Careers in Education

 Terms of Employment: 194 or 196 days, depending on experience within WCSD Position CriteriaValid Iowa teaching license, required5-8 Middle School Language Arts OR K-8 English/Language Arts OR 5-12 English/Language Arts, requiredReading endorsement; preferredPerformance CriteriaKnowledge of the middle level learner based on current research.Knowledge of literacy strategies based on current research.Use of pedagogically appropriate/best practice instructional methods and a rigorous curriculum designed to prepare all students to achieve higher standards and become lifelong learners.Demonstrate knowledge of PBIS, CCRS, inquiry, differentiating instruction, project-based learning, the use of data to guide instruction, standard-based reporting, leadership skill development, the Core, and 21st Century Skills.Commitment to the team teaching concept; including integrated instruction as well as interdisciplinary instruction.Contributing member of a Professional Learning Community and an understanding of key processes in a Professional Learning Community.Ability to involve parents and communities in supporting student learning and healthy development.Commitment to ongoing professional growth and development as described in the Iowa Professional Development Standards and support of the Iowa Teaching Standards as the foundation from which to build that ongoing growth plan.  Benefits:IPERS retirement account403B Tax Sheltered Annuity (TSA) - $50 per month contribution for certified staffHealth and Dental Insurance paid for the employee (spouse/family coverage available at an additonal cost)Generous leave package including personal leave, sick leave, family sick leave, and bereavement leaveWork shoe reimbursement, up to $175 (dependent on work shoe required and position)Employee use of District Facilities if a part of the Wellness programWee Care - Childcare available at cost for 6mos - 5y for staff's childrenMileage is reimbursed for approved work-related travel in your personal vehicle completed during scheduled work hours

Description Looking to make a difference in an innovative and dynamic inclusive charter school network? UCP Charter Schools are a network of 8 PreK-12th grade schools for students with and without disabilities in Central Florida.UCPs instructional approach is designed to reach every learner through customized instruction, technology integration, art integration, and project-based learning. Each UCP campus has a unique community feel, with low student/instructor ratios and inclusive classrooms where children with and without disabilities learn and grow together.Job Summary:As a Teacher-Trainee, you will gain hands-on classroom experience in an inclusive school setting, where students of all abilities learn together. This full-time internship is designed for education majors beginning their official internship period at their college or university. Under the guidance of a mentor teacher, you will support differentiated instruction, assist in fostering an inclusive classroom culture, and implement strategies to meet diverse student needs. This role provides a supportive environment to apply coursework knowledge, develop instructional skills, and gain real-world teaching experience in an inclusive setting.This paid position offers valuable classroom experience while supporting completion of your university degree. Job Responsibilities:Assist in planning and delivering differentiated lessons that support diverse learning needs.Foster a welcoming, inclusive classroom environment that values student diversity.Support universal design for learning (UDL) principles and inclusive instructional practices.Work with small groups and individual students, including those with disabilities, to reinforce learning objectives.Observe and implement evidence-based strategies for academic and behavioral support.Assist in classroom management, providing proactive support to ensure student engagement.Participate in IEP meetings, professional development, and co-teaching experiences.Collaborate with general education and ESE teachers, therapists, and support staff to promote inclusive education best practices.Ensure compliance with procedures, requirements and guidelines set forth by UCP, HIPAA, NAEYC, Department of Education, 4C, Department of Children and Families, and other State and Federal agencies.Perform other duties as assigned.What UCP OffersOur mission at UCP is to empower children with and without disabilities to achieve their potential by providing individualized support, education and therapy services in an inclusive environment. When you join UCP of Central Florida you partner with a team that is making a positive impact on the futures of our children. For over 70 years, we have been dedicated to enriching the lives of children of all abilities across Central Florida. We provide individualized Support, Education, and Therapy services to thousands of children at 8 campuses in: Downtown Orlando, East Orlando (near UCF), Kissimmee, Pine Hills, Lake Mary, and Winter GardenUCP of Central Florida offers a competitive benefit package available to all employees! Some perks to being a UCP Team Member may include: health insurance (free option after the first year), dental insurance options, free life insurance, paid time off, discounted on-site childcare, 403B/Retirement match, short & long term disability, and support in continuing your education. Qualifications Education and Training:3 years of college related credit.Enrolled in the final year of college teacher prep program.Minimum Experience:Prefer experience working with students with and without disabilities in a multi-disciplinary setting through employment or service learning. 

Description Looking to make a difference in an innovative and dynamic non-profit agency? UCP of Central Florida unlocks the potential of thousands of children each year at our campuses, pediatric therapy clinics and parent support programs.This practicum experience could include some or all of these activities:Are you ready to gain meaningful experience in an inclusive educational setting? As an Education Practicum Intern, you’ll support children in PreK–5th grade, including those with and without disabilities, through hands-on learning and collaboration.This unpaid position is ideal for college Juniors or Seniors pursuing a degree in education or a related field who are ready to apply their learning in real-world settings.In this role, you’ll:Lead small group activities in areas like reading, art, music, and gross motor playAssist with daily routines, including meals and transitionsHelp develop lesson plans and prepare instructional materialsSupport student learning through data collection and child assessmentsIf applicable, assist with case management tasks like providing referrals and family follow-upsThis practicum offers a dynamic opportunity to build your teaching toolkit, deepen your understanding of inclusive practices, and make a lasting impact on young learners.What UCP OffersOur mission at UCP is to empower children with and without disabilities to achieve their potential by providing individualized support, education and therapy services in an inclusive environment. When you join UCP of Central Florida you partner with a team that is making a positive impact on the futures of our children. For over 60 years, we have been dedicated to enriching the lives of children of all abilities across Central Florida as 8 campuses: Downtown Orlando, East Orlando (near UCF), Kissimmee, Pine Hills, Lake Mary, and Winter Garden.Qualifications Education and Training:Junior or Senior (College)

Description Looking to make a difference in an innovative and dynamic non-profit agency? UCP of Central Florida unlocks the potential of thousands of children each year at our campuses, pediatric therapy clinics and parent support programs.Internship Summary:Are you a university student preparing for a future in teaching? The Teacher – Intern role is a semester-long internship for students enrolled in a teacher preparation program, fulfilling either Level I or Level II internship requirements.This unpaid position offers valuable classroom experience while supporting completion of your university degree.As a Teacher – Intern, you will:Assist with the implementation of instructional programsSupport student learning through observation and assessmentHelp with classroom routines, activities, and instructional needs as directed by the teacherGain hands-on experience in a supportive learning environment aligned with your courseworkThis internship is ideal for students who are ready to apply their academic knowledge, grow their teaching skills, and contribute meaningfully to an inclusive classroom setting.Internship Responsibilities:Assist in planning and delivering differentiated lessons that support diverse learning needs.Foster a welcoming, inclusive classroom environment that values student diversity.Support universal design for learning (UDL) principles and inclusive instructional practices.Work with small groups and individual students, including those with disabilities, to reinforce learning objectives.Observe and implement evidence-based strategies for academic and behavioral support.Assist in classroom management, providing proactive support to ensure student engagement.Participate in IEP meetings, professional development, and co-teaching experiences.Collaborate with general education and ESE teachers, therapists, and support staff to promote inclusive education best practices.Ensure compliance with procedures, requirements and guidelines set forth by UCP, HIPAA, NAEYC, Department of Education, 4C, Department of Children and Families, and other State and Federal agencies.Perform other duties as assigned.What UCP OffersOur mission at UCP is to empower children with and without disabilities to achieve their potential by providing individualized support, education and therapy services in an inclusive environment. When you join UCP of Central Florida you partner with a team that is making a positive impact on the futures of our children. For over 70 years, we have been dedicated to enriching the lives of children of all abilities across Central Florida as 8 campuses: Downtown Orlando, East Orlando (near UCF), Kissimmee, Pine Hills, Lake Mary, and Winter Garden.Qualifications Education and Training:3 years of college related credit.Education major beginning your official internship periodMinimum Experience:Prefer experience working with students with and without disabilities in a multi-disciplinary setting through employment or service learning.

Who We AreCharter Schools USA (CSUSA) is one of the largest and highest ­performing education management companies in the United States, proudly serving over 82,000 students in over 150 schools in four states. Founded by Jonathan Hage in 1997, CSUSA's mission is a Relentless Commitment to Student Greatness in School and in Life™. CSUSA provides an academically rigorous education to students equipping them with real world readiness, prepared for college or career after graduation. With an unwavering dedication to the success of students from every background, CSUSA is closing the gaps in achievement and opportunity, keeping our promise of Strong Minds, Good Hearts™.Job PurposeTo join a team of people with the mission: Relentless Commitment to Student Greatness in School and in Life ™. If you love inspiring and motivating young learners and want to put students first in education, CSUSA is the right place for you. We deliver on our promise of Strong Minds, Good Hearts™ through an education model that gives every student the opportunity for success. As a 3rd Grade Teacher, you will develop lesson plans consistent with established guidelines. Establish effective rapport with students, staff members, and parents. Motivate students to develop skills, attitudes, and knowledge to provide an effective educational foundation, in accordance with each student's ability.How You Will Impact EducationInstruction/Education ResponsibilitiesPlans and implements a program of instruction that adheres to the company's philosophy, goals and objectives as outlined in the adopted courses of study.Makes purposeful and appropriate lesson plans which provide for effective teaching strategies and maximizes time on task.Presents subject matter to students to maximize learning opportunity and provides real-world, application-based examples and learning opportunities.Reviews student records to develop a foundation of understanding regarding each student's abilities and needs. Maintain accurate and complete student records.Strives to maximize the educational achievement of each student.Utilizes a variety/range of student learning modalities in each lesson and uses differentiated instruction within those lessons.Utilizes diagnostic assessment of student learning on a frequent basis. Maintains accurate and completes student records.Assesses student strengths and weaknesses on a frequent basis, provides appropriate activities to address student needs and generates progress reports as required.Refers students with suspected learning problems to appropriate support personnel. Assigns lessons, corrects student work product, and reviews oral presentations.Coordinates class field trips (as required).Prepares students for state required achievement assessments.Keeps current in subject matter knowledge and learning theory and is willing to share this knowledge for the continual improvement of the school's curriculum.Assists in the on-going curriculum revision process, including the revision of written courses of study. Assists in the selection of books, equipment, and other instructional materials.Becomes acquainted with supplemental services beneficial to students as an extension of regular classroom activities.Provide a Classroom Environment Conducive to LearningCreates a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.Maintains positive rapport with students; demonstrates patience and appropriate nurturing to assist in the growth of the child.Ensures classroom is clean, safe and includes student generated work on display as appropriate. Implements all relevant policies governing student conduct.Develops reasonable rules of classroom/playground behavior in accordance with CSUSA policy and guidelines and maintains order in the classroom in a fair and consistent manner.Instructional PlanningDevelops lesson plans consistent with established guidelines and goals.Plans individual and / group learning activities designed to meet instructional objective and student's needs.Prepares for classes assigned and shows evidence of preparation upon request of supervisory personnel.Participates with other staff members in curriculum planning during designated meetings.Incorporates into planning all diagnostic information as required in the student's Individual Education Plan (IEP).Takes all necessary and reasonable precautions to protect supplies, equipment, materials, and facilities needed to implement effectively the planned instructional program.School/Community RelationsStrives to establish cooperative relations and makes reasonable effort to communicate with parents/guardians when appropriate.Communicates clearly, consistently, and positively with parents via all appropriate mediums. Cooperates with members of the administration, other staff and with CSUSA.Maintains confidentiality regarding student records. Participates in parent communication activities.Participates in extracurricular activities to ensure a positive school culture and provide support for students and staff (as required)Required Qualifications and SkillsDemonstrates enthusiasm and commitment toward the position and the mission of the company.Support the company's values in the strategic areas of academic excellence, operational performance, superior culture, and financial health and growth, as outlined in the Employee Handbook.Possesses strong time management & organizational skills and the ability to prioritize.Has the ability to establish and maintain effective working relationships with teachers, students, parents, the community, and administrative.Is sensitive to sensitive to corporate needs, employee goodwill, and the public image, as unique situations present themselves.Possesses excellent interpersonal skills and displays such between all stakeholders: being courteous, professional, andPossesses excellent communication skills: Oral (including presentations), Written, Interpersonal (active listening), Negotiating andHas the ability to be at work consistently, to be on time, to follow instructions, to respond to management direction and to solicit feedback to improve.Demonstrates proficient experience with Microsoft Office (Word, Excel, PowerPoint), Student Information System (SIS) and email.Looks for ways to improve and promote quality and demonstrates accuracyStrives to implement best practices and positive character education.Job RequirementsBachelor's degree (BA) from an accredited college or university or equivalent. Possession of valid teaching certification (as appropriate).Minimum of one (1) to three (3) years successful teaching experience (may include Student Teaching Internship experience).Equivalent combination of education and experience.Command of grades/subject specific content and theoretical knowledge of learning theory, including motivation, reinforcement, evaluation, and feedback techniques.Understanding of and commitment to company values.Successful results of criminal and employment background check.Effective instructional delivery techniques and excellent communication skills. Adherence to the requirements of the Code of Ethics for the Education Profession.Such alternatives to the above requirements as CSUSA may find appropriate and acceptable.May perform other duties as assigned.Work EnvironmentWhile performing the responsibilities of this position, the work environment characteristics listed below are representative of the environment the employee will encounter:Usual office working conditions.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.No physical exertion required.Travel within or outside of state.Light work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force as frequently as needed to move objects.FLSA Overtime CategoryJob is exempt from the overtime provisions of the Fair Labor Standards Act.

Who We AreCharter Schools USA (CSUSA) is one of the largest and highest ­performing education management companies in the United States, proudly serving over 82,000 students in over 150 schools in four states. Founded by Jonathan Hage in 1997, CSUSA's mission is a Relentless Commitment to Student Greatness in School and in Life™. CSUSA provides an academically rigorous education to students equipping them with real world readiness, prepared for college or career after graduation. With an unwavering dedication to the success of students from every background, CSUSA is closing the gaps in achievement and opportunity, keeping our promise of Strong Minds, Good Hearts™.Job PurposeTo join a team of people with the mission: Relentless Commitment to Student Greatness in School and in Life ™. If you love inspiring and motivating young learners and want to put students first in education, CSUSA is the right place for you. We deliver on our promise of Strong Minds, Good Hearts™ through an education model that gives every student the opportunity for success. As a MS Social Studies Teacher, you will create and implement a flexible program and classroom environment favorable to student learning and personal growth. Develops lesson plans consistent with established guidelines. Establish effective rapport with students, staff members, and parents. Motivate students to develop skills, attitudes and knowledge to provide an effective educational foundation, in accordance with each student's ability.How You Will Impact EducationPlans and implements a program of instruction that adheres to the company's philosophy, goals, and objectives as outlined in the adopted courses of study.Makes purposeful and appropriate lesson plans which provide for effective teaching strategies and maximizes time on task.Presents subject matter to students to maximize learning opportunity and provides real-world, application-based examples and learning opportunities.Reviews student records in order to develop a foundation of understanding regarding each student's abilities and needs. Maintain accurate and complete student records.Strives to maximize the educational achievement of each student.Utilizes a variety/range of student learning modalities in each lesson and uses differentiated instruction within those lessons.Utilizes diagnostic assessment of student learning on a frequent basis.Maintains accurate and completes student records.Assesses student strengths and weaknesses on a frequent basis, provides appropriate activities to address student needs and generates progress reports as required.Refers students with suspected learning problems to appropriate support personnel.Assigns lessons, corrects student work product and reviews oral presentations.Coordinates class field trips (as required).Prepares students for state required achievement assessments.Keeps current in subject matter knowledge and learning theory and is willing to share this knowledge for the continual improvement of the school's curriculum.Assists in the on-going curriculum revision process, including the revision of written courses of study.Assists in the selection of books, equipment, and other instructional materials.Becomes acquainted with supplemental services beneficial to students as an extension of regular classroom activities.Provide a Classroom Environment Conducive to LearningCreates a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.Maintains positive rapport with students; demonstrates patience and appropriate nurturing to assist in the growth of the child.Ensures classroom is clean, safe and includes student generated work on display as appropriate.Implements all relevant policies governing student conduct.Develops reasonable rules of classroom/playground behavior in accordance with CSUSA policy and guidelines and maintains order in the classroom in a fair and consistent manner.Instructional PlanningDevelops lesson plans consistent with established guidelines and goals.Plans individual and / group learning activities designed to meet instructional objective and student's needs.Prepares for classes assigned and shows evidence of preparation upon request of supervisory personnel.Participates with other staff members in curriculum planning during designated meetings.Incorporates into planning all diagnostic information as required in the student's Individual Education Plan (IEP).Takes all necessary and reasonable precautions to protect supplies, equipment, materials, and facilities needed to implement effectively the planned instructional program.School/Community RelationsStrives to establish cooperative relations and makes reasonable effort to communicate with parents/guardians when appropriate.Communicates clearly, consistently, and positively with parents via all appropriate mediums.Cooperates with members of the administration, other staff and with CSUSA.Maintains confidentiality regarding student records.Participates in parent communication activities.Participates in extracurricular activities to ensure a positive school culture and provide support for students and staff (as required).Required Qualifications and SkillsDemonstrates enthusiasm and commitment toward the position and the mission of the company; support the company's values in the strategic areas of academic excellence, operational performance, superior culture, and financial health and growth, as outlined in the Employee Handbook.Possesses strong time management & organizational skills and the ability to prioritize effectively.Has the ability to establish and maintain effective working relationships with teachers, students, parents, the community, and administrative staff. Is sensitive to sensitive to corporate needs, employee goodwill, and the public image, as unique situations present themselves.Possesses excellent interpersonal skills and displays such between all stakeholders: being courteous, professional, and helpful.Possesses excellent communication skills: Oral (including presentations), Written, Interpersonal (active listening), Negotiating and Influencing.Has the ability to be at work consistently, to be on time, to follow instructions, to respond to management direction and to solicit feedback to improve performance.Demonstrates proficient experience with Microsoft Office (Word, Excel, PowerPoint), Student Information System (SIS) and email communications.Looks for ways to improve and promote quality and demonstrates accuracy and thoroughness.Strives to implement best practices and positive character education consistently.Job RequirementsBachelor's degree (BA) from an accredited college or university or equivalent.Possession of valid teaching certification (as appropriate).Minimum of one (1) to three (3) years successful teaching experience (may include Student Teaching Internship experience).Equivalent combination of education and experience.Command of grades/subject-specific content and theoretical knowledge of learning theory, including motivation, reinforcement, evaluation, and feedback techniques.Understanding of and commitment to company values.Successful results of criminal and employment background check.Effective instructional delivery techniques and excellent communication skills.Adherence to the requirements of the Code of Ethics for the Education Profession.Such alternatives to the above requirements as CSUSA may find appropriate and acceptable.May perform other duties assigned.Work EnvironmentWhile performing the responsibilities of this position, the work environment characteristics listed below are representative of the environment the employee will encounter:Usual school working conditions.May be noisy during high student traffic.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.No physical exertion required.Somewhat stressful due to frequent student activity.Light work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force as frequently as needed to move objects.FLSA Overtime CategoryJob is exempt from the overtime provisions of the Fair Labor Standards Act.

Polaris Tech Charter School is looking for a Middle School /High School Certified PE/Health Navigator (Teacher). We seek those who will join an outstanding education team to unleash student potential and cultivate aspirations – where students are career-focused, college-ready, and invested in the community.At Polaris Tech Charter School, the Navigator:Holds High Expectations for Equitable Outcomes: The Navigator will create a rigorous but supportive environment in which all students are held to high academic expectations. The Navigator will seek evidence of achieving goals to help all students meet expectations. The Navigator will move beyond the traditional notion of providing each student with the same learning experience and be willing to apply differentiated instructional strategies.Embraces Competency-Based Learning: The Navigator will recognize that not all students learn at the same pace and differentiate instruction to meet students' diverse needs.Values All Learners: In seeking to personalize instruction, the Navigator will recognize all students bring different strengths and needs to the classroom. The Navigator is aware of different learning preferences, diversity, and universal design principles and appropriately differentiates and adapts to meet the academic, social, and emotional individual needs of each student.Has a Growth Mindset: Navigators constantly enhance their skill sets through professional development opportunities. Navigators use a growth mindset in and out of the classroom to take risks in developing engaging project-based learning opportunities for all learners. They also apply the same mindset to students by encouraging them to take risks and learn from their successes and failures.RequirementsCertification in the subject area (South Carolina or reciprocity state)Power School ExperienceExperience in project-based learning is preferredExperience with iReady is preferredWillingness to work with other navigators to promote interdisciplinary studiesAbility to learn new technology tools quickly (e.g., database and web-based tools)Ability to support and guide parents as well as studentsKnowledge of effective and innovative instructional and student evaluation techniquesAbility to develop effective relationships with pupils, parents, navigators, staff and the communityOutstanding references from current and former supervisorsSatisfactory SLED (SC Law Enforcement Division) reportBenefitsBenefits PacketRetirement: 403bCompetitive SalaryFor more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website.https://polaristech.applicantpro.com/jobs/3954493-1083286.html  

DescriptionPolaris Tech Charter School is looking for a Middle / High School Math Navigator (Teacher) for the FY 26-27 school year. We seek those who will join an outstanding education team to unleash student potential and cultivate aspirations – where students are career-focused, college-ready, and invested in the community.At Polaris Tech Charter School, the Navigator:Holds High Expectations for Equitable Outcomes: The Navigator will create a rigorous but supportive environment in which all students are held to high academic expectations. The Navigator will seek evidence of achieving goals to help all students meet expectations. The Navigator will move beyond the traditional notion of providing each student with the same learning experience and be willing to apply differentiated instructional strategies.Embraces Competency-Based Learning: The Navigator will recognize that not all students learn at the same pace and differentiate instruction to meet students' diverse needsValues All Learners: In seeking to personalize instruction, the Navigator will recognize all students bring different strengths and needs to the classroom. The Navigator is aware of different learning preferences, diversity, and universal design principles and appropriately differentiates and adapts to meet the academic, social, and emotional individual needs of each student.Has a Growth Mindset: Navigators constantly enhance their skill sets through professional development opportunities. Navigators use a growth mindset in and out of the classroom to take risks in developing engaging project-based learning opportunities for all learners. They also apply the same mindset to students by encouraging them to take risks and learn from their successes and failures. RequirementsCertification in the subject area (South Carolina or reciprocity state)Power School ExperienceExperience in project-based learning is preferredExperience with iReady is preferredWillingness to work with other navigators to promote interdisciplinary studiesAbility to learn new technology tools quickly (e.g., database and web-based tools)Ability to support and guide parents as well as studentsKnowledge of effective and innovative instructional and student evaluation techniquesAbility to develop effective relationships with pupils, parents, navigators, staff and the communityOutstanding references from current and former supervisorsSatisfactory SLED (SC Law Enforcement Division) reportBenefitsBenefits PacketRetirement: 403bCompetitive SalaryFor more information, or to apply now, you must go to the website below. Please DO NOT email your resume to us as we only accept applications through our website.https://polaristech.applicantpro.com/jobs/3955167-1083286.html  

Who We AreCharter Schools USA (CSUSA) is one of the largest and highest ­performing education management companies in the United States, proudly serving over 82,000 students in over 150 schools in four states. Founded by Jonathan Hage in 1997, CSUSA's mission is a Relentless Commitment to Student Greatness in School and in Life™. CSUSA provides an academically rigorous education to students equipping them with real world readiness, prepared for college or career after graduation. With an unwavering dedication to the success of students from every background, CSUSA is closing the gaps in achievement and opportunity, keeping our promise of Strong Minds, Good Hearts™.Job PurposeTo join a team of people with the mission: Relentless Commitment to Student Greatness in School and in Life ™. If you love inspiring and motivating young learners and want to put students first in education, CSUSA is the right place for you. We deliver on our promise of Strong Minds, Good Hearts™ through an education model that gives every student the opportunity for success. As a 5th Grade Teacher, you will develop lesson plans consistent with established guidelines. Establish effective rapport with students, staff members, and parents. Motivate students to develop skills, attitudes, and knowledge to provide an effective educational foundation, in accordance with each student's ability.How You Will Impact EducationPlans and implements a program of instruction that adheres to the company's philosophy, goals and objectives as outlined in the adopted courses of study.Makes purposeful and appropriate lesson plans which provide for effective teaching strategies and maximizes time on task.Presents subject matter to students to maximize learning opportunity and provides real-world, application-based examples and learning opportunities.Reviews student records to develop a foundation of understanding regarding each student's abilities and needs. Maintain accurate and complete student records.Strives to maximize the educational achievement of each student.Utilizes a variety/range of student learning modalities in each lesson and uses differentiated instruction within those lessons.Utilizes diagnostic assessment of student learning on a frequent basis. Maintains accurate and completes student records.Assesses student strengths and weaknesses on a frequent basis, provides appropriate activities to address student needs and generates progress reports as required.Refers students with suspected learning problems to appropriate support personnel. Assigns lessons, corrects student work product, and reviews oral presentations.Coordinates class field trips (as required).Prepares students for state required achievement assessments.Keeps current in subject matter knowledge and learning theory and is willing to share this knowledge for the continual improvement of the school's curriculum.Assists in the on-going curriculum revision process, including the revision of written courses of study. Assists in the selection of books, equipment, and other instructional materials.Becomes acquainted with supplemental services beneficial to students as an extension of regular classroom activities.Provide a Classroom Environment Conducive to LearningCreates a classroom environment that is conducive to learning and appropriate to the maturity and interests of students.Maintains positive rapport with students; demonstrates patience and appropriate nurturing to assist in the growth of the child.Ensures classroom is clean, safe and includes student generated work on display as appropriate. Implements all relevant policies governing student conduct.Develops reasonable rules of classroom/playground behavior in accordance with CSUSA policy and guidelines and maintains order in the classroom in a fair and consistent manner.Instructional PlanningDevelops lesson plans consistent with established guidelines and goals.Plans individual and / group learning activities designed to meet instructional objective and student's needs.Prepares for classes assigned and shows evidence of preparation upon request of supervisory personnel.Participates with other staff members in curriculum planning during designated meetings.Incorporates into planning all diagnostic information as required in the student's Individual Education Plan (IEP).Takes all necessary and reasonable precautions to protect supplies, equipment, materials, and facilities needed to implement effectively the planned instructional program.School/Community RelationsStrives to establish cooperative relations and makes reasonable effort to communicate with parents/guardians when appropriate.Communicates clearly, consistently, and positively with parents via all appropriate mediums. Cooperates with members of the administration, other staff and with CSUSA.Maintains confidentiality regarding student records. Participates in parent communication activities.Participates in extracurricular activities to ensure a positive school culture and provide support for students and staff (as required)Required Qualifications and SkillsDemonstrates enthusiasm and commitment toward the position and the mission of the company; support the company's values in the strategic areas of academic excellence, operational performance, superior culture, and financial health and growth, as outlined in the Employee Handbook.Possesses strong time management & organizational skills and the ability to prioritize.Has the ability to establish and maintain effective working relationships with teachers, students, parents, the community, and administrative.Is sensitive to sensitive to corporate needs, employee goodwill, and the public image, as unique situations present themselves.Possesses excellent interpersonal skills and displays such between all stakeholders: being courteous, professional, andPossesses excellent communication skills: Oral (including presentations), Written, Interpersonal (active listening), Negotiating andHas the ability to be at work consistently, to be on time, to follow instructions, to respond to management direction and to solicit feedback to improve.Demonstrates proficient experience with Microsoft Office (Word, Excel, PowerPoint), Student Information System (SIS) and email.Looks for ways to improve and promote quality and demonstrates accuracy andStrives to implement best practices and positive character education.Job RequirementsBachelor's degree (BA) from an accredited college or university or equivalent. Possession of valid teaching certification (as appropriate).Minimum of one (1) to three (3) years successful teaching experience (may include Student Teaching Internship experience).Equivalent combination of education and experience.Command of grades/subject specific content and theoretical knowledge of learning theory, including motivation, reinforcement, evaluation, and feedback techniques.Understanding of and commitment to company values.Successful results of criminal and employment background check.Effective instructional delivery techniques and excellent communication skills. Adherence to the requirements of the Code of Ethics for the Education Profession.Such alternatives to the above requirements as CSUSA may find appropriate and acceptable.May perform other duties as assigned.Work EnvironmentWhile performing the responsibilities of this position, the work environment characteristics listed below are representative of the environment the employee will encounter:Usual school working conditions.May be noisy during high student traffic.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.No physical exertion required.Somewhat stressful due to frequent student activity.Light work: Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force as frequently as needed to move objects.FLSA Overtime CategoryJob is exempt from the overtime provisions of the Fair Labor Standards Act.

Upper School English TeacherMenlo School seeks a full-time Upper School English teacher starting in August 2026. The ideal candidate would have at least 3 years of teaching experience, a graduate degree, and be able to teach a range of courses in our English curriculum. In addition to teaching four sections and two preps, full-time faculty members also oversee a ten-student advocacy group and participate actively in other aspects of Menlo’s student life program.We look for educators who:Will inspire and support our students and be active participants in our student life program and in other aspects of our vibrant learning community.Share our dedication to cultivating an ever more heterogeneous and inclusive community while committing to equity, diversity, inclusion, and belonging.Actively cultivate environments that empower girls and students from underrepresented backgrounds so that all students will see and counter gender and race biases in group work at school and beyond, and are deeply invested in teaching in ways that recognize the implicit biases they and the world hold, to engage students in culturally competent ways.Will work to be inclusive so that every student can see themselves in their classrooms, curricula, and disciplines.Are highly collaborative with other community members both within their own department and in the School community as a whole.Are committed to professional growth in their discipline and in their teaching practice. Are passionate about teaching, experts in their fields, and dedicated to helping all students achieve their personal best. Will embody the heart of Menlo School by promoting collegial, respectful, and supportive relationships.We offer:An exceptional work environment and caring communityHighly competitive salaryA comprehensive benefits package, including generous contributions to a retirement plan for eligible employees and their families. Learn more here.To be considered for this position, please submit your resume and a brief cover letter outlining your interest and relevant experience through our application portal.  We thank all applicants in advance for their interest and will reach out only to those most closely aligned with the position's needs. We are unable to sponsor or take over sponsorship of an employment visa for this position. We look forward to hearing from you!About us:Menlo School is an independent, coeducational, college-preparatory school for students in grades six through twelve. Located in the heart of Silicon Valley and founded in 1915, the School is accredited by the Western Association of Schools and Colleges and is a member of the National and California Associations of Independent Schools.Menlo is dedicated to providing a joyful, transformative education that empowers students to explore broadly, think critically, act responsibly, and navigate the complexities of an evolving world. Our relevant and engaging academic program—complemented by outstanding arts and athletics—sparks wonder, fosters a love of learning, and inspires students to reach their full potential as they grow in competence, confidence, and curiosity. Student care and the supportive relationships students build with teachers, coaches, and peers are at the heart of all we do as we uphold the highest ethical standards, develop character, and pursue a shared commitment to purposes larger than ourselves.At Menlo, belonging is essential to who we are as a school. We embrace the growth and well-being of every member of our community by cultivating a culture rooted in kindness, trust, and belonging—one where everyone feels welcomed, included, and valued, and where our diverse backgrounds, identities, and ideas are honored with curiosity, care, and compassion.Learn more about the Menlo School here.Our equal opportunity employment policy:Menlo School is committed to a policy of non-discrimination and equal opportunity for all employees and qualified applicants. We administer all personnel practices without regard to race, color, religion, sex, age, national origin, sexual orientation, gender identity or expression, marital status or domestic partnership status, disability, protected veteran status or military status, genetic information, or any other category protected under applicable law.Pay range:In the spirit of pay transparency, we share the base salary range for this position for the 2026-2027 academic year. Our Faculty have a wide range of experience. We have teachers who are relatively new to the profession and those who have expertly taught for over 30 years. The full pay range, which encompasses all experience levels, is $97,000-$182,000. Within this broad range, we pay each Faculty member in accordance with what is reasonably expected given an individual's experience level. Base salary is exclusive of fringe benefits, employer contributions to retirement plans, and potential stipends (for eligible employees). Pay ranges at Menlo are reasonable estimates of what the School anticipates paying for a role, but are not guaranteed. If hired at Menlo School, your final base salary will be determined by factors such as skills, education, experience, job level, part-time status, and the number of months worked per academic year. In addition to those factors, we believe in the importance of pay equity and consider internal equity with our current employees as a part of any final offer. Please note that the generous range mentioned above is the full base salary range for the role. Hiring at the top of the range is not typical at Menlo School to allow for future and continued salary growth. Job ID: 361 

CODING/STEM INSTRUCTOR (Sensei)Code Ninjas Eastvale–ChinoPay: $17.00 – $21.00 per hour (based on experience and role)To apply email cover letter and resume to: eastvale-chino@codeninjas.com⸻Who We AreCode Ninjas is the nation’s fastest-growing kids coding franchise—and our Eastvale–Chino center is being built with heart, purpose, and community at the center of everything we do.At our dojo, kids ages 5–17 learn to code in a fun, non-intimidating way—by building video games they love. As they progress from white belt to black belt, they develop real-world skills like coding, logic, math, confidence, and problem-solving.Our promise is simple and powerful: Kids have fun. Parents see results.We believe in this so deeply that it’s written on our walls—and lived out every day in our center.As a family-owned center, we are intentional about creating a positive, supportive environment for both students and staff, with clear growth opportunities for those who want to lead, learn, and grow with us.⸻Who We’re Looking ForWe’re looking for Coding / STEM Instructors (Senseis) who are energetic, dependable, and passionate about working with kids. Our Senseis are the heartbeat of our dojo—they coach, mentor, motivate, and help students believe in themselves.This role is perfect for someone who:Loves working with childrenEnjoys teaching and mentoringThrives in a fast-paced, high-energy environmentWants more than “just a job” and is open to growth and leadershipWe are hiring for multiple roles (6–7 openings) with opportunities to grow into:Lead SenseiAssistant Center DirectorCenter DirectorDirector of Camps, Clubs, or Junior Programs⸻What You’ll DoLearn and deliver the Code Ninjas curriculum (full training provided)Create a fun, safe, and inclusive learning environmentWork with students to assess skill levels and support progressionEngage students during CREATE, Junior Ninjas, camps, and clubsCommunicate student progress and feedback to parents (especially during tours)Assist with opening and closing dutiesMaintain dojo cleanliness and organization throughout the dayCollaborate closely with the Assistant Center Director and Center DirectorReport daily activities and weekly progress as needed⸻What We’re Looking ForExperience working with children ages 5+ (mentoring, tutoring, coaching, teaching, camps, childcare, etc.)A genuine passion for technology and education, and excitement about helping kids learn future-ready skills in a fun, engaging wayComfort working with families and the general publicStrong communication and teamwork skillsInterest in coding, STEM, or technology (no advanced coding required—we train!)Ability to adapt quickly in a dynamic environmentA positive attitude, strong work ethic, and genuine love for kidsSomeone who brings energy to the room and enjoys being part of a team⸻Bonus Points If You:Have experience or interest in robotics, coding, 3D printing, LEGO® robotics, chess, e-sports, AI, or have worked in an after-school or enrichment programEnjoy or understand community-based marketing—connecting with families, schools, and local organizationsHave past experience working in technology, STEM, or a tech-adjacent fieldAre excited to take ownership of programs, events, or initiatives and grow into leadership roles⸻Why You’ll Love Working HereClear growth paths into leadership rolesSupportive, family-led ownership teamPaid training and ongoing mentorshipFlexible schedulingPaid time offA workplace where your impact truly matters⸻About Code NinjasCode Ninjas® is the world’s largest and fastest-growing kids coding franchise, with hundreds of locations across the U.S., Canada, and the U.K. Founded in 2016 and headquartered in Houston, TX, Code Ninjas teaches kids to code by building their own video games—turning learning into something they genuinely love.We believe every child deserves the opportunity to unlock their full potential. Coding builds confidence, creativity, and problem-solving skills that last a lifetime.This franchise is independently owned and operated. All employment decisions are made by the local franchise, and applications are reviewed directly by our center leadership team.To apply email cover letter and resume to: eastvale-chino@codeninjas.comFor more information on the center visit:https://www.codeninjas.com/ca-eastvale-chino- or -Follow us on Instagram

About PingryThe Pingry School, a prestigious K-12 coeducational, independent day school with a rich history dating back to its founding by Dr. John F. Pingry in 1861, stands at the forefront of academic excellence in the United States. With campuses located in Basking Ridge, Pottersville, and Short Hills, New Jersey, Pingry is celebrated for its academic programs, a student-written Honor Code that underpins our community values, and a comprehensive commitment to arts, athletics, community, and civic engagement. Our mission is to inspire in our students a lifelong passion for learning, personal development, and social responsibility, preparing them to be global citizens and luminaries of the 21st century. Rooted in relationships and guided by our foundational philosophy, Pingry is a vibrant community of more than 1,200 students hailing from over 90 towns across New Jersey and New York. At Pingry, we are united by a love of learning and a commitment to preparing students to navigate the complexities of the 21st century with confidence and integrity. For more information, we invite you to visit our website at pingry.org or connect with The Pingry School on Facebook, X, and Instagram to discover why we love school.Position SummaryThe Middle School Drama Teacher and Musical Director leads a joyful, inclusive program that invites every student into the performing arts, not only those who already see themselves as “theatre kids.” Rooted in the belief that every child is already an artist, this teacher designs and teaches a Middle School program that:Builds on Lower School foundations in ensemble work, devising, movement, and storytelling.Helps students tap into the energy and intensity of early adolescence in productive, creative ways.Gives all students meaningful performance experiences during their Middle School years.Prepares interested students for Upper School drama and musical theatre courses and productions.This is a unique opportunity to redefine and build the Middle School program from the ground up, including creating new curriculum and signature experiences for students in grades 6, 7, and 8. The teacher in this role will play a central part in building a vibrant theatre community within the Middle School experience, where students feel known, challenged, and excited to participate.The ideal candidate genuinely enjoys Middle School students and sees their intensity, vulnerability, and humor as creative assets. They are an inspiring, supportive presence who understands the power of the stage to build confidence, empathy, and a sense of belonging. They are skilled at drawing in students who do not yet see themselves as performers and helping them grow into committed ensemble members. They are a collaborative, flexible colleague who values close partnership with Lower and Upper School performing arts teams, and a true program builder who is excited to design a new sequence from shared K–12 values and long-term goals rather than simply inherit a static course map.Note: The position does not include standalone curricular dance classes, but a movement background is welcome and can be integrated into musical theatre and drama classes, as well as into co-curricular offerings such as dance clubs, dance team, or choreography for productions.ResponsibilitiesProgram design and curriculum developmentDesign a Middle School Drama sequence for grades 6–8 that:Extends the ensemble-based, educational approach of the Lower School into early adolescence.Introduces age-appropriate acting and performance vocabulary that sets students up for success in Upper School drama and musical theatre.Welcomes students with a wide range of prior experience, including those who are brand new to performing.Use the existing Middle School schedule structure (required experiences for all students and elective opportunities for older students) to create a clear, developmentally coherent progression of learning.Blend devised work and script-based work, so students learn both to create original pieces and to interpret existing plays and musicals.Build a trajectory of Sharings, Showcases, and Productions that helps students grow gradually more comfortable performing for larger and more varied audiences.Teaching and student experienceTeach a full Middle School course load within the current block schedule, including:Required drama / performing arts classes for a broad cross-section of students.Musical theatre and/or drama electives for students seeking deeper engagement.Basic technical theatre skills and understanding .In all classes:Establish ensemble norms that support trust, empathy, and risk-taking.Use improvisation, creative dramatics, and structured rehearsal to develop discipline, focus, and listening skills.Teach foundational acting tools: body and vocal awareness, character development, objectives, scene work, and age-appropriate script analysis.Help students connect performance skills to broader life skills such as public speaking, collaboration, and self-advocacy.Musical theatre and productionsServe as director of the Middle School musical, working closely with:The Vocal Music Teacher for music direction.Technical theatre staff and/or student crews.Choreographers or movement specialists.Design at least one additional theatre experience each year that is not a musical, such as:A straight play.A one-act festival.A devised performance built around a shared theme or text.Model and teach strong rehearsal habits, ensemble responsibility, and reflective practice so students are prepared for the expectations of Upper School productions.Teach audience skills so students learn how to watch and respond to performances thoughtfully.Movement and co-curricular opportunities (based on background)Integrate and lead accessible movement and staging within Middle School musical theatre and drama classes, drawing on frameworks such as Laban Movement Analysis or related educational dance approaches.Depending on experience and schedule, help develop and/or lead movement-based co-curricular offerings, such as:Middle School dance team or performance group during an Activities Block.A musical theatre, dance, or movement club.Choreography for talent shows, assemblies, or special events.Collaborate with any current or future dance adjunct faculty to align movement expectations and support choreography for the Middle School and Upper School musicals.Collaboration and vertical alignmentPartner with Lower School Performing Arts to:Understand and build on existing language, structures, and signature experiences.Ensure that students experience continuity of philosophy and practice as they move into Middle School.Collaborate with Upper School Drama faculty to:Map a clear continuum of skills and experiences that lead to success in Upper School acting, musical theatre, and technical theatre.Create appropriate cross-division experiences (workshops, shared rehearsals, attending each other’s performances, etc.).Work with Middle School colleagues (English, Social Studies, counseling, Dean of Students etc.) to:Integrate drama and performance techniques into academic and community life where helpful.Support public speaking and presentation skills for Morning Meeting, assemblies, and grade-level events.Community, advisory, and student supportServe as a Middle School advisor and participate fully in the life of the division.Act as a visible, approachable champion for drama and musical theatre, intentionally inviting students from many different social and academic circles to participate.Build relationships with students and families that frame productions and performances as spaces for growth, belonging, and joyful challenge.Communicate clearly and proactively with families about rehearsal expectations, performance schedules, and the educational goals behind the work.Qualifications and ExperienceBachelor’s degree required; advanced degree in Educational Theatre, Theatre, Musical Theatre, or a related field preferred.Experience with and enthusiasm for working with middle school students and understanding of their developmental milestones.Demonstrated experience teaching and directing Middle School students in drama and/or musical theatre.Experience directing student productions and collaborating with music and, ideally, movement or dance colleagues.Familiarity with ensemble-based, student-centered theatre pedagogy, including creative dramatics and devising, as well as more traditional scene work.Comfort working with students at a wide range of experience levels, from first-time performers to highly involved theatre students.A strong movement or dance background is welcome but not required. The ability to collaborate effectively with choreographers or dance specialists is essential.Dedication to supporting the academic, social, and emotional well-being of students.Robust interpersonal skills, including excellent written and oral communication skills.Dedication to partnering collaboratively with a team of talented employees.Comfortable with incorporating the latest technology into your workflow, including  Schoology and Zoom.Skilled in navigating the Google Suite of applications (Gmail, Google Drive, Google Calendar, etc.).Ability to work in a fast-paced environment.Experience creating, supporting, and sustaining a culture of access and equity in a school environment.In addition to honor and character, commitment to intellectual engagement, and appreciation for stewardship and sustainability, especially important is the candidate’s ease with diverse constituencies and demonstrated commitment to an inclusive school community.Qualified candidates are invited to apply online at https://www.pingry.org/careers. The salary range for this position is $60,000-$110,000. Final compensation will be determined based on experience and education. Pingry offers a comprehensive benefits package to full-time employees, including, but not limited to, medical, dental, and vision coverage; retirement plans with employer matching; life and disability insurance; tuition remission for employees' children; and access to wellness and professional development resources.A full list of benefits is available at www.pingry.org/careers. 

Responsibilities include, but are not limited to the following: meets and instructs assigned classes in the locations and at the time designated; plans and provides a program of study that, as much as possible, meets the individual needs, interests, and abilities of the students; writes daily lesson plans that include objectives, and activities to support those objectives; creates a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students; demonstrates adequate control over student behavior; guides the learning process toward the achievement of district/site goals and establishes clear objectives for all lessons, units, and to communicate these objectives to students; employs a variety of instructional techniques consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved; plans lessons that will reflect goals and objectives from the district curriculum guide; the teacher selects, develops, and employs appropriate evaluative techniques with regard to impartiality, consistency, and objectivity; diagnoses the learning abilities of students on a regular basis, seeking the assistance of district specialists as required; takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities; maintains accurate, complete, and correct records as required by law, district policy, and administrative regulation.; evaluates students a number of times to make an accurate appraisal at the end of the grading period; assists the administration in implementing all policies and rules governing student life and conduct, and, for the classroom, develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom in a fair and just manner; plans and supervises purposeful assignments for teacher aide(s) and volunteer(s), and cooperatively with other supervisors, evaluates their job performance; strives to maintain and improve professional competence; attends staff meetings and serves on staff committees as required; complies with building and district policy.; maintains a positive working relationship with the school staff and the community. 

Dual Position – Infant Toddler Program Director / Toddler Group TeacherPosition Overview:We are seeking a passionate and experienced individual to fill the dual role of Infant Toddler Program Director/Toddler Group Teacher at Teeny Tiny Toes Daycare Center, Astoria NY. This unique position oFers the opportunity to lead our infant-toddler program while also directly engaging with young children in a nurturing and dynamic learning environment.Key Responsibilities:Oversee the daily operations of the infant-toddler program, ensuring compliance with all regulations and standards.Develop and implement a curriculum that promotes the cognitive, emotional, social, and physical development of children under 24 months.Supervise and mentor teaching staF, providing guidance, support, and professional development opportunities.Foster strong relationships with parents and caregivers, maintaining open communication and encouraging family involvement in the program.Create a safe, engaging, and developmentally appropriate learning environment for toddlers.Plan and implement age-appropriate activities that promote exploration, independence, and social interaction.Observe and assess each child's development, providing individualized support to meet their unique needs.Collaborate with other educators to create a cohesive learning experience for all children.Education & Experience Requirements:A Baccalaureate degree in Early Childhood Education or a related field of study.At least one year of experience as a group teacher or on the teaching staff in achildcare program for children under 24 months of age.Alternatively, six college credits in infant/toddler coursework or a study plan leadingto six college credits in infant/toddler coursework.Qualifications:Strong leadership and organizational skills.A deep understanding of early childhood development, particularly for children under 24 months.Excellent communication and interpersonal skills, with the ability to build strongrelationships with staff, parents, and children.A passion for creating a nurturing and stimulating environment that fosters growthand development in young children.Schedule:• Monday – Friday: 9:00 AM – 6:00 PMCompensation & Benefits:Hourly Rate: $25 - $28 per hour, based on experience and qualifications.Benefits:o Paid Time Off (PTO) o Retirement PlanLocation: Astoria, NY 11105• We are an equal-opportunity employer and encourage applicants from diverse backgrounds to apply.Application Process:Interested candidates should submit a resume, cover letter, and references to admin@teenytinytoes.org . Please include details of your relevant experience and how you meet the education requirements.

Primary FunctionsServes as a member of the assessment team for students with disabilities.Provides instruction to eligible students with disabilities; primarily specific learning disabilities.Provides consultation assistance as needed by building staff.Completes forms and procedures as required by federal, state, and district regulations.Responsible toBuilding PrincipalAssigned ResponsibilitiesMay serve as a member of the Student Study Team (SST).Participates in the determination of student eligibility for special education programs and assists in the development of the assessment summary.Explains assessment results to and develops corresponding recommendations for teachers and parents.Develops Individualized Education Programs (IEP's) with criterion-referenced present performance levels, measurable short-term objectives, and annual goals related to assessment results.Implements and revises the Individual Education Program (IEP) for eligible students.Conducts probes of short-term objectives as scheduled on the IEP and records the results on the student's Behavioral Record copy of the IEP.Provides appropriate individual prescriptive programs in academics, functional academics, communication skills, social skills, independent living skills, and/or behavior management, and maintains regular (i.e., daily or weekly) data on those programs.Utilizes effective, positive, classroom and behavior management techniques.Coordinates Learning Resource Center/Learning Disabilities services with general education teachers and other specialists. When assigned as case manager; completes and maintains records in compliance with federal, state, and district regulations.Provides inservice, consultation, and/or materials as needed by building staff.Directs and assigns activities of assigned instructional assistants, volunteers, and other para-professionals.Practices confidentiality in the use of student information.Participates in staff development activities as offered.Minimum QualificationsValid Oregon Teaching License with Special Education endorsement appropriate for assigned level(s).Demonstrated ability to:Use interpersonal skills to consult with parents, classroom teachers, instructional assistants, and volunteers on the individual programming needs of students.Use appropriate instructional methods and classroom management techniques in group settings.Administer and interpret individualized intelligence tests.Work EnvironmentSubject to inside and outside environmental conditions with routine exposure to the weather Including seasonal heat and cold. Subject to frequent loud noises in the environment.Physical RequirementsHearing and speaking to exchange information; seeing to perform assigned duties; sitting, standing and walking for extended periods of time; dexterity of hands and fingers to operate equipment; kneeling, bending at the waist, and reaching overhead, above the shoulders and horizontally, to retrieve and store files and materials, and lifting light objects.Strength: Sedentary/Medium – Exert force to 10-25 pounds frequently, and up to 10 pounds constantly or a negligible amount of force frequently to lift, carry, push, pull or move objects.Minimum Term of EmploymentTeacher Contract.Salary LevelPlacement on the Salem-Keizer Public Schools Licensed Employee Salary Schedule.EvaluationPerformance of this job will be evaluated in accordance with the provisions of the District’s process for Evaluation of Licensed Personnel. Start date: December 27, 2025Type: Licensed FTE: 1.0Status: Permanent Salary is prorated based on FTE: $52,011 – $102,373 (Pro-rated differential based on FTE up to $6,059 - subject to change)Application Procedure: Apply online

Easterseals Blake Foundation started as the Cerebral Palsy Foundation of Southern Arizona. Since then, we have expanded our services to better serve our community members. We are now one of Arizona's top providers of comprehensive behavioral health services, child welfare, and services for individuals with intellectual and developmental disabilities. We serve more than 40,000 individuals and families across 10 counties and support more than 3,700 children in Foster Care throughout Southern Arizona. Are you ready to make profound, positive differences in people's lives every day? We offer our full-time employees the following benefits:Medical, Dental and VisionFlexible Spending Account and Dependent Flexible Spending Account Health Savings AccountVoluntary Life insuranceVoluntary Short-term Disability insuranceCritical Illness insuranceAccident insuranceEmployer paid life insurance, long-term disability insurance, and Employee Assistance ProgramGeneral Position Description: Mentors families to become their child’s first teachers, working with families with children ages birth to three years’ old, as well as expectant mothers.   Essential Duties and Responsibilities:Assesses strengths, capacities and needs of each family. Assists in identification of family achievements and goals. Follows-up on these achievements and goals and encourages further progress. Documents the process in family partnership agreements. Actively engages in recruitment efforts to maintain enrollment and waiting list.Plans, conducts, evaluates, and documents with parents’ weekly home visits (minimum 1.5 hours each) to ten-twelve families.  Completes Home Visit Plans weekly, submitting to supervisor monthly. Completes and submits all required paperwork within required timeframes (i.e. end of month reports, Child Plus data, accident reports, assessments, early intervention documentation, etc.).Identifies resources and connections families can utilize in achieving progress toward goals, independence, and self-sufficiency.  Assists families to obtain identified services and coaches, and collaborates with families to understand referral process. Follows up with families on the results of referrals and their satisfaction level. Promotes parental involvement and implementation of all aspects with the Early Head Start program (program curriculum, parent involvement, governance, health, nutrition, safety, and family services). Supports families to understand and complete all health, safety and nutrition requirements for the program. Collaborates with families to regularly complete developmental screening and assessment of the enrolled child(ren). Provides intentional, collaborative, safe, and high-quality group experiences with parents, community volunteers, and children. Regularly plans, delivers, and evaluates bi-monthly group socialization experiences with parents.Shares individual child information with parents on a regular basis; facilitates ongoing meaningful discussion on child with family; and assists the family to advocate for their child(ren). Transports families when appropriate to and from community resources or other activities. Assists the family to plan for transition from family-based program to center-based and other educational programs. Participates in the process of ongoing professional development and meetings. Maintains comprehensive communication among all contacts within the agency, members, and external agencies. Models professional standards and ethics in accordance with EBF Code of Conduct, Strategic Plan, Mission, and Vision. Performs other duties as assigned.RequirementsMinimum Requirements:  Home Visitor Child Development Associate (CDA) or Associates Degree in Early Childhood or related field required. Bachelor’s Degree in Education (Early Childhood, Special Education), Social Work, Family Studies or closely related field preferred. Experience working with young children and families required. Bilingual (Spanish) preferred. Regulatory Must be at least 21 years of age. Current, unrestricted AZ driver’s license with no more than two (2) minor moving violations or one (1) accident within the past three (3 years). Three (3) years of driving experience required.Must be able to pass a criminal background check.Ability to obtain and maintain an AZ DPS Level 1 fingerprint clearance card (employer provides).CPR and First Aid certification (Employer provides).Initial and current negative TB test result (Employer provides).Ability to obtain a pre-employment physical to assess fitness to perform required duties.Skills/Job Knowledge/Abilities: Able to establish and maintain a team atmosphere of communication and collaboration for all that reach out to the Department. Must be self-directed and be sensitive to cultural and linguistic diversity. Excellent customer service in stressful situations. Maintains a professional appearance, communications, and actions. Excellent interpersonal communication skills. Ability to approach work with families in an empathetic, nonjudgmental, respectful, and professional manner. Knowledge of Office of Head Start’s policies, practices, and performance standards.  Knowledge of developmentally appropriate early childhood practices for working with young children; family dynamics and family-centered practices; and community resources and networking. Possess a high level of computer proficiency.  Working Conditions/Physical Requirements (with or without accommodation): Client in-home and office environment with multiple interruptions in person and through computer and phone. Will work outside and inside environments, as needed. Daily travel to client homes and other locations. Interacts with employees and members of the public on a daily basis. May lift normal office equipment and materials up to 25lbs. Visual acuity to read information from computer screens, forms and to assess the wellbeing of clients and children. Able to speak clearly in conversations and general communications. Hearing ability for communication in persona, phone, and/or other electronic methods. Manual dexterity for typing and writing. Able to stoop, squat, reach, pull, push, stretch, ascend and descend stairs, stand and sit for long periods of time. May be required to work additional hours or days depending on circumstances. Easterseals Blake Foundation and Aviva are an Equal Employment Opportunity and Affirmative action employer that promotes a work environment of inclusion and diversity. We are committed to provide employment opportunities to all candidates based on their qualifications free of discrimination based on race, color, religion, national origin, sex (including pregnancy, sexual orientation or gender identity), age, disability, veteran status, genetic information, mental or physical disability, or any other characteristic protected by law. If you have any questions, require assistance or reasonable accommodations while seeking employment, please contact the Human Resource Department at HR@blake.easterseals.com or call 520-327-1529. 

We’re Hiring! CASE MANAGER/CHILD SAFETY SPECIALIST https://dcs.az.gov/careers Salary: $21.7068 with step increases after training & years of serviceRequisition Closing Date: Open Until Filled; Applications Reviewed Daily Make An Impact With DCSAt the Arizona Department of Child Safety (“DCS”), we call ourselves "Compassioneers" because everything we do is done with a compassionate heart. We work diligently to protect and support the safety, well-being, and future of vulnerable children and families across the state.  DCS is proud to be a pillar of strength for our communities, and the work we do each day to build a safer, more compassionate and more resilient Arizona. Why DCS?Working for DCS is more than a just a job – it’s a mission-driven career that offers purpose, growth, and the opportunity to make a lasting difference.   You’ll be part of a team that’s passionate about child welfare and committed to serving with integrity, compassion, and accountability.  A career with DCS is an opportunity to give back to your community and help shape a brighter future for Arizona’s children and families.What You’ll DoAs a Case Manager/Child Safety Specialist, you’ll:Work full-time, 40 hours a week on-site/in field; alternative work hours may be requiredRespond to allegations of child abuse or neglectConduct interviews and assess child safetyWork with families in their homes and in the communityCoordinate services and develop case plansAttend court hearings and prepare professional reportsTransport children and support placement needsManage cases throughout your assigned regionCollaborate with courts, providers, and partner agenciesWe're Looking For Someone Who Can:Analyze information quickly and accurately, apply logic to complex situations and make independent, sound decisions in high pressure momentsCommunicate with clarity and compassion, conduct effective interviews, gather accurate information, and remain professional during challenging situationsStay organized and maintain accuracy and quality in a high-volume environmentRemain calm in stressful situations; understand diverse family systems and cultural backgrounds; and show empathy while maintaining professional boundariesProvide strong attention to detailWhat We Need From You (Required Qualifications) Bachelor’s or master’s degree earned from an institution accredited by an agency recognized by the U.S. Department of Education (conferred transcripts); OR 4 years as an Arizona Department of Child Safety Case AideValid driver’s license and a satisfactory 39 month driving recordThe ability to obtain and maintain a valid Department of Public Safety Level One Fingerprint Clearance CardWork history, Central Registry and Public Record will be consideredSuccessfully complete the 22 weeks of in person classroom and field training programThis position requires driving or the use of a vehicle as an essential function of the job to conduct State business, and the following requirements apply: Driver’s License Requirements. All newly hired State employees are subject to and must successfully complete the Electronic Employment Eligibility Verification Program (E-Verify). Knowledge Areas That Support Success: Counseling, conflict resolution, and intervention techniques.Child development, family systems, and trauma-informed practiceConfidentiality and ethical decision-makingBehavioral indicators of abuse/neglect, separation, and loss Step Increases and Training InformationCase Managers/Child Safety Specialists are eligible for incremental pay increases as they grow in their roles as follows:Upon successful completion of the Arizona Department of Child Safety 22-week training program: $22.59/hourAfter one year of Arizona Department of Child Safety Specialist service: $24.11After two years of Arizona Department of Child Safety Specialist service: $25.96After three years of Arizona Department of Child Safety Specialist service: $27.66Pay Rate Determination: Placement within the DCS Specialist step pay plan may include credit for qualifying years of service as an OCWI Investigator Senior, in addition to prior DCS Specialist experience, in accordance with agency policy.Training Details:The CORE program includes seven weeks of classroom training within the 22-week program. Classroom sessions occur in one- to three-week blocks and are held in midtown Phoenix.  Eligible hires receive hotel accommodations, as well as meal and mileage reimbursements during required in-person training.The PerksJoin us, and you’ll enjoy: Comprehensive medical, dental, and life insurance optionsA supportive retirement plan through the Arizona State Retirement System (ASRS)10 paid holidays annually and generous vacation and sick leavePaid Parental Leave Program (must meet the criteria)Higher education discounts, wellness programs, and professional growth and development opportunities Please visit our State of Arizona benefits page. If You Have the Skills, You Can Make a Lasting Impact.Use your strengths to help children thrive and families find stability. Take the next step in your career and join a team that’s transforming lives across Arizona. Apply today and be part of something extraordinary! Persons with a disability may request a reasonable accommodation such as a sign language interpreter or an alternative format by contacting 602-255-3141 or by email at ADA@AZDCS.GOV.   Requests should be made as early as possible to allow time to arrange the accommodation.  Should you have any further questions regarding the interview process you can reach out to a member of our recruitment team at 602-255-2903 or by email at recruiting@azdcs.gov.  The State of Arizona is an Equal Opportunity/Reasonable Accommodation Employer.

Easterseals Blake Foundation started as the Cerebral Palsy Foundation of Southern Arizona. Since then, we have expanded our services to better serve our community members. We are now one of Arizona's top providers of comprehensive behavioral health services, child welfare, and services for individuals with intellectual and developmental disabilities. We serve more than 40,000 individuals and families across 10 counties and support more than 3,700 children in Foster Care throughout Southern Arizona. Are you ready to make profound, positive differences in people's lives every day? We offer our full-time employees the following benefits:Medical, Dental and VisionFlexible Spending Account and Dependent Flexible Spending AccountHealth Savings AccountVoluntary Life insuranceVoluntary Short-term Disability insuranceCritical Illness insuranceAccident insuranceEmployer paid life insurance, long-term disability insurance, and Employee Assistance ProgramGeneral Position Description: Provides support and assist to individuals with intellectual, physical and/or developmental disabilities to live as independently as possible. Essential Duties and Responsibilities:Works in collaboration with the Program Coordinator/or Associate Director to direct and monitor the work of Direct Support Professionals to ensure that agreements established in the DDD contract are followed and individual files are kept accurate and up to date. This includes but is not limited to objectives, skill plans, data sheets, active treatment schedules, quarterly reports, med records, daily staff hour reports, professional contacts, progress notes, incident/seizure reports, face sheets, emergency cards, etc.Implements individualized support plans and Behavioral Treatment Plans for members and works with Direct Support Professionals to implement plans.Oversees the use of company vehicles by Direct Support Professionals and ensures routine maintenance and documentation is up to date. Submits documentation within established timeframes.Oversees medication management.Assists individuals with personal care and hygiene needs. This includes assistance in the restroom, assistance with eating, and moving, carrying, and lifting (using one-person, two-person, and mechanical lift transfers).Provides transportation and support out in the community to our members.Provides guidance on community participation, skill building, exercise, nutrition, and supports vocational responsibilities.Administers medications and/or assists members in the self-administration of medication including non-prescription and prescription as prescribed by licensed medical specialists.Keeps individual file on each person up-to-date. Reads and follows members individual support plan (ISP).Reports incidents to appropriate staff and assists in the completion of incident forms.Assesses and provides behavior/physical management techniques in crisis situation and attains assistance if needed. Perform standard First Aid and Perform Cardio Pulmonary Resuscitation (CPR) if needed.Provides a broad range of administrative and supervisory functions. Supervises assigned staff in accordance with EBF personnel practices including recruitment, training, performance evaluations, and day to day scheduling. Participates in the process of ongoing professional development. Maintains comprehensive communication among all contacts within the agency, members, and external agencies. Models professional standards and ethics in accordance with EBF Code of Conduct, Strategic Plan, Mission, and Vision.Performs other duties as assigned.RequirementsMinimum Requirements: High School Diploma/GED with 2 years of supervision required. Associate’s degree preferred. Bilingual (Spanish) preferred. RegulatoryMust be at least 21 years of age.Current, unrestricted drivers with no more than two (2) minor moving violations or one (1) accident within the past three (3 years). Three (3) years of driving experience required.Must be able to pass a criminal background check.Ability to obtain and maintain an AZ DPS Level 1 fingerprint clearance card (paid by organization).Ability to obtain and maintain CPR, First, Aid, Article IX, and Prevention & Supports certification (paid training).This position requires that employees remain awake during working hours.Skills/Job Knowledge/Abilities: Able to establish and maintain a team atmosphere of communication and collaboration for all that reach out to the Department. Problem solves in a professional and engaging manner. Offer options and solutions and give feedback in a constructive manner. Must be self-directed and be sensitive to cultural and linguistic diversity. Excellent customer service in stressful situations. Maintains a professional in appearance, communications, and actions. Excellent interpersonal communication skills. Basic knowledge of healthcare policies, practices, and procedures. Possess a high level of computer proficiency. Able to remain calm in emergency situations. Working Conditions/Physical Requirements (with or without accommodation): In home, day program, or group home environments. May required visiting different sites or homes for member care. Driving to member homes and other locations on a regular basis. Interacts with employees and members on a daily basis. Able to lift up to 50lbs to support member care. Visual acuity to assess the wellbeing of members and drive. Able to communicate verbally with members and emergency personnel as needed for daily operations. Hearing ability for communication in persona, phone, and/or other electronic methods. Manual dexterity to assist members with paperwork and daily functions. Able stoop, squat, reach, pull, push, stretch, ascend and descend stairs, stand and sit for long periods of time. Able to use required personal protective equipment (PPE). Work outdoors and indoors as needed. May be required to work additional hours or days depending on circumstances. Easterseals Blake Foundation and Aviva are an Equal Employment Opportunity and Affirmative action employer that promotes a work environment of inclusion and diversity. We are committed to provide employment opportunities to all candidates based on their qualifications free of discrimination based on race, color, religion, national origin, sex (including pregnancy, sexual orientation or gender identity), age, disability, veteran status, genetic information, mental or physical disability, or any other characteristic protected by law. If you have any questions, require assistance or reasonable accommodations while seeking employment, please contact the Human Resource Department at HR@blake.easterseals.com or call 520-327-1529. 

SUMMARY:Responsible to plan, organize and implement an appropriate instructional music education program in a learning environment that guides and encourages students to develop and fulfill their academic potential. Plan, prepare and deliver instructional activities that facilitate active learning experiences and establish and communicate clear objectives for all learning activities. Responsible for working effectively with a team comprised of paraprofessionals, teachers,administrators, parents and District office staff with the purpose of providing quality educational services for each and every student, each and every day, without exception.  ESSENTIAL FUNCTIONS:Essential functions, as defined under the Americans with Disabilities Act, may include any of the following representative duties, knowledge, and skills. This is not a comprehensive listing of all functions and duties performed by incumbents of this class; employees may be assigned duties which are not listed below; reasonable accommodations will be made as required. The job description does not constitute an employment agreement and is subject to change at any time by the employer. Essential duties and responsibilities may include, but are not limited to, the following: Assists pupils to grow in their enjoyment, appreciation, and performance of music through a variety of planned music experiences which include singing, moving to music, playing of instruments, including but not limited to ukuleles, and listening.Plans/executes a balanced music program and organizes class time so that preparation, rehearsal andinstruction can be accomplished within the allotted time.Provides individual and small group instruction in order to adapt the music curriculum to the needs ofeach pupil.Encourages students to develop individual musical skills to the greatest extent possible.Utilizes repertoire of all types of music literature, including traditional and contemporary that areappropriate for the ages and skill levels of pupils.Maintains care/responsibility for school-owned music, musical instruments and equipment to prevent lossor abuse. Makes minor adjustments and requests repairs to instruments as required.Evaluates each pupil’s musical growth, performance, and musical understanding. Assesses each individual’s contribution to the performance of the group.Selects appropriate music, books and instructional aids to enhance learning and requisitions musicalinstruments and instructional supplies as necessary.Cooperation with Building Principal and staff in providing musical programs for school assemblies, openhouse, parent meetings and seasonal programs.Communicates with parents and school staff on individual student’s progress.Completes in a timely, accurate manner, roster and caseload reports, as required.Continually incorporates the use of technology in the presentation and delivery ofinstruction to students.Demonstrate effective use of oral and written communications in the completion ofdaily assigned duties.Helps all students develop competence and confidence simultaneously through a balance of acquiring basic skills and developing conceptual understanding. Monitors, supervises, coordinates and enforces rules of conduct and behavior for assigned students, and reinforces positive student behaviors in accordance with school and District policy. Observes, evaluates, reports and records students' performance, behavior, and social development.Supports the relationship between Garfield School District RE-2 and the general public by demonstrating courteous and cooperative behavior when interacting with citizens, visitors, and District staff.Supports Garfield School District RE-2 goals.Perform other related duties as assigned or requested.Maintains regular and reliable attendance. MINIMUM QUALIFICATIONS: Education and Experience:Bachelor's Degree AND;Must possess a current Colorado Department of Education License with a Music endorsement or ability to obtain prior to the beginning of the 2018/2019 school year. Required Licenses or Certifications:First Aid & CPR Certification - American Heart Association preferred. KNOWLEDGE AND SKILLS: Knowledge of:General office procedures, policies, and practices.Customer service techniques.Variable teaching/adaptation techniques. Knowledge of (Class Standard):Professional and technical writing methods and practices.Project management principles, practices, and methods. Skill in:Strong people and computer skills.Strong organizational skills and attention to detail.Ability to follow directions and collaborate with team members.Self-motivation.Ability to remain calm and respond to student behaviors appropriately.Effective teaching skills. Skill in (Class Standard):Supervising a classroom, and delegating tasks and authority.Communicating effectively both verbally and in writing.Handling multiple tasks simultaneously, under pressure, and in emergency and/or stressful situations.Working efficiently both independently and as part of a team.Organizing and prioritizing work to meet deadlines.Developing, understanding, interpreting, and communicating policies and procedures.Establishing and maintaining effective working relationships. PHYSICAL DEMANDS AND WORKING ENVIRONMENT:  Work is performed in a standard classroom setting with some work being performed at various District properties and off-site locations.Ability to bend, crouch, kneel to assist students pushing/pulling and lifting of musical equipment andsupplies, sitting in chairs and/or floor and reaching in all directions.Heavy lifting, bending, stooping, standing for long periods of time may be required.

This job description applies to elementary, middle, and high school teachers, unless otherwise identified by specific teaching assignment in an alternate job description. Additional responsibilities and qualifications may be added for a specific position by the supervisor.Primary FunctionTo plan, organize and implement an appropriate instructional program, as designated by the School District, in a learning environment that guides and encourages students to develop and fulfill their academic potential.Supervised BySchool Administrator(s)Essential FunctionsStandard – Learner DevelopmentUnderstands how learning occurs—how students construct knowledge, acquire skills, and develop disciplined thinking processes –and knows how to use instructional strategies that promote student learning.Understands that each student’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions and adjustments that take these factors into account.Standard – Learning DifferencesMakes appropriate provisions (e.g., variations in time, task demands, communication, assessment, and response modes) for individual students who have particular learning differences or needs.Incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency and academic English.Accesses appropriate services and resources to meet specific learning differences or needs of students.Standard – Learning EnvironmentsOrganizes, allocates, and manages the resources of time, space, and attention to actively and equitably engage students in learning.Communicates in ways that demonstrate respect for and responsiveness to the cultural backgrounds students bring to the learning community (e.g., appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgement of and responsiveness to different modes of communication and participation).Understands the relationship between engagement and learning and creates learning experiences using strategies that build student self-direction and responsibility for their own learning.Commits to working with students to establish positive and supportive learning environments.Standard – Content KnowledgeEngages students in learning experiences in the discipline(s) they teach that encourage students to understand, question, and analyze ideas from diverse perspectives.Helps students to understand and use academic language meaningfully.Applies major concepts, assumptions, debate, and processes of inquiry that are central to the discipline(s) s/he teaches.Integrates culturally relevant content to build on students’ background knowledge.Maintains working knowledge of student content standards in the discipline(s) s/he teaches.Standard – Application of ContentEngages students in applying disciplinary knowledge to real world problems.Implements relevant learning experiences and authentic assessments incorporating tools and resources to maximize content learning in varied contexts.Develops students’ communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes.Builds student capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills.Develops and implements supports for student literacy development across content areas.Models collaboration as an essential learning strategy.Facilitates open and flexible learning environments that encourage student exploration, discovery, expression, and collaboration.Standard – AssessmentDesigns and/or utilizes formative assessments that match learning objectives with assessment formats to engage learners in demonstrating knowledge and skills.Works independently and collaboratively to examine tests and analyze performance data to understand students’ progress and guide planning.Engages students in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work.Models and structures processes that help guide students in examining their own thinking and learning as well as the performance of others.Effectively and ethically uses multiple and appropriate types of assessment data to identify student learning needs and develop differentiated learning experiences.Prepares all students for the demands of particular assessment formats and appropriately modifies assessments or testing conditions for English language learners, students with disabilities, and students who are above or below grade level.Takes professional responsibility for administering all assessments in an ethical manner.Takes professional responsibility for aligning learning goals with instruction and assessment.Standard – Planning for InstructionSelects and creates learning experiences that are appropriate for curriculum standards, relevant to learners, and based upon research-based principles of effective instruction.Plans how to achieve student learning goals, by choosing appropriate strategies, resources, and materials to differentiate instruction for individuals and groups of students; developing appropriate sequencing of learning experiences; and allowing multiple ways for students to demonstrate knowledge and skill.Evaluates, develops, and implements short- and long-range goals and planning to systematically adjust instruction to ensure successful student learning.Draws upon cross-disciplinary skills to engage students purposefully in applying content knowledge.Accesses and integrates human resources to support student learning (e.g., field and educational experts, curriculum specialists, exceptional education specialists, language specialists, and community organizations).Standard – Instructional StrategiesEvaluates how to achieve student learning goals and uses appropriate strategies and resources to adapt to the needs of individuals and groups of students.Monitors student learning, engages students in assessing their progress, and adjusts instruction in response to student learning needs.Varies his or her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students.Engages students in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.Listens effectively to students in order to decipher meaning, including knowledge, values, attitudes and intentions and responds appropriately to them.Uses a variety of instructional strategies to support and expand learner communication through speaking, listening, reading, writing, and other media.Asks questions to stimulate discussion that serves different purposes, for example: probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, and helping students to question.Uses appropriate strategies to differentiate instruction and engage all students in complex thinking and meaningful tasks.Collaborates with learners, colleagues, families, and the larger community in the design and implementation of learning experiences that are linked to instructional goals.Standard – Professional Learning and Ethical PracticeEngages in meaningful and appropriate learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.Uses, independently and in collaboration with colleagues, a variety of data to evaluate the outcomes of teaching and learning and to adapt instructional planning and practice.Reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.Advocates, models, and teaches safe, legal, and ethical use of information and technology, including the appropriate documentation of sources and respect for others in the use of social media.Understands laws related to learners’ rights and teacher responsibilities, including those identified in the Standards for Competent and Ethical Performance of Oregon Educators (e.g., educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting situations of possible child abuse).Standard – Leadership and CollaborationTakes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.Works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners.Works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.Seeks appropriate opportunities to model effective practice for colleagues, to lead professional learning activities, and serve in other leadership roles.Maintains open lines of communication with all District staff to establish and support a positive, professional, and productive work environment.Additional FunctionsUpon request, assists in the selection of books, equipment, and other instructional materials.Takes precautions to provide for the health and safety of all students.Takes precautions to secure and protect District material, equipment, and facilities.Participates in activities which are related to school functions and/or the educative process which occur outside the regular school day, in accordance with the collective bargaining agreement.Performs other duties as assigned.Minimum QualificationsA valid and current Oregon Teaching LicenseAppropriate endorsement(s) for assigned subject(s) and level(s)Knowledge of child growth and development at each level of instructionOral and written English language proficiency Work Environment Subject to inside and outside environmental conditions with routine exposure to the weather including seasonal heat and cold. Subject to frequent loud noises in the environment.Physical RequirementsHearing and speaking to exchange information; seeing to perform assigned duties; sitting, standing and walking for extended periods of time; dexterity of hands and fingers to operate equipment; kneeling, bending at the waist, and reaching overhead, above the shoulders and horizontally, to retrieve and store files and materials, and lifting light objects. Strength: Sedentary/Medium – Exert force to 10-25 lbs. frequently, and up to 10 lbs. constantly or a negligible amount of force frequently to lift, carry, push, pull or move objects.Minimum Term of EmploymentSee Teacher Contract.Salary LevelPlacement on the Salem-Keizer Public Schools Licensed Employee Salary Schedule.EvaluationPerformance of this job will be evaluated in accordance with the provisions of the District’s process for Evaluation of Licensed Personnel.Type: Licensed FTE: 1.0Status: Permanent Salary is prorated based on FTE: $52,011 – $102,373Application Procedure: Apply online