Careers in Education

Job Title:Literacy CoachDate Posted:5/13/2026Job Function:School LeadershipGrade Level:Elementary/Middle SchoolJob Type:Full-TimeStart Date:2026-27 Share | |Email this job About Perry Street Preparatory Public Charter SchoolPerry Street Prep is committed to delivering a high-quality, inclusive education to all students in the District of Columbia. Our mission is to empower students to achieve academic excellence, personal growth, and social responsibility. We envision our school as a supportive community that provides students and their families with the resources and opportunities they need to thrive. Perry Street Prep aims to foster strong family-school partnerships, engage our diverse communities meaningfully, and build a supportive environment that extends beyond the classroom.Perry Street Prep is dedicated to providing high-quality, supportive education to our diverse community. This role offers the opportunity to make a significant impact on our school's growth and sustainability. If you are passionate about education, data accuracy, and community engagement, we welcome you to apply.Position Summary: The Literacy Coach will provide crucial coaching support for K-2 general education and K-5 special education teachers as part of Perry Street Prep’s CLSD (Comprehensive Literacy State Development) Project. This role plays a critical part in advancing literacy outcomes by providing high quality literacy coaching and professional development support to Perry Street Prep educators. This is a multi-year grant funded position.  Opportunity:This position is an excellent opportunity for a results-driven teaching/coaching professional to work collaboratively with Literacy Leadership Team to achieve the goals of the CLSD program by: 1) Dramatically increasing the percentage of K-5 (focusing on K-2) students, and students with disabilities, who are meeting or exceeding expectations in English language arts; and 2) Building deep, sustained capacity among instructional staff in evidence-based literacy practices to continue to strengthen students’ reading and writing skills over time. The Literacy Coach reports to the Assistant Principal.Specific Responsibilities Include:Instructional Coaching and Professional Learning Provide ongoing coaching and support to K–2 general education and special education teachers in evidence-based literacy instruction. Model effective literacy instructional practices aligned to the science of reading and structured literacy approaches. Develop teacher practices through observing, modeling, co-teaching, co-planning and debriefing/reflection and lesson plan feedback. Conduct classroom observations and provide actionable feedback to teachers and instructional teams.Support teachers in implementing differentiated instruction and scaffolds for diverse learners, including students with disabilities and multilingual learners.Facilitate professional development sessions related to foundational literacy skills, intervention practices, progress monitoring, and inclusive instructional strategies.Support the implementation of Individualized Education Program (IEP) literacy goals within classroom instruction.Fostering collaborative and trusting relationships with teachers to support literacy instruction and goals. Literacy Program Implementation Support implementation of the CLSD grant literacy initiatives and ensure alignment with school literacy goals.Assist in the development and refinement of schoolwide literacy systems, routines, and intervention structures.Collaborate with school leadership teams to monitor literacy implementation fidelity and instructional effectiveness.Support the use of evidence-based literacy curricula, assessments, and instructional resourcesData Analysis and Progress Monitoring Analyze literacy assessment data, including screening, diagnostic, progress monitoring, and outcome measures.Support teachers in using student data to inform instructional planning and intervention decisions.Set individual, measurable, and effective literacy goals with teachers and helping them meet those goalsCreating and delivering high quality professional development for teachersCollaboration and Family Engagement through Literacy Collaborate with classroom teachers, special educators, reading specialists, related service providers, and administrators to improve literacy outcomes.Support family literacy engagement activities and provide families with strategies to support reading development at home.Assist in the development of literacy communication materials and family workshops aligned to CLSD grant priorities.Grant & Compliance SupportAssist with documentation, reporting, and implementation activities related to CLSD grant requirements.Support the collection and organization of implementation evidence and student outcome data.Participate in grant-related meetings, planning sessions, and continuous improvement activities.Other duties as assigned, including but not limited curriculum mapping, writing lesson plans, assessing students, and small group pull out.Required Qualifications:Bachelor’s degree from an accredited institution required;  Strong knowledge of the Science of Reading, evidence-based literacy practices and instructional systems in K-5 and special education; Demonstrated expertise in evidence-based literacy instruction and early literacy development as evidenced by data;  Knowledge of MTSS/RTI frameworks, structured literacy, and foundational reading skills instruction; A minimum of five years of classroom teaching experience; Leadership experience as a Mentor Teacher, Department Head, Instructional Coach, Academic Director, or Assistant Principal preferred. Skills and CharacteristicsA proven track record of raising student achievement, preferably in high-need schools or with high-need populationsExperience coaching teachers to instructional excellence including knowledge of effective instructional practices and how to provide feedback, and providing professional development to teachers to improve the quality of instructionComfort synthesizing and prioritizing data to solve problems and develop strategies to achieve ambitious academic goalsOutstanding interpersonal, oral and written communication skillsA demonstrated passion for advancing educational opportunities in low-income communitiesWORK HOURS: This is an 11-month position. Daily work hours are 7:45 am to 3:45 pm.  This position will require flexibility to work outside of standard business hours, including evenings, weekends, and holidays, based on business needs or project deadlines. Salary Range:The salary range for this position is $90,000 - $125,000 depending on experiencePhysical Abilities: Hearing and speaking to exchange information in person and on the telephone; seeing to read, prepare and proofread documents; sitting or standing for extended periods of time; dexterity of hands and fingers to operate a computer keyboard and other office equipment; kneeling, bending at the waist and reaching overhead, above the shoulders and horizontally to retrieve and store books, materials, files and supplies; pushing and/or pulling objects, lifting light to medium weight objects.Clearances:Criminal background clearance including fingerprintingTB Skin TestPerry Street Prep is an Equal Opportunity Employer. The School’s EEO policy prohibits discrimination in employment based on race, color, religion, national origin, disability, sex, age, sexual orientation, marital status, or any other basis prohibited by applicable law. Perry Street Prep prohibits discrimination against individuals with disabilities and will reasonably accommodate applicants with a disability, upon request, and will also ensure reasonable accommodation for employees with a disability. Under this policy, equal employment opportunity is required in recruitment, hiring, training and development, promotion, termination, compensation, benefits, and all other terms, conditions, and privileges of employment as required by applicable law. #LI-KP2 

Job Title:Special Education Teacher, Grades 6th and 7thDate Posted:5/12/2026Job Function:Special EducationGrade Level:Elementary/Middle SchoolJob Type:Full-TimeStart Date: About Perry Street PrepPerry Street Prep serves 400+ PreK, elementary and middle school students in Northeast DC. We are a community of diverse learners, with students from all eight wards of the city, that builds relationships with families and empowers students to be college-ready and to thrive in a global society. Our goal is to provide every student, PreK-8th grade, with the knowledge, the attitudes and the support they will need to succeed in rigorous high schools and beyond.Perry Street Prep students have PRIDE:  perseverance, respect, integrity, dependability, and excellence. Our school culture emphasizes PRIDE qualities, and our faculty and staff  help our students strive to embody them.Our diverse, committed, and driven staff have led Perry Street Prep to become one of the highest performing schools in Washington, DC.  In 2024, the school received a full continuance of its charter for five years meeting all academic, legal, and financial goals. In 2019, we earned the distinction of Tier I, the highest performance rating given by the DC Public Charter School Board, designation as an ESEA Distinguished School by the Office of the State Superintendent of Education for exceptional student achievement by our students with disabilities, and the selection as a 2019 Bold Performance School by EmpowerK12. Since 2016, the school has done major renovations of its school facility and grounds. Perry Street Prep is among the best charter schools in Washington, DC with a strong academic and financial record of success.For additional information about Perry Street Prep, visit pspdc.org.   Teaching at Perry Street PrepWe are recruiting a Special Education Teacher for a self-contained classroom serving students in 6th and 7th grades. The SPED Teacher is responsible for delivering instruction to identified students with Individualized Education Plans (IEPs) in an inclusion setting and working to develop and manage a classroom environment that supports differentiated instruction and student progress.Teaching positions at Perry Street Prep are full-time, salaried, 10-month positions. Teachers at Perry Street Prep are responsible for the following:Collaborating with colleagues in developing cohesive Common Core-aligned curriculum materials, increasing evidence-based instructional resources, and establishing instructional goals grounded in researchUtilizing strong content knowledge to effectively present enticing and rigorous Common Core-aligned lessonsDeveloping Individualized Learning Plans (IEPs) for students on assigned caseloadEnsuring the records for each identified student are up to date and well-organized, and contain necessary progress notes and assessmentsModifying assessments and classwork for students with special needsAssessing student progress against IEP goalsTracking and monitor assessment results in order to regularly refine teaching practices and design differentiated lesson plansCommunicating with families regarding service delivery and student progressOther duties as assignedQualificationsPerry Street Prep is seeking educators with the following education, experience, and personal philosophy:Bachelor’s degree from an accredited university required.  Special education or master’s degree preferred.Two or more years of teaching experience as an elementary or middle school special education teacher in an urban environment preferredExperience writing and monitoring IEPsA belief that all students can learnA desire to be an active part of a diverse community of educators, scholars, and familiesA strong work ethic, individual drive, and an ability to thrive in a collaborative environmentCompensation and BenefitsPerry Street Prep offers a competitive salary commensurate with experience and a comprehensive benefits package. This position pays between $64,640 and 114,000, dependent on experience level.How to ApplyDo you believe that every child deserves the right to a high quality education? Do you want to prepare students for unlimited global opportunities? Apply today!NO PHONE CALLS PLEASE.Perry Street Prep is an Equal Opportunity Employer.  The School’s EEO policy prohibits discrimination in employment based on race, color, religion, national origin, disability, sex, age, sexual orientation, marital status, or any other basis prohibited by applicable law.  Perry Street Prep prohibits discrimination against individuals with disabilities and will reasonably accommodate applicants with a disability, upon request, and will also ensure reasonable accommodation for employees with a disability.  Under this policy, equal employment opportunity is required in recruitment, hiring, training and development, promotion, termination, compensation, benefits, and all other terms, conditions, and privileges of employment as required by applicable law.

Job Title:Program Manager, Comprehensive State Literacy Development ProgramDate Posted:5/5/2026Job Function:OtherGrade Level:Elementary/Middle SchoolJob Type: Start Date:2025-26 Share | |Email this job About Perry Street Preparatory Public Charter SchoolPerry Street Prep is committed to delivering a high-quality, inclusive education to all students in the District of Columbia. Our mission is to empower students to achieve academic excellence, personal growth, and social responsibility. We envision our school as a supportive community that provides students and their families with the resources and opportunities they need to thrive. Perry Street Prep aims to foster strong family-school partnerships, engage our diverse communities meaningfully, and build a supportive environment that extends beyond the classroom.Position SummaryThe CLSD (Comprehensive Literacy State Development) Program Manager leads the implementation of Perry Street Prep (PSP) Public Charter School’s CLSD Literacy Project. This role plays a critical part in advancing literacy outcomes by ensuring that grant-funded initiatives are implemented with fidelity, aligned to strategy, and sustained over time to benefit students, families, and school communities. This is a 12-month, exempted, grant funded position, and there is grant funding for a four year term. OpportunityThis position is an excellent opportunity for a results-driven program leader to help develop and lead a comprehensive, four-year, multi-million dollar literacy improvement effort for Perry Street Prep PCS. The successful applicant for this position will drive the work of a Literacy Leadership Team to achieve the goals of the CLSD program by: 1) Dramatically increasing the percentage of K-5 students, particularly 3rd graders and students with disabilities, who are meeting or exceeding expectations in English language arts; and 2) Building deep, sustained capacity among instructional staff and leaders in evidence-based literacy practices to continue to strengthen students’ reading and writing skills over time. Specific Responsibilities:Grant & Fiscal Management: Oversee all aspects of the CLSD grant implementation, ensure alignment with grant objectives, timelines, and compliance requirements; develop and manage budgets, track expenditures, and report to the Office of the State Superintendent of Education (OSSE) CLSD grants office.Develop and monitor detailed project plans, including deliverables, milestones, and performance metrics tied to literacy outcomes Serve as the primary liaison between the organization and grant funders, maintaining clear, timely, and professional communication Prepare and submit all required grant reports, including progress updates, data analyses, and financial documentation Track and manage grant budgets, ensuring expenditures are aligned with approved funding and organizational priorities Oversee data collection and evaluation efforts to measure program impact on student literacy outcomes and family engagement Ensure compliance with all grant regulations, including documentation, procurement, and audit readiness Coordinate and facilitate meetings with internal stakeholders and external partners to monitor progress and address implementation challenges Identify risks or barriers to successful grant implementation and proactively develop solutions Provide training and guidance to staff on grant-related expectations, data collection, and program implementation Maintain organized records of all grant-related documents, communications, and reporting artifacts Provide regular updates to leadership on progress, outcomes, and areas for improvement Literacy Strategy Implementation: Build, lead, and work collaboratively with the PSP Literacy Team to develop and successfully implement a Comprehensive Literacy Plan, founded in evidence-based instructional practices and aligned to grant goals.Collaborate with instructional leaders, school staff, and partners to ensure effective execution of literacy initiatives and interventions Support the design and refinement of literacy programming based on data insights and grant requirements Translate strategic literacy priorities into clear, actionable implementation plans with defined timelines, milestones, and success metrics Partner with school and instructional leaders to integrate literacy practices across content areas and grade levels Analyze literacy data (e.g., benchmark assessments, formative assessments, intervention data) to inform instructional adjustments and strategy refinement Family Engagement: Lead the design and implementation of a comprehensive family literacy strategy aligned to the school’s academic goals Develop and facilitate engaging, culturally responsive literacy trainings and workshops for families (in-person and virtual) Partner with school leadership, teachers, and intervention staff to align family literacy efforts with classroom instruction and curriculum Analyze student literacy data and family participation trends to inform programming and continuous improvement Engage families and community partners to reinforce literacy development beyond the classroom Data Analysis & Reporting: Collect and report on data to drive and evaluate program effectiveness, specifically looking at student literacy gains across reading assessments. Develop and maintain systems for tracking progress toward literacy goals at the student, classroom, and school levelsEstablish systems to collect, monitor, and analyze literacy data (e.g., screening, diagnostic, and summative assessments)Track progress toward grant performance indicators and student literacy outcomesFacilitate data-driven decision-making with school leaders and stakeholdersContractor & Vendor Management: Develop RFP’s; Work with PSP team to select vendors (following all required Federal and State procurement requirements); Manage vendor contracts for literacy professional development, support, and resources.Stakeholder Engagement: Collaborate across stakeholders (school leaders, teachers, coaches, staff, students and families) to support the effective implementation of PSP’s Literacy Plan.This position reports to the principal.Required Qualifications:Bachelor’s degree required; Strong knowledge of evidence-based literacy practices and instructional systems in K-5; Track record of successful grant administration and project management required; Expertise with data-driven decision-making and reporting; Excellent facilitation skills; ability to motivate, manage, and lead cross-school teams to reach and exceed project goals;Demonstrated experience managing external contractors and vendors to help drive project outcomes;Excellent verbal and written communication skills to deftly manage the project, engage stakeholders, and report to the OSSE CLSD Grants Office.Strong organizational skills and attention to detail.Key Competencies:Ability to lead and manage complex projects and deliver results within budget;Experience implementing effective initiatives aimed at underserved populations;Expertise in evidence-based literacy strategies (e.g., Science of Reading), preferred but not required;Demonstrated ability to manage complex projects, timelines, and multiple stakeholders.Work Hours:This is a full-time position. Daily work hours are 7:45 am to 3:45 pm. This position will require flexibility to work outside of standard business hours, including evenings, weekends, and holidays, based on business needs or project deadlines. The job requires 80-100% on-site work at Perry Street Preparatory School. Salary Range:The salary range for this position is $90,000 - $125,000 depending on experiencePhysical Abilities: Hearing and speaking to exchange information in person and on the telephone; seeing to read, prepare and proofread documents; sitting or standing for extended periods of time; dexterity of hands and fingers to operate a computer keyboard and other office equipment; kneeling, bending at the waist and reaching overhead, above the shoulders and horizontally to retrieve and store books, materials, files and supplies; pushing and/or pulling objects, lifting light to medium weight objects.Clearances:Criminal background clearance including fingerprintingTB Skin TestIf you are passionate about education, data accuracy, and community engagement, we welcome you to apply. Perry Street Prep is an Equal Opportunity Employer. The School’s EEO policy prohibits discrimination in employment based on race, color, religion, national origin, disability, sex, age, sexual orientation, marital status, or any other basis prohibited by applicable law. Perry Street Prep prohibits discrimination against individuals with disabilities and will reasonably accommodate applicants with a disability, upon request, and will also ensure reasonable accommodation for employees with a disability. Under this policy, equal employment opportunity is required in recruitment, hiring, training and development, promotion, termination, compensation, benefits, and all other terms, conditions, and privileges of employment as required by applicable law. 

Job IDR-1000002130OverviewEasterseals Southern California is a mission-driven organization dedicated to making a difference in the lives of our participants. Our Early Childhood Educators plan, implement and evaluate developmentally appropriate and inclusive educational curriculums for children. We offer competitive pay, low child to teacher ratios, as well as the latest in Head Start technology and digital programs in the classrooms.  Easterseals employees also enjoy a comprehensive benefits package, a generous PTO plan, ongoing training, an educational reimbursement program, an employer-matching retirement plan, and employee discounts. Come grow your career with us!JOIN OUR TEAM AND RECEIVE A $2000 HIRING BONUS!  Hiring Ranges:Associate Teachers Permit + BA degree: $26 - $29/hr DOEAssociate Teachers Permit + AA degree: $24 - $27/hr DOEAssociate Teachers Permit + HS diploma: $22 - $25/hr DOECandidates who possess relevant Infant and Toddler units are eligible for additional compensation.ResponsibilitiesPerforms as an educator for assigned children in the classroom throughout the child’s enrollment in the program. Supports primary care-giving in meeting the personal care of children, including safety and visual supervision.Plans, implements and supervises a developmentally appropriate and inclusive educational curriculum for young children, in accordance with Head Start Program Performance Standards, policies and procedures and Easterseals Southern California (ESSC) standards of conduct. Conducts home visits and parent conferences within required timelines.Ensures individual child goals are created and implemented with parent input.  Maintains weekly lesson plans, progress and anecdotal notes, and current paperwork. Completes child screenings and assessments within required timeframe.Coordinates and conducts bi-monthly classroom unit meetings.  Provides input to evaluate volunteers and college interns. Actively participates in staff meetings, parent meetings, and in-service training.  Participates in planning associate and parent training activities, parent meetings and workshops.Coordinates parent education, training and support for pregnant women including prenatal education, breast-feeding information, and other health resources.Performs other duties as assigned.QualificationsH.S. Diploma or national equivalent. Must possess and maintain a Child Development Associate Teacher Permit. Must meet ongoing educational requirements to qualify for child development permit/CDA requirements.Experience teaching in a preschool or infant/toddler classroom setting, which includes 50 days of 3+ hours per day within 2 year period.Training and experience necessary to develop consistent, stable and supportive relationships with very young children; must develop knowledge of infant and toddler development, safety issues in infant and toddler child care settings (i.e., reducing the risk of SIDS).Must possess and maintain current pediatric (infant/toddler) CPR and first aid certificate.If you do not have a current/valid Food Handler Certificate at the time of hire, you will be required to obtain one within 60 days of your start date. The cost of training/certification will be reimbursed by Easterseals.Must complete California-mandated Child Abuse Reporter Training as well as Pesticide Safety Training (per Healthy Schools Act) prior to beginning work.Demonstrated proficiency with MS Office applications (e.g. Outlook, Excel, Skype).Ability to properly interpret and implement regulations of the California Department of Education, Funding Terms and Conditions (Title 5), Department of Social Services, Community Care Licensing (Title 22), Head Start Performance Standards, and of Easterseals policies and procedures.Ability to communicate effectively, through oral and written skills, and work cooperatively with a variety ofindividuals and groups. Must relate well to children and their families and maintain a positive affect.Ability to exercise sound judgment, plan, establish and meet timelines.Ability to stand for extended periods. Ability to lift 40 lbs. continuously.  Ability to reach, bend, stoop, and squat.  Must possess fine manual dexterity. Ability to push, pull, talk/hear, with near and far visual acuity/depth perception/color vision/field of vision.Ability to pass a post-offer physical examination and a TB test.Ability to provide any/all current immunizations as required by the State of California for child development centers and staff.Ability to obtain and maintain a criminal record/fingerprint clearance from the Department of Justice and Federal Bureau of Investigation per Easterseals Southern California and/or program requirements. Must have sex offender index clearance.

Job IDR-1000000958OverviewAssist Early Childhood Educators with children in a developmental classroom for children. Act as a caregiver for assigned children. Starting Pay Rate: $21/hr ResponsibilitiesAssist Early Childhood Educators with children in a developmentally appropriate and inclusive educational curriculum for young children, in accordance with Head Start Performance Standards, policies and procedures and Easterseals Southern California (ESSC) standards of conduct.Provide extra support for children with atypical behavior and those with special needsServe as caregiver for each assigned child in the classroom throughout the child's enrollment in the program.Ensure the safety of children with disabilities and/or atypical behavior.Conduct general classroom housekeeping duties and general maintenance, etc.  QualificationsHigh School graduate or GED.Experience in teaching in a preschool or infant/toddler classroom setting.Possession of pediatric (infant/toddler) CPR and First Aid certificates.Ability to communicate effectively, through oral and written skills, and work cooperatively with a variety of individuals and groups.Ability to follow regulations, policies and procedures of the California Department of Education, Funding Terms and Conditions (Title 5), Child Development Division, the Department of Social Services, Community Care Licensing program regulations (Title 22) and the policies and procedures of Easter Seals Southern California, Inc.Exercise sound judgment, plan, establish and meet timelines.Knowledge of infant and toddler development, safety issues in infant and toddler child care settings (i.e., reducing the risk of SIDS).Ability to stand for extended periods. Ability to lift 40 lbs. continuously. Ability to reach, bend, stoop and squat. Possess fine manual dexterity, can push, pull, talk/hear, with near and far visual acuity/depth perception/color vision/field of vision.Ability to pass post-offer medical examination and test for tuberculosis.Ability to obtain fingerprint clearance per Easterseals Southern California and/or program requirements.

Emergency Medical Technologies InstructorVentura County Community College DistrictSalary:Job Type: Full-Time Faculty: Tenure-TrackJob Number: 2026-00156Location: Ventura College (Ventura CA), CADepartment: VC - Academic AffairsClosing: 8/30/2026 11:59 PM PacificDescriptionWHAT YOU'LL DOUnder the general direction of a dean, an Instructor provides comprehensive classroom instruction to students from diverse backgrounds for the purpose of facilitating the attainment of their academic or vocational objectives.There is one full time tenure track assignment at Ventura College that will begin during the Fall 2026 semester.WHERE YOU'LL WORKEstablished in 1925, Ventura College was one of the first community colleges in California and currently has an enrollment of 14,500 students. Located approximately 60 miles north of Los Angeles and 30 miles south of Santa Barbara, the 112-acre campus is set in the rolling hills of Ventura - so close to the ocean that there is a clear view of the Channel Islands from several spots on campus.More information can be found on the https://www.venturacollege.edu/.WHO WE AREThe Ventura County Community College District (VCCCD) is a public community college district serving residents throughout Ventura County.  VCCCD's three colleges - Moorpark College, Oxnard College, and Ventura College - offer programs for transfer to four-year colleges and universities; career technical training, basic skills instruction; as well as community service, economic development, and continuing education for cultural growth, life enrichment, and skills improvement.The Ventura County Community College District recognizes that a diverse community of faculty, staff, and administrators promotes academic excellence and creates an inclusive educational and work environment for its employees, contractors, students, and the community it serves. With the understanding that a diverse community fosters multi-cultural awareness, promotes mutual understanding and respect, and provides role models for all students, VCCCD is committed to recruiting and employing a diverse and qualified group of administrators, faculty, and staff members who are dedicated to the success of all college students.The Ventura County Community College District does not engage in any employment practice that discriminates against any employee or applicant for employment on the basis of ethnic group identification, race, color, language, accent, immigration status, ancestry, national origin, political beliefs, age, gender, sex, religion, transgender, sexual orientation, marital status, veteran status, and/or physical or mental disability.Representative DutiesProvide academic instruction to students through lecture, lab, or performance courses; assess and develop cognitive abilities, communication skills, and higher order thinking skills among students through appropriate assignments and activities in one-on-one, classroom, and distance mediated instructional settings. EAdvise and instruct students regarding programs of study, other institutions of higher education, lifelong learning resources, and effective study skills; refer students to support services, programs, resources, and other professionals as appropriate. EObserve and evaluate student performance in meeting course objectives and student learning outcomes through assignments, projects, discussions, and examinations; provide feedback in a timely manner to student inquiries in class, online, or during established consultation office hours. EPlan and organize instruction according to approved course outlines and student learning outcomes to maximize student learning in alignment with department, college, and district goals; implement the student performance objectives as listed on the official course outline of record. EMaintain current, accurate records of course enrollment, attendance, student academic progress, course curriculum, and student learning outcomes; prepare and submit data and reports related to course and student progress in a timely manner. EEvaluate and select instructional materials such as textbooks, manuals, software, and tools in collaboration, as appropriate, with discipline faculty; order instructional materials according to campus bookstore procedure to ensure timely delivery. EParticipate in curriculum and program development; update syllabi; collaborate with discipline faculty on a regular basis to assess and revise measurable student performance indicators for each course; may provide input into the development of student learning outcomes. ERevise and update course content and materials of instruction in accordance with new theory, application, and industry developments within the discipline or area of specialization. EAttend and participate on committees and in department, division, campus, and district meetings; may participate in articulation and matriculation related activities.May provide work direction to others.Perform related duties as assigned.E = Essential duties.Minimum QualificationsCandidates must possess the minimum qualifications for the discipline as approved by the California Community Colleges Board of Governors and defined in the Minimum Qualifications for Faculty and Administrators in California Community Colleges handbook.Any bachelor's degree or higher and two years of professional experience, or any associate degree and six years of professional experience; OR the equivalent*; OR possession of an appropriate California Community College Credential.Professional experience is required when the applicant possesses a master's degree. The professional experience required must be directly related to the faculty member's teaching assignment. All coursework must be from a recognized accredited college or university.If you have completed your education at an institution outside of the United States, please see the section below titled "Foreign Transcripts" for additional information.*EQUIVALENCYThe Ventura County Community College District, in its desire to select outstanding faculty members from the largest possible pool of qualified applicants, recognizes the fact that candidates may attain expertise in a discipline through a variety of means.  Certain combinations of education, experience and other accomplishments in the field may be judged by the District as equal to the stated minimum qualifications for this position.  Candidates whose transcripts do not list the title of their degree exactly as listed above, but feel they possess such equivalent qualifications are encouraged to complete and submit the https://www.vcccd.edu/sites/default/files/departments/human-resources/supplemental_questionnaire_for_equivalency_03.05.15_0.pdf https://get.adobe.com/reader/https://get.adobe.com/reader/ with their application for review by the Districtwide Equivalency Committee.Example:Minimum Qualifications state: "Master's degree in agriculture". Candidate's transcripts state: "Master's degree in agricultural science".Since the degree on the candidate's transcripts in the example do not EXACTLY MATCH the degree listed in the minimum qualifications section, this candidate MUST complete the https://www.vcccd.edu/sites/default/files/departments/human-resources/supplemental_questionnaire_for_equivalency_03.05.15_0.pdf https://get.adobe.com/reader/ in order to be considered https://get.adobe.com/reader/. When completing the form, be sure to explain in detail how your qualifications are equivalent to the required minimum qualifications. Do not assume that you do not need to submit a Supplemental Questionnaire for Equivalency because your degree is similar to a degree stated in the minimum qualifications. Degree titles that are not an exact match will not be considered outside of the equivalency process.The equivalency review is an independent process for district wide disciplines that is separate from the recruitment process to fill a vacancy. A subcommittee of discipline experts that is coordinated by an Academic Senate President will review the equivalency materials and make a recommendation as to whether or not the applicant demonstrated they have qualifications that are equivalent to those shown in the minimum qualifications section of the job posting. For disciplines that are unique to a specific campus the equivalency may be done by the hiring committee along with an Academic Senate President. Please be aware that the hiring committee may not be able to wait for the results from the equivalency review due to various time constraints and may need to move forward with the recruitment process.  For further details regarding equivalency and the criteria by which equivalency may be granted, please reviewhttps://go.boarddocs.com/ca/vcccd/Board.nsf/goto?open&id=83LDBP0DD9E5 and https://go.boarddocs.com/ca/vcccd/Board.nsf/goto?open&id=88NT6K75D7D6.Supplemental InformationSELECTION PROCESSA screening committee will review and screen all applications and associated materials. The candidates deemed most qualified for the position will be invited to an interview. When completing the application and the supplemental questions, it is important to outline in detail your education, training (classes, seminars, workshops), and experience. You will be evaluated based upon the information provided.APPLICATION PROCEDUREIf you need assistance using the online application system please contact the GovernmentJobs.com applicant support line at (855) 524-5627 between the hours of 6 AM to 5 PM, Pacific Time, Monday through Friday.All applicants, including previous and current VCCCD employees, must submit the following documents with their application in order to be considered. Please be aware that the hiring committee will NOT have access to materials kept in District personnel files, such as transcripts, and such materials will not be considered unless they are included in your application packet. All required documents must be submitted by the applicant by the date and time specified on the job posting. Failure to submit these materials may result in disqualification.ONCE YOU HAVE SUBMITTED YOUR APPLICATION YOU WILL NOT BE ABLE TO MAKE REVISIONS TO YOUR APPLICATION MATERIALS.1. A completed Ventura County Community College District/GovernmentJobs.com Employment Application.All sections of the application must be filled out. Resumes are not a substitute for completing the "Work Experience" section of the employment application.2. Responses to the 12 supplemental questions provided3. Cover LetterThe cover letter of must include the following: A) the date, your name, and the position and locations for which you are applying, B) address your sensitivity to and understanding of the diverse academic, social, economic, cultural, disability, and ethnic backgrounds of community college students, and C) provide the screening committee with an understanding of how you will contribute as a fully participating member of the VCCCD community.4. Resume5. Letters of recommendation (recommended, not required)If you choose to submit letters of recommendation, they should be uploaded with your application materials. We will not accept confidential letters of recommendation.6. Supplemental Questionnaire for Equivalency (if applicable)Please see the section titled "Equivalency" under the minimum qualifications above. 7. Complete official or unofficial college/university transcriptsTranscripts must show the degree title and the date the degree was conferred, or the degree will not be considered for the purpose of determining if you meet minimum qualifications. Copies of diplomas will not be accepted in lieu of transcripts. If the qualifying degree has yet to be conferred and you expect to have the degree before you begin employment, you must submit transcripts that state the title of the degree you are working toward obtaining and indicate the anticipated completion date in your response to the associated supplemental question provided during the application process. An official copy of your transcripts will be required upon being hired. Instructors will not be allowed to start working until official transcripts have been received.FOREIGN TRANSCRIPTSIf you have completed coursework at a foreign institution that is not recognized as accredited by the Council for Higher Education Accreditation (CHEA) or the U.S. Department of Education, you must include a full evaluation of the foreign transcript with your application materials if you wish for us to consider the coursework.  Please include a copy of the foreign transcript that was evaluated.  Visit the https://www.chea.org/state-licensed-or-authorized-institutions or the https://ope.ed.gov/dapip/#/home to search for institutions that are recognized as accredited. If you need your transcripts evaluated, please review the https://www.vcccd.edu/sites/default/files/media/pdf_document/2020/AGENCIES%20APPROVED%20FOR%20FOREIGN%20TRANSCRIPT%20EVALUATION.pdf https://get.adobe.com/reader/. If applicable, an official copy of your foreign transcript evaluation will also be required upon hire.PAY PHILOSOPHYAnnual salary is based on a ten month contract. Salary is commensurate with academic preparation and experience for placement on the salary schedule. Maximum advanced salary placement credit for prior experience is 7 steps on the https://www.vcccd.edu/sites/default/files/media/pdf_document/2023/Faculty%20Salary%20Tables%20FY%202022-2023%282%29.pdf https://get.adobe.com/reader/. Further advancements are based on longevity and educational growth. Fringe benefits include medical, dental, and vision insurance plans for you and your eligible dependents. SALARY RANGE$61,599 to $129,347STARTING SALARY$61,599 to $107,791ACCOMMODATIONSIndividuals who are invited to participate in the interview process who require a reasonable accommodation due to a disability, must notify the Ventura County Community College District Human Resources Department in writing at least two business days prior to the interview. Those applicants needing such accommodations should document this request in an email to https://mail.google.com/mail/?view=cm&fs=1&tf=1&to=HRMail@vcccd.edu and include an explanation as to the type and extent of accommodation needed to participate in the selection process.  For more information about the recruitment process at VCCCD, including responses to Frequently Asked Questions, please visit our https://www.vcccd.edu/departments/human-resources/employment/academic-careers. To apply, please visit https://apptrkr.com/9720645 je-81cbd02b72c44586a86777baa8e3495b

Job SummaryThe San Diego County Office of Education is recruiting for a Credentials Technician. Under general supervision, evaluates professional preparation programs, including those completed outside of California, to determine eligibility for California teaching and services credentials; reviews applications, evaluates work experience and transcripts for the Adult and Vocational Designated Subjects Credentials; interprets regulations; enters, edits and maintains information in a computer system; processes credential applications and records licenses; reviews certificated assignments; performs related duties as assigned; provides clerical and technical support to the fingerprint clearinghouse function and Human Resources department as needed. The current assignment is located in San Diego, CA as part of the Credential Services department in the Human Resource Services division within SDCOE. Please note that while this current assignment is for the location listed, employees of SDCOE may be administratively reassigned to other locations based on organizational needs. Requirements / QualificationsThis position requires training and experience which clearly demonstrates possession of the knowledge, skills and abilities detailed in the job description. An example of such experience would be a minimum of two years of experience in a school district or university credentials office or similar setting. Experience must include complex record keeping and a high level of interpersonal contact. Personnel/credentials experience is preferred.To be considered for this position, please individually attach the following items to your completed EDJOIN Application: Resume, detailing education and experience as it relates to this position Copies of transcripts you wish to be considered Copies of any certifications you wish to be considered Type of examination(s) for this classification: Applications will be reviewed, and candidates whose qualifications most closely match the classification requirements will be invited to participate in a competitive examination process. The examination process may consist of one or more of the following examination components: an oral examination, a written examination, and/or a technical evaluation of the application. The results of this recruitment will be used to establish an eligibility list to fill the current vacancy and any other vacancies in this classification for the next six (6) months, or until the list is terminated.Comments and Other Information For inquiries regarding this position, please reach out to the Human Resources contact listed on this posting. To maintain a fair and consistent process, please do not reach out to the hiring department or its staff.Join our amazing team!The San Diego County Office of Education is a collaborative organization that works toward a future without boundaries for our students. We are passionate about equity for students and employees, support innovative learning, offer great employee benefits, and professional growth opportunities!Please note that your completed online application must include all the required supplemental documentation. Incomplete applications will not be considered. Employment with SDCOE is contingent upon the successful completion of a post-offer background check and physical exam, which includes a drug screening.Diversity Statement: Because each person is born with inherent worth and dignity, and because equitable access and opportunity are essential to a just, educated society, SDCOE employee commitments include being respectful of differences and diverse perspectives, as well as being accountable for their actions and their impact.The San Diego County Office of Education is an equal opportunity employer.About SDCOEThe San Diego County Office of Education (SDCOE) serves the region's most vulnerable students, and supports school leaders, teachers, and students across the county. We support about 780 schools and nearly 500,000 students, including the children we educate each year through our Juvenile Court and Community Schools. SDCOE provides a variety of services for the 42 school districts, 129 charter schools, and five community college districts in the county.Our mission is inspiring and leading innovation in education and our North Star goal over the next several years is to reduce the percentage of students qualifying for free or reduced lunch as part of a larger effort to elevate the needs of historically underserved students and families.To learn more about SDCOE and the North Star Goal, please visit: https://www.sdcoe.net/about-sdcoeTo learn more about working at SDCOE, please visit: https://www.sdcoe.net/work-sdcoeNeed help preparing your application documents or for your interview?Check out our SDCOE HR Tips videos below!Cover LettersLetters of ReferencePreparing for an InterviewResumes San Diego County Office Of EducationApplication Deadline8/3/2026 3:00 PM PacificDate Posted7/22/2026ContactClassified RecruitmentNumber of Openings1SalaryPay Range$63,995 - $81,677 AnnuallyAdd'l Salary InfoClassified Support Grade 48Length of Work Year12 Months, 244 workdays plus up to 16 paid holidays, 8 hours per day, 5 days per weekEmployment TypeFull TimeLocation6401 Linda Vista Road, San Diego, CA 92111Employee BenefitsThis position is full-time and will offer the classified benefits package, which includes medical, dental, vision, and life insurance coverage, and will participate in the CalPERS state retirement system.

Do you enjoy working with families with infants/toddlers? Do you enjoy working in the home setting/completing home visiting? Would you like to work on a supportive and collaborative team of developmental specialists?Wai'anae Coast Early Childhood Services (WCECS) is seeking full time General Interventionists (GI) to provide Early Intervention (EI) services to families with infants and toddlers (0-35 months) with developmental delays at the Parent Child Development Center Wahiawā location. GI must be available to provide in-person services and attend virtual sessions/meetings. Enthusiastic, dedicated professionals are encouraged to apply.The GI will be part of a multidisciplinary team providing services using Primary Service Provider approach and coaching model to work with families in the home setting.Conduct evaluations and write reportsAssist team with plan developmentProvide consultation and coaching to families and other team membersTimely and accurate documentationParticipate in team meetingsConduct in-person home visitsConduct tele-practice visits per client discretionMinimum required qualifications: Bachelor's Degree from an accredited University.Other requirements of the position: Driver's license, and access to a car daily, and proof of vehicle insurancePreferred Qualifications: Training/education specific to Child Development or Early Childhood experience. Experience with pediatric populations ages 0-35 months.Experience working with the pediatric population ages 0-35 months is highly preferredThe staff member will be required to drive to and from the office, and client homes, and community locations per client discretion, as well as operate electronic and computing equipment, and operate videoconference platform ZOOM to attend required meetings, and to facilitate therapy sessions via tele-practice per client discretion.Work ScheduleMonday to FridayGenerally 8am-430pm with occasional later afternoons or weekends required.Manage your schedule allowing for required deadlines, team and staff meetings, and training.BenefitsCompensation offers are commensurate with education, licensing, and experience.100% paid Health, Vision, Dental, Life insurance401(k) participationFlexible schedulePTO for sick and vacationMileage reimbursementPaid training during orientation periodIf you are a qualified candidate who is ready to make a difference in the lives of children in Hawaii, we invite you to apply for this rewarding opportunity today. Email your resume and contact information, attention to: PCDC Wahiawā Program Director Daina Adams (daina.adams[at]wcecs.org), apply online on our website at wcecs.org, or simply complete the indeed application.Work Location: In personPay: $45,000.00 - $48,000.00 per yearBenefits:401(k)Dental insuranceHealth insuranceLife insurancePaid time offVision insurance       

MSD WASTEWATER ADMINISTRATION (LEARNING & DEVELOPMENT) Mission: To establish a partnership with colleges and universities, exposing as many students as possible to employment opportunities in the Wastewater Industry and to help them become experienced professionals in the next generation workforce.Purpose:  Co-ops will provide assistance to Learning & Development’s team on a variety of projects. Projects will primarily focus on documenting & improving existing eLearning content, visuals, and design structure. Overview: Under direct supervisor of Learning & Development Senior Administrative Specialist, the Co-Op will perform assigned work using various content design software and MSD’s Learning Management System, and will assist with training content creation, preparation, and planning.Expectations and Deliverables:Provides work outcomes that corresponds to the student’s level of education and prior experience under Learning & Development team member’s supervision. Apply knowledge in communication/design/education to training content, delivery preparations, and results tracking.** Candidates should have the ability to multitask in a fast-paced environment and work independently** Budget: Computer and salary Logistics: Student’s workstation will be in cubical in WWA 1stfloor. Will need logins for Canva, Articulate, and Camtasia. Training: City/MSD policies, rules, and regulations.  Deliverables: Orientation                                                      (week #1) Needs Assessment                                      (week #2) Begin Project Work                                          (weeks #1 - 3) Project Manager and co-op will work together to develop a working document that defines projects and timelines that ensures that project goals and objectives will be achieved. The projects will be tailored to suit the student’s interests as available. Continuation of Project Work                             (weeks #4 - 14) Investigate solutions, gather information from various sources, and work as necessary to complete project deliverables as well as possible additional ideas on project solutions. Perform mid-term review of project schedule and timeline at week #8. Make necessary adjustments to meet project objectives and project manager’s expectations.                                                     Prepare Final Documentation and Report Out    (weeks #15 - 16) Conclude projects, where possible. Provide documentation and discuss with necessary parties to enable continuation of unfinished work. Summarize and evaluate lessons learned.                              Education:    Must currently be a college student actively taking college classes in Education, Instructional Design, Communication, English, Organizational Leadership, Graphic Design, Business Management, Liberal Arts, or related fields.             HR Contact: Jerrold Ware, Jerrold.Ware@cincinnati-oh.gov

Part-Time Integrated Spanish TeacherSince 2001, Futura Language Professionals has been one of the nation’s leading Spanish language programs for children. As we continue to rapidly grow, we are seeking Part-time Spanish Instructors to join our select team of Integrated Spanish Professionals in the greater Twin Cities suburbs for the 2026-2027 school year!Position Details:Day time hours; 24 hours per weekTimes: Monday-Friday from about 10:00am-2:45pmThe pay is $25/hour for instruction timeContracts include a monthly planning allotment, expense reimbursement and two week paid vacation - during the winter and spring break.Students range from Kindergarten to 5th gradePosition is onsite at charter school in CrystalTeachers are responsible for providing and submitting weekly gradesWe provide:A meaningful position with like-minded language professionalsRoom for AdvancementProfessional development opportunitiesProven curriculum and support materialsOngoing support from Futura LeadershipDynamic and interactive approach to language instructionWe are seeking a dynamic, self-motivated candidate with a minimum of a Bachelor’s degree, Spanish proficiency and beyond, classroom teaching experience (behavioral management expertise and a Tier 1 teaching license is strongly preferred), a passion for educating children, and reliable transportation.Interested in becoming part of our growing company AND making a difference in the lives of children? Apply today!Candidates can apply by sending a resume and cover letter to Amina Dioury or Darina Gaievska by responding to this ad.Please visit our website at www.futuraadventures.com or call 952-261-4105 for more information.“Teaching for Futura has been a truly enriching experience at a personal and professional level.” ~Futura Teacher, Milwaukee, WI

Sierra College has a strong commitment to the achievement of equity and inclusion among its faculty, staff, and students and values the rich, diverse backgrounds that make up the campus community. A strong candidate for this position must have the understanding and ability to successfully support individuals with varying backgrounds. This includes persons with disabilities, various gender identities and sexual orientations, as well as individuals from historically underrepresented communities and other groups. Our District is committed to providing strategies for success and proactive student-centered practices and policies focused on eliminating equity gaps to ensure the District provides an inclusive educational and employment environment focused on strategies for success and equitable outcomes for all. SUMMARY DESCRIPTIONUnder general supervision from assigned manager, performs administrative duties in support of an assigned area, including, but not limited to, accounting, budget management, instructor onboarding, outreach, class scheduling and monitoring, and activity and event planning and logistics; provides information and assistance, including those of a confidential nature, to District staff, students, and the public; and performs a variety of special tasks and projects relative to assigned area of responsibility. Examples Of Functions and TasksREPRESENTATIVE DUTIES The following duties are typical for this classification. Incumbents may not perform all of the listed duties and/or may be required to perform additional or different duties from those set forth below to address business needs and changing business practices. 1. Performs of a variety of clerical, technical, and administrative activities to support office operations, including, but not limited to, producing correspondence, forms, handbooks, manuals, and other materials occasionally of a sensitive nature; ordering and monitoring supplies and equipment for office and other department related spaces; coordinates service or repair of office equipment; updates relevant intra-net items for area or campus location; reserving District vehicles and making travel arrangements for employees. 2. Greets, receives, and/or screens office visitors, mail, emails, and telephone callers in a sensitive, trauma-informed, and culturally inclusive manner; refers matters to appropriate manager or staff, as needed; responds to questions, complaints, and requests for information and assistance from District staff, students, and the public while maintaining and ensuring confidentiality; composes and prepares written responses independently or for manager approval; generates and disseminates communications as appropriate; facilitates communication between office or assigned manager(s) and the college community, the public, or outside organizations; interacts and relays information, answers questions, or explains decisions regarding area of assignment. 3. Maintains calendar(s) for assigned manager(s) or area of assignment to ensure coordination of office activities and status of assigned projects; schedules and coordinates meetings, activities, or events, including, but not limited to, location requirements, facility use requests, and audiovisual or presentation equipment needs and support; provides support for District and department events. 4. Assists employees and provides information to solve technology issues (e.g., Zoom/Teams, various software applications); directs users to handouts or other resources; assists users to determine optimum strategies for utilizing available technical resources. 5. Collects, researches, verifies, summarizes, records, and evaluates information; prepares and distributes narrative, statistical, and financial data and makes recommendations; verifies and reviews forms and reports for completeness and conformance with established regulations and procedures; maintains and generates reports from a database or network system.  6. Establishes and maintains a variety of filing systems, including, but not limited to, electronic, cloud-based, hard copy, and confidential files; establishes and maintains files for information, records, and reports; inputs data into databases which may include confidential information. 7. Records and verifies faculty, classified, student, short-term, and temporary employee time sheets; calculates and processes faculty stipends, Special Assignment Request Forms (SARF), and Special Assignment Agreements (SAA) and corresponding timesheets; prepares and submits substitute paperwork; generates and proofs monthly faculty pay reports and submits for processing; monitors and tracks classified leave requests and balances; communicates and serves as the liaison with Human Resources as necessary for accident reporting and other relative matters. 8. Assists in budget administration; coordinates, prepares, and manages assigned budget, including, but not limited to, unrestricted, restricted, categorical, grant, capital outlay project, and special funds utilizing the District’s Banner Enterprise Resource Planning (ERP) system; prepares and processes budget transfers and augmentations, invoices, independent contracts, reimbursements, class fee refunds, bank card statements, change orders, and requisitions, and ensures that they are completed and coded to the correct budget, account and/or purchase order; receives and deposits monies with the Cashier as needed; reconciles budget for accuracy; resolves budget issues and problems; tracks purchases and deliveries; coordinates, requests, and reviews price quotes and ensures compliance with District standards and requirements; meets fiscal deadlines and completes end of year processes, including balancing accounts and closing open purchase orders; collaborates with management on expenditures to fully expend funds. 9. Works with assigned manager and others, as needed, to develop annual budget; evaluates and prepares financial reports and summaries for annual budget development process; prepares budget augmentation requests; prepares budget status reports as needed. 10. Provides general assistance, information, and answers questions regarding budget processes, guidelines, regulations, and procedures to department budget users and employees; serves as the liaison between District Business Services Department and division/department staff. 11. Collaborates with management and Business Services staff on allocated grants to ensure understanding of contract obligations, establish data collection procedures, and develop grant report schedule; coordinates with stakeholders to monitor completion of objectives throughout grant-life cycle; collaborates with accountants and management to maintain and prepare financial documents, analysis, and grant summaries to meet reporting milestones and audit requirements. 12. Supports the preparation of audit schedules and works with assigned accountant to complete year end closing and audit processes, as needed. 13. Assists with building and adjusting class schedules using historical and current data, including calculating and assigning class hours and session credits; tracks curriculum changes; evaluates data received from academic administrators; enters, edits, tracks, and audits curriculum changes through District’s scheduling software; ensures hours and session credits are assigned accurately and in a timely manner; monitors enrollment data to identify and recommend class additions or cancellations and enters information into database; assists with class cancellations. 14. Facilitates the coordination of schedule production; works with assigned administrator/manager to develop class scheduling timeline and deadlines; communicates requirements and provides technical assistance to deans and faculty; coordinates and monitors faculty loading, reassignments, release time, absences, and office hours; creates, verifies, edits, and distributes faculty loading records; generates and distributes assignment letters; reviews and monitors Faculty Loading Report, Flex hours, and additional collective bargaining agreement obligations. 15. Plans, coordinates, monitors, and evaluates non-credit classes and special programs; assesses and recommends future course development and offerings related to community interest and need; researches potential class opportunities and presents to assigned manager for review and approval; researches, identifies, and recommends class sites or venues; reviews course needs, enrollment numbers, and cost of site rental to determine viability and ease of use for students and instructors; monitors, tracks, and analyzes class enrollment figures; determines class cancellation due to low enrollment; updates program and District databases with correct data and cancellation decision for future reference; reviews previous class offerings; analyzes student and instructor feedback to determine ongoing need based on community interest, potential enrollment, and revenue opportunity. 16. Coordinates classroom utilization between divisions and locations; reserves and releases room schedule for digital publication, website posting, and distribution; researches room charts to determine available class locations; initiates requests to reserve rooms and submits required forms to facilities for approval; arranges campus and off-site facilities and meeting rooms; researches, identifies, and recommends class sites or venues; reviews course needs, enrollment numbers, and cost of site rental to determine viability and ease of use for students and instructors. 17. Assists management with student conduct or grievance issues or concerns; partners with District staff, as well as engaging Community Safety, as needed. 18. Assists with special event planning and coordination related to the area of assignment, including working with outside vendors, contractors, District staff and management, as needed; prepares and submits required event documentation, including contracts and facility use requests; tracks and monitors event budget and expenditures. 19. Provides intra- and inter-related department communications between managers, staff, faculty, and students through the administration of various records and reports. 20. Coordinates, schedules, compiles, tabulates, transcribes confidential student comments, and processes faculty member performance evaluations, as needed. 21. Provides support and assists assigned area with campus closures and emergency procedures, as needed. 22. Coordinates and supports the logistical completion of contract submission to the Board of Trustees. 23. Attends meetings and trainings related to specific area of assignment; provides staff support to committees and other groups, as assigned; attends meetings and take notes or records proceedings; prepares and distributes agendas, background materials, and minutes, as appropriate. 24. Provides general work training, guidance, supervision assistance, and directs activities of students or temporary employees, or District staff. 25. Performs related duties that support the overall objective of the position  Minimum QualificationsEDUCATION AND EXPERIENCE GUIDELINESAny combination of education and experience that would likely provide the required qualifications for the position. A typical way to obtain the knowledge and abilities would be:Education/Training• Equivalent to the completion of the twelfth grade or General Educational Development (GED) supplemented by college level course work in business administration, accounting, or a related discipline. Experience• Three years of increasingly responsible administrative and clerical experience.QUALIFICATIONSThe following generally describes the knowledge and ability required to enter the job and/or be learned within a short period of time in order to successfully perform the assigned duties.Knowledge of:• Processes, procedures, and practices of accounting, budget preparation, and administrative responsibilities and support, including, but not limited to, procurement, contract processing and completion, business writing and composition, office management, public relations, various types and methods of record keeping, and filing system maintenance. • Sierra College and operations of the assigned division/department. • Methods and procedures for planning and scheduling classes and programs. • Principles, practices, and techniques of communications, marketing, and public outreach. • Basic Hypertext Markup Language (HTML) coding techniques for updating website templates and landing pages. • Digital communication tools and social media platforms, including, but not limited to, Facebook, Instagram, Twitter, and OptiSigns. • Basic emergency preparedness, Incident Command Systems, and response procedures and resources of the District in the assigned area, and state and federal government. • Referral agencies, services, and departments on and off campus. • Federal, state, and local laws, codes, and regulations, including applicable sections of the State Education Code, collective bargaining agreements, and Family Educational Rights and Privacy Act (FERPA). • Basic research methods and techniques. • Moderate to complex mathematical concepts. • English usage, grammar, spelling, punctuation, and vocabulary, including proofreading, copy writing, editing, and formatting techniques. Ability to: • Plan, develop, schedule, coordinate, and monitor classes, schedules, and programs. • Exercise sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds of community college students, faculty, and staff. • Provide specialized assistance, training, and information to students, District staff, and the public concerning assigned program area, functions, and resources. • Analyze and resolve confidential, difficult, and sensitive situations. • Write, edit, and prepare written marketing materials and social media posts for assigned area, as needed. • Occasionally work outside of regular business hours in emergency situations to assist with communications and planning as needed. • Use sound judgment in recognizing scope of authority. • Plan and coordinate logistical arrangements for special events, activities, and meetings. • Plan and organize work to meet schedules and changing deadlines with frequent interruptions. • Implement and maintain filing systems. • Utilize office procedures, methods, and equipment, including computers, technology, and applicable software applications sufficiently to perform the duties of the classification, including the District’s Banner Enterprise Resource Planning (ERP) system and course schedule software. • Maintain confidentiality of information. • Monitor and maintain budgets and supporting documentation, including income and expenditures, and make difficult arithmetic and statistical calculations. • Follow oral and written directions. • Communicate clearly and concisely, both orally and in writing. • Research, compile, analyze, interpret, and disseminate data. • Compile information and prepare business correspondence and reports. • Take and transcribe recollections and notes from meetings. • Provide general work training, guidance, supervision assistance, and direct activities of students, temporary employees, or District staff. • Establish and maintain effective working relationships with those contacted in the course of work. • Work independently and collaboratively. • Apply District policies and procedures. PHYSICAL DEMANDS AND WORKING ENVIRONMENT The conditions herein are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential job functions. Environment: Work is performed primarily in a standard office setting.  Physical: Primary functions require sufficient physical ability and mobility to work in an office setting; to stand or sit for prolonged periods of time; to occasionally walk, stoop, bend, kneel, crouch, reach, and twist; to lift, carry, push, and/or pull light to moderate amounts of weight; to operate office equipment requiring repetitive hand movement and fine coordination, including use of a computer keyboard; and to verbally communicate to exchange information. Vision: See in the normal visual range with or without correction; vision sufficient to read computer screens and printed documents; and to operate assigned equipment. Hearing: Hear in the normal audio range with or without correction. 

Special Education Teacher Salary Range:  $57,187 - $104,026 Position Summary: The Acton-Boxborough Regional School District, a Prek-12 district, is seeking  a skilled and experienced special education teacher to serve within the Learning Centers. The Learning Center Teacher will work in a model of service delivery offering academic support and co-teaching in the general education classroom combined with pull out specialized instruction for small groups and individuals.  Students requiring assistance and support have mild to moderate disabilities and cover a range of disabilities.  Key Duties and Responsibilities:Plan effective specialized instruction and intervention for students on IEPs within and outside the general education classroom;Administer formal diagnostic assessments and tests for students initially referred and for three-year reevaluations of caseload students;Administer ongoing progress monitoring, strategic monitoring and benchmark systems;Schedule, prepare for, and chair Team meetings for caseload students;Write comprehensive progress reports and IEPsCollaborate with general education and related service staff with respect to appropriate services, accommodations and modifications;Provide ongoing proactive and positive communication with parents;Collect and analyze student data against IEP goals to inform instructionSupervise and plan for educational assistants to support students throughout the dayQualifications:Master's degree;Experience/training in language-based instruction/dyslexia including Wilson, O-G, Brain Frames, EmPOWER Writing, etc. highly desirable;Must have a Massachusetts licensure in Moderate Special Needs through the Department of Elementary & Secondary Education;Must have demonstrated success with and be knowledgeable about current research-based interventions for children with disabilities;Must possess demonstrated ability to develop positive behavior intervention plans;Experience/training in language-based instruction/dyslexia including Wilson, O-G, Brain Frames, EmPOWER Writing, etc. highly desirable;Experience with the administration and interpretation of a wide range of formal and informal diagnostic assessment and evaluation tools;Excellent writing and communication skills required Application Procedure:  Apply OnlineWe believe that our students deserve to learn from educators who reflect their backgrounds and life experiences, and we want our staff to reflect the wide range of student identities we seek to serve.  To this end, our District is committed to increasing the diversity of our certified educators and leaders.  We believe that by building a more representative workforce, our students will have better outcomes and be more prepared for an increasingly diverse world.  We encourage the following to apply: candidates of color, individuals with diverse life experiences and non-traditional backgrounds, and allies in our diversity, equity, and inclusion work.   

Supervisory and Other Relationships The Lead Preschool Teacher reports to the Center Manager and works closely with the Assistant Preschool Teacher, School Readiness Liaison, Early Learning Mentor Coaches, Center Staff, ECE Specialists, Leads, Parents and Children. This position will guide and direct the Assistant Preschool Teacher. For more details about the position, please click the link: https://youtu.be/IjRAI-uwUxUExamples of Essential Duties and Accountabilities The following examples of duties and accountabilities illustrate the general range of tasks assigned to the position but are not intended to define the limits of required duties. Other essential duties may be assigned consistent with the general scope of the position. 1. Developmental appropriate curriculum planning for preschool classroom. Formulates lesson plans for classroom activities and Home Learning Tasks. Evaluates and documents progress of children in the classroom. 2. Models appropriate instructional techniques for Assistant Preschool Teacher, Substitutes, Floaters and Volunteers while ensuring that classroom ratios being met at all times. 3. Provides input on performance evaluations of Assistant Preschool Teacher and Floaters. 4. Analyzes children and classroom outcome reports and implements and monitors school readiness goals for the classroom. 5. Ensures completion of all appropriate documentation: i.e. Daily Assessment form, Meal Guide, Health Checks, Home Visits, and Parent/Teacher Conferences are completed within set timelines. Responsible for the daily completion of USDA Meal count and the safe release of children. 6. Provides a safe and healthy learning environment for children. Follows all state and federal regulations regarding instruction practices, fire, health, and safety standards; to include hand washing, laundry, and housekeeping practices. 7. Enhances physical and intellectual competence in children by promoting physical, cognitive, language, and creative skills, including children who require special services. Attend Teacher Meetings as scheduled to facilitate mentoring classroom staff in ECE. 8. Reinforces positive communication, respect, and interaction between children and adults. 9. Communicates with and actively involves parents in all aspects of center activities, through Home Visits, Parent Teacher Conferences, Open House, Make-n-Take, and Brainstorming sessions. 10. Follows established program curriculums, procedures, documentation, and service plans. In coordination with School Readiness Liaison, Early Learning Mentor Coaches, and program support ECE Specialists, monitors and provides technical assistance to teaching staff. Perform administrative duties as assigned. 11. Actively participates with age appropriate interactions and classroom activities such as free play, mealtime, floor time and class room activities. May include bathing, diaper changing for special needs children. Follows center procedures to receive and discharge the children. 12. Administer educational screenings, identify, and refer children with potential high risk of health, disability or behavioral concerns. 13. Maintains confidentiality of program and client related information at all times. 14. In-Kind Contributions: Responsible for contributing in any procedure or activity that fosters the contribution of in-kind funds, through the request of goods, services, cash donations, and/or through encouraging professional, community members and parents to volunteer time to the program Minimum Qualifications Incumbents are required to demonstrate knowledge and abilities in these areas: • AA Degree in ECE or an Associate’s Degree, with 30 ECE related college credits with experience in teaching infant/toddler and/or preschool children; • Extensive knowledge and understanding of child development theories and practices; • Experience working in a federally funded and regulated environment; • Experience in policy and procedure processes; • Experience in planning and facilitating groups; • Excellent communication and interpersonal skills; • Excellent problem-solving and decision-making skills; • Experience in the classroom risk management; • Understanding of the interrelationships between services and systems; • Ability to learn new tasks quickly and efficiently; • Ability to handle multiple tasks simultaneously and meet deadlines; • Ability to gather and analyze data for reports; • Strong customer service focus; • Ability to work with culturally diverse population; • Knowledge with personal computer, including Microsoft Office; and • Accurate data, documentation and recordkeeping skills. These skills and abilities are typically acquired through a combination of education, training and experience which would include at least six (6) months experience in a child care setting. The combination of education and experience will provide the competence and skills to perform the work of the position. Candidates who do not meet the minimal education requirement would need to hold a current Preschool Child Development Associate (CDA) or equivalent Preschool certificate, enroll in a higher education institution towards an AA in ECE, and additionally be on an approved waiver. Preferred Qualifications • Previous Head Start experience; • English/Spanish bi-lingual fluency; • BA degree in Early Childhood Education (ECE); or BA degree in a related field with thirty (30) or more ECE college credits. Position Requirements Incumbents are required to have the following: • Must be at least 18 years of age; • Valid Washington State driver’s license; • Proof of automobile insurance; • Ability to travel to perform job duties and responsibilities; • Must pass initial and periodic criminal and background check; • Must pass initial and periodic Department of Early Learning (DEL) background check; • Must pass initial and periodic employee health clearance; (present it within forty-five (45) days of employment); • Current Food Handler card; (obtain the training within thirty (30) days of employment); • Current First Aid / CPR cards, (obtain the training within thirty (30) days of employment); • Subject to initial and periodic TB screen; • Human Immunodeficiency Virus (HIV / AIDS) training, (obtain the training within thirty (30) days of employment); • Blood Borne Pathogen training, (obtain the training within thirty (30) days of employment); • Subject to random drug screen; • Obtain required initial STARS/MERIT training within six (6) months of employment of position; • Obtain Fifteen (15) hours continuing in-service training annually; • Obtain Ten (10) hours continuing STARS/MERIT training annually; • Sign an Educational Professional Development Plan (PDP) to obtain an BA degree in Early Childhood Education (ECE); • Sign a Professional Development Plan (PDP) to learn to read, write and speak English (recommended); • Must sign a Confidentiality Agreement; and • Must complete and sign a Conflict of Interest Disclosure Statement on an annual basis. Benefits InformationA summary of benefits associated with this position can be found at https://inspirecenters.org/careers/. To learn more, click on the following link: https://youtu.be/MnlRqkvydRw

This fall the family programs intern will conduct research for programs related to new exhibitions (You Should Be Dancing: New York, 1976 and Beyond, etc.) and special programming (Halloween, Thanksgiving Eve, etc.) as well as compile a gallery observation report for our current Democracy Matters exhibition. As an integral member of our Family Programs team, they will assist with marketing; administrative tasks; preparing materials for programs; and staffing a variety of other family programs for The New York Historical and DiMenna Children’s History Museum. By the end of the internship, the intern will have gained experience with researching, developing, and delivering out-of-school-time programs for a variety of family audiences. We require excellent communication skills, attention to detail, and a proactive approach to projects.Please note, this will be a hybrid internship. There will be regularly scheduled weekday hours that may be worked remotely or on-site at the Museum as well as some in-person weekend hours to assist with scheduled family programs.

Tutoring center seeking a dedicated Private Tutor to provide individualized instruction across all academic subjects for students from kindergarten through 12th grade.Key ResponsibilitiesDeliver one-on-one tutoring sessions tailored to each student’s learning style and academic goals.Provide instruction across a range of subjects.Support students in homework helpTrack and assess student progress regularly to inform instruction.Communicate effectively with parents/guardians to provide updates and strategies for continued success.Possible additional training in Dyslexia intervention to work with this demographic.

JOB ANNOUNCEMENTBaton Rouge-based part-time position for a  grad student to work  in the Louisiana Department of Economic Development Library.Prefer a Library/Information Studies studies, but will consider applicants from other disciplines.Two-person special library designed to provide support to the state’s economic development activities.  Excellent skill-building job, involving responsibilities in all aspects of library operations: collection management, current awareness, reference and acquisitions.No previous library experience requiredNo remote work available--must be able to work in Baton Rouge$11.00/hour, 20 hours/weekNo nights, weekends, or holidaysPosition available August 3, 2026 LocationLouisiana Department of Economic Development LibraryIBM Building100 North Street, 7th floorBaton Rouge, LA   70802ContactPaula Bryars, LibrarianPhone  (225) 342-3071E-mail: paula.bryars@la.govInterested students, please call Paula Bryars at (225)342-3071, or e-mail Paula.Bryars@la.gov. 

Work hour: 8 hoursSummers : Monday to Friday (9am - 5:00pm or 8am - 4:00pm )School Year: Monday to Friday (11am-7:00pm)Responsibilities:Assist the Director in overseeing daily operations and managing staffCollaborate with the Director to develop and implement educational programs and curriculum.Work as a first point of contact for all staff and customers at the front deskProvide guidance and support to staff members, students and their families.Prepare all documents and worksheets, packets needed for all classroom.Be able to provide counseling for all students and their families regarding their academic goalsMaintain accurate records and documentation related to student progress and program outcomesEnsure compliance with all relevant regulations and policiesCommunicating with customers, making outbound calls to potential customers, and following up on leadsAnswering potential customers' questions and sending additional information by email/phone callSkills:1+ year experience working with K-8th grade students and families (Required)1+ year experience administrative duties (Required)Bilingual in Korean (Required)Fluency in English to read, write and speak (Required)1+ year inside/outside sales experience in education industry (Required)1+ year experience working in afterschool setting, education or private education institution (Required)Bachelor's degree or higher (preferred)Be able to multitask and able to work on multiple duties at onceStrong communication and interpersonal skillsExcellent organizational and time management abilitiesProficiency in educational software and technologyAttention to detail and ability to multitask effectivelyWe are seeking a dedicated individual who is passionate about education and has the ability to support the Director in achieving the organization's goals. The Assistant Director will play a key role in ensuring the success of our educational programs by providing guidance, support, and leadership to teachers and staff members. This position requires excellent communication skills, strong organizational abilities, and a commitment to maintaining high standards of quality education. If you are looking for an opportunity to make a difference in the lives of students and contribute to their educational growth, we encourage you to apply.Job Type: Part-timeEducation:Associate (Preferred)Experience:sales in education: 1 year (Preferred)working with K-8th students: 1 year (Preferred)Language:Korean (Required)Work Location: In person

The Fall 2026 Collections intern will gain insight into the varied undertakings of a Collections Department. The intern will work with the Registrars to develop object loaders to add exhibition and other objects to the database, create associated constituents records, prepare media files, create loaders to add images to TMS in bulk, test TMS generated reports, review and edit object catalog records with the goal of improving consistency, findability, and online display, among other tasks. There is a possibility that the intern may participate in a major relocation project, assisting with recording location related information.Through this internship, the intern will cultivate a deeper understanding of the Collection Department's role, learn how to update database records in accord to institutional standards, and gain insight into how the types of database records work together and can be used to better support documentation, internal processes, and online access.

Instructor - Youth Sports Classes - Mon-Wed 4pm-7:30pmJob DetailsJob TypePart-timePlainfield, IL, ILDescription Bring the energy, spark the fun, and help young athletes discover their love for sports! This position will lead Parent/Tot Sports classes and sports classes for 3-8 year old's.Classes are Monday-Wednesday from 4:00pm-7:30pm. The instructor will lead, instruct, and guide a variety of sport classes and activities in a recreational setting according to program curriculum. ESSENTIAL DUTIES AND RESPONSIBILITIES:• Implement and/or instruct program in assigned area.• Maintains records including: attendance, maintenance/neatness of the site and equipment.• Monitor weather conditions and security of program sites.• Supervise participants, ensure safety, enforce rules, follow discipline guidelines and resolve problems as needed.• Maintain an open channel of communication to the Supervisor and inform the Supervisor of problems or potential problems (i.e. disruptive behavior, injuries, dangerous equipment) including undesirable behaviors; assists with documentation when necessary.• Uses time appropriately to prepare for different aspects of the program.• Attend all trainings and meetings as required for the position.• Maintains knowledge of park district policies, procedures, and guidelines.• Performs all job tasks within the rules and guidelines of the Park District’s safety program.• Performs any additional related tasks as required. Requirements • 16 years of age or older.• Experience working with children preferred.• Experience playing or coaching any level of assigned sport category.• C.P.R. and First Aid Certification required; ability to certify at time of hire.• Must have the ability to communicate instructions in a professional and enthusiastic manner.• Must have strong interpersonal skills and work well with the public and other staff.• Ability to establish a positive rapport by using tact and discretion with participants, parents and staff.• Must be detail oriented to be able to process information accurately. 

E-PLEX is an education complex with multiple academic and enrichment programs in one facility which include afterschool, art, music, science, and private tutoring.We are looking for a talented and enthusiastic Afterschool Guitar Teacher to join our team and inspire the next generation of musicians!REQUIREMENT/QUALIFICATIONSMust have a minimum Bachelor's in Music or higherMust have a minimum 1 year of teaching experience or higherThe position is part-time so should be available to teach at least 2-3 days a week (Mondays and Thursdays to start)Willing to commute to Diamond BarRESPONSIBILITIES (include, but not limited to):-Develop and implement music lesson plans for students of various ages and skill levels-Assess student progress and provide feedback on their musical development to the director and student's parents.-Create a positive and supportive learning environment for students.-Communicate with the Director, Associate Director, and parents of student's progress.-Prepare students for annual winter recitals, assessments, exams, etc.Job Type: Part-timeWork Location: In person