Careers in Education

Pay: $21.00 - $28.00 per hourJob description:Exciting Opportunity to Make a Difference!Are you passionate about supporting children and making a lasting impact in their lives? Join the team at Expert ABA Consulting as a Behavior Technician / ABA Therapist (Part-Time) and gain meaningful hands-on experience working with children and adolescents diagnosed with Autism Spectrum Disorder (ASD) and related developmental disorders.In this rewarding role, you’ll provide 1:1 support in a client’s home or community setting. You’ll receive paid, comprehensive training and ongoing supervision, work closely with BCBAs and Program Supervisors, and collect session data using innovative software. If you’re pursuing a career in psychology, early childhood development, speech-language pathology, special education, LMFT, or BCBA—this is the perfect entry-level opportunity to grow while making a real difference.Why Join Expert ABA Consulting?Competitive Compensation: Starting pay ranges from $21.00 to $28.00/hour, depending on experience and certification.Comprehensive Training: Paid onboarding and support to help you obtain your Registered Behavior Technician (RBT) certification (which also comes with a pay increase!).Supportive Environment: Work alongside a compassionate, collaborative team of professionals who are invested in your success.Flexible Scheduling: Afternoon and evening shifts (Mon–Fri) make this a great fit for students or part-time professionals.Career Development: Build foundational skills and gain experience toward a long-term career in behavioral health.Extra Perks: Mileage reimbursement, paid drive time (when applicable), and a referral bonus program.Key Responsibilities:Provide direct implementation of ABA services as outlined in the client’s treatment plan.Use software to collect session data and monitor client progress.Work collaboratively with BCBAs, Program Supervisors, and Client Services Coordinators.Support children and adolescents in achieving developmental goals.Deliver services in home or community settings within a 10–20 mile radius.Maintain punctuality, professionalism, and strong communication with clients and team members.Qualifications & Requirements:Minimum Education: High School Diploma or GED.Preferred Education: Associate’s or Bachelor’s degree in psychology, education, sociology, early childhood development, or related fields.Experience: At least 1 year working with children or individuals with developmental disabilities is strongly preferred.Skills: Patient, compassionate, dependable, and motivated to support children and families. Strong verbal and written communication skills required.Other Requirements: Ability to pass background check and fingerprint clearance.Schedule:Afternoon and early evening shifts (Mon–Fri)Availability between 3:00 PM and 8:00 PM is requiredWork Location:In-personServices provided in-home or in the communityOntario - Riverside - Moreno Valley - Perris - San Bernardino - Lake Elsinore - Victorville - HemetApplication Questions:Are you available to work Monday through Friday between 3pm–8pm?Do you have at least a high school diploma?Are you willing to undergo a background check?Join Our Team Today and Start Making a Difference!If you're a compassionate, motivated individual ready to make a meaningful impact while developing professionally, we want to hear from you! Apply today and help us continue improving the lives of children and families through expert, compassionate care.Expert ABA Consulting is an equal opportunity employer and welcomes applicants from all backgrounds.Job Type: Part-timeEducation: High school or equivalent (Required) Experience: Working with children: 1 year (Required) Work Location: In person

DESCRIPTIONDV Therapy is seeking a compassionate and driven Behavior Technician to join our multidisciplinary team. In this role, you’ll work closely with children with special needs, implementing ABA treatment plans under the supervision of a BCBA and Program Manager. If you’re patient, detail-oriented, and passionate about helping children thrive—we’d love to hear from you!Responsibilities Implement skill-building programs and behavior intervention plansWork directly with children to promote communication, adaptive behaviors, and skill acquisitionCollect and record data to assess treatment effectivenessMaintain accurate documentation and uphold confidentiality standardsCollaborate with clinical staff to ensure consistent careAssist with creating therapy materials and session stimuliParticipate in ongoing training and supervision to maintain ABA best practices Qualifications High school diploma or GED required; college coursework preferredReliable transportation, valid driver’s license, and auto insuranceCPR certification and TB test requiredABA experience preferred; RBT certification is a plusBilingual in Spanish is a plusBenefits OverviewWe offer different benefits based on your work schedule:https://www.dvtherapy.com/apply-now/

Job SummaryUnder the direction of the Coordinator IV of Early Literacy, Language and Literacy and the Director of Language and Literacy, Innovative Lesson Study Support Specialists provide consistent, high-quality classroom coverage to ensure uninterrupted instruction while teachers engage in coaching, lesson study, data cycles, and professional learning. These specialists serve as a trained, dedicated team of highly qualified substitute educators who deliver pre-prepared, standards-aligned lessons across a range of classroom settings, maintaining continuity of learning by implementing rigorous instructional plans, fostering positive classroom environments, and ensuring that all students remain engaged in meaningful academic work during teacher release time. This role plays a critical part in strengthening system coherence by removing barriers to teacher participation in professional learning while safeguarding equitable access to high-quality instruction for all students.SalarySingle Rate$250.00 DailyEmployment TypePart TimeRequirements / QualificationsApplicants must possess a valid California Teaching/Service Credential authorizing substitute teaching in general and special education, or hold (or be eligible to obtain) a substitute permit.Copy of Transcript (Copy of ALL College Transcript(s) - do not attach diploma(s))Credential Copy (attach credential/permit (if you hold a valid document))Letter of IntroductionLetter(s) of Recommendation (Three (3) Professional Letters)Resume

DESCRIPTIONAre you passionate about developing and implementing effective treatment programs? Join our team as a  Program Manager! In this role, you’ll work closely under the supervision of a Board Certified Behavior  Analyst (BCBA) to create and oversee Applied Behavior Analysis (ABA) treatment programs. You’ll develop  skill-based programs, behavior intervention plans, and provide training and feedback for interventionists  and parents. If you’re committed to making a positive impact, we’d love to hear from you!  Responsibilities: • Develop, evaluate, and modify skill-building programs and behavior intervention plans. • Monitor treatment effectiveness and make necessary adjustments. • Conduct functional assessments and analyze data. • Train and supervise clinical staff in ABA interventions. • Provide consultation and training for interventionists, paraprofessionals, and parents.• Manage caseloads and ensure timely documentation and report submission.• Collaborate with families and caregivers to develop behavior support strategies.• Attend staff meetings and professional development sessions. • Support the Clinical Director in expansion efforts. • Network and attend community events. • Uphold DV Therapy’s Core Values: Respect, Engaged and Driven, Super Flexible, Proficient,  Empathetic, Communicative, Tenacious.  Qualifications: • Master’s degree in Applied Behavior Analysis or related field. • 2+ years of experience providing direct services to clients with developmental disabilities or  behavioral health diagnoses. • Experience in developing program plans for children with autism and related disorders. • Training in various intervention techniques (e.g., communication training, parent training, social  skills training). • Exceptional interpersonal and communication skills. • Strong organizational and time management skills. • Familiarity with DV Therapy services and operational workflows. • Analytical mindset to assess client needs and optimize service delivery.  Benefits:  We offer different benefits based on your work schedule: Full-Time and Part-Time. Please see below our  benefits.  As a Full-Time employee, you are eligible for the following benefits in accordance with our DV Therapy Inc  policy. Benefits may be changed or removed at any time.• 5 accrued sick days. Sick time begins accruing on the first day of employment; however, employees may  not use their accrued sick leave until they have reached 90 days of employment. • 6 holiday pay days * must meet requirements • Health Insurance if you choose to opt in after 60 days • 401k, 4% contribution *during open enrollment after 1 year of employment • $150 CEU reimbursement with approval after 1 year of employment • Professional Liability Insurance • $3 bilingual bonus per session • Covered T-Mobile Plan Option • Gym Stipend Option after 90 days of employment • LifeMart - Discounts to theme parks, travel, entertainment, and more • LifeCare - Mental Health Resources - 9 free consultations a year  As a part-time employee, you are eligible for the following benefits in accordance with our DV Therapy  Inc policy. Benefits may be changed or removed at any time. • 5 accrued sick days. Sick time begins accruing on the first day of employment; however,  employees may not use their accrued sick leave until they have reached 90 days of employment.• Professional Liability Insurance • $3 bilingual bonus per session • Covered T-Mobile Plan Option • LifeMart - Discounts to theme parks, travel, entertainment, and more • LifeCare - Mental Health Resources - 9 free consultations a year  About Us: DV Therapy is a multidisciplinary clinic providing ABA, OT, and Speech services to clients in  both in-home and clinical settings. We are committed to delivering compassionate care, effective  treatment plans, and continuous support to our clients and staff.

Salary Range:$80,000.00 - $88,500.00 USD annually. As part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve.The Board Certified Behavior Analyst (BCBA) supports the academic, behavioral, and social-emotional success of students by designing, implementing, and monitoring evidence-based behavior interventions. This role partners closely with teachers, school leaders, and families to build staff capacity, ensure compliance with special education requirements, and promote safe, inclusive learning environments. The BCBA serves as a subject matter expert in applied behavior analysis, driving data-informed decision-making and improving outcomes for students with diverse learning and behavioral needs. QUALIFICATIONS:Master’s degree in Applied Behavior Analysis, Special Education, Psychology, or a related field, required.Current Board Certified Behavior Analyst (BCBA) certification, requiredArizona State licensure or ability to obtain.Minimum of 2–3 years of experience working in school-based or pediatric settings preferredExperience developing and implementing Behavior Intervention Plans (BIPs)Experience conducting Functional Behavior Assessments (FBAs)Active AZ Department of Public Safety (DPS) IVP Fingerprint Clearance Card.Any equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities may be considered.  DUTIES AND RESPONSIBILITIES:Conduct Functional Behavior Assessments (FBAs) and analyze data to identify root causes of behavior.Develop, implement, and monitor Behavior Intervention Plans (BIPs) aligned to student needs.Collaborate with IEP teams to develop measurable behavioral goals and progress monitoring systems.Provide coaching, modeling, and professional development to teachers and staff on behavior strategies and classroom management.Support crisis intervention planning and response, ensuring student safety and dignity.Collect, analyze, and interpret behavioral data to inform instructional and intervention decisions.Monitor fidelity of implementation and adjust interventions based on data.Partner with families to support consistency of behavioral strategies across school and home settings.Ensure compliance with federal, state, and local special education laws and policies.Contribute to the development of school-wide behavior systems (e.g., MTSS, PBIS frameworks).Maintain accurate documentation, reports, and records in accordance with professional and legal standards.Additional duties may be assigned as necessary. KNOWLEDGE, SKILLS AND ABILITIES: Strong knowledge of applied behavior analysis principles and evidence-based interventionsDeep understanding of behavior assessment tools, data collection methods, and progress monitoringAbility to translate complex behavioral concepts into practical strategies for educators and familiesSkilled in coaching and adult learning practicesStrong collaboration and relationship-building skills across diverse stakeholdersExcellent written and verbal communication skillsAbility to manage multiple priorities and meet deadlines in a dynamic school environmentHigh level of professionalism, discretion, and ethical practice  PHYSICAL DEMANDS:The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs. such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception. LOCATION:  Immersion TRAVEL: Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays. This job description is subject to change at any time. 

Salary Range:$55,000.00 - $64,500.00 USD annually. “We’ve reimagined what high school can be by asking one essential question:What do students really need to thrive in life, not just in school?” - Steve LevittIn partnership with innovative institutions like ASU Prep, ASU, University of Chicago’s Center for RISC, and BluePrint Schools Network, you will be part of a team who collaborates every day, remaking American high school education with The Levitt Lab.First of all, the role of traditional teacher is reimagined. You will still need your pedagogical skills and content knowledge, but you won’t be lecturing to classes. Instead, most of your time will be spent guiding students who will have responsibility for their own education. You will help them find their motivation, stay on track, and get unstuck. This is why your role’s title is Guide.You will be part of a small team of collaborative educators doing whatever it takes to bring this vision to life. Organized as a professional learning community (PLC), our leaders and guides are as close to students as possible; no fleet of administrators here! Instead, each member of our team is part of the design process so that our learner-led model will continually evolve along with our learners. If you want to work here, you will have to be comfortable adapting quickly and not always know what’s coming next. If you crave structure and routine, this is not the school for you.As a Guide, you will wear several hats. You will be the head of a House of multi-grade students, responsible for its thriving culture and the holistic development of each of its learners. As a content-expert, you will manage the academic progress of all learners in your content subjects through a self-paced, mastery-based curriculum. With your skills in facilitation, you will run our school’s signature learning methods, Socratic Seminars and interactive Wonder Sessions. What unites all of these roles is that you will be helping students find deeper truths, develop formative relationships, build strong character, and follow their dreams. In short, you’ll be doing what you hoped to do when you first chose this profession.If you feel like you’ve found your team of fellow entrepreneurs, we would love to talk with you. You’ll find more details below, along with a bunch of stuff the lawyers make us put in here. QUALIFICATIONS:We are looking for brilliant teachers (Guides!) who passionately believe in the model we’re trying to build. We are also hoping you have…Equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities may be considered:Minimum Bachelor’s Degree, Master’s degree preferred.State Aligned Teaching Certificate (appropriate endorsements may be required depending on the area of instruction or have passed appropriate AEPA or NES proficiency exams), AZ State Teaching Certification, preferred. Can be placed on a alternative teaching certificate path upon hire3+ years of classroom experience, 6-12  teaching experience, preferred. Demonstrated experience with innovation and using innovative classroom strategies.Experience with curriculum design, mastery-based teaching and project based learning, and implementing innovative, personalized teaching strategies.Active AZ Department of Public Safety (DPS) IVP Fingerprint Clearance Card. DUTIES AND RESPONSIBILITIES:As you read the list below, please bear in mind it is not comprehensive. The most important duty you will have is to take the initiative to do whatever makes this venture successful. The following is our best laid vision of what the most common duties of your role will be:Work collaboratively to achieve the overall success of The Levitt Lab program.Nurture the growth and development of every high school learner as a mentor, role model, and guide.Deliver a uniquely student-centered approach focusing on student motivation, unblocking academic or social-emotional hurdles, and coaching students through student-driven learning.Shape the school’s model and operations through collaborative discussion and decision making at PLC meetings.Support the planning, coordination, and execution of our quarterly IDE Showcases.Support student recruitment and enrollment efforts including representing our school at info-sessions & school visit days.Sponsor and supervise extra-curricular activities such as student clubs or special events (e.g., Homecoming).Stay current with educational trends and maintain the state and school professional requirements including current teaching certificates.Take primary responsibility for the holistic development of a House of learners, including their academic progress in all courses (IDE, Core, etc.), executive function, and character education.Mentor your House as they create individualized learning plans and share their progress in quarterly ILC meetings (individual learner conference) with their parents/guardians.Host routine 1-on-1 check-ins with all learners in your House, empowering learners to develop self-responsibility, executive function, socioemotional skills, and character education through these learner-led conversations.Establish and sustain your House’s unique thriving culture through House time, special events, and friendly competitionsMaintain open lines of communication with parents/guardians about academic and discipline issues, documenting weekly outreach through our learning management systemLead the self-directed high school program as teacher of record for your content’s subject-specific courses.Develop & improve the mastery-based, standards-aligned curriculum.Provide timely feedback on learners’ works and manage learners in providing timely peer feedback as part of mastery-based learning.Monitor and sustain the self-paced progress of all learners in your courses based on the timelines defined in their individual learner conferences.Assess learners’ mastery in all competencies and aligned standards for your courses.Deploy adaptive student-centered instructional techniques and curate your content curriculum to meet all learners’ needs.Serve as an expert-in-residence to all learners at the school for any content-aligned work.Serve as the IDE Advisor for a portfolio of learners’ In-Depth Explorations, supporting their progress from start to finish.Facilitate learner-led Socratic Seminar and hands-on, interactive Wonder Sessions on a routine basis.Collaborate with fellow Guides to design and improve our signature learning methods including seminar, wonder sessions, and in-depth explorations.Contribute to the team’s professional growth through weekly cycles of collegial observation and feedback as part of a Community of Practice.Additional duties may be assigned as necessary. KNOWLEDGE, SKILLS AND ABILITIES We’re looking for amazing people. You may be remarkable in all kinds of ways we are not listing here, so don’t be shy about sharing that with us:Experience with project based learning and/or innovative teaching methods.Demonstrated skill in curating and navigating the tactical responsibilities of a startup program/school.Ability to articulate, represent professional demeanor and ability to take initiative.Command of theoretical knowledge of student behavior and learning including motivation, reinforcement, evaluation, and feedback techniques.A diverse expertise in content and ability to lead curriculum design.Excellent interpersonal skills; ability to work with a wide-range of people including teachers, parents, students, alumni, corporate partners, vendors and admissions personnel.Ability to communicate effectively orally and in writing, along with strong presentation skills.Exceptional ability to build relationships and community, to create systems that help students reach their goals, and design personalized learning experiences.Ability to adapt to change in the workplace; familiarity with innovative or startup programs.Demonstrated ability to work well with diverse student populations.Demonstrated time management skills with the ability to perform multiple tasks simultaneously with a high degree of accuracy.Strong organizational and planning skills.Effective problem solver and self-motivated learner.Ability to use instructional adaptive technology tools in online courses.Proficiency in technology including Microsoft Office applications (Word, Excel, PowerPoint, and Outlook). PHYSICAL DEMANDSThe physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 15 lbs. such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception. LOCATION:  ASU Tempe Campus TRAVEL: Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays. This job description is subject to change at any time.

Salary Range:$45,000.00 - $55,500.00 USD annually. As part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve.The Levitt Lab Academic Coordinator will provide direct support to school leadership in the daily operational needs of The Levitt Lab (TLL). This role will manage a wide range of front-facing and administrative tasks, with a strong emphasis on visitor coordination, student scheduling, attendance tracking, and data management. The coordinator will serve on site as the first point of contact for all guests and incoming inquiries, ensuring a welcoming and professional environment at all times. Additional responsibilities may include various operational duties as assigned to support the evolving needs of The Levitt Lab team. QUALIFICATIONS:Associate’s degree required in Education or related field. Bachelor’s degree, preferred.2+ years of administrative experience.3-5 years of progressive responsibility supporting educational leadership, school operations, and/or office management within a school-setting.3+ years of experience working in hybrid and/or digital learning environments.Resides within 30 miles of ASU’s main campus in Tempe, AZ, strongly preferred.Active AZ Department of Public Safety (DPS) IVP Fingerprint Clearance Card.Any equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities may be considered.  DUTIES AND RESPONSIBILITIES:Serve on site as the first point of contact for The Levitt Lab by staffing the front desk, warmly greeting visitors, and ensuring a welcoming and professional environment upon arrival. Directly support the Principal and Executive Director in daily operations of the school, including, but not limited to: student scheduling, master scheduling, purchasing and budget, visitor coordination, enrollment and admissions support, and data management in Infinite Campus.Schedule and coordinate visitor appointments, manage the calendar, and communicate logistics to both guests and Lab personnel in a timely manner.Pull, compile, and organize data from internal systems and databases to support ongoing research and administrative reporting needs.Answer and direct incoming phone calls and emails, routing inquiries to the appropriate staff members as needed.Lead and manage the enrollment process for all TLL students, ensuring accurate data entry, documentation, and follow-up.Coordinate student scheduling, including course placement, section assignments, and adjustments throughout the school year.Oversee daily attendance tracking and reporting procedures to ensure timely and accurate records, including making parent and student phone calls.Maintain and monitor an organized and up-to-date log of student movements throughout the day including departures and returns for college classes, lunch, and other scheduled activities with the goal of ensuring staff are informed and all whereabouts are accurately accounted for at all times. Track all college going data for ASU Prep Seniors in coordination with TLL LSC.Serve as project manager for assigned initiatives supporting the strategic goals of TLL, including but not limited to: student showcases, purchasing and budgeting, and admissions support such as info sessions, school visits and shadow days.Uphold confidentiality in all aspects of student, staff, and school operations.Attend and participate in meetings, training, and program events aligned to TLL, including evening events as required.Perform other duties as assigned by the Principal and Executive Director of The Levitt Lab. Additional duties may be assigned as necessary. KNOWLEDGE, SKILLS AND ABILITIES: Demonstrates excellent reading, writing, computation, technology and communication skills.Proven ability to perform routine clerical and administrative tasks with accuracy and attention to detail.Communicates clearly and effectively, both orally and in writing.Demonstrates ability to work cooperatively with others.Effectively manages multiple priorities in a fast-paced, high energy working environment.Knowledge of standard office practices, policies and procedures.Knowledge of bookkeeping, data tracking, and records management systems.Experience supervising or coordinating staff to achieve customer service goals.Skill in use of Google Workspace and other relevant software/applications.Ability to articulate, represent professional demeanor and ability to take initiative.  PHYSICAL DEMANDS:The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 15 lbs. such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception. LOCATION:  ASU Tempe Campus TRAVEL: Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays. This job description is subject to change at any time.  

Salary Range:$50,000.00 - $59,500.00 USD annually. As part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve.The Dean of Students assists the site Principals to promote and ensure a positive school culture, high academic achievement and a safe and orderly environment for all learners. The Dean of Students provides and supervises in a fair and consistent manner an effective discipline system consistent with the philosophy, values and mission of ASU Prep. QUALIFICATIONS:Bachelor’s Degree in Education, Counseling, Social Work, or related field.Three (3) years of experience in education.Experience working with youth and families to develop programs that support student academic development and school and community involvement.  Active AZ Department of Public Safety (DPS) IVP Fingerprint Clearance Card.Any equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities will be considered. DUTIES AND RESPONSIBILITIES:Ensure safety, appropriate conduct and general welfare of students.Establish a professional rapport with students and staff that earns their respect.Serve as a role model for students, demonstrating the importance and relevance of learning, accepting responsibility and demonstrating respect for themselves and others.Meet with parents regarding student discipline.Encourage students to take responsibility for behavior.Document discipline matters in accordance with charter policy and state reporting requirements.Maintain positive, cooperative and mutually supportive relationships with administration, parents and representatives of resource agencies within the community.Monitoring of student progress, patterns of attendance, and discipline for monthly reporting.Assist in the improvement of student attendance.Participate in the classification, promotion, and/or retention of students.Serve as campus evening supervisor on a rotational basis with other administrative personnel.Performs other duties and responsibilities as assigned.Additional duties may be assigned as necessary. KNOWLEDGE, SKILLS AND ABILITIES Ability to communicate well and to apply leadership skills within a shared decision-making model.Ability and willingness to follow directions given and to perform assigned duties in accordance with applicable guidelines, policies and procedures.Demonstrated knowledge with a school-wide discipline program.Demonstrated knowledge with an ethnically diverse student population. PHYSICAL DEMANDS:The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception. LOCATION:  Immersion TRAVEL: Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays. This job description is subject to change at any time.

Adjunct Faculty in History (Sequence at SBCCHS, Bronx, NY)Apply: https://apply.interfolio.com/186864About the Bard Early Colleges and the Bard SequenceThe Bard Early Colleges (BEC) are founded on the belief that many high school–age students are eager and ready for the intellectual challenges of a college education. The Bard Early Colleges act on this belief by providing younger scholars with a tuition-free, credit-bearing college course of study in the liberal arts following the 9th and 10th grades. Students are taught by college faculty in seminar classes and earn college credits up to an associate in arts (A.A.) degree from Bard College, concurrently with a high school diploma. Now in its second decade, the Bard Early College network serves over 3,300 students in campuses in New York City, New York; Newark, New Jersey; New Orleans, Louisiana; Cleveland, Ohio; Baltimore, Maryland; and Washington D.C. Bard invites applications on a rolling basis for a dynamic individual who seeks to teach History courses to students at South Bronx Community Charter High School in the Bard Sequence dual enrollment program. Through partnerships between Bard College and public high schools and school systems, the Bard Sequence allows students in the 11th and 12th grades to take Bard early College electives. The Bard Sequence offers students earlier exposure to college study and the opportunity to earn 3 transferable college credits per semester. The majority of Bard Sequence students are first generation college students. In the 2021-22 academic year more than 90% of Bard Sequence students identified as Black/African American and/or Latinx/Hispanic.Position Description:Teach up to three sections of Bard Sequence AfroLatinx History in the Fall 2026 and Spring 2027 semesters to high school students from Bard Sequence partner South Bronx Community Charter High School. Key responsibilities:You will teach up to three sections of Bard Sequence AfroLatinx History in the Fall 2026 and Spring 2027 semesters to high school students from Bard Sequence partner South Bronx Community Charter High School. In this interdisciplinary history course, students will closely examine the extensive and diverse histories, social movements, political mobilization, and cultures of Black people (Afrodescendientes) in Latin America. While the course will begin in the slavery era, most of our scholarly-activist attention will focus on the histories of peoples of African descent in Latin America after emancipation to the present. Some topics we will explore include: the particularities of slavery in the Americas, the Haitian Revolution and its impact on articulations of race and nation in the region, debates on “racial democracy,” the relationship between gender, class, race, and empire, and recent attempts to write Afro-Latin American histories from “transnational” and “diaspora” perspectives.The Bard Sequence instructor will teach up to three sections of Bard Sequence AfroLatinx History (pending high school partner approval) in the Fall 2026 and Spring 2027 at South Bronx Community Charter High School. The Instructor will have access to curricular resources, professional development, and oversight from the director of the Bard Sequence. Bard Sequence faculty are required to participate in pre-course training and ongoing professional development to aid in the teaching of the dual enrollment courses.  Faculty will also be required to check in with the director of the Bard Sequence on a weekly or bi-weekly basis to ensure the ongoing quality of the program and provide opportunities for support. The Bard Sequence instructor is required to make a rigorous college curriculum accessible to high school students by balancing supporting and challenging students. The Sequence instructor will be observed and evaluated by the Director of the Bard Sequence to ensure standards for rigor and support are being met. Our partner high school, South Bronx Community Charter High School organizes teaching and learning around a critical set of skills that students need for academic, career and life success. Teaching involves making learning targets explicit, providing students with the time and support required to reach their goals, and a process of continuous feedback. We use a mastery-based approach to grading so that students have a clear understanding of what they know and are able to do. On progress reports, students see the skills they are working on and their proficiency levels, rather than course titles and letter grades.Compensation: $7,500 per section per semesterLocation: In person, South Bronx Community Charter High School, 1110 Washington Avenue, Bronx, NY 10456Position Type: Adjunct Faculty in HistoryExpected Start Date:The faculty member will be expected to start on and follow the partners academic calendar beginning after Labor Day and running until mid-June.Position Dates: Fall 2026 and Spring 207 SemestersCourse Schedule: Each section will meet four days per week on the academic calendar of our partner high school for the duration of the academic year. The schedule will be determined with the high school partner. Criminal Background Checks:Faculty member must provide a criminal history background check, with fingerprinting and that said check indicates that no criminal history record information exists on file in either the Identification Division of the Federal Bureau of Investigation or the State Bureau of Identification which would disqualify said employee from employment.QualificationsA successful candidate will:Demonstrate a strong  commitment to equity and social justice and a desire to open up opportunities for historically marginalized students.Be comfortable teaching a curriculum that blends “classic” works of literature and philosophy with more contemporary art, literature, music, and theory that speaks to 21st century students. Have a Ph.D. or other terminal degree in a humanities related field including history, literature, philosophy, theater, sociology, anthropology, political science or another related field; Masters and ABD candidates will be considered.Have experience teaching at both high school and college levels (desired)Understand cultural differences and purposefully help to uplift ideas from underrepresented groups.  Be committed to providing students with the support and scaffolds that they need to succeed in a college setting.Application InstructionsPlease apply directly with Bard College / Bard Early Colleges.  Do this by clicking on the “Apply Now” button found through the Interfolio job application link provided here: https://apply.interfolio.com/186864Use the Interfolio link provided to upload the following documents directly with our organization:letter of interestC.V. / resumeOne-page teaching statementSample course syllabusContact information for three referencesApplications will be reviewed until the position is filled. **Please note that strong applicants will be asked to provide a classroom demonstration of their teaching either virtually or in person.  A good demo lesson should elicit engagement, active participation, and analytical thinking from high school-age students in a classroom setting.QuestionsInquiries may be directed via email with the subject line “Bard Sequence: Bronx, NY, Adjunct History Faculty Job Search” to Matt Park, at mpark@bhsec.bard.eduBard College is AA/EOE and welcomes applications from individuals who contribute to its diversityAA/EOE

We are seeking a dedicated and compassionate Behavior Interventionists to join our team. In this role, you will work closely alongside elementary students with developmental disabilities, including those on the autism spectrum. Your primary focus will be to implement behavior and classroom management strategies, provide supervision, and support students as they attend their after-school program. This position requires a strong understanding of applied behavior analysis and the ability to work collaboratively with school professionals and families. HOURS: Monday/Tuesday/Thursday/Friday 2:00PM - 5:30PM, Wednesday 1:00PM - 5:30PM*occasional 8:30AM - 5:00PM shifts available*occasional 11:00AM - 5:00PM shifts available DUTIES: Provide 1:1 support to students with behavioral challenges and/or disabilies.Develop and implement strategies to reduce disruptive behaviors in the classroom.Create and implement behavior plansCollaborate with professionals to promote safe and positive learningAttend mandatory staff meetings, trainings, and workshops REQUIERMENTS:Must be 18+ years oldMust be able to pass DOJ, FBI, CAI background checkExperience working with children or individuals with developmental disabilities is essential.Strong background in behavioral therapy, particularly applied behavior analysis.Familiarity with special education practices and working with people with autism is preferred.Excellent communication skills, both verbal and written, to effectively interact with students, families, and team members.Ability to demonstrate patience, empathy, and understanding when working with individuals facing behavioral challenges.Join us in making a positive impact on the lives of those we serve through dedicated support and specialized care. JOB TYPE:  Part-time PAY:  $22.00 - $26.00 per hour EDUCATION:High school or equivalent (Required) EXPERIENCE:Working with children: 1 year (Preferred)Special education: 1 year (Preferred) ABILITY TO COMMUTE:Irvine, CA 92620 (Required) WORK LOCATION: In person

Salary Range:$15.50 - $21.50 USD hourly. As part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve.The role of the Paraeducator is to provide instruction and oversight for students as they complete academic work in the classroom setting. The Paraeducator serves as the liaison between the highly qualified teacher and the students, supervising student progress and behavior. This position requires open and ongoing communication with the partnership support staff and the ability to observe and control student behavior. QUALIFICATIONS:Must meet Highly Qualified requirements by:High School Diploma/GED AND an Associate’s Degree or higher ORSuccessful completion of 60 semester hours of college credit ORObtain a passing score on one of the ADE approved assessments: ETS ParaPro Assessment (Praxis), ACT Workkeys, Master Teacher’s ParaEducator PD Now!Active Arizona Department of Public Safety (DPS) issued IVP Fingerprint Clearance Card. Previous experience successfully supervising and assisting groups of children, highly preferred.Regular and predictable attendance is essential.Any equivalent combination of experience and/or education from which comparable knowledge, skills and abilities have been achieved. DUTIES AND RESPONSIBILITIES:Works with small groups.Directs small groups of children under the supervision of the teacher.Assists children in understanding and following directions.Encourages children to work independently.Reinforces skills taught by the classroom teacher to small and large groups.Helps children individually.Supervises children during lunch, on the playground, etc.  Assists classroom teacher with general cleanup and preparation.Assists teachers with routine tasks such as: Recording attendance and other informationPreparing the classroom for instructionGathering resources and supplementary materialsPrepares Instructional materials.Additional duties may be assigned as necessary.KNOWLEDGE, SKILLS AND ABILITIES Demonstrated excellent reading, writing, computation and communication skills.Demonstrated ability to perform routine clerical tasks in support of classroom activities. Demonstrated ability to communicate effectively both orally and in writing. Demonstrated ability to work cooperatively with others. PHYSICAL DEMANDS:The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception. LOCATION:  ImmersionTRAVEL: Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays.This job description is subject to change at any time.

Bilingual (Spanish) Client Service Representative--Evenings & Weekends Franklin D. Azar & Associates is a top personal injury law firm in Colorado. Our intake department is looking to hire a Client Services Representative our team.We are a client driven law firm where we put client needs as the highest priority. That starts with you! Helping people is what we do best.Job responsibilities include but not limited to:Job RequirementsStarting pay is $25 per hour. After training, eligible for bonuses. Top earners making up to $60,000 per year.We are an Equal Opportunity Employer.Job Type: Full-time Answer calls and introduce the firm to prospective clients. Follow up on digital leads. Take calls with care and compassion.Assess potential new cases, and prepare prospective clients for entering engagement with an attorney. Obtain signatures on necessary documents to begin representation.Ensure that questions are answered, and follow up as needed.Creating new files in data baseSet up new client cases.Gathering critical details such as insurance information, police reports and any other information that can be viable for potential claims.Scheduling and calendaring, utilizing Microsoft Office and CRM softwareBilingual English and Spanish preferredExcellent verbal and written communication skillsExcellent time management, multi-tasking and critical thinking skillsAbility to maintain a high degree of discretion dealing with confidential informationCustomer service experience requiredSales experience preferredSchedule flexibility for before/after business hours & weekendsJob Type: Full-timeBenefits:401(k)Dental insuranceHealth insurancePaid time offVision insuranceWork Location: In person

Under the direction of the Senior Director of Special Education or designee, the Teacher of the Visually Impaired provides specialized instruction and services to students ages birth through twenty-two (22) with visual impairments, including blindness. Itinerant services are delivered across home, school, and community settings to support access to the general education curriculum and the Expanded Core Curriculum (ECC).

The Home Developer serves in a strategic function at Buckner Children and Family Services and are responsible for the coordination and implementation of recruiting families to become Buckner foster parents and promoting Buckner Foster Care services to the community. The role will also provide an ongoing assessment of the prospective families. The role will also provide monitoring and development of the licensed foster parents  Coordinate and implement the recruitment of foster parents for the Foster Care program. Recruitment should follow approved recruitment annual plan in collaboration with foster care and adoption program, church engagement. Timely and accurately complete the required licensing, assessment, and support processes to ensure that families meet Licensing Standards and are appropriately prepared to care for children and young adults.  Make recommendations for foster care license utilization; introduce families to the need for treatment services, amend individual licenses relative to capacity, age ranges, etc. and renew licenses at required intervals. Maintain a supportive relationship with foster care resources, which includes identifying on-going training and support needs; assisting in obtaining such services along with other team members; coordinating, with assistance from other team members; providing support and strengthening Department relationships with foster parents; monitoring licensed foster or adoptive homes as required to ensure the home is in compliance with Licensing Standards and assisting families in resolving compliance issues. Make contact with and oversee foster children as required by state licensing and Buckner policy. Work with foster parent in coordinating visits with placing agency and/or family for family visits and contact. Assist foster parents with transportation for family visits and other necessary appointments. Assist foster parents with age-appropriate therapeutic and recreational activities. Consult with DFPS staff with recommendations about the selection of foster family resources that best meet the needs of the children, which includes recommendations for support services to maintain the least restrictive setting. Conduct investigations relative to complaints about licensed foster /adoptive homes in accordance with the TDFPS; identify issues and assist families in developing corrective action plans; and make recommendations for licensing enforcement when appropriate. Participate in foster care capacity needs assessment process by identifying and prioritizing foster / adoptive care needs at the local level. Provide education to foster parents on the special education services that children in care would qualify for due to the trauma history. What you will bring:Bachelor’s Degree in a related field required. Requires extensive knowledge of modern methods and techniques required for specialized training programs. Requires working knowledge of the administration of training programs and knowledge of available literature in the social work field. Requires working knowledge of current social and economic problems of community and individual health, educational and recreational needs and community and State resources. Requires skill in the development of foster parents through the planning and conducting of training sessions; requires ability to maintain effective professional relationships with foster parents, staff, and other disciplines. 

Salary Range:$50,000.00 - $59,500.00 USD annually.  As part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve.ASU Prep Teachers are responsible for making knowledge accessible to all students, developing students cognitive capacity and respect for learning, implementing ILP (Individual Learning Plans); fostering students’ self-esteem, motivation, and sense of civic responsibility and leadership, ongoing professional growth, development of a variety of teaching and instruction materials and strategies, planning for instructional assistants and parental volunteers in classroom management, implementing school policies, communication with parents about students’ academic as well as discipline issues. QUALIFICATIONS:Minimum Bachelor’s Degree in Education or Post Bachelors in Education from an accredited college or university or meets Highly Qualified requirements per the Arizona Department of Education.State of Arizona Teaching Certificate (appropriate endorsements may be required depending on the area of instruction or have passed appropriate AEPA or NES proficiency exams).Satisfactory criminal background check with current Active AZ Department of Public Safety (DPS) IVP Fingerprint Clearance Card.Professional verification of successful classroom teacher performance and/or student teaching experience.Any equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities will be considered.   DUTIES AND RESPONSIBILITIES:Delivers instruction in reading, writing, spelling, language and vocabulary, math, science, social studies, technology, counseling, study skills, health, problem solving, foreign languages, ESL, family and consumer sciences, physical education, music, chorus.Determines instruction techniques, strategies, methods and adapts curriculum and learning styles to meet and assess student’s needs.Performs clerical duties including attendance record keeping, copying, cutting, filing, ordering of supplies, and the like as well as computer software skills.Maintains open lines of communication with parents/guardians about academic and discipline issues through various mediums including phone calls, notes, progress reports, etc.Develops and creates classroom displays, storing materials, cleaning and organizing of tables and shelves, disassembling of classroom at the end of the school year.Develops activities and resources, strategies and methods for a variety of teaching, creating lesson plans and substitute teaching plans that are aligned learning objectives with the school guides.Develops, analyzes, adjusts, and implements ILP for students to accommodate instruction based on assessment and determining correct assessment tool and appropriate level to use.Demonstrates preparation and skill in working with students from diverse cultural, economic and ability backgrounds.Supervises students during emergency drills, assemblies, recreation periods, lunch periods, play periods, and field trips to include resolving conflicts.Assesses and evaluates performance, behavior, and progress of students in grades, progress reports and assessing comprehension of learning objectives.Participates in extra-curricular activities such as Meet the Teacher, ILP’s Summatives, evening performances, or preparations and coordinating of any other aspect of public demonstration of student learning.Maintains confidentiality of protected student and staff member information even after no longer employed or enrolled.Organizes and plans fieldtrips, class parties.Assists in the well-being of students the fundamental value in all decision making.Contributes to professional growth of self and colleagues including sharing and planning curriculum, staying current with educational trends, and continuing professional growth to meet the state and school requirements including current teaching certificates.Works collaboratively to achieve the overall purposes of the school program.Maintains a classroom atmosphere conducive of learning.Additional duties may be assigned as necessary.KNOWLEDGE, SKILLS AND ABILITIES Ability to articulate, represent professional demeanor and ability to take initiative.Must have the ability and proven ability to report to work on a regular and punctual basis.Command of theoretical knowledge of human behavior and learning including motivation, reinforcement, evaluation, and feedback techniquesExcellent interpersonal skills; ability to work with a wide-range of people including teachers, parents, students, alumni, corporate partners, vendors and admissions personnel.Proven written and verbal communication skills.Strong organizational and planning skillsEffective problem solver and self-motivated learnerAbility to use instructional adaptive technology tools in online coursesProficiency in Microsoft Office applications (Word, Excel, PowerPoint, and Outlook).Proficiency with technology, computers and Microsoft Office Suite. PHYSICAL DEMANDS:The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception.LOCATION:  Immersion TRAVEL: Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays. This job description is subject to change at any time.

Salary Range:$60,000.00 - $69,500.00 USD annually As part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve.The Special Education Teacher is responsible for the implementation of the IEP (Individualized Education Plan) targeting the needs of the child based on their disability. The Special Education Teacher is making knowledge accessible to all students, developing students cognitive capacity and respect for learning,); fostering students’ self-esteem, motivation, and sense of civic responsibility and leadership, ongoing professional growth, development of a variety of teaching and instruction materials and strategies, planning for instructional assistants and parental volunteers in classroom management, implementing school policies, communication with parents about students’ academic as well as discipline issues. QUALIFICATIONS:Bachelor’s Degree in Education or related field from an accredited college or university.State of Arizona Teaching Certificate in Special Education for HQ status.Active AZ Department of Public Safety (DPS) IVP Fingerprint Clearance Card.Professional verification of successful classroom teacher performance and/or student teaching experience.Any equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities may be considered.   DUTIES AND RESPONSIBILITIES:Works with the Special Education team to identify, evaluate and serve students with disabilities who qualify for special education services. Participates in all activities for evaluation and serving students.Delivers instruction in specified content area as it applies, such as: reading, writing, language and vocabulary, math, assistive technology, counseling, study skills, problem solving according to student’s IEPs. Determines instruction techniques, strategies, methods and adapts curriculum and learning styles to meet and assess student’s needs.Maintains data on IEP goal growth, attendance to services and communication with parents and teachers.Maintains open lines of communication with parents/guardians about academic and discipline issues through various mediums including phone calls, notes, progress reports, etc.Develops and creates appropriate virtual classroom materials and organization.Develops activities and resources, strategies and methods for a variety of teaching, creating lesson plans and substitute teaching plans that are aligned learning objectives.    Develops, analyzes, adjusts, and implements IEP for students to accommodate instruction based on assessment and determining correct assessment tool and appropriate level to use.Maintains confidentiality of protected student and staff member information even after no longer employed or enrolled.Assists in the well-being of students the fundamental value in all decision making.Contributes to professional growth of self and colleagues including sharing and planning curriculum, staying current with educational trends, and continuing professional growth to meet the state and school requirements including current teaching certificates.Works collaboratively to achieve the overall purposes of the school program.Maintains a classroom atmosphere conducive of learning.Additional duties may be assigned as necessary.KNOWLEDGE, SKILLS AND ABILITIES Ability to articulate, represent professional demeanor and ability to take initiative.Command of theoretical knowledge of human behavior and learning including motivation, reinforcement, evaluation, and feedback techniquesExcellent interpersonal skills; ability to work with a wide-range of people including teachers, parents, students, alumni, corporate partners, vendors and admissions personnel.Proven written and verbal communication skills.Strong organizational and planning skillsEffective problem solver and self-motivated learnerAbility to use instructional adaptive technology tools in online coursesProficiency in Microsoft Office applications (Word, Excel, PowerPoint, and Outlook).Proficiency with technology, computers and Microsoft Office Suite. PHYSICAL DEMANDS:The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 15 lbs such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception.LOCATION:  Immersion TRAVEL: Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays. This job description is subject to change at any time.

Summer STEM Instructor / Intern – Robotics, Coding, Roblox & Minecraft ProgramsFuturebytes is looking for passionate and energetic Summer Instructors/Interns to teach and inspire students ages 5–12 through hands-on Robotics, Coding, Roblox Game Development, Minecraft Modding, AI, and Engineering programs.We provide training on instructional methods, curriculum, classroom management, robotics platforms, coding tools, game development environments, and high-end STEM education resources. If you enjoy working with children and technology, this is a great opportunity to build teaching and leadership experience in an exciting learning environment.ResponsibilitiesTeach and assist students in Robotics, Coding, Roblox Game Development, and Minecraft Modding programsInspire creativity, problem-solving, and teamwork through hands-on STEM activitiesSupport classroom management and student engagementGuide students with robotics kits, coding platforms, and game design projectsEnsure a safe, positive, and fun learning environmentCollaborate with instructors and team members during camps and workshopsPreferred QualitiesEnthusiasm for inspiring kids in STEM and technologyFun-loving, cheerful, and self-motivated personalityStrong communication and presentation skillsFlexible and team-oriented mindsetPrior teaching, tutoring, robotics, coding, Roblox Studio, Minecraft Modding, or game design experience is a plusQualificationsBachelor’s or Master’s degree (completed or currently pursuing)Preferred majors:Computer ScienceElectrical EngineeringElectronics EngineeringGame DesignRelated STEM fieldsJob DetailsPosition Type: Summer Full-Time Internship / Instructor RoleDuration: 8–10 weeksPay: $20–$25 per hourSchedule:Summer Camp Hours: 8:30 AM – 3:00 PMOptional Extended Hours: 3:00 PM – 6:00 PMLocationsSanta ClaraSan JoseLos AltosIf you are passionate about technology, education, and inspiring the next generation of innovators, we would love to hear from you!

Salary Range:$62,500.00 - $87,500.00 USD annually. In partnership with ASU Preparatory Global Academy, Felix Commonwealth Virtual School is seeking local Massachusetts talent to join our inaugural school year as Science Teachers (Guides)!We are excited to offer a $2,000 signing bonus for Science Guides who join our team. If you’re passionate about supporting students and ready to make an impact, we’d love to connect with you. Apply today!Felix Commonwealth Virtual School is a free, Massachusetts public virtual school dedicated to personalized, mastery-based learning. Through individualized learning plans, mentorship, and high-quality digital curriculum, the school supports students in developing both academic mastery and the skills needed for lifelong learning.In partnership with ASU Preparatory Global Academy, Felix Commonwealth Virtual School seeks innovative and student-centered educators to serve as Guides (Teachers) in a personalized, mastery-based learning environment. The school’s instructional model draws on practices used by Arizona State University’s Khan World School and combines high-quality digital curriculum, individualized learning plans, and strong mentorship relationships. Guides play a dual role:-Advisor and mentor for a cohort of approximately 17 students, responsible for supporting academic progress, goal setting, and overall student success.-Subject-area instructional resource, providing academic instruction, tutoring, and expertise to students across the school within the Guide’s area of certification or specializationGuides foster student agency, support mastery-based learning, and help students develop the skills needed for success in both virtual and in-person learning environments. BENEFITS: Comprehensive benefits package including medical, dental, and vision coverage.Enrollment in a 401(k) retirement plan through John Hancock.Access to low-cost tuition opportunities at Arizona State University, Northern Arizona University, and University of Arizona. QUALIFICATIONS:We are looking for brilliant teachers (Guides!) who passionately believe in the model we’re trying to build. We are also hoping you have…Equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities may be considered:Minimum Bachelor’s Degree, Master’s degree preferred.Massachusetts teaching license in relevant field with an SEI endorsement, required. Can be placed on a reciprocity agreement upon hire3+ years of classroom experienceDemonstrated experience with technology enabled learning environments, competency based education, and using innovative classroom strategies.Experience with entrepreneurial or school start-up initiatives, preferred.Experience adapting curriculum, mastery-based teaching and project based learning, and implementing innovative, personalized teaching strategies.Commitment to build strong relationships with families, create personalized student-centered learning, and be a strong mentor for students.Satisfactory criminal background check and a clear fingerprint-supported criminal record check from the State of Massachusetts Department of Criminal Justice Information Services (DCJIS).Can be obtained post-offer of employment if candidate currently does not hold said clearance DUTIES AND RESPONSIBILITIES:Student Advisory and Learning Plan ManagementServe as the primary advisor for a cohort of approximately 17 students.Develop and maintain individualized learning plans aligned with student goals, graduation requirements, and Massachusetts curriculum standards.Conduct regular one-on-one coaching meetings with advisees to review academic progress and adjust learning goals.Monitor student progress toward mastery and intervene when students require additional support.Communicate regularly with families regarding student progress, goals, and learning plan updates.Support the development of executive functioning, self-directed learning, and goal-setting skills.Instructional and Academic SupportProvide direct instruction, tutoring, and academic support in the Guide’s area of subject expertise.Support students beyond their advisory cohort who are working in the Guide’s discipline or certification area (e.g., math, science, humanities, etc.).Facilitate small-group instruction, workshops, or learning sessions to help students achieve mastery of key concepts.Monitor student progress through formative assessment and provide timely feedback.Personalized and Mastery-Based LearningSupport students in navigating a personalized learning environment using digital and curriculum resources.Guide students toward demonstrated mastery of standards and competencies.Encourage student ownership of learning through reflection, goal setting, and portfolio development.Learning Community and Student DevelopmentFoster a positive and inclusive learning community in both virtual and in-person settings.Facilitate advisory sessions, student check-ins, and collaborative learning opportunities.Support the social-emotional development and well-being of students.Professional CollaborationParticipate actively in professional learning communities and school improvement initiatives.Collaborate with colleagues to support student success and improve instructional practices.Contribute to the development of innovative practices in virtual and blended learning environments. Additional duties may be assigned as necessary. KNOWLEDGE, SKILLS AND ABILITIES: Ability to articulate, represent professional demeanor and ability to take initiative.Command of theoretical knowledge of human behavior and learning including motivation, reinforcement, evaluation, and feedback techniques.Excellent interpersonal skills; ability to work with a wide-range of people including guides, parents, students, alumni, corporate partners, vendors and admissions personnel.Ability to communicate effectively orally and in writing, along with strong presentation skills.Ability to adapt to change in the workplace.Demonstrated ability to work well with diverse student populations.Ability to perform multiple tasks simultaneously with a high degree of accuracy.Strong organizational and planning skills.Effective problem solver and self-motivated learner.Ability to use instructional adaptive technology tools in online courses.Proficiency in technology including Microsoft Office applications (Word, Excel, PowerPoint, and Outlook). PHYSICAL DEMANDS:The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs. such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception. LOCATION:  Lasell University in Newton, Massachusetts TRAVEL: Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays. This job description is subject to change at any time. 

Environmental Education Director and Instructor Roles – Tualatin Hills Nature CenterDo you have a passion for nature, education, being outdoors and working with community members? The Tualatin Hills Nature Center is looking for team-oriented education staff to create and facilitate quality nature programs for youth in the Beaverton area. This is a fantastic employment opportunity for individuals looking to improve their leadership skills in an informal environmental education setting.  About Our ProgramsThe Tualatin Hills Nature Center offers a wide range of nature-based programs for children, families, schools, and the broader community, including:Nature Mobile Outreach: Bringing hands-on natural science learning directly to parks, events, and community sites.Preschool & Early Childhood Programs: Including nature-based preschool classes, early learning experiences, and introductory outdoor exploration.Family, Youth & Adult Nature Programs: Guided hikes, nature discovery activities, and interactive workshops.School & Group Programs: Onsite and offsite field trips for elementary students, Scout programs and preschool visits.Day-off, Spring & Summer camps: Seasonal camps focused on outdoor skills, ecology, and nature play.Staff may contribute to several of these program areas depending on experience, interest, and organizational needs.A 5% bilingual pay incentive is available for staff who regularly use their bilingual or multilingual skills at work! Job OpeningsEnvironmental Education Instructor Pay Range: $20.15 - $21.41 per hourThe full hourly range for this job classification is $20.15 to $22.71. Staff may be eligible for a merit increase at the end of September.Summary: Instructors are responsible for planning, preparing, and leading general and specialized activities for nature program participants.Examples of Duties:Lead group games, nature activities, arts & crafts, and guided hikesFacilitate hands-on learning experiences and support youth engagementAssist with program preparation, set-up, and clean-upEnsure participant safety and positive group dynamics Environmental Education DirectorPay Range: $23.32 - $24.79 per hourThe full hourly range for this job classification is $23.32 to $26.29. Staff may be eligible for a merit increase at the end of September.Summary: Directors oversee the development and implementation of assigned nature programs. This role works independently within established guidelines and provides leadership to part-time staff and volunteers.Examples of Duties:Develop, coordinate, and lead day-to-day activities for assigned programsSupervise and support part-time staff and volunteersManage program logistics, safety procedures, and participant experienceAssist with curriculum design and seasonal program planningFor detailed job duties and qualifications, please review the linked job titles. Schedule & HoursWe are currently hiring for Summer Camp Substitutes and for variable scheduled programs, including weekends and evenings. Schedule and hours are dependent on program needs. Staff may also have opportunities to work in multiple positions within the same classification. Part-time staff are scheduled variable hours and may work less than 1,560 hours per year. Application ReviewThe hiring team reviews applications as they are received, considering suitability for the role. Strong candidates will be contacted directly by hiring officials to discuss next steps. This recruitment will be used to fulfill multiple openings.  Please be sure to fully answer the application's supplemental questions to ensure our hiring managers can appropriately evaluate your qualifications. To reduce barriers to entry, THPRD evaluates an applicant's work history and responses to supplemental questions rather than requiring cover letters and resumes. Appointments on the salary range are made based upon a pay equity analysis of bona fide factors per Oregon's Equal Pay Act. AccommodationsTHPRD is committed to the full inclusion of all qualified individuals. As part of this commitment, THPRD will ensure that people experiencing disabilities are provided reasonable accommodations. If a reasonable accommodation is needed to participate in the job application or interview process, to perform essential job functions, and/or to receive other benefits and privileges of employment, please contact Human Resources at hr@thprd.org. Connect with THPRDPlease follow THPRD on LinkedIn, Facebook, and Instagram to learn more about our organization.

Certified Classroom Teacher 7th-12th/Teacher - Science Date Posted:  4/22/2026 Location:  Gilbert High Date Available:  7/20/26 Closing Date:  7/20/26   Months Contracted: 10 Months (Exempt)Job Grade: TeacherAnnual Rate: $54,335 and up depending on experienceFull Time Equivalency: 1.0 FTE (.6 Biology and  .4 Earth Science)Application Procedure: Apply online https://www.applitrack.com/gilbertschools/onlineapp/JobPostings/view.asp?FromAdmin=true&AppliTrackJobId=17584Fingerprint Clearance Card:  Must have a Level One IVP Fingerprint Clearance Card prior to processing. Certification Notes: Applicants need to hold an Arizona  Secondary Certificate with an Approved Area of BiologyThis position teaches Earth Science and BiologyTeacherPurpose StatementTo provide instruction with state and district guidelines.Essential FunctionsPlans and implements a program of study that, as much as possible, meets the individual needs, interests, and abilities of students within the district curriculumUses effective teaching techniques and materials to implement established curriculum goals and objectivesCreates a weekly written lesson plan describing daily learning experiences. This weekly lesson plan is to be correlated with the aims and/or objectives in the curriculum guide and/or course outlineMonitors and assesses student progress in order to provide feedback on a regular basis to students and their parentsDiagnoses, instructs, and evaluates specific student needs and seeks assistance of district specialists as requiredCommunicates aims and/or objectives to students in a well-planned, organized manner using clear and precise languageCreates a classroom environment that is conducive to learning and appropriate to the maturity and interests of studentsAssists the administration in implementing all policies and rules governing the development of proper student behaviorDevelops and implements reasonable classroom rules of behavior and procedure in a fair and just mannerCreates educational experiences that provide each student the opportunity to develop his/her potential in the areas of personal-social adjustment, decision-making, positive self-image, and other life skillsPromotes and follows the adopted school district philosophy, policies, regulations, and administrative proceduresCommunicates concerns and ideas with colleagues, students, parents, and the community in a positive, professional, and ethical mannerAssumes legal responsibility for the supervision of students on school property or in attendance at school-sponsored activitiesStrives to maintain and improve professional competenceAssumes individual responsibilities which may be assigned by the principal/supervisor and which may relate to committee work, student activities, student supervision, or other planning and professional assignmentsMaintains accurate, complete, legible, and correct records as required by law, district policy, and administrative regulationTakes necessary and reasonable precautions to protect students, equipment, materials, and facilitiesOther FunctionsAssists other personnel for the purpose of supporting them in the completion of their work activities.Job RequirementsMental RequirementsLearning Development- Level E  Knowledge in a recognized professional field or technological discipline sufficient to command various principles, facts, and practical applications. Learning development is obtained by the completion of a college curriculum, resulting in a bachelor's degree in a specialized field: advanced mathematics, very advanced language development, proficient understanding of practical systems.Problem Solving - Level 2  Work situations require consideration and interpretation of circumstances or information to choose the most effective responses. Solutions may be somewhat technical, yet are relatively straightforward, obvious, and well-defined once problems are understood. Responses come from the realm of prior learning and experiences.Physical RequirementsPhysical Skill - Level A: A basic level of learned physical skill is required. No special coordination beyond that used for normal mobility and handling of everyday objects and materials is needed to perform the job satisfactorily.Physical Effort - Level 1: Minimal physical exertion is required. Most job time is spent sitting with occasional walking. Occasional lifting, guiding, and carrying of lightweight materials or equipment.Social RequirementsHuman Relations Skill- Level B  Job requires patience in communication and well-developed verbal skills to exchange technical or complex information with individuals or small, informal groups. Skills in establishing harmonious relationships and gaining cooperation are important.Scope of Contacts - Level 1  The important job contacts are with peers in the immediate work group and the immediate supervisor. Occasional contact with individuals outside the organization may occur.Work EnvironmentPerformance Environment - Level A  Changes in environments, work pressure, disturbances of workflow, and irregularities in work schedule are infrequent.Physical Working Conditions - Level 1: Generally good working conditions. Little or no exposure to extremes in noise, temperature, etc., little or no exposure to safety or health hazards.AccountabilityLevel of Accountability -Level B  Responsible for producing journey-level work output on an independent basis, subject to supervisory direction and review.Organizational Impact - Level 3  Work results, decisions, and approvals impact the overall design of internal systems, programs, and/or research; the status of others; and/or critical aspects of the final product or service in terms of quantity or quality.Experience, Education, and CertificationsExperience: No experience required. Education: Bachelor's degree from an accredited educational institution. Continuing Professional Development Specific to job requirements.  Certifications/Clearances: Valid Arizona Standard Professional Teacher Certificate. Meets all certification requirements for the grade level or subject area, including proper teaching area endorsements.Must possess a valid Arizona DPS Level One IVP Fingerprint Clearance Card while employed.Compensation DetailsFLSA Status: ExemptPay Schedule:  Teacher Work Calendar: TeacherOther:Non Discrimination StatementGilbert Unified School District does not discriminate on the basis of race, color, religion, national origin, ethnicity, sexual orientation, sex, (including pregnancy and other related conditions), gender identity, gender expression, genetic information, age (over 40), parental status, or disability in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. The District provides equal access to the Boy Scouts and other designated youth groups pursuant to the Boy Scouts of America Equal Access Act. The lack of English language skills shall not be a barrier to admission or participation in the District's activities and programs. The Gilbert Unified School District also does not discriminate in its hiring or employment practices.This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990.Inquiries about Title IX may be referred to the Title IX Coordinator, the U.S. Department of Education's Office for Civil Rights or both. The nondiscrimination policy and grievance procedures are located on the Gilbert Public Schools website.