Careers in Education

The LEAP School seeks enthusiastic, dedicated, & caring Teachers to join our teams in LEXINGTON, BEDFORD & SUDBURY, MA.Positions available for now, July and September 2026.  Our emphasis on small class size enables teachers to build thoughtful, caring relationships with children. Our model of teacher support and mentoring encourages growth and facilitates a rewarding teaching experience. LEAP promotes a true team approach and teachers are given the freedom, guidance and feedback to create an exciting, creative and fun curriculum.  At LEAP you will find beautiful facilities, gorgeous outside play spaces and extensive creative arts and play materials. We are proud to have a record of high teacher retention. We believe in the well-being of our teachers and the need for them to have ample time off to recharge! Our generous time off package includes 5 PAID VACATION WEEKS in addition to 5 personal days.  And we have 13 days of professional development built into our regular schedule.If you're a person who loves children and being part of a true team, the LEAP School invites you to explore this opportunity at our schools in Lexington, Bedford or Sudbury, Massachusetts. Please enjoy a virtual tour of our schools! https://vimeo.com/491737468 Qualifications:·       Commitment to caring for the needs of young children·       Flexibility and desire to collaborate with team·       Classroom management skills·       Good communication skills·       Knowledge of child development·       Ability to develop and present curriculum·       Experience teaching early childhood in a supervised setting·       Completed Child Development course·       Sense of humor and a desire to continue learning!The specific details of this position will vary according to the current needs of the program:·       Plan and prepare curriculum·       Develop caring and supportive relationships with all children and their families·       Support other team members·       Insure safety of all children·       Communicate daily with Co-Teachers and the Director·       Monitor children’s progress·       Communicate with parents as needed·       Participate in supervision and team meetings·       Follow the LEAP philosophy·       Care for environmentIn addition to benefits listed we also offer:·       Excellent vacation time (5+weeks)·       Weekly supervision and extensive on-going training and support·       Training program for newly hired teachers·       First Aid/CPR Training yearly·       Curriculum budget for classroom supplies·       Opportunity for Growth

Primary Purpose: The Adaptive Physical Education (APE) Teacher provides direct, specially designed physical education  services to students with physical or developmental disabilities, ensuring access to a safe, meaningful, and  developmentally appropriate physical education program as required by IDEA. As a member of the  multidisciplinary evaluation and IEP team, the APE Teacher conducts evaluations, designs individualized  programs, develops goals and objectives, monitors progress, and delivers instruction that supports students’  physical development, functional mobility, and overall health. The role also includes supporting students  receiving homebound services due to medical needs and promoting inclusion through adapted activities.  Additionally, the APE Teacher may serve as a Special Olympics coach, providing training and opportunities  for students with disabilities to participate in Olympic-type sports. The overarching goal is to help students  develop the skills, confidence, and independence needed for lifelong physical activity and successful  transition to post-secondary and community environments. Qualifications: Education/Certification: Bachelor’s degree, Valid Texas Educator Certificate in Physical Education EC–12 required. Valid Texas  Educator Certificate in Special Education required. Current CPR/First Aid; CPI or equivalent crisis prevention  training preferred. Valid Texas driver’s license and reliable transportation for itinerant service. Special Knowledge/Skills: Knowledge of IDEA, Section 504, ADA, ARD/IEP processes, and FERPA; familiarity with Texas Essential  Knowledge and Skills (TEKS) for PE. Skill in conducting APE assessments (e.g., functional motor assessments)  and translating findings into practical instructional plans. Ability to design and implement adapted activities,  use specialized equipment, and provide safe transfers/positioning with proper technique. Strong  collaboration, consultation, and coaching skills with diverse campus teams and families. Excellent verbal and  written communication; proficient in maintaining digital records and data systems. Ability to organize  schedules across multiple campuses and manage competing priorities. To perform this job successfully, an  individual must be able to perform each essential duty satisfactorily. The requirements listed below are  representative of the knowledge, skill, and/or ability required.  Major Responsibilities and Duties: 1) Evaluation, Eligibility, and Planning • Conduct functional, standard-aligned APE evaluations using appropriate tools and multiple data  sources across settings (e.g., gym, classroom, community). • Participate as a core member of ARD/IEP committees; present evaluation results, propose services,  and help determine eligibility and least restrictive environment.Killeen ISD • Develop individualized APE goals/objectives aligned to the student’s present levels, TEKS for PE, and  transition plans as appropriate. • Contribute to Section 504 plans when APE consultation or accommodations are warranted. 2) Instruction and Service Delivery • Provide direct and indirect/consultative APE services per ARD/IEP, including co-teaching, small  group, and individual instruction. • Adapt activities, rules, equipment, and environments to ensure safe, meaningful participation and  skill acquisition. • Implement evidence-based practices that support motor development, fitness, self-management,  and social-emotional skills through movement. • Support homebound instruction (as assigned) by planning, delivering, and documenting medically  appropriate APE services. • General knowledge of broad levels of development, instruction, and curriculum (birth-12th grade) 3) Progress Monitoring, Documentation, and Compliance • Collect and analyze student performance data, report progress toward IEP goals within required  timelines. • Maintain accurate service logs, evaluation records, and program documentation in accordance with  district procedures and legal requirements (IDEA/FERPA). • Write and update IEPs to reflect services, accommodations, modifications, and assistive/adaptive  equipment needs. 4) Collaboration, Training, and Campus Support • Consult and collaborate with general PE teachers, special education staff, related service providers,  nurses, and families to ensure consistent implementation of APE supports. • Train staff on adapted activities, equipment use, safety procedures, positioning, and inclusive  practices. • Coordinate with campus administrators to schedule services, access facilities, and integrate APE  within master schedules and campus initiatives. 5) Inclusion, Transition, and Community Engagement • Facilitate inclusive opportunities within general PE and extracurricular activities; promote peer  support and unified programming. • Align instruction with transition goals, emphasizing fitness, recreation, leisure, and community  participation skills. 6) Safety, Equipment, and Environments • Implement safety and emergency procedures; collaborate with medical providers and nurses to  follow health plans. • Recommend, maintain, and inventory adapted/assistive PE equipment and materials, model safe  transfers and positioning. • Advocate accessible facilities and collaborate with district staff to address environmental and  equipment needs. 7) Professional Responsibilities • Maintain up-to-date knowledge of APE practices, PE TEKS, IDEA/Section 504, and inclusive design. • Participate in required professional learning, department meetings, and committees/task forces as  requested. • Perform other duties as assigned by the Director of Specialized Learning. Performs other duties as assigned.  Supervisory Responsibilities: This job has no supervisory responsibilities.   Mental Demands/Physical Demands/Environmental Factors: Tools/Equipment Used: Ability to use peripheral devices, high level language programming concepts, data  management software, and application development tools.  Posture/Physical Demands: Prolonged sitting; regular kneeling/squatting, bending/stooping,  pushing/pulling, twisting. 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. While performing the duties  of this job, the employee is regularly required to sit and talk or hear, to use hands to finger, handle, or feel,  and to stand and walk. The employee is required to regularly lift and carry (less than 15 pounds). Specific  vision abilities required by this job include close vision, distance vision, and ability to adjust focus.  Motion: Repetitive hand motion; frequent keyboarding and use of mouse; regular walking,  grasping/squeezing, wrist flexion/extension, reaching; may climb ladders. Lifting: Regular moderate lifting and carrying (up to 44 pounds); occasional heavy lifting and carrying (45  pounds and over). Environment: The work environment characteristics described here are representative of those an  employee encounters while performing the essential functions of this job. Occasional district-wide travel to  multiple campuses, as assigned. The noise level in the work environment is usually moderate.  Mental Demands: Work with frequent interruptions; emotional control under stress. 

High School Physical Education Teacher Location: St. Louis, MO 63118Department: Schools / AcademicsReports To: Principal or Assistant PrincipalClassification: Full-Time / ExemptAnnual Salary Range (Teacher First Compensation Model)Professional: $60,000Advanced: $70,000Exemplary: $80,000Plus a $1,500 signing bonus for the 2025-26 school year.Salary bands are determined through Kairos’ TFC performance framework and are reviewed annually through individualized growth and feedback cycles.--Position SummaryThe Physical Education Teacher plays a pivotal role in helping all students build the confidence, character, and self-direction needed for lifelong success. This teacher leads engaging instruction across Physical Education, Health and Wellness, and Personal Finance. This role combines content expertise with the Kairos instructional approach—empowering students to think critically, solve problems creatively, and grow as self-directed learners.At Kairos, all teachers are leaders. Beyond instruction, teachers model Love, Excellence, Agency, and Diversity while contributing to the culture and systems that make Kairos a place where every student can thrive. Teachers are expected to coach, collaborate, and reflect to ensure students achieve measurable academic and personal growth.--Core ResponsibilitiesInstructional ExcellenceDeliver high-quality, standards-aligned lessons that promote engagement, teamwork, and healthy habits.Differentiate instruction to meet diverse learning needs and ensure equitable outcomes for all students.Regularly analyze data to inform instruction and provide personalized supports.Offer timely, actionable feedback that drives both academic and personal growth.Maintain organized records of student progress and participation.Student Relationships & MentorshipServe as a Kairos “Coach,” mentoring a pod of students weekly to build executive functioning, goal-setting, and personal accountability.Foster a positive, inclusive classroom environment that promotes belonging, persistence, and intellectual curiosity.Communicate proactively with families about academic progress, successes, and areas for improvement.Collaboration & Professional GrowthPartner with content team members to align curriculum, assessments, and best practices across grades.Participate in coaching cycles, team meetings, and professional development aligned with Kairos’ learning model.Share instructional resources and strategies with colleagues to support whole-school improvement.Serve in a whole-school service role (e.g., Grade-Level Lead, Wellness Coordinator), contributing to culture and operations. Click Here for more information--Driver Goals (2025-26)Proficiency: 60% of students meet or exceed content proficiency benchmarks.Academic & Skill Growth: 70%+ of students demonstrate expected or above-expected growth.Mentoring Participation: 75% of students meet coaching engagement and reflection benchmarks.On-Track Gradient Learning Classes: 85% of students maintain on-track progress in content competency and mastery pacing.Key Indicators of SuccessEvidence of rigorous, engaging instruction aligned with Missouri Learning Standards and Kairos’ Graduate Profile.Consistent use of data to drive instruction, reteaching, and support for students below grade level.Classroom culture characterized by respect, collaboration, and student ownership of learning.Growth in student independence and executive functioning as measured by coaching data and student feedback.Active contribution to team planning, problem-solving, and schoolwide improvement efforts.--QualificationsRequired:Bachelor’s degree in Physical Education or related fieldValid Missouri Substitute CertificationDemonstrated passion for student growth and developmentStrong interpersonal, communication, and classroom management skillsPreferred:Missouri Teaching Certificate (Physical Education) or eligibility to obtain immediately upon hire.Master’s degree in Education, Leadership, or related field3+ years of teaching experience with proven results in student growthFamiliarity with project-based learning, personalized instruction, or executive-function coaching. --Work Schedule & EnvironmentMonday–Friday, 7:45 AM – 4:00 PMOccasional evenings or weekends for family engagement, tutoring, or school eventsDynamic classroom setting requiring consistent interaction, supervision, and adaptabilityOn-site role at Kairos Academies, St. Louis, MO--Compensation & BenefitsTeacher First Compensation (TFC) Model: Transparent, performance-based compensation tied to outcomes, professional growth, and instructional excellence. Click here for more information.Professional: $60,000Advanced: $70,000Exemplary: $80,000Benefits Include:Health, Dental, and Vision InsuranceGenerous Paid Time OffProfessional Development and Tuition AssistanceWellness Reimbursement ProgramCertification & Graduate Coursework ReimbursementComprehensive Coaching and Growth Opportunities--About Kairos AcademiesKairos Academies is a forward-thinking public charter school network in St. Louis reimagining education for the 21st century. Our mission is to cultivate an integrated community of self-directed learners, leaders, and citizens. Recognized nationally for innovation and excellence, Kairos replaces traditional lectures with personalized, project-based learning and emphasizes executive-function coaching to help students take ownership of their education and their lives. *Please apply for this role on our website: Kairos Academies Careers | St. Louis Public Charter School.

Primary Purpose: Directs and manages the district’s human resources functions, with a focus on compliance, strategic staffing, recruitment, retention, compensation and the implementation of innovative programs such as the Texas Teacher Incentive Allotment (TIA) Program. Responsible for designing and executing transformative plans to enhance department effectiveness and align with district goals.  Qualifications: Education/Certification: Master's degree in Education, Business Administration or equivalent, and three years or more of educational administration required. Principal Certificate required.  Special Knowledge/Skills: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.   Major Responsibilities and Duties: Organizes, schedules, and facilitates all meetings with TIA partners and district staff to develop a local teacher designation system measuring teacher effectiveness using data. Coordinates outside resources to support initiatives. Ensures compliance of evaluation systems for employees. Develops and leads comprehensive, systematic plans to strengthen department goals by aligning resources, improving workflows, and driving accountability at every level. Identifies opportunities for innovation within human resources processes to improve outcomes and ensure alignment with the district’s mission and vision. Monitors implementation progress and presents updates to various stakeholders, including the school board, departments, community groups, campuses, and other appropriate audiences.Oversees the district’s system planning and development process, including data capture and validation to ensure alignment with statewide performance standards. Collaborates with principals, district coordinators, and campus staff to align and implement designated program requirements. Monitors and analyzes TIA data to identify trends, address issues, and refine implementation efforts as needed. Uses qualitative and quantitative data to guide program development and continuous improvement efforts. Develops and oversees compensation systems to ensure competitive salaries aligned with district and state standards, including market analyses and salary surveys. Manages staffing by forecasting needs based on enrollment trends, instructional goals, and operational priorities. Ensures timely and efficient hiring and placement of teachers, administrators, and auxiliary staff, ensuring all personnel meet certification and qualification requirements. Collaborates with district leadership to design and implement retention strategies tailored to a large, diverse workforce. Develops and implements recruitment and retention strategies, screening processes, and orientation procedures for all employees. Develops and executes bold, actionable plans to achieve measurable outcomes that advance the district’s vision for human resources. Evaluates and refines strategies to increase departmental effectiveness and efficiency. Supports overarching district goals while maintaining a detailed focus on operational and strategic priorities. Hosts and attends training sessions on TIA planning, recruitment and retention, strategic staffing practices, and methodologies. Develops and delivers targeted professional development for staff. Assists with research and grant writing to support TIA and other district programs. Understands and communicates the Texas Teacher Incentive Allotment Program and the Designation System Requirements. Assists and counsel employees with personnel issues. Provides guidance to campus administrators and leadership on personnel issues.  Maintains district records for determining and documenting highly qualified status for non-exempt employees.Coordinates the preparation of certification applications and gathering of necessary documentation for certifications of non-exempt employees. Prepares and conducts employee terminations. Performs other duties as assigned.  Supervisory Responsibilities: Directly supervises assigned employees in the Human Resources Department. Carries out supervisory responsibilities in accordance with the organization's policies and applicable laws. Responsibilities include interviewing, hiring; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.  Mental Demands/Physical Demands/Environmental Factors: Tools/Equipment Used: Standard office equipment including personal computer and peripherals.  Posture/Physical Demands: Prolonged sitting; regular kneeling/squatting, bending/stooping, pushing/pulling, twisting. 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. While performing the duties of this job, the employee is regularly required to sit and talk or hear, to use hands to finger, handle, or feel, and to stand and walk. Specific vision abilities required by this job include close vision, distance vision, and ability to adjust focus.   Motion: Repetitive hand motion; frequent keyboarding and use of mouse; regular walking, grasping/squeezing, wrist flexion/extension, reaching; may climb ladders.  Lifting: Regular moderate lifting and carrying (up to 44 pounds); occasional heavy lifting and carrying (45 pounds and over).  Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. District-wide travel to multiple campuses, as assigned. Occasional travel outside of the district. The noise level in the work environment is usually moderate. Occasional work during the weekends and evenings for special school functions. The employee may work extended and irregular hours, including nights and weekends.  Mental Demands: Work with frequent interruptions; emotional control under stress. 

Position: Substitute Teacher k-12 Purpose/Summary Statement: MISSION STATEMENTBecause every student has value as an image bearer of God, we provide opportunities to grow in wisdom, build healthy relationships, and serve our community.STATEMENT OF VISION We are an educational community that supports and develops one another in a lifelong journey of knowing Jesus. Specific Job Duties/Responsibilities: The King’s Academy Substitute Teacher will create a caring environment in which they prepare students for today’s world through a rigorous education and a Biblical Worldview.  Maintains a professional appearance as an example to students.Maintains a positive learning environment and ensures classroom procedures that foster a safe and respectful climate for all students and staff. Ensures the adequate supervision to assure the health, welfare, and safety of all students.Implements lesson plans with fidelity, maintaining the integrity of instructional time while motivating students to engage and participate. Effectively organizes and groups students to support high‑quality instruction and meaningful learning.Performs all non-teaching duties as assigned (i.e. lunch duty, recess duty, study hall duty, etc.). Performs other assigned and related duties as assigned by the building administrator.Required Skill Sets:A strong Biblical knowledge.A strong interpersonal and problem solving skills.A spirit of cooperation with other employees that creates a trusting, honest, and productive work environment.Required Proficiencies and/or Certifications:A 2-Year degree from an accredited college or university. *Note: Candidates must pass a criminal background check to be eligible for employment Direct Report:This position reports to the King’s Academy Principal and the Head of School.Contract:Hourly, non-exemptBenefits:Pay Range:  $15.00-$16.00State Required PTO Performance Standards:Job Knowledge:  The ability to understand concepts and perform tasks and specialties outlined within the job role.  Agreement of expectations as outlined in the School’s Employer Handbook.Work Quality: The ability to perform tasks to approved King’s Academy standards in a timely manner while displaying integrity.Punctuality and Time Management:  The ability to consistently arrive in a method previously agreed upon and exercise conscious control over the amount of time spent on specific activities, while meeting deadlines with King’s Academy resources.Initiative: The ability to take appropriate action and follow through with a plan or task without prompting.Communication Skills: The ability to effectively and efficiently translate concepts and ideas King’s Academy resources at appropriate times.Professional Integrity: The ability to display King’s Academy core values.King’s Academy Core Values: With a heart of gratitude, we live out these core values:Impactful Service: We serve like Christ by humbly meeting real needs and lifting others up.Joyful Collaboration: ​​We combine our strengths to create something greater than we could do alone.Gracious Communication: We extend grace with kindness, forgiveness and understanding.Curious Thinking: We ask boldly, wonder freely, and seek understanding by embracing questions.Courageous Work: We persevere boldly and pursue excellence even when the path is difficult.King’s Academy Values:A quality, Christ-centered education with the goal of producing graduates who are fully prepared for a rigorous university education, technical college, or career.A partnership with area Christian parents in the education and discipline of their children.A partnership with area Christian churches that agree with our Statement of Faith, to assist in the spiritual education and development of each student.An education grounded in biblical truth and love, providing a decidedly Christian worldview.An education which teaches the whole child – spiritually, academically, socially and physically.A Board, administration, faculty and staff committed to Jesus Christ as their Lord and Savior.Wise stewardship of all resources.To Apply:Send cover letter and resume to HR@stcloudchristian.org

Position: High School Social Studies TeacherPurpose/Summary Statement:MISSION STATEMENTBecause every student has value as an image bearer of God we provided opportunities to grow in wisdom, build healthy relationships, and serve our community.STATEMENT OF VISION We are an educational community that supports and develops one another in a lifelong journey of knowing Jesus. Specific Job Duties/Responsibilities: The King’s Academy will create a caring environment in which they prepare students for today’s world through a rigorous education and a Biblical Worldview.  They will integrate Biblical principles and perspectives throughout all curriculums from a Biblical worldview.  Teach 9th-12th Grade US History, World History, Civics, Geography and EconomicsUtilize valid teaching techniques to teach classes as assigned, following prescribed scope and sequence, and planning a program of study that meets students' individual needs, interests, and abilities while achieving curriculum goals within the framework of the school’s philosophy.Assess students' learning regularly, keeping students, parents, and the administration informed of progress or  deficiencies, and providing sufficient notice of failure. Representing King’s Academy favorably and professionally to the school's constituency and the general public.  Attending and participating in required calendar events. Complete all required training Informing the administration promptly if unable to fulfill any assigned duty.Must also have a willingness and ability to assist in total school programs and extracurricular activitiesOther duties as assigned by Administration Required Skill Sets:Strong Biblical knowledgeKnowledge of US History, World History, Civics, Geography and EconomicsDisplay strong interpersonal and problem solving skills.Cooperate with other employees to create a trusting, honest, and productive work environment.Required Proficiencies and/or Certifications:Holds a bachelor’s degree from an accredited college or universityHolds or is eligible to obtain an Association of Christian School International (ACSI) teaching certification within the first 2 years of employment*Note: Candidates must pass a criminal background check to be eligible for employment Direct Report:This position reports to the King’s Academy Principal/Administrator. Contract:Up to 1.0FTE  teaching position as an InstructorBenefits:Tuition Discount, PTO, Health Insurance, Life Insurance, RetirementStarting Salary:  $32,000 Performance Standards:Job Knowledge:  The ability to understand concepts and perform tasks and specialties outlined within the job role.  Agreement of expectations as outlined in the School’s Employer Handbook.Work Quality: The ability to perform tasks to approved King’s Academy standards in a timely manner while displaying integrity.Punctuality and Time Management:  The ability to consistently arrive in a method previously agreed upon and exercise conscious control over the amount of time spent on specific activities, while meeting deadlines with King’s Academy resources.Initiative: The ability to take appropriate action and follow through with a plan or task without prompting.Communication Skills: The ability to effectively and efficiently translate concepts and ideas King’s Academy resources at appropriate times.Professional Integrity: The ability to display King’s Academy core values. King’s Academy Core Values: With a heart of gratitude, we live out these core values:Impactful Service: We serve like Christ by humbly meeting real needs and lifting others up.Joyful Collaboration: ​​We combine our strengths to create something greater than we could do alone.Gracious Communication: We extend grace with kindness, forgiveness and understanding.Curious Thinking: We ask boldly, wonder freely, and seek understanding by embracing questions.Courageous Work: We persevere boldly and pursue excellence even when the path is difficult. King’s Academy Values:A quality, Christ-centered education with the goal of producing graduates who are fully prepared for a rigorous university education, technical college, or careerA partnership with area Christian parents in the education and discipline of their childrenA partnership with area Christian churches that agree with our Statement of Faith, to assist in the spiritual education and development of each studentAn education grounded in biblical truth and love, providing a decidedly Christian worldviewAn education which teaches the whole child – spiritually, academically, socially and physicallyA Board, administration, faculty and staff committed to Jesus Christ as their Lord and SaviorWise stewardship of all resources To Apply:Send cover letter and resume toHR@stcloudchristian.org

STEM Summer Camp InstructorLocation: [New Jersey-Tenafly / DeepBrain Academy]Camp Dates: June 8 – August 28Schedule: Part-time / Weekdays ]Position OverviewWe are seeking enthusiastic and responsible STEM instructors for our Summer Camp program. Our curriculum, lesson plans, and teaching materials are fully prepared. Instructors will focus on delivering engaging and structured lessons while fostering a positive and supportive classroom environment.ResponsibilitiesTeach pre-designed STEM lessons to students (Grade1-8 – adjust as needed)Facilitate hands-on activities and group projectsManage classroom behavior and ensure student safetyEncourage curiosity, creativity, and critical thinkingCommunicate effectively with camp coordinators and parents when necessaryQualificationsBackground in STEM-related fields (Education, Mathematics, Engineering, Science, Computer Science, etc.)Prior teaching or tutoring experience preferredStrong classroom management skillsEnergetic, patient, and passionate about working with studentsAvailable between June 8 and August 28What We ProvideComplete lesson plans and instructional materialsStructured curriculumSupportive team environmentCompetitive compensation (based on experience)How to ApplyPlease send your resume and a brief introduction to [email address].

Title: Behavior Specialist Reports To: Director of Student Support Services Required Qualifications: Bachelor Degree in any education area, behavior analysis or other related degree. Experience working with kids who have disabilities and/or behavioral difficulties. The candidate must have a valid driver’s license and use of their own personal vehicle. Mileage will be reimbursed under the federal mileage rate. Preferred Qualification: Valid Minnesota teaching license or credential or BCBA or BCaBA Position Summary: Assists member districts in the design and implementation of behavior intervention plans (group and individual systems), collect and monitor data on behavior interventions, work with teams on collaboration, implementation, and evaluating the effectiveness of behavior plans.This position will work with both sped/non-sped students in our seven member districts and ZED programs. Functions and Duties: ● Assists in developing, implementing, and modeling appropriate assessments and behavioral intervention methods for use in unfamiliar situations and for a range of cases ● Participates in team meetings – provides feedback on behavioral assessments, interventions, and strategies ● Provides technical support and in-service training programs for teachers and other staff ● Consults and provides parent and staff training; provides regular service reviews to ensure ongoing compliance with the implementation of behavior plans under the guidance of a BCBA or Director of Student Support Services ● Serves as a liaison between member district schools and other agencies ● Stay updated in research-based behavioral interventions ● Inform Special Education Coordinator of requests of conciliation, mediation, or due process hearing and assist and facilitate intervention strategies when conciliation, conferences, meditations or hearings may be involved Required Skills: ● Must have a strong foundation in behavior analysis ● Comprehensive knowledge in proactive behavior strategies ● Assist in the development of reinforcement systems ● Must have an understanding of behavioral characteristics associated with behavior disorders, autism, intellectual disabilities, traumatic brain injuries, and other behavior issues ● Has great communication skills, both written and verbal, particularly with parents and education professionals ● Has a basic understanding of instructional methods and education curriculum ● Must have excellent interpersonal skills ● Ability to handle a variety of situations and problems independently ● Ability to present to small and large groups ● Ability to work independently and utilize effective time management skills ● Can train other people to apply behavior management techniques effectively ● Must know and understand state and federal laws and regulations in regard to restrictive procedures ● Crisis Prevention Institution certification preferred ● Strong data collection methods Responsibilities to Zumbro Education District: ● Attend monthly behavior meetings ● Communicate information both to and from Special Education Coordinators to building staff ● Collect required data for program effectiveness and student progress ● Other activities that may be requested by the supervising Director of Student Support Services.

Wissahickon Charter School is seeking Middle School Social Studies teachers for the 2026-2027 school year. Teachers are responsible for developing and implementing instruction that builds positive classroom community and promotes academic and social/emotional growth. Teachers must be committed to the belief that all students can learn and must be relentless in their efforts to address the wide range of learning styles, needs and interests of Wissahickon Charter School students. The ideal candidate will have classroom teaching experience in an urban setting and will thrive in a collaborative work environment. This is an outstanding opportunity to improve the academic and social outcomes of children from across the city of Philadelphia.Key ResponsibilitiesEstablish and maintain a learning environment that excites, invests, and motivates students to achieve academic and behavioral expectationsDesign and implement organized, differentiated unit and lesson plans aligned with WCS' curriculumWork collaboratively with grade team, learning specialists, teaching assistants, and other staff to support student growthBuild classroom community through the development of CARES values (CARES stands for Collaboration, Academic Excellence, Responsibility, Empathy and Self-Reflection)Consistently implement WCS' student management practices within the classroom and throughout schoolEstablish and maintain relationships with families through regular communication, updates and opportunities for involvementTrack student performance and use data from Wissahickon Charter School's internal assessments to drive instruction and behavior interventionsExemplify WCS' CARES values in all interactions with students, families and colleaguesSeek out and be receptive to feedback from the school's administrators and peers with the goal of improving instructional and culture-building skillsParticipate in all professional development, team planning and data analysis meetingsAssume other duties as assigned by the administrative teamQualificationsBachelor's degree required; Master's degree preferredCurrent or pending relevant teaching certification strongly preferredTeaching experience in an urban settingStrong instructional and classroom management skills, with a record of increasing students' academic and behavioral growthKnowledge of Pennsylvania and Common Core StandardsReceptiveness to feedback, positive attitude, and a desire to continuously improveFlexible and able to adjust instructional strategies in order to reach goalsHigh level of personal organization, planning, and follow-throughStrong oral and written communication skills and the ability to effectively communicate with students, families, supervisors and colleaguesCollaborative work style; including maturity, humility, and a sense of humorAll required clearancesA commitment to honest and open dialogue about race, equity and bias in our school systems and relationshipBelief in Wissahickon Charter Schools' mission and environmental education model, and the belief that all children can learn and succeedCompensation and BenefitsWCS utilizes a step scale that is based on years of experience and degree level. WCS also offers 100% employer-paid medical, dental and vision benefits for the employee and any spouse or dependents and a robust package of other benefits.About Wissahickon Charter SchoolWissahickon Charter School's first campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child's intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students' success, and an emphasis on parents as partners in the learning experiences of their children.To be considered, visit our website at http://wissahickoncharter.org/join-our-team and click on the Apply Now button.Wissahickon Charter School is an Equal Opportunity Employer and does not discriminate in hiring or employment, or in the administration of its educational policies, admissions policies, or other programs. We are committed to hiring a diverse staff and encourage those from traditionally under-represented backgrounds to apply.

Wissahickon Charter School is seeking Middle School Science teachers for the 2026-2027 school year. Teachers are responsible for developing and implementing instruction that builds positive classroom community and promotes academic and social/emotional growth. Teachers must be committed to the belief that all students can learn and must be relentless in their efforts to address the wide range of learning styles, needs and interests of Wissahickon Charter School students. The ideal candidate will have classroom teaching experience in an urban setting and will thrive in a collaborative work environment. This is an outstanding opportunity to improve the academic and social outcomes of children from across the city of Philadelphia.Key ResponsibilitiesEstablish and maintain a learning environment that excites, invests, and motivates students to achieve academic and behavioral expectationsDesign and implement organized, differentiated unit and lesson plans aligned with WCS' curriculumWork collaboratively with grade team, learning specialists, teaching assistants, and other staff to support student growthBuild classroom community through the development of CARES values (CARES stands for Collaboration, Academic Excellence, Responsibility, Empathy and Self-Reflection)Consistently implement WCS' student management practices within the classroom and throughout schoolEstablish and maintain relationships with families through regular communication, updates and opportunities for involvementTrack student performance and use data from Wissahickon Charter School's internal assessments to drive instruction and behavior interventionsExemplify WCS' CARES values in all interactions with students, families and colleaguesSeek out and be receptive to feedback from the school's administrators and peers with the goal of improving instructional and culture-building skillsParticipate in all professional development, team planning and data analysis meetingsAssume other duties as assigned by the administrative teamQualificationsBachelor's degree required; Master's degree preferredCurrent or pending relevant teaching certification highly preferredTeaching experience in an urban settingStrong instructional and classroom management skills, with a record of increasing students' academic and behavioral growthKnowledge of Pennsylvania and Common Core StandardsReceptiveness to feedback, positive attitude, and a desire to continuously improveFlexible and able to adjust instructional strategies in order to reach goalsHigh level of personal organization, planning, and follow-throughStrong oral and written communication skills and the ability to effectively communicate with students, families, supervisors and colleaguesCollaborative work style; including maturity, humility, and a sense of humorAll required clearancesA commitment to honest and open dialogue about race, equity and bias in our school systems and relationshipBelief in Wissahickon Charter Schools' mission and environmental education model, and the belief that all children can learn and succeedCompensation and BenefitsWCS utilizes a step scale that is based on years of experience and degree level. WCS also offers 100% employer-paid medical, dental and vision benefits for the employee and any spouse or dependents and a robust package of other benefits.About Wissahickon Charter SchoolWissahickon Charter School's first campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child's intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students' success, and an emphasis on parents as partners in the learning experiences of their children.To be considered, visit our website at http://wissahickoncharter.org/join-our-team and click on the Apply Now button.Wissahickon Charter School is an Equal Opportunity Employer and does not discriminate in hiring or employment, or in the administration of its educational policies, admissions policies, or other programs. We are committed to hiring a diverse staff and encourage those from traditionally under-represented backgrounds to apply.

The ESOL Literacy Instructor establishes the best possible learning situation for adult refugee/immigrant students in a low literacy level classroom. A communicative, participatory approach is essential.This position is part-time 10 hours per week; Monday-Wednesday afternoons. Responsibilities: Preparing, planning, teaching, and retention. This work may include but is not limited to:Provide culturally competent, equitable client services with minimal supervision.Assess student language competence and needs including creation of pre- and post-tests.Prepare comprehensive lesson plans that meet students' needs.Adapt and prepare appropriate teaching materials.Develop new curriculum.Implement small group and/or individualized instruction on basic writing skills in context.Complete required paperwork (lesson plans, attendance records, test results).Assist in creating and implementing student recruitment and retention plan.Train, supervise and effectively engage volunteers as needed.Administer student evaluations as required by funder.Attend meetings and trainings.Create a supportive and positive classroom environment.Coordinate volunteers to implement curriculum.Performs other tasks as required. Minimum Education & Experience Requirements:Bachelor's Degree, minimum.2+ years of experience teaching ESOL to adults with no or low levels of English.Adult Education and/or TESOL or similar certification, preferred. Knowledge, Skills, & Ability Requirements:Excellent communication and interpersonal skills;Ability to exhibit a professional, courteous demeanor;Proficient MS Office skills (Word, Excel and Outlook);Ability to treat confidential information with sensitivity;Ability to effectively plan work activities, schedules, priorities and utilization of resources;Commitment to excellence and high standards;Versatility, flexibility, and willingness to work within constantly changing priorities;Ability to work a flexible schedule including evenings.Ability to work in-person.Experience with Microsoft 365, Zoom. Knowledge of WhatsApp preferred. JOIN US!Get ready to make a difference in the lives of refugees every day! If you believe that this position matches your requirements, applying for it is a breeze. To apply through our website or to view other job openings, visit iistl.isolvedhire.com/jobs/ INTERNATIONAL INSTITUTE OF ST LOUIS: OUR STORYThe International Institute of St. Louis, a nonprofit organization, is our community's immigrant service and information hub. Our programs and services for immigrants, their families, and the wider community are locally and nationally acclaimed. We connect new arrivals with services and resources, engage foreign-born and the wider community, and build a more inclusive community.Our Philosophy of Service: We SERVE with integrity, empathy, and respect. We are ACCOUNTABLE to our clients, our community, and ourselves. We CULTIVATE our clients' dignity through choice. We support all aspects of immigrant and refugee journeys from ARRIVING to THRIVING. The above statements describe the job's essential responsibilities and requirements. This is not an exhaustive list of the duties that may be assigned to job incumbents. Candidates of diverse backgrounds are strongly encouraged to apply.EEO/AAFor more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website.https://iistl.isolvedhire.com/jobs/1715056-551120.html 

Wissahickon Charter School is seeking Middle School Math teachers for the 2026-2027 school year. Teachers are responsible for developing and implementing instruction that builds positive classroom community and promotes academic and social/emotional growth. Teachers must be committed to the belief that all students can learn and must be relentless in their efforts to address the wide range of learning styles, needs and interests of Wissahickon Charter School students. The ideal candidate will have classroom teaching experience in an urban setting and will thrive in a collaborative work environment. This is an outstanding opportunity to improve the academic and social outcomes of children from across the city of Philadelphia.Key ResponsibilitiesEstablish and maintain a learning environment that excites, invests, and motivates students to achieve academic and behavioral expectationsDesign and implement organized, differentiated unit and lesson plans aligned with WCS' curriculumWork collaboratively with grade team, learning specialists, teaching assistants, and other staff to support student growthBuild classroom community through the development of CARES values (CARES stands for Collaboration, Academic Excellence, Responsibility, Empathy and Self-Reflection)Consistently implement WCS' student management practices within the classroom and throughout schoolEstablish and maintain relationships with families through regular communication, updates and opportunities for involvementTrack student performance and use data from Wissahickon Charter School's internal assessments to drive instruction and behavior interventionsExemplify WCS' CARES values in all interactions with students, families and colleaguesSeek out and be receptive to feedback from the school's administrators and peers with the goal of improving instructional and culture-building skillsParticipate in all professional development, team planning and data analysis meetingsAssume other duties as assigned by the administrative teamQualificationsBachelor's degree required; Master's degree preferredCurrent or pending relevant teaching certification highly preferredTeaching experience in an urban settingStrong instructional and classroom management skills, with a record of increasing students' academic and behavioral growthKnowledge of Pennsylvania and Common Core StandardsReceptiveness to feedback, positive attitude, and a desire to continuously improveFlexible and able to adjust instructional strategies in order to reach goalsHigh level of personal organization, planning, and follow-throughStrong oral and written communication skills and the ability to effectively communicate with students, families, supervisors and colleaguesCollaborative work style; including maturity, humility, and a sense of humorAll required clearancesA commitment to honest and open dialogue about race, equity and bias in our school systems and relationshipBelief in Wissahickon Charter Schools' mission and environmental education model, and the belief that all children can learn and succeedCompensation and BenefitsWCS utilizes a step scale that is based on years of experience and degree level. WCS also offers 100% employer-paid medical, dental and vision benefits for the employee and any spouse or dependents and a robust package of other benefits.About Wissahickon Charter SchoolWissahickon Charter School's first campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child's intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students' success, and an emphasis on parents as partners in the learning experiences of their children.To be considered, visit our website at http://wissahickoncharter.org/join-our-team and click on the Apply Now button.Wissahickon Charter School is an Equal Opportunity Employer and does not discriminate in hiring or employment, or in the administration of its educational policies, admissions policies, or other programs. We are committed to hiring a diverse staff and encourage those from traditionally under-represented backgrounds to apply.

Wissahickon Charter School is seeking Middle School English teachers for the 2026-2027 school year. Teachers are responsible for developing and implementing instruction that builds positive classroom community and promotes academic and social/emotional growth. Teachers must be committed to the belief that all students can learn and must be relentless in their efforts to address the wide range of learning styles, needs and interests of Wissahickon Charter School students. The ideal candidate will have classroom teaching experience in an urban setting and will thrive in a collaborative work environment. This is an outstanding opportunity to improve the academic and social outcomes of children from across the city of Philadelphia.Key ResponsibilitiesEstablish and maintain a learning environment that excites, invests, and motivates students to achieve academic and behavioral expectationsDesign and implement organized, differentiated unit and lesson plans aligned with WCS' curriculumWork collaboratively with grade team, learning specialists, teaching assistants, and other staff to support student growthBuild classroom community through the development of CARES values (CARES stands for Collaboration, Academic Excellence, Responsibility, Empathy and Self-Reflection)Consistently implement WCS' student management practices within the classroom and throughout schoolEstablish and maintain relationships with families through regular communication, updates and opportunities for involvementTrack student performance and use data from Wissahickon Charter School's internal assessments to drive instruction and behavior interventionsExemplify WCS' CARES values in all interactions with students, families and colleaguesSeek out and be receptive to feedback from the school's administrators and peers with the goal of improving instructional and culture-building skillsParticipate in all professional development, team planning and data analysis meetingsAssume other duties as assigned by the administrative teamQualificationsBachelor's degree required; Master's degree preferredCurrent or pending relevant teaching certification strongly preferredTeaching experience in an urban settingExperience teaching the EL curriculum a plusStrong instructional and classroom management skills, with a record of increasing students' academic and behavioral growthKnowledge of Pennsylvania and Common Core StandardsReceptiveness to feedback, positive attitude, and a desire to continuously improveFlexible and able to adjust instructional strategies in order to reach goalsHigh level of personal organization, planning, and follow-throughStrong oral and written communication skills and the ability to effectively communicate with students, families, supervisors and colleaguesCollaborative work style; including maturity, humility, and a sense of humorAll required clearancesA commitment to honest and open dialogue about race, equity and bias in our school systems and relationshipBelief in Wissahickon Charter Schools' mission and environmental education model, and the belief that all children can learn and succeedCompensation and BenefitsWCS utilizes a step scale that is based on years of experience and degree level. WCS also offers 100% employer-paid medical, dental and vision benefits for the employee and any spouse or dependents and a robust package of other benefits.About Wissahickon Charter SchoolWissahickon Charter School's first campus, Fernhill, opened in 2002 and serves 480 K-8 students from across Philadelphia. Our second K-8 campus, Awbury, opened in the fall of 2014. The mission of Wissahickon Charter School (WCS) is to provide a community of learning that stimulates and builds the child's intellectual, social, and character development. Wissahickon Charter Schools are planned around three essential elements: an environmental focus that allows students to experience the curriculum, recognition of service learning projects as key in students' success, and an emphasis on parents as partners in the learning experiences of their children.To be considered, visit our website at http://wissahickoncharter.org/join-our-team and click on the Apply Now button.Wissahickon Charter School is an Equal Opportunity Employer and does not discriminate in hiring or employment, or in the administration of its educational policies, admissions policies, or other programs. We are committed to hiring a diverse staff and encourage those from traditionally under-represented backgrounds to apply.

Monterey Peninsula College(Part-time Faculty Pool) American Sign Language InstructorSalary: $61.94 - $77.52 HourlyJob Type: Part-time InstructorJob Number: 2000-00002Closing: ContinuousLocation: Monterey, CADivision: HumanitiesDescriptionMonterey Peninsula College is currently accepting applications to establish a pool for future part-time teaching assignments in this discipline.Monterey Peninsula Community College District is committed to educational equity for all students, as outlined in the https://www.mpc.edu/about-mpc/leadership/board-of-trustees https://go.boarddocs.com/ca/mpc/Board.nsf/files/BJLSXW74D733/$file/12-11-19%20EDMasterPlan%20Board%201st%20Read.pdf https://get.adobe.com/reader/ https://get.adobe.com/reader/, https://go.boarddocs.com/ca/mpc/Board.nsf/files/BDAKP5518B99/$file/2019%20MPC%20EEO%20Plandocx.pdf https://get.adobe.com/reader/ https://get.adobe.com/reader/, and https://go.boarddocs.com/ca/mpc/Board.nsf/files/BG7ME45A5A6E/$file/09-25-19%20Student%20Equity%20Plan%20Board%20Presentation.pdf https://get.adobe.com/reader/ https://get.adobe.com/reader/. We provide students with a rich and dynamic learning experience that embraces differences-emphasizing collaboration, engaging students in and out of the classroom, and encouraging them to realize their goals and become global citizens and socially responsible leaders. When you join our team at Monterey Peninsula College, you can expect to be part of an inclusive, innovative, and equity-focused community that approaches higher education as a matter of social justice requiring broad collaboration among faculty, classified staff, administration, students, and community partners.Monterey Peninsula College is designated as a Hispanic Serving Institution (HSI) and is an affiliate of the statewide Umoja Community of California Community Colleges. Monterey Peninsula College has a diverse student population that is a reflection of the communities it serves.We value the ability to serve students from a broad range of cultural heritages, socioeconomic backgrounds, genders, abilities, orientations, and intersections of these identities, and others not yet identified. Therefore, we prioritize applicants who demonstrate they understand the benefits diversity brings to a professional educational community. The successful candidate will be an equity-minded individual dedicated to collaborating with faculty, classified staff, administration, students, and community partners who are also committed to closing equity gaps. An equity-minded individual is a person who already does or has demonstrated the desire to:Hold ourselves accountable as educators for closing equity gaps and engaging in equitable practices; Reframe inequities as a problem of practice and view the elimination of inequities as an individual and collective responsibility; Implement positive race-consciousness and embrace human difference; Reflect on institutional and teaching practices and make them more culturally responsive; and Collaborate with colleagues on equity-related initiatives.Monterey Peninsula College seeks employees who value mentorship and working in a collegial, collaborative environment, guided by a commitment to helping all students achieve their educational or career goals. All departments value collaboration across disciplines to create inclusive, integrated, and interdisciplinary learning experiences.Monterey Peninsula College is currently accepting applications to establish a pool for future part-time teaching assignments in this discipline.At present there is an opportunity for an American Sign Language instructor to teach ASL classes Fall 2024.Sign 1A, 1B 2A -- Hybrid ClassesSign 10 - onlineSign 20 - onlineAlso teach the following lab classes:1AL/1BL/1CL/1DL lab classes -- Hybrid ClassesThe above courses are closely coordinated with and intended to support the regular classes.Proof of VaccinationNew employees may begin serving in their assignments only after they are in compliance with current health or vaccination requirements.Example of DutiesPOSITION DEFINITION:Under the supervision of the area Dean and the guidance of the Department, the part-time instructor will provide instruction in accordance with course descriptions, outlines, class schedules, and Governing Board policy; evaluate progress of students concerning educational matters, and perform other instructional related duties as assigned. Instructor may be assigned to the Monterey campus and/or Marina Education Center. DUTIES AND RESPONSIBILITIES:• Meet each scheduled class and teach or conduct learning exercises for the entire period.• Contact the appropriate division chair or administrator in advance to make arrangements for unavoidable absences.• Provide each student at the beginning of the course with written information about the course, to include a full description of the grading system and how the student will be evaluated.• Accurately keep required class records on attendance, withdrawal and grading.• Submit when due, all necessary reports such as attendance and grade reports, roll books, and class information sheets, and certify as to their accuracy.• Comply with all institutional policies and procedures.• Give careful attention to all bulletins, memorandums and emails from administrative offices.• Check faculty mailbox and MPC email frequently.• Demonstrate an understanding of, sensitivity to, and appreciation for the diverse academic, socio-economic, cultural, disability, gender identity, sexual orientation and ethnic backgrounds of community college students and staff.Qualifications• Any bachelor's degree and two years of professional experience OR• Any associate degree and six years of professional experience OR• CA Community College Teaching Credential in this discipline OR• The equivalent. (https://www.mpc.edu/about-mpc/campus-resources/human-resources/equivalency must be submitted for consideration)Work Schedule / Supplemental InformationDuring the application process, you will be asked to submit the following items:• Cover Letter• Resume• Transcripts• We require unofficial copies showing all undergraduate and graduate coursework. Official copies will be required at the time of hire. Foreign transcripts must be evaluated by the applicant's expense. http://www.mpc.edu/home/showdocument?id=24165• Equivalency Form (optional, based on minimum qualifications)• If you do not meet the minimum qualifications listed in the job announcement, but you believe you possess minimum qualifications that are equivalent, you will need to complete an https://www.mpc.edu/about-mpc/campus-resources/human-resources/equivalency.Please do not upload any items not listed above (such as letters of recommendation), as they will not be forwarded to the hiring committee.Teaching assignments are part-time and temporary in nature. The District retains the right of assignment. Assignments are subject to Governing Board approval, adequate enrollment size, and assignment to a contract instructor.Offer and assignment of employment is subject to verification of all information provided on the employment application, credentials, transcripts, TB clearance, and fingerprint check as required.Monterey Peninsula College actively seeks a diverse pool of applicants interested in working in an environment which values flexibility, openness to change, collaboration, respect for others and their points of view, and involvement in College activities, all with the goal of meeting the needs of our diverse student population. The District does not discriminate on the basis of ethnicity, national origin, ancestry, sex, religion, marital status, disability, or sexual orientation in any of its policies, practices, or procedures.The District is an equal opportunity employer. The policy of the District is to encourage applications from all persons. No person shall be denied employment because of ethnicity or race, color, sex or gender, gender identity, age, religion, marital status, disability, sexual orientation, national origin, medical conditions, status as a Vietnam-era veteran, ancestry, or political or organizational affiliation.To apply, visit https://apptrkr.com/6961440Copyright ©2025 Jobelephant.com Inc. All rights reserved.https://www.jobelephant.com/jeid-73a6bc639c22844a9df3522bd78daf15

Monterey Peninsula College(Part-time Faculty Pool) Administration of Justice InstructorSalary: $61.94 - $77.52 HourlyJob Type: Part-time InstructorJob Number: 2000-00001Closing: ContinuousLocation: Monterey, CADivision: Social ScienceDescriptionMonterey Peninsula College is currently accepting applications to establish a pool for future part-time teaching assignments in this discipline.Monterey Peninsula Community College District is committed to educational equity for all students, as outlined in the https://www.mpc.edu/about-mpc/leadership/board-of-trustees https://go.boarddocs.com/ca/mpc/Board.nsf/files/BJLSXW74D733/$file/12-11-19%20EDMasterPlan%20Board%201st%20Read.pdf https://get.adobe.com/reader/ https://get.adobe.com/reader/, https://go.boarddocs.com/ca/mpc/Board.nsf/files/BDAKP5518B99/$file/2019%20MPC%20EEO%20Plandocx.pdf https://get.adobe.com/reader/ https://get.adobe.com/reader/, and https://go.boarddocs.com/ca/mpc/Board.nsf/files/BG7ME45A5A6E/$file/09-25-19%20Student%20Equity%20Plan%20Board%20Presentation.pdf https://get.adobe.com/reader/ https://get.adobe.com/reader/. We provide students with a rich and dynamic learning experience that embraces differences-emphasizing collaboration, engaging students in and out of the classroom, and encouraging them to realize their goals and become global citizens and socially responsible leaders. When you join our team at Monterey Peninsula College, you can expect to be part of an inclusive, innovative, and equity-focused community that approaches higher education as a matter of social justice requiring broad collaboration among faculty, classified staff, administration, students, and community partners.Monterey Peninsula College is designated as a Hispanic Serving Institution (HSI) and is an affiliate of the statewide Umoja Community of California Community Colleges. Monterey Peninsula College has a diverse student population that is a reflection of the communities it serves.We value the ability to serve students from a broad range of cultural heritages, socioeconomic backgrounds, genders, abilities, orientations, and intersections of these identities, and others not yet identified. Therefore, we prioritize applicants who demonstrate they understand the benefits diversity brings to a professional educational community. The successful candidate will be an equity-minded individual dedicated to collaborating with faculty, classified staff, administration, students, and community partners who are also committed to closing equity gaps. An equity-minded individual is a person who already does or has demonstrated the desire to:Hold ourselves accountable as educators for closing equity gaps and engaging in equitable practices; Reframe inequities as a problem of practice and view the elimination of inequities as an individual and collective responsibility; Implement positive race-consciousness and embrace human difference; Reflect on institutional and teaching practices and make them more culturally responsive; and Collaborate with colleagues on equity-related initiatives.Monterey Peninsula College seeks employees who value mentorship and working in a collegial, collaborative environment, guided by a commitment to helping all students achieve their educational or career goals. All departments value collaboration across disciplines to create inclusive, integrated, and interdisciplinary learning experiences.Monterey Peninsula College is currently accepting applications to establish a pool for Fall 2020 and future part-time teaching assignments in this discipline.Course Title: ADMJ 6 - 0614: Legal Aspects of EvidenceScheduled Days: THURSDate: 8/13/2020 - 12/12/2020Schedule Times: 6:30 PM - 9:20 PMCourse Title: ADMJ 2 - 0177: Intro to Administration of JusticeScheduled Days: TU / THURSDate: 8/13/2020 - 12/12/2020Schedule Times: 2:15 PM - 3:15 PMExample of DutiesPOSITION DEFINITION:Under the supervision of the area Dean and the guidance of the Department, the part-time instructor will provide instruction in accordance with course descriptions, outlines, class schedules, and Governing Board policy; evaluate progress of students concerning educational matters, and perform other instructional related duties as assigned. Instructor may be assigned to the Monterey campus, Seaside Public Safety Training Center, and/or Marina Education Center. DUTIES AND RESPONSIBILITIES:• Meet each scheduled class and teach or conduct learning exercises for the entire period.• Contact the appropriate division chair or administrator in advance to make arrangements for unavoidable absences.• Provide each student at the beginning of the course with written information about the course, to include a full description of the grading system and how the student will be evaluated.• Accurately keep required class records on attendance, withdrawal and grading.• Submit when due, all necessary reports such as attendance and grade reports, roll books, and class information sheets, and certify as to their accuracy.• Comply with all institutional policies and procedures.• Give careful attention to all bulletins, memorandums and emails from administrative offices.• Check faculty mailbox and MPC email frequently.• Demonstrate an understanding of, sensitivity to, and appreciation for the diverse academic, socio-economic, cultural, disability, gender identity, sexual orientation and ethnic backgrounds of community college students and staff.Qualifications• Any bachelor's degree and two years of professional experience OR• Any associate degree and six years of professional experience OR• CA Community College Teaching Credential is this discipline OR• The equivalent. (https://www.mpc.edu/about-mpc/campus-resources/human-resources/equivalency must be submitted for consideration)Desirable skills/experience:• Criminal court felony litigation• Forensic evidence education/work experience• Ability and willingness to work afternoons and evenings• Experience or willingness to learn MPC Learning Management System (Canvas) to deliver course curriculum and assessments• Experience or willingness to learn how to instruct online with MPC Learning Management System (Canvas)• Experience in litigation, public safety or law enforcementWork Schedule / Supplemental InformationDuring the application process, you will be asked to submit the following items:• Cover Letter• Resume• Transcripts• We require unofficial copies showing all undergraduate and graduate coursework. Official copies will be required at the time of hire. Foreign transcripts must be evaluated by the applicant's expense. http://www.mpc.edu/home/showdocument?id=24165• Equivalency Form (optional, based on minimum qualifications)• If you do not meet the minimum qualifications listed in the job announcement, but you believe you possess minimum qualifications that are equivalent, you will need to complete an https://www.mpc.edu/about-mpc/campus-resources/human-resources/equivalency.Please do not upload any items not listed above (such as letters of recommendation), as they will not be forwarded to the hiring committee.Teaching assignments are part-time and temporary in nature. The District retains the right of assignment. Assignments are subject to Governing Board approval, adequate enrollment size, and assignment to a contract instructor.Offer and assignment of employment is subject to verification of all information provided on the employment application, credentials, transcripts, TB clearance, and fingerprint check as required.Monterey Peninsula College actively seeks a diverse pool of applicants interested in working in an environment which values flexibility, openness to change, collaboration, respect for others and their points of view, and involvement in College activities, all with the goal of meeting the needs of our diverse student population. The District does not discriminate on the basis of ethnicity, national origin, ancestry, sex, religion, marital status, disability, or sexual orientation in any of its policies, practices, or procedures.The District is an equal opportunity employer. The policy of the District is to encourage applications from all persons. No person shall be denied employment because of ethnicity or race, color, sex or gender, gender identity, age, religion, marital status, disability, sexual orientation, national origin, medical conditions, status as a Vietnam-era veteran, ancestry, or political or organizational affiliation.To apply, visit https://apptrkr.com/6961436Copyright ©2025 Jobelephant.com Inc. All rights reserved.https://www.jobelephant.com/jeid-c91c9c2dae2c0842970694e4e788c637

Monterey Peninsula College(Part-time Faculty Pool) - Work Experience Education InstructorSalary: $63.80 - $89.55 HourlyJob Type: Part-time InstructorJob Number: 2023-00042Closing: ContinuousLocation: Monterey Peninsula College and/or Marina Education Center, CADivision: Career EducationDescriptionMonterey Peninsula College is currently accepting applications to establish a pool for future part-time teaching assignments in this discipline.Monterey Peninsula Community College District is committed to educational equity for all students, as outlined in the Dhttps://www.mpc.edu/about-mpc/leadership/board-of-trustees, https://go.boarddocs.com/ca/mpc/Board.nsf/files/BJLSXW74D733/$file/12-11-19%20EDMasterPlan%20Board%201st%20Read.pdf https://get.adobe.com/reader/, https://go.boarddocs.com/ca/mpc/Board.nsf/files/BDAKP5518B99/$file/2019%20MPC%20EEO%20Plandocx.pdf https://get.adobe.com/reader/, and https://go.boarddocs.com/ca/mpc/Board.nsf/files/BG7ME45A5A6E/$file/09-25-19%20Student%20Equity%20Plan%20Board%20Presentation.pdf https://get.adobe.com/reader/. We provide students with a rich and dynamic learning experience that embraces differences-emphasizing collaboration, engaging students in and out of the classroom, and encouraging them to realize their goals and become global citizens and socially responsible leaders. When you join our team at Monterey Peninsula College, you can expect to be part of an inclusive, innovative, and equity-focused community that approaches higher education as a matter of social justice requiring broad collaboration among faculty, classified staff, administration, students, and community partners.Monterey Peninsula College is designated as a Hispanic Serving Institution (HSI) and is an affiliate of the statewide Umoja Community of California Community Colleges. Monterey Peninsula College has a diverse student population that is a reflection of the communities it serves.We value the ability to serve students from a broad range of cultural heritages, socioeconomic backgrounds, genders, abilities, orientations, and intersections of these identities, and others not yet identified. Therefore, we prioritize applicants who demonstrate they understand the benefits diversity brings to a professional educational community. The successful candidate will be an equity-minded individual dedicated to collaborating with faculty, classified staff, administration, students, and community partners who are also committed to closing equity gaps. An equity-minded individual is a person who already does or has demonstrated the desire to:Hold ourselves accountable as educators for closing equity gaps and engaging in equitable practices; Reframe inequities as a problem of practice and view the elimination of inequities as an individual and collective responsibility; Implement positive race-consciousness and embrace human difference; Reflect on institutional and teaching practices and make them more culturally responsive; and Collaborate with colleagues on equity-related initiatives.Monterey Peninsula College seeks employees who value mentorship and working in a collegial, collaborative environment, guided by a commitment to helping all students achieve their educational or career goals. All departments value collaboration across disciplines to create inclusive, integrated, and interdisciplinary learning experiences.POSITION DESCRIPTION:The Work Experience Department facilitates Professional Development and Work Experience courses as well as internships and community engagement. Our goal is to link classroom learning with on-the-job experiences, providing students with essential skills, as well as workforce skills, career knowledge, and the ability to set goals and assess work-related learning outcomes. Our courses provide work-based learning opportunities and transferable college credit. Because students work in virtually every type of business and organization, we utilize instructors with a wide variety of backgrounds and educational specialties. Instructors work one-on-one with students at the job site to create and evaluate performance on work-based learning objectives.COURSES:WORK 93 / 493 Pathways to ImpactWORK 94 / 494 Civic Action for Community ImpactWORK 95 / 495 Beyond the ClassroomWORK 96 / 496 Professional and Essential SkillsWORK 97 / 497 Service Learning Work ExperienceCOORDINATION:College Corps. MPC Service Learning InstituteExample of DutiesUnder the supervision of the Dean of Career Education and the guidance of the Department, the part-time instructor will provide instruction in accordance with course descriptions, outlines, class schedules, and Governing Board policy; evaluate progress of students concerning educational matters, and perform other instructional related duties as assigned. Instructor may be assigned to the Monterey campus and/or Marina Education Center. Travel required with reimbursement for mileage.DUTIES AND RESPONSIBILITIES:- Meet each scheduled class and teach or conduct learning exercises for the entire period.- Teach in an open enrollment individualized self-paced lab setting where multiple courses are offered simultaneously.- Contact the appropriate division chair or administrator in advance to make arrangements for unavoidable absences.- Provide each student at the beginning of the course with written information about the course, to include a full description of the grading system and how the student will be evaluated.- Accurately keep required class records on attendance, withdrawal and grading.- Submit when due, all necessary reports such as attendance and grade reports, roll books, and class information sheets, and certify as to their accuracy.- Comply with all institutional policies and procedures.- Give careful attention to all bulletins, memorandums and emails from administrative offices.- Check faculty mailbox and MPC email frequently.- Demonstrate an understanding of, sensitivity to, and appreciation for the diverse academic, socio-economic, cultural, disability, gender identity, sexual orientation and ethnic backgrounds of community college students and staff.- Travel throughout the service area while carrying out responsibilities and functions.QualificationsMINIMUM QUALIFICATIONS:Any discipline in which work experience may be provided at the college where the instructor or coordinator is employed.OR https://www.mpc.edu/about/human-resources/applicant-resources.html#equivalency must be submitted for considerationAND a sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students.Desirable Qualifications- Two (2) years of successful industry experience facilitating or teaching work-based learning programs such as apprenticeships, internships, and volunteer experiences.- Experience in instruction of creating resumes, writing cover letters, and preparing students for employment.- Demonstrated skill in using innovative online teaching methods, instructional design, and assessment strategies.- Experience in course delivery using Canvas Learning Management System.- Evidence of a demonstrated commitment to equity in the community college setting.- Current technology skills related to teaching in the discipline and a willingness to pursue future technological developments- Ability to teach: online, hybrid, in-person- Proficiency in Google Drive, Sheets, Docs, Pages, and Forms- Demonstrated experience collaborating with local government agencies, nonprofit organizations, volunteer coordination, and service-learning programs.- Degree in social science, sociology, political science, history, civics, or a closely related field.Work Schedule / Supplemental InformationDuring the application process, you will be asked to submit the following items:- Cover Letter- Resume- Transcripts- Diversity, Equity and Inclusion StatementWe require unofficial copies showing all undergraduate and graduate coursework. Official copies will be required at the time of hire. Foreign transcripts must be evaluated by the applicant's expense. Click here for a list of https://www.mpc.edu/home/showdocument?id=24165.Equivalency Form (optional, based on minimum qualifications)If you do not meet the https://www.cccco.edu/-/media/CCCCO-Website/docs/minimum-qualifications/CCCCOReport-Minimum-Qualifications-2023_.pdf?la=en&hash=D3075F5E24FF5D3DB759E61009DC66F0F5060FF6 listed in the job announcement, but you believe you possess minimum qualifications that are equivalent, you will need to complete an https://www.mpc.edu/about-mpc/campus-resources/human-resources/equivalencyPlease do not upload any items not listed above (such as letters of recommendation), as they will not be forwarded to the hiring committee.• Teaching assignments are part-time and temporary in nature. The District retains the right of assignment. Assignments are subject to Governing Board approval, adequate enrollment size, and assignment to a contract instructor.• Offer and assignment of employment is subject to verification of all information provided on the employment application, credentials, transcripts, TB clearance, and fingerprint check as required.Monterey Peninsula College actively seeks a diverse pool of applicants interested in working in an environment which values flexibility, openness to change, collaboration, respect for others and their points of view, and involvement in College activities, all with the goal of meeting the needs of our diverse student population. The District does not discriminate on the basis of ethnicity, national origin, ancestry, sex, religion, marital status, disability, or sexual orientation in any of its policies, practices, or procedures.The District is an equal opportunity employer. The policy of the District is to encourage applications from all persons. No person shall be denied employment because of ethnicity or race, color, sex or gender, gender identity, age, religion, marital status, disability, sexual orientation, national origin, medical conditions, status as a Vietnam-era veteran, ancestry, or political or organizational affiliation.MPC is partnering with Monterey Peninsula Unified School District and Pacific Grove Unified School District to offer college level coursework in both academic and vocational tracks through its College and Career Access Pathways. MPC and CSU, Monterey Bay have collaborated in enrolling students in cohort-based programs in which students take classes at both MPC and CSU, Monterey Bay while earning a CSU, Monterey Bay degree.To apply, visit https://apptrkr.com/6961425Copyright ©2025 Jobelephant.com Inc. All rights reserved.https://www.jobelephant.com/jeid-6ce05c588d547848b5ce594bbacfba0e

 The American College of Radiology (ACR) is home to nearly 40,000 medical imaging specialists who are shaping the future of patient care. As an intern here, you won’t just observe—you’ll contribute to work that drives national policy, advances clinical research, and strengthens quality and safety in healthcare.You’ll be part of a mission‑driven nonprofit with more than 500 employees working together in a culture that values curiosity, integrity, and bold ideas. It’s a place where early‑career talent is encouraged to grow, take initiative, and make a real impact.If these values resonate with you— • Integrity • Visionary thinking • Excellence • Leadership • Transparency • Member‑Driven purpose~then you’ll fit right in. We’d love to have you bring your energy and perspective to our team.The ACR Institute of Radiologic Pathology offers immersive training in radiologic‑pathologic correlation, drawing on an extensive archive of cases and expert-led educational material. Our flagship course provides a comprehensive look at diseases across all organ systems and imaging modalities, supported by rich pathological insights.As an Intern - Medical Education, you will gain hands-on experience with virtual microscopy, digital asset workflows, and a wide range of instructional resources developed by leaders in radiology and pathology. This role involves managing digital microscopy assets and medical records, digitizing and cataloging histology slides for educational use, and assisting faculty in creating high‑quality learning materials.Responsibilities:Digital asset management of virtual microscopy and medical recordsDigitization of histology slides to virtual microscopyCataloging of histology slides for use in educationAssisting faculty with developing educational materialWho you are:Current undergraduate student (Pre-med technology, Pre-med, or closely related)Enrolled full-time and carrying a 3.0+ GPAExperience working with medical records and/or HIPAA compliance strongly preferredExperience in online education a big plus!Excellent communication (written and verbal) skills requiredDetail-oriented, reliable, curious, and mature with top notch time management skillsEager to learn, self-driven and take initiativeSystem savvyWhat to ExpectWe will be conducting interviews beginning in MarchOur intention is to extend an offer for this opportunity by mid-AprilInterns will join the team on May 18th and conclude their experience on August 7th******************************************************************Work Location: This position will be Hybrid.  Expected schedule will be appr. 15-20 hours/week in the Silver Spring, MD office.  Probable schedule will be 4-5 hours in the office Monday through Thursday.  Viable candidates will reside in the Eastern Standard Time zone so as to maintain a routine schedule of our core office hours (8:30A - 5:00P). Qualified candidates must have reliable internet service, professional discipline and have excellent time management skills when working remotely.*******************************************************************ACR is committed to a total rewards compensation philosophy.  ACR’s goal is to pay competitively and equitably.  Interns work a 32.5 hour work week, from 5/18/26 – 8/7/26, with every Friday afternoon off!  Depending on class level, a reasonable estimate of the hourly compensation range for this position is $19.00 – $23.00.  *******************************************************************If you would like to put your experience to great use in a professional team-oriented environment, please apply online. To learn more about ACR’s rewarding employee experience, culture, and benefits (for regular, full-time employees), visit: https://www.acr.org/Jobs  Equal Opportunity Employer/Protected Veterans/Individuals with DisabilitiesThis employer is required to notify all applicants of their rights pursuant to federal employment laws. For further information, please review the Know Your Rights notice from the Department of Labor.

International Teacher Integration Coach FTE: 0.2 This is a 12-month, onsite position.Salary Range: $8,900-$11,200 Lakes International Language Academy (LILA) is an award-winning language immersion public charter school in Forest Lake, Minnesota. LILA prepares tomorrow's critical thinkers and global citizens through language acquisition and inquiry-driven study. Convenient to both Minneapolis and Saint Paul, LILA is located close to the 35W-35E split in the North Metro. Job Summary:The International Teacher Integration Coach is responsible for providing direct, onsite support, coaching, and mentoring to international and new-to-country teachers during their first years at LILA. This role focuses on reducing transition barriers, strengthening instructional practice, building community connections, and increasing teacher retention. The position centers on hands-on onboarding support, mentor coaching, affinity group facilitation, and individualized teacher check-ins. The Integration Coach works in collaboration with building leaders, instructional coaches, mentors, HR, and community partners to ensure international teachers feel professionally supported and personally integrated into the LILA and Forest Lake communities. Essential Duties and Responsibilities:Facilitate and participate in affinity group activities to strengthen belonging, peer support, and community-building among international and TOCAIT staff.Conduct regular check-ins with new international teachers to assess readiness, stress levels, and classroom focus, and to provide real-time problem-solving and coaching.Support mentors and affinity group leads through modeling, co-facilitation, and reflective practice focused on effective induction strategies.Gather teacher feedback through brief surveys and conversations to inform continuous improvement of onboarding and support practices. Direct Teacher Support & CoachingServe as the primary on-site coach and point-of-contact for international teachers during onboarding and their first year, providing individualized, culturally responsive support, ongoing 1:1 coaching and check-ins for international and new-to-country teachers.Support teachers in navigating instructional expectations, school culture, family communication, and classroom systems. Onboarding & Transition SupportLead and coordinate hands-on onboarding support for newly arrived international teachers.Assist Community Integration Mentors and community partners in helping teachers navigate U.S. systems related to housing, transportation, banking, healthcare, insurance, social security, and community resources.Develop and maintain onboarding materials and welcome resources tailored to new-to-country staff.Provide practical orientation to U.S. school systems and both general and LILA-specific workplace expectations of teachers from the perspective of students, families, colleagues, and administration.Mentor & Affinity Group FacilitationModel and coach mentors in effective practices for supporting new-to-country teachers, including cultural transition, communication, and systems navigation.Facilitate affinity groups for international teachers to build community, reduce isolation, and promote belonging.Plan and lead structured sessions addressing topics such as cultural adjustment, family transition, professional identity, and navigating U.S. systems.Encourage cross-cultural exchange and integration within the broader LILA community.Community & Partnership CoordinationIdentify and collaborate with receptive local partners (e.g., YMCA, housing rental agents, banks or credit unions, local used car sales groups; auto insurance agents, the Social Security office, visa partners) to help Community Integration Mentors fulfill the immediate needs of teachers and their families newly arriving in the United States.Serve as a liaison between international teachers and school leadership when needed.Promote wellness, connection, and access to community resources.Data & Program FeedbackCollect and review teacher feedback through surveys, informal check-ins, and structured reflections.Monitor transition progress and identify areas for additional support.Collaborate with leadership to continuously improve onboarding and integration systems.Required QualificationsExperience in instructional coaching, mentoring, or teacher development.Experience working with culturally and linguistically diverse populations.Strong interpersonal and relationship-building skills.Demonstrated cultural competence and commitment to equity and belonging.Ability to organize systems and manage multiple support structures simultaneously.Excellent communication skills (written and verbal).Ability to work collaboratively with administrators, mentors, and community partners.Preferred QualificationsValid Minnesota teaching license or eligibility.Experience as an international educator or working abroad.Experience participating in or hosting an international teacher induction program.Experience supporting visa-holding educators (J-1, H-1B, etc.).Knowledge of International Baccalaureate Programmes.Knowledge of Dual Language education best practices.Experience facilitating affinity groups or community-building initiatives.Bilingual or multilingual abilities.Physical RequirementsThis role may occasionally involve exertion of up to 15 pounds of force. It requires regular speaking and hearing, frequent sitting, and occasional standing, walking, and repetitive motions. Standard vision requirements apply. The work environment includes classrooms, offices, and community settings. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. 

IMMEDIATE OPENING!Western Michigan Christian High School (7-12th), located in Muskegon, Michigan is in search for a full-time, highly qualified secondary/middle school math teacher.  This teacher will be instructing 7th and 8th grade students in the development and appreciation and theoretical and applied math with the possibility of a Foundations of Geometry class (10th grade). For more information regarding this position and/or to apply, click this link: https://wmchs.net/careers/“The Mathematics program at WMC encourages students to understand that the subject has its roots in God’s orderly creation. The mathematical underpinnings of creation are so pervasive that they are readily accessible through everyday objects and experiences; thus students can use mathematics to better understand and evaluate both natural and social phenomena.” For more information about our school, please seek us out at https://wmchs.net/academics/high-school/WMC is a member of the Christian Schools International.

PURPOSE:  The School BCBA will directly provide clinical supervision, training, coaching, and mentoring to the Thrive classroom staff as well as interns enrolled in college or university behavioral analysis programs. The School BCBA is responsible for the training paraprofessionals, teachers, and program leadership to ensure effective implementation of the behavior support and skill acquisition plans. The School BCBA is responsible for adhering to professional and legal requirements and principles as well as demonstrating sound professional judgment and will ensure staff adhere to all agency policies and procedures and BCBA ethical standards at all times. The School BCBA will lead by example, while teaching others to use effective behavior analytic interventions based on published research. MINIMUM QUALIFICATIONS: A Masters level professional who is certified as a Behavior Analyst by the Behavior Analyst Certification Board (BACB). Preferred two years’ experience with individuals with autism or other developmental and intellectual disabilities in a school setting with a proven ability to communicate effectively within a variety of situations. Additionally, a proven competency in the assessment, training of, and provision of interventions to reduce high-risk behavior in school setting(s), preferred. Ability to coordinate an interdisciplinary team and communicate effectively within a variety of situations. One-year supervisory experience, preferred. Ability to work independently and a team member. Excellent time management skills.ESSENTIAL DUTIES AND RESPONSIBILITIES: The list of essential duties and responsibilities, as outlined herein, is intended to be representative of the task to be performed. The omission of an essential function does not preclude management from assigning duties not listed herein is such duties are a logical assignment to the position. School Thrive BCBA Childbridge Center for Education Clinical Coordinator N/A Title: School Thrive BCBA 1. Implementation of ABA service for youth served including completing or supervising the completion of functional assessments, behavior support plans/IEP, ABA skill-acquisition programming, and oversight of fidelity of service delivery/progress monitoring. 2. Fully assesses the individuals on the assigned caseload, including analysis of the presenting behavior and its antecedents and consequences, and develops written behavior strategies based upon the individual needs. 3. Proactively identifies program youth behavioral trends and provides behavioral-based recommendations in adjusting interventions and implementation strategies as needed to address trends, including coordinating team members in strategy change discussions. 4. Provide direct instruction, training, and support to students and staff at regular intervals during the school day. 5. Work hands-on in classroom environments and throughout school utilizing CPI and Ukeru as necessary and modeling appropriate implantation of the behavior plan and effective crisis management. 6. Monitors progress on at least a monthly basis and more frequently if needed to address issues with the individuals’ progress toward skill-acquisition and behavioral goals and objectives. If necessary, update written strategies to reflect progress or emerging needs. 7. Provide BCBA minutes per their IEP and document services. If requested, BCBA will need to provide parents or district a minute log and data on goals. Additionally, BCBAs will report progress on IEP behavior goals five times annually. 8. Supervises the implementation of behavior strategies by training Thrive paraprofessionals, teachers, related service, and program leadership in implementing youth skill-acquisition interventions and reduction of maladaptive behaviors using ABA practices, while appropriately reporting progress, and improving Quality of Life outcomes. 9. Monitor the efficacy of behavior intervention plans through procedural fidelity. 10. Participate in program and classroom meetings as appropriate, including but not limited to, clinical meetings, monthly business meetings, IEP meetings, and committee meetings. 11. Leads teachers and paraprofessionals through the registered behavior technician curriculum.12. Provides direct clinical supervision, including training, coaching, and mentoring the interns enrolled in college or university behavioral analysis programs. 13. Demonstrate ability to work effectively as part of a clinical team along with special education teachers, paraprofessionals, related services, and administrative staff. 14. Share research, effective instructional practices, and emerging trends that can be applied in classroom settings. 15. Ensure that all intervention methodologies are evidence based and reflect the most recent research findings. 16. Coordinates and collaborates with Behavior Analyst or Behavior Therapist, Home managers, and case managers to ensure continuity of care for youth transitioning in and out of the Intensive Intervention Program. 17. Attend and advocate for each individual assigned when asked to attend psych appointments and reviews by providing data towards the individual’s behavioral and/or adaptive skills goals and objectives. 18. Contributes to Little City relationship with Colleges or Universities for the purpose of higher level consultation and preferred field site for its Master level Applied Behavior Analyst students. 19. Maintains American Heart Association certification in First Aid and CPR, if required. 20. Successfully completes Little City Foundation required training, re-training, and any additional training as required by Little City Foundation policies and practices, or as assigned by his or her immediate supervisor. 21. Other duties as assigned by the Principal, Assistant Principal, or Clinical Coordinator. PHYSICAL REQUIREMENTS & WORK ENVIRONMENT: While performing the duties of this job, the empoyee is subject to sitting for prolonged periods; frequently walks, stands, grasps, lifts, holds, or feels objects; occasionally stoops, kneels, crouches, or crawls. Extended use of computer and typing is required. The employee frequently is required to use manual and finger dexterity and eye-hand coordination when working and handling office equipment. The employee is required to have corrected vision and hearing within normal range and the ability to operate office equipment. No occupational exposure to blood, body fluids, communicable diseases, or other potentially infectious substances (Category I). Typical office environment. 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. Must successfully complete required physical management training (non-violent self-defense) including, but not limited to: • Must be able to pass advanced CPI. • Protective holds, movements and carries • Blocking and redirecting student movements against the student’s weight (40-250 pounds) • Physical interventions in response to aggressive and self-injurious behavior • Ability to move quickly and confidently to intervene in situations when protective holds and/or movements are deemed necessary • Ability to pursue a student who elopes