITs) participating in the internship programMeet all of the physical requirements for the job, including standing, bending, sitting, squatting, walking, occasional lifting and carrying up to 50 lbs., hiking up to approx. 6 miles per day on varied terrain in varied weather with a backpack weighing up to 20% of your body weight, visual acuity for reading books, maps, interpretive panels, and signsPerform other duties as assignedAPPLY: you must complete the application in order to apply. Google Form link: https://forms.gle/1MnUShzPqnPxAFwH7. The application is also accessible on Inspire Active Learning's website www.inspireactivelearning.com. Only applicants who follow instructions are considered.Required Qualifications:​Required Education:​Proof of your high school diploma or higher degreeMost recent academic transcript (unofficial is permitted) in good standing with a 3.5 minimum GPA. If your school does not provide grades, you do not qualify for this position.Proof of a declared major or minor in a relevant discipline or completion of one or more relevant courses, such as biology, environmental science, or education​Certification and Safety Requirements:​​Proof of CPR and First Aid certification that remains unexpired through all camps dates you are applying to work. The only accepted CPR and First Aid certification involves passing a live skills assessment with an instructor. Entirely asynchronous online courses are not accepted.Proof of TB clearance completed within 4 years of the camp session start date.Pass a DOJ and FBI background check.​Required Experience:​​​Minimum 12 months of experience as a camp counselor, outdoor educator, naturalist, recreation leader, coach, instructor, or classroom teacher working in person with GROUPS of elementary school age children at K-5th grade level, ages 5-10. Babysitting or nannying are not equivalent experience.Frequent, regular experience hiking, trail running, or backpacking trails on varied terrain at least 6 miles in a dayExperience working in person with culturally, linguistically, and developmentally diverse childrenExperience working in person with students with widely diverse abilities, such as giftedness, typically developing children, children with disabilities (e.g., autism, ADHD, dyslexia, speech and language delays), and English Language Learners (ELL)Experience leading extracurricular enrichment activities in person for groups of children in grades K-5, ages 5-10Experience implementing effective and appropriate behavior management in person for children in grades K-5, ages 5-10Experience with child development and implementing age-appropriate, grade-appropriate, developmentally appropriate activities in person for children in grades K-5, ages 5-10​​APPLY: https://forms.gle/1MnUShzPqnPxAFwH7Required Skills:​Ability to model and educate about veganism as more than a dietAbility to hike trails of moderate difficulty on hilly and uneven terrain up to approximately 6 miles a day five days a week for multiple consecutive weeksAbility to carry a hiking backpack weighing up to 20% of your body weight for the duration of each camp dayAbility to meet all other physical requirements for the job, including standing, bending, sitting, squatting, walking, occasional lifting and carrying up to 50 lbs., and visual acuity for reading books, maps, interpretive panels, and signsDemonstrate a fun and engaging leadership style with high energy, creativity, adaptability, spontaneity, dynamism, and positivityFriendly, kind, caring, compassionate, and patient teaching style for learners of all skill levelsEagerness and openness to continually learn and develop your skill setCommand of American English phonology, morphology, syntax, semantics, and pragmaticsExcellent ability to break concepts down into simple and easy stepsExcellent time-management and organizational skillsOutstanding oral and written communication skillsEco-conscious skills with a demonstrable love of nature and the outdoorsYou can articulate how veganism benefits animals, health, and the environmentHealth-conscious skills with a demonstrable love of active and healthy livingEnthusiasm for nature-themed language arts and literacy teachingEnthusiasm for making education relevant to children's livesDemonstrate care for children and a desire to help the whole child learn and grow in enjoyable ways, in addition to subject-matter competence in language arts and relevant life sciencesAPPLY: https://forms.gle/1MnUShzPqnPxAFwH7​Other Requirements:​You are an adult (age 18 or older) or will be an adult before the start date of the camp sessionProof of a valid California driver's licenseProof of auto insurance​​Preferred Qualifications:​​​Experience hiking in the parks where you are applying to workYou are vegan, as defined by The Vegan Society and as described on Inspire's website here: https://www.inspireactivelearning.com/what-is-veganismAPPLY: https://forms.gle/1MnUShzPqnPxAFwH7PERKS AND BENEFITS:​Have fun teaching and inspiring kids in the great outdoors!Employees get paid training; paid rest breaks; off-duty lunch breaks; and retirement plan if working at least 30 daysReferral bonusSupportive and friendly environment with coaching and mentorshipBecome part of a company that truly cares about both the employee’s and student’s happiness and success!​LOCATIONS:Saturday Camps: different parks, forests, science centers, and nature centers across the East Bay. See Inspire Active Learning's website for more details: https://www.inspireactivelearning.com/call-of-the-wild-saturday-nature-campsFall Break Camp: Reinhardt Redwood Regional Park, Oakland.Winter Break Camp: Roberts Regional Recreation Area, Oakland. Chabot Space and Science Center, Oakland.Spring Break Camp: Reinhardt Redwood Regional Park, Oakland.​SCHEDULE:​​Initial Training: two dates before the start date of camp sessionsSaturday Camps: second Saturdays now through May, 8:55 AM-5:05 PMFall Break Camp: November 23-25, Monday-Wednesday, 8:25 AM-4:35 PMWinter Break Camp: December 28-31, Monday-Thursday, 8:25 AM-4:35 PMSpring Break Camp: March 29-April 2, 8:25 AM-4:35 PM​CLASSIFICATION: Non-exempt employee for temporary, seasonal work.​COMPENSATION: $21.00/hr - $23.00/hr DOE​RECRUITMENT PROCESS:1) Application2) Interview via Google Meet for qualified applicants3) Employment verification, plus reference checks with two supervisors who have overseen your work with children4) Conditional job offers are made to selected candidates5) Final job offers are made, contingent upon successfully completing all requirements for hire​APPLY: you must complete the application in order to apply. Google Form link: https://forms.gle/1MnUShzPqnPxAFwH7.  The application is also accessible on Inspire Active Learning's website www.inspireactivelearning.com. Thank you!Keywords: nature camp counselor, camp leader, camp teacher, camp instructor, outdoor educator, youth leader, youth group leader, program leader, lead counselor, lead camp counselor, elementary program leader, outdoor camp counselor, forest camp counselor, naturalist, summer camp counselor, hiking camp counselor, science camp counselor, vegan camp counselor, writing camp counselor, reading camp counselor, academic camp counselor, K-5 camp counselor, nature instructor, naturalist, Berkeley camp counselor, Oakland camp counselor, fall break camp counselor, winter break camp counselor, spring break camp counselor

Senior Pastor: We are prayerfully seeking a senior pastor to lead our independent fundamental Baptist church in central Illinois as we approach our 75th anniversary.  We want him to connect well with teens and college students and be passionate about fostering growth in young families within the church. Our ministries include a K4-12 Christian academy in its 49th year, with 32 students, and is led by two teacher-principals.  This oversight structure can remain in place until the pastor provides additional direction.  He will champion both the sharing of the Gospel and the strengthening of the saints.  He must meet the pastoral qualifications specified in 1 Timothy 3:1-7.Additional benefits include a family-sized church-owned parsonage and a matching nonprofit retirement plan.Located in a stable, rural community near Peoria, our church is a rooted, debt-free congregation with a modern 20,000 sq ft facility plus adjacent parsonage and mission homes. We enjoy long-term pastoral leadership (12+ year average), a dedicated staff of 9, and an average worship attendance of 60. With a $270k budget, we are also invested in global missions, supporting 18 missionaries with nearly $22k annually through faith-promise giving, and we are active members of the Association of Independent Baptist Churches of Illinois.website: https://calvarychilli.org/Please feel free to call (309)270-2655.  In Christ,Nathan BjerkPulpit Committee LeadCalvary Baptist ChurchChillicothe, Illinois 61523

4th and 5th Grade Science and History General Education TeacherLocation: Halifax, VASchedule: Full-time, school-basedEmployment Type: ContractPay Rate: starting at $30 per hour Position OverviewBirch Agency is seeking a dedicated and student-centered 4th and 5th Grade Science and History General Education Teacher to support elementary students in Halifax, Virginia.This position offers an exciting opportunity to inspire young learners through engaging science and history instruction while fostering critical thinking, curiosity, and academic growth. The General Education Teacher will collaborate closely with school staff, families, and instructional support teams to create a positive and inclusive learning environment that promotes student success.Key Responsibilities Plan and deliver engaging science and history lessons aligned with Virginia Standards of Learning (SOLs). Create a positive, student-focused classroom environment that supports academic and social-emotional growth. Differentiate instruction to meet the diverse learning needs of students. Assess student learning through formal and informal assessments and use data to drive instruction. Maintain accurate student records, grades, and progress reports. Collaborate with grade-level teams, special education staff, and administrators to support student achievement. Communicate regularly with parents and guardians regarding student progress and classroom activities. Incorporate hands-on learning experiences, projects, and technology into daily instruction. Support the development of critical thinking, problem-solving, and organizational skills. Participate in faculty meetings, professional development opportunities, and school events. Qualifications Bachelor's degree in Education or a related field required. Active Virginia Teaching License with Elementary Education endorsement required or ability to obtain through reciprocity. Experience teaching upper elementary students, preferably grades 4-5, preferred. Knowledge of Virginia Science and History curriculum standards. Strong classroom management, communication, and collaboration skills. Ability to build positive relationships with students, families, and colleagues. Commitment to fostering an inclusive and engaging learning environment. Why Work with Birch Agency?Birch Agency is committed to supporting educators with meaningful opportunities and exceptional benefits, including: Competitive weekly pay based on experience. 401(k) with company match. Medical, dental, and vision insurance. Paid time off (PTO). Professional development opportunities. Ongoing recruiter support. Opportunity to make a meaningful impact in the lives of elementary students. Apply TodayIf you're passionate about helping 4th and 5th grade students develop a love for science, history, and lifelong learning, Birch Agency would love to connect with you!#LI-JB1#cat2

Job Title: Resource Special Education TeacherLocation: York, SC 29745Schedule: 37.5 hours per week, school-basedEmployment Type: ContractContract Dates: ASAP – May 27, 2027Pay Rate: Starting at $45/hour (dependent on experience)Position OverviewBirch Agency is seeking a dedicated and compassionate Resource Special Education Teacher to join a highschool-based team in York, South Carolina for the 2026–2027 school year.This full-time opportunity is ideal for an educator who is passionate about helping high school students with diverse learning needs achieve academic success in a resource room setting. The Special Education Teacher will provide individualized instruction, implement IEPs, and collaborate closely with general education teachers to ensure students receive the support and accommodations necessary to thrive.Key Responsibilities Develop, implement, and manage Individualized Education Programs (IEPs) aligned with each student's educational goals. Provide specialized instruction to high school students in a resource room setting. Deliver targeted academic interventions through individual and small-group instruction. Collaborate with general education teachers to provide accommodations, modifications, and instructional support. Monitor student progress and maintain accurate documentation, progress reports, and compliance records. Implement positive behavior support strategies and foster student independence and self-advocacy. Participate in IEP meetings, eligibility meetings, multidisciplinary team meetings, and professional development activities. Adapt curriculum and instructional materials to meet individual student needs. Maintain compliance with federal, state, and district special education regulations. Build positive relationships with students, families, administrators, and school staff. Qualifications Bachelor's degree in Special Education or a related field preferred. Active South Carolina Special Education teaching certification required (or eligibility to obtain through reciprocity). Previous experience working with high school students preferred. Experience with IEP development, progress monitoring, and resource classroom instruction preferred. Strong classroom management, communication, organizational, and collaboration skills. Passion for helping students develop the academic, organizational, and life skills needed for post-secondary success. Work Environment High school resource room setting. Collaborative team environment with general education teachers, administrators, school psychologists, therapists, and related service providers. Student-centered environment focused on academic achievement, independence, graduation readiness, and successful transition planning. Why Work with Birch Agency?Birch Agency is committed to supporting educators with meaningful opportunities and exceptional benefits, including: Competitive weekly pay starting at $45/hour (dependent on experience) 401(k) with company match Medical, dental, & vision insurance Paid time off (PTO) Professional development opportunities Ongoing recruiter support throughout your assignment Apply TodayIf you're a passionate Special Education Teacher looking for a rewarding opportunity in York, South Carolina, Birch Agency would love to connect with you. Join a supportive school community and help students build the skills and confidence they need to succeed in high school and beyond.#LI-JB1#cat2