Careers in Education

Afterschool Sports CoachProgram:Start Date: 12/15/2025End Date: 05/16/2026Schedule:Monday: 1:50pm - 5:15pmTuesday: 1:50pm - 5:15pmWednesday: No WorkThursday: 1:50pm - 5:15pmFriday: 1:50pm - 5:15pmSaturday: No WorkExpected Hourly Rate: $21 ABOUT USElevo is on a mission to transform the well-being of students so they look forward to coming to school. We collaborate closely with schools to provide comprehensive programs infused with social-emotional learning (SEL). Our curriculum promotes physical, mental, and academic well-being and offers enriching activities. Going beyond classroom walls, Elevo fosters learning, movement, and growth for kids in grades K-8. WHY WORK WITH ELEVOOur dedicated coaching staff receives extensive paid training and support, enabling them to confidently lead students in fun and engaging activities that develop essential life skills.Be part of a meaningful mission to transform kids’ lives and innovate learning in your local community.A team of experts in social-emotional learning, physical activity, the education landscape, and ed-tech platforms guides us.Build skills and gain experience in an educational setting. We offer growth opportunities for career track progression and ongoing professional development.THE ROLELead groups of students through structured games based on the Elevo curriculum.Engage students in sports, games, and other activities.Support kids’ behavioral management needs.Collaborate seamlessly with school administrators, teachers, and fellow coaches.Lead outdoor lessons designed to increase excitement about learning.Serve as a positive role model to the students to build kids’ self-esteem and emotional wellness.ABOUT YOUHave been successful working with elementary and/or middle school kids.Confidently manage groups of up to 20 students with minimal assistance.Can improvise, adapt, and take initiative when needed.Are approachable, empathetic, patient, and able to build trust with kids.Present yourself as a confident leader and a positive role model.Connect with students and foster positive learning experiences.Pay close attention to student needs and adjust activities accordingly.Ensure activities run smoothly and efficiently within allocated timeframes.ADDITIONAL REQUIREMENTSMust be eligible to work in the United States, complete and pass a Live-Scan background check, and TB screening.1-2 years of working experience in education, coaching, child development, or other child-focused experiences strongly preferred.Must have reliable transportation.Willing to follow COVID-19 protocols outlined by the school.PHYSICAL REQUIREMENTSCandidates must be able to engage in the following activities with or without an accommodation:Ability to constantly move about to accomplish tasks or move from one place to another frequently.Sitting or standing for long periods.Occasional running and other strenuous physical activity.Ability to move safely on irregular and/or uneven terrain on a regular basis.Elevo is committed to creating a diverse work environment and is proud to be an equal opportunity employer. All applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity, sexual orientation, national origin, disability, age, or veteran status. Elevo participates in the E-Verify program to confirm the employment eligibility of all newly hired employees.

​Make a Difference, One Student at a TimeAre you passionate about education and driven to empower young minds? Do you crave a flexible schedule that allows you to give back while pursuing your own goals? Are you bilingual and eager to use your language skills to make a real impact? Join our mission-driven team and become a Bilingual Education Champion!Here's Why You'll Love This Role:Competitive Pay: You will receive the following rates based on your assignment:In-Person Programs: $25 to $27/hrPlus: The opportunity to earn a program completion bonus of up to 10% of your total program earnings.Meaningful Impact: Help close the opportunity gap and support urban students in reaching their full potential by providing academic assistance in both English and a second language.Flexible Schedule: Work 10-35 hours per week, perfect for balancing studies, caregiving, or other commitments.Professional Growth: Sharpen your teaching skills, build your resume, and advance your career with ongoing training and real classroom experience.Supportive Community: Join a team dedicated to educational equity, social justice, and expanding opportunities for multilingual learners.Empower Students, Shape FuturesAs a Bilingual Education Champion, you'll provide one-on-one and small group tutoring in core subjects like Math, Reading, Writing, Science, Social Studies, and Regents exam prep. You’ll collaborate with teachers and school leaders to develop engaging, personalized learning strategies that help students thrive—while bridging language gaps to ensure every student has the support they need.Qualities We Seek:Passion for Learning: Committed to supporting academic and personal success, especially for underserved and bilingual students.Bilingual Proficiency: Fluent in both English and a second language, with the ability to provide academic support in both languages.Strong Academics: Degree-seeking student or graduate with a minimum 3.0 GPA in Education or a relevant field.Committed and Flexible: Available to work 10-35 hours per week at an assigned school (or virtual program) and participate in monthly training.Collaborative Spirit: Ready to work closely with teachers, school leaders, and fellow tutors to maximize student success.More Than Just a Job, It's a CallingWe believe every child deserves an equal chance to succeed. By becoming a Bilingual Education Champion, you'll join a supportive network of educators working to create a more inclusive and equitable educational system. Your dedication will directly impact the lives of urban students and empower them to reach their full potential—in any language.Ready to Join the Movement? Apply Today!Make a difference in the lives of deserving students while achieving your own goals. We value excellence, an entrepreneurial spirit, and social impact. Apply now to become a Bilingual Education Champion and help us transform urban education—one student at a time.

Up to $2,500 signing incentive, full-time or part-time opportunities, starting at $23 - $27 per hour, full benefits, and paid training!Are you a recent college graduate, current student, or someone with a passion for early childhood development? Beacon ABA Services is looking for individuals like you to join our dedicated team of therapists and analysts! -Positions available state-wide throughout Massachusetts-Why Choose Beacon ABA Services?Competitive Compensation: Enjoy highly competitive rates, starting between $23 - $27 per hour.Generous Benefits: Full-time applicants receive up to a $2,500 signing incentive, $250 monthly bonuses, and up to three weeks of accruable Paid Time Off (PTO).Play-Based Activities: Be part of a rapidly growing field where play-based activities and special interests serve as gateways to helping children affected by Autism learn new skills and attain milestones.What We Offer:Meaningful Impact: Make a difference by supporting families and helping children make meaningful improvements in communication, build better social relationships, and improve self-help skills.Flexible Schedule: Choose between full-time or part-time opportunities, with scheduling options Monday to Friday from 8:00 am to 6:30 pm.Advancement Opportunities: Regardless of your level of education, Beacon ABA provides advancement opportunities. Earn your Registered Behavior Technician (RBT) Certification or receive support to achieve a Master's degree toward a Board Certification in Behavior Analysis (BCBA), tuition support available.Full Paid Training: Receive comprehensive training and ongoing support.What you’ll do:Implement individualized treatment plans to support children's development.Provide fun, compassionate support for children with ASD.Collaborate with families and educational staff to enhance behavioral health outcomes.Collect and analyze data on patient progress, adjusting strategies as needed.Participate in ongoing training and professional development to enhance your skills as a Behavior Therapist.Requirements:Education: Bachelor’s Degree preferred; required for immediate promotional consideration. Associate's degree in a related field with over 300 hours of experience with children also accepted. High School diploma considered with full availability and over 600 hours of experience with children.Mobility: Candidates must be comfortable sitting on the floor, standing up, and picking up children or objects weighing up to 50 lbs.Travel: A valid Driver's License and Personal Vehicle are required as we travel between client's homes.Benefits:Medical and Dental InsurancePTO and Sick PayTax-Exempt Flexible Spending Plans401(K) Retirement Savings PlansMileage Reimbursement Learn more about our organization and apply today at www.beaconservices.org!

Position: Developmental Psychology Research Mentor for High School Students (Remote, Part-Time)Hiring: PhD Candidates (2nd Year+), PhD Graduates, Postdocs in Developmental Psychology OnlyWe are hiring developmental psychology specialists to mentor high-achieving high school students as they complete independent research papers on topics that are rigorous yet feasible at the high school level. Work is fully remote and scheduled flexibly around your academic commitments.Responsibilities (remote):Mentor students through the full research process in developmental psychology: topic selection and scoping, literature review, research questions/hypotheses, basic methods (often secondary / conceptual work), data interpretation, and academic writing.Guide students toward completing a polished research paper, providing structured feedback on argumentation, use of evidence, and clarity of writing.Compensation:Research projects: typically ~$150/hour (24 hours total per project for PhD candidates/postdocs; higher for professors).Minimum Qualifications:PhD candidate in developmental psychology (3rd year or above), PhD in developmental psychology, or postdoctoral researcher in developmental psychology.Strong background in developmental theory, research design, and academic writing.Clear, patient communication style and genuine interest in working with motivated high school students.🚨 We do not accept applications from undergraduates, master’s students, or anyone not in a developmental psychology doctoral-track or postdoctoral position. Only PhD candidates (2nd year+), PhDs, and postdocs will be considered.  

Elmira College is a private liberal arts College located in the Finger Lakes region of New York. Elmira College was the first college to offer a comprehensive curriculum for women, and is home of the Center for Mark Twain Studies. We are seeking applications to fill a full-time tenure-track faculty position in the area of Childhood Education (K-6) with appointment beginning July 2026. Teaching assignments may include methods courses, practicum-based instruction, student teacher supervision, and other classes in the Undergraduate Teacher Education Program. In addition to teaching, faculty at EC advise students, and engage in service-related activities including, but not limited to participation in departmental, college, and university committees and professional organizations. Faculty also initiate research activities leading to scholarly presentations and publications. Appointment at the Assistant Professor rank is anticipated; higher ranks will be considered. ESSENTIAL FUNCTIONS: Teach core Undergraduate Teacher Education courses within the area of Childhood Education;Demonstrate a genuine desire to teach and participate fully in a liberal arts environment that emphasizes close student-faculty interaction;Participate in academic and career advising and engagement in scholarly activities;Create new courses and participate in the development of new areas of concentration. QUALIFICATIONS:Expertise and Teacher Certification in Childhood Education;Preferred qualification of additional Teacher Certification in Literacy Education;Doctoral degree (PhD or EdD) or ABD status with conferral date no later than May 30, 2027;At least 4 years of teaching experience in K-6 setting; andExcellent interpersonal, written, and oral communication skills, organizational and time management skills. WORK LOCATION: On-siteCOMPENSATION: $56,000 - $60,000 This position is benefit eligible.STATUS:  ExemptTO APPLY:Applicants should submit:A letter of interest;Curriculum vitae;Graduate transcripts (unofficial);Statement of teaching philosophy; andNames and contact information of references.Materials should be sent to edusearch@elmira.edu. If you require alternative methods of application or screening, please contact the Office of Human Resources directly by emailing hr@elmira.edu, or by calling 607-735-1810. Applicants must be authorized to work for ANY employer in the United States. We are unable to sponsor or take over sponsorship of employment visas at this time.Review of applications will begin immediately and continue until the position is filled.Teacher Education Mission StatementThe Elmira College Teacher Education Department views schools as sites of transformation, empowerment, and intellectual development where all students attain the understanding and critical skills necessary to be contributing members to a democratic and pluralistic society. To that end, the department prepares teacher education candidates who approach the teaching profession with intellectualism, creativity, and an ethic of care in order to help manifest a socially just society. Their professional dispositions toward learning will include a lifelong pursuit of deep content knowledge and a constantly evolving and multifaceted pedagogical skill set. Teacher education candidates will be prepared to deliver lessons that engage a diversity of learners and be imbued with a respect for their positions as the custodians of democracy. In that service, candidates will provide meaningful learning experiences that give students the concepts, tools of inquiry, and collaborative problem-solving skills that help ensure student success. Elmira College is an Equal Opportunity Employer and does not discriminate in employment on the basis of race, color, religion, sex, national origin, ancestry, political affiliation, sexual orientation, gender identity or expression, marital status, disability and genetic information, age, membership in an employee organization or other non-merit factors.

The Primary Teaching & Learning Coordinator is a key instructional leader responsible for designing, implementing, and continuously improving the district’s K5-5th grade curriculum and instructional practices. This individual will lead the development and alignment of curriculum, ensure high-quality instructional delivery, coach instructional staff, support teacher professional development, and collaborate with school leaders to improve student achievement across all content areas. The Coordinator will also oversee compliance with all state instructional mandates, including Act 20.UCC School Administrators are mission-driven, dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, data-driven, and committed to the academic and social-emotional development and excellence of all students. ESSENTIAL DUTIES AND RESPONSIBILITIES:Curriculum Development & Instructional LeadershipCoordinate the development, implementation, and continuous improvement of K–8 curriculum aligned to state standards and district goals.Ensure vertical and horizontal alignment of instructional content and learning progressions.Research and support the selection of high-quality, evidence-based instructional materials.Collaborate with school leadership to implement instructional programs that align with educational standards and promote student achievement.Oversee the implementation of effective instructional strategies and differentiated instruction to meet the needs of diverse learners.Conduct classroom observations, provide feedback, and facilitate professional development opportunities to enhance teaching practices.      Foster a culture of high expectations and continuous improvement in teaching and learning.Guide the implementation of standards-aligned curriculum and evidence-based instructional practices across all grade levels.Ensure strong tiered systems of support (MTSS) for academic and behavioral needs.Provide oversight of professional learning communities (PLCs) focused on student outcomes, equity, data-driven decision making, and instructional practice.Conduct frequent classroom walkthroughs and formal evaluations to provide ongoing coaching and actionable feedback to all staff.Data-Driven LeadershipAnalyze curriculum and instructional practices using assessment data to identify instructional needs and/or shifts to curriculum and instructional practices.Lead data-informed decision-making to monitor and support student achievement and instructional effectiveness.Analyze academic and behavioral data regularly to identify trends, gaps, and areas for improvement.Lead data-driven conversations during staff meetings, PLCs, and one-on-one coaching.Collaborate with instructional staff to develop goals and action plans based on formative and summative assessment results.Monitor student growth across subgroups and ensure equity in instructional practices and access to support services.Use data to evaluate the effectiveness of interventions and instructional programs.Monitor academic intervention and instruction resource use to inform decision making.Assessment, Data & AccountabilityOversee the administration and use of formative, interim, and summative assessments across K–8Support teachers in interpreting assessment data to inform instruction and intervention.Collaborate with district and school leaders to develop systems for monitoring student progress and instructional impact.Serve as the District Assessment Coordinator, and oversee and ensure compliance with all K-8 local, state, and federal assessment requirements.Early Literacy Compliance (Act 20)Ensure districtwide compliance with Wisconsin Act 20 early literacy requirements, including:Oversight of required literacy screeners and progress monitoringDocumentation of reading improvement plans and parent notificationsSupport for teacher training in evidence-based literacy instructionServe as the liaison to DPI and other entities regarding literacy policy and reporting. Collaboration & LeadershipAct as a key instructional partner to school administrators, principals, instructional coaches, and content leaders in overseeing and leading excellence in teaching, learning, and assessment.Collaborate with school leadership and teachers on instructional decision making to ensure alignment and best practices across district.Coordinate efforts across departments (e.g., Special Education, Multilingual Learners, Technology) to ensure cohesive support for K–8 teaching and learning.Communicate curricular and instructional priorities clearly to all stakeholders. Staff Coaching, Development, and SupervisionProvide ongoing instructional coaching to teachers through modeling, co-planning, co-teaching, and feedback cycles.Direct supervision and evaluation of instructional coaches across the district to ensure an aligned coaching model of all staff.Facilitate professional learning communities and support teachers in using student data to guide instruction.Partner with principals and instructional leaders to build school-level capacity for effective instruction and coaching.Supervise and evaluate licensed and classified staff in accordance with district evaluation systems.Provide personalized coaching, mentoring, and professional development based on staff needs and goals.Proactively monitor and address staff performance and professional conduct by conducting regular observations, providing timely feedback, and implementing support or improvement plans as needed.Collaborate with Human Resources to ensure concerns with staff performance are properly documented and addressed in a timely and professional manner in accordance with agency policies and employment regulations.Professional Development and Staff Support:Plan and outline a professional development and training program for all instructional staff that aligns with district and school goals for academic excellence and growth.Plan, deliver, and evaluate professional learning opportunities focused on curriculum implementation, instructional best practices, and assessment literacy.Support the development of teacher leaders and instructional coaches.Align PD to district goals, teacher evaluation frameworks, and school improvement plans.Support the professional growth and development of teachers and staff through mentoring, coaching, and facilitating professional learning communities.Collaborate with the Chief Academic Officer and Principal in conducting performance evaluations and providing constructive feedback to staff.Observes and supervises the performance of all staff members so as to be acquainted with the status, atmosphere, and tone of the total school environment and with the point of improving their effectiveness in the performance of their assigned tasks and duties meeting DPI requirements.Provides orientation for new staff members or staff members in new assignments when and as needed.    Encourages and recruits where/when necessary, teacher participation in all future planning building or agency-wide work.Provides guidance to necessary personnel as appropriate for positive resolutions to issues.Operational and Fiscal ManagementProvide oversight and coordination of all purchases and expenses related to curriculum, instruction, and assessment and ensure fiscal accountability.Maintain accurate records and compliance with district, state, and federal reporting requirements.Strategic Planning and Continuous ImprovementLead the development and implementation of the school improvement plan aligned to district goals.Use data to monitor progress, adjust strategies, and communicate results with stakeholders.Engage staff and community in shared leadership and goal setting.Contribute to district initiatives and represent the school in district wide leadership activities.Agency and Administrative Team:Attends and participates in the school, district, and/or agency events, meetings, or trainings as directed.                                                             Accepts and performs duties as member school leadership or staff committees.   Prepares and provides in proper format all reports required or requested.            Communicates to all school and agency leadership and administration in a timely, professional, and suitable manner.                                                                      Adheres to the provisions of the UCC employee handbook and contracts when making decisions affecting working conditions of employees.                                                                                                                                   OTHER:Maintains all necessary licensure and certification requirements of the position.  Pursues necessary coursework, training and professional development to fulfill licensure and certification requirements.Accepts and follows through on other responsibilities as assigned by the Board of Directors, Executive Director, Agency and School Leadership, and/or his/her designee.Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.WORKING RELATIONSHIPS:  Reports to and is evaluated by the District Administrator - Chief Academic Officer; works with all levels of school administration and Special Services; supervises building level staff; interacts positively with all staff. WORK SCHEDULE: Typically works during school hours, and is on-site any time students and staff are present. Additional hours may be required for meetings, events, training, and administrative tasks. May involve occasional evening or weekend work for school events or meetings. Regular work hours may be adjusted or changed at the discretion of the district administrator based on the needs of the building. INTENDED OUTCOMES AND SUCCESS MEASURES:Aligned, High-Quality CurriculumK–5 curriculum is vertically and horizontally aligned to state standards.Teachers have access to clear scope and sequence documents, instructional materials, and pacing guides.Curriculum programs implemented with fidelity across grade levels.Consistent High-Quality Teaching & LearningAll students receive rigorous, engaging, and differentiated instruction from highly effective teachers.Classrooms reflect high-quality, evidence-based instruction aligned to the Science of Reading and other research-based practices.Notable growth in student achievement on state and local assessments over time.Classroom observation data shows increased use of best instructional practices.Improved teacher performance ratings through evaluation cycles.Increased access to grade-level content for all student groups.Aligned and Consistent Instructional Coaching Model across districtData Driven Decision-MakingIncreased teacher use of formative assessment and data-informed instruction.Schools use assessment data routinely to adjust instruction, identify trends, and plan interventions.Teachers and leaders regularly engage in collaborative data analysis meetings.Empowered, Supported EducatorsTeachers feel confident and supported through coaching cycles and professional development.Increased teacher retention and satisfaction linked to instructional support systems.Documentation of coaching cycles and mentoring supports.Effective and Supportive Staff DevelopmentHigh-quality PD is aligned to teacher needs and district goals.Staff are supported through professional learning and coaching to grow in their practice.Professional development participation rates and post-training feedback.Increased teacher attendance, engagement, and application of professional learning in classroom practice.Compliance with State Literacy Requirements (Act 20)All components of Wisconsin Act 20 are implemented with fidelity: screening, progress monitoring, intervention plans, and parent communication.Timely and accurate reporting to DPI and documentation for each student in need of literacy support.Equitable Access and Outcomes for All StudentsSystems and practices promote equity in access, opportunity, and outcomes across student subgroups.Disaggregated achievement data shows reduced performance gaps.Increase in inclusive classroom placements for students with IEPs and ELs.MTSS data reflects targeted support for struggling students.Efficient Resource ManagementEffective management of budget and purchases related to curriculum and instruction.Strategic Planning and Continuous ImprovementThe school demonstrates measurable progress toward goals through intentional leadership and data use.Staff and leadership teams actively use data to inform decisions and monitor progress.Mid-year and end-of-year review reports reflect goal alignment and growth.Evidence of innovation and adaptation based on ongoing needs assessments.UCC Schools Strategic Plan Goals:Schoolwide attendance average of 93% or greaterRetention of 90% or more of DPI licensed school staff.60% or more of total staff with more than 3 years of experience at UCC.80% or more of our K5-3rd grade students will score above the 25th percentile on Early Literacy screening assessments.60% of students will perform above the 50th percentile in reading and math based on NWEA Maps assessment.80% or students will meet or exceed their growth target goals in reading and math on NWEA Maps assessments.Maintain or grow state report card score and status.Client satisfaction rate of 90% or greater across school programs.UWM staff survey results will demonstrate that our schools meet or exceed the survey result average across UWM charter schools on 95% of the survey categoriesPerforms other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. KNOWLEDGE, SKILLS, AND ABILITIES:Strong leadership and management skills in a school setting.Must exhibit sound judgment in dealing with students, teachers, school staff, leaders, families, and community stakeholders.Ability to develop and implement effective policies and procedures.Knowledge of effective classroom and behavioral management techniques to engage students in meaningful learning.Ability to handle sensitive and confidential information with discretion.Demonstrates urgency to support students, staff, and promote the academic excellence of the school environment.Demonstrates attention to detail and problem-solving skillsDemonstrates strong understanding of curriculum development, instructional practices, teacher evaluation, and educational trends.Ability to work collaboratively with diverse stakeholders to achieve common goals.Ability to read, analyze, and interpret general business and educational periodicals, professional journals, technical procedures and governmental regulations. Ability to write reports, business correspondence, and procedural manuals. Ability to effectively present information and respond to questions from administrators, staff, parents and the public. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, and basic algebraic equations. Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all agency requirements and Schools’ policies.Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.Demonstrates leadership in the classroom.Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds.Demonstrate the ability to adapt to any situation inside and outside the classroom.Demonstrates organizational skills for the classroom and school environment.Demonstrates effective verbal and written communication skills with students, families, school staff, and administration.Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.Demonstrates the ability to multitask and prioritize work.Demonstrates the ability to self- reflect, and seek feedback to improve practices.Demonstrates a growth mindset committed to continuous learning, growth, and development.Demonstrates the ability to work as a team as well as independently.Demonstrates respect towards the students, parents, colleagues, and administrators.Demonstrates knowledge to work with students’ special needs and parents.Demonstrate the ability to listen to others and remain receptive to new ideas.Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.Demonstrate sustained effort and enthusiasm in the quality and quantity of work.Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.Demonstrate the ability to follow and communicate effectively, both orally and in writing.Demonstrate motivation, initiative, flexibility, and the ability to work independently.Demonstrate excellent human relations and interpersonal skills.Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations. QualificationsMust have a DPI Reading Specialist License (#5017) and Director of Instruction License (#5010)Must have a master’s degree in School Leadership, Administration, Curriculum & Instruction, Literacy, or related fieldMinimum of 5 years of successful teaching and leadership experience at K-8 levelDemonstrated experience in instructional coaching and adult learningKnowledge of early literacy best practices and state legislation (e.g., Act 20 compliance)Must have strong leadership and communication skills; background in teaching and building level administration preferred.Previous teaching and administrative experience required.Must possess strong oral and written communication skills.The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills.Must have a valid driver’s license and reliable transportation. PHYSICAL REQUIREMENTS:Flexible time.Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods.Visual and auditory acuity to supervise students and respond to classroom needs.Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing).May require extended screen time for instructional planning, staff evaluations, or communication, and to work frequently at close visual rangeAbility to receive and respond to oral communication.WORKING CONDITIONS:Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).The schedule is generally hectic.May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)Frequent contact with students, parents/guardians, support staff, and school administration.May involve occasional exposure to childhood illnesses, noise, and frequent interruptions.Must be able to manage multiple tasks in a dynamic, fast-paced educational setting.Work schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or recess, working with computers and printers, light to moderate traffic, and human voices)Regular use of stairs and walking short distances is required daily.May be required to operate a motor vehicle during the course of duties.Reasonable accommodations may be made to help perform essential functions.UCC provides reasonable accommodation to qualified individuals with disabilities.

Job SummaryThe Primary Teaching Resident serves as an integral part of KIPP DC Public Schools' teaching pipeline. The first year salary for this role is $52,000. This is a full-time, fully on-site role based in one of our Early Childhood (PreK - Kindergarten) or Elementary (1st - 4th grade) Schools with an anticipated start date of July 13, 2026. About KIPP DCBy 2025, KIPP DC will build upon two decades of proven results to develop into a more impactful, innovative, and inclusive school system that provides joyful, identity-affirming learning experiences so that all students and alumni achieve extraordinary outcomes.Our work is grounded in a commitment to excellence, equity, and justice. We believe all students have the right to rigorous, relevant, and joyful learning experiences led by exceptionally talented and diverse educators who promote student achievement and a sense of belonging. We believe students and teachers best succeed when surrounded by an ecosystem of supports, including our central headquarters team that supports KIPP DC’s 20 schools and two programs, 7,500 students, and 1,300 teachers, leaders, and staff members dedicated to this mission. About the teamQuality teachers have a proven impact on student success. The Capital Teaching Residency is a teacher training program that provides a pathway for new teachers to develop into high-performing educators. With a full year of learning under a mentor teacher, unparalleled professional development, and a commitment to educational equity, the Capital Teaching Residency provides an alternative and accessible pathway to teaching careers. Upon successful program completion, residents are eligible to apply for their DC teaching certification.About the RolePrimary Teaching Residents commit to teaching for a minimum of three years in Washington, D.C. Residents spend the first year of this commitment – their residency year – training in an anchor classroom with a highly effective lead teacher to develop teaching skills and confidence. Early Childhood residents train in a PreK or Kindergarten classroom, while Elementary residents train in 1st through 4th grade classrooms. This is an exempt position and will report to their school’s principal. Location and Type of WorkLocation: We have six early childhood schools and six elementary schools in DC looking for excellent teachers to join their team. Work Hours: While students receive instruction from 8:00 am to 3:30 pm, KIPP DC teachers are on duty in school Monday through Friday from 7:30 am to 5:00 pm two times a week, and 7:30 am to 4:00 pm three times a week.Primary Teaching Residents will also be required to attend in-person CTR professional development classes starting with summer professional development in July and continuing in the school year on Wednesday evenings after school hours. This professional development is required for certification.Additional responsibilities may arise during the school year. This could include but not limited to: attending staff and student field trips, open houses, family-teacher conferences and other events involving parents and students as needed. We will communicate them to all employees with as much notice and flexibility as possible.ResponsibilitiesTeaching (65%)Assist lead teachers with instruction, classroom culture, and administrative dutiesUnder the supervision of your mentor teacher, gradually take on increasing classroom responsibilities as determined by classroom need and your individual performanceApply new skills in other grades and subjects within your school community by serving as the substitute in a classroom when a teacher is absentInternalize and teach clear and concise developmentally-appropriate content to support student learningGather resources and prepare materials to ensure strong student engagement in lessonsParticipate in regular meetings with your mentor teacher and school coach, grade level meetings, and network wide professional developmentProfessional Development (20%)Attend and actively participate in all Capital Teaching Residency professional development beginning in July 2026 through the end of the school yearParticipate in and implement feedback from observations, evaluations, and feedback meetings with school leaders and the Capital Teaching Residency teamProgram Coursework (15%)Meet the resident clinical practice milestones in accordance with the gradual release modelComplete all Capital Teaching Residency certification assignments and projects throughout the residency yearComplete the applicable asynchronous course aligned to the Praxis Content Knowledge exam required for certificationAttempt all Praxis certification examinations required for DC teaching certificationRequirements & PreferencesRequired Qualifications:Bachelor’s degree from an accredited institution by June 2026, all majors acceptedA belief that all students have the right to a high quality education where educators play an integral role in providing support so that all students can succeedPreferred Qualifications:Ideal candidates have an undergraduate GPA of 3.0 or higherPhysical Requirements:Ability to travel across KIPP DC schools and throughout Washington, DC. Occasional flexibility to work outside normal business hours or weekends for KIPP DC events.Demonstrated Excellence in the Following Areas: Commitment to Students and Schools: Demonstrates commitment to education reform, believing in every child's potential for success and prioritizing students, schools, and the essential role of families.Strategic Thinking and Problem Solving: Finds creative solutions to challenges that achieve broader goals of team and organization.Project Management: Sets a high bar for own work and supports others to achieve desired team outcomes.Communications and Influence:  Demonstrates adept communication skills and influence to advance work by adjusting content and style. Teamwork: Contributes to  a supportive team culture, fostering diverse work styles and maintaining a high performance standard. Trust and Collaboration: Establishes and nurtures effective relationships with a diverse set of stakeholders to support the best outcomes for our work.Cultural Humility: Advances KIPP DC’s commitment to anti-racism by creating a diverse, equitable, and inclusive environment for all stakeholders.Continuous Learning: Commits to continuous learning through feedback, self reflection, humility, and action.Benefits & CompensationKIPP DC offers an extremely competitive compensation and benefits package:When it comes to compensation, at KIPP DC we strive for clarity, equity, and to be highly competitive. We look at compensation benchmarks in schools across DC. Resident salaries are exempt and start at $52,000. Please see the salary scale here.Following the residency year, residents who successfully complete the program are eligible to interview for roles with competitive pay including senior resident ($57,200) and lead teacher at KIPP DC (starts at $65,500 - salary scale here), or lead teacher roles at partner public charter schools.KIPP DC offers a robust benefits package including medical, dental, and vision insurances; various voluntary benefits; and employer paid benefits such as short term disability, long term disability, life insurance, and a membership to One Medical.KIPP DC also offers a 403(b) retirement account with a 3% employer contribution and a 3% match with vesting after three years.Currently, individuals in this role have up to 10 paid sick days, 12 paid holidays, paid Thanksgiving week break, winter break, spring break, and summer break. This is subject to change and your exact schedule will be shared in your offer letter.All employees who use public transit through WMATA are eligible for pre-tax deductions for transportation costs. Equal Employment Opportunity EmployerKIPP DC Public Schools does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law.Click here or here to review KIPP DC’s non-discrimination policy and KIPP DC’s Title IX Coordinator’s contact information.

The ELL Teacher is responsible for supporting the language development and academic success of students who are learning English as an additional language. This educator works collaboratively with classroom teachers, support staff, and families to provide direct instruction, develop language acquisition strategies, and ensure that multilingual learners are progressing toward English proficiency andgrade-level academic standards.Teachers are responsible for providing an educational atmosphere where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical and psychological growth. Teachers are responsible for organizing and implementing an instructional curriculum/program that will result in students achieving academic success in accordance with United Community Center’s policies, procedures and curriculum guidelines. UCC School Teachers are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.ESSENTIAL DUTIES AND RESPONSIBILITIES:ELL Responsibilities:Provide direct English language development (ELD) instruction to students in small groups or individual settings, aligned with WIDA standards and students’ English proficiency levels.Collaborate with general education teachers to co-plan and support differentiated instruction that meets the language and content needs of ELL students in the mainstream classroom.Assess and monitor student progress in English language acquisition using tools such as the WIDA ACCESS assessment, model performance indicators, and formative assessments.Develop and implement Individualized Language Plans (ILPs) or Language Development Plans (LDPs) as required.Serve as a resource and advocate for multilingual students and their families, promoting inclusive practices and cultural responsiveness.Provide professional development and consultation for classroom teachers on best practices for supporting English learners.Maintain accurate records of student progress and services provided in accordance with district, state, and federal guidelines.Participate in student support team meetings, parent-teacher conferences, and IEP/504 processes as needed.Stay informed about current research, resources, and legal requirements in ELL education. Instruction, Planning, and Preparation:Develop standards-based, developmentally appropriate lesson plans in alignment with school curriculum and instructional expectations.Design coherent instruction that includes differentiated strategies and scaffolds for diverse learners.Set clear instructional outcomes aligned to curriculum and grade-level expectations.Demonstrate deep knowledge of content and pedagogy.Integrate knowledge of students’ backgrounds, interests, and learning styles into planning.Select and prepare formative and summative assessments to monitor student learning.Deliver engaging, rigorous, and grade-appropriate instruction.Use questioning and discussion techniques that promote critical thinking and student voice.Differentiate instruction to meet the needs of all learners, including English learners and students with IEPs.Check for understanding and adjust instruction in real time based on student needs.Curriculum Development and Implementation:Implement all school curriculum and instructional practices with fidelity, following the guidelines of the school, district, and state.Plan and deliver effective lessons that facilitate active learning and accommodate different learning styles.Differentiate instruction to meet diverse academic needs, learning styles, and language proficiencies.Integrate technology and innovative teaching methods to enhance classroom learning experiences.Implements instructional activities that contribute to a climate where students are actively engaged in meaningful learning experiences.Identifies, selects and modifies instructional resources to meet the needs of students with varying backgrounds, learning styles and special needs.Assists in assessing changing curricular needs and offers plans for improvement.Ensures that student growth and achievement is continuous and appropriate for the age group and follows the curriculum’s scopes & sequences & guidelines.Student Assessment:Conduct regular assessments to evaluate students’ progress and understanding of the curriculum.Collects and analyzes student assessment data on an ongoing basis, and uses data to inform planning and groupings.Provide timely, specific, and constructive feedback to students and parents on academic performance and areas for improvement to support student growth.Promote student ownership of learning through goal-setting, self-assessment, and reflection.Identify learning challenges and develop strategies to support students with diverse needs.Assumes responsibility for meeting student performance goals, IEP goals, etc.Demonstrates gains in student performances.Prepares students for local, state, and national assessments as required by the school and grade level.Classroom Management:Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process.Establish and maintain a positive and inclusive classroom environment conducive to learning.Foster a classroom culture of mutual respect and high expectations, that is inclusive, equitable, and respectful of all students.Implement consistent classroom rules and behavior expectations, promoting respectful and responsible behavior.Foster a safe and supportive atmosphere where students feel valued and encouraged to participate, and are effectively supervised at all times.Maintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment.Manage student behavior proactively and respectfully using positive behavior supports across the school environment.Maintain a well-organized, inviting, and culturally responsive physical space.Encourage student collaboration and responsibility for classroom norms.Social-Emotional Learning & Student RelationshipsModels and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate.Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.Identify early signs of emotional, behavioral, or social challenges and collaborate with the school counselor, school administrator, and support team as needed.Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-makingCommunication & Family Engagement:Communicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, areas for growth, and upcoming events.Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.Counsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the yearConduct parent-teacher conferences to discuss individual student performance and set goals for improvement.Collaborate with parents to support students’ learning at home and encourage parental involvement in school activities.Models professional and ethical standards when dealing with students, parents, peers, and the community.Establishes and maintains cooperative working relationships with students, parents, and other professionals.Share academic and behavioral updates in a clear, empathetic, and strengths-based manner.Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.Participate in family-teacher conferences and contribute to school events or family engagement opportunities.Professional Development:Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments.Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.Participates in all required training and meetings, as well as school and UCC training, and meetings.Reflect on teaching practices and seek opportunities for continuous improvement.Engage in professional learning communities and schoolwide initiatives.Uphold ethical practices and professional conduct.Collaborate with colleagues, support staff, and administration to support student success.Contribute to a positive school culture and shared leadership.Collaboration and Teamwork:Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices.Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needsMeets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans.Participate in data meetings and problem-solving sessions to identify student needs and recommend interventions.Partner with the school counselor and other specialists to support students experiencing trauma, transitions, or other significant challenges.Support classroom behavior through proactive management strategies and, when appropriate, restorative practices.Records and Documentation:Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents.Prepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures.Arranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions.Uphold school, district, and state policies regarding child safety, mandated reporting, and confidentiality.INTENDED OUTCOMES AND SUCCESS MEASURES:Progress on state ELP assessments (ACCESS for ELLS or WIDA Screener)Movement across WIDA levels annuallyPercentage of students meeting language growth targets or exiting ELL statusImproved performance on benchmark and classroom/school/state assessments with supportReduction in academic gaps between ELL and non-ELL studentsIncrease in ELLs achieving grade-level proficiency in core subjectsFrequency of co-planning meetings or consultations with classroom teachersPositive teacher feedback on support and strategies providedShared ownership of ELL progress across instructional teamsParent feedback indicates satisfaction and understanding of their child’s progressPerforms other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.KNOWLEDGE, SKILLS, AND ABILITIES:Demonstrates Basic computer knowledge, basic knowledge of email, Excel, Word, Google Forms, and other Google applications.Demonstrates leadership in the classroom.Demonstrates attention to detail and problem-solving skillsDemonstrates enthusiasm towards students, parents and staff from diverse backgrounds.Demonstrate the ability to adapt to any situation inside and outside the classroom.Demonstrates organizational skills for the classroom and school environment.Demonstrates effective verbal and written communication skills with students, families, school staff, and administration.Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.Demonstrates the ability to multitask and prioritize work.Demonstrates the ability to self-reflect, and seek feedback to improve practices.Demonstrates a growth mindset committed to continuous learning, growth, and development.Demonstrates the ability to work as a team as well as independently.Demonstrates respect towards the students, parents, colleagues, and administrators.Demonstrates knowledge to work with students’ special needs and parents.Handle sensitive information in a confidential manner.Demonstrate the ability to listen to others and remain receptive to new ideas.Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.Demonstrate sustained effort and enthusiasm in the quality and quantity of work.Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.Demonstrate motivation, initiative, flexibility, and the ability to work independently.Demonstrate excellent human relations and interpersonal skills.Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.QualificationsBachelor’s Degree as well as current Wisconsin DPI English as a Second Language (ESL) licensure or Bilingual Education endorsement required for position.Experience working with English learners in a K–8 setting is preferred. Knowledge of second language acquisition theory, culturally responsive pedagogy, and ELD instructional strategies. Bilingual (Spanish/English) strongly preferred (but not required).Must possess strong oral and written communication skills.The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated.Must display effective multi-tasking and time management skills.Must have a valid driver’s license and reliable transportation.PHYSICAL REQUIREMENTS:Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.Visual and auditory acuity to supervise students and respond to classroom needs.Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing).May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual rangeAbility to receive and respond to oral communication.WORKING CONDITIONS:Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)Frequent contact with students, parents/guardians, support staff, and school administration.May involve occasional exposure to childhood illnesses, noise, and frequent interruptions.Must be able to manage multiple tasks in a dynamic, fast-paced educational setting.Work schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices)May be required to operate a motor vehicle during the course of duties.Reasonable accommodations may be made to help perform essential functions.UCC provides reasonable accommodation to qualified individuals with disabilities.

Are you ready to make a meaningful impact in the lives of our youngest learners? As a Part Time Early Childhood Assistant Preschool Teacher at one of the YMCA of Greater Toledo locations, you'll have the opportunity to nurture curiosity, inspire creativity, and foster a love of learning in our little ones. Join our dynamic team and play a vital role in creating a fun and safe learning environment where children can thrive and grow.With a competitive hourly rate of $12.50-$14.00 you'll not only be following your passion for early childhood education but also getting paid for it! Embrace this exciting opportunity and apply today to be part of our energetic and caring team.Who are we? An IntroductionBe a difference maker, with the YMCA of Greater Toledo! We are a Cause Driven community of collaborative, bold, fun, dedicated individuals, whose passion is the many children we guide, teach, and protect every day. Here, you'll find a dynamic environment and culture that is open, friendly, welcoming, and collaborative. Are you ready to be an inspiring, innovative force that makes a difference in the lives of children? Their future begins now. And so does yours.What's your day like?As a Early Childhood Assistant Preschool Teacher at the Y, you'll have the thrilling opportunity to collaborate closely with the Lead Teacher in planning and executing engaging program activities for our little learners. Your role will involve assisting in daily tasks, snack preparation, and ensuring effective communication with children, parents, and fellow team members within our vibrant community. With a focus on fostering a nurturing and inclusive environment, your contributions will play a crucial part in shaping young minds and creating lasting memories for both children and their families. Join us in this dynamic role where every day brings new adventures and opportunities to make a difference.Are you the Early Childhood Assistant Preschool Teacher we're looking for?Must have a high school diploma.An understanding and knowledge of children, their behavior and development.Willingness to get CPR, First Aid, Child Abuse Prevention, and Prevention of Infectious Diseases certifications (We will pay for you!)Warm and friendly personality and the willingness to interact with the children.Must pass a background check.With a passion for early childhood education and a commitment to continuous learning and growth, you'll be well-equipped to bring out the best in our young learners and create joyful experiences within our fun and energetic team culture.Get started with our team!If you feel that this job is what you're looking for, applying is a piece of cake - just follow the instructions on this page. Good luck!For 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://ymcatoledo.applicantpro.com/jobs/3929293-601342.html 

Elementary Special Education Teacher Position PurposeUnder the general supervision of the Building Principal and Director of Special Education, the teacher will be expected to maximize the learning experience of students with special needs, in academics, interpersonal skills and activities of daily living by implementing district approved curriculum; documenting teaching and student progress/activities, outcomes; addressing students’ specific needs; providing a safe and optimal learning environment.Essential Job FunctionsConducts assessments, testing, and diagnostic examinations of students for the purpose of identifying learning issues, and recommending courses of action or corrective procedures to overcome issues and maximize learning.Leads the process of developing appropriate, goal oriented Individual Education Plans (“IEPs”) for students.Assists students and teaching staff in implementing students’ IEPs and behavior management plans.Coordinates with outside agencies, organizations and institutions, including State and Federal authorities as needed.Coordinates with administrators and other teaching staff members to ascertain individual student’s abilities and needs, including students with special needs, and to familiarize stakeholders with social work services.Serves as a ready resource to students and parents to provide counseling that will lead each student to increased personal growth, self-understanding, and behavioral management; serves as liaison between home and school.Continues to acquire professional knowledge and learn of current developments in the educational field by attending seminars, workshops or professional meetings, or by conducting research, and by maintaining professional relationships with members of institutions of higher learning and the business community.Organizes and maintains a system for accurate and complete record-keeping and providing student information to prospective colleges and employers, as required by district procedures and applicable laws.Encourages parental involvement in students’ education and ensures effective communication with students and parents.Assists in orientation of new teachers, and provides in-service training and guidance.Selects and requisitions appropriate books, aids, and other supplies and equipment and maintains inventory records.Teach E.S.Y. (Extended School Year) with students over the summer break.Additional DutiesPerforms other related tasks as assigned by the Principal and other central office administrators as designated by the Superintendent.Note:   The above description is illustrative of tasks and responsibilities.  It is not meant to be all inclusive of every task or responsibility. EquipmentUse standard office equipment, such as personal computers, printer, copy and fax machines, and telephone.Travel RequirementsTravel to school district buildings and professional meetings as required.Knowledge, Skills and AbilitiesKnowledge of Special Education principles, theories, testing, methods, etc. as well as proven methods of maximizing the educational experience of students with special needs.Knowledge of differentiated instruction based upon student learning styles.Knowledge of data information systems, data analysis and the formulation of action plans.Knowledge of applicable State and Federal Laws regarding education and students.Ability to use computer network system and software applications as needed.Ability to organize and coordinate work.Ability to communicate effectively with students and parents.Ability to engage in self-evaluation with regard to performance and professional growth.Ability to establish and maintain cooperative working relationships with others contacted in the course of work.Preference will be given to those with verbal behavior training.TemperamentMust possess excellent interpersonal skills.Must be able to work in an environment with frequent interruptions.Able to make judgments and work under high levels of stress in a rational, calm, and equitable manner.Ability to get along well with staff, students, and the public.Exhibits a positive attitude toward the position, i.e., follows established procedures in the performance of his/her duties.Understands the importance of a pleasant, efficient response to all public inquiries and telephone calls, ensuring the accurate dissemination of that information to the proper District personnel.Performs in an efficient, yet pleasant manner, managing both time and assigned tasks.Exhibits a "team" sense of both operation and cooperation with management and staff members.Physical and Mental Demands, Work HazardsWorks in standard office and school building environment.Note:   Also see the Summary of Physical, Sensory and Environmental Requirements Needed to Perform Essential Functions for this position.Certification/LicensePA State Certification as a Special Education Teacher. Additional certifications preferred, but not necessary. Willingness to obtain additional certifications required.Motor Vehicle Operator’s License or ability to provide own transportation.EducationBachelors Degree from an accredited college or university in education discipline applicable to teaching assignment.Willingness to pursue additional training and/or certitification if required Masters Degree in Special Education preferred.ExperienceSuccessful prior experience teaching experience for the appropriate grade level preferred.FLSA Status:             ExemptEOE

Iron County School District has a vacancy for your consideration. Please find the details below. Part Time Lunch Secretary  - Canyon View High School Apply OnlineCategory: Child Nutrition Worker/School Child Nutrition SecretaryDate Posted: 12/5/2025Location: Canyon View High SchoolDate Closing: 12/11/2025 We want you to join our team and help to make a difference in the lives of students and families in your community!  Work in a place where you can feel valued for what you do.Canyon View High School is seeking a Part Time Lunch Secretary to work 15 hours a week.The Part Time Lunch Secretary performs a variety of duties related to the day-to-day preparation and delivery of school food service to students.Completes assignments given in coordination with the Food Service Manager and in cooperation with CNP District Supervisor. Collecting money from students each dayMaking phone calls to parents for the purpose of a negative balance and to collect moneyMay be asked to perform the following duties as well, Prepares and serves food daily in the cafeteria. Washes dishes and equipment and assists in work area clean-up. Sets up food serving lines. Serves food and controls food line activity to assure orderly and efficient meal service. Stores and cares for food in accordance with health guidelines. May accept money, tickets, etc. for food and beverage service as assigned. Performs all necessary cleaning for operation of the lunch program. Taking and recording of food temperatures dailyWorks directly with students at point of sale.Must have basic computer knowledge, be familiar with Google docs and check email frequently. Must be willing to learn and use all computer systems and software as needed.Regular, reliable, predictable attendance and job performance is required Please see the full job description at the the link HERE  Iron County School District uses the applicant tracking system from Frontline Education to manage employment applications online.   

POSITION TITLE:          Paraprofessional QUALIFICATIONS:        1. Two years postsecondary study, or an Associate's Degree (or higher) required.                                     2. Bachelor's degree preferred with educational experience. REPORTS TO:              Principal, Administrator and/or Special Education Administrator PURPOSE: To enhance student achievement by assisting the classroom or special education teacher with student instruction, and/or supporting the efficient operation of the building. RESPONSIBILITIES, DEPENDING ON JOB ASSIGNMENT, MAY INCLUDE:Assisting teachers/ supervisors by performing recordkeeping, data collection, and filing and by implementing modifications and accommodations as required by IEPs, 504s and behavior plans.Working with individual students or small groups of students to reinforce learning of material or skills initially introduced by the teacher.Supporting students in nonacademic areas.Maintaining a high level of ethical and professional behavior and confidentiality with regard to student matters and all other confidential school business.Providing a safe environment for students.Covering for teachers when he/she is in a meeting.Following district policies and procedures in assisting and motivating students in academic, social, and community environments.Assisting the Media Specialist in maintaining the efficient operation of the library-media center.Performing general / building specific clerical tasks.Greeting visitors in a friendly and helpful manner.Performing any other task relevant to the job that may be assigned by the teacher or Supervisor. TERMS OF EMPLOYMENT AND EVALUATION:  Wages, length or work day/week/year, terms of employment and evaluations will be in accordance with the provisions of the negotiated contract.

Capital City is looking for innovative, experienced, and passionate daily substitute teachers for the school year 2025-2026.  At Capital City, we challenge the status quo every day. Our staff are skilled, compassionate, solutions-oriented, and unwavering in their commitment to give children of all ages, all backgrounds, and all abilities the education they need to thrive. If you want to help prepare the next generation of changemakers, apply today!  Why teach at Capital City?Work hard and achieve results, together! At Capital City, teachers work on collaborative teams that grapple with challenges, celebrate successes, and support and learn from one another.Diversity, equity, and inclusion aren’t just buzzwords. We believe the diversity of our staff and the students we serve is our greatest asset. We take seriously the responsibility to achieve equity for our students and build a culture where staff engage in dialogue about race and work to build an inclusive culture.Invest in your own learning. Capital City prioritizes the professional growth and learning of our teachers through weekly internal professional development and opportunities to learn from experts around the country. Campus and school-wide leadership opportunities are available for teachers who want them.Make your classroom and curriculum your own. Our teachers value the autonomy they have at Capital City to design a curriculum that is dynamic, personal and exciting. There is a culture of innovation that is supported by Principals and Instructional Coaches.  A Daily Building Substitute at Capital City:  Capital City seeks to employ building substitutes who will play a critical role in covering for teachers when they are on leave. The role provides an opportunity to learn and gain experience across several grades and disciplines. Substitutes will be fully a part of the staff and program at Capital City and supported by colleagues and administrators. Ideal candidates have a passion for and interest in education and a desire to learn and be part of a team.   Our Daily Substitute Teachers report to the campus Director of Instruction and responsibilities include: Supporting in the classroom as a single lead teacher or co-teacher in all subject areas when a teacher is absentImplementing lesson plans and delivering effective instruction to students Creating a positive and productive classroom environment by employing classroom management skills consistent with the EL Education Model and Developmental Designs practices. Communicating with teachers who are absent to secure plans when possible and provide a summary of how classes went to ensure continuity of instruction  Substitutes are active member of the Capital City Staff through: Participating in regular staff meetings to discuss and maintain a productive working relationshipsParticipating in professional development sessions when neededTaking on other responsibilities and duties as assigned; we live by the motto “we are crew” at Capital City Substitute teachers working a full day are expected to arrive at Capital City 15 minutes before the start of the school day to prepare for the day and stay 15 minutes after the end of the day or until all students in their care are accounted for (picked up by an authorized adult, dismissed to after school activities or to walk home). Hours for assignments are communicated and confirmed by the campus administrator. Substitute teachers at Capital City are paid a daily rate if they work more than 6.5 hours in a single day. If working fewer than 6.5 hours, substitutes are paid an hourly rate.  Capital City seeks to employ experienced, credentialed teachers. Ideal candidates have a Master’s degree and 3+ years of full-time teaching experience. Minimum required qualifications: Bachelor’s degree and at least one of the following:A major in education or field of instruction or equivalent 30 semester hours of creditDistrict of Columbia teaching license in field of instructionTwo years of verifiable teaching experience as a teacher of recordOne year as a support teacher at Capital City and enrollment in a teacher education or certification program Spanish speakers are desired. In addition to the above requirements, teachers must meet the requirements of all hires at Capital City including a criminal background check

POSITION:     Special Education Teacher QUALIFICATIONS:NH teacher certification in General Special Education or proof of eligibility for NH certificationBachelor’s degree or higherExperience preferred but not requiredREPORTS TO:            Building Principal JOB GOAL:                 To provide all students with a quality educational program in which they reach their full potential PERFORMANCE RESPONSIBILITIES:Plan and prepare instruction based upon District curriculum and student needsDemonstrate knowledge of all content areas and child developmentProvide instruction in all core academic areas in assigned grade (literacy, mathematics, science, and social studies) following district curriculum, setting high and attainable outcomesDesign and use assessment data to monitor progress of all students towards established standards, maintaining accurate recordsCreate an environment of respect and rapport that establishes a culture of learningManage classroom procedures and student behaviorCommunicate with students and their familiesCollaborate with other educators within the school and across the DistrictImplement 504 and IEP accommodations and modificationsActively participate within the professional community, growing professionally, reflecting on teaching and demonstrating professionalismFollow District policies and proceduresComplete other duties as assigned by the principalTERMS OF EMPLOYMENT: In accordance with the Conway Education Association (CEA) contract WORK YEAR: 187 day / school year position EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Conway School Board’s policy on Evaluation of Professional Personnel.  The principal and/or administrative designee will be the evaluator.

Summary ObjectiveThe goal of this internship is to support the library in the administration of the 2026 Summer Reading Program by creating promotional and marking materials that will apply your design skills in a professional setting.  Examples of DutiesThe essential functions listed below are those that represent the majority of the time spent working in this class. Management may assign additional functions related to the type of work of the class as necessary.Alongside your supervisor, the Programs & Events Librarian, you will work on preparing promotional and marketing materials for the 2026 Summer Reading Program.Use your artistic abilities to create the 2026 Summer Reading Program game board, posters, and related materials in Canva.Support the Marketing Department with creating social media graphics related to the 2026 Summer Reading Program and other library programming.This position gives you an opportunity to apply design skills in a professional setting while supporting community literacy initiatives.Performs related work as assigned.Typical QualificationsMINIMUM EDUCATION AND EXPERIENCE REQUIREMENTS:Must be 16 years of age or older and currently attending high school or a higher education program.    

We are looking for part-time language teachers with a passion for sharing their cultures, and an aptitude for teaching their native languages. Our mission is to "inspire the confidence to communicate in a foreign language, stimulate motivation to achieve each individual's goals, and encourage a lifetime of language learning."RESPONSIBILITIES- work with director to develop creative and effective lessons plans- weekly updates on classes and progress- preparation of  materials, lesson plans and homework while coordinating with school on curriculum and assessment requirements- teaching experience recommended, or relevant experience    

DEFINITION: Under direction of the Supervisor of Educational Programs or Assistant Supervisor of Educational Programs, plans, executes, and evaluates the lessons and educational experiences of the assigned pupils, class, or classes. Performs these duties exercising independent judgment and with a comprehensive knowledge of department rules, regulations, and policies; does related duties as required. SPECIAL NOTE: Possession of a valid New Jersey Standard Teacher Certificate or valid NJ Certificate of Eligibility or Certificate of Eligibility with Advanced Standing in the below listed secondary subject content area, issued by the NJ Department of Education:• ESL SPECIAL NOTE: Experience teaching special needs and/or at-risk students is preferred. SPECIAL NOTE: This position will be itinerant.REQUIREMENTS TEACHER 3, 12 MONTHS EDUCATION: Possession of a valid NJ Standard Teacher's Certificate or Permanent Endorsement, issued by the Board of Examiners of the New Jersey Department of Education, authorizing instruction in subject’s areas appropriate to the teaching assignment, as determined by the head of a particular school or district. (SEE SPECIAL NOTE) EXPERIENCE: Thirty-six (36) months of full-time, properly certified teaching experience in an approved school, earned after the receipt of the New Jersey Standard Teacher's Certificate. TEACHER 2, 12-MONTHS EDUCATION: Possession of a valid New Jersey Teacher's Certificate (Standard, Emergency or Provisional Certificate of Eligibility with Advanced Standing or Certificate of Eligibility) or Permanent Endorsement, issued by the Board of Examiners of the New Jersey Department of Education, authorizing instruction in subject areas appropriate to the teaching assignment, as determined by the head of a school or district. (SEE SPECIAL NOTE) THE BELOW SECTION APPLIES TO BOTH TITLES NOTE: Teacher 3 and Teacher 2 are utilized to teach differing student populations and different content areas; therefore, the specific teaching certificate may vary.SPECIAL NOTE: Ability to physically lift, move, and position students as needed. RESUME NOTE: Eligibility determinations will be based upon information presented on the resume only. Applicants who possess a degree from a college or university outside the United States must provide an evaluation of one’s transcripts from a recognized evaluation service at the time of submission by the above closing date. Failure to do so may result in your ineligibility. LICENSE: Appointees will be required to possess a driver's license valid in New Jersey only if the operation of a vehicle, rather than employee mobility, is necessary to perform the essential duties of the position. IMPORTANT NOTICES EMPLOYEE BENEFITS: The Department of Children and Families provides many employee benefits, including but not limited to: • Alternative Workweek Program* • Deferred Compensation • Health, Dental and Life Insurance • Flexible and Health Spending Accounts • Pension  • Telework* • Public Service Loan Forgiveness • Benefit Leave (Vacation, Sick, Administrative Leave) • 13 Paid Holidays *Pursuant to Department policy, procedures and/or guidelinesPUBLIC SERVICE LOAN FORGIVENESS: As a prospective employee of the State of New Jersey, you may be eligible for federal loan forgiveness programs and state repayment assistance programs. For more information, please visit the U.S. Department of Education’s website at https://studentaid.gov/pslf/.SAME APPLICANTS: If you are applying under the NJ “SAME” program, your supporting documents (Schedule A or B letter), must be submitted along with your resume by the closing date indicated above. For more information on the SAME Program visit their Website at: https://nj.gov/csc/same/overview/index.shtml,  email: CSCSAME@csc.nj.gov,  or call CSC at (609) 292-4144, option 3. UNIT SCOPE: Any appointments made from postings which involve movement between unit scopes may result in a forfeiture of rights to any promotional list in a former unit scope. A complete list of DCF unit scopes can be found here DCF_UNIT_SCOPE_LIST_11.15.2024.xlsb. RESIDENCY: Effective 9/1/11, NJ PL 70 (NJ First Act), requires all State employees to reside in New Jersey, unless exempted under the law, or current employees who live out-of-state and do not have a break-in service of more than 7 calendar days, as they are “grandfathered.” New employees or current employees who were not grandfathered and who live out-of-state have one year after the date of employment to relocate their residence to New Jersey or request an exemption. Current employees who reside in NJ must retain NJ residency, unless he/she obtains an exemption. Employees who fail to meet the residency requirements or obtain an exemption will be removed from employment.AUTHORIZATION TO WORK: Selected candidates must be authorized to work in the United States according to the Department of Homeland Security, United States Citizenship and Immigration Services Regulations. This position does not offer visa sponsorship now or in the future.

Children’s Ministry Internship at Christ Presbyterian Church in Canton, OHWe are seeking a passionate and dependable Children’s Ministry Intern. The intern will primarily be responsible for leading our 1st–3rd grade Sunday School class. This is a unique opportunity to gain hands-on experience in ministry, Christian education, and lesson preparation in a dynamic and supportive church environment.Position Details:Duration: Approx 17 weeks (Flexible!) Time Commitment: ~70 cumulative hoursA few hours during the week (flexible) Sunday mornings 8:30am-12:30pm Stipend: $1,000 Responsibilities:Report to Director of Children’s and Family MinistriesPrepare and teach weekly Sunday School lessons using set curriculumAssist with transitions, classroom management, and Children’s ChurchCollaborate with staff and volunteers to create a nurturing and engaging environmentIdeal Candidate:A college student enrolled in an education or ministry program (preferred) Passionate about working with children and supporting their spiritual growth Patient, organized, and able to manage a classroom of approximately 12 students Interested in gaining experience in ministry or education 

DEFINITION: Under direction of the Supervisor of Educational Programs or Assistant Supervisor of Educational Programs, plans, executes, and evaluates the lessons and educational experiences of the assigned pupils, class, or classes. Performs these duties exercising independent judgment and with a comprehensive knowledge of department rules, regulations, and policies; does related duties as required. SPECIAL NOTE: Possession of a valid New Jersey Standard Teacher Certificate or valid NJ Certificate of Eligibility or Certificate of Eligibility with Advanced Standing in a below listed secondary subject content area, issued by the NJ Department of Education: • Teacher of Art • Teacher of World Language • Teacher of ESL - English as a Second Language • Teacher of Math • Teacher of Science SPECIAL NOTE: Experience teaching special needs and/or at-risk students is preferred. SPECIAL NOTE: This position will be itinerant.REQUIREMENTS TEACHER 3, 12 MONTHS EDUCATION: Possession of a valid NJ Standard Teacher's Certificate or Permanent Endorsement, issued by the Board of Examiners of the New Jersey Department of Education, authorizing instruction in subject’s areas appropriate to the teaching assignment, as determined by the head of a particular school or district. (SEE SPECIAL NOTE) EXPERIENCE: Thirty-six (36) months of full-time, properly certified teaching experience in an approved school, earned after the receipt of the New Jersey Standard Teacher's Certificate. TEACHER 2, 12-MONTHS EDUCATION: Possession of a valid New Jersey Teacher's Certificate (Standard, Emergency or Provisional Certificate of Eligibility with Advanced Standing or Certificate of Eligibility) or Permanent Endorsement, issued by the Board of Examiners of the New Jersey Department of Education, authorizing instruction in subject areas appropriate to the teaching assignment, as determined by the head of a school or district. (SEE SPECIAL NOTE) THE BELOW SECTION APPLIES TO BOTH TITLES NOTE: Teacher 3 and Teacher 2 are utilized to teach differing student populations and different content areas; therefore, the specific teaching certificate may vary.SPECIAL NOTE: Ability to physically lift, move, and position students as needed. RESUME NOTE: Eligibility determinations will be based upon information presented on the resume only. Applicants who possess a degree from a college or university outside the United States must provide an evaluation of one’s transcripts from a recognized evaluation service at the time of submission by the above closing date. Failure to do so may result in your ineligibility. LICENSE: Appointees will be required to possess a driver's license valid in New Jersey only if the operation of a vehicle, rather than employee mobility, is necessary to perform the essential duties of the position.                                              IMPORTANT NOTICES EMPLOYEE BENEFITS: The Department of Children and Families provides many employee benefits, including but not limited to: • Alternative Workweek Program* • Deferred Compensation • Health, Dental and Life Insurance • Flexible and Health Spending Accounts • Pension  • Telework* • Public Service Loan Forgiveness • Benefit Leave (Vacation, Sick, Administrative Leave) • 13 Paid Holidays *Pursuant to Department policy, procedures and/or guidelinesPUBLIC SERVICE LOAN FORGIVENESS: As a prospective employee of the State of New Jersey, you may be eligible for federal loan forgiveness programs and state repayment assistance programs. For more information, please visit the U.S. Department of Education’s website at https://studentaid.gov/pslf/.SAME APPLICANTS: If you are applying under the NJ “SAME” program, your supporting documents (Schedule A or B letter), must be submitted along with your resume by the closing date indicated above. For more information on the SAME Program visit their Website at: https://nj.gov/csc/same/overview/index.shtml,  email: CSCSAME@csc.nj.gov,  or call CSC at (609) 292-4144, option 3. UNIT SCOPE: Any appointments made from postings which involve movement between unit scopes may result in a forfeiture of rights to any promotional list in a former unit scope. A complete list of DCF unit scopes can be found here DCF_UNIT_SCOPE_LIST_11.15.2024.xlsb. RESIDENCY: Effective 9/1/11, NJ PL 70 (NJ First Act), requires all State employees to reside in New Jersey, unless exempted under the law, or current employees who live out-of-state and do not have a break-in service of more than 7 calendar days, as they are “grandfathered.” New employees or current employees who were not grandfathered and who live out-of-state have one year after the date of employment to relocate their residence to New Jersey or request an exemption. Current employees who reside in NJ must retain NJ residency, unless he/she obtains an exemption. Employees who fail to meet the residency requirements or obtain an exemption will be removed from employment.AUTHORIZATION TO WORK: Selected candidates must be authorized to work in the United States according to the Department of Homeland Security, United States Citizenship and Immigration Services Regulations. This position does not offer visa sponsorship now or in the future.

DEFINITION: Under direction of the Supervisor of Educational Programs or Assistant Supervisor of Educational Programs, plans, executes, and evaluates the lessons and educational experiences of the assigned pupils, class, or classes. Performs these duties exercising independent judgment and with a comprehensive knowledge of department rules, regulations, and policies; does related duties as required. SPECIAL NOTE: Position requires possession of a valid standard teacher certification or valid Certificate of Eligibility (CE) or Certificate of Eligibility with advanced Standing (CEAS) issued by the NJ Department of Education, in one or more of the following subject content areas:• Math SPECIAL NOTE: Experience teaching special needs and/or at-risk students is preferred. SPECIAL NOTE: This position will be itinerant.REQUIREMENTS TEACHER 3, 12 MONTHS EDUCATION: Possession of a valid NJ Standard Teacher's Certificate or Permanent Endorsement, issued by the Board of Examiners of the New Jersey Department of Education, authorizing instruction in subject’s areas appropriate to the teaching assignment, as determined by the head of a particular school or district. (SEE SPECIAL NOTE) EXPERIENCE: Thirty-six (36) months of full-time, properly certified teaching experience in an approved school, earned after the receipt of the New Jersey Standard Teacher's Certificate. TEACHER 2, 12-MONTHS EDUCATION: Possession of a valid New Jersey Teacher's Certificate (Standard, Emergency or Provisional Certificate of Eligibility with Advanced Standing or Certificate of Eligibility) or Permanent Endorsement, issued by the Board of Examiners of the New Jersey Department of Education, authorizing instruction in subject areas appropriate to the teaching assignment, as determined by the head of a school or district. (SEE SPECIAL NOTE) THE BELOW SECTION APPLIES TO BOTH TITLES NOTE: Teacher 3 and Teacher 2 are utilized to teach differing student populations and different content areas; therefore, the specific teaching certificate may vary.SPECIAL NOTE: Ability to physically lift, move, and position students as needed. RESUME NOTE: Eligibility determinations will be based upon information presented on the resume only. Applicants who possess a degree from a college or university outside the United States must provide an evaluation of one’s transcripts from a recognized evaluation service at the time of submission by the above closing date. Failure to do so may result in your ineligibility. LICENSE: Appointees will be required to possess a driver's license valid in New Jersey only if the operation of a vehicle, rather than employee mobility, is necessary to perform the essential duties of the position.                                              IMPORTANT NOTICES EMPLOYEE BENEFITS: The Department of Children and Families provides many employee benefits, including but not limited to: • Alternative Workweek Program* • Deferred Compensation • Health, Dental and Life Insurance • Flexible and Health Spending Accounts • Pension  • Telework* • Public Service Loan Forgiveness • Benefit Leave (Vacation, Sick, Administrative Leave) • 13 Paid Holidays *Pursuant to Department policy, procedures and/or guidelinesPUBLIC SERVICE LOAN FORGIVENESS: As a prospective employee of the State of New Jersey, you may be eligible for federal loan forgiveness programs and state repayment assistance programs. For more information, please visit the U.S. Department of Education’s website at https://studentaid.gov/pslf/.SAME APPLICANTS: If you are applying under the NJ “SAME” program, your supporting documents (Schedule A or B letter), must be submitted along with your resume by the closing date indicated above. For more information on the SAME Program visit their Website at: https://nj.gov/csc/same/overview/index.shtml,  email: CSCSAME@csc.nj.gov,  or call CSC at (609) 292-4144, option 3. UNIT SCOPE: Any appointments made from postings which involve movement between unit scopes may result in a forfeiture of rights to any promotional list in a former unit scope. A complete list of DCF unit scopes can be found here DCF_UNIT_SCOPE_LIST_11.15.2024.xlsb. RESIDENCY: Effective 9/1/11, NJ PL 70 (NJ First Act), requires all State employees to reside in New Jersey, unless exempted under the law, or current employees who live out-of-state and do not have a break-in service of more than 7 calendar days, as they are “grandfathered.” New employees or current employees who were not grandfathered and who live out-of-state have one year after the date of employment to relocate their residence to New Jersey or request an exemption. Current employees who reside in NJ must retain NJ residency, unless he/she obtains an exemption. Employees who fail to meet the residency requirements or obtain an exemption will be removed from employment.AUTHORIZATION TO WORK: Selected candidates must be authorized to work in the United States according to the Department of Homeland Security, United States Citizenship and Immigration Services Regulations. This position does not offer visa sponsorship now or in the future.