Careers in Education

Mariposa County Unified School District is seeking highly motivated and driven candidates who can teach multiple levels of mathematics at Mariposa County High School.  This position is part of the Certificated Teacher Unit at MCUSD/MCOE and will be placed depending on experience and education on the Certificated Teacher Unit Employee Salary schedule.  PLEASE NOTE THE 2026-27 SALARY SCHEDULE IS PENDING - SALARY IS CURRENTLY BASED ON THE 2025-26 SALARY SCHEDULE.   Under direction of the principal, a Teacher at the Secondary School assesses the instructional level of students; instructs students in State and/or District mandated subject areas; evaluates students and the instructional program; continues his/her own professional growth; participate in school activities; and performs related work as required. Qualifications:Experience: Teaching and/or leadership experience in a school setting demonstrating use and implementation of successful instructional and student behavior management strategies.Education: • Bachelors’ or Masters’ degree. • Appropriate credential for services in a secondary school setting or currently enrolled in a teaching program. Skills: Demonstrated ability to work effectively with people. Job Responsibilities:• Teaches courses to secondary students utilizing course of study approved by the Board of Trustees and appropriate curriculum publications as guidelines in teaching individual course content. • Instructs students in citizenship, basic communication skills and other general elements of the course of study common to all teachers, as specified in state law and administrative regulations of the District. • Develops lesson plans and appropriate instructional aids which stress independent and critical thinking skills. • Demonstrates aspects of lessons by utilizing instructional tools such as classroom boards, overhead projectors, technology, maps, manipulatives and artifacts. • Assesses the instructional level of students by using District approved assessment instruments. • Train in and apply updated techniques for technology use in classroom instruction. • Provides opportunities for individualized and small group instruction, and adapts the curriculum to the needs of each student, as needed. • Designs learning activities relative to the students' physical world. • Establishes and maintains standards of student behavior needed to provide an orderly, productive classroom environment. • Evaluates each student's progress and prepares progress reports. • Communicates with parents or guardians on a regular basis regarding each student's progress through in-person or telephone conferences. • Maintains professional competence by participation in in-service education activities provided by the District and/or in self-selected growth activities. • Reads current research on the nature of student learning. • Responds professionally to inquiries from parents, community members and the media on School and District issues and Board Policies. • Selects and requisitions books, instructional aids and supplies, and maintains required inventory records. • Encourages students to participate in a wide variety of extra-curricular activities offered to secondary school students. • Cooperates with other professional staff members in assessing and assisting students with health, attitude and learning challenges. • Supervises students in and out of the classroom during the school day. • Participates in curriculum development programs. • Performs basic attendance accounting and business services, as required. • Shares in the sponsorship of student activities, and participates in faculty and committee meetings.

Mariposa County Unified School District is seeking a highly motivated and driven candidate to teach our AP, Regular Physics and Mathematics subjects at Mariposa County High School. This position is part of the Certificated Teacher Unit at MCUSD/MCOE and will be placed depending on experience and education on the Certificated Teacher Unit Employee Salary schedule.  PLEASE NOTE THE 2026-27 SALARY SCHEDULE IS PENDING - SALARY IS CURRENTLY BASED ON THE 2025-26 SALARY SCHEDULE.   Under direction of the principal, a Teacher at the Secondary School assesses the instructional level of students; instructs students in State and/or District mandated subject areas; evaluates students and the instructional program; continues his/her own professional growth; participate in school activities; and performs related work as required. Qualifications:Experience: Teaching and/or leadership experience in a school setting demonstrating use and implementation of successful instructional and student behavior management strategies.Education: • Bachelors’ or Masters’ degree. • Appropriate credential for services in a secondary school setting or currently enrolled in a teaching program. Skills: Demonstrated ability to work effectively with people. Job Responsibilities:• Teaches courses to secondary students utilizing course of study approved by the Board of Trustees and appropriate curriculum publications as guidelines in teaching individual course content. • Instructs students in citizenship, basic communication skills and other general elements of the course of study common to all teachers, as specified in state law and administrative regulations of the District. • Develops lesson plans and appropriate instructional aids which stress independent and critical thinking skills. • Demonstrates aspects of lessons by utilizing instructional tools such as classroom boards, overhead projectors, technology, maps, manipulatives and artifacts. • Assesses the instructional level of students by using District approved assessment instruments. • Train in and apply updated techniques for technology use in classroom instruction. • Provides opportunities for individualized and small group instruction, and adapts the curriculum to the needs of each student, as needed. • Designs learning activities relative to the students' physical world. • Establishes and maintains standards of student behavior needed to provide an orderly, productive classroom environment. • Evaluates each student's progress and prepares progress reports. • Communicates with parents or guardians on a regular basis regarding each student's progress through in-person or telephone conferences. • Maintains professional competence by participation in in-service education activities provided by the District and/or in self-selected growth activities. • Reads current research on the nature of student learning. • Responds professionally to inquiries from parents, community members and the media on School and District issues and Board Policies. • Selects and requisitions books, instructional aids and supplies, and maintains required inventory records. • Encourages students to participate in a wide variety of extra-curricular activities offered to secondary school students. • Cooperates with other professional staff members in assessing and assisting students with health, attitude and learning challenges. • Supervises students in and out of the classroom during the school day. • Participates in curriculum development programs. • Performs basic attendance accounting and business services, as required. • Shares in the sponsorship of student activities, and participates in faculty and committee meetings.

Crescent Light Academy is seeking a nurturing, energetic, and skilled 1st and 2nd grade Teachers to join our growing school community.These years are special years where children build confidence, independence, foundational academic skills, and a love for reading and learning. We are looking for teachers who can create a joyful classroom where students feel safe, supported, and excited to come to school each day. Why Join Crescent Light Academy? Accredited by Cognia, a globally recognized accrediting organizationStandards-based instruction and grading practicesSmall class sizes with meaningful relationshipsSupportive, family-centered school cultureOpportunity to shape and grow a developing school communityLeadership opportunities and collaborative environmentProfessional development and instructional supportMission-driven setting focused on faith, character, and excellence What You’ll Do Create a warm, engaging, and structured Kindergarten classroomTeach foundational reading, writing, math, and social skillsUse hands-on, project-based, and interactive learning experiencesDeliver standards-aligned instruction and monitor student masteryFoster independence, responsibility, and positive behavior habitsCommunicate student growth regularly with familiesDifferent instruction and modify instruction based on data and assessment.Help students develop confidence, curiosity, and a love for school We’re Looking For Someone Who Has: Bachelor’s degree in EducationTeaching license or eligibility preferredUnderstanding of early childhood and Kindergarten developmentStrong classroom management and communication skillsPassion for teaching young children with patience and enthusiasmCommitment to teamwork, growth, and student success Ideal CandidateA caring educator who understands that Kindergarten lays the foundation for future success and wants to make a lasting impact in children’s lives.Competitive compensation packagePaid Time Off (PTO)Health insurance benefitsSmall, supportive, low-stress work environmentOpportunity to grow with an expanding school community

We are currently seeking a full-time Family Support Worker to join our Skokie Team!SALARY:The average starting salary for this position will fall in the range of $53,000 to $55,000 annually. Where candidates fall in this range will be based on skill and experience level.ESSENTIAL DUTIES AND RESPONSIBILITIES:• Responsible for supporting a team approach to planning and implementing program activities. • Recruit and enroll children and families into the program, as well as, establish and maintain accurate documentation of age and income eligibility for children and pregnant women participating in the program.• Collaborates with program staff site partners, and supervisor to coordinate services relating to child and family well-being, including Disabilities, Health, Mental Health, Nutrition and Family Partnerships.• Collaborate with families and program staff to complete an accurate family assessment annually and provide intervention,  referrals and assistance for interests, needs and circumstances identified. • Provide case management services to families and children including assistance and referrals, i.e. emergency services, health/nutrition/dental referrals, disability referrals, and child abuse and neglect referrals, etc. including following up with families to assure that services are received.• Collaborate with families in identifying and defining family goals as early as possible after enrollment; and ensure that progress review is done per procedure. • Maintain accurate and current record keeping by uploading all documents into the program electronic database. Adhere to follow up procedures for tracking activities in all Service areas, i.e.: health, mental health, nutrition, disabilities, and family and community partnerships. • Collaborate with all families and local health agencies to ensure that all children are linked to a medical and dental home for an ongoing source of continuous service. Ensure that all mandated Physicals, Screenings, and Dental exams are kept up to date. • Maintain on-going contact with families regarding program services. Document contact on case notes in Child Plus/COPA. • Document and provide follow up regarding children’s absences, according to the program’s attendance policy. Offer and provide assistance to families with attendance issues. • Provide immediate referrals, assistance and follow-up for crisis intervention needs. • Collaborates with teachers to facilitate monthly Parent Committee Meetings. • Assists in planning all Family Engagement Activities. • Responsible for the implementation of the agency’s Planned Language Approach, which is specifically designed to support dual language learners and their families. • Respond appropriately to cultural diversity and be sensitive to the needs of the families and community served. • Attend regularly scheduled staff meetings/trainings and monthly supervision. • Provides active supervision to ensure the safety of children while in the classroom, during transitions, and while on the playground. Ensures that no child shall be left alone or unsupervised. • Assist in classroom based on classroom needs, if applicable. • Other duties as assigned. REQUIRED EDUCATION, CERTIFICATIONS, CREDENTIALS and/or EXPERIENCE: • Bachelor’s degree in family services, psychology, sociology, social work, human services, counseling or related field from an accredited college or university.TRAVEL/MOBILITY REQUIREMENTS:Driving for work required with a personally owned vehicleTRAVEL BETWEEN SITES:YesPHYSICAL DEMANDSWhile performing the essential duties of this job, the employee is required to sit and stand for sustained periods of time, frequently talk, hear, use hands and fingers to feel, handle and operate objects or controls, and occasionally stand, bend, stretch, stoop, kneel and crouch.The employee is required to have close visual acuity to perform an activity such as preparing and analyzing data and figures, transcribing and viewing a computer terminal.The employee may occasionally lift and/or move up to 30 pounds.Metropolitan Family Services puts our people first with a top-of-the-line benefits package. Find out more by clicking here!Some highlights include:Medical Coverage, Guardian Dental Coverage, and VSP Vision Coverage.Metropolitan Family Services contributions of $2,000 to individual, and $4,000 to family, HSA accounts, pro-rated to your benefits start date.FREE General Medicine and Behavioral Health Teladoc services provided to all team members.Ascensus 401K plan services with a 4% employer match, vested at 100% on day one of eligibility.And so much more! Make sure you click here to see the full suite of benefits offered!ABOUT US:Metropolitan Family Services empowers families to learn, to earn, to heal, to thrive. Part mentor, part motivator, part advocate, since 1857, Metropolitan family Services has been the engine of change that empowers families to reach their greatest potential and positively impact their communities. Metropolitan is Illinois' first comprehensive human services agency and reaches more than 117,000 individuals and families in Chicago, Evanston/Skokie, the southwest suburbs and DuPage County with services promoting education, economic stability, emotional wellness and empowerment.   

BOARD CERTIFIED BEHAVIOR ANALYST (BCBA)FULL-TIME 2026-2027 SCHOOL YEARDISTRICT-WIDECandidates must hold a current BCBA endorsement. The ideal candidate will hold a master’s degree in Education, Psychology or Applied Behavior Analysis and have experience in working with school/educational settings.Candidates must have experience writing Functional Behavior Assessments, Behavioral Evaluations and developing/implementing Behavior Intervention Plans. Candidates must have experience working with school-aged students (PK-12+) with a wide range of disabilities, knowledge of developmental norms, understanding of DESE Curriculum Guidelines, data collection and analysis, evidence based interventions, regular reporting to stake holders and experience writing/implementing IEP goals and objectives.  Candidates will collaborate with educators, especially service providers, for positive student outcomes.The candidate must demonstrate strong written and oral communication skills. Candidates must either be trained, or willing to be trained, in Safety Care.Independent Contract – Student ServicesBOARD CERTIFICATON REQUIRED – LABA/LBA 

Basic informationJob descriptionOrganization Summary: Expressive Path is a 90% mobile nonprofit located in Norristown, PA. We provide free and reduced cost creative art and music workshops for underserved teens ages 12-19. We give them the opportunity to showcase their talents in the community through art exhibitions, performance, and community service.We are prioritizing Drawing, Painting, Drama, Guitar, and Piano teachers but all mediums are encouraged to apply! Undergraduate students accepted. We occasionally offer remote opportunities but are primarily looking for artists that can teach in person. We can provide lesson materials and curriculum. Visit our website for more information WWW.ExpressivePath.OrgThis Job is Great For:Students searching for hands-on experience and resume buildingExperienced artists and instructors looking for a rewarding side gigProfessionals with resume gaps returning to workRetired artists in search of a fulfilling projectReports to: Executive Director, Program DirectorsTeaching Artist Primary Responsibilities:Planning, preparing, and delivering lessons to all students in the classTeaching according to the educational needs, abilities, and achievement of the individual students and groups of studentsEnsures the confidentiality of all studentsPromotes the general progress and well-being of individual students, groups of students or class entrusted to him/herMaintains a relaxing, engaging classroom.Teaches character, respect, accountabilityProvides and follows a Tools for Success contract when applicable and encourages student input and completion of goalsAssessing, recording, and reporting on the development, progress, and impact of the studentsMakes all scheduled classes or gives proper notificationProvides guidance and advice to students on educational and social matters and on their further education and future careers, providing information on sources of more expert adviceCOVID-19 considerations:Expressive Path holds classes in person and virtually. We follow school district recommendations for Covid-19 precautions.Note: This job requires a 2 year commitment. Typically this looks like 2, 6-week courses per year minimum. We make it a priority to work with our instructor's schedules!Open to internship and volunteer programs as well.

Under the direction of the Special Education Director and school principal. The Special Education Teacher, Mild/Moderate will provide instruction, assessment and program planning for special education students with a primary disability of autism, moderate to severe mental retardation, multiple disabilities, and emotional disturbance; monitor and evaluate student progress and behavior; research, obtain and provide instructional materials for special education services; serve as an informational resource for students, parents, District personnel and community organizations; work within a pull out Learning Center environment or within a self-contained classroom. This teaching position is 0.50 FTE, to serve at our Mariposa Elementary School site for RSP (Mild/Moderate) services.  This positions are part of the Certificated Teacher Unit at MCUSD/MCOE and will be placed depending on experience and education on the Certificated Teacher Unit Employee Salary schedule.  PLEASE NOTE THE 2026-27 SALARY SCHEDULE IS PENDING - SALARY IS CURRENTLY BASED ON THE 2025-26 SALARY SCHEDULE.  A full job description click the link below:https://edjoinprodstoragewest.blob.core.windows.net/jobdescriptions/421/RSP%20Teacher,%20Mild%20to%20Moderate%20-%20Special%20Education%20-%20Approved%205.13.21-20220211095424.pdf

Under the direction of the principal, the Intervention Teacher/TOSA (Teacher on Special Assignment) provides information and expertise to an assigned group of students in a specialized area in the K-12 school setting. Assist the administration in managing and administering school intervention programs. This position is grant-funded for the 2026-27 school year, continuous is contingent on funding. This positions are part of the Certificated Teacher Unit at MCUSD/MCOE and will be placed depending on experience and education on the Certificated Teacher Unit Employee Salary schedule.  PLEASE NOTE THE 2026-27 SALARY SCHEDULE IS PENDING - SALARY IS CURRENTLY BASED ON THE 2025-26 SALARY SCHEDULE.  A full job description click the link below:https://edjoinprodstoragewest.blob.core.windows.net/jobdescriptions/421/Intervention%20Teacher(TOSA)%20-%20PENDING%20BOARD%20APPROVAL%20-%20EDJOIN%20POSTING-20210331162435.pdf

Instructor in Kinesiology (Part-Time) Ventura County Community College District Salary: Job Type: Part-Time Faculty Job Number: 2026-00146 Location: Districtwide (Ventura County CA), CA Department: Districtwide Closing: Continuous Description We are accepting applications on an on-going basis for future consideration for part-time instructors in this discipline at any of our three colleges (Oxnard, Moorpark, and Ventura). Applications submitted to this pool will be kept on file for the Summer 2026, Fall 2026, and/or Spring 2027 semesters and may be considered if a vacancy becomes available within the academic year. If you have applied to previous pools in this discipline, you will need to apply to this pool to continue to be considered.WHAT YOU'LL DOUnder the general direction of a dean, an Instructor (Non-Contact/Temporary) provides comprehensive classroom instruction to students from diverse backgrounds for the purpose of facilitating the attainment of their academic or vocational objectives. In accordance with the provisions of Education Code sections 87482.5, Instructors (Non-Contract/Temporary) may be employed up to 67% of a full-time assignment. 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 Duties Provide 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. E Advise 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. E Observe 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. E Plan 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. E Maintain 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. E Evaluate 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. E Revise and update course content and materials of instruction in accordance with new theory, application, and industry developments within the discipline or area of specialization. E Update syllabi; collaborate with discipline faculty on a regular basis to assess and revise measurable student performance indicators for each course. E May participate in curriculum and program development; may provide input into the development of student learning outcomes. May attend 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 Qualifications Candidates 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. The minimum qualifications for this discipline are as follows: Master's degree in kinesiology, physical education, exercise science, education with an emphasis in physical education, kinesiology, physiology of exercise or adaptive physical education OR Bachelor's degree in any of the above AND Master's degree in any life science, dance, physiology, health education, recreation administration or physical therapy; OR the equivalent* OR; possession of an appropriate California Community College Credential.All coursework must be from a recognized accredited college or university. If you have competed 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 Information SELECTION PROCESSIf a vacancy in this discipline becomes available the applications in this pool will be reviewed by the hiring department. Only complete application packets that include the required documents and that meet the minimum qualifications (or that have been determined to possess equivalent qualifications) will be reviewed. 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. You may submit a new application once every 24 hours, but it must have all of the attachments as listed below. Failure to submit these materials may result in disqualification. Please note that only the most recent application submitted will be considered. 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. Cover Letter. The 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. 3. Resume 4. 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. 5. Supplemental Questionnaire for Equivalency (if applicable) Please see the section titled "Equivalency" under the minimum qualifications above. 6. Complete official or unofficial college/university transcripts Transcripts 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 also upload a copy of the transcript that was evaluated. Visit thehttps://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/ https://get.adobe.com/reader/. If applicable, an official copy of your foreign transcript evaluation will also be required upon hire. PAY PHILOSOPHYStarting salaries for PT Faculty are based on educational achievement and relevant experience. Initial placement is within the starting salary range. Further advancements are based on longevity and educational growth. Please review thehttps://www.vcccd.edu/sites/default/files/media/pdf_document/2021/part-time_faculty_salary_explanation_fy21_02.24.21.pdf https://get.adobe.com/reader/ for more information.STARTING SALARYPart-time faculty with classroom assignments are paid between $2,007 and $3,108 per semester per 10% load.Part-time faculty with non-classroom assignments are paid between $2,678 and $4,146per semester per 10% load.Part-time faculty salaries are governed by the collective bargaining agreement between the Ventura County Federation of College Teachers, AFT, Local 1828, AFL-CIO and the Ventura County Community College District. More information can be found in the http://vcccd-district.production-preview.com/departments/human-resources/collective-bargaining-agreements/american-federation-teachers-local.Please be aware that we will require verification of all part-time teaching experience for which you wish to receive credit toward placement on the salary schedule. You will have 30 days to provide verification upon receipt of the offer of employment. Verification must come from the human resources department and state the percentage of full-time-equivalent assignment you worked during the specified time period.ACCOMMODATIONS Individuals 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 tohttps://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/7111842 jeid-04342a2cc94512458fb27aa35325ee79 Copyright ©2025 Jobelephant.com Inc. All rights reserved. https://www.jobelephant.com/

Join our Ashland Campus as a Primary Teacher! You’ll play a key role in planning and leading instruction of our grade 3 & 4 students.Why you’ll love working with usAt OneSchool Global, we believe teaching should be fulfilling, inspiring, and rewarding. As an educator, you can enjoy:Competitive compensation, benefits and retirement plan.Ongoing professional development opportunities.Smaller class sizes.Supportive school community.An innovative pedagogy.Motivated students who take ownership of their learning. About YouTo be considered for this position you must have:You must be living in the USA and authorized to work here.Ohio Teaching CertificationBachelor's Degree (B.Ed. preferred with an elementary concentration)  About OSGOneSchool Global is one of the world’s largest, truly global schools, with over 8000 students, 120+ campuses and 2000 staff operating across 20 countries. Our innovative approach to education emphasizes self-directed learning, where students take initiative and responsibility for their learning journey. In North America we operate in the USA, Canada and the Caribbean, with 21 campuses located throughout the United States. Learn moreWorking with us: https://youtu.be/kDWZ7zPHAcg?si=gAWTDHof6jQAJ7gRAshland Campus: https://www.oneschoolglobal.com/campus/ashlandOur values: https://youtu.be/imgdbz3puCA?si=aag9qg3osebZXMeAOur LinkedIn: https://linkedin.com/school/oneschoolglobal/Are you ready to take the next step in your career and truly experience the joy of teaching? If so, click apply today!

Certified Classroom Teacher 7th-8th/Teacher - Science Date Posted:  4/8/2026 Location:  Mesquite Junior High Date Available:  7/20/26 Closing Date:  5/29/26   Months Contracted: 10 Months (Exempt)Job Grade: TeacherAnnual Rate: $54,335 and up, depending on experienceFull Time Equivalency: 1.0 FTEApplication Procedure: Apply onlinehttps://www.applitrack.com/gilbertschools/onlineapp/JobPostings/view.asp?FromAdmin=true&AppliTrackJobId=17516Fingerprint Clearance Card:  Must have a Level One IVP Fingerprint Clearance Card before processing.  Certification Notes:  Applicants need to hold an Arizona Elementary, Middle Grades, or Secondary Certificate with an approved area in Middle Grades Science or Science, or be in the process of receiving oneTeacherPurpose StatementTo provide instruction with state and district guidelines.Essential FunctionsPlans and implements a program of study that, as much as possible, meets the individual needs, interests, and abilities of students within the district curriculumUses effective teaching techniques and materials to implement established curriculum goals and objectivesCreates a weekly written lesson plan describing daily learning experiences. This weekly lesson plan is to be correlated with the aims and/or objectives in the curriculum guide and/or course outlineMonitors and assesses student progress in order to provide feedback on a regular basis to students and their parentsDiagnoses, instructs, and evaluates specific student needs and seeks assistance of district specialists as requiredCommunicates aims and/or objectives to students in a well-planned, organized manner using clear and precise languageCreates a classroom environment that is conducive to learning and appropriate to the maturity and interests of studentsAssists the administration in implementing all policies and rules governing the development of proper student behaviorDevelops and implements reasonable classroom rules of behavior and procedure in a fair and just mannerCreates educational experiences that provide each student the opportunity to develop his/her potential in the areas of personal-social adjustment, decision-making, positive self-image, and other life skillsPromotes and follows the adopted school district philosophy, policies, regulations, and administrative proceduresCommunicates concerns and ideas with colleagues, students, parents, and the community in a positive, professional, and ethical mannerAssumes legal responsibility for the supervision of students on school property or in attendance at school-sponsored activitiesStrives to maintain and improve professional competenceAssumes individual responsibilities which may be assigned by the principal/supervisor and which may relate to committee work, student activities, student supervision, or other planning and professional assignmentsMaintains accurate, complete, legible, and correct records as required by law, district policy, and administrative regulationTakes necessary and reasonable precautions to protect students, equipment, materials, and facilitiesOther FunctionsAssists other personnel for the purpose of supporting them in the completion of their work activities.Job RequirementsMental RequirementsLearning Development- Level E  Knowledge in a recognized professional field or technological discipline sufficient to command various principles, facts, and practical applications. Learning development is obtained by the completion of a college curriculum, resulting in a bachelor's degree in a specialized field: advanced mathematics, very advanced language development, and a proficient understanding of practical systems.Problem Solving - Level 2  Work situations require consideration and interpretation of circumstances or information to choose the most effective responses. Solutions may be somewhat technical, yet are relatively straightforward, obvious, and well-defined once problems are understood. Responses come from the realm of prior learning and experiences.Physical RequirementsPhysical Skill - Level A  Basic level of learned physical skill is required. No special coordination beyond that used for normal mobility and handling of everyday objects and materials is needed to perform the job satisfactorily.Physical Effort - Level 1  Minimal physical exertion is required. Most job time is spent sitting with occasional walking. Occasional lifting, guiding, and carrying of lightweight materials or equipment.Social RequirementsHuman Relations Skill- Level B  Job requires patience in communication and well-developed verbal skills to exchange technical or complex information with individuals or small, informal groups. Skills in establishing harmonious relationships and gaining cooperation are important.Scope of Contacts - Level 1  The important job contacts are with peers in the immediate work group and the immediate supervisor. Occasional contact with individuals outside the organization may occur.Work EnvironmentPerformance Environment - Level A  Changes in environments, work pressure, disturbances of workflow, and irregularities in work schedule are infrequent.Physical Working Conditions - Level 1: Generally good working conditions. Little or no exposure to extremes in noise, temperature, etc., little or no exposure to safety or health hazards.AccountabilityLevel of Accountability -Level B  Responsible for producing journey-level work output on an independent basis, subject to supervisory direction and review.Organizational Impact - Level 3  Work results, decisions, and approvals impact the overall design of internal systems, programs, and/or research; the status of others; and/or critical aspects of the final product or service in terms of quantity or quality.Experience, Education, and CertificationsExperience: No experience required.Education: Bachelor's degree from an accredited educational institution. Continuing Professional Development Specific to job requirements.  Certifications/Clearances: Valid Arizona Standard Professional Teacher Certificate. Meets all certification requirements for the grade level or subject area, including proper teaching area endorsements. Must possess a valid Arizona DPS Level One IVP Fingerprint Clearance Card while employed.Compensation DetailsFLSA Status: ExemptPay Schedule:  Teacher Work Calendar: TeacherOther:Non-Discrimination StatementGilbert Unified School District does not discriminate on the basis of race, color, religion, national origin, ethnicity, sexual orientation, sex, (including pregnancy and other related conditions), gender identity, gender expression, genetic information, age (over 40), parental status, or disability in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. The District provides equal access to the Boy Scouts and other designated youth groups pursuant to the Boy Scouts of America Equal Access Act. The lack of English language skills shall not be a barrier to admission or participation in the District's activities and programs. The Gilbert Unified School District also does not discriminate in its hiring or employment practices.This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990.Inquiries about Title IX may be referred to the Title IX Coordinator, the U.S. Department of Education's Office for Civil Rights or both. The nondiscrimination policy and grievance procedures are located on the Gilbert Public Schools website.

The district is seeking a full time Student Assistance Coordinator.  This is a tenure track position.Description:Administer and provide the district's student services, as assigned, including substance abuse awareness and prevention program.Requirements:Demonstrated knowledge of substance abuse curriculum development, counseling and staff developmentAbility to work effectively and establish relationships with students, staff, parents, outside agencies and community groupsBilingual-Spanish preferredValid New Jersey Student Assistance Coordinator CertificateMinimum experience as determined by the Board of EducationRequired criminal history check and proof of US citizenship or legal resident alien status Compensation:$62,525 - $108,490We offer a comprehensive benefits package including medical, prescription, and dental insurance; participation in New Jersey State Pension plans; generous paid time off including vacation, sick, personal, bereavement and holiday leave as outlined in the collective bargaining agreement; family leave in accordance with state and federal laws; tuition reimbursement for professional development; and access to a confidential Employee Assistance Program (EAP).Must be a New Jersey resident per NJ First https://www.nj.gov/labor/research-info/njfirst.shtmlApplication Procedure:Interested candidates must apply online at https://www.applitrack.com/hunterdon/onlineapp/Selection Procedure:Only candidates of interest will be contacted for interviewsThe successful candidate will need to reside in the State of NJ within 1 year of appointment.AA/EOE 

Long-Term Substitute, Roving Faculty Assistant, Early ChildhoodBegins immediately through the end of school year- May 22nd.  Job Summary: Pembroke Hill School seeks a caring, growth-minded educator to join its early childhood team as a roving faculty assistant substitute. In partnership with a lead teacher, the faculty assistant builds community and encourages children to play, investigate, problem-solve, and construct new understandings in a welcoming, joyful environment. Faculty assistants support children's growth and development by preparing materials, setting up learning spaces, and leading experiences that build on student interests, motivations, and wonderings. Inspired by the Reggio Emilia approach to early childhood education, we believe in an image of the child as capable, curious, and eager to learn and make sense of the world. Faculty assistants are positive role models and guides for children, facilitating healthy and productive relationships, and assisting in implementing student-centered curriculum and classroom routines.  Qualifications and Requirements:Sub certification or Bachelor's degree or 4th year student in an Education program requiredPrevious classroom experience subbing or teaching strongly preferredEmbrace the philosophy of the Reggio Emilia Approach and Project Approach and a commitment to constructivism or progressive/experiential education.Strong oral, written, and digital communication skills.Digital skills include G-Suite, Microsoft, and iPadOS platformsMust model the Mission, Values and Promise of Pembroke Hill School (see below)Schedule: The long-term sub will start as soon as possible through the end of the school year. Compensation: Pay is $150 per day. About Pembroke Hill School:Pembroke Hill School is an independent school in Kansas City, Missouri. Pembroke Hill seeks to fulfill our mission by recognizing that diversity, belonging, equity, and inclusion are integral elements of school and community life. Our mission-inspired goal is together, cultivating the best in each, for the benefit of all. Cultivating each to be a global thinker and valuable member of the PHS community poised to acquire the academic and life skills that make a significant difference for all. Physical Demands for positions: The physical demands described here represent those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.Ability to sit and stand for extended periods. For elementary and lower school, sit on the floor for extended periods of time.Ability to enter data into a computer, to see and read a computer screen and printed material with or without vision aidsAbility to hear and understand speech at normal classroom levels, outdoors, and on the telephoneAbility to speak in audible tones so that others may understand clearly in normal classrooms, outdoors, and on the telephonePhysical ability to lift, carry and/or hold up to 25 pounds to shoulder height and 50 pounds to waist heightAbility to occasionally balance, reach, bend, squat, stoop, or kneelAbility to climb stairs, walk, and occasionally run, if required  Pembroke Hill School participates in E- Verify and will provide the federal government with your Form I-9 information to confirm that you are authorized to work in the U.S. at the time of hire.

OverviewHickory Valley Christian School (HVCS) is a private Christian school committed to helping families build strong foundations for their children and leading students toward a lifechangingrelationship with Jesus Christ. We provide a nurturing environment wherestudents are encouraged to grow academically, spiritually, physically, emotionally, and creatively. Position SummaryHVCS is seeking a dedicated and faith-filled Teacher to join our Christian educational community. The ideal candidate will integrate a biblical worldview into daily instruction while fostering academic excellence, character development, and a love for learning in a Christ-centered classroom.Responsibilities• Plan and deliver engaging, developmentally appropriate lessons in core subjects (reading,writing, math, science, social studies, and bible) aligned with school curriculum and biblical principles.• Foster a classroom environment that nurtures spiritual, academic, emotional, and social growth.• Integrate biblical truth and Christian values throughout the curriculum and daily classroom life.• Maintain classroom discipline using positive behavior strategies that reflect Christian values.• Assess student progress regularly and provide timely feedback to students and parents.• Communicate effectively with parents, administration, and colleagues regarding student progress and classroom activities.• Participate in school-wide events, chapel and circle, and professional development.• Collaborate with other teachers and staff to support school-wide goals and initiatives.Qualifications• Bachelor’s degree in Elementary Education or related field (required)• State teaching certification (preferred)• Prior experience teaching early elementary grades• A strong, personal commitment to Jesus Christ and agreement with the school’s statement of faith• Ability to create a warm, nurturing, and structured classroom environment• Excellent communication, organization, and interpersonal skillsCompensation• Salary based on experience• This position does not offer medical, dental or health benefitsHow to ApplyTo apply, please send your resume and cover letter detailing your experience and interest in the role to frontoffice@hvcs.org

College Success Instructor - (Temporary, Part-Time Pool) San Francisco Community College District Position Number: AC00239P Job Close Date: 4/27/2027 Campus: Salary (Applicant View): Compensation is determined in accordance with the City College of San Francisco Faculty Salary Schedule for Pay-by-workload assignments. The workload compensation upon entry currently ranges from $2,163.36 to $3,302.80 per workload unit, depending upon placement. Position Description: The Learning Assistance Department offers College Success classes that help students navigate educational systems, manage their own physical, social, and psychological wellness, and apply study strategies to college-level courses. College Success classes guide students in navigating higher education including accessing resources to achieve their academic and life goals. The three-unit LERN 50: College Success meets CCSF graduation requirements. The Learning Assistance Department has Mentoring and Tutoring programs and classes that support students across credit disciplines as well as serving noncredit students.This position would teach College Success (LERN 50 or other College Success classes) in-person at various sites depending on qualifications and departmental needs. This position may also instruct supervised tutoring and support mentoring and tutoring programs.The ideal candidate will share the college's commitment to educating its racially and socioeconomically diverse student population and be knowledgeable about culturally responsive pedagogical techniques and effective practices for engaging and retaining diverse communities who are historically underrepresented and underserved in traditional classrooms including parenting students. Job Duties: 1. Instruct College Success classes to include the following topics: study strategies, critical analysis and communication skills in preparation for lifelong success in academic, professional and personal development. Instruction topics include time management, critical thinking, personal and educational values, written and spoken communication, informational literacy, research skills, equity and social justice, navigation of educational systems, online learning, health, and financial literacy. 2. Teach day, evening, and/or weekend classes. 3. Teach at various sites including CCSF Ocean Campus, CCSF Mission Campus, CCSF Chinatown/Northbeach Center, John Adams Center, additional CCSF Centers, SF Juvenile Justice Facility, SFUSD high schools, SF County Jail in San Bruno and SF County Jail in San Francisco, and community partner sites throughout the district. 4. Perform duties associated with instructing and assessing student progress including, but not limited to: developing a syllabus, grading, record-keeping, student learning outcome assessments, designing engaging written lesson plans, creating and conducting classroom activities and using technology. 5. Develop knowledge of and relationships with college-wide and community resources and programs, and ensure students access resources. 6. Work to support the College Success Mentors and additional programs at the CCSF Student Tutoring and Resource Centers (STAR Centers). 7. Provide line of sight supervision of tutoring and mentoring programs. 8. Respond to student disciplinary issues and work with supervisor and other appropriate campus offices to ensure that student and faculty rights are respected. 9. Participate in department and college functions, such as staff meetings, committee work, curriculum development, course revisions and course assessments. 10. Be available and accessible to students when necessary including holding required Office Hours. 11. Support and engage in innovative, culturally responsive, inclusive, and anti-racist teaching and programmatic practices relating to student success and student equity. 12. Participate in professional development and ongoing trainings on teaching, diversity, equity, inclusion, supporting parenting students, and anti-racism. 13. Perform other related duties including non-instructional duties and Tutoring Coordination as assigned by the Department Chair. Minimum Qualifications: Demonstrated knowledge, skills, and abilities to work with community college students with disabilities, various sexual orientations, and diverse academic, socioeconomic, cultural, and ethnic backgrounds (Required). Any master's degree level discipline in which learning assistance or tutoring is provided at the college where the coordinator is employed;ORA master's degree in education, educational psychology, or instructional psychology, or other master's degree with emphasis in adult learning theory (NOTE: Minimum qualifications do not apply to tutoring or learning assistance for which no apportionment is claimed.)ORHold a fully-satisfied UFE California Community College Counselor Credential (California credentials were no longer issued after July 1, 1990). [The degree major(s) posted on an applicant's transcript(s) must be exactly as listed above under the degree requirements. Otherwise applicant must claim education equivalency for the formal educational requirement. Applicants who are currently enrolled in Ph.D. programs that do not award a master's degree also need to claim education equivalency. The "Faculty Equivalency Application Form" is available on the left side margin. This form will be considered as part of the application materials and must be submitted on or before the filing deadline as indicated on this job posting.] [If you have previously gone through the education equivalency for this same subject area from City College of San Francisco OR you have obtained the clarification of your "major" from the department chair/dean of the institution you attended in order to meet the minimum qualification for this job posting, you must submit a copy of the information. When attaching this document, please use the "Equivalency Application Form" link.] Desirable Qualifications: 1. Graduate work in education, counseling, culturally responsive teaching, curriculum development, disability studies, environmental education, ethnic studies, educational counseling, educational psychology, human rights education, psychology, social work, social justice education, special education, immigrant and refugee education, trauma informed education, healing centered teaching, women and gender studies, and/or urban education. 2. Documented training and professional development in social justice education, anti-racist pedagogy, innovative classroom management, motivating diverse students, and student retention using culturally responsive pedagogy and equity-minded practices. 3. Demonstrated ability to motivate and direct students towards their personal goals; affect attitudinal changes in students; act as a college resource; and successfully work with students who need a broad range of resources, interventions, and supports. 4. Demonstrated ability to retain students/program participants from diverse backgrounds, including marginalized students, Equity-identified CCSF student populations, and parenting students. (https://www.ccsf.edu/about-ccsf/administration/student-affairs/student-equity). 5. Evidence of responsiveness to and understanding of the racial, socioeconomic, academic, and cultural diversity within the community college student population, including students with different ability statuses (e.g., physical and/or learning) and parenting or caregiving students including knowledge of CCSF and community resources. 6. Demonstrated experience showing ability to initiate, develop, and complete projects; and inspire colleagues to work on projects. 7. Demonstrated ability to communicate well in oral and written expression.8. Evidence of successful instructional experience at the university or college level using culturally responsive pedagogy. 9. Demonstrated experience with and knowledge of inequities in higher education and a commitment to rectifying policies and processes that restrict access for historically minoritized and disproportionately impacted students. Benefits: ADA Statement: Applicants who require a reasonable accommodation to participate in this hiring process should contact the Human Resources Department at workrestrictions@ccsf.edu to make the necessary arrangements. Please be aware that verification of a covered disability under the ADA may be required. Selection Procedure/Conditions of Employment Applicants who meet all minimum qualifications and have all required application documents in the CCSF Human Resources Department on or before the filing deadline will be included in the initial review processes to be conducted by the Search Committee. A reasonable number of applicants who are judged by the Committee as best matching the requirements of the position will be invited for a personal interview with the Search Committee. Employees must satisfy all the pre-employment requirements for a CCSF Release to Work Authorization Certificate prior to appointment which include, but are not limited to, tuberculosis clearance (EC 87408.6), fingerprinting processing, and verification of their legal right to work in the United States. City College of San Francisco reserves the right at its sole discretion to modify or to rescind this job posting at any time without prior notice. EEO Statement: It is the policy of the City College of San Francisco to provide all persons with equal employment and educational opportunities regardless of race, color, ancestry, national origin, ethnic group identification, religion, age, gender, marital status, domestic partner status, sexual orientation, disability or AIDS/HIV status, medical conditions, gender identity, or status as a Vietnam-Era veteran. These categories specifically include status as a lesbian, gay, bisexual, transgender, or questioning person in any District program or activity. For further information, contact the Human Resources Department at OCRcompliance@ccsf.edu. To apply, visit: https://apptrkr.com/7118973 Copyright ©2025 Jobelephant.com Inc. All rights reserved. https://www.jobelephant.com/ jeid-cb92d65fb16a1d44b88832d67b61015c

Shape the Future. Teach with GCPS.Gwinnett County Public Schools (GCPS), Georgia’s largest school district, serves more than 180,000 students across 140+ schools. We are seeking passionate, student-centered educators who want to inspire excellence in the classroom and grow their careers in a nationally recognized district.  Who We AreGCPS is a diverse, award-winning district committed to providing an excellent and equitable education for every student. We believe in investing in our teachers because when educators thrive, students thrive. Our schools are collaborative communities where teachers are valued, supported, and empowered to make a difference.  What You’ll NeedValid Georgia teaching certificate in Special Education: Deaf Education and or eligibility through GaPSC provisional certification with current enrollment in a DHH programBachelor’s degree in Education or related field from a GaPSC-approved college or universityPrior teaching experience preferredProficiency in American Sign Language (ASL)Strong knowledge of GCPS Academic Knowledge and Skills (AKS), instructional practices, instructional technology, teaching strategies, diagnostic assessment techniques, IDEIA requirements, and differentiated instruction and assessment strategiesDemonstrated excellence in communication, collaboration, classroom management, and building effective relationships with students, parents, administrators, colleagues, and other stakeholders  Why Choose GCPS Competitive salaries aligned with your experience and credentialsComprehensive benefits, including health, vision, and dental coverageRobust retirement plans, including a 403(b), TRS pension, and district-funded GRS retirement planEmployee discount programs through GCPS Foundation partnersProfessional development and career growth opportunities such as:Mentorship for novice teachers through Mentor GwinnettAccessible, job-embedded professional learningAdvancement pathways like the Quality-Plus Leader AcademyCollaboration with regionally and nationally recognized educatorsRecognition through programs such as Teacher of the Year  Join Our TeamWhen you join GCPS, you’re joining a district that values its teachers, invests in their growth, and celebrates their success. Be part of a community where your work matters and your career can flourish.Apply today to join GCPS and inspire the next generation.

MissionRonald McDonald House Charities, Upper Midwest (RMHC-UM) in partnership with our community, provides a comfortable and caring home-away-from-home that supports keeping families together and reduces stress during a child’s serious illness or injury. RMHC-UM operates five locations in Minnesota – four in the Twin Cities and one in Duluth – and provides complimentary lodging, meals and support to thousands of families every year. Job SummaryThe Ronald McDonald House School is a classroom designed to allow families to stay together during extended periods by providing personalized education for patients and siblings in kindergarten through 12th grade. The school is an alternative of the Minneapolis School District. The school operates Monday through Friday. The lead teacher is responsible for providing standards-based and highly engaging learning environments for their students. The lead teacher will strive to ensure that all students are empowered with knowledge, character, and leadership skills. Job Description Primary Responsibilities Instructional Planning, Learning, and Development · Responsible for organizing, implementing, and providing an educational program where students have the opportunity to fulfill their potential for intellectual, emotional, physical, and psychological growth. · Design a strong curriculum for each K-12 grade level, as warranted per student population, which incorporates individual and group learning experiences. · Utilize curriculum to develop and implement standards-based lesson plans that include an understanding and modeling of independent thinking skills, creative problem solving, and evidence-based reasoning, differentiating and scaffolding as needed. · Implement assessments that are aligned with daily, weekly, and unit objectives. · Use data to adjust short and long-term plans to meet students’ learning needs. · Participate in required meetings for Minneapolis Public Schools (MPS), for example, quarterly SIP meetings. · Complete required trainings for MPS (testing, PD, etc.). · Communicate and coordinate with MPS staff when enrolled students have IEP, 504 plan, and/or multilingual needs. · Plan and deliver instruction for a variety of learners, in a variety of ages. · Understand and use assessments to promote student learning. · Communicate clear and consistent expectations for learning, behavior. and achievement. Design and implement individualized behavior plans as needed. · Communicate student progress in a timely and thorough manner to student’s home school. · Coordinate individualized learning objectives with home school teacher in order to work on the same skills/concepts as the home school classroom. · Maintain accurate records, gradebooks, data tracking systems, and documentation for students. RMH and Classroom Culture · Work closely with the entire program team to provide seamless transitions to after school programming and special activities. · Establish and maintain relationships with students and families based on trust and regular communication; collaborate and communicate regularly with families about academic progress and behavior. · Establish and maintain high expectations and routines for academic work and classroom behavior. · Monitor and manage student behavior effectively. · Motivate students to engage in the learning process. · Create an environment that promotes respect, rapport and learning. Supervise and Support Volunteers · Work closely with volunteers to ensure that they have a successful volunteer experience. · Work with Volunteer Department to communicate classroom needs and concerns. · Provide orientation, supervision and feedback to volunteers. Additional Responsibilities · Support the mission and values of Ronald McDonald House. · Support the programs and priorities of the program department. · Support and work in various departments if school enrollment is low. · Attend and participate in required meetings and program/school events. · Provide guidance, coaching, feedback, and support to Assistant Teacher. · Motivate and inspire positive communication while working together with Assistant Teacher on goals. · Assist with classroom support services as needed (copying lessons, preparing projects, etc.). · Proactively maintain cleanliness of classroom and organization of supplies in classroom and storage areas. · Proactively communicate with Assistant Teacher and other staff about supply inventory. · Establish and maintain positive working relationships with colleagues. · Seek and develop opportunities for professional growth and development. The duties and responsibilities described are not a comprehensive list, and other duties may be assigned, or the scope of the position any change as necessitated by business needs at any time with or without notice. Expected Hours of WorkThis is 40 hours per week, full-time position, and hours of work are generally Monday through Friday, 8am – 4pm. Must be able to work occasional evening hours as needed to support families. This position qualifies for a combination of RMH and teacher benefits as outlined in the Lead Teacher summary. Duration of Position The lead teacher long term substitute will start the position on August 24, 2026, and will be expected to remain in the position for a minimum of 14 weeks (through November 30, 2026). However, they may be asked to remain longer as needed. BenefitsPaid HolidaysAccrued Sick Days2 Personal DaysMinnesota Paid LeaveWork EnvironmentThis position is based at the Ronald McDonald House-Oak Street in Minneapolis, a 75,000 square foot facility that houses 48 families and contains office space for the Senior Leadership Team, as well as Finance, HR, Facilities, Program, Development, and Volunteer Management staff. RMHC-UM also operates programs inside three pediatric hospitals in the Twin Cities and has a stand-alone facility in Duluth. Preferred Education and Experience · Bachelor’s degree required · Experience working in a non-profit organization and management of volunteers · Experience working or volunteering with children in educational environments · Valid Minnesota teaching license in content area (or ability to gain before start date); grades flexible Competencies and Skills · Operate as a team player and able to work effectively with all employees and constituents of RMHC-UM · Able to work with students dealing with wide-ranging social and emotional needs and deescalate situations when needed · Able to develop relationships with youth of all ages and diverse backgrounds · Excellent verbal, written and interpersonal skills · Able to build trust with colleagues, students and families · Able to operate a computer and other office equipment such as a phone, copy machine, computer, and printer · Creative, organized, compassionate, and flexible · Able to maintain appropriate professional boundaries with families and volunteers · Able to maintain confidentiality according to HIPAA and other relevant privacy regulations · Able to take initiative and persevere through difficult situations · Able to manage details and prioritize in a fluid environment · Able to resolve interpersonal conflicts and determine needed components of risk management · Compassion and the ability to work with families facing a health crisis or loss of a child Physical Requirements · Valid driver’s license · Able to lift 50 pounds · Able to bend, lift, stretch, and climb · Able to drive the RMH passenger van   Ronald McDonald House Charities, Upper Midwest is an equal opportunity employer and at-will employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status or any other characteristic protected by law. Further, RMHC-UM takes affirmative action to ensure that employees are treated during employment without regard to any of these characteristics. Please submit cover letter and resume by May 12, 2026

About the Fiver Children’s Foundation Fiver is not a typical after school program or summer camp. We take a slow and steady approach to building relationships and developing social, emotional and life skills that lead to positive decision-making and outcomes for youth. We are committed to ensuring that all Fiver spaces, communications and interactions are: Inclusive, Warm, Youth-Centered, Honest, and Intentional. Through our one-of-a-kind ten-year commitment, Fiver provides experiences that challenge and builds relationships that nurture so that youth from marginalized communities in New York can create their own positive futures.      Job Description Counselors are responsible for providing supervision, guidance, support and leadership to a group of campers in their cabin. As the camper’s primary caregiver during their two-week stay, counselors must be attentive to the camper’s physical, emotional and social needs. Through our character development program, Fiver teaches campers to be a Friend, an Individual, a Valuable Team Player, an Environmentalist and a Risk Taker. We are looking for outstanding role models to inspire and mentor our children!  Counselors should possess skills in a specific program area (e.g. art, dance, sports, waterfront activities, computers, etc) and be comfortable teaching/assisting in these subject matters during daily activity slots. Counselors work together as a dynamic team; counselors should be fun-loving, kid-friendly, open-minded, patient, flexible, willing to learn, mature and compassionate!  Qualifications At least 1 year post high school by June 2026One year post high school experience working with children preferred  During their experience at Camp Fiver, Counselors will gain many transferable skills such as leadership, effective communication, time management, strategic thinking, behavior management and youth development best practices. Fiver offers a $100 referral bonus in the first paycheck for every counselor/staff member that you refer, is hired, & arrives at camp for staff training. Located in beautiful Upstate New York, Camp Fiver is a four-hour trip from New York City and is 45 minutes southeast of Syracuse. Camp Fiver’s 129-acre property includes a lake, a river, woodlands, a learning center, dining hall, horse barn and more. Counselors live at Camp Fiver for all 4, 12-day sessions (off days will be discussed thoroughly during staff training) including one and a half weeks of training prior to camp.  Click Here to Apply for Camp Fiver 2026! The Fiver Children’s Foundation believes that historically marginalized communities must be centered in the work that we do, and are actively taking steps to make sure our processes and practices promote equity for all, including people of color, people from working-class backgrounds, women, and members of the LGBTQ+ community. We encourage applications from people with these identities or members of other marginalized groups. 

Watkinson School, offering inventive teaching and learning since 1881, seeks a 9/10 Academic Dean. Reporting directly to the Head of the Upper School, the Dean will be a member of the school’s Senior Leadership team. This is a full-time, 12-month position. The 9/10 Academic Dean will be an experienced educator first and foremost, with a track record of collaboratively engaging at the leadership level within a school community. The Dean will demonstrate the qualities of compassion, empathy, and openness, while utilizing excellent active listening and communication skills.  The successful candidate will be committed to collaboration with students, parents, and faculty and possess a sense of perspective and a sense of humor.  The 9/10 Academic Dean will serve as the main point of contact for students, teachers and parents regarding all 9/10 students’ academic progress.  They will coordinate plans to reach all students and provide the best possible education across all subjects.  They will communicate with all parties in times of both success and concern in order to ensure the personalization that sits at the center of a Watkinson education.  The successful candidate will bring to the position: Expertise, experience and demonstrated success in working with students 13-16 years of ageOutstanding written and verbal communication skills that reach all age groups and constituencies within our school community - including students, faculty, and parentsTimeliness and follow-through in terms of action steps across multiple simultaneous projectsA strong educational background of teaching and learning, with a sturdy foundation of specialized services and individualized learning plansExcellent organization, attention to detail, and systems thinking skillsA contagious sense of enthusiasm and joy  Some of the Dean’s key responsibilities will include:Working closely and communicating regularly with the Student Support Team - Head of Upper School, Dean of Students, School Counselor, School Nurse, 11/12 Academic Dean, Director of the Learning Skills Program, and Director of College Counseling Communicating with all upper school faculty to understand student progress across disciplinesSharing expertise on best practices for teaching and learning and bringing themselves as a thought leader to all aspects of our upper school academic program Convening and managing 9/10 Team Meetings on a regular rotation to coordinate plans for grade-level and individual learningParticipating fully in our Senior Leadership team as a community leader to solve problems and lead the school in a wide variety of ways. Teaching up to three classes  Watkinson School is an equal opportunity employer and an open and affirming community. We seek candidates of diverse backgrounds. This position commences July 1, 2026 and is a 12-month position. Qualified candidates, please send a letter of interest, resume, and a list of no fewer than three references.

Upper School Social Studies Teacher William Penn Charter School is a Quaker, all-gender, pre-K-12 independent, day school in the East Falls neighborhood of Philadelphia. Established in 1689 by William Penn and members of the Religious Society of Friends, Penn Charter is a community guided by Quaker testimonies and the central belief that there is "that of God" in every person. A school community that honors difference, Penn Charter seeks to be a place where diversity is understood, represented, and valued. Our curriculum embraces a plurality of cultures and celebrates an array of voices, instilling in us a deeper understanding and empathy for individuals in this community and the world. As our mission states, we value scholarship and inquiry. With excellence as our standard, we challenge students in a vigorous program of academics, arts, and athletics. Through global connections, civic engagement, and a focus on environmental sustainability, we inspire students to be thinkers, collaborators, innovators, and leaders. We educate students to live lives that make a difference. POSITION SUMMARY William Penn Charter School seeks a Upper School Social Studies teacher for the 2026-2027 school year.  Applicants must possess an undergraduate degree in Social Studies/History or a closely related field (an advanced degree is preferred) and previous teaching experience, ideally at the upper school level.  The successful candidate will embrace student-centered pedagogy and technology use in the classroom, model curiosity and a desire for professional growth, possess an understanding of and appreciation for teaching adolescents, and exhibit a desire to build positive and meaningful relationships with students, colleagues, administrators, and parents in a manner consistent with the School's mission.  Familiarity with the principles and practices of Quakerism and Quaker education is highly desirable. The candidate would be expected to adhere to the School's shared curriculum, which allows for autonomy in daily lessons and in occasional units.  Candidates will have the opportunity to join and contribute to a well-established and successful cross-divisional Social Studies program. Essential FunctionsDemonstrate a commitment to diversity, equity, inclusion, and social justice both in their teaching practice and in building relationships with students and other community membersTeach four sections of Upper School Social Studies. Potential courses include Advanced Studies: American Political History (11th), Advanced Studies: Government and Politics (12th), Advanced Studies: Psychology (11/12th) or Ancient and Medieval Civilizations (9). Serve as an advisor to a small group of Upper School students.Engage in the collaborative work of the department to consistently review and develop curriculum and instructional practices to best support student growth and engagement.Participate in a co-curricular activity such as coaching, clubs, assisting with a theatrical performance, or community service.Attend meetings, write comments, and report grades according to predetermined dates on the school calendar.Consistently use the HUB (Penn Charter’s learning management system) to post homework and dates of assessments, and to maintain an updated gradebook.Maintain a growth mindset and actively participate in faculty professional development and supervision, including observations and feedback conversations, with support from the assistant head, division director, and department chair.Collaborate with colleagues on lesson, unit, and assessment design and follow shared expectations of unit timing and assessmentOther duties assigned by the Head of School, Assistant Head of School, or their designee, such as occasionally proctoring study halls and chaperoning school events. Competencies Excellent verbal and written communication skillsAbility to teach students of varied ability with careHigh energy, initiative, and strong work ethicEmpathy and patienceA capacity for flexibility and adaptabilityAbility to remain professional and courteous while interacting with students, colleagues, and parentsA comprehensive understanding of the field of education and a demonstrated willingness to explore and embrace new pedagogical practices, technologies and developing trendsExhibit a passion for teaching and for working with adolescentsProficient in Google Suite & Microsoft Office programs Physical Demands:Intermittent or prolonged periods of sitting and standingAbility to lift approximately 20 poundsReasonable accommodations may be made to enable individuals with disabilities to perform these essential functions Required education and experience:Previous experience teaching Upper school Social Studies; Candidates with college-level experience will also be consideredBachelor's degree in Social Studies/History or a closely related field Experience designing and teaching student-centered Social Studies. Preferred education and experience  Familiarity with the principles and practices of Quakerism and Quaker educationExperience with shepherding students through research projects.Three years or more of recent experience teaching Social Studies at the Middle and/or Upper School levelTeacher Certification (preferred, but not required)Master’s Degree in History, education, or similar field Salary and benefits   William Penn Charter School offers competitive salaries and comprehensive health coverage for employees and their eligible dependents. William Penn Charter School is also a Public Service Loan Forgiveness Program qualified employer. William Penn Charter School provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.