Careers in Education

NOW HIRING Full Time TEACHERS at Shores Child Development Center by KinderCare Located in Redwood City, CA 94065!NOW HIRIING:Toddler Teachers - Full Time!Preschool Teachers - Full Time!This program runs as a Full Day Center working with Ages: 6 weeks to 5 years! Roles are through KinderCare Learning Companies! We hope you will join us in celebrating, fostering relationships with students, families, and MORE! We cannot wait to Connect with You!Now Hiring at:KinderCare at Shores Child Development Center - 1050 Twin Dolphin Dr. Redwood City, CA 94065Program Hours & Details:Center Runs: Monday - Friday!No Nights! No Weekends!Center Hours: 7:00 AM to 6:30 PMFull Time Role Hours: 40 - Full Time, Benefit Options!Why KinderCare Learning Companies:Training & Onboarding – Setting you up for success!Professional Staff Development – Annual, connect with your peers, get inspired!Free Mental Health Benefits & Discounted Gym membershipsCompetitive Compensation and Growth Potential - Internal promotions within all 3 brandsKCE Kids Benefit – All employees will receive a 50% discount on each child’s tuition (at any brand location)What you’ll do:Enrich the lives of kids 6 weeks to 5 yearsWork in ratio with staff & kids during program hoursImplement KCE’s curriculum & PlanningPartner with parents and Center personnel to cultivate positive lasting relationships!Create a safe, nurturing environmentPartner & communicate with Parents, Staff, and Students, while Cultivating Positive RelationshipsSupervise Children & complete hourly headcounts, and more!How will YOU inspire Brilliance in one of our classrooms? Take this opportunity to start or continue your career in Childcare Education! Apply today!Reach Out to: Elizabeth (Lizzie) Fryer for more details!KinderCare Education is the nation's leader in early childhood education. We nourish curiosity through purposeful experiences to create a future full of lifelong learners. From our National Support Center to the classrooms where learning comes to life, we're united by a passion to create a world of learning, joy and adventure for more than 161,000 children ages six-weeks through 12 years every day!KinderCare Education employs more than 32,000 team members across 1,700 locations nationwide. Our devoted family of education providers leads the nation in accreditation and includes KinderCare Learning Centers, KinderCare Education at Work, Champions Before- and After-School Programs, Cambridge Schools™, Knowledge Beginnings and The Grove School.KinderCare Education is an Equal Opportunity employer. All qualified applicants will receive consideration for employment without regard to race, national origin, age, sex, religion, disability, sexual orientation, marital status, military or veteran status, gender identity or expression, or any other basis protected by local, state, or federal law.Job Types: Full-time, Part-time

Special Education Teachers (Brockton, MA) Birch Agency, a nationally recognized leader in educational services, is seeking several Special Education Teachers to join our team in Brockton. We have a passion for making a difference in the lives of students with special needs. These open positions are for early elementary Special Educators.Details:- Delivery of IEP Services- Opportunities for Substantially Separate classrooms- Opportunities also for Push-In/Pull-Our services- Some Small Group and 1:1 InstructionRequirements:- Valid State (MA) license for Special Education- Demonstrated experience working with children in an elementary school setting, with a strong emphasis on supporting those with special needs.

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. 

 POSITION TITLE:                             After-School Education Program Coordinator                                                            SALARY:                                            Pay Range: 9-10                                                            $55,242.60-$ 85,701.96 annual DOE/DOQ                        DEPARTMENT:                                 Education Department LOCATION:                                       Community Center at the July Grounds, Mission, Oregon                                                            Confederated Tribes of the Umatilla Indian Reservation                                                            EMPLOYMENT STATUS:                Full-time with benefits package                                                            Covered Status: Requires a background check and an FBI fingerprint checkExempt  SUPERVISED BY:                              Youth Services Program Manager  OPENING DATE                                April 29, 2026 CLOSING DATE:                               May 13, 2026  CTUIR MISSION STATEMENT: Exercise the Tribe's sovereign authority to achieve the maximum protection of resources identified in the Treaty of 1855; to protect newly acquired lands wherein the Tribe has a vested interest, to protect the lands of all the citizens and residents of the Umatilla Indian Reservation.  This position will protect human life, water, land, air, and wildlife by exercising professional skills and abilities in the protection of the resources of the Confederated Tribes of the Umatilla Indian Reservation.  GENERAL STATEMENT OF DUTIES:Responsible for coordinating, planning, developing, and maintaining a comprehensive after-school program for children in kindergarten through eighth grade. Facilitates high-quality educational, enrichment, and culturally responsive activities that are engaging, inclusive, and developmentally appropriate. Collaborates with staff, families, Tribal programs, and community partners to ensure a safe, healthy, and supportive learning environment that promotes the mental wellness, social development, and cultural identity of participating children. EXAMPLES OF ESSENTIAL JOB DUTIES & RESPONSIBILITIES:  Program Administration & Coordination (40%): Coordinate & implement daily after-school program operations, ensuring consistent delivery of educational, physical & mental wellness, enrichment, and culturally responsive activities for students.Ensure the health, safety, and supervision of staff and participating students by adhering to CTUIR and department policies and all applicable child safety requirements.Maintain program supplies, materials, and facilities to ensure learning spaces are clean, organized, safe, and conducive to positive youth development.Ability to plan and shop for meals, snacks, and supplies needed for classroom(s). Safeguard the confidentiality of program participants and protect personally identifiable information (PII) in accordance with Tribal policies, applicable laws, and program requirements.Collect, track, analyze, and submit required data on student participation, progress, and overall program performance to assess students and community needs and inform program adjustments in collaboration with the Youth Services Program Manager.Maintain accurate and timely student records, including documentation of communication and outreach efforts with parents, guardians, and caregivers.Disseminate program information to parents, Board of Trustees (BOT), Committees or Commissions, and the community, as appropriate/requested and in a timely manner.Participate in required training, professional development activities, and staff meetings to remain current on best practices in youth development, culturally responsive education, and program compliance. Student & Family Services (20%): Collaborate with Youth Services Program Manager, Tribal departments/programs, and external partners to enhance program offerings and support alignment between school-day instruction and after-school programming.Integrate Tribal culture, language, and traditional knowledge into program activities and events in collaboration with Tribal departments/programs and community partners.Coordinate transportation of students for program-related activities, in accordance with tribal policies.Establish and maintain consistent, professional, effective communication with parents, guardians, and caregivers regarding student participation, progress, and program activities. Fiscal Compliance & Grant Management (10%): Support program operations and budget monitoring in alignment with CTUIR Fiscal Management Policy and applicable funding requirements.Maintain accurate documentation required for fiscal accountability, reporting and program evaluation (e.g., monitor student attendance, participation, and outcomes).Assist with grant compliance, budget tracking, and preparation of required reports in accordance with funding source requirements and Tribal policies. Staff Supervision & Development (30%): Supervise, evaluate, and support After School Education program staff through regular professional communication, performance feedback, coaching, and ongoing professional development.Ensure program staff participate in required training, professional development, and staff meetings to remain current on best practices in youth development, culturally responsive education, and program compliance.Support staff in designing engaging activities that promote active learner participation and understanding of new concepts.Coordinate with staff to provide cultural and creative activities (e.g., storytelling, drama, writing, arts, and crafts).Ensure staff maintain confidentiality in all matters related to student records and family information, including educational, social, and health-related concerns.Maintain accurate program personnel, timekeeping, and supervisory documentation. SUPERVISORY AUTHORITY: Responsible for active supervision of After School Educators I and II’s.Supervision of contractors and volunteers, as required.SIGNATORY AUTHORITY: Leave requests, timesheets, evaluations, travel documents, purchase requisitions, and purchase orders.ACCESS TO SENSITIVE AREAS: Access to confidential staff and student, family, or caregiver data in the performance of assigned duties. REQUIRED MINIMUM QUALIFICATIONS: (It is the responsibility of the applicant to demonstrate in writing he/she does meet the following minimum qualifications) 1.         Bachelor's degree in Education or related field and three (3) to five (5) years of relevant             professional experience; OR             Associate’s degree in education or related field and a minimum of three (3) years of direct             experience in education program management or administration, or an equivalent             combination of education and experience; OR             High School Diploma or GED and a minimum of five (5) years of experience working in             Education or related youth-serving programs with at least three (3) years of supervisory             experience. Strong, professional interpersonal and communication skills, both written and oral.Ability to manage multiple projects and priorities, meet deadlines, and work with minimal supervision.Working knowledge of services provided by Tribal programs/entities and awareness of issues affecting American Indian/Alaska Native students and families.Proficiency in standard office technology, MS365 and task-related software (e.g., Canva, SharePoint)Knowledge of software, computers and other office technological equipment must be kept current by training as directed by supervisorFlexibility to work beyond regular hours for program-related activities and special events, including evenings and weekends, as requiredMust possess a valid state driver’s license, reliable transportation, and meet Tribal insurance requirements.Must currently possess, -or obtain within the first three (3) months of employment:Pediatric and Adult CPR/First AidFood Handler’s permit PHYSICAL DEMANDS: Ability to sit, stand, walk, and/or remain active for extended periods.Ability to travel by automobile or airplane for events, meetings, training, and conferences.Ability to lift25 pounds, including over the head.Ability to work outdoors in varied weather and in uneven terrain.Ability to engage with children in physical activities. Pursuant to Tribal Worker’s Benefit Code, §4.02. A.  “All workers shall disclose any pre-existing physical or mental disorder and/or disability that could potentially affect or impair the worker’s ability to perform in a reasonable and safe manner the activities involved in the position in which they work. Disclosure shall be made in the employment application or interview before commencing employment or before commencing new job duties after job reclassification, reassignment, promotion, demotion, or other change in job duties. The content of such disclosure shall be made promptly by the covered worker after submitting a claim for benefits under this Code.”  DRUG FREE WORKPLACE: The Confederated Tribes of the Umatilla Indian Reservation has a “Drug Free Workplace Policy” and will conduct Pre-Employment Drug Testing.  A pre-employment drug test is required before any employment offer is to be made.  All tribal employees classified as safety sensitive are subject to random Alcohol and Drug testing pursuant to the Tribal Personnel Policies Manual. COVERED STATUS POSITIONS:Pursuant to the Tribal Personnel Policies Manual, Section 2.23, this is a Covered Status Position. This position requires the individual to pass a pre-employment fingerprint background check that is sufficient to meet requirements for the Federal Bureau Investigation’s Criminal Justice Information Services certification to be able to access federal information under the Tribal Access Program (TAP).  This will be done before starting any Covered position with CTUIR. The individual will undergo an FBI fingerprint background check to determine clearance to be around children, re-investigations shall occur at a frequency of no more than every five years (TPPM, 22).SELECTION PROCESS: Tribal Personnel Policies Manual §3.01: Employee Preferences The Tribe’s employment preferences shall be as follows:            Indian Preference: It shall be the policy of the tribe to provide preference in hiring opportunities within the Tribal government to CTUIR members and to other Indians enrolled in federally recognized tribes. This CTUIR member and Indian preference shall be applicable in all employee hiring, promotion, and transfer decisions.Veteran’s Preference: lt shall be the policy of the Tribe to provide preference in hiring opportunities to veterans honorably discharged from the United States Armed Forces. The employment preferences set forth in this section shall apply to all Tribal programs regardless of the program's funding source and shall apply to all classes of positions referenced in 53.05.Except for the employment preferences authorized under this section, it shall be the policy of the Tribe that no employee or job applicant shall be discriminated against in pursuit of employment or career growth due to race, color, religion, gender, sexual orientation, age or national origin.  All CTUIR Tribal positions are competitive. All employment applications and supportive employment material will be evaluated based on the relevance of the applicant's qualifications and experience as it applies to this position. Applicants who demonstrate that they meet the minimum qualifications and experience most relevant to this position will be considered qualified to compete for this position and be eligible for an interview APPLICATION DEADLINE:  Complete Tribal employment applications will be accepted until 4:00 P.M., on the posted closing date as found on Page 1 of this announcement or postmarked by that date. ONLY THOSE TRIBAL EMPLOYMENT APPLICATION PACKETS WHICH ARE COMPLETE, WITH ALL ADDITIONAL REQUIRED INFORMATION, AS FOUND IN THE "REQUIRED EMPLOYMENT APPLICATION PACKET MATERIAL" BELOW WILL BE CONSIDERED. Employment application packets received after the application deadline will not be considered. REQUIRED EMPLOYMENT APPLICATION PACKET MATERIAL:  1.  Completed Tribal Employment application. 2.  Cover letter explaining your qualifications and experience relevant to the functions of this position. 3.  Personal resume identifying your qualifications and experiences relevant to the functions of this position. 4.  Completed CTUIR's Supplemental Application Form, if applicable. 5.  High School Diploma/GED or copy of official college transcripts, if applicable. 6.  Tribal and Indian preference: Must provide copy of Tribal Enrollment Card or Certificate of Indian Blood with of a Federally Recognized Tribe. 7.  Veteran's preference: Must provide proof of honorable service and discharge or completed Form DD214.  APPLICANT RESPONSIBILITY: It is the absolute responsibility of the applicant to provide sufficient evidence to show they fully meet the minimum qualification requirements. Applicants failing to meet the minimum qualifications are not granted interviews. lf it is questionable as to whether an applicant meets the minimum qualifications, an interview may be granted solely to make that determination.  OBTAIN FROM, AND SUBMIT APPLICATION TO:             Confederated Tribes of the Umatilla Indian Reservation            Office of Human Resources            Staffing & Recruiting            46411 Timíne Way            Pendleton, OR, 97801            Phone: (541)429-7180            Email: HumanResources@ctuir.org To be considered, the application package must be postmarked by the closing date.

ABOUT 3DE BY JUNIOR ACHIEVEMENT3DE by Junior Achievement is re-engineering the high school experience through an instructional model that prepares students with the competencies needed for tomorrow’s economy. Partnering closely with school systems, 3DE delivers rigorous, relevant learning experiences that expand opportunity providing our students with the opportunity of a choice-filled life. ABOUT THE ROLEThe 3DE Senior Director is a people and implementation leader responsible for driving excellent execution of the 3DE model across multiple schools in partner districts. This role leads through others – building strong partnerships with school and district stakeholders, and ensures teams deliver consistent, high‑quality results for students and educators. This leader sets the bar, models expectations, and creates conditions for teams to succeed. CORE RESPONSIBILITIESLead Implementation Team Lead, coach, and develop a team of school implementation coordinators, modeling effective leadership, decision‑making, and professional standards.Build a high‑performing, collaborative team culture grounded in values, trust, accountability, and continuous learning.Drive Operational Excellence & Outcomes Oversee the execution of 3DE across partner schools, ensuring strong implementation, alignment, and results.Use data, observation, and evidence to monitor performance, identify risks, and drive improvement.Balance fidelity to core model expectations with practical problem‑solving in real school environments.Build Sustainable PartnershipsServe as a strategic partner to principals and district leaders, aligning 3DE implementation with school and system priorities.Build credibility and trust through clear communication, sound judgment, and consistent follow‑through.Navigate competing demands while advocating for what students and educators need to be successful.DESIRED EXPERIENCE & QUALIFICATIONSEducationBachelor's degree; master’s degree preferredLeadership & Coaching Experience leading teams; professionals.Demonstrated success coaching adults to change practice, related fields include education, nonprofit, or similar organizational settings. Skilled at aligning people, systems, and resources. School & Partnership ExperiencePrior experience partnering with school or district leadershipSkilled at influencing without authority Strong relationship-builder who can navigate ambiguity and competing priorities.Strategic & Operational SkillsStrong data-informed decision-making skills with the ability to translate insights into action.Systems thinker who can balance fidelity, flexibility, and long-term sustainability.

Serve in support of leadership at the University of Dayton by driving the President’s priorities forward through strategic coordination, executive-level support, and seamless operations. As Director of the Office of the President, you’ll play a pivotal role in shaping high-impact initiatives, managing critical workflows, and working closely with leaders across the University to deliver results with precision, professionalism, and purpose. The Director, Office of the President provides high-level administrative, project, and operational support to advance the President’s priorities and ensure the smooth functioning of the President’s Office. The Director manages key workflows, prepares materials and briefings, coordinates cross-functional projects, and supports internal leadership processes. This role reports to and works closely with the Executive Director, Office of the President and Secretary of the Board of Trustees (Executive Director and Secretary), and partners across the University to ensure timely follow-through, high-quality communications, and excellent service to internal and external constituents. Minimum Qualifications:Bachelor’s degree.Five or more years of progressively responsible administrative, project management, or executive support experience in higher education or a comparable complex organization.Ability to manage multiple priorities with strong attention to detail, sound judgment, and discretion.Effective written and verbal communication skills.Proficiency with common office technology and the ability to learn new systems quickly.Commitment to confidentiality and customer service.Ability to work a flexible schedule as needed.Valid driver's license with low risk driving record. Preferred Qualifications:While not everyone may possess all of the preferred qualifications, the ideal candidate will bring many of the following:Experience supporting senior executives and/or working in a president’s office.Experience with agenda development, meeting facilitation, and action tracking.Experience with budget tracking, event/visit coordination, and drafting correspondence.Familiarity with Catholic and Marianist mission/values and experience working in mission-driven environments.Ability to promote inclusive excellence in the workplace. Special Instructions:To apply please submit a cover letter addressing each minimum qualification and any applicable preferred qualifications that you meet.Applicants must be currently authorized to work in the United States on a full-time basis. The University does not provide work visa sponsorship for this position. Informed by its Catholic and Marianist mission, the University is committed to the dignity of every human being. Informed by this commitment, we seek to increase diversity in all of its forms, achieve fair outcomes, and model inclusion across our campus community. The University is committed to policies of affirmative action designed to increase the employment opportunities of individuals with disabilities and protected veterans in compliance with the Rehabilitation Act of 1973 and Vietnam Era Veterans' Readjustment Assistance Act of 1973.

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. 

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. The Kinesiology Instructor/Head Coach must demonstrate a profound understanding of and experience with successfully supporting individuals with varying backgrounds. This includes persons with disabilities, various gender identities, various sexual orientations, individuals from historically underrepresented communities and other groups to ensure the district provides an inclusive educational and employment environment focused on strategies for success and equitable outcomes for all.Under supervision of an Educational Administrator, the Kinesiology Instructor/Head Coach (Aquatics) will develop culturally-responsive curriculum and provide inclusive lecture and laboratory instruction for students in the study of Kinesiology and Athletics and other related courses. The incumbent will be responsible for: evaluating students’ performance, participating in shared governance and other activities in support of the instructional program, administering financial and strategic techniques utilized in assigned sport(s) in inter-collegiate competitions, recruiting student athletes, supervising student athletes, assisting with the monitoring of the student athlete academic progress and eligibility, creating and/or assisting with strength training and training for competition, preparing budgets and fundraising, evaluating and maintaining equipment and supplies, coordinating team travel arrangements, conducting the volleyball programs under the rules and regulations of the California Community College Athletic Association (3C2A) and the BIG 8 Conference, National Association of Intercollegiate Athletics (NAIA), and the National Collegiate Athletic Association (NCAA), and do related work, as required.  Examples Of Functions and TasksCurriculum Development: Review and evaluate curriculum in order to meet student interests and needs within the parameters of divisional/departmental budget constraints and availability of equipment and materials; review and evaluate curriculum and student success data in courses taught to meet diverse student interests and needs; coordinate with adjunct faculty instructors to enhance consistency of lecture and skill demonstration content and attend curriculum meetings with departmental instructional staff to provide input on curriculum designs; evaluate and/or revise course descriptions to fit curriculum designs; present proposals for curriculum changes to the Curriculum Committee and/or other appropriate shared governance bodies; make changes to curriculum, as necessary and as approved, within the participatory governance structure; review curriculum for equity-mindedness and concordance with changes in laws, regulations, and standards.Lecture Preparation/Skill Development: Complete book order forms and provide master copies of student- centered syllabi; prepare lesson plans and/or coordinate interactive lectures/activities with skill development assignments, including determinations of time segments to be allotted for coverage of lecture/demonstration material and skill development activities/practices; determine culturally-inclusive reading assignments to supplement class sessions; practice skill maneuvers to be demonstrated in skill development sessions; prepare handouts and/or culturally-inclusive graphics/visual materials for classroom use; attend conferences to increase knowledge of subject matter and teaching methods and techniques; review and evaluate new textbooks for content, readability, cost effectiveness, and equity-mindedness; select textbooks determined to be the most useful and appropriate; read current literature(normally several sources-- books, newspapers, periodicals, and other printed materials) to prepare lectures; read literature (books, newspapers, periodicals, and other print and non- print materials) and attend trainings/conferences (if funding permits) on culturally-responsive pedagogy/andragogy; prepare, edit, and update student-centered syllabus materials for lectures and/or skill development sessions;  review, select and/or prepare computer and/or multi-media materials for classroom use; coordinate and confer with book publishing company sales representatives providing instructional materials, as necessary; familiarize self with operation of all equipment currently available for use, which is appropriate for the subject area; place appropriate reference items on reserve in the library.Lecture Presentation/Skill Development: Acknowledge the diversity of the student population by incorporating culturally-responsive pedagogy and equity-minded teaching practices; introduce and present interactive lecture/skill demonstration information and concepts in a clear, logical, student-centered and culturally-inclusive manner; use analogies, examples, and other student-centered practices to convey important Kinesiology concepts; provide student learning outcomes to direct student learning; outline major points of information on the board, overhead projector, and/or other visual platforms; enhance presentations with multi-media demonstrations or examples, as available; distribute handouts to clarify particularly difficult topics; answer student questions clearly and in a student-centered manner; encourage student participation and involvement in classroom discussions, skill demonstrations ,and practices; determine and disseminate student attendance policies, and monitor student attendance and activity; maintain classroom management, ensuring both equity and student participation; observe condition and overall cleanliness of practice areas and equipment to ensure compliance with safety and health standards, reporting problems to the Division Dean and recommendations on facility and equipment improvements and repairs; prepare work orders to accomplish facility and equipment improvement and repairs, as authorized; and develop and augment current and new skill elements; determine quantity and quality of equipment necessary for classroom, skill demonstration, and practice sessions, based upon availability commensurate with budget priorities; prepare requisitions for new or replacement equipment, as authorized; receive and store equipment orders; ensure  that equipment is used safely and properly, cleaning and repairing equipment, as necessary and feasible and disposing of broken and/or obsolete equipment, as appropriate.Student Performance Evaluation: Develop quizzes, tests, and skill examinations which are understandable and which fairly and equitably evaluate student skills and progress; monitor student activity during examinations/quizzes and take steps to prevent and/or address behavior that violates student conduct, i.e., cheating; deal swiftly, rationally, and consistently with persons involved in cheating and/or other unacceptable behavior; read and evaluate student responses on examinations/quizzes and mark and grade papers accordingly; assign, read, and evaluate homework assignments/projects to promote learning; evaluate student skills and assign scores and/or official grades; advise students on academic matters regarding their performance; Provide students with information about student support services (e.g., Extended Opportunity Programs and Services [EOPS], the Learning Skills Center, Tutoring Center, Writing Center, technology help, etc.) and collaborate with Student Services professionals to ensure a successful learning environment for all students; input student scores into a computer and regularly make grades available to affected students.Budgeting: Allocate monies from budget for sport(s) assigned, including funds for food, lodging, and other  expenses for scheduled athletic competitions/events; select necessary equipment and initiate procurement; determine mode of transportation and travel times to athletic events; plan and budget for replacement of uniforms and other equipment, as authorized.Eligibility: Maintain knowledge of general education requirements for student athletes; maintain specific knowledge of and apply 3C2A, and District progress, transfer, and graduation requirements; acquire and maintain knowledge of National Collegiate Athletic Association (NCAA) transfer rules; determine eligibility of student athletes under recruit mentor participating in current programs; evaluate student athlete performance and make decisions concerning team placement(s) and level of participation; maintain knowledge of “Eligibility Center” processes and procedures and certification requirements.Event Management: Secure facilities for assigned sport(s) athletic competitions/events taking place in the District ;take responsibility for maintaining positive behavior of Assistant Coaches, student athletes, and team(s) in assigned sports, administering corrective and/or restorative action as warranted and under established District policies and procedures; secure photographers/videographers and equipment to film or otherwise record athletic competitions/events, as appropriate; develop and maintain positive rapport with sporting officials; accommodate needs of opponent athletes/teams and trainers with regard to dressing and other facilities utilized for athletic competitions/events, as appropriate and feasible; arrange for proper preparation of District facilities to be utilized for athletic competitions/events in assigned sport(s).Equipment Procurement/Inventory: Determine need for athletic equipment for assigned sport(s) and complete requisitions for procurement within budget allocations; research and specify sources and prices for athletic equipment to be procured, interfacing with Purchasing Department staff members, as appropriate; conduct yearly  inventory of uniforms and other athletic equipment for assigned sport(s), classifying inventoried items by condition of equipment; prepare needs listing for ordering purposes; notify appropriate division staff member(s) upon receipt of athletic equipment for assigned sport(s).Safety/ Supervision: Examine equipment for damage and/or wear and ensure item is suitable for use by student athletes; examine athletic competition/event facilities and practice facilities for obstacles, deterioration of surfaces, broken equipment, or other unsafe conditions and take immediate action to mitigate or eliminate safety  hazards, as appropriate; conduct practice drills in a safe manner and teach safe techniques and safety consciousness to student athletes, as appropriate  for assigned sport(s); develop individual athlete and/or team standards and rules for positive conduct at practices and for athletic competitions/events; administer District, Big 8 Conference and California Community College Athletic Association (3C2A )rules ,including eligibility, conduct, and sporting requirements for assigned sport(s).  Minimum QualificationsDegrees/Experience: Incumbent must possess a 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 a Bachelor’s Degree in in any of the above AND a Master’s Degree in any Life Science, Dance, Physiology, Health Education, Recreation Administration, or Physical Therapy OR the equivalent. Licenses/Certifications: Incumbent must possess or be able to obtain prior to appointment a valid California Class C or higher driver’s license, in order to accomplish official travel in District and/or privately owned vehicle. Knowledge of: Physical Education, with advanced knowledge of skill development practices and techniques; teaching and student evaluation practices, methods, and techniques; current directions in Physical Education theory and research; equipment operation and usage, including safety and health requirements; inclusive and equitable teaching practices, methods, and techniques; culturally-responsive pedagogy/andragogy; methods to successfully support individuals with varying backgrounds, which includes persons with disabilities, various gender identities, various sexual orientations, individuals from historically underrepresented communities and other groups.Ability to: Provide interactive lectures in front of large groups of students; explain Physical Education concepts and elements in a clear, logical and student-centered fashion; interact effectively with students, peers, and administrative staff; work independently to solve problems; recognize variation in student socioeconomic backgrounds, abilities, and learning styles; be patient with students; maintain integrity, honesty, reliability, and cooperation; apply an equity-minded framework and ensure programs, services and processes are designed and delivered to meet the varying needs of all constituents; to interact and work effectively with a diverse population utilizing exceptional interpersonal and intercultural skills; 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. PHYSICAL SUITABILITY REQUIREMENTS: Incumbent must be able to function effectively indoors and outdoors engaged in work of primarily an active nature and to accomplish the following, with or without reasonable accommodation. Essential: Constantly: Maintain cardiovascular fitness to engage in active physical effort and to function effectively under stressful competitive conditions. Almost Constantly: Utilize vision (near and far) to read printed materials and score boards and to observe athletic competitions/events to evaluate student athlete performance; utilize hearing and speech for conversations, including telephonic and virtual; move about District environments and facilities utilized for athletic competitions/events; utilize manual and finger dexterity to write and to demonstrate use of athletic equipment and skill techniques; work in areas subject to exposure to dusts, mists, fumes, wet/damp surfaces, extremes of heat/cold, and moderately high levels of noise. Frequently: Twist, turn, stoop, bend, and maintain balance to demonstrate athletic technical skills in assigned sport(s); utilize vision (near and far) and manual and finger dexterity to drive District or privately owned vehicle to accomplish official travel; work in areas subject to exposure to chemicals, caustics, and blood borne and/or other pathogens that may be encountered by applying first aid to injured athletes. Lift (from overhead, waist and floor levels, max. 100 lbs.), carry (max. 100 lbs.), and kneel to station athletic equipment for use at practices and to demonstrate technical skills in assigned sport(s); run, to demonstrate technical skills in assigned sport(s). Occasionally: Operate stationary and mobile machinery and equipment used for assigned sport(s); work in areas subject to exposure to allergenic plants/materials and risk of falling from heights above ground level; wear personal protective equipment to protect skin, arms, hands and fingers. Push, pull, reach (from low and level), and climb to heights above ground level to station athletic equipment for use at practices and to demonstrate technical skills in assigned sport(s).

Job TitleGA for SLI Summer Programs - Division of Student Life and Wellbeing - Graduate AssistantDepartmentStudent InvolvementEssential FunctionsThis is a 12-month Graduate Assistant position for 2026-2027.The Office of Student Leadership and Involvement (SLI) within the Division of Student Life and Wellbeing is seeking a Graduate Assistant to support SLI’s Summer Bridge Programming. These programs (Summer Scholars and Summer Bridge) are signature programs that provide opportunities for high school juniors and seniors to connect with UNO and prepare them for the college experience. In addition to general program support, the Graduate Assistant duties include but are not limited to:Assisting with recruitment and selection of program participants.Assisting in developing outreach and marketing plans.Assisting in planning events and activities.Prepare and deliver engaging presentations to a wide audience, effectively conveying relevant information in a clear, concise, and compelling manner.Logistical planning, making room reservations, ordering supplies, etc.Supporting the tracking of program roster of participants.Research and stay current on campus information, tools, and best practices to ensure students in the program receive up to date with relevant information.Assisting in organizing and conducting program assessments.Interacting with and mentoring student participants.Supporting SLI team with additional event planning and duties as assigned.Other duties as assigned.Work Schedule20 hours per week. Work week scheduled around classes and programming. Programming includes occasional evenings, weekends, and university breaks.Additional Duties Required QualificationsMust be enrolled in a UNO graduate degree program. Candidates who have previousexperience working with mentoring and youth programs.Preferred QualificationsPreference to candidates enrolled in graduate degree programs in education, social work, counseling, higher education leadership, or related fields.Physical DemandsThe physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Regularly sits; may stand, walk. See, hear, speak and use of hands.Work EnvironmentThe work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Regularly works indoors. Noise level is low to moderate.The University of Nebraska does not discriminate based on race, color, ethnicity, national origin, sex, pregnancy, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, marital status, and/or political affiliation in its programs, activities, or employment. UNO is a VEVRAA Federal Contractor and an E-Verify employer.Salary$1708.16/month (plus tuition remission)

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 DESCRIPTION Under general supervision from assigned manager, provides instructional assistance to facilitate and promote student success with writing across the curriculum; provides tutorial assistance to students in a lab, appointment, or online setting; mentors and provides training to student and/or other temporary workers; creates materials to supplement and support student writing; keeps records of student Writing Center use; coordinates with instructional faculty and other academic supports to ensure student success; assists students in the use of writing-related technology; and maintains equipment in assigned area; provides support and backup for other Library-Learning Commons colleagues.  *****This is a Part-Time position - 24 hours per week, 10 months per year (August - May)*****  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. Tutors and assists Writing Center users individually, in small groups, workshops, or online; assesses student abilities and instructs on conventions of different academic disciplines; anticipates potential learning challenges and employs known strategies to overcome problems; assesses needs of special student populations and adjusts instruction methods to meet individual needs; refers students to District services and resources, as needed. a. Helps students to interpret writing assignments from faculty to determine requirements; contacts faculty for clarification on assignments; reads and evaluates student writing across the curriculum to determine whether writing meets the assignment criteria, class standards, and specific requirements. b. Explains writing style, tone, idiom, diction, rhetoric, rhetorical modes, grammar and punctuation rules, spelling rules, essay and paragraph organization and development, topic sentences, thesis statements, and research documentation styles; explains differences in term paper formats, including American Psychological Association (APA), Modern Language Association (MLA), Council of Science Editors (CSE), and Chicago Manual of Style (CMS). c. Guides students through the writing process, including, but not limited to, pre-writing, drafting, editing, and proofreading; reads and evaluates student and staff writing projects, including employment and college or university admissions applications, resumes, reports, and business letters. d. Instructs students in analysis of literary works and rhetoric styles, including logic and argumentation and provides examples and analogies to clarify concepts; stimulates and facilitates critical thinking skills and techniques in various academic disciplines. e. Evaluates and monitors student writing strengths and weaknesses to assist in developing individual programs for remediation; recommends writing success plan components, prescribes supplemental work, as needed; selects and explains handouts and exercises to supplement coursework. f. Consults literary or composition texts and reference works; works with instructors, publishers, businesses, and other District staff to identify writing needs and Writing Center projects. 2. Assists with the daily operations of the Writing Center and Tutor Center within the Learning Commons in physical and virtual spaces; provides assistance, support, and mentoring services to student workers and users, including conflict resolution; assists with the monitoring and scheduling of tutoring services and activities, including registration, attendance, and orientation; provides information regarding available services, policies, procedures, and in the purpose and use of materials and equipment; provides materials, handouts, instructional resources, and related materials; selects, prepares, and sets up materials and equipment. 3. Assists students with writing-related computer, software tasks, research methods and internet functions; requests or arranges for assistance, servicing, or repair of department computer equipment from District Information Technology Services (ITS) staff or other resources. 4. Researches and develops instructional writing materials, including online modules in Learning Management Systems (LMS); researches, revises, and maintains grammar and punctuation rules in various handbooks and manuals, including writing samples for college, university, or scholarship applications and transfer essays; writes or revises term paper manuals annually; writes and revises grammar, punctuation, and usage exercises, essay and paragraph writing samples, and explanations of concepts and rules of standard written American English composition and literature; creates instructions for use of Writing Center services, software applications, and computer equipment; creates answer keys for exercises. 5. Provides users with information regarding the District, Nevada County Campus (NCC), Library-Learning Commons, and Tutoring and Writing Center programs and services; presents Writing Center services to faculty and their classes; conducts workshops in person and virtual for students and District staff; creates materials to promote Writing Center services; serves as a liaison between students, faculty, tutors, and other Writing Center staff; assists with maintenance of Writing Center webpages on the District website. 6. Reviews and coordinates student case management; monitors and responds to referrals in case management software; maintains and updates records; updates and maintains database to ensure referrals and appointments are accurately documented for reporting purposes. 7. Participates in the preparation and administration of assigned budget; researches and inventories materials and supplies, and determines future needs; discusses new products or needs with District staff; communicates funding needs or issues with appropriate manager or District staff; advocates for the needs of the department; and creates prioritized lists of needed equipment for administration; provides input regarding annual budget development. 8. Provides onboarding support, general work training, guidance, supervision assistance, and directs activities of students, temporary employees, or District staff; assists with recruiting, selecting, and training tutors, volunteers, or other temporary help for the Writing Center; monitors hours worked. 9. Participates in planning, organizing, and coordinating of Writing Center activities, services, and objectives; assists with developing and implementing procedures and policies. 10. Performs administrative duties to facilitate tutoring and related activities, including researching and resolving problems; maintains appointment schedule and documents related actions for reporting; gathers, compiles, and tabulates statistical data and information; prepares forms and reports; verifies accuracy, completeness, and compliance to rules, procedures, regulations, policies, and other mandates. 11. Monitors student activity; takes steps to prevent and control unacceptable behavior. 12. Performs related duties that support the overall objective of the position  Minimum QualificationsEDUCATION AND EXPERIENCE GUIDELINES Any combination of education and experience that demonstrates the required above knowledge and abilities is qualifying. An example(s) of ways to obtain the above knowledge and abilities could include, but are not limited to, the following: Education/Training • Two years of college with major course work in English, Teaching English to Speakers of Other Languages (TESOL), or a related discipline. Experience • Two years of increasingly responsible experience in teaching or tutoring college level writing.QUALIFICATIONS The 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: • Concepts, methodologies, principles, and techniques of tutoring and instructional writing support, including literature and literary criticism; essay and other writing evaluation standards, concepts, and techniques; test and assignment writing; Teaching English to Speakers of Other Languages (TESOL); and distant learning. • College level curricula and teaching strategies, including theories and pedagogies across the curriculum.  • American English language usage, grammar, syntax, vocabulary, spelling, style, punctuation, writing processes, rhetorical and discursive modes, logic, and pronunciation including dialectical differences, linguistics, and Modern Language Association (MLA), American Psychological Association (APA), Chicago Manual of Style (CMS), and Council of Science Editors (CSE) documentation styles. • Learning styles, disabilities, and challenges. • Federal, state, and local laws, codes, and regulations regarding instruction and support of students, including, but not limited to, the Family Educational Rights and Privacy Act (FERPA) and the Americans with Disabilities Act (ADA). • Basic research methods and techniques. • Record keeping principles and practices. Ability to:• Perform instructional and general operational duties in support of the Writing Center and Learning Commons, including, but not limited to, operating office equipment and computers; maintaining and organizing supply and resource inventory; and supporting Writing Center and Learning Commons activities. • Provide instructional reading and writing support for students of diverse backgrounds, ages, abilities, learning types, and skill levels. • Tutor students in reading and writing skills, including evaluating essays and other types of writing; presenting standard American English language concepts; delivering criticism and encouragement in a thoughtful, tactful, and sensitive manner; maintaining patience, empathy, and sensitivity to student needs and concerns; and building student confidence in writing ability. • Relate positively to students in a teaching and learning environment. • Recognize student needs, provide just-in-time assistance, and make appropriate referrals for assistance and resources. • Mentor and guide students. • Make presentations to groups. • Adapt to changing technologies and learn functionality of new equipment and systems. • Plan and organize work to meet schedules and changing deadlines. • Compile information and statistics. • Perform basic record keeping functions. • Utilize office procedures, methods, and equipment, including computers, technology, and applicable software applications sufficiently to perform the duties of the classification, including those used in the Writing Center and Learning Management Systems (LMS). • Maintain confidentiality of information. • Follow oral and written directions. • Communicate clearly and concisely, both orally and in writing. • Provide onboarding support, general work training, guidance, supervision assistance, and directs activities of students, temporary employees, or District staff, including recruitment and scheduling of tutors and volunteers. • 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 indoors in an education center/classroom/laboratory setting.  Physical: Primary functions require sufficient physical ability and mobility to work in an office and/or classroom/laboratory 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.

Position OverviewThe Dean of Students at Owatonna Middle School plays a key role in supporting a positive, student-centered learning environment for all. This position works closely with the Principal and Assistant Principal to provide consistent, proactive support for both students and staff. The Dean focuses on building strong relationships, maintaining a safe and orderly school environment, and ensuring that all students are positioned for success academically and behaviorally. About Owatonna Middle SchoolOwatonna Middle School serves approximately 1,030 students in grades 6–8 and is committed to meeting the academic, social, and emotional needs of every learner. Our staff works collaboratively to create a supportive and structured environment where students are known, challenged, and supported. We prioritize relationship-building, high expectations, and continuous improvement in both instruction and school culture. Key ResponsibilitiesStudent Behavior SupportSupport the implementation of the school’s behavior systems and expectationsRespond to and help resolve student behavioral concerns in a fair and consistent mannerWork with students to reflect, restore, and re-engage in learning following behavioral incidentsCollaborate with staff to develop proactive strategies to support student successAttendance OversightMonitor and support student attendance, including follow-up on absences and patterns of concernPartner with families, counselors, and staff to address attendance barriersHelp implement interventions that improve student engagement and daily attendanceRelationship BuildingBuild positive, trusting relationships with students, staff, and familiesServe as a visible and approachable presence throughout the school daySupport a school culture grounded in respect, accountability, and belongingStaff SupportPartner with teachers and support staff to address student needsProvide guidance and consistency in behavior management practicesAssist with supervision and coverage as needed throughout the school dayCollaboration & LeadershipWork closely with the Principal and Assistant Principal to support overall school operationsParticipate in student support teams, PBIS efforts, and other building initiativesContribute to ongoing improvement of systems that support student behavior and engagementOther Duties as AssignedAssist with supervision during key times (arrival, lunch, dismissal, events)Support school-wide activities and initiativesTake on additional responsibilities aligned to student support and school needsQualificationsValid Minnesota teaching license required; administrative licensure preferred, or willingness to obtainDemonstrated ability to build strong relationships with middle school studentsStrong communication, problem-solving, and organizational skillsCommitment to equitable practices and student-centered decision makingExperience working in a middle school setting preferredThe OMS Dean of Students position is considered a TOSA position and therefore follows the OEA Master Agreement. Salary:Based on candidate's education and experience per the OEA Master Agreement.Benefits offered for this position are as listed: Teacher - Full Time and Part Time:Health Insurance offered through Blue Cross Blue Shield (single and family)Dental Insurance (Single and Family)$70,000 Life InsuranceLong Term DisabilityTeacher Retirement Association (TRA) pension403(B) Matching Annuity Plan - up to $1,700/year matchEarned Sick and Safe Time (ESST)/ Sick TimePersonal Day(s) ISD 761 IS AN EQUAL OPPORTUNITY EMPLOYER AND SUPPORTS WORKFORCE DIVERSITY.

The Lind-Ritzville Cooperative Schools is accepting applications for: Lind-Ritzville High SchoolEnglish Language Arts/Social Studies Teacher1.0 FTE Qualifications   include   appropriate   valid   Washington   State   teaching certificate with a physical education endorsement. Salary range is $55,232 to $104,102 depending on experience and education. Benefits include medical, dental, vision, retirement, sick leave, personalleave. The position begins with the 26-27 school year. Opportunities may be available to teach related elective courses.

At Nuasin Next Generation, we believe in the unlimited talent and intellectual potential of our scholars and our community. We cultivate this talent and intellectual potential through a progressive education that focuses on deep exploration, thoughtful questioning, relentless curiosity and critical thinking. Nuasin Next Generation Charter School implements a progressive K-12 educational program and an unyielding commitment to cultivating our scholars’ innate intellectual talents to empower our graduates to achieve excellence in their postsecondary paths and make positive impacts on the broader community. Every single one of our scholars has the potential to be great and change the world, at Nuasin Next Generation we prepare our scholars for that opportunity.Nuasin Next Generation Charter School is in search of motivated, mission-aligned individuals that want to join us in providing the scholars and families of the Highbridge section of the Bronx  with the truly excellent school they need and deserve.  We are looking for educators that believe in the talent and intellectual capabilities of our scholars.  We are looking for educators that are excited to engage and ignite our scholars in deep intellectual engagement of great ideas, problem-solving activities, and a complex understanding of our academic content.  Nuasin is a school and community that cares about your why and expects you to bring passion, commitment, and respect to our scholars on a daily basis.  Below is a description of the teaching positions that are currently available.  Please reply to this email or contact us if Nuasin is the right place for you. The anticipated salary range is $70,000.00 to $100,000.00 for a candidate who will work in New York City. The salary offered to a successful candidate will be dependent on several factors that may include but are not limited to years of experience to the job, education, and certifications. A Teacher at Nuasin Next Generation Charter School will: Plan, prepare, and deliver lesson plans and instructional materials that facilitate active learning.Develop workflows, effective lesson plans, and tests that are in accordance with established procedures. Instruct and monitor scholars in the use of learning materials and equipment.Build a classroom culture that is characterized by high academic and behavioral expectations, prioritizing a safe and caring environment for our scholars to learn and grow in. but is also warm and welcoming.Utilize restorative practices to build strong and meaningful relationships with scholars, families, and staff.Effectively intellectually prepare for all units, lessons, and assessments by effectively using materials provided and making them your own.Engage scholars intellectually by maintaining high levels of rigor, intellectual curiosity, high quality discussions, and joy for learning.Use formal and informal assessment data to drive instruction, ensure mastery, and pivot when needed.Actively participate in grade level meetings, content team meetings, collaborative planning, data analysis and action planning.Innovate, challenge, and push excellence with your scholars at all times.Be an active leader and participate in daily advisories, homerooms, and culture blocks.Proactively communicate with families using effective communication techniques.Participate in professional development from leaders and peers that pushes constant reflection, adjustment to the plan, and growth.Take ownership of academic and social progress of scholars, and work actively to ensure constant progress and overcome setbacks.Establish and maintain open communication by conducting conferences with parents, scholars, school leadership and teachers. Actively participate in a variety of meetings (e.g. grade level, data, coaching, professional growth, etc. ) for the purpose of driving student achievement.Advises parents or legal guardians of student progress such as  student's achievements; developing methods for improvement and/or reinforcing classroom goals in the home environment.

OverviewStarting Rate:$21.50/hour The Teacher Assistant will implement student programming in a 1:1 or 1:2 ratio, directly supporting students in reaching their individualized education plan (IEP) goals. You will implement academic and behavior support strategies, while collecting and tracking data to monitor progress. You will also join students in the community, supporting their learning outside of the classroom. The Darnell School is a program of Advocates and is a 221-day-per-year ABA school program serving students ages 9-22 with autism, intellectual and developmental disabilities and/or behavioral challenges. Our mission is to teach, support and empower people with disabilities to live meaningful lives based on their needs and choices. We offer spacious classrooms with ample opportunity for community skill-building, relationship development and recreation. Learn more about The Darnell School here: https://darnellschool.org/ Advocates promotes a healthy work-life balance and offers many generous perks of employment and room for advancement.  We are a close-knit community that values ideas and contributions from staff.  Why You’ll Love Working HereSmall, tight-knit program with only four classroomsPaid holidays, school vacations, and flex timeComprehensive Health, Dental, and Vision plans401(k) with employer matchFree BCBA supervision for those pursuing certificationTuition reimbursement for continued educationEmployee Assistance Program for personal and professional supportExclusive discounts with partner organizations (BJ’s, AAA, and more)We will support your education and career development by providing you with the resources needed to advanceMinimum Education RequiredHigh School Diploma/GEDAdditional Shift DetailsMonday-Friday 9am-3pmResponsibilitiesImplement student individualized education plan (IEP) goalsImplement behavior support plansCollect data for IEP goals using an electronic data collection system or via paper and pencilAccompany and teach students in the communityTransport students in the community, as neededAttend weekly classroom staff meetingsAttend monthly school wide trainingsMaintain certifications (First Aid, CPR, Safety Care) QualificationsHigh School DiplomaSkills in effective communication, include spoken and written EnglishMust successfully pass background checks. Must have valid driver’s license, safe driving record, automobile insurance and access to vehicle to be used as directed and when needed for transport.Advocates is committed to cultivating a diverse and welcoming community where everyone feels respected and valued. Advocates fosters a culture of inclusion that celebrates and promotes diversity along multiple dimensions, including race, ethnicity, sex, gender identity, gender expression, sexual orientation, partnered status, age, national origin, socioeconomic status, religion, ability, culture, and experience. 

Central Catholic High School in Toledo, Ohio, with over 100 years of graduates, forms young men and women into disciples of Jesus Christ. We are seeking a Theology teacher for the 2026-2027 school year. The ideal candidate is a practicing Catholic committed to Catholic education and student formation. Responsibilities include:● Designing and delivering engaging instruction across Theology courses● Differentiating instruction and using data to meet diverse student learning needs● Guiding students in understanding Church teaching, Scripture, and Catholic tradition● Fostering faith development, moral reasoning, and respectful discussion of theological topics● Integrating prayer, reflection, and opportunities for spiritual growth into the classroom● Encouraging students to connect faith to daily life, service, and decision-making● Collaborating with colleagues, including Intervention Services, on department and school-wide initiatives● Maintaining clear, positive communication with students, families, and administration Qualified candidates must hold a bachelor’s degree, preferably in theology, catechetics, religious studies, or a related field; experience in education is preferred. Candidates should be practicing Catholics and demonstrate a commitment to the mission of Central Catholic High School. Interested candidates should send a resume, transcripts, cover letter, and references to Mrs. Andrea Biederman, AP, Dean of Academics.

OverviewStarting rate: $19/hour The Awake Overnight Residential Skills Instructor is responsible to implement individual service and behavioral plans and supervise and support the daily activities of individuals, providing ongoing support, guidance, and role modeling on a consistent basis.  The Awake Overnight Residential Skills Instructor will provide developmental skills training through recreational and therapeutic services, as well as community integration to foster a learning environment. Advocates promotes a healthy work-life balance and offers many generous perks of employment and room for advancement.  We are a strong-knit community that values the ideas and contributions of our staff.   *We will pay for you to get RBT certified for this position!*    Are you ready to make a difference?Minimum Education RequiredHigh School Diploma/GEDShiftThird ShiftAdditional Shift DetailsThursday, Friday, Saturday 12a-8aResponsibilitiesReport to shift on time ready to spend at least 95 percent of working hours in personal contact with individuals.Assist individuals through implementation of all goals and objectivesImplement behavior plans and treatment plans developed by program leadership and program clinicians. Track and report data related to these plans according to the Agency expectations. Participate in planning and implementation of daily activity schedule and daily routineSupport individuals in their home and help individuals to become an active member of their community by actively seeking out integrated activities.Assist individuals in Self-Advocacy, decision-making and empowerment.Provide ongoing support, guidance and role modeling for individuals.Assist individuals with home maintenance and perform cleaning duties as assigned.Assist individuals to identify and develop person centered goals and plans to address any concerns, wants or needs they have.Prepare summaries of interaction and objective behavioral observations of clients at the end of shift; clinical notes and data collection using Microsoft Outlook.Lift and transfer individuals as needed.Provide transportation as needed.Maintain all mandatory core certifications (First Aid, CPR, Safety Care, MAP, HR/DPPC etc)Implements the principles of Safety Care appropriately and other program specific safety trainings.Successful completion of Individual Behavioral Protocol training as conducted by Clinical Program Manager or program clinical consultants within first six months of hire. Encourage and provide opportunities for community participation and membership.Schedule attend and document appointments as assigned.Safeguard individuals’ monetary funds.Report significant issues (health, behavioral, psychiatric) to the appropriate supervisor in a timely fashion.  Document issues/incidents according to agency and division guidelinesPerform physical intervention in the event of a client crisis.Attends and actively participates in supervision, staff meetings and trainingsEnsure that individuals we support are treated with dignity and respect in accordance with Advocates’ Human Rights Policy and the Advocates Way.Perform all duties in accordance with the agency’s policies and procedures.QualificationsHigh School diploma or GED, with 2 years working in Human Services.Experience implementing behavioral plans and data collecting.Experience with utilizing/implementing applied behavioral therapy preferred.Must be able to perform each essential duty satisfactorily.High energy level and ability to function in a team atmosphere and independently.Ability to communicate effectively both verbally and in writing and ability to use good judgment.Strongly prefer that a candidate will have a demonstrated understanding of and competence in serving culturally diverse populationsCommitment to providing a clean homelike environment for the individuals.Ability to operate agency vehiclesStrong computer knowledgeMust hold a valid drivers’ license.  Must have access to an operational and insured vehicle and be willing to use it to transport individuals.  Advocates is committed to cultivating a diverse and welcoming community where everyone feels respected and valued. Advocates fosters a culture of inclusion that celebrates and promotes diversity along multiple dimensions, including race, ethnicity, sex, gender identity, gender expression, sexual orientation, partnered status, age, national origin, socioeconomic status, religion, ability, culture, and experience.

Make a meaningful difference when it matters most.Do you want your work as a Special Education Teacher to truly matter? Are you looking for a role where your expertise, compassion, and adaptability support children during some of their most critical moments? At Monarch NC, we are driven by a shared mission to provide hope, promote wellness, and empower people to move forward. We are currently seeking a North Carolina–licensed Special Education Teacher to join our Child Crisis team in Concord, NC. ***Anticipated start date: 6/22/26*** Why This Role MattersIn this unique educational setting, you’ll provide structure, stability, and individualized instruction for students receiving crisis services. Your work ensures continuity in learning while supporting students’ social, emotional, and behavioral needs—helping them successfully transition back to their home schools and communities. What You’ll DoAs a Special Education Teacher on our Child Crisis team, you will:Deliver consistent, individualized academic instruction aligned with North Carolina state standards and students’ IEPs/504 plansDevelop, implement, and update IEPs using assessment and testing dataSupport students’ social-emotional and behavioral needs within a therapeutic environmentAdapt instruction to meet the needs of students experiencing emotional or behavioral challengesCollaborate with interdisciplinary teams to support academic progressAssist with school reintegration planning and coordination with home schools What We’re Looking ForRequired QualificationsBachelor’s Degree in EducationValid North Carolina teaching license in Special Education:EC General Curriculum (K–12) orCross-Categorical (K–12)At least one year of experience working with children or adolescents with mental health diagnoses and/or substance use disorders Preferred QualificationsExperience with IEP development and special education complianceKnowledge of behavioral strategies and trauma-informed educational practicesExperience with curriculum or program development and evaluation We Take Care of Our TeamWe believe great educators deserve great support. Monarch offers a comprehensive benefits package designed to care for you both professionally and personally, including:Employee Care Fund for staff facing unexpected financial hardshipMedical, Dental, and Vision Insurance (full-time employees)Generous Paid Time Off, including 10 paid company holidaysEligibility for the Student Loan Forgiveness ProgramEmployee Development Program and ongoing professional growth opportunitiesEmployee Retirement Plan (full-time employees)Employee Referral ProgramEmployee Assistance Program…and much more Join Our MissionAt Monarch, you’ll be part of an organization committed to supporting people with disabilities as they grow toward their potential and make informed choices about where they live, learn, work, play, and worship. If you’re a Special Education Teacher looking for meaningful work, strong team collaboration, and the opportunity to make a lasting impact during critical moments, we’d love to meet you. Apply today and help shape brighter paths forward.

Elementary Teacher – Candidate PoolJob Overview:Littlefield Unified School District is accepting applications for a pool of qualified Elementary Teachers for the 2026-2027 school year. Interested applicants must apply to the Candidate Pool to begin the screening process. Qualified candidates who meet the district's hiring needs may be invited for interviews for specific vacancies.Compensation & Location:Salary Range: $41,000 – $53,225 (based on education and experience)Additional Earnings: Up to $9,000 in Prop 301 fundsBenefits: Comprehensive benefits package availableLocation: Beaver Dam Elementary School, 3436 E. Rio Virgin Rd., Beaver Dam, AZ 86432Minimum QualificationsEducation & Experience:Bachelor’s degree in Elementary Education from an accredited college or university. Certification & Fingerprint Requirements:Must hold or be eligible to obtain an Arizona Teaching Certificate.Must possess or be able to obtain an Arizona Department of Public Safety Identity Verified Prints (IVP) fingerprint card.Application ProcessApplications are available:In-person: Littlefield School District Office, 3475 E. Rio Virgin Rd., Beaver Dam, AZ 86432 (Monday–Friday, 8:00 a.m.–4:00 p.m.)Online: Certified Application FormAdditional InformationRecruitment Period: OngoingInterviews: Scheduled by appointment with School District Administration.For more details on job responsibilities and employment opportunities, please contact:Sheree Goessman, Human Resources Director📧 Email: sgoessman@lusd9.org📞 Phone: (928) 418-2003📠 Fax: (928) 418-2005Equal Opportunity Employer StatementLittlefield Unified School District is an equal opportunity employer and is committed to fostering a diverse and inclusive workplace. We do not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, veteran status, or any other legally protected status. All qualified applicants will receive consideration for employment without regard to these factors. 

Central Catholic High School in Toledo, Ohio, with over 100 years of graduates, forms young men and women into disciples of Jesus Christ. We are seeking a Social Studies teacher for the 2026–2027 school year. Responsibilities include:● Designing and delivering engaging instruction across Social Studies courses, including American History● Differentiating instruction and using data to meet diverse student learning needs● Facilitating thoughtful discussion and analysis of historical and current issues● Supporting student writing, critical thinking, and argumentation skills● Collaborating with colleagues, including Intervention Services, on department and school-wide initiatives● Connecting elective coursework to real-world applications, current events, and civic engagement● Maintaining clear, positive communication with students, families, and administration Qualified candidates must hold a bachelor’s degree; an Ohio teaching license in Social Studies is preferred. Candidates should demonstrate a commitment to the mission of Central Catholic High School. Interested candidates should send a resume, licensure (if applicable), transcripts, cover letter, and references to Mrs. Andrea Biederman, AP, Dean of Academics.

Job SummaryPosition is responsible for creating a dual-language immersion (Spanish) classroom environment that ensures learning and personal growth of every student; establishing effective rapport with students; motivating students to develop skills, attitudes and knowledge needed to provide a good foundation for becoming a responsible citizen in accordance with each pupil’s ability; and to establish good relationships with parents and with other staff members. Position will provide standards-based instruction in Spanish in two content areas with another teacher providing instruction in English in two other content areas. Fifty percent of the students will be native Spanish speakers and fifty percent will be native English speakers. Essential DutiesInstructs students in a program of study which meets stated objectives and prepared students to master grade level standards.Instructs students using strategies conducive to dual-language immersion, such as sheltered instruction, cooperative learning, and discovery learning.Instructs students in citizenship and basic subject matter specified in state law and administrative regulations and procedures of Newport News Public Schools.Develops lesson plans and supplementary materials compatible with the division’s basic instructional philosophy and congruent with course / SOL standards; provides individualized and small group instruction in order to adapt the curriculum to the needs of each student and subgroups of students.Translates lesson plans into learning experiences so as to best use the available time for instruction and to actively engage students.Establishes and maintains standards of student behavior needed to achieve a functional learning atmosphere in the classroom by providing positive reinforcement of acceptable behaviors and modifying unacceptable behaviors.Evaluates academic and social growth of students, prepares report cards, and keeps appropriate records to include attendance reports, checklists, census forms, and other recordkeeping activities as necessary.Communicates regularly with parents or guardians through conferences and other means to discuss student progress.Supervises and monitors student movement and escorts students to resources, bathrooms, buses, cafeteria, room changes and other activities in the building.Administers standardized testing in accordance with division testing practices.Models nondiscriminatory practices in all activities.Minimum Qualifications Must possess a Bachelor's or Master's degree in education or a related field. Must possess or be eligible for a Virginia Provisional, Collegiate or Postgraduate Professional License with appropriate endorsement to teach elementary school. Must possess native or near-native proficiency in English and Spanish and a high degree of cultural competency. Must possess familiarity with second language acquisition pedagogy. Must possess the ability to establish and maintain effective working relationships with students, staff, parents, and the public.In order to review the full job description, please go to the following website: https://nnschools.org/hr/jobs/descriptions.html The Newport News Public Schools prohibits discrimination on the basis of race, color, religion, sex, ethnicity, national origin, age, disability, pregnancy and childbirth, marital status or any other basis prohibited by law. (Reference: School Board Policies 2-33,4-4, and 4-6)