Careers in Education

Timothy Christian School in Wellsburg, Iowa, is seeking an administrator for the 2027-2028 school year. The administrator of Timothy Christian School provides Christ-centered leadership for the overall operation and educational program of the school, carrying out its mission of “Training For Christian Service” in partnership with the School Board, staff, families, churches, and community. The Administrator oversees day-to-day operations, staff supervision and evaluation, curriculum and instruction, professional development, student discipline, enrollment, scheduling, accreditation, school communications, and required reporting while promoting strong relationships among all school stakeholders. The successful candidate will be a mature and active Christian who models biblical character, communicates effectively, demonstrates strong leadership and problem-solving skills, and supports teachers in providing excellent Christian education. A bachelor’s degree in education and valid teaching certification are required, with a master’s degree in school leadership and professional administrator license preferred. The position is full-time and may include part-time teaching responsibilities. For more information on the position or how to apply, please contact the Interim Administrator, Rebecca Johnson, at rjohnson@timothychristianschool.net.

Timothy Christian School, a Kindergarten–8th grade Christian Schools International-accredited school located near Wellsburg, Iowa, is seeking a full-time third/fourth grade combination teacher for the 2026–2027 school year. All candidates should strive to model Christ in their daily lives and actively participate in a Christian church community.This position description has two components: the responsibilities associated with the teaching position and the qualifications necessary for employment.Description of TasksThe teacher will be responsible for teaching a combined classroom of third- and fourth-grade students. Social Studies, Science, and Bible will be taught on a two-year rotation. Math, reading, spelling, and language arts will be taught at each grade level, with instruction designed to meet students' individual learning needs.Qualifications1. Professional QualificationsHolds a bachelor's degree in elementary education.Holds a valid state teaching license.Elementary teaching experience preferred.2. Spiritual QualificationsDemonstrates knowledge of the Bible and its teachings.Demonstrates an understanding of God's will for their life.Provides evidence of an ongoing commitment to personal spiritual growth and a daily walk with Christ.Demonstrates a commitment to the spiritual growth of colleagues and students.Agrees with the school's Statement of Faith.Lives in accordance with the spiritual principles outlined in 1 Timothy 3:1–7.Additional InformationTo learn more about this position and Timothy Christian School, please visit our website at www.timothychristianschool.net.How to ApplyPlease submit a letter of interest, résumé, and completed application to:Rebecca Johnson, Interim AdministratorTimothy Christian School18000 D Avenue, P.O. Box 70Wellsburg, IA 50680 

Highline Academywww.highlineacademy.orgHighline Academy TeacherJob DescriptionMISSION: We exist to foster a diverse community of youths and adults striving together for academic, personal, and civic excellence.VISION: Creating inclusive excellence in public education.Assignment: Classroom Teacher: 1st GradeReporting directly to Highline’s campus principal, our teachers are the heart of our organization, the ones who bring the mission to life for our students. We expect our teachers to care about the whole child, plan great lessons, manage classrooms strongly and nurturefully, and collaborate well with teammates and families. We look for people with strong communication skills, a dedication to doing everything it takes to make a difference for each child, and a growth mindset.Position Schedule: Teachers are paid year-round on a salary. Their student contact days (177), plus professional development and parent conference days, add up to a 195-day work year. However, the work teachers do outside those days planning, reflecting, and pursuing professional growth is also an important part of being an excellent teacher. Teachers are expected to be on campus and ready for students by 7:30 am, stay until 4:00 each day school is in session, and stay until 4:30 on Fridays when we have early release days for students, followed by teacher P.D. or planning meetings. There are two weeks of professional development every summer before school begins, which is part of the accounted professional development days.REPORTS TO: Campus PrincipalDEPARTMENT: School FacultySUPERVISES: Assistant Teachers assigned to work in his/her classroomHIGHLINE OVERVIEW: Highline Academy is a community of diverse youth and adults striving together for academic, civic, and personal excellence. Founded in 2004, Highline is committed to inclusive excellence. In 2013, we launched our second school in Green Valley Ranch. Our students come from 50 countries, speak 26 languages, and represent a full range of socioeconomic backgrounds and prior educational experiences. Our diverse and integrated community has already begun to achieve excellence. Highline students have consistently outperformed district and state averages. Strong faculty and student retention rates reflect the school’s positive culture and strong community.Highline is committed to a liberal arts education, including Art, Music, Spanish, and P.E. instruction. We have high expectations for all learners, recognizing that some need more or different instruction. Additionally, we have a robust intervention program, with additional supports available as students demonstrate a need for them. We are a fully inclusive organization that integrates students with special needs into general education classrooms. Highline designed a character education program called Reach. This teaches, practices, and celebrates the Reach values of responsibility, empowerment, aspiration, citizenship, and honesty. All our students are taught to Reach Out to support and care for their classmates and community, Reach In to learn about themselves and reflect on their learning, and Reach Up to achieve their best academically. We are a student-first, growth-mindset organization, and we expect all employees to model these values. All Highline employees are expected to read and follow all policies as written in the employee handbook and to review it annually for updates.Major Responsibilities: All Highline teachers must show clear competency and reliable practice of the following indicators:Create a Positive Classroom Culture and Climate; Practice Effective Classroom Management Plan; implement Masterful Content Delivery; Practice High-Impact Instructional Moves; Demonstrate Essential Knowledge of Students and Use of Data; Demonstrate Effective Collaboration and Engagement with students and colleagues; Demonstrate thoughtful reflection, learning and developmentAll Highline teachers are also expected to demonstrate the Highline Internal Commitments for Professional Practice.We will take responsibility for student learning by valuing diversity, needs, learning styles and through shared ownership. We will commit to clear, purposeful objectives and instruction while continuing to reflect on and revise learning strategies by frequently monitoring student assessment data and using it as a tool for learning. We accept and embrace diversity within our community of faculty, students, and parent/guardians by valuing each other for who and where we all are in life as learners and as people, and we commit to providing a safe place for all to succeed. We will communicate directly, intentionally, and promptly, and we will do so gracefully, without judgment and for positive, proactive purposes. We will create an environment that empowers faculty, students, and parents/guardians to actively participate in student success. We will build a focused, sustainable adult community by prioritizing what is most essential to student success and staying aligned with Highline’s goal. We will consistently model and enforce Highline’s academic and behavioral expectations.Classroom Teacher Responsibilities: Classroom teachers collaborate with their grade-level peers to provide a rigorous and yet supportive curriculum for every student in their grade level. Teachers are expected to use data to monitor student learning, make grouping decisions, and determine next steps in lesson planning. Teachers will also be expected to meet in data teams, reflect on student progress, and support other teachers in interpreting their data. Classroom teachers are expected to meet with their team at least weekly to co-plan lessons and units and may also meet with special education or interventionist teachers to further support all students. All teachers on the grade-level team will have a performance group of students in both language arts and math, for which they are responsible for all planning and instruction. Classroom teachers are responsible for teaching the assigned classes, groups, or programs. Teachers are encouraged to help each other with lesson and unit planning and may divide that work as a team, as they see fit. If a teacher has a Homeroom, they are expected to enter attendance in IC each day and enter grades into the school learning management system based on standards-aligned assessments. If a classroom teacher has a Teaching Assistant, they are expected to provide the Teaching Assistant with appropriate student assignments and classroom tasks, as well as guidance on how to work well with all students in the classroom.First Grade teachers support a self-contained classroom of approximately 18-22 students. Our first grade team consists of four homeroom teachers, an academic interventionist, a teaching assistant, and a special educator. Teachers can expect to collaborate on planning for academic and student support needs.Classroom teachers set the tone with their students each day and establish community expectations. Classroom teachers are expected to build positive relationships with their students while holding them to high expectations. Classroom teachers should manage their classes with positive, proactive systems and strong rituals and routines. They are also expected to seek additional information and support from other staff members (the SIT team, admin, other grade-level teachers, etc.) if a student is struggling behaviorally or academically. At Highline, we believe in a student’s first approach at all times, and the teacher is the foundation of this work.Classroom teachers are typically the main point of contact for communication between students and families. Teachers are expected to set up a website and/or send home a regular newsletter about the work of the class, help create community by engaging their parents through inviting them to participate as volunteers or in class events (such as a potluck or an author celebration), and to build relationships with families through phone calls and both formal and informal meetings. Homeroom teachers should work to ensure all families attend the student conferences held twice a year. Homeroom teachers are expected to attend at least three evening or weekend events, such as music performances for their grade level, the Cultural Fair, and the Fall Festival. Homeroom teachers are expected to help plan and lead at least one family event during the year, such as a parent education meeting or a student demonstration of learning.Homeroom teachers are expected to attend all professional development assigned by their principal and participate respectfully and attentively. They are expected to participate as a member of at least one network, school, board or parent group committee to support the ongoing work of improving our school and supporting school culture.Qualifications:Valid teaching credential appropriate to the teaching assignment; teaching experience appropriate to the assignment; demonstrated commitment to and understanding of the Highline mission; teachers will be hired based on being highly qualified per the Every Student Succeeds (ESSA) specifications. Strong communication and collaboration skillsMinimum Physical RequirementsBe able to walk quickly, bend, kneel, crouch, sit, stand, grab or hold with one or both hands. Lift up to 40lbs without difficulty. To maintain appropriate demeanor and professional classroom behavior when working with children and adults. The ability to sit for extended periods during group trainingSalary Scale: $60,000 - $85,000Highline uses a salary scale to increase pay equity and transparency. Placement on our scale is based on years of experience, degrees, and additional academic credits.Benefits:Colorado PERA/PERA 401KLife InsurancePTOShort-Term DisabilityHealthGap InsuranceDentalAflacVisionFLEX24Highline Academy does not discriminate in admission to, access to, treatment in, or employment in its services, programs, and activities, on the basis of race, color, national origin, sex, disability, age, ethnicity, sexual orientation, gender expression, religious practice, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or prior academic achievement in accordance with all federal, state, and local laws.

Resident, East Harlem Teaching Residency (2027-2028)Position Reports to: Director, East Harlem Teaching ResidencyStart-End Date: Late May 2027 - Late August 2028Hours: 8:00am - 4:30pm EDT Monday - Friday + occasional out of school time responsibilities, including graduate school courseworkApplication Deadline: The next application deadline is October 5, 2026SnapshotThe East Harlem Teaching Residency is a 15-month program  that prepares aspiring teachers through rigorous coursework in Childhood Education at Hunter College School of Education and a 15-month paid residency as a resident teacher at East Harlem Scholars Academies with extensive support and training grounded in antiracist teaching practices. Residents will complete the program with a Master’s degree in Childhood Education Grades 1-6 and initial New York State teaching certification.Who We AreEast Harlem Scholars Academies are community-based Pre-K to 12 public charter schools operated by  East Harlem Tutorial Program (EHTP). EHTP began in 1958 as a children's reading group and has since grown into a multi-site after-school program for traditional public school students and a network of public charter schools focused on significantly increasing the college graduation rate in East Harlem. At EHTP we also aim to serve as an agent of change and thoughtfully contribute to the national fight for racial equity. Through our organization-wide commitment to anti-racism work, we prepare our scholars to effect change, challenge the status quo, and thrive in the world around them. As staff members, we face our own racial identities and conscious and unconscious biases. With this in mind, all of our professional development, curriculum, organizational materials, and processes are designed with a goal of racial justice. We ground all of our work in racial equity, in our core values (Service, Courage, Humility, Originality, Leadership, Achievement, and Reflection), and in our five guiding principles: 1) all children can and will succeed when provided a great education; 2) the best learning occurs when children engage in higher-order, critical thinking; 3) a nurturing and supportive environment supports students' love of learning and of themselves; 4) self-awareness promotes dynamic leadership and global understanding; 5) active community engagement richly enhances educational opportunities. These principles inform and are reflected in our current four key strategic priorities: to increase high-impact, high-quality academic curriculum, programming content, staff capacity, and coaching; to embrace and advance our use of technology; to deepen our embodiment of ethical and equitable radical humanity; and to efficiently operationalize teaching, learning, community, and care. For more information about East Harlem Scholars Academies, please visit us at www.eastharlemscholars.org.Hunter College School of EducationHunter was New York City’s first teacher training program, founded in 1870, and to this day carries on a proud tradition of achievement and commitment to preparing teachers, counselors and administrators in over 40 specializations who make a difference in the lives of children, adolescents and consumers in communities throughout New York City and beyond.  The Hunter College School of Education is dedicated to the preparation of deeply thoughtful, knowledgeable and highly effective teachers, administrators and counselors. Their commitment is to educate future professionals who will make a significant impact on the academic achievement, as well as the intellectual, social and emotional development of their students.  The 2014 National Council on Teacher Quality (NCTQ) review of teacher preparation programs, published by U.S. News & World Report, indicates that the Hunter College School of Education offers the greatest breadth of quality across programs in the mid-Atlantic United States and the highest overall ranking in New York State.The Work and Why it MattersThe East Harlem Teaching Residency, an EHTP program, in partnership with Hunter College School of Education, is an innovative, cohort-based teacher-training pathway for recent college graduates and career changers that develops, supports, and certifies aspiring educators to become teachers for East Harlem Scholars Academies and the greater East Harlem community. The program aims to improve educational outcomes for East Harlem students and increase the number of highly effective teachers serving East Harlem.General Education Elementary Residency15-month teacher preparation programStudent teaching experience with a mentor teacher in a 1st-6th grade classroom at East Harlem Scholars AcademiesProvide small group intervention support with mentor guidance Teach social studies/science in mentor teacher classroomReceive Residency team coaching and professional developmentServe as lead teacher in summer school during summer 2028As a Teaching Resident you will:Enroll in Graduate CourseworkEngage in coursework at Hunter College, both on- and off-site (classes are held during the workday and in the evenings; there may be occasional Saturdays) Complete all requirements for initial teaching certificationReceive Coaching and Cohort-based Learning OpportunitiesConduct structured observations of and shadow highly effective teachers in Scholars AcademiesReceive weekly coaching tailored to your needs as a resident teacherReceive cohort-based professional developmentEngage in ongoing reflection exercises linking theory learned in graduate coursework to actions practiced in the classroom Clinical Practice &  Community EngagementImplement high leverage teaching practices to teach academic content (i.e. math, ELA, social studies)  to elementary age students Create a classroom culture that is grounded in antiracist teaching practices that honors and affirms all students’ lived experiences  Build positive relationships with the families of EHTP students through frequent communication about students’ progress and ways that families can support their children’s learningWho You AreYou believe in EHTP’s mission, core values, and racial equity statementYou are open to exploring your own identity and privilegeYou enjoy working with students, have an a strong desire to become an elementary school teacher, and want to gain valuable classroom experience before beginning your teaching careerYou are committed to teaching in the East Harlem communityYou are open to giving and receiving constructive feedback and are looking for professional growth opportunities consistentlyYou value teamwork and are able to work collaboratively with other instructional and support staff members in an effort to best serve your studentsYou are able to successfully manage competing priorities You have the perseverance to overcome challengesYou are highly organized and hold yourself to high professional standardsYou possess strong interpersonal communication skills (written and oral)Eligibility Requirements:Bachelor's degree conferred by June 2027Preferred minimum undergraduate GPA of 3.0 on a 4.0 scaleIf you have an undergraduate GPA that falls under a 3.0, you will be required to write a statement explaining 1) any factors that impacted your undergraduate GPA, and 2) the steps you plan to take in order to ensure that you succeed in the Residency programA liberal arts or sciences major (or interdisciplinary concentration) of at least 30 credits A liberal arts core including the following:  a General Education core in the liberal arts and sciences to include artistic expression, communication, information retrieval concepts in history and social sciences, humanitiesa language other than Englishscientific and mathematical processes written analysis and expressionU.S. Citizen or National/Permanent Resident statusApplicants must not have taken more than 18 college credits in educationExperience working with students a plus, but not requiredDue to the nature of our diverse student population, Arabic, Mandarin or Spanish speaking candidates are highly encouraged to applyCompensation and Benefits:$45,000/year stipendChoice of fully covered medical benefits, including mental health services or medical buyoutPartial tuition reimbursement ($5,000) towards Masters’ Degree in Childhood EducationCost of NYSTCE certification exams - (first attempt)Eligible for NYS initial teaching certification upon completion of all program requirements Paid vacation (aligned with school closings calendar) and paid time offLaptopCoaching support Job placement support

Highline Academywww.highlineacademy.orgMiddle School TeacherJob Description MISSION: We exist to foster a diverse community of youths and adults striving together for academic, personal, and civic excellence.VISION: Creating inclusive excellence in public education.Assignment: 7th Grade Math Teacher Reporting directly to Highline’s campus principal, our teachers are the heart of our organization, bringing the mission to life for our students. We expect our teachers to care about the whole child, plan great lessons, manage classrooms strongly and nurturefully, and collaborate well with teammates and families. We look for people with strong communication skills, a dedication to doing everything it takes to make a difference for each child, and a growth mindset.Position ScheduleTeachers are salaried, year-round employees. The formal work calendar includes 177 student contact days, along with professional development and parent conference days, for a total of 195 required workdays. In addition to these designated days, teachers' work outside the formal calendar, such as planning, reflecting on practice, collaborating with colleagues, and pursuing professional growth, is an essential and expected part of the role.Teachers are required to be on campus and prepared for students by 7:30 a.m. and to remain on campus until 4:00 p.m. on all days school is in session. On Fridays with early student release, teachers stay until 4:30 p.m. for professional development sessions, collaborative planning, or staff meetings.A day in the life:Our middle school teachers have one content prep period, taught in 4 blocks each day with one period off for collaboration and planning.  Additionally, our teachers teach a highly differentiated WIN block in smaller class sizes and a rotating elective block to implement our social-emotional curriculum in response to our grade level's needs.   Teachers can expect:Collaborative colleagues and structures to support high-capacity team planning for both content and grade-level teamsStrong SEL and Academic MTSS systems for T2 and T3 supportsApplicable curriculum tools and benchmark assessments as well as a dedicated coach to support differentiation and supplementationAs part of their work expectations, all teachers must attend after-school meetings and events, including staff meetings, professional development sessions, family engagement events, conferences, and other school-sponsored activities, when necessary. These after-school commitments are part of the position's regular responsibilities, and all employees are expected to attend. Additionally, employees must complete up to two weeks of required professional development each summer before the start of the school year. These weeks count toward the total number of professional development days in the 185-day work year.Competencies and Key ResponsibilitiesPositive Classroom Culture, Climate, and ManagementEstablish a safe, inclusive, and academically focused classroom environment by building strong relationships, setting clear norms, and consistently modeling and enforcing Highline’s academic and behavioral expectations.Implement proactive classroom management practices, including effective routines, rituals, and systems that support student engagement and belonging.Respond to student academic or behavioral needs with a student-first mindset and collaborate with colleagues, intervention teams, and administrators to provide timely support.High-Impact Instruction and Content DeliveryPlan and deliver rigorous, engaging, standards-aligned instruction that meets diverse learner needs.Use high-impact instructional strategies, clear learning objectives, and masterful content delivery to promote deep understanding.Continuously monitor student learning, adjust instruction based on evidence, and reflect on practice to improve student outcomes.Knowledge of Students and Data-Driven PracticeDemonstrate deep knowledge of students’ strengths, needs, backgrounds, and learning styles.Use formative and summative assessment data to monitor progress, inform grouping, and guide instructional planning.Actively participate in data teams and collaborate with colleagues to interpret data and take shared responsibility for student learning.Collaboration, Communication, and Family EngagementCollaborate with grade-level teams to co-plan lessons and units, share instructional responsibilities, and support collective practice.Partner with special education teachers, interventionists, and teaching assistants to ensure all students receive appropriate supports.Serve as the primary point of contact for families through consistent communication, support family participation in conferences, and attend required evening or weekend events, including planning and leading at least one family or student learning event annually for homeroom teachers.Professional Practice, Reflection, and Schoolwide LeadershipEngage in ongoing reflection, learning, and professional growth by actively participating in all required professional development, including summer training, after-school meetings, and early release sessions.Contribute to a focused and sustainable adult community through clear, respectful communication and professional feedback practices aligned to Highline’s goals.Participate in at least one school, network, board, or parent committee to support school improvement and strengthen school culture.All Highline teachers are expected to demonstrate the Highline Internal Commitments for Professional Practice, including shared ownership of student learning, valuing diversity, inclusive and respectful communication, empowerment of students and families, and sustained focus on what most supports student success. School leadership may assign other duties as needed. Qualifications and CompetenciesValid Colorado teaching license or eligibility to obtain oneDemonstrated success teaching this content in middle schoolStrong knowledge of standards-based instruction, assessment, and data useAbility to collaborate effectively with colleagues, families, and school leadersCommitment to equity, inclusion, and Highline’s mission and valuesStrong organizational, communication, and reflective practice skillsPhysical RequirementsAbility to stand and move throughout classrooms and school buildings for extended periods of timeAbility to lift and carry instructional materials, supplies, or equipment up to approximately 25 poundsAbility to use a computer, projector, and other instructional technology for planning and instructionAbility to supervise students indoors and outdoors, including during transitions, recess, and school eventsAbility to attend required after-school, evening, and occasional weekend meetings and eventsSalary and BenefitsThis is a full-time position under our Teacher Pay Scale, with starting pay based on relevant experience, typically ranging from $60,000 to $90,000. Highline offers a comprehensive benefits package, PERA participation, and generous PTO. EOE StatementHighline is an equal opportunity employer. This means that Highline provides equal employment opportunities to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, sexual orientation, or any other status protected by federal, state, or local law. This policy applies to all terms and conditions of employment, including hiring, placement, promotion, termination, layoff, recall, leaves of absence, compensation, and training.

MISSION:We exist to foster a diverse community of youths and adults striving together for academic, personal, and civic excellence.VISION:Creating inclusive excellence in public education.Assignment: 7th Grade Math TeacherReporting directly to Highline's campus principal, our teachers are the heart of our organization, bringing the mission to life for our students. We expect our teachers to care about the whole child, plan great lessons, manage classrooms strongly and nurturefully, and collaborate well with teammates and families. We look for people with strong communication skills, a dedication to doing everything it takes to make a difference for each child, and a growth mindset.Position ScheduleTeachers are salaried, year-round employees. The formal work calendar includes 177 student contact days, along with professional development and parent conference days, for a total of 195 required workdays. In addition to these designated days, teachers' work outside the formal calendar, such as planning, reflecting on practice, collaborating with colleagues, and pursuing professional growth, is an essential and expected part of the role.Teachers are required to be on campus and prepared for students by 7:30 a.m. and to remain on campus until 4:00 p.m. on all days school is in session. On Fridays with early student release, teachers stay until 4:30 p.m. for professional development sessions, collaborative planning, or staff meetings.A day in the life:Our middle school teachers have one content prep period, taught in 4 blocks each day with one period off for collaboration and planning. Additionally, our teachers teach a highly differentiated WIN block in smaller class sizes and a rotating elective block to implement our social-emotional curriculum in response to our grade level's needs.Teachers can expect:Collaborative colleagues and structures to support high-capacity team planning for both content and grade-level teamsStrong SEL and Academic MTSS systems for T2 and T3 supportsApplicable curriculum tools and benchmark assessments as well as a dedicated coach to support differentiation and supplementationAs part of their work expectations, all teachers must attend after-school meetings and events, including staff meetings, professional development sessions, family engagement events, conferences, and other school-sponsored activities, when necessary. These after-school commitments are part of the position's regular responsibilities, and all employees are expected to attend. Additionally, employees must complete up to two weeks of required professional development each summer before the start of the school year. These weeks count toward the total number of professional development days in the 185-day work year.Competencies and Key Responsibilities: Positive Classroom Culture, Climate, and ManagementEstablish a safe, inclusive, and academically focused classroom environment by building strong relationships, setting clear norms, and consistently modeling and enforcing Highline's academic and behavioral expectations.Implement proactive classroom management practices, including effective routines, rituals, and systems that support student engagement and belonging.Respond to student academic or behavioral needs with a student-first mindset and collaborate with colleagues, intervention teams, and administrators to provide timely support.High-Impact Instruction and Content DeliveryPlan and deliver rigorous, engaging, standards-aligned instruction that meets diverse learner needs.Use high-impact instructional strategies, clear learning objectives, and masterful content delivery to promote deep understanding.Continuously monitor student learning, adjust instruction based on evidence, and reflect on practice to improve student outcomes.Knowledge of Students and Data-Driven PracticeDemonstrate deep knowledge of students' strengths, needs, backgrounds, and learning styles.Use formative and summative assessment data to monitor progress, inform grouping, and guide instructional planning.Actively participate in data teams and collaborate with colleagues to interpret data and take shared responsibility for student learning.Collaboration, Communication, and Family EngagementCollaborate with grade-level teams to co-plan lessons and units, share instructional responsibilities, and support collective practice.Partner with special education teachers, interventionists, and teaching assistants to ensure all students receive appropriate supports.Serve as the primary point of contact for families through consistent communication, support family participation in conferences, and attend required evening or weekend events, including planning and leading at least one family or student learning event annually for homeroom teachers.Professional Practice, Reflection, and Schoolwide LeadershipEngage in ongoing reflection, learning, and professional growth by actively participating in all required professional development, including summer training, after-school meetings, and early release sessions.Contribute to a focused, sustainable adult community through clear, respectful communication and professional feedback practices aligned with Highline's goals.Participate on at least one school, network, board, or parent committee to support school improvement and strengthen school culture.All Highline teachers are expected to demonstrate the Highline Internal Commitments for Professional Practice, including shared ownership of student learning, valuing diversity, inclusive and respectful communication, empowerment of students and families, and sustained focus on what most supports student success. School leadership may assign other duties as needed.Qualifications and CompetenciesValid Colorado teaching license or eligibility to obtain oneDemonstrated success teaching this content in middle schoolStrong knowledge of standards-based instruction, assessment, and data useAbility to collaborate effectively with colleagues, families, and school leadersCommitment to equity, inclusion, and Highline's mission and valuesStrong organizational, communication, and reflective practice skillsPhysical RequirementsAbility to stand and move throughout classrooms and school buildings for extended periods of timeAbility to lift and carry instructional materials, supplies, or equipment up to approximately 25 poundsAbility to use a computer, projector, and other instructional technology for planning and instructionAbility to supervise students indoors and outdoors, including during transitions, recess, and school eventsAbility to attend required after-school, evening, and occasional weekend meetings and eventsSalary and BenefitsThis is a full-time position following our Teacher pay scale, with starting pay based on years of relevant experience, typically ranging from $60,000 to $90,000. Highline offers a comprehensive benefits package, PERA participation, and generous PTO.EOE StatementHighline is an equal opportunity employer. This means that Highline provides equal employment opportunities to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability, sexual orientation, or any other status protected by federal, state, or local law. This policy applies to all terms and conditions of employment, including hiring, placement, promotion, termination, layoff, recall, leaves of absence, compensation, and training.

Title: Public Health AnalystPosition HighlightsFLSA Status: ExemptReports to: Program OfficerWork Location: RemoteOverviewThe Overdose Response Strategy (ORS) is an initiative designed to enhance public health-public safety collaboration and strengthen efforts to reduce drug overdose deaths. The ORS is funded by CDC and the Office of National Drug Control Policy (ONDCP) to help communities reduce fatal and non-fatal drug overdose rates by improved information sharing across public health and public safety agencies, and by supporting evidence-based intervention.As of July 2021, there are ORS Public Health Analyst (PHA) and Drug Intelligence Officer (DIO) positions in 50 states, the District of Columbia (D.C.)., Puerto Rico and the U.S. Virgin Islands. PHA positions are funded by CDC through the CDC Foundation and DIO positions are funded by ONDCP through the High Intensity Drug Trafficking Area (HIDTA) program. These state teams form the foundation of the ORS and work to promote overdose prevention and response efforts, and increase communication, data flow, and intelligence sharing between public safety and public health within and across ORS states.The CDC Foundation seeks candidates for a full-time Public Health Analyst to support the ORS. This position will support efforts of the Maine Office of Behavioral Health, Maine Information and Analysis Center (MIAC), New England HIDTA, and other key partners in the development and implementation of drug overdose information sharing systems and evidence-based prevention programs.The Public Health Analyst must be based in Maine. The PHA will have a hybrid schedule, working remotely with weekly visits to the Maine Information and Analysis Center (MIAC) located in Augusta, Maine. Periodic travel to meetings within the state and travel out of state to regional meetings and the ORS Annual Conference is required. Relocation expenses are not provided. Job Highlights• Full suite of benefits available, Exempt, Salary• Salary Range: $73,000 to $89,000 based on education, experience, and qualifications.• Location: MaineResponsibilities• Facilitate data sharing and joint initiatives between public health and public safety agencies and organizations that are designed to address illicit drug use and overdose• Collaborate with assigned DIO to build partnerships between local HIDTA program(s) and public health entities• Identify and promote overdose prevention interventions at the intersection of public health and public safety in assigned state or region• Support and evaluate public safety-led interventions designed to connect people at risk of overdose to care and treatment• Present to diverse audiences on overdose trends and local response efforts• Support projects that enhance public health/public safety collaborations through the identification of appropriate local partners, qualitative and quantitative data collection, and dissemination of project findings• Develop specialized knowledge of significant drug use and overdose trends in assigned state or region• Additonal Responsibilities may also include: • Conduct overdose, drug use, and drug availability related data analyses on behalf of partner agencies, as needed• Create data visualizations on drug usage and overdose trends• Build partnerships with community members and partners by providing technical assistance and support through communications and one on one assistance, as well as connecting partners to additional resources• Develop and conduct trainings to diverse audiences on overdose prevention best practices to enhance response efforts (including but not limited to the development of presentations, one-pagers and other training materials)• Explore and support additional projects that enhance public health/public safety collaborations through communication, information sharing, education, and partnership building• Develop products for site partners such as briefs, bulletins, reports, brochures or other educational materials• Support and evaluate public health and public safety interventionsQualifications• Master’s degree in public health, the social sciences or a related field and a minimum of 1 year of relevant experience; or Bachelor’s degree in public health, the social sciences or related field and a minimum of 3 years of relevant experience; or Associate’s degree with a minimum of 6 years of relevant experience; or a high school diploma with a minimum of 8 years of relevant experience.• Professional experience or demonstrated interest in substance use disorder treatment, drug policy and/or public health and public safety partnership• Excellent written and verbal communication skills, including public-speaking, presentation and listening skills• Demonstrated ability to work well independently and within teams• Ability to work effectively with diverse partners, including law enforcement professionals• Proficiency in Microsoft Excel, Word, and PowerPoint• Familiarity with public health infrastructure within the state or region the position is locatedAdditional qualifications may include:• Experience in data collection and analysis, and developing written materials with actionable recommendations• Strong quantitative data analysis skills and experience working with SAS, SPSS, STATA or a similar statistical software package• Experience working collaboratively with diverse partners and engaging in strategic partnerships• Experience in developing and implementing training events• Experience in program/project coordination• Experience in developing reports, briefings, and other written materials for internal and external partners• Experience in program evaluation, including logic model development• Other duties as assignedSpecial NotesAll qualified applicants will receive consideration for employment and will not be discriminated against based on race, color, religion, sex, national origin, age, mental or physical disabilities, veteran status, and all other characteristics protected by law.We comply with all applicable laws, including E.O. 11246 and the Vietnam Era Readjustment Assistance Act of 1974 governing employment practices and do not discriminate based on any unlawful criteria in accordance with 41 C.F.R. §§ 60-300.5(a)(12) and 60-741.5(a)(7). As a federal government contractor, we take affirmative action on behalf of protected veterans.The CDC Foundation is a smoke-free environment.Relocation expenses are not provided. 

Job Position: Special Education SupervisorLocation: Minneapolis, MNPay Rate: Starting at $55.00/hrBirch Agency Is Hiring!Birch Agency is seeking a dedicated, experienced, and collaborative Special Education Supervisor for a full-time, in-person position in Minneapolis, MN for the 2026-2027 school year. This leadership opportunity is ideal for a professional who is passionate about supporting students with diverse learning, behavioral, emotional, and developmental needs while overseeing special education programming, ensuring compliance, and providing instructional leadership to special education staff.The Special Education Supervisor will work closely with teachers, administrators, related service providers, and families to promote student success, ensure high-quality special education services, and support the implementation of individualized educational programs across school settings.Responsibilities: Provide leadership, guidance, and supervision to special education teachers, paraprofessionals, and related service providers. Ensure compliance with federal, state, and district special education regulations and requirements. Support the development, implementation, and monitoring of Individualized Education Programs (IEPs). Facilitate and participate in IEP meetings, evaluations, and eligibility determinations. Monitor student progress and program effectiveness through data-driven decision-making. Collaborate with school administrators, general education staff, families, and community partners. Provide coaching, mentoring, and professional development to special education staff. Support positive behavioral interventions and inclusive educational practices. Assist with staffing, scheduling, and coordination of special education services. Maintain accurate documentation and oversee compliance timelines. Promote a safe, supportive, and student-centered learning environment. Qualifications:Must be fully licensed. Valid Minnesota teaching license in Special Education or related field. Special Education Supervisor, Director, or Administrative licensure/certification preferred. Master's degree in Special Education, Educational Leadership, or a related field preferred. Experience supervising special education staff and programs preferred. Strong knowledge of special education laws, IEP development, and compliance requirements. Excellent leadership, communication, organizational, and collaboration skills. Commitment to inclusive practices and student achievement. What Birch Agency Offers: Competitive compensation. Full-time employment with a consistent school-year schedule. Comprehensive benefits package. Dedicated recruiter and ongoing support. Professional development opportunities. Opportunity to make a meaningful impact on students, families, and educational teams. Apply Today!Join Birch Agency as a Special Education Supervisor and help ensure students receive high-quality educational services while supporting teachers and staff throughout the 2026-2027 school year. Make a lasting difference in the Minneapolis community through strong leadership, collaboration, and advocacy for student success.#cat2#LI-JB1

Job Position: Orientation and Mobility SpecialistLocation: Red Wing, MN 55066Position Type: Part-Time, In-PersonPay Rate: $45.00/hrDescription :Birch Agency is seeking a dedicated and compassionate Orientation & Mobility Specialist (O&M) for a part-time, in-person position in Red Wing, MN for the 2026-2027 school year. This opportunity is ideal for professionals who are passionate about supporting students with visual impairments in developing the orientation and mobility skills needed to navigate school, home, and community environments safely and independently.The selected candidate will provide direct services to two students within a member district, collaborating closely with educational teams, families, and related service providers to support student success and independence.Responsibilities: Provide orientation and mobility services to students with visual impairments. Assess students' mobility needs and develop individualized goals and recommendations. Deliver direct instruction in safe travel techniques and environmental awareness. Support students in developing independent navigation skills within school and community settings. Collaborate with teachers, special education staff, families, and related service providers. Participate in IEP meetings and contribute to goal development and progress reporting. Maintain accurate service logs, documentation, and progress notes. Conduct ongoing evaluations and adjust instructional strategies as needed. Promote student independence, safety, and confidence. Qualifications: Certification as an Orientation & Mobility Specialist (COMS) or eligibility for certification. Experience working with children and students with visual impairments preferred. Knowledge of assessment, instructional strategies, and mobility training techniques. Ability to work independently and collaboratively within educational teams. Strong communication, organizational, and documentation skills. Ability to travel within the assigned district as needed. What Birch Agency Offers: Competitive compensation. Flexible part-time schedule. Dedicated recruiter and ongoing support. Professional development opportunities. Meaningful work supporting student independence and success. Opportunity to make a lasting impact in the lives of students and families. Apply Today!Join Birch Agency as an Orientation & Mobility Specialist and help students with visual impairments build the skills and confidence needed to navigate their world independently. This part-time, in-person opportunity in Red Wing, MN offers the chance to make a meaningful difference while serving two students within a member district.#cat3#LI-JB1

JOB ANNOUNCEMENTThe Community Youth Center of San Francisco (CYC) provides the youth of our city a sense of belonging and vital tools and experiences to succeed in life. Our services include academic support and college counseling, job placement and employment training, substance use and violence prevention education, crisis intervention and mediation, leadership development, technology and computer training. Our mission is to encourage a diverse population of high-need young people to explore their full potential through academic, career, family, and community life.Title: Program Specialist (Inclusion Support)Salary: $26.00 - $30.00/hourReports to: Site CoordinatorStatus: Part-Time (22.5 Hours/Week), Non-Exempt (Position Ends: June 2, 2027)POSITION DESCRIPTION:Under the direction of the Site Coordinator, the Program Specialist is responsible for providing 1:1 and/or small group social and emotional support as well as behavioral intervention and coaching to school age children during after school programs and/or summer. Responsibilities also include the coordination of support services and communication with school day and afterschool staff and families. DUTIES AND RESPONSIBILITIESProvide one-on-one and/or small group social and emotional support as well as behavioral coaching using positive reinforcement strategies to a caseload of school age children. Develop individualized care plans and document student progress. Work with individual students or small groups of students to guide and facilitate independent study, enrichment skill building, and make-up school work as necessary. Collaborate and coordinate with school day teachers, counselors, and after school staff to identify students who need specialized support for program participation. Participate in Student Support/Coordinated Care Team, IEP, SAP, or SST meetings as necessary. Maintain the confidentiality of student information and share data around intervention progress. Establish and maintain a positive and safe learning environment for program participants including assisting with classroom and behavior management, resolving and mediating conflicts using restorative practices, handling emergencies and injuries, etc.Make contact with parents/caregivers in a professional and consistent manner to advise parents on youths' progress and challenges.Assist with data entry, administering and collecting evaluation data as required by funders and for continuous program improvement.Participate in regular staff meetings and attend ongoing training opportunities as needed.Maintain the cleanliness and organization of all shared program spaces.Complete other duties as assigned by the supervisor and management team.QUALIFICATIONS:Bachelor’s degree in relevant fields preferred but must have completed a minimum of 48 college units or passed an Instructional Aide Exam. 2 years of proven experience in youth development, early childhood education, or work with special needs children. Possess empathy, understanding of children’s developmental stages, and knowledge in utilizing positive behavior management strategies.Experience in classroom management, conflict mediation, and restorative practices is a plus.Experience working with diverse youth and families is a plus.Must possess good organization, patience, communication (both oral and written) and teamwork skills. Capacity to multitask, work independently, and make sound decisions are a must. Good technology skills (familiar with Google docs & sheets, MS Office, etc.)Ability to model to staff and participants: professionalism, personal responsibility, a strong work ethic and positive character.Bilingual in Spanish and Cantonese/Mandarin, is a plus.Able to lift or move at least 25lbs.CYC is an Equal Employment Opportunity employer and will not discriminate against any applicant or employee on the basis of race, age, religion, gender, marital status, national origin, citizenship, ancestry, physical or mental disability, veteran status, sexual orientation, or any other basis recognized by federal, state, or local law, including on the basis of the intersection of two or more protected characteristics, also known as intersectional discrimination. Pursuant to the San Francisco Fair Chance Ordinance, we will consider qualified applicants with arrest and conviction records for employment. How to ApplyTo be considered for this position, please submit your application through our official application portal via CYC Career Page. Applications submitted by email, mail, or any method other than the official online portal will not be reviewed.If you require a reasonable accommodation to complete the online application process, please contact us through email at job@cycsf.org for further support.

JOB ANNOUNCEMENT The Community Youth Center of San Francisco (CYC) provides the youth of our city a sense of belonging and vital tools and experiences to succeed in life. Our services include academic support and college counseling, job placement and employment training, substance use and violence prevention education, crisis intervention and mediation, leadership development, technology and computer training. Our mission is to encourage a diverse population of high-need young people to explore their full potential through academic, career, family, and community life. Title:  Program Leader (Elementary ASP)Salary:  $23.50 - $27/Hour, 25 Hrs/WeekReports to:  Site CoordinatorStatus:  Part-Time, Non-Exempt (School year end: June 2, 2027) POSITION DESCRIPTION: Under the supervision of the Site Coordinator, the Program Leader will work as a team to build a positive and supportive environment for transitional kindergarten thru 5th grade school aged children. The Program Leader will provide support to the After School Program/Summer Program at one of our elementary school sites. Our focus is on supporting youth in their academic, social and  emotional development. We are seeking leaders who are able to guide transitional kindergarten thru fifth grade elementary school aged children in literacy, math, STEM and age appropriate recreational and enrichment curriculum activities.  DUTIES AND RESPONSIBILITIES: Supervise and manage approximately 10-20 transitional kindergarten to fifth grade students in our programs.Create and plan enrichment curriculum activities and lesson plans to support student learning incorporating social emotional learning competency skillsSupervise daily academic support, tutoring,  enrichment, and recreational curriculum activities and lessons in the afterschool programProvide supervision during supper/ snack and recess time Provide strong systems and structures for students to transition between each component of the program Create, follow up and be consistent with behavioral management plans for whole group and individual students Develop and encourage consistent study habits/routineProvide a relationship as a positive mentor/ role model to TK-5th grade school aged children in conjunction with program/agency goalsCreate an ongoing communication with site staff, teachers and parents regarding student progress and learning goalsSupport and build relationships with both parents, teachers, site staff and program participantsSupport in creating a positive and safe environment for all program participantsProvide supervision during indoor and outdoor activities Assist in the supervision of any youth/ high school or adult volunteer or program intern Responsible for ongoing communication with direct supervisor, program manager, program director in a timely mannerResponsible for student attendance and other reports assigned by supervisorAttend and participate in all required agency and program related training, and team meetingsParticipate in restorative circles and or care team meetings if needed Other duties as assigned by management  QUALIFICATIONS:AA degree preferred but must have completed a minimum of 48 college units or  passed an Instructional Aide Exam. Passion to work with young people ages 5 and up from diverse backgrounds.Have a sense of humor, creativity and patience. Knowledge of the youth development framework and practices and one or more years of experience planning and facilitating academic, enrichment, recreational and social emotional learning curriculum activities for school aged childrenExperience in classroom management, conflict mediation, and restorative practices is a plus. Experience working with diverse youth and families a plusAbility to develop, implement, and organize programs and special events. Possess good organizational, communication and teamwork skills. Ability to model to staff and participants: professionalism, personal responsibility, a  strong work ethic and positive characterBilingual/bicultural in Arabic, Cantonese/Mandarin, Spanish, or Vietnamese is  preferred. Must be able to work Monday to Friday, in-personAble to lift or move at least 25lbs.  CYC is an Equal Employment Opportunity employer and will not discriminate against any applicant or employee on the basis of race, age, religion, gender, marital status, national origin, citizenship, ancestry, physical or mental disability, veteran status, sexual orientation, or any other basis recognized by federal, state, or local law, including on the basis of the intersection of two or more protected characteristics, also known as intersectional discrimination. Pursuant to the San Francisco Fair Chance Ordinance, we will consider qualified applicants with arrest and conviction records for employment. How to ApplyTo be considered for this position, please submit your application through our official application portal via CYC Career Page. Applications submitted by email, mail, or any method other than the official online portal will not be reviewed.If you require a reasonable accommodation to complete the online application process, please contact us through email at job@cycsf.org for further support.

JOB DESCRIPTIONThe Community Youth Center of San Francisco (CYC) provides the youth of our city a sense of belonging and vital tools and experiences to succeed in life. Our services include academic support and college counseling, job placement and employment training, substance use and violence prevention education, crisis intervention and mediation, leadership development, technology and computer training. Our mission is to encourage a diverse population of high-need young people to explore their full potential through academic, career, family, and community life. Title: Program Specialist (High School Academic Tutor/Behavioral Coach)Salary: $26- $30/per hour, plus excellent benefits Reports to:  Site CoordinatorStatus: Full-Time; 30 hrs/week, Non-Exempt (School year end: June 2, 2027) Position Description:Under the direction of the Site Coordinator, the Program Specialist (Academic Tutor/Behavioral Coach) is responsible for providing academic tutoring, educational support and behavioral coaching to youth during the school day and in after school programs. The position is responsible for tutoring high school students in core academic classes such as English, Math, Science, Social Studies, etc.  The position will also support a variety of enrichment activities as needed.  DUTIES AND RESPONSIBILITIESProvide one-on-one and group academic tutoring in core subject areas and behavioral coaching to students.Collaborate and coordinate with school day teachers, counselors, and after school staff to identify high needs students who need educational support. Provide 1:1 light case management to students who need social emotional learning and behavioral health support. Provide training and support to high school volunteer tutors as needed. Create incentive plans to encourage student engagement and retention. Develop and support a variety of skill building and project based learning activities for youth as needed.Support outreach and marketing strategies to recruit and retain youth in afterschool and summer programs.Establish and maintain a positive and safe learning environment for program participants including assisting with classroom and behavior management, resolving and mediating conflicts using restorative practices, handling emergencies and injuries, etc.Work collaboratively with the school leadership team, community partners, and faculty to design and align programs to support the school’s goals for student development, academic achievement, social and emotional learning. Make contact with parents/caregivers in a professional and consistent manner to advise parents on youths' progress and challenges.Work with school faculty and parents/guardians to maintain a high level of communication and positive relationships/climate between school and families.Assist with data collection and produce programmatic reports as requested by funders and supervisor.Assist with administering and collecting evaluation data as required by funders and for continuous program improvement.Participate in regular staff meetings and attend on-going training opportunities as needed.Maintain the cleanliness and organization of all shared program spaces.Complete other duties as assigned by supervisor. QUALIFICATIONS:Bachelor’s degree in relevant fields preferred plus 2 years of proven experience in youth development or experience in providing academic support.Knowledge of youth development practices and one or more years of experience planning and facilitating enrichment activities for youth.Experience in classroom management, conflict mediation, and restorative practices is a plus.Experience working with diverse youth and families is a plus.Ability to develop, implement, and organize programs and special events.Good interpersonal and communication skills (both oral and written).Possess good organizational, communication and teamwork skills.Capacity to multi-task, work independently, and meet strict programmatic deadlines.Good technology skills (familiar with Google docs & sheets, MS Office, etc.)Ability to model to staff and participants: professionalism, personal responsibility, a strong work ethic and positive character.Bilingual in Spanish and Cantonese/Mandarin, is highly preferred.Able to lift or move at least 25lbs. CYC is an Equal Employment Opportunity employer and will not discriminate against any applicant or employee on the basis of race, age, religion, gender, marital status, national origin, citizenship, ancestry, physical or mental disability, veteran status, sexual orientation, or any other basis recognized by federal, state, or local law, including on the basis of the intersection of two or more protected characteristics, also known as intersectional discrimination. Pursuant to the San Francisco Fair Chance Ordinance, we will consider qualified applicants with arrest and conviction records for employment. How to ApplyTo be considered for this position, please submit your application through our official application portal via CYC Career Page. Applications submitted by email, mail, or any method other than the official online portal will not be reviewed.If you require a reasonable accommodation to complete the online application process, please contact us through email at job@cycsf.org for further support.

Job DescriptionThe Community Youth Center of San Francisco (CYC) provides the youth of our city a sense of belonging and vital tools and experiences to succeed in life. Our services include academic support and college counseling, job placement and employment training, substance use and violence prevention education, crisis intervention and mediation, leadership development, technology and computer training. Our mission is to encourage a diverse population of high-need young people to explore their full potential through academic, career, family, and community life. Title: Program Leader Salary: $23.50-$27.00/HourReports to: Site Coordinator/Beacon DirectorStatus: Part-Time, Non-Exempt (school year end: 6/2/2027) POSITION DESCRIPTION:Under the supervision of the Site Coordinator, the Program Leader is responsible for developing, implementing, and overseeing a variety of academic and enrichment activities targeting middle school youth at the CYC Aptos Beacon Center. This includes designing curriculum and activities which incorporate skill building and project based learning that are fun and engaging for youth.We are looking for multiple staff to teach one or more of the following enrichment activities:Arts (i.e. painting, drawing, crafting, etc.)Mixed Sports (i.e. soccer, basketball, table tennis, skateboarding, etc.)Performing Arts (i.e. drama, voice, dance, etc.)Cooking, Gardening, Cultural Arts and ExplorationAcademic TutoringCareer & College AwarenessSTEAM (i.e. coding, 3D printing, game design, robotics, video/music production, etc.)DUTIES AND RESPONSIBILITIES:Develop, implement, and oversee a variety of skill building and project based learning activities for middle school aged youth.Provide academic tutoring and assist students with their daily homework as needed.Establish and maintain a positive and safe learning environment for program participants including assisting with classroom and behavior management, resolving and mediating conflicts using restorative practices, handling emergencies and injuries, etc.Create marketing strategies and promotional materials to recruit and retain youth in afterschool programs.Collaborate with school and Beacon staff to coordinate cultural celebrations and culminating events that builds community and celebrates youth accomplishments.Work with school faculty and parents/guardians to maintain a high level of communication and positive relationships/climate between school, beacon and families.Assist with data collection and produce programmatic reports as requested.Assist with administering and collecting evaluation data as required by funders and for continuous program improvement.Participate in regular staff meetings and attend on-going training opportunities as needed.Maintain the cleanliness and organization of all shared program spaces.Complete other duties as assigned by the supervisor.QUALIFICATIONS:Bachelor's degree preferred or must have completed a minimum of 48 college units or passed an Instructional Aide Exam.Knowledge of youth development practices and one or more years of experience planning and facilitating enrichment activities for youth.Experience in classroom management, conflict mediation, and restorative practices is a plus.Experience working with ethnically diverse youth and families who have experienced poverty, crisis, trauma, and other adverse events is a plus.Ability to develop, implement, and organize programs and special events.Possess good organizational, communication and teamwork skills.Capacity to multitask, work independently, and meet strict programmatic deadlines.Good technology skills (familiar with Google docs & sheets, MS Office, etc.)Ability to model to staff and participants: professionalism, personal responsibility, a strong work ethic and positive character.Bilingual in Cantonese/Mandarin, Spanish, or Tagalog is preferred.Able to lift or move at least 25lbs. CYC is an Equal Employment Opportunity employer and will not discriminate against any applicant or employee on the basis of race, age, religion, gender, marital status, national origin, citizenship, ancestry, physical or mental disability, veteran status, sexual orientation, or any other basis recognized by federal, state, or local law, including on the basis of the intersection of two or more protected characteristics, also known as intersectional discrimination. Pursuant to the San Francisco Fair Chance Ordinance, we will consider qualified applicants with arrest and conviction records for employment. How to ApplyTo be considered for this position, please submit your application through our official application portal via CYC Career Page. Applications submitted by email, mail, or any method other than the official online portal will not be reviewed.If you require a reasonable accommodation to complete the online application process, please contact us through email at job@cycsf.org for further support.

Are you passionate about technology and love working with kids and teens? Join iD Tech, the world's leading tech education provider, as a remote instructor and inspire the next generation of innovators—all from home.Why iD Tech?Make a real impact: Inspire students ages 7-17 to discover their passion for technologyFlexible schedule: Work part-time around your other commitments—we offer lessons 24/7Grow your skills: Gain valuable teaching experience in a cutting-edge, tech-focused environmentBuild your network: Connect with industry professionals and passionate educators nationwideInternship credit: This role may qualify for college internship credits (ask us for details.)100% Remote: Work from home or schoolWhat You'll Do:Conduct engaging one-on-one online sessions via video conferenceDeliver personalized instruction tailored to each student's goals and interestsFoster a safe, inclusive learning environment where students can explore and express themselvesProvide technical support to ensure students have the required software and hardwareCollaborate with a nationwide team of educatorsWhat We're Looking For:Expertise in topics related to iD Tech's course offerings (coding, game design, robotics, digital art, video production)Experience or strong interest in teaching/tutoring kids and teensExcellent on-camera presence and ability to engage students remotelyStrong communication and organizational skills This position pays $16/hr except in the following locations:-Employees in areas that have a minimum wage higher than $16/hr will be paid an hourly rate compliant with minimum wageThis position is eligible for 401(k) once eligibility requirements are met and other benefits, such as paid sick leave, as required by state or local law.Hiring begins 11/1/26 and continues through approximately 5/15/27. The number of available positions diminishes further into our hiring season. Qualified applicants with arrest or conviction records will be considered for employment in accordance with applicable state and local laws. This position involves the supervision and care of minors and as such a criminal history may have a direct, adverse, and negative relationship which may result in the withdrawal of conditional job offers. 

The Social and Behavioral Sciences Concentration at Soka University of America (SUA) invites applications for an Adjunct Instructor of Economics for the Spring 2027 semester.The successful candidate will teach Regression Analysis and Economic Development.Qualifications:Applicants should hold a Ph.D. in Economics. Applicants who have completed all requirements for the Ph.D. except the dissertation will also be considered. Prior teaching experience as the instructor of record, especially at the undergraduate level, is preferred.The successful candidate should demonstrate the ability to engage students in class settings that foster meaningful intellectual inquiry, active learning, and critical thinking. Given the interdisciplinary nature of SUA’s curriculum and the absence of traditional departmental boundaries, students may enter economics courses with varied academic preparation. Candidates should therefore be prepared to teach students from multiple disciplinary, cultural, national, and ideological perspectives, and to employ a range of teaching strategies that support students’ intellectual growth.Experience teaching and mentoring a diverse student body, along with a commitment to inclusive pedagogy, is essential. Candidates should demonstrate responsiveness toward and understanding of diverse student backgrounds. The successful candidate will demonstrate a commitment to the university’s mission to develop global citizens. Having the ability and willingness to work collegially is essential, as is an understanding of an interdisciplinary liberal arts curriculum.Soka University of America:Soka University of America (SUA), located in Aliso Viejo, California, is a private, non-sectarian liberal arts college founded on the values of peace, human rights, and the sanctity of life. It offers a unique and global Bachelor of Arts in Liberal Arts degree with five Concentrations, and has a commitment to fostering a learning environment that emphasizes critical thinking, creativity, and intercultural understanding. SUA’s small and multinational student body, approximately 450 undergraduates, ensures personalized attention and a close-knit academic community. The university’s curriculum is rooted in the liberal arts tradition and incorporates a strong international perspective, requiring students to study abroad for a semester. Faculty members at SUA have the opportunity to engage in interdisciplinary teaching and research, supported by state-of-the-art facilities and a strong commitment to faculty development and academic freedom. The campus is known for its beautiful architecture, serene environment, and a culture that values dialogue, diversity, and the holistic development of its students.Soka University is committed to a dynamic teaching pedagogy that prioritizes active learning through experiential projects, group discussions, and real-world applications. We place a strong emphasis on inclusive pedagogy, fostering a classroom environment where students from diverse backgrounds feel acknowledged, respected, and empowered. Our instructional approach aims to not only disseminate knowledge but also to cultivate critical thinkers and compassionate leaders.Application InstructionsApplicants should submit the following materials:Letter of application addressing the required qualifications and relevant teaching interests;A current curriculum vitae;A teaching statement describing the applicant’s teaching experience and approach to teaching economics in a small-class environment, including how the applicant would engage students from diverse backgrounds;Evidence of teaching effectiveness, if available;Sample syllabi for relevant courses, if available; andContact information for three professional references.Employment is contingent upon the successful completion of a background check.Candidates must be authorized to work in the United States. In accordance with federal law, all new employees must provide documents, on their first day, verifying identity and legal authorization to work in the United States. The list of acceptable documents can be found at https://www.uscis.gov/i-9-central/form-i-9-acceptable-documents.Salary: The anticipated salary range for this position is $6,420 - $7,500 per course and will be commensurate with qualifications and experience.Review of applications will begin on November 1, 2026 and will continue until the position is filled. Apply for the Part-Time Adjunct Instructor of Economics Position For inquiries, e-mail: facultyrecruiting@soka.eduSoka University of America is an equal opportunity employer.

Part-Time Enrichment Teacher - After School & Camps About Little Ecologists Little Ecologists offers English and French after-school enrichment programs, camps, and in-school programs for children ages 3 to 8 in Manhattan, Brooklyn, New Jersey, and Westchester, NY. Our proprietary curriculum blends environmental awareness, sustainability, and emotional intelligence, helping kids build eco-conscious, confident habits instead of climate anxiety. We partner with qualified educators who bring expertise in Early Childhood Education, teaching, and/or environmental sustainability, and who share our commitment to raising a generation that feels empowered about the planet's future. The Role Little Ecologists is looking for an educated, passionate teacher to lead our popular English-language ecological enrichment program for children ages 4 to 8. Lesson plans and class content are provided by Little Ecologists' founder; you'll bring them to life and adapt the program to each class and age group. We're looking for someone creative, energetic, emotionally intelligent, and entrepreneurial, with a genuine desire to pass on eco-conscious values to kids. Responsibilities -Implement Little Ecologists' proprietary curriculum with preschool- and school-aged children, adapting it to the unique needs of each child. -Teach after-school classes and/or camps at least one day a week, consistently, at your assigned site. Prepare lessons using the provided curriculum and lesson plans. -Develop fun, creative, hands-on teaching materials (crafts, games, experiments). -Conduct engaging, age-appropriate, innovative sessions for students. Serve as a warm, engaging role model for eco-conscious behavior. Requirements -Bachelor's or Master's degree, or working toward one, in Early Childhood Education, Education, Environmental Education/Science, Sustainability, or a related field (recent graduates welcome). -At least 1 year of experience working with children and/or teaching in a group setting. -Consistent mid-afternoon availability at least one day a week from September to June. -Creativity, curiosity, and a willingness to learn and educate children. -Keen interest and/or experience in environmental sustainability and education. -Excellent verbal and written English communication skills. -CPR and First Aid certification preferred (or willingness to obtain). -Successful completion of a background check prior to starting. Compensation & Schedule Pay: $30.00 - $45.00 per hour, depending on experience. Expected hours: 2 to 6 hours per week, depending on enrollment and site. Job type: Part-time, Independent Contractor (1099). Location: Located in or willing to travel to Manhattan, Brooklyn, New Jersey, and/or Westchester, NY. COVID-19 considerations: We follow all applicable CDC and school-site health and safety regulations. To Apply Please send your resume and a cover letter to marie@little-ecologists.com. Application question (please answer in your application): Why are you interested in working with Little Ecologists?

Disability Program PositionsI am looking for both Full Service and Classroom Instructors for this program. Both roles pay equally. - Full Service: You will work weekly with students who have cognitive disabilities. Responsibilities include driving lessons, permit tutoring, and/or driver's education course instruction depending on the student's needs. This is a stable position where you may work with the same student for several months.- Classroom Restricted: This role focuses on helping students in the classroom understand road readiness so they can pass their permit test. You will also provide one-on-one assistance through the 24-hour driver's education course. Once students complete these tasks, they are transitioned to another instructor for in-car lessons.

Position Title: Part Time Math TutorLocation: RemoteJob Type: Part-Time (15-20 hours/week)Start Date: As soon as possiblePay Rate: $40/teaching hour + $20/non-teaching hrAbout Think Academy:Think Academy Canada (www.TheThinkAcademy.com), a 100% owned subsidiary of TAL Education Group (NYSE: TAL), is a recently established education technology (Ed-Tech) company providing K-12 extra-curricular learning services in science and technology. At Think Academy, we provide full cycle services to foster children's ability to think critically, strengthen their logic skills, and help them fulfill their goals through innovative teaching techniques. We believe Love and Technology can make education better. Whom we are looking for:Think Academy Canada is looking for Part-Time Math Tutor. Content Teachers are expected to understand math concepts, prepare classes based on Think Academy's curriculum, Deliver engaging and age-appropriate math lessons, explaining concepts, demonstrating problem-solving techniques, and using various teaching methods to meet the diverse needs of students.What You Will Do:Teach mathematics to students from Pre-K through Middle schoolActively engage and manage a classroom of up to 16 studentsPrepare and deliver lessons using Think Academy's curriculum and teaching guidanceGrade homework and provide other essential teaching-related servicesCommunicate effectively with students and parents, offering timely and personalized feedbackWork 15-20 hours per week, primarily during weekends and weekday afternoonsHow You Can Be Qualified:Bachelor’s degree or above, all majors are welcome as long as you're passionate in kids and math teaching; Education, or STEM-related majors are preferredYou are still eligible to apply if you are still pursuing or in progress of obtaining a Bachelor's degreePrior math teaching experiences is not required, but a big plusSuper passionate about teaching and education industry, with a mission to provide better education to promote social development.Excellent communication and interpersonal skillsHighly responsible and love to get along with kidsCan commit to at least one whole semester of teaching (Spring semester: Jan - May; Summer: June - Aug; Fall semester: Aug - Dec)Available and willing to work during weekday evenings and weekendsPay Range:$40/hr (Teaching Fee) + $20/hr (Non-Teaching Fee)Teachers will be assigned 2-4 classes per weekTarget Commission based on student retentionThink Academy is an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, or protected veteran status and will not be discriminated against on the basis of disability. 

About the jobCompany Description Veritas Academ is an education-focused organization dedicated to helping students achieve strong academic performance and competitive standardized test scores. Veritas Academy is headquartered in Shanghai, where we are the #1 SAT prep institution. This year, we're bringing our proven programs to Irvine, CA. Our curriculum, faculty, and student services are fully aligned with our Shanghai headquarters. As we expand our Irvine campus, we're looking for passionate SAT teachers to join our team! Open PositionsSAT Math TeacherSAT Reading & Writing Teacher Role DescriptionThe SAT Teacher will provide in-person instruction to high school students preparing for the SAT exam at our Irvine, CA location.On-site role involves delivering engaging lessons in math, reading, and writing, following established curricula and test-prep strategies.The teacher will plan lessons, assign practice work, review student progress, and offer targeted feedback to improve scores and skills.Responsibilities include monitoring performance data, adjusting instruction to meet individual needs, and maintaining a structured, inclusive classroom environment.The SAT Teacher will also collaborate with other staff members, participate in training, and communicate with students and families regarding academic progress and expectations. QualificationsStrong foundation in Education and Teaching, with experience instructing high school students or test-prep courses.Demonstrated skills in Lesson Planning and Training, including designing structured sessions and practice activities aligned with SAT content.Effective Communication skills, with the ability to explain complex concepts clearly and support learners with varied skill levels.Bachelor’s degree and above in education, mathematics, English, or a related field, or equivalent teaching experience.Familiarity with current SAT format, question types, and test-taking strategies.Ability to manage classrooms, motivate students, and create an inclusive, respectful learning environment.Prior tutoring, classroom teaching, or standardized test preparation experience is strongly preferred.Bilingual fluency in Mandarin Chinese and English — able to teach in both languagesHow to ApplyPlease send your resume to veritasacads@gmail.com with the subject line "SAT [Math / Reading & Writing] Teacher Application". You can also reach us via WeChat: veritasacads.Join us in helping students unlock their full potential!#Hiring #SATTutor #SATPrep #EducationJobs #IrvineJobs #BilingualJobs

Pay: $26.00 - $28.00 per hour Job description:Join The Education Team as a K–12 Substitute Teacher in San Jose! Looking for flexible, meaningful work in education — without being locked into a full-time schedule? The Education Team is hiring Substitute Teachers to support charter schools, private schools, and districts across San Jose and surrounding areas. Whether you’re building experience or already have a background in education, this is your opportunity to step into the classroom, make an impact, and work on your terms. ResponsibilitiesDeliver lesson plans and guide daily classroom instruction Maintain a safe, positive, and structured learning environment Keep students engaged and on task throughout the day Communicate effectively with school staff and administrators Adapt to different classrooms, grade levels, and school settings  SchedulePart-time or full-time — you choose your availability Minimum of 2 days per week Assignments available Monday through Friday Opportunities for long-term and permanent placements  RequirementsBA/BS degree from a regionally accredited institution (or U.S. equivalency) — required If you have a 30-Day Substitute Permit or a Credential you can earn more!  Why Join The Education TeamCompetitive hourly pay Weekly pay (direct deposit or paper check)Flexible scheduling — work when and where you want Bonus opportunities for long-term assignments W-2 employee status — no 1099 surprises Ongoing support from a real team — not just an app  Who We Work WithThe Education Team partners with public school districts, charter schools, and private schools across California. We serve TK–12 classrooms, placing reliable educators in both general and special education settings across a wide range of school environments. Ready to get started?Apply today and start making a difference in classrooms today with The Education Team! Job Types: Full-time, Part-time Benefits:Flexible schedule  Education:Bachelor's (Required)  Work Location: In person