Careers in Education

GOVERNMENT STREET PRESBYTERIAN CHURCHYouth Ministry CoordinatorPRIMARY FUNCTION: The Youth Ministry Coordinator shall develop, implement, and oversee the ministry of education for youth of Government Street Presbyterian Church (GSPC) in 6th through 12th grades working in collaboration with the Director of Christian Education and the Christian Education (CE) Committee.SOURCE OF SUPERVISION: The Youth Ministry Coordinator shall be accountable to the Director of Christian Education. Performance reviews shall be conducted annually in accordance with the GSPC Employee Guide.WORK TIME REQUIRED: Part-time hourly position (10-15 hours per week/$20 per hour.) The Director’s work schedule shall be determined with the advice and consent of the Director of Christian Education or the Pastor in consultation with the CE Committee.WORK PERFORMED: The Youth Ministry Coordinator shall:1. Plan for and implement the middle school and high school youth events andcoordinate with and support all volunteers working with youth.2. Regularly check in with youth during Sunday School and regularly attend Sunday morning worship.3. Develop a relational ministry with youth that extends beyond scheduled events. Relational ministry includes but is not limited to knowing the names of every youth and their parents; personally contacting, emailing, texting or phoning active youth and/or their parents; checking in regularly with less active or inactive youth; being informed of special victories, concerns or challenges youth experience; as time allows attending youth school events and making attempts to know and be involved personally in the lives of youth.4. Integrate the youth with the congregational life and the ministries of GSPC, the Presbytery of South Alabama and the PC(USA).5. Promote youth participation and accompany if possible youth on PC(USA) and GSPC retreats (including the Montreat Youth Conference) and mission trips. These trips will be compensated at an agreed upon rate.6. Communicate regularly with youth and parents using a variety of media to keep all informed of youth activities and opportunities and keep adequate records of youth participation. Develop and distribute control documents in a timely fashion, including the Youth Directory, the Youth Ministry Calendar, calendar requests, event and trip registration forms, Leaders Directory and materials for first time visitors.  According to the general practices and principles of GSPC, secure background checks where applicable.7. Assist Director of Christian Education and Pastor in coordination of Youth Confirmation.8. Provide report/updates to the Christian Education Committee and communicate with the church staff, particularly the Pastoral staff, to foster informed and enthusiastic support of the priorities and programs of the youth ministry.  QUALIFICATIONS: 1. High school diploma2. Commitment to the mission of GSPC3. Demonstrated ability to work with youth and families4. Ability to work with volunteers5. Demonstrated organizational skills6. Outgoing, personable, welcoming, engaging, energetic, passionateThe successful applicant will be required to submit to a background check with satisfactory findings.      

About usSparrow is the first high-tech, high-touch employee leave management solution. Our mission is to make it simple for companies to provide their employees with all kinds of leave (i.e. family, medical, etc.). Currently, the leave management process is painful and inefficient for everyone. Company leaders struggle to keep up with regulations and processes that change frequently, and the employees going on leave are overwhelmed by bureaucracy at an exceptionally important juncture in their career. Sparrow transforms this ordinarily tedious, error-prone, complex to remain compliant, and time-consuming process into a 30-minute end-to-end experience saving teams time (20 - 40 hours per leave) and money (up to $30K per leave).   Sparrow is headquartered in San Francisco but all employees work remotely across the country. Sparrow is a diverse, highly talented, and supportive team. Together, we are hardworking, collaborative, smart, and humble—after all, we’re solving real problems.About the roleAs a Leave Specialist, you will be the primary contact for employees of companies we service and will manage a leave of absence from start to finish. You will also play a critical role of supporting your peers and Sparrow team members.  What your day to day will look like:Manage a portfolio of leave of absences, short-term and long-term leaves, from inception to completion for employees in the US and Canada across multiple companies using established Leave of Absence processes.Maintain ongoing knowledge of State, Federal, and an array of Company leave policies, including FMLA and ADA, short-term and long-term disability plans. You’ll be responsible for ensuring employees are aware of their responsibilities and reviewing eligibility, certification, and benefits.Communicate directly with third parties when necessary, preserving the confidentiality of employee medical documentation and files.Interface and collaborate comfortably with a variety of key stakeholders to maintain relationships, including employees, HR, payroll teams, managers, HR Business Partners, through various methods of communication (phone, email). Maintain complete and accurate internal records of leave requests and documentation of best practices.Partner with our internal payroll teams to ensure employees are paid accurately and on time. Includes building, analyzing, and communicating clear payroll information to employees and HR teams.Partner with our internal claims management team to file and manage claim filings with states and private disability insurance providers.Use a combination of tools to manage, communicate and update all stages of a leave.Work with the Customer Experience department to ensure a consistent level of service, utilizing resources and adapting to process improvements to enhance employee and employer experiences. Maintain key metrics, including Service Level Agreements and Customer Satisfaction.Actively participate in team meetings providing feedback, solutions and suggestions.Attributes of a successful candidate who will excel at supporting our customers:Strong collaboration and communication skills that allow you to interact comfortably with internal cross-functional teams, and customers. You excel in active listening, empathy, and approachability. Be comfortable moving between multiple tasks in a quick succession.Be adaptable to process and product improvements in a growing start-upAble to utilize resources to identify answers to common employee or employer questions about the leave processMaintains internal systems and processes. Demonstrates strong customer service skills. Represents the company voice with customers, listens empathetically to understand customer needs and provides impactful solutions. Understand and interpret basic payroll calculations with the ability to break down these calculations in an easy to understand manner.In collaboration with the Sparrow team, build a better product:Collect and share product feedback that you receive during customer interactions.Evaluate our impact throughout the lifecycle of each leave.Implement process improvements to resolve inefficiencies and address customer pain points. Provide and seek negative and positive specific feedback to your peers, supporting your team's growth and development. About youSuperior organization skills and detail-oriented. You're able to track various tasks from different leaves and ensure nothing gets lost. Outstanding verbal and written communication skills. Clear, empathetic communicator able to balance rapport and problem solving. You are comfortable communicating through email, chat, and phone calls.People person. Remarkable degree of empathy and interpersonal intuition, and strong, active listening skills. More than 2 years of client-facing experience where relationship-building is valued.Learner's mindset. Highly self-directed, adaptable, and up for feedback and implementation in a fast paced, always changing environment. Proactive. You're always anticipating what might come next and how better to support the Leave Specialist team. Systems-oriented. Always thinking of how you can improve processes to make the team even more efficient. Trustworthy. You act with discretion and can be trusted to handle confidential information appropriately.Relentlessly Optimistic. You believe in and work for the possibility of change and are unyielded by uncertainty and roadblocks. Empathetic. You lead with empathy, and understand each situation from our customers perspective and approach with compassion. Compensation This is a full-time hourly, non-exempt position. Compensation ranges from $22.25 to $27.50 per hour and is based on your legal state of residence.  Why Sparrow? Our work at Sparrow is impactful. We help People teams with one of the hardest parts of their job, and we support employees at a time when they need it most. We’re driven by our mission, much like a nonprofit, but with the resources and scale of a fast-growing venture-backed company.Sparrow is proud to be an equal opportunity employer. While we are united by our excitement for the mission and product, the diversity of our experiences is one of our strengths. The Sparrow team is made up of people with all types of backgrounds, and we have teammates in 30 states and counting. To learn more about the Sparrow team and its benefits, check out our careers page.

Who We Are:Across North America and all over the world, Mathnasium Learning Centers are committed to teaching children math so that they understand it, master it, and love it.Our world-class curriculum is built upon the Mathnasium Method™— the result of decades of hands-on instruction and development — and has changed the lives of children since 2002.  We, at Mathnasium of Denville, are the most fun and effective Mathnasium.Why Work with Us:At Mathnasium of Denville, one of the top 50 Mathnasiums in the world, we’re passionate about both our students and our employees! We set ourselves apart by providing Math Instructors with:  A rewarding opportunity to transform the lives of 2nd-12th grade studentsConsistent, but flexible part-time hours after school and on weekendsA fun, supportive, and encouraging work cultureOpportunities for advancementContinuous training on effective teaching methodologiesAll necessary curriculum and instructional toolsIf you are driven, motivated, and eager to make a difference, we would love to meet you!Job Responsibilities:Teach/tutor in-center, online, and/or via hybrid delivery using the Mathnasium Method™, terminology, and teaching practicesWork collaboratively with team members to deliver individualized instruction in a group settingAssess students’ learning progress and engagement throughout instructional sessionsBecome proficient with digital educational materials and processesSupport the maintenance of a safe and professional learning environmentQualifications:Passion for math and working with studentsExcellent interpersonal skillsEagerness to learn and be trainedExceptional math competency through at least Algebra I, preferably through Pre-Calculus.Ability to balance various ongoing tasksCommitment to work throughout the school year on a pre-set schedule. (We do not hire Summer Help Only.)Must be at least 16 yrs of age.Demonstrate responsibility for own schedule. All applicants will be required to take a math literacy test to demonstrate math proficiency.  This is not a summer job.

Temporary Part-Time or Full-time work for preschool teacher with 12 ECE units in June 2026 Bay Area Kinderstube, a German immersion preschool in Albany, CA in the East Bay, is looking to hire a preschool teacher with 12+ early childhood education (ECE) units to staff our extended summer program in June.Due to the short-term nature of this appointment, we are waiving the requirement for German language skills for the month. Come join our sweet community this June! MISSION:The Bay Area Kinder Stube (BAKS) is a German-language immersion preschool program dedicated to fostering support of the German language in the lives of children between the ages of 2 and 5 years. Our mission is to make German language development an integral part of the social-emotional, physical, and cognitive development of the child. The BAKS program seeks to stimulate language ability through play and theme-based preschool activities. The language of instruction and interaction with the children is exclusively German. BAKS does not discriminate on the basis of nationality, race or religion.  DUTIES AND RESPONSIBILITIES:Participate in the supervision and oversee safety of the children, from the time of arrival to parent pickup, both inside and outside the building.Participate in providing instructional activities and opportunities that foster German language skills and encourage curiosity, exploration, and problem solving appropriate to the developmental levels and learning styles of children.Assist in planning and preparing classroom; provide a supportive environment in which children can learn and practice appropriate and acceptable individual and group behaviors.Maintain open and cooperative communication with parents/caregivers and families. Assist in planning and implementation of cultural celebrations that are an accessory part of the program (Laternenfest, Christmas celebration, and a Mother’s Day celebration).Change diapers of younger children; support efforts of the parent/caregiver in toilet training.Participate in administration of snack and supervision of lunch.Perform miscellaneous job-related duties as assigned.In fulfillment of the mission of Bay Area Kinder Stube, the German language is to be used as the language of instruction with all participating children. LINES OF SUPERVISION:The Teacher reports directly to the Director/Teacher, who will aid and support the teacher in handling problems with particular children or parents/caregivers. TEACHER QUALIFICATIONS:An individual is eligible to hold the position of Teacher by fulfilling one of three scenarios:Has completed 12 post-secondary Early Childhood Education units or equivalent quarter units at an accredited college or university and can show at least six months of work experience in a licensed day care center or comparable group child care program.The educational units specified above must include courses which cover the general areas of child growth and development or human growth and development; child, family and community or child and family; and program/curriculum.Experience shall be verified as having been performed satisfactorily, at least three hours per day for a minimum of 50 days in a six month period, as a paid or volunteer staff member under the supervision of a person who could qualify as a teacher or director under these guidelines.Possess a current and valid Child Development Associate (CDA) credential with the appropriate age level endorsement issued by the CDA National Credentialing Program, and have at least six months of on-the-job training and/or work experience in a licensed child care center or comparable group child care program.Possess a Child’s Center Permit issued by the California Commission on Teacher Preparation and Licensing.Unqualified oder partially qualified applicants welcome if willing to complete ECE classes while working at Kinderstube. ADDITIONAL REQUIREMENTS FOR EMPLOYMENT: Is a native speaker of German or can prove language mastery through documentation of German language coursework at the post-secondary level.Proof of a completion of or concurrent enrollment in Child and Infant First Aid and CPR classes.Complete a health screening prior to employment and take a tuberculosis test. Evidence of eligibility to work (U.S. passport or Social Security Card and Drivers License).In the event that the candidate is not a U.S. citizen, provide evidence of eligibility to work in the U.S. (U.S. resident alien card (Green Card) or U.S. work permit). To apply, please send your resume with a cover letter to rabea@kinderstube.org

Kerem Shalom in Concord, MA is seeking a dynamic 7th Grade teacher to join our vibrant “Hebrew School Reimagined” community, which meets once per week (on Monday evenings from 6:30-8:00 PM) during the school year.Job Description: Our 7th Grade Hebrew School seminar and dinner meets once per week from 6:30-8:00 (dinner at 6:30, class at 7:00) on Mondays throughout the academic school year. The 7th Grade program will be a Judaic academic subject. Topic will be open for development, based on the applicant’s skillset and passion. Potential topics include: Holocaust, Social Justice, Current Events/Politics, Jewish History or Bible studies. All candidates will collaborate with the Director of Congregational Learning on the development of the curriculum and incoming teacher/s will be compensated over the summer for up to 10 hours of course development/collaboration time. Responsibilities:Plan and lead a Judaics class for 7th graders – 24 sessions per academic yearInclude 7th grade parents for “Parent Learning Nights” within academic yearAttend 3 faculty meetings and in-service meetings with the Director of Congregational Learning throughout the academic year (roughly 2-2.25 hours each)Create a supportive and inclusive learning environment.Prepare and submit weekly lesson plansUpdate parents on ongoing class progress/statusQualifications:Passion and love for Jewish educationExperience teaching or facilitating in a Jewish educational setting.Energetic and engaging teaching styleStrong interpersonal and communication skills.Experience teaching 7th graders or teens (preferred, but not required)Benefits:Teacher salaries are paid monthly, on a 9-month academic year cycle, based on the number of taught sessions and an hourly rate. Salary: $60-$80/hour based on level of teaching experienceSummer Curriculum Prep and Collaborative Meetings (reimbursed at hourly rate)Weekly Monday night Pizza DinnersAbout Us: We are a welcoming and inclusive synagogue committed to Jewish life and spiritual growth. We value creativity, education, and a high level of community engagement. Our exploration of progressive Judaism stands upon three values: kehillah (community), simchah (joy), and k’vod ha-b’riyot (respect for the dignity of every person). How to Apply: Submit resumes and questions to Interim Director of Education, Mindy Harris, at learning@keremshalom.org.

Spanish Immersion Teacher – 2nd GradeGrandville Calvin Christian Schools (GCCS) is looking to hire a full-time Spanish Immersion teacher for 2nd grade at Grandville Christian School.GCCS is seeking a passionate Christian educator to join our elementary Spanish Immersion staff. GCCS offers 65 years of experience in Christian education and 16 years of teaching in Spanish Immersion education. This individual will join a knowledgeable, qualified, collaborative team of teachers from both the Spanish Immersion and English programs who love God, love kids, and love teaching.Applicants must be fluent in Spanish, be familiar with immersion program instruction, be committed to carrying out the mission and vision of Grandville Calvin Christian Schools, be able to articulate her/his faith story and a Reformed perspective on Christian education, and be certified to teach elementary school in the state of Michigan. 

The University of Akron / EX[L] Center VISTA Position The EX[L] Center for Community Engaged Learning at The University of Akron works to bridge the gap between campus and community, helping partner organizations build capacity to better meet their missions while providing hands-on learning opportunities for University of Akron students. KEY RESPONSIBILITIES Design a community-based Federal Work Study Program to support K-12 cradle to career initiatives in Akron Redesign the Akron Community Internship Program into a summer cohort experience. Develop and support program assessment and data collection efforts AmeriCorps VISTA BENEFITS 12 month service term $957.46 biweekly living allowance End-of-service Cash Stipend OR $7395 Education Award Healthcare and Childcare Benefits Relocation Allowance (if greater than 50 miles) Professional development opportunities   FOR MORE INFORMATION: Email your resume to abby.huffman@engageky.org and mdelong@uakron.edu 

 TEXAS LEADERSHIP PUBLIC SCHOOLS Job Title:              Classroom Teacher                             Department:         Academics                            Reports To:           Campus Principal FLSA Status:         Exempt/10 months  GENERAL PURPOSE: Provides students with appropriate educational activities and experiences that will enable them to fulfill their potential for intellectual, emotional, physical and social growth.  Help students develop the skills necessary to be a productive member of society. PRIMARY DUTIES AND RESPONSIBILITIES:The following duties ARE NOT intended to serve as a comprehensive list of all duties performed by all employees in this classification, only a representative summary of the primary duties and responsibilities. Incumbent(s) may not be required to perform all duties listed and may be required to perform additional, position-specific duties.  This employee may be required to work with at-risk students. INSTRUCTIONAL STATEGIES:Design, write and use lesson plans that conform to the charters curriculum. Ensure written plans are available for review.Ensure lesson plans show modifications for differences in student learning styles.Teach instructional subjects according to guidelines established by Texas Education Agency, charter policies and administrative regulations.Implement appropriate instructional and learning strategies, activities, materials and equipment to ensure comprehension of learning styles an student needs.Design instructional activities by using data from student learning style assessments.Collaborate with special education teachers on student Individual Education Plans to ensure all modifications are met.Collaborate with staff to determine charter requirement for the instructional goals, objective and methods.Produce and oversee teacher aide and volunteer assignments.Employ technology practices to strengthen the instructional process.GROWTH AND DEVELOPMENT:Help students assess and enhance their study methods and habits.Produce formal and informal testing to evaluate student success.Coordinate and manage extracurricular duties as assigned. Sponsor outside activities approved by the charter principal.Serve as an example for students, support mission of charter.CLASSROOM MANAGEMENT AND ORGANIZATION:Prepare classroom to enhance learning and to aid in physical, social and emotional development of students.Control student behavior in agreement with the student handbook.Ensure necessary and reasonable measures are taken to protect students, equipment, materials and facilities.Provide input on book, equipment and material selection.COMMUNICATION:Establish communication rapport with parents, students, principals and teachers through conferences.Create and maintain a professional relationship with colleagues, students, parents and community membersPresent information accurately through clear communication skills.PROFESSIONAL:Enrich job skills through professional development activities.OTHER:Keep up to date on and abide by state and charter regulations and policies for classroom teachers.Gather, manage and file all reports, records and other documents required.Be active in faculty meeting and assist in staff committees as necessary. SUPERVISORY RESPONSIBILITIES:Oversee assigned teacher aide.JOB RELATED CONDITIONS:Maintain control in stressful situations.Extended hours may be required.Some lifting may be requiredREQUIREMENTS:Bachelor’s Degree or higherValid Texas Teacher Certification, strongly preferredESL Certification preferred for all ELA TeachersAbility to successfully work with various classroom technology programsAll primary roles and major responsibilities are listed.  Additional duties and skills may be required for each job.       

TEXAS LEADERSHIP PUBLIC SCHOOLS Job Title:              Classroom Teacher                             Department:         Academics                            Reports To:           Campus Principal FLSA Status:         Exempt/10 months  GENERAL PURPOSE: Provides students with appropriate educational activities and experiences that will enable them to fulfill their potential for intellectual, emotional, physical and social growth.  Help students develop the skills necessary to be a productive member of society. PRIMARY DUTIES AND RESPONSIBILITIES:The following duties ARE NOT intended to serve as a comprehensive list of all duties performed by all employees in this classification, only a representative summary of the primary duties and responsibilities. Incumbent(s) may not be required to perform all duties listed and may be required to perform additional, position-specific duties.  This employee may be required to work with at-risk students. INSTRUCTIONAL STATEGIES:Design, write and use lesson plans that conform to the charters curriculum. Ensure written plans are available for review.Ensure lesson plans show modifications for differences in student learning styles.Teach instructional subjects according to guidelines established by Texas Education Agency, charter policies and administrative regulations.Implement appropriate instructional and learning strategies, activities, materials and equipment to ensure comprehension of learning styles an student needs.Design instructional activities by using data from student learning style assessments.Collaborate with special education teachers on student Individual Education Plans to ensure all modifications are met.Collaborate with staff to determine charter requirement for the instructional goals, objective and methods.Produce and oversee teacher aide and volunteer assignments.Employ technology practices to strengthen the instructional process.GROWTH AND DEVELOPMENT:Help students assess and enhance their study methods and habits.Produce formal and informal testing to evaluate student success.Coordinate and manage extracurricular duties as assigned. Sponsor outside activities approved by the charter principal.Serve as an example for students, support mission of charter.CLASSROOM MANAGEMENT AND ORGANIZATION:Prepare classroom to enhance learning and to aid in physical, social and emotional development of students.Control student behavior in agreement with the student handbook.Ensure necessary and reasonable measures are taken to protect students, equipment, materials and facilities.Provide input on book, equipment and material selection.COMMUNICATION:Establish communication rapport with parents, students, principals and teachers through conferences.Create and maintain a professional relationship with colleagues, students, parents and community membersPresent information accurately through clear communication skills.PROFESSIONAL:Enrich job skills through professional development activities.OTHER:Keep up to date on and abide by state and charter regulations and policies for classroom teachers.Gather, manage and file all reports, records and other documents required.Be active in faculty meeting and assist in staff committees as necessary. SUPERVISORY RESPONSIBILITIES:Oversee assigned teacher aide.JOB RELATED CONDITIONS:Maintain control in stressful situations.Extended hours may be required.Some lifting may be requiredREQUIREMENTS:Bachelor’s Degree or higherValid Texas Teacher Certification, strongly preferredESL Certification preferred for all ELA TeachersAbility to successfully work with various classroom technology programsAll primary roles and major responsibilities are listed.  Additional duties and skills may be required for each job.

Summer Program Assistant TeacherReports to: Program DirectorWork Locations: One of the following DOE school buildings sites. We partner with Summer Rising from June 29th through August 15th at these sites:K040 - George W. Carver - 265 Ralph Avenue, Brooklyn, NY 11233IS 292 - 301 Vermont Street, Brooklyn, NY 11207K327 111 Bristol Street, Brooklyn, NY 11212PS 306 – The Ethan Allen School, 970 Vermont Avenue, Brooklyn 11207P.S. 156 Waverly - 104 Sutter Avenue, Brooklyn, NY 11212Academy for Young Writers - 1065 Elton Street, Brooklyn, NY 11239PS 189 – The Bilingual Center, 1100 E New York Ave, Brooklyn 11212IS 265 – Dr. Susan S. McKinney Secondary School of the Arts, 101 Park Avenue, Brooklyn 11205Hours: Temporary Full-time or part-time positions available from June 29th - August 15, 2026. Full and Part-time schedules available - Program hours are Monday - Friday 8:00am - 6:00pmSalary Range: $20/hour - $20/hour CLICK HERE TO APPLY Position Summary: Education and Youth Development programs provide summer enrichment learning opportunities to elementary and middle school children. During the summer, we offer academic enhancement, enrichment programs, and STEAM activities from 8:00 am - 6:00 pm. Teachers for the enrichment program are expected to lead a class of 20-30 students Monday through Friday for 8 hours daily. We are located inside of DOE school buildings and we partner with Summer Rising from July 5th through August 16th.Responsibilities:Work with the lead teacher to implement hands-on, multi-sensory, and project-based lessons and activities to children, which are provided in the context of academically stimulating lessons based on the thematic curriculum.Submit lesson plans to the program site director and Education Specialist for approval according to submission schedule.Work with the lead teacher to plan lessons related to field trips and help provide supervision to students during field trips.Participate in curriculum and other professional development trainings as required.Working under the supervision of the lead teacher and site director, use creative / innovative teaching strategies that enhance and encourage an increase in literacy skills, social-emotional learning, and STEAM.Work with the lead teacher to develop and plan culminating event activities that will showcase learning and creativity.Engage and communicate with parents and families as required by the site director.Provided effective supervision to 20 students during classroom activities and transitions.Monitor authorized parent / guardian pick up of children.Assist the lead teacher with preparation of activities and materials for the daily schedule.Participate in agency-wide groups and meetings as requiredAssist with development of funding proposals as neededOther tasks as may be required.Qualifications Required:High School Diploma required. Some college preferred.Experience working with youth in an afterschool or summer camp environment.Must be flexible to work across all afterschool programs to provide coverage when needed.Must enjoy working with children and able to pass a background check with NYC and NYS Department of Health and NYC Department of EducationQualifications Preferred:Current or former assistant teacher. Background in STEAM, visual, performing arts or sports coaching a plus. Computer savvy in applications, video conferencing, and responding to emails.BCS is an Equal Opportunity Employer. Auxiliary aids and services are available upon request to individuals with disabilities

Paid InternshipSan Francisco Public Utilities Commission (SFPUC) Natural Resources and Lands Management Division, Alameda Creek Watershed CenterAbout the Natural Resources and Lands Management DivisionThe Natural Resources and Lands Management (NRLM) Division within the Water Enterprise of the SFPUC is responsible for the management of approximately 61,000 acres of Bay Area watershed lands under SFPUC ownership as well as 150 miles of utility right-of-way. NRLM Division is responsible for managing, protecting, restoring, and monitoring the ecological resources on these lands and environmental compliance for the operations and maintenance of the Hetch Hetchy Regional Water System which serves 2.7 million customers. We are committed to responsible natural resources management that protects and restores viable populations of native species and maintains the integrity of the ecosystems that support them for current and future generations. We strive to become a leader in science-based and collaborative environmental stewardship to continue providing high-quality and reliable water supplies to our customers. The NRLM Division of the Water Enterprise of SFPUC currently has an opening for a 9922 Public Service Aide, “Naturalist Aide.” This position will evolve based on the needs of our newly constructed and soon to open Alameda Creek Watershed Center. About the Alameda Creek Watershed CenterThe Alameda Creek Watershed Center (ACWC) is a new interpretive center in the Alameda Creek watershed by the town of Sunol. The ACWC showcases the natural, cultural, scenic, and recreational resources of the Alameda Creek watershed via interpretive exhibit halls, a 2.5-acre Watershed Discovery Garden that features the plant communities of the watershed, and the historic Sunol Water Temple. The ACWC also offers a window into the current and historic culture of the local Muwekma Ohlone Tribe. Work Location: 505 Paloma Way, Sunol, CA Description of Duties and Learning ObjectivesInitially, the selected candidate will assist in the development of school programs for 3rd, 4th, and 5th graders, weekend interpretive programs, and our volunteer program. Once the Center opens, we’ll begin implementing those programs and supporting visitor’s services, such as greeting, registration, and answering questions. The candidate chosen will be part of a team developing and piloting new programming as well as helping to set up administrative structures including purchasing supplies and other day-to-day operational duties.•Assist with developing and delivering school programs, exhibit tours, programs and special events for the public•Staff the Center’s front desk, assisting visitors and answering phones•Learn the online registration system used to manage contacts, register for programs, schedule room use, manage volunteers, record program stats, and generate reports•Assist with volunteer training and supervision and related activities•Prepare materials for school programs, public programs & events•Maintain inventory of office and program materials, supplies, & equipment•Assist with the care of trout and the maintenance of the trout stream profile aquarium•Occasional work in the Native Plant Nursery and Watershed Discovery Garden•Develop a working knowledge of local cultural and natural history, and interpretive program principles.•Work collaboratively with a team of educators and volunteers Minimum Qualifications•Completion of at least two years of college from an accredited college•Experience with outdoor education and/or interpretation for school age children or the public•Knowledge of natural sciences, environmental education, and basic interpretive/teaching techniques Desirable Qualifications•Knowledge of environmental principles and issues•An academic background in the sciences, education, environmental studies, or cultural studies.•Strong organizational and time management skills; responsible, motivated, and able to work independently and in a team•Bilingual fluency in language predominately spoken in the Bay Area.•Word processing, spreadsheet, PowerPoint development, database, and internet proficiency•Interest in learning more about equity, inclusion and diversity concepts and applying them to interpretive programs•Certification or ability to become certified in CPR and basic first aid Terms:•Availability of working on Saturdays and occasional evenings•Length of position: up to three years•Schedule: Up to 20 hours per week. Schedule fluctuates based on programmatic and planning needsPhysical and work requirements•Ability to work outdoors in hot, cold, and/or wet conditions.•Ability to stand and walk for extended periods of time while assisting with field trip programs•Ability to work in areas with wildlife and poison oak.•Ability to lift 30 pounds.

Sierra College has a strong commitment to the achievement of equity and inclusion among its faculty, staff, and students and values the rich, diverse backgrounds that make up the campus community. A strong candidate for this position must have the understanding and ability to successfully support individuals with varying backgrounds. This includes persons with disabilities, various gender identities and sexual orientations, as well as individuals from historically underrepresented communities and other groups. Our District is committed to providing strategies for success and proactive student-centered practices and policies focused on eliminating equity gaps to ensure the District provides an inclusive educational and employment environment focused on strategies for success and equitable outcomes for all. SUMMARY DESCRIPTION Under general supervision from assigned manager, exercises judgment through the application of complex academic rules and regulations to analyze and articulate incoming transcripts and academic records; manages and facilitates a continuous student caseload; ensures student information is available for educational planning; reviews and verifies student eligibility to earn certificates or degrees; works as part of a cross-departmental team to provide information to students and District staff; reviews academic records and performs degree audit functions; and communicates degree and certificate award status with students throughout these processes.  Examples Of Functions and TasksREPRESENTATIVE DUTIES The following duties are typical for this classification. Incumbents may not perform all of the listed duties and/or may be required to perform additional or different duties from those set forth below to address business needs and changing business practices. 1. Researches other educational institutions and verifies acceptable accreditation; evaluates and articulates transfer coursework from colleges and universities for course equivalency with District courses to clear major and General Education (GE) requirements for degrees and certificates, as well as California State University (CSU) breadth and Intersegmental General Education Transfer Curriculum (IGETC) certification. 2. Manages and coordinates caseload of assigned incoming and current students needing academic records evaluation; exercises judgment through the application of complex academic rules and regulations to analyze and articulate incoming transcripts and other academic records; serves as a case manager on behalf of students to advise and assist throughout the evaluation process; records and notifies students of course credit or unit deficiencies and the outcome of their final audit process; connects students to Counselors for educational, transfer, and career planning, as well as personal and crisis counseling. 3. Reviews and applies articulation knowledge to determine if transfer curriculum is degree applicable; differentiates lower and upper division coursework; reviews, analyzes, and determines if courses satisfy graduation requirements or whether to recommend substitution of courses. 4. Articulates course to course, academic records through a comprehensive review and research of Title V, IGETC Standards, CSU Executive Order 1100, Course Outlines of Record, Transfer Model Curriculums, college catalogs, course descriptions, and syllabi for each lower division and degree applicable course. 5. Audits data and maintains multiple databases, including the student information system, Transfer Evaluation System (TES), document imaging system, degree audit system, and student educational planner for purposes of articulating course equivalencies and advising. 6. Builds and applies transferable courses to a student’s academic record; ensures reflection on the student’s educational planning tool; updates degree audits to assist with case management efforts. 7. Evaluates and case manages associate and transfer degrees and certificate requests, including initial evaluations and final audits for each request; reviews and posts degree or certificate award information to student records; communicates updates to student, as needed. 8. Calculates student cumulative grade point average (GPA) for degrees, including Honors status and transfer; interprets varying grade scales; converts multiple calendar systems to a semester calendar. 9. Collaborates with Information Technology Support (ITS) to implement new technologies, software, and database upgrades in alignment with state initiatives and institutional goals; partners with ITS to create, run, and implement test plans and scenarios to identify and resolve issues and concerns; identifies and notifies ITS of issues to new and existing technologies and programs prior to implementation. 10. Coordinates and collaborates with ITS staff to ensure the accuracy of award data reported through technology platforms to the Management Information System (MIS) and State Chancellors Office. 11. Participates in the development and implementation of appropriate methods and procedures to optimize efficient and effective delivery of services to potential and enrolled students, including academic records evaluation and degree audit processes. 12. Collaborates with counseling faculty, success network teams, and student services staff to proactively support students in understanding their pathways to credential attainment. 13. Serves as a technical resource for District staff and students; interprets and communicates policies regarding transcript articulation and degree evaluation. 14. Provides administrative support, including, but not limited to, composing correspondence, creating forms, and maintaining resource materials; reviews, analyzes, and completes requests; provides information on department services, programs, and resources. 15. Maintains and provides data bi-annually to the California State University system (eVerify) to assist in transfer admissions decisions. 16. Provides support and participates in various aspects of curriculum development and maintenance, as assigned. 17. Communicates with Department Chairs, Faculty, Division Deans, and the Articulation Officer to make determinations regarding course equivalencies and substitutions, as needed. 18. Researches complex requests to provide clearance decisions for prerequisites. 19. Reviews, evaluates, and processes a wide range of high school transcripts, and communicates with students regarding review and evaluation results. 20. Provides onboarding support, general work training, guidance, supervision assistance, and directs activities of students or temporary employees. 21. Performs related duties that support the overall objective of the position.  Minimum QualificationsEDUCATION AND EXPERIENCE GUIDELINESAny combination of education and experience that demonstrates the required above knowledge and abilities is qualifying. Examples of ways to obtain the above knowledge and abilities could include, but are not limited to, the following: Education/Training • Two years of coursework from a college or university. Experience • Two years of related experience performing detailed work involving record analysis, record keeping, or related experience providing comparable services.QUALIFICATIONS The following generally describes the knowledge and ability required to enter the job and/or be learned within a short period of time in order to successfully perform the assigned duties. Knowledge of: • Research methods and techniques; methods of collecting and organizing data and information using computer-based records and retrieval systems. • Sierra College and operations of the Admissions and Records office. • Systems software or database systems to integrate student services functions. • Federal, state, and local laws, codes, and regulations regarding community college admissions and records, support of students, and post-secondary institutions, including, but not limited to, the Family Educational Rights and Privacy Act (FERPA) and the Americans with Disabilities Act (ADA). • Record-keeping and report preparation techniques. • English usage, grammar, spelling, punctuation, and vocabulary. Ability to: • Perform technical and operational duties to support enrollment services and activities, including course and degree analysis and articulation. • Organize information and write summaries; understand and apply information in college catalogues, course schedules, courses of study outlines, and course syllabus. • Adapt and apply rules and standards as they evolve in making transfer of credit decisions.• Prepare and generate standard and ad-hoc reports. • Analyze information, define problems, identify and evaluate solutions, and develop and document conclusions. • Identify appropriate resource materials and effectively research issues or policies. • Recognize similarities and inconsistencies in records, including repetition of course content and inaccurate or false records. • Maintain a high level of attention to detail. • Use sound judgment in recognizing scope of authority. • Plan and organize work to meet changing priorities and deadlines with frequent interruptions. • Utilize office procedures, methods, and equipment, including computers, technology, and applicable software applications sufficiently to perform the duties of the classification. • Adapt to changing technologies and learn functionality of new equipment and systems. • Maintain confidentiality of information. • Perform basic arithmetic operations. • Follow oral and written directions. • Communicate clearly and concisely, both orally and in writing. • Provide onboarding support, general work training, guidance, supervision assistance, and direct activities of students or temporary employees. • Establish and maintain effective working relationships with those contacted in the course of work. • Work independently and collaboratively. • Apply District policies and procedures. • Use or develop interpersonal skills using tact, patience, and courtesy. • Establish goals, set priorities, and pursue projects to completion to achieve individual and office objectives.PHYSICAL DEMANDS AND WORKING ENVIRONMENTThe conditions 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 job functions. Environment: Work is performed primarily in a standard office setting. Physical: Primary functions require sufficient physical ability and mobility to work in an office setting; to stand or sit for prolonged periods of time; to occasionally walk, stoop, bend, kneel, crouch, reach, and twist; to lift, carry, push, and/or pull light to moderate amounts of weight; to operate office equipment requiring repetitive hand movement and fine coordination, including use of a computer keyboard; and to verbally communicate to exchange information. Vision: See in the normal visual range with or without correction; vision sufficient to read computer screens and printed documents; and to operate assigned equipment. Hearing: Hear in the normal audio range with or without correction.

Sierra College has a strong commitment to the achievement of equity and inclusion among its faculty, staff and students and values the rich diverse backgrounds that make up the campus community. The Kinesiology Instructor/Head Coach must demonstrate a profound understanding of and experience with successfully supporting individuals with varying backgrounds. This includes persons with disabilities, various gender identities, various sexual orientations, individuals from historically underrepresented communities and other groups to ensure the district provides an inclusive educational and employment environment focused on strategies for success and equitable outcomes for all.Under supervision of an Educational Administrator, the Kinesiology Instructor/Head Coach (Baseball) will develop culturally-responsive curriculum and provide inclusive lecture and laboratory instruction for students in the study of Kinesiology and Athletics and other related courses. The incumbent will be responsible for: evaluating students’ performance, participating in shared governance and other activities in support of the instructional program, administering financial and strategic techniques utilized in assigned sport(s) in inter-collegiate competitions, recruiting student athletes, supervising student athletes, assisting with the monitoring of the student athlete academic progress and eligibility, creating and/or assisting with strength training and training for competition, preparing budgets and fundraising, evaluating and maintaining equipment and supplies, coordinating team travel arrangements, conducting the volleyball programs under the rules and regulations of the California Community College Athletic Association (3C2A) and the BIG 8 Conference, National Association of Intercollegiate Athletics (NAIA), and the National Collegiate Athletic Association (NCAA), and do related work, as required.  Examples Of Functions and TasksCurriculum Development: Review and evaluate curriculum in order to meet student interests and needs within the parameters of divisional/departmental budget constraints and availability of equipment and materials; review and evaluate curriculum and student success data in courses taught to meet diverse student interests and needs; coordinate with adjunct faculty instructors to enhance consistency of lecture and skill demonstration content and attend curriculum meetings with departmental instructional staff to provide input on curriculum designs; evaluate and/or revise course descriptions to fit curriculum designs; present proposals for curriculum changes to the Curriculum Committee and/or other appropriate shared governance bodies; make changes to curriculum, as necessary and as approved, within the participatory governance structure; review curriculum for equity-mindedness and concordance with changes in laws, regulations, and standards.Lecture Preparation/Skill Development: Complete book order forms and provide master copies of student- centered syllabi; prepare lesson plans and/or coordinate interactive lectures/activities with skill development assignments, including determinations of time segments to be allotted for coverage of lecture/demonstration material and skill development activities/practices; determine culturally-inclusive reading assignments to supplement class sessions; practice skill maneuvers to be demonstrated in skill development sessions; prepare handouts and/or culturally-inclusive graphics/visual materials for classroom use; attend conferences to increase knowledge of subject matter and teaching methods and techniques; review and evaluate new textbooks for content, readability, cost effectiveness, and equity-mindedness; select textbooks determined to be the most useful and appropriate; read current literature(normally several sources-- books, newspapers, periodicals, and other printed materials) to prepare lectures; read literature (books, newspapers, periodicals, and other print and non- print materials) and attend trainings/conferences (if funding permits) on culturally-responsive pedagogy/andragogy; prepare, edit, and update student-centered syllabus materials for lectures and/or skill development sessions;  review, select and/or prepare computer and/or multi-media materials for classroom use; coordinate and confer with book publishing company sales representatives providing instructional materials, as necessary; familiarize self with operation of all equipment currently available for use, which is appropriate for the subject area; place appropriate reference items on reserve in the library.Lecture Presentation/Skill Development: Acknowledge the diversity of the student population by incorporating culturally-responsive pedagogy and equity-minded teaching practices; introduce and present interactive lecture/skill demonstration information and concepts in a clear, logical, student-centered and culturally-inclusive manner; use analogies, examples, and other student-centered practices to convey important Kinesiology concepts; provide student learning outcomes to direct student learning; outline major points of information on the board, overhead projector, and/or other visual platforms; enhance presentations with multi-media demonstrations or examples, as available; distribute handouts to clarify particularly difficult topics; answer student questions clearly and in a student-centered manner; encourage student participation and involvement in classroom discussions, skill demonstrations ,and practices; determine and disseminate student attendance policies, and monitor student attendance and activity; maintain classroom management, ensuring both equity and student participation; observe condition and overall cleanliness of practice areas and equipment to ensure compliance with safety and health standards, reporting problems to the Division Dean and recommendations on facility and equipment improvements and repairs; prepare work orders to accomplish facility and equipment improvement and repairs, as authorized; and develop and augment current and new skill elements; determine quantity and quality of equipment necessary for classroom, skill demonstration, and practice sessions, based upon availability commensurate with budget priorities; prepare requisitions for new or replacement equipment, as authorized; receive and store equipment orders; ensure  that equipment is used safely and properly, cleaning and repairing equipment, as necessary and feasible and disposing of broken and/or obsolete equipment, as appropriate.Student Performance Evaluation: Develop quizzes, tests, and skill examinations which are understandable and which fairly and equitably evaluate student skills and progress; monitor student activity during examinations/quizzes and take steps to prevent and/or address behavior that violates student conduct, i.e., cheating; deal swiftly, rationally, and consistently with persons involved in cheating and/or other unacceptable behavior; read and evaluate student responses on examinations/quizzes and mark and grade papers accordingly; assign, read, and evaluate homework assignments/projects to promote learning; evaluate student skills and assign scores and/or official grades; advise students on academic matters regarding their performance; Provide students with information about student support services (e.g., Extended Opportunity Programs and Services [EOPS], the Learning Skills Center, Tutoring Center, Writing Center, technology help, etc.) and collaborate with Student Services professionals to ensure a successful learning environment for all students; input student scores into a computer and regularly make grades available to affected students.Budgeting: Allocate monies from budget for sport(s) assigned, including funds for food, lodging, and other  expenses for scheduled athletic competitions/events; select necessary equipment and initiate procurement; determine mode of transportation and travel times to athletic events; plan and budget for replacement of uniforms and other equipment, as authorized.Eligibility: Maintain knowledge of general education requirements for student athletes; maintain specific knowledge of and apply 3C2A, and District progress, transfer, and graduation requirements; acquire and maintain knowledge of National Collegiate Athletic Association (NCAA) transfer rules; determine eligibility of student athletes under recruit mentor participating in current programs; evaluate student athlete performance and make decisions concerning team placement(s) and level of participation; maintain knowledge of “Eligibility Center” processes and procedures and certification requirements.Event Management: Secure facilities for assigned sport(s) athletic competitions/events taking place in the District ;take responsibility for maintaining positive behavior of Assistant Coaches, student athletes, and team(s) in assigned sports, administering corrective and/or restorative action as warranted and under established District policies and procedures; secure photographers/videographers and equipment to film or otherwise record athletic competitions/events, as appropriate; develop and maintain positive rapport with sporting officials; accommodate needs of opponent athletes/teams and trainers with regard to dressing and other facilities utilized for athletic competitions/events, as appropriate and feasible; arrange for proper preparation of District facilities to be utilized for athletic competitions/events in assigned sport(s).Equipment Procurement/Inventory: Determine need for athletic equipment for assigned sport(s) and complete requisitions for procurement within budget allocations; research and specify sources and prices for athletic equipment to be procured, interfacing with Purchasing Department staff members, as appropriate; conduct yearly  inventory of uniforms and other athletic equipment for assigned sport(s), classifying inventoried items by condition of equipment; prepare needs listing for ordering purposes; notify appropriate division staff member(s) upon receipt of athletic equipment for assigned sport(s).Safety/ Supervision: Examine equipment for damage and/or wear and ensure item is suitable for use by student athletes; examine athletic competition/event facilities and practice facilities for obstacles, deterioration of surfaces, broken equipment, or other unsafe conditions and take immediate action to mitigate or eliminate safety  hazards, as appropriate; conduct practice drills in a safe manner and teach safe techniques and safety consciousness to student athletes, as appropriate  for assigned sport(s); develop individual athlete and/or team standards and rules for positive conduct at practices and for athletic competitions/events; administer District, Big 8 Conference and California Community College Athletic Association (3C2A )rules ,including eligibility, conduct, and sporting requirements for assigned sport(s).  Minimum QualificationsDegrees/Experience: Incumbent must possess a Master’s Degree in Kinesiology, Physical Education, Exercise Science, Education with an emphasis in Physical Education, Kinesiology, Physiology of Exercise or Adaptive Physical Education OR a Bachelor’s Degree in in any of the above AND a Master’s Degree in any Life Science, Dance, Physiology, Health Education, Recreation Administration, or Physical Therapy OR the equivalent. Licenses/Certifications: Incumbent must possess or be able to obtain prior to appointment a valid California Class C or higher driver’s license, in order to accomplish official travel in District and/or privately owned vehicle. Knowledge of: Physical Education, with advanced knowledge of skill development practices and techniques; teaching and student evaluation practices, methods, and techniques; current directions in Physical Education theory and research; equipment operation and usage, including safety and health requirements; inclusive and equitable teaching practices, methods, and techniques; culturally-responsive pedagogy/andragogy; methods to successfully support individuals with varying backgrounds, which includes persons with disabilities, various gender identities, various sexual orientations, individuals from historically underrepresented communities and other groups.Ability to: Provide interactive lectures in front of large groups of students; explain Physical Education concepts and elements in a clear, logical and student-centered fashion; interact effectively with students, peers, and administrative staff; work independently to solve problems; recognize variation in student socioeconomic backgrounds, abilities, and learning styles; be patient with students; maintain integrity, honesty, reliability, and cooperation; apply an equity-minded framework and ensure programs, services and processes are designed and delivered to meet the varying needs of all constituents; to interact and work effectively with a diverse population utilizing exceptional interpersonal and intercultural skills; exercise sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, faculty, and staff. PHYSICAL SUITABILITY REQUIREMENTS: Incumbent must be able to function effectively indoors and outdoors engaged in work of primarily an active nature and to accomplish the following, with or without reasonable accommodation. Essential: Constantly: Maintain cardiovascular fitness to engage in active physical effort and to function effectively under stressful competitive conditions. Almost Constantly: Utilize vision (near and far) to read printed materials and score boards and to observe athletic competitions/events to evaluate student athlete performance; utilize hearing and speech for conversations, including telephonic and virtual; move about District environments and facilities utilized for athletic competitions/events; utilize manual and finger dexterity to write and to demonstrate use of athletic equipment and skill techniques; work in areas subject to exposure to dusts, mists, fumes, wet/damp surfaces, extremes of heat/cold, and moderately high levels of noise. Frequently: Twist, turn, stoop, bend, and maintain balance to demonstrate athletic technical skills in assigned sport(s); utilize vision (near and far) and manual and finger dexterity to drive District or privately owned vehicle to accomplish official travel; work in areas subject to exposure to chemicals, caustics, and blood borne and/or other pathogens that may be encountered by applying first aid to injured athletes. Lift (from overhead, waist and floor levels, max. 100 lbs.), carry (max. 100 lbs.), and kneel to station athletic equipment for use at practices and to demonstrate technical skills in assigned sport(s); run, to demonstrate technical skills in assigned sport(s). Occasionally: Operate stationary and mobile machinery and equipment used for assigned sport(s); work in areas subject to exposure to allergenic plants/materials and risk of falling from heights above ground level; wear personal protective equipment to protect skin, arms, hands and fingers. Push, pull, reach (from low and level), and climb to heights above ground level to station athletic equipment for use at practices and to demonstrate technical skills in assigned sport(s).

Title: Reading InterventionistLocation: Later Elementary (grades 3 – 5)Reports to: Later Elementary PrincipalJob Type: Full-Time Qualifications:● Possess valid Michigan teaching certificate with ZE, and ZC or ZG endorsement.● Reading Specialist BR strongly preferred● Previous experience as a classroom teacher with advanced coursework in reading or completion of professional development in evidence-based literacy instructional strategies (preferred)● Experience working with at-risk and Title I-eligible students in a tiered intervention model (preferred)● Familiarity with NWEA MAP Growth assessments, including interpretation of RIT scores, goal area reports, and learning trajectories (preferred)● Knowledge of and experience with structured literacy and evidence-based reading intervention programs (preferred)● Background in Multi-Tiered System of Supports (MTSS) frameworks, including Tier 2 and Tier 3 service delivery models (preferred)● Ability to interpret and apply multiple data sources to make instructional decisions and monitor student progress (preferred)● Experience administering and analyzing progress monitoring probes (e.g., oral reading fluency, phonics screeners) (preferred)● Knowledge of Michigan Board-approved English Language Arts standards and MAISA GELN Essential Literacy Practices for Grades 3–5 (preferred)● Knowledge of reading and language acquisition research (preferred)● Ability to work collaboratively with classroom teachers, MTSS teams, and special education staff (preferred)● Ability to work independently, problem-solve, and manage time effectively across multiple student caseloads (preferred)Job Description:The Reading Interventionist provides targeted, evidence-based literacy instruction to students in Grades 3–5 who are identified through NWEA MAP Growth data, universal screening, and MTSS processes as requiring Tier 2 or Tier 3 support. This position works in close collaboration with classroom teachers, the MTSS team, special education staff, and school administration to ensure all students make meaningful progress toward grade-level literacy benchmarks. The Reading Interventionist serves students receiving Title I services and is responsible for maintaining all associated documentation and compliance requirements.Responsibilities:● Deliver structured, small-group Tier 3 literacy interventions targeting identified skill deficits in decoding, fluency, vocabulary, and/or comprehension● Design, progress monitor, and adjust intervention instruction based on ongoing data analysis and student response to intervention● Maintain accurate intervention logs, including session frequency, duration, instructional focus, and student response data● Coordinate NWEA MAP Growth assessments during fall, winter, and spring testing windows; interpret RIT scores and goal area data to identify students for intervention and monitor growth● Use data from diagnostic tools to determine appropriate intervention focus, grouping, and intensity for individual students● Prepare data summaries and present student progress at MTSS team meetings, including recommendations for movement between tiers● Communicate NWEA and progress monitoring data to classroom teachers and families in clear, accessible formats● Participate in grade-level, MTSS, and building-level meetings to review data and coordinate student supports● Provide direction and oversight to paraprofessionals supporting literacy intervention, including communicating student goals, monitoring implementation fidelity, and providing feedback on instructional practices● Maintain accurate documentation required for IRP & Title I reporting, including student eligibility records, service logs, and required parent notifications● Assist with Title I parent engagement activities and family literacy events, supporting families in understanding student progress and strategies to support literacy at home● Stay current on evidence-based literacy research and intervention practices● Maintain student confidentiality in accordance with FERPA and district policy Days/Hours: School CalendarSalary/Benefits: Per PPEA ContractStart Date: 2026/2027 School YearHow to Apply:https://www.applitrack.com/vbc/onlineapp/JobPostings/view.asp?FromAdmin=true&AppliTrackJobId=3817STATEMENT OF NON-DISCRIMINATION: It is the policy of the Paw Paw Public School District that no discriminatory practices based on race, color, religion, national origin, sex, age, height, weight, marital status, disability, genetic information or any other status covered by federal, state, or local law be allowed during any program, activity, service, or in employment. Inquiries regarding the non-discrimination policies should be directed to the Director of Finance or Director of Curriculum/Instruction and State/Federal Programs, 119 Johnson Rd., Paw Paw, MI 49079, 1-269-415-5200.

Position: Summer Program Lead TeacherReports to: Program DirectorWork Locations: One of the following DOE school buildings sites. We partner with Summer Rising from July 2nd through August 1st at these sites:K040 - George W. Carver - 265 Ralph Avenue, Brooklyn, NY 11233IS 292 - 301 Vermont Street, Brooklyn, NY 11207K327 111 Bristol Street, Brooklyn, NY 11212PS 306 – The Ethan Allen School, 970 Vermont Avenue, Brooklyn 11207P.S. 156 Waverly - 104 Sutter Avenue, Brooklyn, NY 11212Academy for Young Writers - 1065 Elton Street, Brooklyn, NY 11239PS 189 – The Bilingual Center, 1100 E New York Ave, Brooklyn 11212IS 265 – Dr. Susan S. McKinney Secondary School of the Arts, 101 Park Avenue, Brooklyn 11205Hours: Temporary/Seasonal Full-time or part-time positions available from July 1 - August 15, 2025. Full and Part-time schedules available - Program hours are Monday - Friday 8:00am - 6:00pmSalary Range: $25/hour - $25/hourCLICK HERE TO APPLYPosition Summary: Education and Youth Development programs provide summer enrichment learning opportunities to elementary and middle school children. During the summer, we offer academic enhancement, enrichment programs, and STEAM activities from 8:00 am - 6:00 pm. Teachers for the enrichment program are expected to lead a class of 20-30 students Monday through Friday for 8 hours daily. We are located inside of DOE school buildings and we partner with Summer Rising from July 5th through August 16th.Responsibilities:Implement hands-on multi-sensory and project-based lessons and activities to children, which are provided in the context of academically stimulating lessons based on the thematic curriculum.Submit lesson plans to the program site director and Education Specialist for approval according to the submission schedule.Plan lessons for field trips related to thematic curriculum and provide supervision to students during field trips.Participate in curriculum and other professional development training as required.Use creative / innovative teaching strategies that enhance and encourage an increase in literacy skills, social-emotional learning, and STEAM.Work with the program site director and other staff to develop and plan culminating event presentations that will showcase learning and creativity.Engage and communicate with parents and families as required by the site director.Provided effective supervision to 20-30 students during classroom activities and transitions.Monitor authorized parent / guardian pick up of children.Direct and work with an assistant teacher.Participate in agency-wide group professional development and meetings as requiredOther tasks may be required.Qualifications Required:Bachelor’s Degree required, Bachelor’s Degree in Education field a plus.Experience working with children and youth; must enjoy working with children.Must be flexible to work across all afterschool programs to provide coverage when needed.Computer savvy in applications, video conferencing, and responding to emails.Background check with NYC and NYS Department of Health and NYC Department of EducationQualifications Preferred:Current or former licensed teacher. Background in visual, performing arts or sports coaching a plus.BCS is an Equal Opportunity Employer. Auxiliary aids and services are available upon request to individuals with disabilities

Title: Child Development SpecialistWork Location: Whittier, CA and surrounding areas Job Type: Part-timePay: $26-30 per hour (based on experience and education) Our Mission:Make a real impact. Build real skills. Grow with us.At Positive Development, we believe every child deserves the chance to grow, learn, and thrive and every burgeoning professional deserves meaningful work that builds real skills for the future.We work one-on-one with autistic children, helping them build communication, social, and daily living skills through play-based, relationship-focused interactions. Why This Role is Different:This isn’t a passive “observe and assist” job. You’ll be actively coaching, connecting, and helping children grow; while gaining experience that’s highly relevant for careers in:PsychologySocial WorkOccupational TherapySpeech Language PathologyEducation and Special EducationCounselingMedicine and HealthThis work is deeply rewarding, but it requires patience, emotional maturity, and commitment. You’ll be supported every step of the way by experienced clinicians and supervisors who are invested in your growth. We’re especially excited to meet candidates who are:Passionate about working with children and teensCurious about human development and learningPatient, empathetic, and enthusiasticReliable and committed to a consistent schedule (kids depend on consistency!)Comfortable working directly with families in home-based settingGreat fits include: Education majors, psychology students, pre-meds, nursing students, OT/SLP hopefuls, behavior technicians, camp counselors, teacher’s assistants, childcare providers, direct support professionals, and caregivers. What you'll do as a Child Development Specialist: You'll work one-on-one with children in their homes and/or center based to:Build communication, social, and daily living skills through play, conversation, and shared activitiesCreate meaningful connections that help children think, create, and engage with the worldFollow a relationship-based intervention model designed to achieve strong outcomes with fewer session hoursTrack progress by documenting session notes and goal outcomesCollaborate closely with clinicians and supervisors to build clinical skills and confidenceLearn how evidence-based developmental care works in real life, not just in textbooks Pay and Schedules:Direct Pay: $26–$30/hour (based on experience and education)Training / Admin Pay: $20/hourPart-time schedules:3, 4, or 5 days per week M-F (most available hours are 3pm-8pm)Or Saturday and Sunday (most available hours are between 9a-3pm)Paid drive time between clients + mileage reimbursement (IRS rate)This role is ideal for students balancing classes, internships, or graduate school. Requirements:Bachelor's degree in a related field and at least 1 year of volunteer or working experience with children required.Valid driver’s license + reliable transportation (30–40 min drive radius).Ability to complete physical tasks, including:Playing on the floor/ground for up to two-three hours per sessionLifting/carrying up to 40 lbsSitting, kneeling, crouching, or moving quickly to ensure child safetyStrong communication skills and professionalism with families and teammates Training, growth, and career development:We invest in you because strong clinicians start with strong support.You don’t need to be an expert- we’ll train you.Paid New Hire TrainingOngoing coaching and mentorship from expert cliniciansOpportunities for role progression, pay increases, and performance bonusesExposure to a cutting-edge model of autism care with measurable outcome Benefits and Perks:$1000 Referral BonusMonthly Technology StipendPaid drive time (Admin rate) + mileage reimbursement (IRS rate) between clients onlyPaid trainingStrong performers may request letters of recommendation for graduate or professional programs Positive Development is an Equal Opportunity Employer (EOE).Employment is contingent upon clearing a background check and successful completion of training. 

Sierra College has a strong commitment to the achievement of equity and inclusion among its faculty, staff, and students and values the rich, diverse backgrounds that make up the campus community. A strong candidate for this position must have the understanding and ability to successfully support individuals with varying backgrounds. This includes persons with disabilities, various gender identities and sexual orientations, as well as individuals from historically underrepresented communities and other groups. Our District is committed to providing strategies for success and proactive student-centered practices and policies focused on eliminating equity gaps to ensure the District provides an inclusive educational and employment environment focused on strategies for success and equitable outcomes for all. SUMMARY DESCRIPTION Under general supervision from assigned manager, supports the enrollment efforts of the District, including, but not limited to, outreach, recruitment, and onboarding for students; provides case management of prospective students and currently enrolled high school students.  Examples Of Functions and TasksREPRESENTATIVE DUTIES The following duties are typical for this classification. Incumbents may not perform all of the listed duties and/or may be required to perform additional or different duties from those set forth below to address business needs and changing business practices. 1. Develops and implements methods and procedures to optimize equitable access and effective delivery of college and financial aid services to potential students, parents, and the public. 2. Provides information, guidance, and referrals to potential students, parents, and the public on navigating District programs, procedures, and resources; assists in the development and facilitation of onboarding activities including admissions and financial aid applications, placement, career and academic planning, pre-registration questionnaires, and registration through site visits, virtual and in-person office hours, workshops, and student case management; collaborates and partners with student service departments and high school transitions counselors to support onboarding efforts of high school students, and new and returning students. 3. Coordinates and executes in-person and virtual college nights, informational presentations, orientations, and off-campus events for K-12 students, adult learners, parents, and the public; leads or supports campus tours, presentations, and on-campus events; represents the District at local high school, university, and community events. 4. Recommends, implements, and maintains processes, policies, and best practices for outreach, enrollment campaigns and efforts, including web content, forms, database data entry and processing, and case management from application through registration. 5. Updates, audits, and maintains databases; utilizes data to support and inform efforts; tracks student contact to monitor services and enrollment support; collects, compiles, and performs moderately complex analysis related to statistical, demographic, and regional data for reports and presentations. 6. Collaborates with inter-departmental teams to assess and strategize site needs to efficiently manage student case load. 7. Serves as a liaison for workforce development and community partners; develops and maintains relationships to maximize opportunities for outreach, collaboration, and partnerships; leads onboarding and case management of students for these programs. 8. Promotes and supports District equity goals and efforts by implementing strategies to increase access and assistance, identifying and reducing onboarding barriers, and connecting students and families to resources and services. 9. Contributes to marketing and promotional materials for District outreach efforts; creates and edits presentations and videos on a variety of media platforms. 10. Provides instructions and support for student-facing application and learning management platforms. 11. Participates in the development and strategic utilization of outreach and recruitment program budgets. 12. Communicates with District and college administrators and support personnel, representatives of federal and state agencies, educational institutions, counselors, and others, as directed, to coordinate programs and activities and provide data summaries, reports, and presentations. 13. Provides onboarding support, general work training, guidance, supervision assistance, and directs activities of students or temporary employees. 14. Performs related duties that support the overall objective of the position.  Minimum QualificationsEDUCATION AND EXPERIENCE GUIDELINES Any combination of education and experience that demonstrates the required above knowledge and abilities is qualifying. Examples of ways to obtain the above knowledge and abilities could include, but are not limited to, the following: Education/Training • Two years of college with major course work in communications, social sciences, liberal studies, education, counseling, or a related field.Experience • Two years of increasingly responsible administrative and programmatic experience supporting outreach, recruitment, enrollment, onboarding, or other related experience. License/Certificate - Possession of, or ability to obtain within a reasonable timeframe, the following: • Valid California Driver’s License.QUALIFICATIONSThe following generally describes the knowledge and ability required to enter the job and/or be learned within a short period of time in order to successfully perform the assigned duties. Knowledge of: • Principles, procedures, strategies, and techniques used in enrollment services, including outreach, recruitment, and onboarding. • Sierra College and operations of student services offices, including Financial Aid and Admissions and Records. • Methods to successfully support individuals with varying backgrounds that include persons with disabilities, diverse gender identities and sexual orientations, individuals from historically underrepresented communities, and other groups. • Equitable practices for access and support for undocumented and historically underrepresented students. • Federal, state, and local laws, codes, and regulations regarding community college admissions and records and support of students, including, but not limited to, the Family Educational Rights and Privacy Act (FERPA) and the Americans with Disabilities Act (ADA). • Principles and practices of public information and speaking, community relations, and marketing. • English usage, grammar, spelling, punctuation, and vocabulary, including proofreading, copy writing, editing, and formatting technique. Ability to: • Perform duties to support enrollment services and activities, including outreach, recruitment, and onboarding. • Communicate enrollment concepts and processes to District staff, students, parents, and the public. • Create and deliver presentations to groups. • Apply an equity-minded framework and ensure programs, services, and processes meet the needs of students from diverse backgrounds and situations. • Collect, compile, and analyze detailed data related to assigned functions. • Plan and organize work to meet changing priorities and deadlines. • Perform basic record keeping functions. • Utilize office procedures, methods, and equipment, including computers, technology, and applicable software applications sufficiently to perform the duties of the classification. • Maintain confidentiality of information. • Follow oral and written directions. • Communicate clearly and concisely, both orally and in writing. • Provide onboarding support, general work training, guidance, supervision assistance, and direct activities of students or temporary employees. • Establish and maintain effective working relationships with those contacted in the course of work. • Work independently and collaboratively. • Apply District policies and procedures.PHYSICAL DEMANDS AND WORKING ENVIRONMENTThe conditions 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 job functions.Environment: Work is performed primarily in a standard office setting. Position may be required to work evenings, nights, and weekends. Physical: Primary functions require sufficient physical ability and mobility to work in an office setting; to stand or sit for prolonged periods of time; to occasionally walk, stoop, bend, kneel, crouch, reach, and twist; to lift, carry, push, and/or pull light to moderate amounts of weight; to operate office equipment requiring repetitive hand movement and fine coordination, including use of a computer keyboard; and to verbally communicate to exchange information. Vision: See in the normal visual range with or without correction; vision sufficient to read computer screens and printed documents; and to operate assigned equipment. Hearing: Hear in the normal audio range with or without correction.

Sierra College has a strong commitment to the achievement of equity and inclusion among its faculty, staff, and students and values the rich, diverse backgrounds that make up the campus community. A strong candidate for this position must have the understanding and ability to successfully support individuals with varying backgrounds. This includes persons with disabilities, various gender identities and sexual orientations, as well as individuals from historically underrepresented communities and other groups. Our District is committed to providing strategies for success and proactive student-centered practices and policies focused on eliminating equity gaps to ensure the District provides an inclusive educational and employment environment focused on strategies for success and equitable outcomes for all. SUMMARY DESCRIPTIONUnder general supervision from assigned manager, performs program, technical, and administrative duties in support of assigned student services area; provides students, District staff, and the public with information, training, and assistance related to area of assignment; and performs general program support.   Examples Of Functions and TasksRepresentative DutiesThe following duties are typical for this classification. Incumbents may not perform all of the listed duties and/or may be required to perform additional or different duties from those set forth below to address business needs and changing business practices. Serves as point of contact with students, District staff, and the public regarding department services; provides technical information and assistance regarding area of assignment; explains program applications, policies, procedures, requirements, and restrictions; assesses students’ current knowledge, understanding, and experience to determine next steps and recommend applicable resources; assists students and provides technical assistance in the use of programs and resources; refers students to other student services and resources, as needed.Verifies and reviews materials, applications, records, files, and reports for completeness and conformance with established regulations and procedures; applies applicable policies and procedures in determining completeness of applications, records, files, and reports; collects and processes appropriate information.Compiles and tabulates statistical data; compiles information from various sources and prepares appropriate forms, schedules, spreadsheets, and reports; lists, abstracts, or summarizes data; inputs and reviews data and prepares special and periodic reports related to an assigned project or program area, including federally and state mandated reports; verifies accuracy, completeness, and compliance to rules, procedures, regulations, policies, and other mandates.Establishes and maintains records, files, and record keeping systems, including confidential and sensitive information; collects, compiles, and records narrative, statistical, and financial data, and other information from surveys and other sources; researches and verifies information, as requested.Coordinates, schedules, creates, evaluates, and conducts department activities, including, but not limited to, campus and community events, orientations, workshops, seminars, presentations, tours, meetings, and other activities; arranges and confirms speakers, community or educational partners and resources, including, but not limited to, college or university representatives; reserves facilities and makes other necessary arrangements.Coordinates communication, marketing, and activities with other District departments and personnel, educational institutions, governmental and private agencies, and the public.Performs clerical and administrative duties in support of program or department operations; composes and prepares correspondence, materials, reports, forms, brochures, presentations, handbooks, manuals, and information; develops promotional and informational materials for distribution; maintains assigned resource material and library; maintains inventory of office and department supplies and resources; arranges for equipment repair or service, as needed assists with planning, developing, documenting, and implementing department or program operations and procedures; recommends changes regarding policies and procedures; collects, compiles, verifies, and records information in preparation of reports; researches and resolves problems; maintains and generates reports from a database or network system; maintains assigned calendars, schedules, and appointments.Reviews updated or new technical instructions or references; assists in providing training and direction to others regarding changes and new regulations, including creating and disseminating new instructions.Plans, facilitates, and participates in reaching out to students with reminders and support, as needed; uses case management strategies to determine student needs and coordinate efforts to communicate with students; develops, manages, and maintains databases and utilizes data to support efforts; tracks student contact to monitor services and support; collects and analyzes statistical, demographic, and other data for support purposes.Coordinates, plans, facilitates, and distributes services to students, including, but not limited to, textbook funds, grants, school supplies, meal cards, bus passes, and parking permits.Develops relationships with departments and organizations to enhance opportunities, services, and resources for students, including, but not limited to; California Department of Rehabilitation, County Welfare to Work Programs, Foster Youth Services, Veterans Affairs, CalFresh, local food banks, workforce development providers, local non-profits, and educational institutions.Assists students in the preparation and completion of student forms, petitions, and certifications, including, but not limited to, program and college applications, and other documents; clears prerequisites and registration holds; verifies completeness and processes forms and petitions.Provides assistance to and backs up co-workers and other staff within the assigned area, as needed.Determines program eligibility; reviews, processes, and assists students with program applications; coordinates students’ onboarding and orientation for programs; uses case management strategies to monitor, track progress, and provide support to students ensuring they maintain program eligibility and reach educational goals.May perform general clerical accounting duties related to various financial processes.Provides onboarding support, general work training, guidance, supervision assistance, and directs activities of students or temporary employees.Performs related duties that support the overall objective of the position. Minimum QualificationsEducation and Experience GuidelinesAny combination of education and experience that demonstrates the required above knowledge and abilities is qualifying. Examples of ways to obtain the above knowledge and abilities could include, but are not limited to, the following:Education/TrainingEquivalent to completion of the twelfth grade or General Educational Development (GED) supplemented by college level course work.ExperienceTwo years of increasingly responsible clerical and program support experience involving frequent customer contact.License/Certificate - Possession of, or ability to obtain within a reasonable timeframe, each of the following:California Valid Driver’s License.QUALIFICATIONSThe following generally describes the knowledge and ability required to enter the job and/or be learned within a short period of time in order to successfully perform the assigned duties.Knowledge of:Operational characteristics, services, and activities of the assigned office.Sierra College and operations of the area of assignment and other student service departments.Federal, state, and local laws, codes, and regulations regarding support of students, including, but not limited to, the Family Educational Rights and Privacy Act (FERPA), the Americans with Disabilities Act (ADA), and Fair Housing Act (FHA).External and public agencies, services, and resources.Principles, practices, and techniques of marketing, public speaking, and outreach.Clerical accounting and bookkeeping principles may be required for some assignments.Basic research methods and data analysis techniques.English usage, grammar, spelling, punctuation, and vocabulary.Ability to:Provide assistance, training, and information to students, District staff, and the public concerning services and programs of assigned area.Perform technical, program support, administrative, and clerical duties in support of assigned area.Coordinate and conduct workshops, seminars, special events, presentations, orientations, and tours.Research, compile, analyze, and interpret data.Screen, interview, and assess the needs of students and clients.Make presentations to groups.Analyze and resolve confidential, difficult, and sensitive situations.Maintain current, accurate, and confidential records and files.Use sound judgment in recognizing scope of authority.Plan and organize work to meet changing priorities and deadlines with frequent interruptions and a high degree of public contact.Maintain a high level of attention to detail.Utilize office procedures, methods, and equipment, including computers, technology, and applicable software applications sufficiently to perform the duties of the classification, including the District’s Banner Enterprise Resource Planning (ERP) system.Adapt to changing technologies and learn functionality of new equipment and systems.Maintain confidentiality of information.Follow oral and written directions.Communicate clearly and concisely, both orally and in writing.Provide onboarding support, general work training, guidance, supervision assistance, and direct activities of students or temporary workers.Establish and maintain effective working relationships with those contacted in the course of work.Work with and show sensitivity to a diverse student population from a wide range of ethnic, socio-economic, gender, sexuality, and accessibility backgrounds.Work independently and collaboratively.Apply District policies and procedures. Physical Demands and Working EnvironmentThe conditions 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 job functions.Environment: Work is performed primarily in a standard office setting. Position may be required to work evenings, nights, and weekends. Position may require occasional travel to other locations.Physical: Primary functions require sufficient physical ability and mobility to work in an office setting; to stand or sit for prolonged periods of time; to occasionally walk, stoop, bend, kneel, crouch, reach, and twist; to lift, carry, push, and/or pull light to moderate amounts of weight; to operate office equipment requiring repetitive hand movement and fine coordination, including use of a computer keyboard; and to verbally communicate to exchange information.Vision: See in the normal visual range with or without correction; vision sufficient to read computer screens and printed documents; and to operate assigned equipment.Hearing: Hear in the normal audio range with or without correction.

 General Description:    Under the supervision of the Director, the teacher will be responsible for providing daily instruction in their assigned subject area to students assigned to their classes.  This instruction will meet the Ohio State Standards for the subject area(s) taught.  The teacher will be responsible for individualizing educational programs and instruction to ensure passage of the Ohio State Tests (EOC's), or any other testing standard set forth by the State of Ohio.  The teacher will work as part of an educational team to create a supportive environment for students, staff, and parents in order to maintain discipline, classroom management, and support the goals and mission of Glass City Academy.     

Sierra College has a strong commitment to the achievement of equity and inclusion among its faculty, staff and students and values the rich diverse backgrounds that make up the campus community. The Kinesiology Instructor/Head Coach must demonstrate a profound understanding of and experience with successfully supporting individuals with varying backgrounds. This includes persons with disabilities, various gender identities, various sexual orientations, individuals from historically underrepresented communities and other groups to ensure the district provides an inclusive educational and employment environment focused on strategies for success and equitable outcomes for all.Under supervision of an Educational Administrator, the Kinesiology Instructor/Head Coach (Softball) will develop culturally-responsive curriculum and provide inclusive lecture and laboratory instruction for students in the study of Kinesiology and Athletics and other related courses. The incumbent will be responsible for: evaluating students’ performance, participating in shared governance and other activities in support of the instructional program, administering financial and strategic techniques utilized in assigned sport(s) in inter-collegiate competitions, recruiting student athletes, supervising student athletes, assisting with the monitoring of the student athlete academic progress and eligibility, creating and/or assisting with strength training and training for competition, preparing budgets and fundraising, evaluating and maintaining equipment and supplies, coordinating team travel arrangements, conducting the volleyball programs under the rules and regulations of the California Community College Athletic Association (3C2A) and the BIG 8 Conference, National Association of Intercollegiate Athletics (NAIA), and the National Collegiate Athletic Association (NCAA), and do related work, as required. Examples Of Functions and TasksCurriculum Development: Review and evaluate curriculum in order to meet student interests and needs within the parameters of divisional/departmental budget constraints and availability of equipment and materials; review and evaluate curriculum and student success data in courses taught to meet diverse student interests and needs; coordinate with adjunct faculty instructors to enhance consistency of lecture and skill demonstration content and attend curriculum meetings with departmental instructional staff to provide input on curriculum designs; evaluate and/or revise course descriptions to fit curriculum designs; present proposals for curriculum changes to the Curriculum Committee and/or other appropriate shared governance bodies; make changes to curriculum, as necessary and as approved, within the participatory governance structure; review curriculum for equity-mindedness and concordance with changes in laws, regulations, and standards.Lecture Preparation/Skill Development: Complete book order forms and provide master copies of student- centered syllabi; prepare lesson plans and/or coordinate interactive lectures/activities with skill development assignments, including determinations of time segments to be allotted for coverage of lecture/demonstration material and skill development activities/practices; determine culturally-inclusive reading assignments to supplement class sessions; practice skill maneuvers to be demonstrated in skill development sessions; prepare handouts and/or culturally-inclusive graphics/visual materials for classroom use; attend conferences to increase knowledge of subject matter and teaching methods and techniques; review and evaluate new textbooks for content, readability, cost effectiveness, and equity-mindedness; select textbooks determined to be the most useful and appropriate; read current literature(normally several sources-- books, newspapers, periodicals, and other printed materials) to prepare lectures; read literature (books, newspapers, periodicals, and other print and non- print materials) and attend trainings/conferences (if funding permits) on culturally-responsive pedagogy/andragogy; prepare, edit, and update student-centered syllabus materials for lectures and/or skill development sessions;  review, select and/or prepare computer and/or multi-media materials for classroom use; coordinate and confer with book publishing company sales representatives providing instructional materials, as necessary; familiarize self with operation of all equipment currently available for use, which is appropriate for the subject area; place appropriate reference items on reserve in the library.Lecture Presentation/Skill Development: Acknowledge the diversity of the student population by incorporating culturally-responsive pedagogy and equity-minded teaching practices; introduce and present interactive lecture/skill demonstration information and concepts in a clear, logical, student-centered and culturally-inclusive manner; use analogies, examples, and other student-centered practices to convey important Kinesiology concepts; provide student learning outcomes to direct student learning; outline major points of information on the board, overhead projector, and/or other visual platforms; enhance presentations with multi-media demonstrations or examples, as available; distribute handouts to clarify particularly difficult topics; answer student questions clearly and in a student-centered manner; encourage student participation and involvement in classroom discussions, skill demonstrations ,and practices; determine and disseminate student attendance policies, and monitor student attendance and activity; maintain classroom management, ensuring both equity and student participation; observe condition and overall cleanliness of practice areas and equipment to ensure compliance with safety and health standards, reporting problems to the Division Dean and recommendations on facility and equipment improvements and repairs; prepare work orders to accomplish facility and equipment improvement and repairs, as authorized; and develop and augment current and new skill elements; determine quantity and quality of equipment necessary for classroom, skill demonstration, and practice sessions, based upon availability commensurate with budget priorities; prepare requisitions for new or replacement equipment, as authorized; receive and store equipment orders; ensure  that equipment is used safely and properly, cleaning and repairing equipment, as necessary and feasible and disposing of broken and/or obsolete equipment, as appropriate.Student Performance Evaluation: Develop quizzes, tests, and skill examinations which are understandable and which fairly and equitably evaluate student skills and progress; monitor student activity during examinations/quizzes and take steps to prevent and/or address behavior that violates student conduct, i.e., cheating; deal swiftly, rationally, and consistently with persons involved in cheating and/or other unacceptable behavior; read and evaluate student responses on examinations/quizzes and mark and grade papers accordingly; assign, read, and evaluate homework assignments/projects to promote learning; evaluate student skills and assign scores and/or official grades; advise students on academic matters regarding their performance; Provide students with information about student support services (e.g., Extended Opportunity Programs and Services [EOPS], the Learning Skills Center, Tutoring Center, Writing Center, technology help, etc.) and collaborate with Student Services professionals to ensure a successful learning environment for all students; input student scores into a computer and regularly make grades available to affected students.Budgeting: Allocate monies from budget for sport(s) assigned, including funds for food, lodging, and other  expenses for scheduled athletic competitions/events; select necessary equipment and initiate procurement; determine mode of transportation and travel times to athletic events; plan and budget for replacement of uniforms and other equipment, as authorized.Eligibility: Maintain knowledge of general education requirements for student athletes; maintain specific knowledge of and apply 3C2A, and District progress, transfer, and graduation requirements; acquire and maintain knowledge of National Collegiate Athletic Association (NCAA) transfer rules; determine eligibility of student athletes under recruit mentor participating in current programs; evaluate student athlete performance and make decisions concerning team placement(s) and level of participation; maintain knowledge of “Eligibility Center” processes and procedures and certification requirements.Event Management: Secure facilities for assigned sport(s) athletic competitions/events taking place in the District ;take responsibility for maintaining positive behavior of Assistant Coaches, student athletes, and team(s) in assigned sports, administering corrective and/or restorative action as warranted and under established District policies and procedures; secure photographers/videographers and equipment to film or otherwise record athletic competitions/events, as appropriate; develop and maintain positive rapport with sporting officials; accommodate needs of opponent athletes/teams and trainers with regard to dressing and other facilities utilized for athletic competitions/events, as appropriate and feasible; arrange for proper preparation of District facilities to be utilized for athletic competitions/events in assigned sport(s).Equipment Procurement/Inventory: Determine need for athletic equipment for assigned sport(s) and complete requisitions for procurement within budget allocations; research and specify sources and prices for athletic equipment to be procured, interfacing with Purchasing Department staff members, as appropriate; conduct yearly  inventory of uniforms and other athletic equipment for assigned sport(s), classifying inventoried items by condition of equipment; prepare needs listing for ordering purposes; notify appropriate division staff member(s) upon receipt of athletic equipment for assigned sport(s).Safety/ Supervision: Examine equipment for damage and/or wear and ensure item is suitable for use by student athletes; examine athletic competition/event facilities and practice facilities for obstacles, deterioration of surfaces, broken equipment, or other unsafe conditions and take immediate action to mitigate or eliminate safety  hazards, as appropriate; conduct practice drills in a safe manner and teach safe techniques and safety consciousness to student athletes, as appropriate  for assigned sport(s); develop individual athlete and/or team standards and rules for positive conduct at practices and for athletic competitions/events; administer District, Big 8 Conference and California Community College Athletic Association (3C2A )rules ,including eligibility, conduct, and sporting requirements for assigned sport(s).  Minimum QualificationsDegrees/Experience: Incumbent must possess a Master’s Degree in Kinesiology, Physical Education, Exercise Science, Education with an emphasis in Physical Education, Kinesiology, Physiology of Exercise or Adaptive Physical Education OR a Bachelor’s Degree in in any of the above AND a Master’s Degree in any Life Science, Dance, Physiology, Health Education, Recreation Administration, or Physical Therapy OR the equivalent. Licenses/Certifications: Incumbent must possess or be able to obtain prior to appointment a valid California Class C or higher driver’s license, in order to accomplish official travel in District and/or privately owned vehicle. Knowledge of: Physical Education, with advanced knowledge of skill development practices and techniques; teaching and student evaluation practices, methods, and techniques; current directions in Physical Education theory and research; equipment operation and usage, including safety and health requirements; inclusive and equitable teaching practices, methods, and techniques; culturally-responsive pedagogy/andragogy; methods to successfully support individuals with varying backgrounds, which includes persons with disabilities, various gender identities, various sexual orientations, individuals from historically underrepresented communities and other groups.Ability to: Provide interactive lectures in front of large groups of students; explain Physical Education concepts and elements in a clear, logical and student-centered fashion; interact effectively with students, peers, and administrative staff; work independently to solve problems; recognize variation in student socioeconomic backgrounds, abilities, and learning styles; be patient with students; maintain integrity, honesty, reliability, and cooperation; apply an equity-minded framework and ensure programs, services and processes are designed and delivered to meet the varying needs of all constituents; to interact and work effectively with a diverse population utilizing exceptional interpersonal and intercultural skills; exercise sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, faculty, and staff.  PHYSICAL SUITABILITY REQUIREMENTS: Incumbent must be able to function effectively indoors and outdoors engaged in work of primarily an active nature and to accomplish the following, with or without reasonable accommodation. Essential: Constantly: Maintain cardiovascular fitness to engage in active physical effort and to function effectively under stressful competitive conditions. Almost Constantly: Utilize vision (near and far) to read printed materials and score boards and to observe athletic competitions/events to evaluate student athlete performance; utilize hearing and speech for conversations, including telephonic and virtual; move about District environments and facilities utilized for athletic competitions/events; utilize manual and finger dexterity to write and to demonstrate use of athletic equipment and skill techniques; work in areas subject to exposure to dusts, mists, fumes, wet/damp surfaces, extremes of heat/cold, and moderately high levels of noise. Frequently: Twist, turn, stoop, bend, and maintain balance to demonstrate athletic technical skills in assigned sport(s); utilize vision (near and far) and manual and finger dexterity to drive District or privately owned vehicle to accomplish official travel; work in areas subject to exposure to chemicals, caustics, and blood borne and/or other pathogens that may be encountered by applying first aid to injured athletes. Lift (from overhead, waist and floor levels, max. 100 lbs.), carry (max. 100 lbs.), and kneel to station athletic equipment for use at practices and to demonstrate technical skills in assigned sport(s); run, to demonstrate technical skills in assigned sport(s). Occasionally: Operate stationary and mobile machinery and equipment used for assigned sport(s); work in areas subject to exposure to allergenic plants/materials and risk of falling from heights above ground level; wear personal protective equipment to protect skin, arms, hands and fingers. Push, pull, reach (from low and level), and climb to heights above ground level to station athletic equipment for use at practices and to demonstrate technical skills in assigned sport(s).