Careers in Education

PART-TIME AMERICAN SIGN LANGUAGE (ASL) INSTRUCTORTeach ASL. Build Communication Skills. Inspire Connection.Location: 30 Marguerite Dr., Oakland, CA 94618Start Date: September 8, 2026Pay: $25–$50/hour, based on experiencePosition: Part-Time | In-Person🤟 Bring ASL to LifeWe’re looking for an enthusiastic American Sign Language (ASL) Instructor to introduce middle school students to ASL through fun, interactive, and age-appropriate activities.You’ll help students develop foundational signing skills—including vocabulary, fingerspelling, everyday expressions, and conversational skills—while creating a supportive environment where they can practice, make mistakes, and build confidence.You don't need to be a professional ASL instructor or completely fluent. If you have a solid foundation in ASL, can demonstrate beginner-level signs clearly, and enjoy working with students, you may be a great fit.Curriculum guidance and instructional materials are provided, giving you the support you need while allowing you to bring your own personality and creativity to the classroom.🎯 What You'll DoLead engaging, beginner-friendly ASL sessions for middle school studentsTeach foundational signs, vocabulary, fingerspelling, and conversational skillsHelp students practice through games, activities, conversations, and real-world scenariosTeach practical ASL phrases students can use in everyday situationsIntroduce age-appropriate concepts related to Deaf culture, accessibility, and inclusive communicationDemonstrate signs clearly and provide supportive, constructive feedbackEncourage students to practice without fear of making mistakesAdapt activities to different learning styles, abilities, and experience levelsCreate a welcoming, inclusive, and respectful classroom environmentEncourage participation, curiosity, and confidenceMonitor student progress and celebrate accomplishmentsMaintain a safe, organized, and positive learning environmentCommunicate professionally with program coordinators and school staffArrive prepared, dependable, and ready to engage students🌟 What We're Looking ForYou don't need to be fully fluent in ASL to apply. We’re looking for someone with enough ASL knowledge and confidence to teach beginner-level concepts and create an engaging learning experience.You may be a great fit if you have:A solid foundation in American Sign LanguageConfidence with basic signs, vocabulary, and phrasesThe ability to demonstrate and explain beginner-level ASL clearlyA genuine interest in ASL, communication, accessibility, or Deaf culturePatience, enthusiasm, and an encouraging personalityStrong communication and interpersonal skillsComfort leading and engaging groups of studentsThe ability to follow provided curriculum and prepare lessonsReliability, professionalism, and a positive attitudeRespect for Deaf culture and inclusive communication practicesTeaching experience is a plus, but not required. Experience in ASL instruction, interpreting, education, tutoring, mentoring, camps, or youth programs is helpful.Fluent ASL users, ASL learners with a strong foundation, ASL and Deaf Studies students, interpreters, educators, college students, recent graduates, and passionate ASL users are all encouraged to apply.💡 Why You'll Love This RoleCompetitive Pay: Earn $25–$50/hour, based on experience and qualifications.Curriculum Support: Get instructional materials and guidance, so you don't have to build everything from scratch.Meaningful Work: Help students develop communication skills, confidence, and an appreciation for inclusive communication.Interactive Teaching: Use games, activities, conversations, and hands-on practice to make ASL engaging and memorable.Build Valuable Experience: Develop your teaching, communication, classroom leadership, and youth-development skills.Make an Impact: Give students a skill they can use to communicate and connect with more people.🤟 This Role Could Be a Great Fit If You AreAn ASL instructor or fluent ASL userAn ASL learner with a strong foundation in the languageAn ASL interpreterA Deaf or hard-of-hearing educatorAn ASL or Deaf Studies studentAn education, linguistics, or language studentA college student or recent graduateAn aspiring teacher or educatorA tutor, mentor, or youth leaderSomeone passionate about accessibility and inclusionSomeone who simply enjoys ASL and helping others learnReady to Make an Impact?If you have a foundation in ASL, enjoy working with middle school students, and can bring patience, enthusiasm, and creativity to the classroom, we’d love to hear from you.Apply today and help students discover the power of signing, build confidence, and develop a new way to connect with the people around them.

Behavior Therapist (Part-Time)Bloom Behavioral Health – North Orange County, CAAbout UsAt Bloom Behavioral Health, we believe every child deserves the opportunity to thrive. For over 10 years, we’ve partnered with families in North Orange County to provide high-quality in-home ABA (Applied Behavior Analysis) therapy to children with developmental disabilities. Our team is passionate about supporting children and empowering families through compassionate, evidence-based care.Position OverviewWe are seeking dedicated and enthusiastic Behavior Therapists to join our growing team. As a Behavior Therapist, you will provide one-on-one ABA therapy in clients’ homes, implementing individualized treatment plans designed and supervised by a Board Certified Behavior Analyst (BCBA). You’ll play a vital role in helping children build communication, social, and daily living skills while reducing challenging behaviors.ResponsibilitiesProvide direct 1:1 ABA therapy in clients’ homes or community settings.Implement individualized behavior intervention plans under the supervision of a BCBA.Collect and record accurate data on client progress during each session.Collaborate with clinical supervisors to support treatment goals.Communicate professionally with families and staff.Attend required trainings, team meetings, and ongoing professional development.Maintain confidentiality and adhere to all ethical and professional standards.QualificationsMinimum 18 years of age; High school diploma required (Bachelor’s degree in Psychology, Education, or related field preferred).Reliable transportation to travel to client homes in North Orange County (Anaheim, Fullerton, Santa Ana, and surrounding areas).Afternoon availability (3–5 days per week).Strong communication skills, professionalism, and a genuine passion for working with children.Previous experience with children or ABA therapy is a plus, but not required—comprehensive paid training is provided.Schedule & CompensationPart-time position: 10–25 hours per week (afternoon/evening availability required).Competitive hourly pay, with opportunities for advancement.Paid onboarding & field training provided.Why Join Bloom?Work directly with children and make a meaningful impact every day.Be part of a supportive, collaborative, and mission-driven team.Receive comprehensive training and ongoing mentorship from BCBAs.Opportunities for career growth in the field of Applied Behavior Analysis.

About the RoleAt Aria Alessia Kids Center, we believe children learn best when they feel happy, connected and excited to explore. That's why our approach combines evidence-based practices with joyful, play-based experiences that celebrate each child's unique interests and strengths. As a Clinical Associate II, you'll spend your day building meaningful relationships with children through play, movement, creativity, books, games and everyday moments that become opportunities for learning.A Better Way to Practice ABAOur clinical approach combines evidence-based models such as the Early Start Denver Model (ESDM) and Pivotal Response Treatment (PRT) to create engaging, naturalistic, and play-based learning experiences.You'll work alongside experienced clinicians while receiving ongoing mentorship and hands-on experience in naturalistic developmental behavioral interventions, including:Applied Behavior Analysis (ABA)Early Start Denver Model (ESDM)Pivotal Response Treatment (PRT)Other play-based, developmental approachesThis position includes paid training to become a Registered Behavior Technician (RBT).In this role, you will:Help children learn through play, games, movement, reading and hands-on activitiesBuild warm, trusting relationships with children and their families.Stay active and engaged throughout therapy sessionsHelp maintain a welcoming, organized, and safe clinic where every child can feel comfortable learning.Collaborate with a supportive team focused on helping kids grow and succeedModel the use of child-centered, relationship-based practicesComplete the required 40-hour Registered Behavior Technician (RBT) training and continue developing your clinical skills through ongoing mentorship.QualificationRequiredBachelor's DegreePreferredCompletion of the 40-hour Registered Behavior Technician (RBT) trainingExperience working with children through education, childcare, therapy, coaching, camps, mentoring, or volunteer workA playful, patient, and compassionate approach to supporting young childrenWe also encourage applicants interested in learning more about the Early Start Denver Model (ESDM) to explore the online RBT training available at: Early Start Denver Model (ESDM) RBT Online TrainingYou might thrive in this role if you:Love learning and are excited to grow your clinical skills.Value teamwork, kindness, curiosity, and continuous improvement.Want a career where your work has a lasting impact on children and families.Enjoy being active, creative, and playful throughout the dayFind genuine joy in spending time with young children.What You’ll ReceiveCompetitive compensation with opportunities for performance-based increases$250 bonus for certified Registered Behavior Technicians (RBTs)Medical, dental, vision, and 401(k) benefitsOngoing mentorship and professional developmentClear opportunities for professional growth and career advancementPredictable, consistent schedulesAccessible, supportive and responsive leadershipClinical resources that help you do your best workHands-on training in evidence-based, play-based approaches including ESDM and PRTA workplace where curiosity, collaboration, and kindness are part of everyday practiceJoin Our TeamAt Aria Alessia Kids Center, we believe meaningful work begins with meaningful relationships. Here, you'll help children discover new skills, celebrate everyday victories and experience the joy of learning through play—all while growing into the clinician you aspire to become.Join a team where your work has purpose, your voice is valued, and your career has room to grow. Compensation$19 - $27 hourly$250 hiring bonus for certified Registered Behavior Technicians (RBTs)ScheduleFlexible schedule - shifts available between Monday-Sunday (8am - 7pm)     

RECREATION SPECIALIST IIF YOU ARE INTERESTED IN THIS POSITION, YOU MUST APPLY DIRECLTY ON OUR WEBSITE WWW.TCPUD.ORG IN ORDER TO BE CONSIDERED.The Tahoe City Public Utility District Parks & Recreation Division this Fall/Winter/Spring afternoon hours. This position is ideal for outdoor enthusiasts working part-time, college students.Job SummaryWithin a well-defined framework of established policies and procedures; assist in the implementation of designated recreation programs and activities under general supervision; provide leadership and resources to program participants; and perform routine administrative support functions for an assigned program area.Supervision Received and ExercisedReceives general supervision from assigned Recreation staff, including Recreation Specialist II, Recreation Coordinator, Recreation Supervisor, and Recreation Superintendent.May exercise technical and functional guidance over assigned volunteers and interns by assigning daily program activities and providing basic instruction and training as necessary; does not have ongoing supervisory responsibility over other paid staff.ResponsibilitiesThe duties listed are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to the position.Implement and lead assigned recreation programs and activities according to plans, schedules and procedures established by others.Assists in the Organizing of teams, programs and events across multiple assigned program areas.Assists with planning and developing daily work activities.Set up, break down and maintain supplies and equipment used in assigned programs and activities; report equipment or supply needs to assigned supervisor.Maintain records and files on participants in assigned programs and activities; update emergency and other pertinent information on a regular and as-needed basis.Monitor the condition of facilities and equipment being used for suitability, physical condition and safety; report unsafe conditions to assigned supervisor.Document incidents involving injury and/or unusual events and communicate promptly to assigned supervisor.Provide day-to-day guidance to assigned volunteers and interns in routine program tasks.Prioritize own daily work activities within an assigned program area.Complete routine written reports and forms as needed.Maintain regular attendance and adhere to prescribed work schedule to conduct job responsibilities.Establish and maintain effective working relationships with co-workers and all others contacted in the performance of assigned duties.Utilize appropriate safety procedures and practices for assigned duties.Work safely and cooperatively with others.Additional Duties and ResponsibilitiesProvide positive customer service to applicants, participants and the general public acting as an information source regarding District recreation facilities and programs.Assist with maintaining inventory and supplies for assigned program area.Maintain and update files and records, including basic confidential documentation, as directed.Prepare routine written notices and correspondence in a clear and concise manner.Perform all other duties as assigned.Knowledge of:Basic first aid.Health and safety standards and practices as they relate to recreational activities.Fundamentals of a specific recreational activity such as team sports, individual sports, arts and crafts, child care, music, drama, backpacking and/or camping, and/or other enrichment activities.Basic methodology of program implementation for groups of varying ages and interests.Safe work practices.Ability to:Learn and apply District policies, procedures and practices to assigned recreational programs and activities.Perform basic mathematical calculations including addition, subtraction, multiplication and division.Lead groups in a variety of sports and other recreational activities in an effective, positive and safe manner.Organize and prioritize routine tasks in an effective and timely manner.Provide basic guidance to assigned volunteers.Meet the physical requirements necessary to perform assigned duties in a safe and effective manner for self and others.Read, write and comprehend the English language at a level necessary for effective job performance exercising correct English usage, vocabulary, spelling, grammar and punctuation.Communicate effectively, tactfully and positively in both oral and written form.Understand both oral and written instructions and carry them out in a positive manner.Maintain regular attendance and adhere to prescribed work schedule to conduct job responsibilities.Establish, maintain and foster positive working relationships with those contacted in the course of work.Utilize appropriate safety procedures and practices for assigned duties.Work safely and cooperatively with others.Education and Experience Requirements:Any combination of education and experience which would likely provide the necessary knowledge and abilities is qualifying. A typical way to obtain the knowledge and abilities would be:Education: Equivalent to completion of high school, supplemented by coursework in recreation, leisure studies, physical education or a closely related field.Experience: No prior experience required; prior experience working with children, youth, or other groups in a recreational or camp setting is desirable.Certification & Licensing Requirements:Possession of an appropriate and valid driver's license and driving record that complies with District policy is required.Ability to obtain valid First Aid Certificate within six months of appointment.Ability to obtain valid CPR Certificate within six months of appointment.Working ConditionsWork is performed in both indoor and outdoor environments, subject to hot or cold temperatures, inclement weather and varying noise levels. (See detailed Job Analysis for a more complete list of physical and mental requirements.)Please note: If you are applying from outside the Tahoe/Truckee area, keep in mind that extreme winter road conditions may affect travel. For local applicants, we’re conveniently located near TART bus stops, making it easy to get to work. 

FLEX HIGH SCHOOL MICHIGANFull Time, Monday – FridayCompensation: Competitive compensation package starting from $51,500/yearDo you have a passion to work one-on-one with students and help them soar? At FLEX High, we focus on providing a SAFE educational environment, so that you may focus on your goal of obtaining a high school diploma. Our students love the quiet, one-on-one attention they receive from their teacher mentors. Remember the person who made a difference in your life? Now it’s your turn.The Flex High AdvantageOur personalized learning model is what makes Flex High School unique. Our students are at the center of our mission, which means that staff is unified and priorities are set to reach the best outcome for all students.Come learn more about us at https://flexhighmichigan.org/How You Will Make an Impact:The Teacher will plan, organize and implement an appropriate personalized instructional program in a learning environment that guides, supports, and encourages students to develop and fulfill their academic potential, completion of diploma requirements and post-secondary transition plan. The teacher will collaborate with other instructional staff and school personnel.MINIMUM QUALIFICATIONS:Valid Michigan Teaching Certificate with appropriate endorsement(s) for all subject area(s) being taughtBachelors degree with major or minor in designated subjectExcept as otherwise provided by law, the Academy shall use certificated teachers according to state board ruleBenefits: We are committed to providing quality and affordable benefits to our employees. We offer a comprehensive and flexible benefits program designed to meet the changing needs of our employees and their families. Some of our benefits for full-time employees include:Competitive nonprofit salaryExcellent medical, dental, vision coverageLife insuranceLong-term disability (LTD); short term disability (STD)Sick leaveGenerous holiday, vacation and seasonal breaks403(b) retirement plan with an attractive company contributionPaid professional development opportunitiesWellness benefits through our Wellable app and Employee Assistance Program that includes financial, legal and emotional counselingEmployee discount program for things such as travel, home and entertainment.We do not discriminate on the basis of race, color, national origin, sex (including sexual orientation or transgender identity), disability, age (except as authorized by law), religion, military status, ancestry or genetic information

Position SummaryProgram Facilitator leads weekly Play Like a Girl club sessions at a partner school, serving as the on-site champion of the program experience for participants. This is a contract position engaged on a fee-for-service basis, ideal for someone who enjoys working with middle school girls and wants to deliver a proven curriculum rather than build one from scratch. Facilitators may be school staff, parents, college students, graduate students, or community members with no prior Play Like a Girl affiliation. The Facilitator reports to the Program Coordinator.This is a seasonal contract position structured around the school year, with sessions running approximately one hour per week. Exact scheduling and session dates are determined by the partner school’s calendar and program needs.Can be located in any of our partner cities: Boston, Nashville, Dallas, New Orleans.Key Responsibilities:Session DeliveryLead weekly club sessions using Play Like a Girl’s provided curriculum, session guides, and materials.Prepare in advance using plug-and-play materials and checklists, adapting facilitation style as needed to fit the group.Foster a safe, inclusive club environment where every girl feels comfortable participating.Maintain a consistent, protected meeting time and space for the club.Relationship BuildingBuild and maintain positive working relationships with school administrators and staff to ensure the club has what it needs to run smoothly.Serve as a trusted point of contact for parents and caregivers regarding club schedules, expectations, and participation.Coordinate with mentors, volunteers, and guest speakers supporting select sessions, ensuring they feel prepared and welcomed.Represent Play Like a Girl’s mission and culture in all interactions with the school community.Participant Support & CultureReinforce participation expectations and maintain a positive, accountable club culture.Identify and help resolve minor participant concerns or conflicts as they arise, escalating anything significant to the Program Coordinator.Support end-of-cycle activities, including participant surveys, reflections, and evaluations.Logistics & DocumentationTrack and submit accurate weekly attendance records.Maintain organized, accurate records of participation and session notes.Coordinate registration and signed waivers for any offsite program activities (including but not limited to the Corporate Field Trip, STEM Design Challenge, or Finale). Facilitator attendance at offsite activities is not required, but highly preferred.Communication & Team ParticipationCommunicate proactively with the Program Coordinator regarding scheduling, site issues, or participant concerns.Attend weekly Play Like a Girl team meetings for the duration of the engagement.Participate in ongoing professional development sessions as scheduled.Submit a brief debrief or summary at the close of each program cycle.Required Skills & QualificationsExperience working with youth, preferably middle school age.Strong communication and interpersonal skills, with the ability to build rapport across a diverse group of students, families, and school staff.Strong organizational and time management skills.Reliable and consistent availability for the duration of the assigned program schedule.Must have reliable transportationComfort following a structured curriculum and established program guidelines.Preferred QualificationsExperience in teaching, coaching, mentoring, or youth program facilitation.Familiarity with the school or community where the club is located.Experience navigating group dynamics or supporting conflict resolution in a youth or school setting.Passion for empowering girls through sports, STEM, and leadership development.Pay & BenefitsCompensation: $25/hourPosition Type: Contract, fee-for-service.Time Commitment: Approximately one hour per week per session, plus weekly team meetings and preparation time, aligned to the partner school’s program calendar.How to ApplySubmit a single PDF to jobs@iplaylikeagirl.org with subject line: Local Club Facilitator – [Your Name], including:Cover Letter: Describe your interest in working with middle school girls and your experience creating a consistent, engaging environment for youth.Resume: Highlight your experience working with youth, schools, or community programs.Assessment (one, single-spaced page): Describe how you would build a strong, consistent club culture over the course of a program cycle. Include how you would keep students engaged and returning each week, handle a week where attendance or participation drops, and coordinate registration and waivers for an offsite activity without disrupting your regular session schedule.Equal Opportunity StatementPlay Like a Girl is an equal opportunity employer. We value diversity and are committed to building a team that represents a variety of backgrounds, perspectives, and skills. We encourage applications from rural residents, people of color, women, LGBTQ+ individuals, and others from historically marginalized groups.Work Location: Hybrid remote 

Lake Michigan Academy (LMA) in Grand Rapids, MI, is seeking a passionate and innovative Math & Science Middle School teacher to join our collaborative and supportive team, with an average classroom size of 8 students, for the upcoming school year.Are you an educator who thrives in a dynamic environment and loves to inspire curiosity? Do you dream of a flexible curriculum and fostering project-based learning experiences? If so, LMA is the place for you!At Lake Michigan Academy, we believe in personalized learning and empowering our educators. As a Science Teacher, you will have the exciting opportunity to:Design and deliver engaging science & math curriculum: While we are integrating project-based learning, you will have significant freedom to adapt the curriculum to tailor it to student interests and real-world applications.Teach small, mixed-grade classes: Our average class size of 8 students allows for individualized attention and fosters strong teacher-student relationships. You'll truly get to know your students and their unique learning styles.Facilitate hands-on, project-based learning: We are committed to a project-based approach, and we're looking for an educator who can bring learning to life through exciting investigations, experiments, and collaborative projects.Join an amazing teaching team: LMA prides itself on its supportive and collaborative faculty. You'll be part of a community that shares ideas, celebrates successes, and works together to provide the best possible education for our students.Qualifications:Bachelor's degree in a related field.Experience working with middle and high school-aged students.A passion for science & math and a desire to inspire lifelong learners.Strong communication and interpersonal skills.Ability to work collaboratively within a team environment.Certification is not required at the time of hire, but the successful candidate will be expected to obtain appropriate certification within two years.Why Lake Michigan Academy? Lake Michigan Academy is a unique educational environment where students thrive in a supportive and engaging atmosphere.We offer:A commitment to innovative teaching practices.A collaborative and supportive faculty.The opportunity to make a significant impact on students' lives.A chance to have a flexible and adaptive curriculum and foster creativity while following the State of Michigan graduation requirements.

The Instructor demonstrates strong expertise in Computer Science and builds meaningful connections with each student. They provide individualized support, motivating and guiding students while fostering innovation, collaboration, and creativity through technology.The iCode Instructor is responsible for delivering an engaging and enjoyable learning experience that enables students to progress through and master the iCode belt system. They lead instructional sessions, monitor student performance, and continuously evaluate progress to ensure each student’s success within the program.In this role, you will:Teach and mentor students in coding, game development, and technology conceptsCreate a positive, high-energy classroom environmentAdapt instruction to different learning styles and skill levelsTrack student progress and provide feedback to support growthCollaborate with team members to continuously improve the student experience

Special Education Teacher – 2026–2027 School YearLocation: Near Rockford, IllinoisPosition Type: Full-Time, In-PersonPay: Starting at $45/hourBirch Agency is Hiring!Birch Agency is seeking a dedicated and passionate 4th and 5th Resource Special Education Teacher to provide elementary resource services for the 2026–2027 school year near Rockford, Illinois. This is a full-time, in-person opportunity to make a meaningful impact in the lives of young learners while collaborating with a supportive educational team.Responsibilities: Provide special education services in a resource setting Collaborate with general education teachers, support staff, and families to promote student success. Develop and implement IEP goals and accommodations. Monitor student progress and maintain appropriate documentation. Foster a positive and inclusive learning environment. Qualifications: Valid Illinois Professional Educator License (PEL) with Special Education endorsement. Experience working with elementary-aged students preferred. Strong communication and collaboration skills. Commitment to supporting diverse learning needs. What Birch Agency Offers: Competitive hourly compensation starting at $45/hour. Full-time employment opportunity. Comprehensive benefits package. Dedicated recruiter support. Professional growth opportunities. Apply Today!Join Birch Agency and help make a difference in the lives of students during the 2026–2027 school year!#cat2#LI-JB1

Elementary Math & Reading Tutor — In-PersonProficiency Builders | Indianapolis, INPart-Time / Contract | September 2026–April/May 2027Proficiency Builders is hiring engaging, reliable tutors to provide small-group academic intervention to elementary students at one of our Indianapolis school partners.This is a great opportunity for educators, education majors, graduate students, interventionists, and other professionals who enjoy working directly with students and want meaningful, consistent part-time work during the school day.The RoleTutors will work in person with students in grades 3–5 who have been identified for additional support in reading/English Language Arts and/or mathematics.This isn't homework help. Our tutoring is designed to complement classroom instruction through targeted, data-informed intervention that helps students strengthen unfinished skills and make measurable academic progress.Tutors will typically work with approximately two students at a time and will:Deliver targeted reading/ELA and/or math instructionProvide explicit instruction, guided practice, and immediate feedbackHelp students build both academic skills and confidenceUse provided instructional priorities, lesson structures, and materials to guide sessionsAdminister brief exit tickets and progress-monitoring activitiesMaintain accurate attendance and session documentationParticipate in training, coaching, and occasional observations from the Proficiency Builders teamCommunicate consistently and professionally with Proficiency Builders staffScheduleTutoring takes place in person at Allegiant Preparatory Academy in Indianapolis, Tuesday–Thursday.We are primarily seeking tutors with consistent morning availability between approximately 8:00 a.m. and 12:00 p.m. Tutors will be assigned to specific instructional blocks within this window based on program needs and availability.Some tutors may have the opportunity to add an afternoon tutoring block as the school's final intervention schedule is confirmed.Because students will work with the same tutor consistently, reliable availability throughout the school year is important. The engagement is expected to run from September 2026 through April/May 2027.Who We're Looking ForStrong candidates may include:Current or former teachersEducation majors or graduate studentsParaprofessionals or instructional assistantsExperienced tutorsRetired educatorsIndividuals with demonstrated experience supporting elementary-aged studentsExperience in elementary reading, literacy intervention, mathematics, special education, or academic interventionis especially valuable.Most importantly, we're looking for people who are dependable, responsive to coaching, comfortable working with students who may have unfinished learning, and genuinely invested in helping kids make progress.Application ProcessWe are committed to hiring exceptional educators. Candidates selected to move forward after the initial application review will be invited to complete a brief performance task designed to demonstrate instructional decision-making and literacy teaching skills. Finalists will then be invited to interview.Completion of the performance task is required to be considered for this position.About Proficiency BuildersProficiency Builders partners with schools and families to provide targeted academic support designed around what students actually need. Our school-based tutoring programs combine small-group instruction, assessment data, progress monitoring, and ongoing tutor coaching to help students build proficiency and confidence.Our tutors are an important part of that work. We provide the instructional structure, training, materials, and support so tutors can focus on delivering excellent instruction and building strong relationships with students.

POSO Coordinator I - Thomas Harriot College of Arts and SciencesPosition Number: 945126Full Time or Part Time: Full TimeAnticipated Recruitment Range:Position Type:Job Category: StaffOrganizational Unit Overview:Job Duties:Minimum Education/Experience:License or Certification Required by Statute or Regulation:Preferred Experience, Skills, Training/Education:Special Instructions to Applicant:- Please ensure your full range of knowledge, skills, abilities, experience and education are listed on your application. Do not write 'see resume' on your application when completing the job duties section.- If you answer the questions at the end of the application, please ensure your application reflects the knowledge, skills, abilities and experiences to support your answers (see job duties section of previous employment).- Failure to answer the questions at the end of the application will not preclude your application from being considered but may result in your application not receiving full consideration of your knowledge, skills, and abilities.- Applicants must be currently authorized to work in the United States on a full-time basis.- Unless otherwise identified in the applicable job posting and consistent with University policy, the University will principally employ individuals who reside in the State of North Carolina to the greatest extent practicable. As such, most positions at East Carolina University require employees to live and work in North Carolina (or live within a reasonable daily commuting distance from their duty station) after hire. Candidates should be prepared to relocate within a reasonable, agreed-upon time after an offer of employment has been made and accepted to meet this requirement.Additional Instructions to Applicant:Job Close Date: 08/31/2026Open Until Filled: NoInitial Screening Begins:To apply, visit https://apptrkr.com/9773647 je-dd78c99b85fe41d391cc8b5a8e106c58

POSO Coordinator II - Thomas Harriot College of Arts and SciencesEast Carolina UniversityPosition Number 500703Vacancy Open to All CandidatesDepartment AFH POSODepartment Homepage https://humanresources.ecu.edu/Advertising Department DEPARTMENT FOR PEOPLE OPERATIONS, SUCCESS, AND OPPORTUNITYDivision Administration & FinanceClassification Title SpecialistWorking Title POSO Coordinator II - Thomas Harriot College of Arts and SciencesNumber of Vacancies 1Full Time Equivalent (FTE) 1.00Full Time or Part Time Full TimeAnticipated Recruitment Range. Salary offered may be outside of this range as impacted by budget, UNC salary administration, and/or candidate qualifications. $62,115 - $72,000Position Location (City) GreenvillePosition Type Non-FacultyJob Category Non-Faculty ProfessionalBe a Pirate!East Carolina University (ECU) is consistently ranked among the nation's top public universities for its commitment to research, innovation, social mobility, and public service. Classified as a R1 institution by the Carnegie Commission on Higher Education, ECU is among the top 5% of research universities in the United States, an elite designation reflecting the highest levels of research activity, funding, and doctoral output.Founded in 1907, ECU is a public, four-year university located in Greenville, N.C., which and is widely regarded as the cultural, educational, economic, and medical hub of eastern North Carolina. Through education, research, healthcare, community engagement, athletics, cultural enrichment, and service, ECU enhances the quality of life for its students, the state and communities around the world. It is a great place to work, teach, and learn.ECU's commitment to impactful scholarship is further demonstrated through its repeated Carnegie Community Engagement Classification (2010, 2015, 2024), as well as its 2024 designation as a Carnegie Leadership for Public Purpose institution. These distinctions recognize the university's leadership in translating research into meaningful community partnerships and measurable societal benefits.The university supports its workforce through a wide range of professional development opportunities designed to foster career growth and skill advancement. Eligible employees also benefit from a comprehensive benefits package that promotes a healthy work-life balance.Primary Purpose of Organizational UnitThe Department for People Operations, Success, and Opportunity (POSO) supports the University's mission through strong partnerships, excellent service, and people-centered programs. Central to ECU's strategic priority for workforce success, POSO provides leadership to the university's innovative and dynamic efforts to recruit, retain, develop, and support a thriving workforce and foster an equal opportunity learning and working environment. We seek to be recognized as a strategic partner and innovator – aligning services with university priorities, enabling community success, and contributing to long-term institutional goals.Compliance and personnel matters administered by this unit are governed by federal and state laws, regulations, statutes, and policies including but not limited to Title VII of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; the Equal Pay Act of 1963, as amended; the Age Discrimination in Employment Act of 1967, as amended; the Rehabilitation Act of 1973, as amended; the Vietnam Era Veterans' Readjustment Assistance Act of 1974, as amended (VEVRAA); the Americans with Disabilities Act of 1990, as amended; the N.C. General Statutes 126-16, as amended; the UNC Policy Manual; and The Code of the University of North Carolina.Primary Purpose of PositionPOSO Coordinator II positions report to a POSO Business Partner and are part of a team of deployed professionals who are centrally employed by POSO while serving as embedded consultative partners to designated academic and/or administrative units. POSO Partnerships utilizes a shared services model for service delivery. Although this position is anticipated to support specific academic or administrative areas within ECU, position may be assigned to support different academic and/or administrative areas across the university based on organizational needs.The POSO Coordinator II provides frontline POSO support to managers and employees within an assigned unit, ensuring the timely, accurate, and consistent execution of people-related processes. Reporting to the POSO Business Partner, this role serves as the primary point of contact for recruitment, hiring, and employment transactions, and supports the effective implementation of POSO policies, procedures, and service standards.In collaboration with POSO Business Partners and POSO teams, the Coordinator II ensures consistent service delivery, compliance with institutional guidelines, and facilitates a positive customer and employee experience. This position also contributes to workforce planning, onboarding, offboarding, and performance management tracking, as well as policy communication and process improvement initiatives.The POSO Coordinator II focuses on operational excellence, customer service, and process adherence. Consistent with POSO's values, this role is critical to delivering a reliable, high-quality customer experience.The POSO Coordinator II applies, communicates and promotes human resources procedural best practices that support the units in achieving their university and unit goals and objectives. The work involves developing and maintaining productive and collaborative work relationships with POSO teams and external units serviced by listening, understanding and responding to apparent and underlying needs, resolving problems, and continually seeking to provide the highest quality service.The POSO Coordinator II makes decisions within policy guidelines; communicates policies, procedures and guidelines; and evaluates patterns and recommends options to improve the customer experience. Employees are expected to maintain confidentiality of all information.Key Responsibilities Include:Provide frontline POSO customer-focused services, resolving issues, ensuring compliance, and escalating complex matters appropriately (30%)Serve as the primary POSO advisor and administer compliant, full-cycle recruitment and employment processes (40%)Partner with managers and support performance processes, and the employee experience (15%)Serve as functional backup and escalation resource to Coordinator I, collaborate with POSO experts to resolve issues, and contribute to training and continuous improvement efforts (15%)Minimum Education, Knowledge, Skills, and ExperienceBachelor's degree and two years of progressively responsible human resources management experience; or equivalent combination of training and experience. All degrees must be received from appropriately accredited institutions.License or Certification Required by Statute or RegulationPreferred Education, Knowledge, Skills, and ExperienceExcellent communication, interpersonal skills, and ethicsExperience in problem-solving and thorough knowledge of HR procedures and policiesExperience using HR systems (including but not limited to Banner, PeopleAdmin, Salesforce, etc.) and ability to learn new technical systems, when necessaryExperience in higher education or similarly complex, regulated organizationsKnowledge of recruitment, hiring, and employment lifecycle processesDetail-oriented with excellent organizational skills, time management skills, and problem-solving skillsSpecial Instructions to ApplicantEast Carolina University requires applicants to submit a candidate profile online in order to be considered for the position. Candidates must also submit a cover letter, resume, and a list of three references, including contact information, online.Applicants must be currently authorized to work in the United States on a full-time basisAll degrees must be received from appropriately accredited institutions.Contingent upon availability of funds.Additional Instructions to ApplicantIn order to be considered for this position, applicants must complete a candidate profile online via the PeopleAdmin system and submit any requested documents. Additionally, applicants that possess the preferred education and experience must also possess the minimum education/experience, if applicable.Unless otherwise identified in the applicable job posting and consistent with University policy, the University will principally employ individuals who reside in the State of North Carolina to the greatest extent practicable. As such, most positions at East Carolina University require employees to live and work in North Carolina (or live within a reasonable daily commuting distance from their duty station) after hire. Candidates should be prepared to relocate within a reasonable, agreed-upon time after an offer of employment has been made and accepted to meet this requirement.Job Open Date 08/18/2026Open Until Filled NoJob Close Date - Positions will be posted until 11:59 p.m. EST on this date. If no closing date is indicated, the position may close at any time after the initial screening date. 09/01/2026Initial Screening Begins 09/02/2026Rank LevelQuick Link for Direct Access to Posting https://apptrkr.com/9774135Nondiscrimination StatementEast Carolina University is committed to workforce success and cultivating a culture of care for our employees. ECU prohibits unlawful discrimination and harassment based on race/ethnicity, color, genetic information, national origin, religion, sex, sexual orientation, gender identity, age, disability, political affiliation, and veteran status. All qualified applicants will receive consideration for employment without regard to their protected veteran status or disability.Individuals requesting accommodation under the Americans with Disabilities Act Amendments Act (ADAAA) should contact the ADA Coordinator at (252) 737-1018 (Voice/TTY) or ADA-Coordinator@ecu.edu.Eligibility for EmploymentFinal candidates are subject to criminal & sex offender background checks. Some vacancies also require credit or motor vehicle checks. ECU participates in E-Verify. Federal law requires all employers to verify the identity and employment eligibility of all persons hired to work in the United States.Department for People Operations, Success, and OpportunityIf you experience any problems accessing the system or have questions about the application process, please contact the Department for People Operations, Success, and Opportunity at (252) 328-9847 or toll free at 1-866-489-1740 or send an email to employment@ecu.edu. Our office is available to provide assistance Monday-Friday from 8:00-5:00 EST.To apply, visit https://apptrkr.com/9774135je-d7e703a4c7e34e6090449a6679bde1d0

University Program Associate - Journey (Wanchese)Position Number: 400335Full Time or Part Time: Full TimeAnticipated Recruitment Range:Position Type:Job Category: StaffOrganizational Unit Overview:Job Duties:Minimum Education/Experience:License or Certification Required by Statute or Regulation:Preferred Experience, Skills, Training/Education:Special Instructions to Applicant:- Please ensure your full range of knowledge, skills, abilities, experience and education are listed on your application. Do not write 'see resume' on your application when completing the job duties section.- If you answer the questions at the end of the application, please ensure your application reflects the knowledge, skills, abilities and experiences to support your answers (see job duties section of previous employment).- Failure to answer the questions at the end of the application will not preclude your application from being considered but may result in your application not receiving full consideration of your knowledge, skills, and abilities.- Applicants must be currently authorized to work in the United States on a full-time basis.- Unless otherwise identified in the applicable job posting and consistent with University policy, the University will principally employ individuals who reside in the State of North Carolina to the greatest extent practicable. As such, most positions at East Carolina University require employees to live and work in North Carolina (or live within a reasonable daily commuting distance from their duty station) after hire. Candidates should be prepared to relocate within a reasonable, agreed-upon time after an offer of employment has been made and accepted to meet this requirement.Additional Instructions to Applicant:Job Close Date: 09/08/2026Open Until Filled: NoInitial Screening Begins:To apply, visit https://apptrkr.com/9775403 je-ec8f524da0ab4e2f818e0cefc3001e10

Vice President, Academic ServicesPosition Type: ManagementPosition Code: 2AIN04FTE: 1.0Pay Rate (or Annual Salary): $197,830 - $240,491/annualJob Location: Chabot College, 25555 Hesperian Blvd., Hayward, CA 94545Department: Academic ServicesJob Summary:The Chabot College CommunityChabot College is committed to educational equity in its academic programs and college services so that students may achieve their personal, educational, and career goals. Our equity work today builds upon a strong history: the Puente and Umoja programs were first created at Chabot College, and have since been replicated across the state. These programs have paved the way for a series of additional educational and student support programs intentionally focused on equity that thrive at Chabot College today. Chabot College is located in Hayward, California, the third most diverse city in the United States. We serve a highly diverse student population and are proud to be designated as a Hispanic Serving Institution. Information about the demographics of our campus community can be found https://www.chabotcollege.edu/ir/index.asp.Serving our diverse community requires a culturally-responsive approach that recognizes the myriad strengths and assets that our students bring to the campus community. We do so by promoting a classroom and co-curricular learning environment that is inclusive, collaborative, engaging, and challenging, and where respect, dignity, and integrity are core values. We see students as producers of knowledge, not just consumers of knowledge. We work to reframe inequities as a problem of practice, and view the elimination of inequities as an individual and institutional responsibility.Joining Our College CommunityWe seek equity-minded applicants who demonstrate they understand the benefits diversity brings to an educational community. We look for applicants who:1. Value and intentionally promote diversity and consciousness of difference2. Demonstrate cultural humility and an ongoing desire to improve cultural competence3. Are dedicated to addressing issues of social justice4. Accept their shared role and responsibility in addressing opportunity and achievement gaps experienced by students5. Have experience and success in closing student equity gaps and engaging in equitable practices, or are knowledgeable and enthusiastic about implementing practices that achieve these goals6. Actively seek to identify, disrupt, and remove institutional and/or systemic barriers that adversely impact historically marginalized communities7. Empower the underrepresented and underserved8. Foster students' potential to become global citizens and socially responsible leaders9. Believe that all people have the right to an education and work environment free from fear, harassment, or discriminationThe Chabot-Las Positas Community College District is seeking a Vice President, Academic Services for Chabot College in Hayward, California.MANAGEMENT RESPONSIBILITYThe Vice-President of Academic Services is a management position designated by the Board of Trustees for the Chabot-Las Positas Community College District. The incumbent is responsible for the satisfactory completion and/or coordination of the listed duties and responsibilities either directly or through administrative review. The incumbent is charged by the Board of Trustees with the satisfactory implementation of Board policy and District procedure as applicable to the position. In addition, the incumbent is expected to participate in the formulation of District policies by making appropriate recommendations for improvements or additions in policy or procedure through his or her reporting authority and/or by serving on District-wide councils.GENERAL DESCRIPTIONThe Vice-President of Academic Services is the Chief Instructional Officer and is responsible for the overall design, organization, delivery, supervision, evaluation, and fiscal management of a comprehensive instructional program, including general education, transfer programs, technical and occupational programs, community and continuing education, non-credit education, contract education and athletics. The Vice-President of Academic Services may be assigned additional responsibilities in such areas as Library, Instructional Media Center, Television Studio, Tutorial Services, HUB, Instructional Technology, and Distance Education Center. This position reports directly to the College President and works collaboratively with the Vice-President of Student Services and Vice-President of Business Services.APPOINTMENTThe Vice-President of Academic Services shall be appointed by the Governing Board upon the recommendation of the College President and the District Chancellor. Representative Duties:The Vice President of Academic Services shall:1. Develop, direct, coordinate, supervise, and evaluate the programs, personnel, operations, activities and personnel practices of all areas of responsibility to ensure their compliance with District policies, Education Code, and State and Federal regulations;2. Directly supervise academic services administrators;3. Coordinate the recruitment, selection, and orientation of faculty and classified staff ensuring equal opportunity in employment; and participate in the recruitment and selection of administrative staff;4. Conduct performance evaluations of faculty, classified staff, and academic administrators; and coordinate evaluation policies and procedures for tenure granting, for tenured faculty evaluation, and for part-time faculty evaluation;5. Monitor faculty teaching assignments to ensure conformance to College and District Policy and to ensure equitable workloads;6. Provide leadership of a comprehensive faculty development program, including the infusion of instructional technology into the teaching-learning processes.7. Review and recommend conferences, field trips, leaves of absence, instructional improvement grant proposals, and other special faculty requests;8. Direct and organize the process for curriculum development, implementation, and evaluation of the general education, basic skills, transfer, technical and occupational, distance education and community and continuing education programs;9. Direct, in conjunction with the College Curriculum Committee, the approval of College curricula and programs; the interpretation of curricular policy; and the definition of academic standards;10. Establish and implement a process for systematic instructional program review and utilize the results and recommendations to strengthen academic programs;11. Coordinate the development of the semester and summer class schedules, College catalog, and instructional publications;12. Foster and maintain high standards of instruction and strengthening teaching by:a. Providing faculty opportunities for professional growth and development;b. Monitoring and assessing student progress, performance, and satisfaction to evaluateacademic quality;c. Fostering experimentation by introducing new teaching technologies and learning strategies;13. Assist institutional research efforts related to areas of responsibility;14. Prepare, administer, and monitor the annual budget for all areas of responsibility; and maintain required documentation for categorical expenditures;15. Direct the process for establishing recommendations for capital outlay, including media, computers, and library books;16. Participate in College long-range planning for programs, services, and facilities and coordinate financial planning with institutional planning activities;17. Supervise off-campus, evening and Saturday educational classes and programs as needed;18. Maintain liaison with area high schools, colleges and universities, business, industry, public agencies, community interest groups, and the State Chancellor's Office;19. Coordinate contract education with the District office;20. Serve as accreditation liaison officer for the College and coordinate the College self-study process and all reports required by the Accrediting Commission;21. Assume responsibility for the completion of all necessary State and Federal reports in the areas of responsibility;22. Work collaboratively with the College Articulation Officer to develop, maintain, and disseminate articulation agreements with transfer colleges and universities;23. Work cooperatively with the Faculty, Classified, and Student Senates;24. Serve as chair of the academic administrative staff and as member of assigned committees:a. College Cabinetsb. Chancellor's Cabinetc. College Councild. Curriculum Committeee. Institutional Planning and Budget Councilf. District Sabbatical Leave Committeeg. College and District Budget Study Groupsh. Academic and Student Services Council;25. Maintain a close working relationship with the counterpart Vice President of Academic Services at the other college(s);26. Represent the College as the Chief Instructional Officer at state-wide organizations;27. Serve as an administrative associate to the President and, when assigned, assume direct responsibility for the College during the absence of the President;28. Work cooperatively with the College Grant Developer in the preparation of grant proposals for external funding;29. Assume other duties and responsibilities as may be assigned by the College President.NOTE: This class specification is not necessarily all-inclusive in terms of the duties and responsibilities. Minimum Education and Experience:Education: Master's degree required; earned doctorate preferred.Experience: Significant full-time teaching and administrative experience in post-secondary education, preferably in a community college; or an equivalent combination of education and experience which indicates possession of the knowledge and skills required.Demonstrate sensitivity to and an understanding of the diverse academic, socioeconomic, cultural and ethnic backgrounds of community college students, including those with physical and/or learning disabilities.Minimum Qualifications:Desirable Qualifications:Job Work Schedule:Physical Demands and Working Environment:Performance of the duties of this job may include the following physical activities: standing, walking, stooping, reaching and manipulating (lifting, carrying, moving) light to medium weights of 10-30 pounds, sitting for prolonged periods of time; visual acuity for reading numerical figures; good hand-eye coordination; arm, hand and finger dexterity, including ability to grasp; and visual acuity to use a keyboard, operate equipment, and read application information. Performance of the duties of this job frequently involves sitting, reaching with hands and arms, talking, and hearing. This position also involves travel to various locations.Posting Number: AS846POpen Date: 08/20/2026Close Date: 10/01/2026Open Until Filled: NoSpecial Instructions to Applicants:The Board of Trustees has updated Board Policy 7330 to incorporate information on COVID vaccination requirements, which are currently suspended. Accordingly, employee(s) must comply with the Board Policy found at:http://districtazure.clpccd.org/policies/files/docs/BP7330.pdf.Notification to Applicants:The Chabot-Las Positas Community College District reserves the right to close or not fill any advertised position Instructions for Personal Qualifications Statement:The purpose of the personal qualifications statement is for you to provide information on how your education and experience relate to the requirements and duties of the position. There is no form to complete. Applicants are requested to provide their personal qualifications statement by uploading a document, the same way as you do for your cover letter. To apply, visit https://apptrkr.com/9777906 It is the policy of this District to provide equal opportunity in all areas ofemployment practices and to assure that there shall be no discrimination againstany person on the basis of sex, ancestry, age, marital status, race, religiouscreed, mental disability, medical condition (including HIV and AIDS), color,national origin, physical disability, family or sexual preference status and othersimilar factors in compliance with Title IX, Sections 503 and 504 of theRehabilitation Act, other federal and state non-discrimination regulations, and itsown statements of philosophy of objectives. The District encourages the filing ofapplications by both sexes, ethnic minorities, and the disabled.  je-563cf507bc0040c89c922006e4776b60

District Executive Director, Economic Development and Contract Education (EDCE)Position Type: ManagementPosition Code: 1ADE06FTE: 1.0Pay Rate (or Annual Salary): $197,830 - $240,491/annualJob Location: District Office - Pleasanton, 5860 Owens Drive, 3rd Floor, Pleasanton, CA 94588Department: Economic Development/Contract EducationJob Summary:The Chabot-Las Positas Community College District is seeking an District Executive Director, Economic Development and Contract Education (EDCE) for the District Office in Pleasanton, California.MANAGEMENT RESPONSIBILITYThe District Executive Director, Economic Development and Contract Education (EDCE), is a position designated by the Board of Trustees of the Chabot-Las Positas Community College District reporting to the Vice Chancellor of Educational Services and Student Success. The incumbent is responsible for the satisfactory completion and/or coordination of the listed duties and responsibilities either directly or through administrative review. The incumbent is charged by the Board of Trustees with the satisfactory implementation of Board policy and District procedure as applicable to the position. In addition, the incumbent is expected to participate in the formulation of District policies by making appropriate recommendations for improvements or additions in policy or procedure through their reporting authority and/or by serving on Districtwide management councils.GENERAL DESCRIPTIONUnder the direction of the Vice Chancellor of Educational Services and Student Success, the District Executive Director of Economic Development and Contract Education (EDCE) is responsible for the formulation, development and implementation of plans, budgets, staffing, technology, performance management, and assigned District economic and workforce development programs and projects administered through EDCE to strengthen the Chabot-Las Positas Community College District and the communities the District serves. The Executive Director directs all aspects of assigned programs and identifies new and expanding funding and revenue-generating sources for the Economic Development and Contract Education unit. This unit is an integral part of the District's economic and workforce development efforts, including the efforts of the District's two college campuses on the development and delivery of training and consulting services provided directly to business and industry. As such, the Executive Director works collaboratively and cooperatively with other economic and workforce development programs and initiatives within the District and the region, to bring a comprehensive solution offering to the District's clients. The Executive Director is charged with generating revenue to cover the salary and benefit expense of the position and supporting the fiscal sustainability, compliance, and operational effectiveness of assigned EDCE programs and services.APPOINTMENTThe District Executive Director of Economic Development and Contract Education (EDCE) shall be selected by the Governing Board upon the nomination of the District Chancellor.This is a grant/categorically funded position. Continuation of this position is contingent upon available funding on a year to year basis. Representative Duties:The District Executive Director, Economic Development and Contract Education, will:1. Provide district-wide leadership for the development of projects and activities associated with EDCE-administered economic and workforce development, including, but not limited to, developing regional labor market information useful for program development, securing resources through grants and other awards to implement new and revised programs, and identify appropriate marketing, outreach, and business development strategies;2. Maintain, strengthen, and increase partnerships with local and regional business and industry, workforce development partners, governmental agencies, educational institutions, labor organizations, and community-based organizations to support District EDCE, contract education, training, apprenticeship, and assigned revenue-generating programs;3. Coordinate EDCE-related economic and workforce development practices, procedures, and service delivery with the colleges, as appropriate, to support alignment, avoid duplication, and preserve college authority over assigned instructional and workforce pathway programs;4. Serve as program director for Occupational Safety and Health Administration Training Institute Education Center (OTIEC) to include direct supervision of the program manager;5. Strengthen apprenticeship program through district-wide EDCE apprenticeship development, coordination, and management, in collaboration with college leadership, faculty, employers, and other District partners;6. Serve at a Transit Educational Center as an onsite administrator that provides service and support to users;7. Prepare required reports, studies, analyses, presentations, and recommendations to enhance EDCE economic and workforce development activities;8. Prepare and administer the program budget for economic development and contract education, including EDCE-assigned grants, contracts, and revenue-generating programs;9. Participate routinely in the district-wide planning committees to provide resource information useful for supporting, aligning with, and strengthening the colleges' occupational and workforce-related programs, in coordination with college leadership;10. Provide overall direction, supervision, and evaluation for staff assigned to economic development and contract education activities;11. Facilitate evaluation processes and other accountability activities pertinent to EDCE economic and workforce development programs to ensure quality, compliance, fiscal accountability, and customer/client satisfaction;12. The Executive Director, Economic Development and Contract Education assumes responsibility for program development and management for programs that directly support the Contract Education Department and assigned EDCE activities. It will be the responsibility of the Executive Director to identify and secure new and expanding funding and revenue sources in support of these programs. Representative duties and responsibilities are organized in seven major areas: Business Climate, Program Development, Program Management, Personnel, Interpersonal Business Relationships, Records and Reports, and Other Duties as Assigned;13. Business Climate – Measures of success for this area of work will include a report developed in collaboration with other economic and workforce development programs and initiatives within the District and the region that is initiated annually and updated quarterly and is reflective of trends and key markets:a. Develop and maintain a working knowledge of the business climate and economic and workforce development trends in the District and the region to ensure Contract Education is responding to the market with appropriate programs and services;b. Analyze, and evaluate market segments using a variety of data sources, to identify markets that hold the highest potential for Contract Education success; andc. Work collaboratively to ensure Contract Education is able to effectively market and sell new programs to business, industry, labor, education, and government clients;14. Program Development – Measures of success for this sector of work will include financial goals being met:a. Respond to current business and industry needs, and identify and develop EDCE workforce and economic development grant, contract, and revenue-generating opportunities;b. Collaborate with other economic and workforce development programs and initiatives within the District and the region to identify and develop new EDCE, contract education, training, and service opportunities to meet current business and industry needs;c. Monitor and evaluate on-going program development activities to ensure program quality, fiscal accountability, and compliance with applicable requirements;d. Establish and maintain collaborative working relationships with college departments, other community colleges in the region, other educational institutions, community-based organizations, workforce development agencies, employers, industry associations, and labor organizations;15. Program Management – Measures of success for this sector of work will include financial goals being met:a. Assume Program Director role and manage all aspects of EDCE-assigned grant and contract implementation upon successful grant or contract awards;b. Manage all aspects of program delivery for major accounts identified by the Chancellor;c. Monitor and evaluate on-going program management activities to ensure program quality, compliance, reporting, and customer/client satisfaction;16. Personnel – Measures of success for this sector of work will include the development of a highly effective and competent staff and quality instructors and consultants based upon client-identified characteristics and feedback:a. Identify personnel needed, i.e., Contract Education assigned employees, and contracted instructors and consultants. Recruit, hire, educate, motivate, and evaluate personnel;b. Plan, assign, direct, and monitor employees' and contracted employees' work and contributions to ensure departmental and individual goals are achieved;c. Provide oversight in the organization and coordination of the various elements associated with training and services delivery including, but not limited to, tasks such as: scheduling facilities, confirming instructors, identifying training materials, registration procedures (if applicable), and ensuring that program evaluations are completed and required documentation is maintained;17. Interpersonal Business Relationships – Will be measured through feedback from colleagues, staff reporting to Executive Director position, Chancellor and other senior-level administrators, and clients:a. Relate to others in an open and accepting manner by demonstrating an awareness of and consideration for the opinions, beliefs, and feelings of others;b. Develop cooperative working relationships with colleagues, classified professionals, faculty, Chancellor, and other senior-level administrators;c. Develop business relationships with key stakeholders from a broad range of functions and levels to support assigned EDCE programs;18. Records and Reports – Measures for success will include an established budget, a monthly budget report that reflects variances and resolutions, a monthly project status report that reflects progress on program development activities, and miscellaneous documents/logs/reports (e.g., business expenses and activity reports):a. Develop and monitor Contract Education Program Development budget to ensure department goals are met. Resolve budget variances;b. Maintain accurate records of activities to ensure service quality including but are not limited to: business expenses, weekly activity reports, and monthly project status reports, EDCE grant and contract documentation, and records needed for reporting, audit readiness, and compliance;19. Perform other duties as required/assigned.NOTE: This administrative class specification is not necessarily all-inclusive in terms of duties and responsibilities. Minimum Education and Experience:Education/Training: Master's degree from an accredited college or university in an area related to the responsibilities of this position, such as business administration, public administration, education, workforce development, economic development, organizational leadership, or a related field.Experience: Five years of experience in economic development, workforce development, contract education, or related program management, including responsibility for budget administration, grant or contract oversight, and personnel management.License: Valid California Driver's LicenseSensitivity to, and understanding of, the diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds of community college students and staff.You will be required to upload your transcripts. You must upload all applicable transcripts, credentials and/or certificates required to meet minimum qualifications for the position for which you are applying. Any degrees earned outside the United States must have an official US evaluation (course by course) of the transcripts and must be submitted with the application. The US evaluation must be done by a member of the NACES (https://www.naces.org/members). In the case that the file you are uploading is too large or you do not have your transcripts readily available, please upload a document in place of stating you will be sending the documents to the Office of Human Resources, 7600 Dublin Boulevard, 3rd Floor, Dublin, CA 94568, or by fax (925) 485-5254, by 5:00 p.m. (PST) on the closing date. Minimum Qualifications:Knowledge, Skills, and Abilities:1. Success in securing appropriate outside funding and revenue sources to support economic and workforce development activities;2. Experience working with local, statewide, and national agencies responsible for providing selected economic development programs that apply to educational institutions;3. Knowledge of a variety of technologies to enhance efficiency, customer service, and office operations;4. Knowledge of research techniques to acquire information concerning the training and educational needs of business and industry firms in the area as well as public organizations such as cities, special districts, and the county;5. Demonstrated knowledge of the principles and methods of program development and management at the college level, including but not limited to the development and management of Apprenticeship programs;6. Extensive and successful experience in respectful and sensitive communications with people at all levels within organizations, who are diverse in their cultures, language groups, and abilities;7. Demonstrated experience in the application of principles and methods of grant and contract development and management in workforce development and/or economic development programs;8. Demonstrated oral and written communication skills, including persuasive public speaking;9. Budget management, including statistical and financial reporting, forecasting, expenditure control, and fiscal accountability;10. Demonstrated success in working with representatives from governmental agencies and educational institutions, employers, industry associations, labor organizations, and community-based organizations;11. Experience working in a team environment to accomplish the goals and priorities of assigned economic and contract education programs;12. Demonstrated knowledge and effective use of current technology and software applications;13. Ability to serve as an effective representative of the District;14. Work with and exhibit sensitivity to and understanding of the varied racial, ethnic, cultural, sexual orientation, academic, socio-economic, and disabled populations of community college students. Desirable Qualifications:Job Work Schedule:Physical Demands and Working Environment:Environment: Work is performed primarily in a standard office setting. Some evenings, weekends, and travel may be required.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 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.Posting Number: AS843POpen Date: 08/17/2026Close Date: 09/14/2026Open Until Filled: NoSpecial Instructions to Applicants:The Board of Trustees has updated Board Policy 7330 to incorporate information on COVID vaccination requirements, which are currently suspended. Accordingly, employee(s) must comply with the Board Policy found at:http://districtazure.clpccd.org/policies/files/docs/BP7330.pdf. Notification to Applicants:The Chabot-Las Positas Community College District reserves the right to close or not fill any advertised position Instructions for Personal Qualifications Statement:The purpose of the personal qualifications statement is for you to provide information on how your education and experience relate to the requirements and duties of the position. There is no form to complete. Applicants are requested to provide their personal qualifications statement by uploading a document, the same way as you do for your cover letter. To apply, visit https://apptrkr.com/9774123 It is the policy of this District to provide equal opportunity in all areas ofemployment practices and to assure that there shall be no discrimination againstany person on the basis of sex, ancestry, age, marital status, race, religiouscreed, mental disability, medical condition (including HIV and AIDS), color,national origin, physical disability, family or sexual preference status and othersimilar factors in compliance with Title IX, Sections 503 and 504 of theRehabilitation Act, other federal and state non-discrimination regulations, and itsown statements of philosophy of objectives. The District encourages the filing ofapplications by both sexes, ethnic minorities, and the disabled.  je-9f53f2a444b9488c95312d73d863b26c

ABOUT STUDY SMART TUTORS:Study Smart Tutors collaborates with partners to promote educational equity, access, and success by providing a diverse range of tools for students, families, and educators. Our mission is grounded in closing opportunity gaps and empowering communities through high-quality, culturally responsive academic support. Our vision is a world where every student—regardless of background, zip code, or life circumstance—has the opportunity to succeed academically, thrive personally, and realize their full potential. We envision an educational landscape transformed by equitable access, where historically underserved students are empowered through high-quality academic support, strong community partnerships, and inclusive learning environments. Study Smart Tutors seeks to be a national leader in educational equity by bridging opportunity gaps and supporting students holistically. We aim to expand the definition of academic success to include resilience, self-confidence, and community engagement. By fostering collaborative relationships with families, educators, and institutions, we strive to create a future where learning is a shared responsibility and success is within reach for all. To learn more about Study Smart Tutors visit us at www.studysmarttutors.comJOB RESPONSIBILITIES:Subjects to be taught: Math, ELA, Science, and Social StudiesGrades: 8th GradeProvide tutoring support to small and large groups of students.Tutors will have access to information about class assignmentsAdapt to new materials and teaching strategiesMaintain consistent communication with Study Smart Tutors staffPartner with Study Smart Tutor’s Education team to provide comprehensive learning strategies to all studentsQUALIFICATIONS:MUST hold a completed 4-year degreeTeaching or tutoring experience is strongly desiredIn-person availability is requiredSeeking availability Mondays through Fridays from during/afterschool hours.Complete and pass a background check, which may include fingerprinting based on location.WHAT YOU’LL GAIN PARTNERING WITH STUDY SMART TUTORS:Make a positive impact in your students’ life and the communityValuable teaching experienceSupport from experienced staff for professional development and advancement opportunitiesSALARY AND BENEFITS:Excellent rate of pay: $40 an hour Paid Onboarding/ Training / Preparation / Support: $22.00 an hour401(k)No cost virtual counseling and therapy servicesEmployee Referral Program bonus eligibilityStudy Smart Tutors is an equal opportunity employer and does not discriminate in its hiring of employees on the basis of race, religion, gender or sexual orientation. For further assistance, contact  the recruiting department at Recruiting@StudySmartTutors.com.

ABOUT STUDY SMART TUTORS:Study Smart Tutors collaborates with partners to promote educational equity, access, and success by providing a diverse range of tools for students, families, and educators. Our mission is grounded in closing opportunity gaps and empowering communities through high-quality, culturally responsive academic support. Our vision is a world where every student—regardless of background, zip code, or life circumstance—has the opportunity to succeed academically, thrive personally, and realize their full potential. We envision an educational landscape transformed by equitable access, where historically underserved students are empowered through high-quality academic support, strong community partnerships, and inclusive learning environments. Study Smart Tutors seeks to be a national leader in educational equity by bridging opportunity gaps and supporting students holistically. We aim to expand the definition of academic success to include resilience, self-confidence, and community engagement. By fostering collaborative relationships with families, educators, and institutions, we strive to create a future where learning is a shared responsibility and success is within reach for all. To learn more about Study Smart Tutors visit us at www.studysmarttutors.comJOB RESPONSIBILITIES:Subjects to be taught: Math, ELA, Science, and Social StudiesGrades: 8th GradeProvide tutoring support to small and large groups of students.Tutors will have access to information about class assignmentsAdapt to new materials and teaching strategiesMaintain consistent communication with Study Smart Tutors staffPartner with Study Smart Tutor’s Education team to provide comprehensive learning strategies to all studentsQUALIFICATIONS:MUST hold a completed 4-year degreeTeaching or tutoring experience is strongly desiredIn-person availability is requiredSeeking availability Mondays through Fridays from during/afterschool hours.Complete and pass a background check, which may include fingerprinting based on location.WHAT YOU’LL GAIN PARTNERING WITH STUDY SMART TUTORS:Make a positive impact in your students’ life and the communityValuable teaching experienceSupport from experienced staff for professional development and advancement opportunitiesSALARY AND BENEFITS:Excellent rate of pay: $40 an hour Paid Onboarding/ Training / Preparation / Support: $22.00 an hour401(k)No cost virtual counseling and therapy servicesEmployee Referral Program bonus eligibilityStudy Smart Tutors is an equal opportunity employer and does not discriminate in its hiring of employees on the basis of race, religion, gender or sexual orientation. For further assistance, contact  the recruiting department at Recruiting@StudySmartTutors.com.

Public Safety Childcare Center Opening Fall 2026 Multiple positions available!Apply today at: www.boonemo.gov Boone County is proud to launch a brand-new, first-of-its-kind Childcare Center dedicated to serving our public safety families.  This innovative center will provide high-quality early childhood education in a safe, nurturing, and developmentally appropriate environment that supports the unique schedules and needs of emergency personnel families.  Many public safety families struggle to find childcare that accommodates their unusual and often unpredictable schedules. To better support our employees and their families, our center will initially offer flexible, scheduled childcare seven days a week from 5:00 a.m. to 10:00 p.m. for children ages 6 weeks through 5 years. This initial program structure creates a strong foundation, with the potential to expand hours and services in the future.We are seeking a Part-Time Teacher’s Aide who will work collaboratively with all staff to create a high-quality childcare program that ensures operational excellence, maintains regulatory compliance, supports children’s growth, promotes well-being, and strengthens partnerships with families. This is a unique opportunity to help build and shape a childcare center from the ground up while supporting the families who serve our community every day.     👉 Apply today at: www.boonemo.gov  🎥 See what it’s like to work here: https://youtu.be/xCtE48jgaV4   Key ResponsibilitiesThe Teacher’s Aide assists in providing a safe, nurturing, and engaging environment for children ages 6 weeks - 5 years old. Responsibilities include assisting with classroom management, supporting positive behavior guidance, and helping maintain a clean, organized learning space.  Position Details Status: Part-time, non-exempt, non-benefitedSchedule: Up to 30 hours per week.  Shifts vary; 7 days/week, 5:00 am – 10:00 pm.  Must be able to work any shifts as needed to support center operations and staffing requirements.Starting Hourly Salary: Starting from $17.05 per hour, commensurate with experience.  Potential for shift differential. What You Bring  Minimum Qualifications At least 18 years old, in accordance with applicable state or licensing regulations.Current CPR and First Aid certification or be willing to obtain it within a designated time frame.Must pass a background check and medical examination as required by applicable licensing regulations, federal, state, and Boone County policies.Must maintain employment eligibility by meeting all state licensing, certification, background check, and training requirements.  Preferred Qualifications High school diploma or GED.Basic understanding of early childhood development and developmentally appropriate practices.Twelve months or more experience working with children ages 5 years or younger in a childcare, preschool, or similar setting.  Why Join Us?  Be part of a groundbreaking initiative supporting public safety families. Help build quality care practices, consistent routines, and a culture of excellence. Meaningful, mission-driven work serving those who serve our community.    Why Columbia, Missouri?  Living in Columbia means enjoying the energy of a thriving college town and the cultural heart of Mid-Missouri. Home to beloved events like the True/False Film Fest, Columbia offers:  A vibrant arts, music, and restaurant scene  278+ miles of scenic local trails  Outdoor adventures at Rock Bridge Memorial State Park  Easy access to Jefferson City, St. Louis, Kansas City, and the Lake of the Ozarks  It’s a place where career opportunity meets exceptional quality of life.     Ready to Make a Difference?  If you’re looking for a career where your childcare expertise drives real impact and where your work directly supports the community, Boone County Government is ready for you.  🌟 Join the team. Serve with purpose. Grow with us.  Apply now at: www.boonemo.gov 

Full Job Description: IEP FacilitatorSalary/Grade: Teacher Salary Schedule + 10% Special Education + Department Lead StipendTulsa Public Schools’ existing salary schedules provide career increment adjustments based on education/experience and/or years of creditable service. For more information about the salary for this specific position, please review the Salary Schedule for the corresponding Salary Grade (listed above).For more information on our comprehensive benefits packages, please visit the Compensation and Benefits website.Position Summary: The IEP Facilitator is responsible for the coordination, planning, and preparation of special education compliance documentation for students eligible for services at the campus level. This role is assigned to secondary (middle and high) school sites. In collaboration with the Building Principal or designated Local Education Agency (LEA) representative, the IEP Facilitator supports the facilitation of all IEP meetings to ensure procedural compliance and accurate documentation of team decisions. This position serves as the campus-based procedural lead for special education processes, including oversight and coordination of campus-wide caseload management to ensure alignment with state and federal timelines.While caseload teachers maintain responsibility for the development of instructional components of the IEP, including present levels of academic achievement and functional performance and measurable annual goals, the IEP Facilitator is responsible for maintaining the structural integrity and procedural framework of the plan. The IEP Facilitator supports the Building Principal or designated administrative representative in preparation for IEP meetings but does not assume administrative responsibility for determinations related to student placement, service delivery, or the allocation of district resources.Key Functions:• Coordinate and schedule IEP meetings and related eligibility processes at assigned secondary campus• Monitor IEP paperwork and submissions to ensure federal and state timelines are met• Support facilitation of IEP meetings in collaboration with the Building Principal or LEA designee• Maintain systematic communication among qualified evaluators, service providers, related services personnel, and general education staff• Serve as campus-based procedural lead for special education processes and caseload management• Complete supplemental compliance documentation (MDR, BIP, ESY, OAAP, Restraint/Seclusion)Minimum Qualifications:Education:• Bachelor's degree requiredExperience:• Three (3) years classroom teaching experience required• Experience with Edplan or other computer-based documentation system preferredLicenses and Certifications:• Current OSDE Certification as Special Education Teacher required• Valid driver's license and reliable transportationKnowledge, Skills, and Abilities:• Knowledge of IDEA, Section 504, and Oklahoma Special Education Policies and Procedures• Strong organizational skills, attention to detail, and accuracy in compliance documentation and deadline management• Effective written and verbal communication skills for engaging with families, educators, and administrators• Ability to maintain strict confidentiality and handle sensitive student information in compliance with FERPA• Proficiency with student information systems and standard office software• Ability to facilitate meetings and support collaborative decision-making in compliance contexts

Full Job Description: Lead Hearing Impaired TeacherGrade: Teacher’s Salary ScheduleTulsa Public Schools’ existing salary schedules provide career increment adjustments based on education/experience and/or years of creditable service. For more information about the salary for this specific position please review the Salary Schedule for the corresponding Salary Grade (listed above). For more information on our comprehensive benefits packages, please visit: Compensation and Benefits website.Position Summary: The Lead Hearing Impaired Teacher is responsible for overseeing andguiding instructional programs for students who are deaf or hard of hearing within Tulsa PublicSchools. This role requires leadership in program development, team management, andcollaboration with multidisciplinary teams to ensure that students receive appropriateaccommodations and modifications. The position entails working closely with the Director ofSpecial Education Programs and various stakeholders to monitor and assess programeffectiveness, allocate resources, and ensure compliance with legal mandates, such as IDEA2004. The role also involves engaging with families and the community to support and advocatefor students' needs.Minimum Qualifications:Education:• Bachelor's degree in education or related fieldExperience:• Previous experience working with individuals who are deaf or hard of hearing in aneducational setting.• Previous successful supervisory experience and leadership experience exhibitingqualities necessary to initiate change and program or districtwide initiatives whennecessary.Specialized Knowledge, Licenses, etc.:• Possesses or ability to obtain an Oklahoma certification in Special Education andhearing impaired• Proficient in American Sign Language (ASL) and have knowledge of assistivetechnology available to support students with hearing impairments.• Must be able to demonstrate an understanding of the legal requirements of an IEP andthe MEEGS process• Must have a working knowledge of IDEA 2004• Proficient in Microsoft Office Suite and Google Office Suite• Bilingual in Spanish preferredAbout Our District: At Tulsa Public Schools, our mission is to inspire and prepare every student to love learning, achieve ambitious goals, and make positive contributions to our world. We are the destination for extraordinary educators and staff who work with our community and families to ignite the joy of learning and prepare every student for the greatest success in college, careers, and life. Our core values of equity, character, excellence, team, and joy guide how we work and interact with each other and our community.