Title: Clinical Educator

Location: Denver, CO

Job Description:

What We Strive For 

Denver, CO

What We Strive For 

At Strive Health, we’re driven by a purpose: transforming the broken kidney care system. Through early identification, engagement, and comprehensive coordinated care, we significantly improve outcomes for people with kidney disease, reducing emergency dialysis and inpatient utilization. Our high-touch care model integrates with local providers and uses predictive data to identify and support at-risk patients along their entire care journey. We embrace ersity, celebrate successes, and support each other, making Strive the destination for top talent in healthcare. Join us in making a real difference. 

Benefits & Perks 

• Hybrid-Remote Flexibility – Work from home while fulfilling in-person needs at the office, clinic, or patient home visits.
• Comprehensive Benefits – Medical, dental, and vision insurance, employee assistance programs, employer-paid and voluntary life and disability insurance, plus health and flexible spending accounts. 
• Financial & Retirement Support – Competitive compensation with a performance-based discretionary bonus program, 401k with employer match, and financial wellness resources.
• Time Off & Leave – Paid holidays, vacation time, sick time, and paid birthgiving, bonding, sabbatical, and living donor leaves.
• Wellness & Growth – Family forming services through Maven Maternity at no cost and physical wellness perks, mental health support, and an annual professional development stipend.

What You’ll Do 

The Clinical Educator will assist with the design, build, and implementation of training programs within Strive Health Care to ensure the successful onboarding and continuous training of clinical and non-clinical teams. Clinical teams consist of nurse practitioners, registered nurse care managers, registered dietitians, medical assistants, care coordinators, social workers, pharmacists, and others. The education programs and training will reflect evidence-based clinical practice guidelines and adult learning theory. This role will support all markets nationwide including corporate personnel and will report to the Manager, Clinical Informatics & Education. 

The Day to Day 

• Develops education programs and training that are evidence-based and supportive of adult learning theory. 
• Works with other departments and Subject Matter Experts (SMEs) in building and delivering programs that meet the organization's needs.  
• Conducts workflow analysis and identifies opportunities for improvement in the education and learning process and implements strategies to improve clinical excellence and operational efficiencies. 
• Serves as the subject matter expert on technical applications such as electronic health record (EHR) and platforms utilized for provision of care, care coordination, and reporting. 
• Effectively communicates new enhancements of technical applications, new and/or revised programs, and develops education resources to support end user learning.

Minimum Qualifications 

• Bachelor's degree in nursing, education, or related field. 
• 4+ years experience in a clinical role ie: RNCM, NP, or equivalent 
• 2+ years’ of curriculum development and education experience in a clinical setting or equivalent/relevant experience. 
• Internet Connectivity - Min Speeds: 3.8Mbps/3.0Mbps (up/down): Latency <60 ms. 
• Ability to travel and be onsite to meet business needs.

Preferred Qualifications 

• 5+ years’ experience in clinical role (Ex. RN Care Manager or Nurse Practitioner). 
• 2+ years’ experience as a field preceptor of students and/or new clinical hires. 
• 2+ years’ experience in Nephrology or dialysis. 
• 2+ years’ case management experience. 
• Strong knowledge of AdvancedMD (or other EHR) and Salesforce/HealthCloud (or other care management platform). 
• Advanced computer skills with proficiency in Microsoft Office Suite.

Annual Base Salary Range: $85,500 - $104,000

Strive Health is an equal opportunity employer and drug free workplace. At this time Strive Health is unable to provide work visa sponsorship. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status, or any other characteristic protected by law. Please apply even if you feel you do not meet all the qualifications. If you require reasonable accommodation in completing this application, interviewing, completing any pre-employment testing, or otherwise participating in the employee selection process, please direct your inquiries to [email protected].

We do not accept unsolicited resumes from outside recruiters/placement agencies. Strive Health will not pay fees associated with resumes presented through unsolicited means.

#LI-Hybrid

Title: College of Arts and Sciences | Adjunct Professor Online, Physics

Location: Remote Location US

Part time

Job Description:

Adjuncts are essential to Liberty University’s mission of Training Champions for Christ. It is expected that ‎‎‎‎‎‎an adjunct member models a personal commitment to the goals and values of Liberty University, engage ‎‎‎‎‎‎in an active commitment to, and experience of, personal spiritual formation within a biblically informed ‎‎‎‎‎‎Christian worldview. Adjuncts should view their teaching, engagement with students, and scholarship as a ‎‎‎‎means to a significant educational ‎‎end. They should strive to employ a variety of techniques for the ‎‎‎‎development of good learning ‎‎conditions, view each student as a unique inidual, and insofar as it is ‎‎‎‎possible, provide for inidual ‎‎differences, abilities, and interests. ‎

This posting is to instruct courses in Physics. An Online Adjunct Faculty in the College of Arts & Sciences is a part-time, non-benefited, fully online position.

Essential Functions And Responsibilities:

• Teaching material from the approved curriculum in accordance with an assigned schedule to ensure student satisfaction.
• Assist students in achieving completion of objectives and learning outcomes.
• Provide regular and timely feedback to students.
• Participate in school retention initiatives by maintaining productive contact with students and by getting in touch with and offering assistance to absent students.
• Advise students in matters related to academics, attendance, and behaviors.
• Motivate students to participate in all aspects of the educational process actively.
• Maintain and report student grades and attendance in accordance with university policies.
• Maintain university standards regarding course activity, emails, grading, and communication with Instructional Mentor and students.
• Other duties as assigned.

Qualifications, Credentials, And Competencies:

• Terminal or Master’s degree in Physics , Applied Physics, Geophysics, or a related field.
• All degrees must be from an institution accredited by an accrediting agency recognized by the U.S. Department of Education.
• Applicants must demonstrate a personal faith commitment to the university’s evangelical Christian purpose.
• Full adherence to the evangelical mission and doctrine of Liberty University.
• Familiarity with and use of collaborative learning techniques and student-centered methods of instruction.
• Proven organizational skills and ability to complete assignments timely and accurately with minimal supervision.
• Possess excellent communication skills and the ability to communicate effectively with students with a wide range of skills.
• Possess excellent interpersonal, customer service, and problem-solving skills. Ability to work well with students, faculty, and staff. Demonstrated strength or potential in teaching at the college level.

Location

Remote Location

Time Type

Part time

Location

Remote Location

The University is an Equal Opportunity Employer. We believe it is our moral and legal obligation to meet the responsibility of ensuring that all management practices regarding employees are conducted in a nondiscriminatory manner. In compliance with Title VII of the 1964 Civil Rights Act, and other applicable federal and state statutes, all recruiting, hiring, training, and promoting for all job classifications will be administered without regard to race, color, ancestry, age, sex, national origin, pregnancy or childbirth, disability, military veteran status or other applicable status protected by law, including state of employment protected classes. It is, therefore, our policy and intention to evaluate all employees and prospective employees strictly according to the requirements of the job. All personnel related activities such as compensation, benefits, transfers, job classification, assignments, working conditions, educational assistance, terminations, layoffs, and return from layoffs, and all other terms, conditions and privileges of employment will be administered without regard to race, color, ancestry, age, sex, national origin, pregnancy or childbirth, disability, military veteran status or other applicable status protected by law, including all applicable state of employment protected classes. The University is a Christian religious-affiliated organization; and as such, is not subject to religious discrimination requirements. The University’s hiring practices and EEO discrimination practices are in full compliance with both federal and state law. Federal law creates an exception to the “religion” component of the employment discrimination laws for religious organizations (including educational institutions), and permits them to give employment practice preference to members of their own religious beliefs.

Title: Florida Virtual School Flex ESOL Coordinator

Location: FL - Home

Job Description:

time type

Full time

job requisition id

R8988

PLEASE NOTE: Your application will expire one year from the time of submission. Please feel free to apply to any other positions for which you may qualify.

Our team members enjoy competitive salaries, a well-rounded benefits package, generous paid time off (including 25 holidays, vacation, and sick leave), and an array of professional development opportunities.  We’re always looking to add to our team of more than 3,000 dedicated professionals who are leading online education worldwide with transformative digital solutions – personalized to every student.  

Job Title:

Florida Virtual School Flex ESOL Coordinator

Contract Type:

Employee

Annual Salary:

$57,000.00 - $106,525.00

(Support staff salary will be based on internal equity and experience)

Location:

FL - HOME OFFICE

Job Description Summary:

Our Mission is to equip students for success by developing and delivering highly effective digital learning through an intuitive online platform.

FLVS does not discriminate in admission or access to, or treatment or employment in its programs and activities on the basis of race, color, religion, age, sex, national origin, marital status, disability, genetic information or any other reason prohibited by law.

The Position:

Position General Summary:

The ESOL Coordinator - Flex supports FLVS Flex staff, students, and families by assisting with ESOL curriculum, instruction, assessment, and program procedures to ensure effective services for English language learners in accordance with the ELL Plan for FLVS.

Essential Position Functions:

• Serve as the primary point of contact for Flex families and staff regarding ESOL support.

• Review student records for ESOL information and communicate directly with families to obtain required documentation when they self-identity as English Language Learners (ELLs) during registration.

• Maintain and accurately update reporting systems (VSA) to ensure student ELL information is current and complete.

• Provide Flex teachers and staff with resources, professional learning opportunities to effectively teach ELLs and administer Discussion-Based Assessments (DBAs) using ESOL accommodations and strategies.

• Provide Flex teachers and staff with guidance and best practices for effective communication with ELLs and their families.

• Provide ESOL support to ELL students by maintaining consistent availability and offering guidance that supports their academic success.

• Monitor the academic progress of assigned ELLs throughout the school year and maintain accurate documentation in VSA and team spreadsheets, as applicable.

• Meet professional obligations through efficient work habits such as, meeting deadlines, honoring schedules, coordinating resources and meetings in an effective and timely manner, and demonstrating respect for others.

• All work responsibilities are subject to having performance goals and/or targets established.

 (These essential functions are not to be construed as a complete statement of all duties performed. Employees will be required to perform other job related duties as required.)

Minimum Requirements:

Education/Licensure/Certification:

• Bachelor’s degree; preferably in the field of education

• Valid Florida Professional Teaching Certificate Required

• ESOL Endorsement required

Experience:

• Minimum three years’ experience working with current laws, regulations, and guidelines related to ELLs in public school

• Minimum 3 years successful ELL teaching experience required

• Bilingual (Spanish preferred)

Knowledge, Skills, and Abilities (KSA's):

• Knowledge of MS Windows, MS Office, VSA, and other web‑based applications.

• Excellent written and verbal communication skills

• Possess the qualities and skills needed to be a proactive, open-minded, and positive team player

• Ability to work with and through people to establish goals, objectives, and action plans

• Strong interpersonal and customer service skills

• Ability to handle multiple priorities, meeting deadlines, and effective time management

• Excellent organizational skills

• Exercises independent judgment to adopt or modify methods and standards to meet responsibilities

Core Competencies for Success:

JOB KNOWLEDGE AND SKILLS

Team member carries out essential job functions with accuracy, engages in ongoing and relevant professional learning, applies new knowledge effectively, and demonstrates mastery of job-specific skills

PRODUCTIVITY

Team member produces high quality work, meets organizational and departmental deadlines, balances multiple responsibilities, manages time effectively, and seeks ways to improve processes and productivity

COMMUNICATION

Team member communicates clearly in written and verbal formats, collaborates effectively, demonstrates professionalism in all interactions, exhibits strong interpersonal skills, and contributes to a positive team and professional community     

CUSTOMER FOCUS

Team member addresses the needs of internal and external customers, analyzes problems effectively, contributes to innovative solutions, seeks opportunities for improvement, and successfully adapts to change

Physical Requirements and Environmental Conditions:

• Frequency of travel: Occasional travel is required for meetings, trainings, and conferences; location may vary and may require overnight stays

• Light physical activities and efforts required working in an office environment

(Reasonable accommodations will be made in accordance with existing ADA requirements for otherwise qualified iniduals with a disability.)

Title: Assistant Instructor (Part-Time), Applied Behavior Analysis, Technology Assisted Teaching

Location: Remote, USA

time type

Part time

job requisition id

R29116

Job Description:

The Assistant Instructor is responsible for providing instructional and academic support to learners in courses. This support will be offered through: 1:1 coaching and consultation, instructional materials and resources, and the facilitation of office hours or group study sessions.

The selected candidate must be prepared to provide instructional and academic support across the ABA curriculum, with course assignments varying by quarter according to program needs.

Essential Duties & Responsibilities:

• Building an online community conducive to the spirit of learning and continuous improvement in a positive, learner-focused environment. 

• Using text, video, and other technologies to create learning resources that drive learner engagement and assist learners with course content and skill development. 

• Leading and commenting in courseroom discussions with learners.  

• Planning and facilitating optional weekly interactive, collaborative study and review sessions that combine what to learn (content) with how to learn (study strategies).  

• Assessing learning and comprehension through evaluation of course competencies; this may include informal assessments or formal evaluations utilizing rubrics for discussions and assignments. 

• Keeping up to date with essential technologies, including Civitas, Outlook, Kaltura, and more. 

• Maintaining adequate learner records. 

• This position requires 30-35 hours a week and is remote. Most duties can be completed on nights and weekends, but some availability during regular business hours for training, team meetings and learner appointments may also be required. The Assistant Instructor will be expected to check into the courseroom on weekends.

Job Skills:

• Experience with teaching or tutoring. 

• Self-motivated and highly organized. 

• Advocate of social media and mobile technology. 

• Ability to embrace technological and pedagogical methodology changes. 

• Excellent written and verbal communication skills and ability to interact effectively with faculty, coaches, and learners. 

• Demonstrated effective time management skills. 

• Excellent relationship-building, customer service, and problem resolution skills.  

• Demonstrated strong attention to detail, initiative and follow-through. 

• Demonstrated ability to remain calm under pressure and maintain a professional demeanor at all times. 

• Knowledge of adult learning theory and practices such as development of learning contracts, collaborative learning, and active learning strategies 

• Ability to assess inidual and group learning needs and explain concepts in different ways.  

• Experience working with a ersity of learning styles.  

• Comfortable using technology to facilitate learning.

Work Experience:

1-3 years teaching experience at the graduate level, in an online environment. 

Education:

• Have a completed Master’s degree from a regionally accredited College or University in the discipline in which he or she is engaged as an Assistant Instructor for Undergraduate courses, enrollment in a Doctoral program or a completed Doctorate is preferred 

• Be enrolled in a Doctoral program or have a completed Doctorate from a regionally accredited College or University in the discipline in which he or she is engaged as an Assistant Instructor for Master’s or Doctoral programs, a completed Doctorate is preferred 

• All degrees must be conferred from an institution accredited by an accrediting agency recognized by the U.S. Department of Education.

Certificates, licenses and registrations:

• BCBA or BCBA-D Required

Other:

Many of our positions, including this role, are designed to be remote "home office" settings.  

• Employees working out of a home office are responsible for providing an appropriate and safe office space, office furniture and organization, communication tools, and related items. These include:  

• Arranging for high speed internet connection, printer and a dedicated phone line for business use. Specifics regarding expense coverage and reimbursement vary based on inidual position categories. Capella will not provide office equipment or on-site set up assistance.    

• The environment must be free from distractions and enable a highly productive and professional work environment.    

• As with on-site positions, our off-site positions require that the majority of the time will be spent using a telephone, PC and monitors.   

• Any and all daycare arrangements must be made so that employees are not working while providing care for children or other family members at home.   

• There are minimal lifting requirements unless otherwise noted.   

• Must be able to travel 10% of time. 

• Must be able to lift 25 lbs. 

• Typical office setting. 

• Mobility within the office including movement from floor to floor. 

• Travel via plane, car, and metro may be required to perform this job. 

• Must be able to work more than 40 hours per week when business needs warrant 

• Access information using a computer. 

• Effectively communicate, both up and down the management chain. 

• Effectively cope with stressful situations 

• Strong mental acuity 

• Regular, dependable attendance and punctuality are essential functions of this job.  

• Other essential functions and marginal job functions are subject to modification.

Applicants must be authorized to work in the United States. Visa sponsorship is not available for this position.

$20.00 is the expected starting pay for this position. This offer is based on current budgetary guidelines and additional factors outlined below.

Careers - Our Benefits, Strategic Education, Inc

$17.75 - $27.00 - Hourly

Visiting Faculty - Music

Location: Oxford

Job Description:

Job Title

Visiting Faculty - Music

Department

Music Department JM

Worker Type

Fixed Term (Fixed Term)

Pay Type

Period Activity Pay

Benefit Eligible

No

Job Description Summary

Visiting Faculty to teach Elementary General Music for Instrumentals during Spring semester 2026. Course assignments are made on a semester basis.

Job Description

Visiting Faculty to teach Elementary General Music for Instrumentals during Spring semester 2026. Course assignments are made on a semester basis.

Minimum Qualifications:

Masters degree in Music and a Professional Teaching License.

Additional Position Information (if applicable)

Required Application Documents

Cover Letter and Resume

Special Instructions (if applicable)

Inquiries may be directed to Ben Smolder, [email protected]. Screening of applications will begin immediately and will continue until the position is filled.

Additional Information

A criminal background check is required. All campuses are smoke- and tobacco-free campuses.

This organization participates in E-Verify.

Remote Work

Miami University Values Statement

For more information on Miami University’s mission and core values, please visit the Mission and Core Values webpage.

Clery Act

Please visit our Labor Law Posters webpage to access all relevant and applicable labor law information.

Title: Collegiate Faculty, Course Development and Administration

Location: (North America) Adelphi, MD

Job Description:

Collegiate Faculty, Course Development & Administration (CDA)

School of Business

12-Month Collegiate Faculty

Location: Adelphi, MD (Hybrid)

Summary:

The Collegiate Faculty, Course Development & Administration (CDA) position ensures instructional quality and technical coherence across UMGC’s learning experiences. Reporting to the Assistant Dean, the CDA Faculty is responsible for the coordination and continuous improvement of courses within a cluster of academic portfolios. The position combines disciplinary knowledge in multiple portfolio areas with a foundational understanding of instructional design principles to address the ongoing maintenance, enhancement, and adaptation of existing courses, work with subject matter experts during the course development process, and oversee administrative elements of assigned courses in alignment with institutional learning goals. 

Through collaboration with instructional design teams, academic colleagues, and administrative units, the CDA Collegiate Faculty plays a critical role in supporting the school’s academic vision by ensuring UMGCs curricula is responsive to changes in the field and facilitating faculty success in courses. Success in this role is defined by the effective coordination and timely implementation of critical content updates, and contributions to a high-quality, scalable learning experience.

Key Duties and Responsibilities:

• Teach 6 credits annually in area(s) of disciplinary expertise, ensuring instructional excellence and academic rigor.
• Coordinate a cluster of courses within the academic portfolio, serving as the operational lead for course consistency, updates, and readiness.
• Collaborate closely with the Integrative Learning Design (ILD) team to implement instructional revisions and integrate learning science principles in alignment with UMGC’s design model and standards.
• Contribute to developing and refining processes related to requesting course updates.
• Liaise with Subject Matter Experts (SMEs) and faculty to ensure course materials reflect current industry trends, academic standards, and institutional priorities.
• Maintain and update course documentation and assets between revision cycles to ensure alignment with accreditation and curriculum governance requirements.
• Act as a liaison between academic programs, Course Maintenance, and ILD to facilitate communication and ensure smooth workflows related to course updates.
• Participate in faculty development and institutional initiatives that advance instructional innovation and teaching excellence.
• Perform other duties as assigned by the Assistant Dean to support instructional operations and strategic academic priorities.

Competencies:

• Disciplinary knowledge in the portfolio area
• Instructional design collaboration and technical course implementation
• Curriculum maintenance and governance compliance
• Faculty coordination and mentoring
• Attention to detail and operational follow-through
• Cross-functional communication and collaboration
• Learning management systems proficiency

Skills:

• Course design and revision
• LMS navigation and content integration
• Stakeholder communication and documentation
• Faculty coaching and SME collaboration
• Data-informed decision making
• Change management in instructional settings

Key Collaborators:

• Assistant Dean: To ensure course coordination and faculty support efforts align with broader academic and student success strategies.
• Integrative Learning Design (ILD) Team: To implement updates, apply instructional design principles, and execute course revisions across the portfolio.
• Subject Matter Experts (SMEs) and Instructional Faculty: To maintain content expertise, address instructional gaps, and ensure consistency across course sections.
• Teaching and Learning (TL) and Assessment and Evaluation (AE) Collegiate Faculty: To incorporate assessment and evaluation data and research-based strategies into continuous course improvement efforts.
• Portfolio Directors Managers: To align course-level implementation with program goals, timelines, and market responsiveness.
• Curriculum Governance Committees: To support quality assurance, documentation, and alignment with institution-wide learning experience standards.

Minimum Education & Experience Requirements:

Education: Doctorate or appropriate terminal degree in a relevant portfolio discipline from an accredited institution.

Experience: Demonstrated ability to get things done. Minimum of 8 years of academic, professional, or teaching experience, including at least 3 years in teaching. Demonstrated LMS experience and expertise in course development and faculty collaboration.

Certifications: None required

Preferred Education & Experience Requirements:

Education: Same as required

Experience: Graduate-level teaching, asynchronous online instruction, learning experience design, and application of learning science principles. Familiarity with accessibility standards (ADA, WCAG). Discipline-related work experience in non-academic environments is desired.

Certifications: None required; certifications in instructional design or educational technology are advantageous.

Work Environment and Physical Demands: Work is typically performed in a remote or hybrid academic environment. This position requires close coordination with academic affairs staff, faculty, instructional design teams, and support units.

Location: The position is hybrid. Travel to Adelphi, MD is required on an occasional basis.

All submissions should include a cover letter and resume.

The University of Maryland Global Campus (UMGC) is an equal opportunity employer and complies with all applicable federal and state laws regarding nondiscrimination. UMGC is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression, disability, religion, ancestry, political affiliation or veteran status in employment, educational programs and activities, and admissions.

Workplace Accommodations:

The University of Maryland Global Campus Global Campus (UMGC) is committed to creating and maintaining a welcoming and inclusive working environment for people of all abilities. UMGC is dedicated to the principle that no qualified inidual with a disability shall, based on disability, be excluded from participation in or be denied the benefits of the services, programs, or activities of the University, or be subjected to discrimination. For information about UMGC’s Reasonable Workplace Accommodation Policy or to request an accommodation, applicants/candidates can contact Employee Accommodations via email [email protected].

Benefits Package Highlights:

• Generous Time Off: Enjoy 22 days of paid vacation, 15 days of sick leave, 3 personal days, and 15 paid holidays (16 during general election years).
• Comprehensive Health Coverage: Access to health care, medical with vision, dental, and prescription plans for both iniduals and families, effective from the 1st of the month following your hire date.
• Insurance Options: Term Life Insurance, Accidental Death and Dismemberment Insurance, and Long-Term Disability Insurance.
• Flexible Spending Accounts: Available for medical and dependent care expenses.
• Retirement Plans: Choose between the Optional Retirement Program (ORP) or the Maryland State Retirement and Pension System (MSRPS).
• Supplemental Retirement Plans: include 401(k), 403(b), 457(b), and various Roth options. The university does not provide matching funds.
• Tuition Remission: Immediate availability for Collegiate Faculty. Spouses and dependent children are eligible for undergraduate tuition remission after two years of service.

See flyer for additional information on benefits SS Collegiate Faculty_2023.pdf (umgc.edu)

Hiring Range:

Instructor:

75,000-84,000

Assistant Professor:

85,000-94,000

Associate Professor:

100,000-110,000

Professor:

111,000-120,000

Title: Training Specialist - ABA</p>

Location: Deerfield Beach, Florida

Work Type: Hybrid, Full Time

Job ID: 40000-45000 per year

Job Description:

Training Specialist

At Butterfly Effects, families are at the center of everything we do, and we recognize that our team members make all the difference. We are committed to creating meaningful changes for children and families affected by autism, and we are looking for a Training Specialist who shares that passion.

In this role, you will be the driving force behind our ABA training operations - ensuring that every technician's learning journey runs smoothly from application to client assignment. You will oversee the scheduling, tracking, and delivery of all technician development programs, partnering closely with regional clinical leadership and human resources to streamline onboarding and accelerate readiness.

Registered Behavior Technician (RBT) certification would be preferred but we will provide training and support to obtain your certification.

This hybrid position is based in our Deerfield Beach, Florida office and reports to the Director of Professional Development.

Our families deserve the best, and that is why we hire the best. This role requires someone who is both analytical and tech-savvy, detail-oriented, and motivated to improve the way we use data and systems to support our people.

As the Training Specialist, you will:

• Oversee the scheduling, tracking, and implementation of all technician development programs to ensure a smooth transition from application to client assignment.
• Collaborate with regional clinical leadership and human resources to ensure consistent training outcomes.
• Monitor technician progress using internal systems, analyze completion data, and proactively identify barriers to success.
• Partner with leadership teams to problem-solve training challenges and implement solutions that enhance technician retention and performance.
• Provide support to Mentors by facilitating bi-monthly meetings, sharing updates, and ensuring alignment with company training standards.
• Travel quarterly to observe Mentor performance, deliver in-person feedback, and maintain consistency in training quality across regions.
• Conduct RBT Competency Assessments for new hires to verify mastery and compliance with BACB standards.
• Maintain organized records of training completions, competencies, and feedback to support data-driven decision-making.
• Collaborate with the Learning and Development team to recommend improvements to training content, delivery, and tracking processes.
• Serve as a central point of contact for field leaders on technician training progress, timelines, and program performance metrics.

Why Work at Butterfly Effects?

• Be part of a mission-driven organization making a lasting impact on families.
• Contribute to a growing Training & Professional Development team that values accuracy, technology, and continuous improvement.
• Opportunities to learn and grow alongside experienced ABA leaders.
• Competitive compensation based on experience.
• Comprehensive benefits package, including:
• Paid Time Off (PTO)
• Medical, Dental, and Vision coverage
• Life Insurance and Supplemental Insurance programs
• 401(k) retirement savings plan

What Do You Bring to the Role?

• An Associate's degree or higher (Bachelor's degree in Applied Behavior Analysis, Psychology, or a related field preferred).
• Registered Behavior Technician (RBT) certification preferred; training and support to obtain certification will be provided if not yet certified.
• Strong written and verbal communication skills, with the ability to organize information clearly and professionally.
• Excellent multitasking, time management, and organizational abilities in a fast-paced environment.
• Proficiency with Microsoft Office Suite and general computer systems; experience with CentralReach, Rippling, or Litmos is a plus.
• Prior experience as a Behavior Technician and familiarity with Applied Behavior Analysis (ABA) principles preferred.

Who are we?

Butterfly Effects has served more than 14,000 families since our inception in 2005. We have a long history of improving the lives of children and families affected by autism spectrum disorder through our family-centric applied behavior analysis (ABA) approach. Our mission is to deliver ABA treatment in partnership with families affected by autism to foster a more joyous life.

Title: Speech Language Pathologist at Fortis Academy- Hybrid or In-Person

Location: Ypsilanti United States

Job Description:

This position can be Hybrid or In-Person: up to 50% remote

School Information:

Located in Ypsilanti, MI, Fortis Academy opened in 2005 and serves students K-8. At Fortis, you can connect passion with purpose. To learn more about Fortis Academy click here.

Why Choose Fortis Academy:

Starting pay above market scales.

Academically outperforms the local districts for the past 14 years.

Access to a best-in-class curriculum with advanced instructional tools and resources.

Sets rigorous academic and moral focus expectations for students.

Personalized development and coaching opportunities through a full mentoring program.

Ensures a safe learning environment with internal and external cameras.

Supported by an experienced leadership team.

Competitive benefits at affordable rates.

Duties and Responsibilities:

The SLP works in collaboration with the special education teacher in the formation of daily schedules, testing schedules, and annual meetings.

The SLP also supplies the special education teacher with current speech/language student lists so he/she can maintain a master Special Education list.

NHA provides specially designed instruction developed to meet the unique needs of each child resulting from his/her disability such as, resource room, inclusion and/or pullout services.

Qualifications:

Must hold a master’s degree in speech language pathology - CCC (Certificate of Clinical Competence) from the American Speech-Language-Hearing Associate (ASHA).

Candidates with experience working with at-risk students is preferred, if applicable to the school.

Job Info

• Job Identification62790
• Job CategoryOther Instructional or Certified
• Job ScheduleFull time
• Locations 3875 Golfside Dr, Ypsilanti, MI, 48197, US

Title: Adjunct Faculty, Finance

Location: Remote Remote US

Type: Part-time

Workplace: Fully remote

Job Description:

You are passionate about helping students achieve their educational goals. You thrive in a competitive and collaborative team environment. You are comfortable working remotely and have experience collaborating with others in a virtual environment. You possess a strong attention to detail.    

As an Adjunct Faculty for American College of Education, you maintain a strong academic presence and growth in professional development for teaching, scholarly or creative works, and service to the profession and to the college. You report and work directly under the leadership of the department chair who provides guidance regarding 1) academic and teaching responsibilities, 2) service to students, department, college, and community, and 3) professional development.

Requirements

Who is American College of Education

Founded in 2005, American College of Education continues to be a leader in professional development through our online programs. The mission of ACE is to deliver high-quality, affordable, and accessible online programs grounded in evidence-based content, real-world experience and relevant application that places our students’ needs first.

ACE is a mission-driven institution continually recognized for its commitment to social responsibility and positive impact. As an Impact Institution, we believe we have a responsibility to our students, alumni, employees, communities, and society as a whole. Guided by our core values, we strive to create meaningful impact that extends well beyond our bottom line.

Who You Are

You are passionate about helping students achieve their educational goals. You thrive in a competitive and collaborative team environment. You are comfortable working remotely and have experience collaborating with others in a virtual environment. You possess a strong attention to detail. 

As an Adjunct Faculty for American College of Education, you maintain a strong academic presence and growth in professional development for teaching, scholarly or creative works, and service to the profession and to the college. You report and work directly under the leadership of the department chair who provides guidance regarding 1) academic and teaching responsibilities, 2) service to students, department, college, and community, and 3) professional development.

Compensation

ACE is committed to paying a competitive wage while staying true to our mission of maintaining high-quality, affordable programs for our students. Adjuncts are paid per student per course here at ACE, and in general, the pay is $50/student at the bachelor and master levels and $126/student at the doctorate level. There are also opportunities to serve on paid committees, as well as receive payment for writing and developing courses.

What We Look for in the Ideal Candidate

• Demonstrates self-reliance by meeting/exceeding workflow needs. 

• Demonstrates positive attitude and motivation, concern for students, teamwork, and excellent time management skills. 

• Follows established processes as outlined by organization and leadership. 

• Completes assigned duties based on daily business needs and inidual skill set. 

• Consistently produces a high volume of quality work. 

• Capable, and adapts as needed, to work under pressure and meet tight deadlines. 

• Proven ability to work independently with limited supervision and with other department personnel. 

• Must support and embrace the College's Impact mission to improve the people and communities we serve through our civic engagement initiatives.  

• Must have exceptional communication, organization, and time management skills. 

• Must be "self-motivated" as well as creative and efficient in proposing solutions to complex, time-critical problems. 

• Must be collaborative in driving decisions and a team-player. 

• Strong analytical and problem-solving skills with a high attention to detail. 

• Builds and maintains student satisfaction. 

• Recognizes and anticipates student needs. 

• Day to Day Responsibilities

In this role you will wear different hats, but your skills will be especially essential in the following areas:  

Academic and Teaching Responsibilities*

An adjunct faculty member relates directly to students, handling instructional responsibilities to support, strengthen, and enhance the learning experience.

• Interacts directly with students in an appropriate, professional manner.

• Facilitates a safe and productive learning environment for students.

• Responds in a timely manner to student requests for information, clarification of content, posts, and personal queries, and contacts inactive students as the need arises.

• Oversees the quality of the course by reviewing the functionality and content, ensuring high quality delivery of content.

• Expands the student experience by “fingerprinting” the course content with unique personal experience, insights, or other professional knowledge.

• Monitors and provides appropriate student feedback on assignments within college policies.

• Synthesize and reports student performance data in a timeline manner.

 * Service to Students, Department, College and Community.

• Faculty understand and support professional relationships within the course room, department, institution and beyond.

• Supports the policies, procedures and guidelines of the program and institution.

• Aid student learning of ethical conduct, particularly related to plagiarism and copyright infringement; follows appropriate procedures in reporting infractions.

• Directs students to supplemental resources as needed to enhance their inidual skills and abilities.

• Works collaboratively with colleagues and leadership of the college.

• Promotes the vision, mission and culture of the college within and beyond the institution.

• Provides appropriate leadership within one’s inidual sphere of influence.

• Professional Development

As a demonstration of lifelong learning, faculty pursue endeavors to augment personal and professional skills.

• Maintains a professional and technical knowledge of the curricula and industry by participating in leading edge educational workshops/seminars, reviewing professional publications, establishing personal networks, and participating in professional societies. This includes maintaining a deep knowledge of emerging issues and trends related to the department.

• Ensures the quality of program and course offerings by supporting and promoting research.

• Qualifications and Education Requirements

• *Doctorate degree and -EITHER-professional experience equivalent to 18 graduate credits in finance OR professional recognition/certification (e.g., financial securities, series 7 license) OR * Professional experience equivalent to 24 graduate credits and a graduate degree 

• 1+ year experience in teaching and leadership in a formal educational setting using both traditional and non-traditional teaching formats, previous doctoral teaching strongly preferred.

• Demonstrated experience in successfully developing online/virtual professional relationships.

• Evidence of professional research, such as publications or presentations.

• Evidence of other creative endeavors and expertise in the field.

• Our Commitment to Employees

Just as we strive to empower our students for success, we also aim to enrich the lives of our employees. For 6 consecutive years, ACE was recognized as one of Indiana’s Best Places to Work, winning the #1 spot for medium-sized companies in 2020. In addition, ACE has earned national recognition, being named a USA Top Workplace in 2022, 2023 and 2024. As a virtual first organization, we celebrate ersity and are committed to creating a family-like inclusive work environment. For our full-time employees, we offer the following benefits:

• Medical, dental, & vision Insurance 

• HSA and FSA options 

• Paid parental leave 

• Paid volunteer time 

• Tuition reimbursement & reduction programs 

• Generous PTO  

• 401k and employer match 

• Full-service wellness and EAP program 

• Employee recognition and awards programs 

• Employer paid life & AD&D insurance 

• Short-term disability 

• Employer paid long-term disability 

• And more…

• Physical Demands

The physical demand described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  While performing the duties of this job, the employee is regularly required to communicate with and receive communications from students and ACE employees in real time using online and other electronic media.

Commitment to Culture

At American College of Education, we’re all about building a one-of-a-kind, supportive community where everyone—students, faculty, and staff—can thrive. Guided by our mission and values, we focus on everything from innovative curriculum design to personalized instruction and student support to intentional planning, inclusive initiatives, and strategic resource allocation. We’re dedicated to creating an environment that celebrates freedom of expression, ersity of thought, open dialogue, and mutual respect. We believe in fostering a sense of belonging and wellness so that every member of our ACE family feels empowered, valued, and ready to reach their full potential. Together, we’re creating a vibrant, resilient, and connected learning community where everyone matters. 

Additional Notes

Employees are increasingly integrating AI into their roles, demonstrating its potential to boost efficiency, accuracy, and productivity. By utilizing AI technologies, we can streamline processes, gain valuable insights from data, and automate routine tasks, which allows employees to concentrate on more strategic and creative aspects of their work. While AI is a beneficial tool in the workplace, if its use—such as ChatGPT, Grammarly, Copy.ai, etc.—accounts for more than 50% of any work assignments or job responsibilities, it will need to be reported to a direct leader.

Internet bandwidth speeds from an employee's remote work location must be a minimum of 50Mbps download speeds and 5Mbps upload speeds. Please note if the bandwidth is shared across multiple devices (tablets, computer, streaming, phone, etc.) you will need higher overall speeds. You can test the speed of your connection by visiting speedtest.net Purchase, setup, installation, support, and ongoing maintenance of reliable internet service is the responsibility of the inidual. 

American College of Education seeks to attract and retain a erse staff consistent with its erse student body and surrounding communities. At this time we cannot consider candidates residing in Alaska, Washington D.C., Massachusetts, South Dakota, or Alabama.

ACE is an Equal Opportunity Employer.

Title: Adjunct Faculty, Organizational Behavior

Location: Remote  US

Type: Part-time

Workplace: Fully remote

Job Description:

You are passionate about helping students achieve their educational goals. You thrive in a competitive and collaborative team environment. You are comfortable working remotely and have experience collaborating with others in a virtual environment. You possess a strong attention to detail.    

As an Adjunct Faculty for American College of Education, you maintain a strong academic presence and growth in professional development for teaching, scholarly or creative works, and service to the profession and to the college. You report and work directly under the leadership of the department chair who provides guidance regarding 1) academic and teaching responsibilities, 2) service to students, department, college, and community, and 3) professional development.

Requirements

Who is American College of Education

Founded in 2005, American College of Education continues to be a leader in professional development through our online programs. The mission of ACE is to deliver high-quality, affordable, and accessible online programs grounded in evidence-based content, real-world experience and relevant application that places our students’ needs first.

ACE is a mission-driven institution continually recognized for its commitment to social responsibility and positive impact. As an Impact Institution, we believe we have a responsibility to our students, alumni, employees, communities, and society as a whole. Guided by our core values, we strive to create meaningful impact that extends well beyond our bottom line.

Who You Are

You are passionate about helping students achieve their educational goals. You thrive in a competitive and collaborative team environment. You are comfortable working remotely and have experience collaborating with others in a virtual environment. You possess a strong attention to detail. 

As an Adjunct Faculty for American College of Education, you maintain a strong academic presence and growth in professional development for teaching, scholarly or creative works, and service to the profession and to the college. You report and work directly under the leadership of the department chair who provides guidance regarding 1) academic and teaching responsibilities, 2) service to students, department, college, and community, and 3) professional development.

Compensation

ACE is committed to paying a competitive wage while staying true to our mission of maintaining high-quality, affordable programs for our students. Adjuncts are paid per student per course here at ACE, and in general, the pay is $50/student at the bachelor and master levels and $126/student at the doctorate level. There are also opportunities to serve on paid committees, as well as receive payment for writing and developing courses.

What We Look for in the Ideal Candidate

• Demonstrates self-reliance by meeting/exceeding workflow needs. 
• Demonstrates positive attitude and motivation, concern for students, teamwork, and excellent time management skills. 
• Follows established processes as outlined by organization and leadership. 
• Completes assigned duties based on daily business needs and inidual skill set. 
• Consistently produces a high volume of quality work. 
• Capable, and adapts as needed, to work under pressure and meet tight deadlines. 
• Proven ability to work independently with limited supervision and with other department personnel. 
• Must support and embrace the College's Impact mission to improve the people and communities we serve through our civic engagement initiatives.  
• Must have exceptional communication, organization, and time management skills. 
• Must be "self-motivated" as well as creative and efficient in proposing solutions to complex, time-critical problems. 
• Must be collaborative in driving decisions and a team-player. 
• Strong analytical and problem-solving skills with a high attention to detail. 
• Builds and maintains student satisfaction. 
• Recognizes and anticipates student needs.

Day to Day Responsibilities

In this role you will wear different hats, but your skills will be especially essential in the following areas:  

Academic and Teaching Responsibilities*

An adjunct faculty member relates directly to students, handling instructional responsibilities to support, strengthen, and enhance the learning experience.

• Interacts directly with students in an appropriate, professional manner.
• Facilitates a safe and productive learning environment for students.
• Responds in a timely manner to student requests for information, clarification of content, posts, and personal queries, and contacts inactive students as the need arises.
• Oversees the quality of the course by reviewing the functionality and content, ensuring high quality delivery of content.
• Expands the student experience by “fingerprinting” the course content with unique personal experience, insights, or other professional knowledge.
• Monitors and provides appropriate student feedback on assignments within college policies.
• Synthesize and reports student performance data in a timeline manner.

Service to Students, Department, College and Community.

• Faculty understand and support professional relationships within the course room, department, institution and beyond.
• Supports the policies, procedures and guidelines of the program and institution.
• Aid student learning of ethical conduct, particularly related to plagiarism and copyright infringement; follows appropriate procedures in reporting infractions.
• Directs students to supplemental resources as needed to enhance their inidual skills and abilities.
• Works collaboratively with colleagues and leadership of the college.
• Promotes the vision, mission and culture of the college within and beyond the institution.
• Provides appropriate leadership within one’s inidual sphere of influence.

Professional Development

As a demonstration of lifelong learning, faculty pursue endeavors to augment personal and professional skills.

• Maintains a professional and technical knowledge of the curricula and industry by participating in leading edge educational workshops/seminars, reviewing professional publications, establishing personal networks, and participating in professional societies. This includes maintaining a deep knowledge of emerging issues and trends related to the department.
• Ensures the quality of program and course offerings by supporting and promoting research.

Qualifications and Education Requirements

• *Doctorate degree and -EITHER-professional experience equivalent to 18 graduate credits in organizational behavior OR professional recognition/certification OR * Professional experience equivalent to 24 graduate credits and a graduate degree 
• 1+ year experience in teaching and leadership in a formal educational setting using both traditional and non-traditional teaching formats, previous doctoral teaching strongly preferred.
• Demonstrated experience in successfully developing online/virtual professional relationships.
• Evidence of professional research, such as publications or presentations.
• Evidence of other creative endeavors and expertise in the field.

Our Commitment to Employees

Just as we strive to empower our students for success, we also aim to enrich the lives of our employees. For 6 consecutive years, ACE was recognized as one of Indiana’s Best Places to Work, winning the #1 spot for medium-sized companies in 2020. In addition, ACE has earned national recognition, being named a USA Top Workplace in 2022, 2023 and 2024. As a virtual first organization, we celebrate ersity and are committed to creating a family-like inclusive work environment. For our full-time employees, we offer the following benefits:

• Medical, dental, & vision Insurance 
• HSA and FSA options 
• Paid parental leave 
• Paid volunteer time 
• Tuition reimbursement & reduction programs 
• Generous PTO  
• 401k and employer match 
• Full-service wellness and EAP program 
• Employee recognition and awards programs 
• Employer paid life & AD&D insurance 
• Short-term disability 
• Employer paid long-term disability 
• And more…

Physical Demands

The physical demand described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  While performing the duties of this job, the employee is regularly required to communicate with and receive communications from students and ACE employees in real time using online and other electronic media.

Commitment to Culture

At American College of Education, we’re all about building a one-of-a-kind, supportive community where everyone—students, faculty, and staff—can thrive. Guided by our mission and values, we focus on everything from innovative curriculum design to personalized instruction and student support to intentional planning, inclusive initiatives, and strategic resource allocation. We’re dedicated to creating an environment that celebrates freedom of expression, ersity of thought, open dialogue, and mutual respect. We believe in fostering a sense of belonging and wellness so that every member of our ACE family feels empowered, valued, and ready to reach their full potential. Together, we’re creating a vibrant, resilient, and connected learning community where everyone matters. 

Additional Notes

Employees are increasingly integrating AI into their roles, demonstrating its potential to boost efficiency, accuracy, and productivity. By utilizing AI technologies, we can streamline processes, gain valuable insights from data, and automate routine tasks, which allows employees to concentrate on more strategic and creative aspects of their work. While AI is a beneficial tool in the workplace, if its use—such as ChatGPT, Grammarly, Copy.ai, etc.—accounts for more than 50% of any work assignments or job responsibilities, it will need to be reported to a direct leader.

Internet bandwidth speeds from an employee's remote work location must be a minimum of 50Mbps download speeds and 5Mbps upload speeds. Please note if the bandwidth is shared across multiple devices (tablets, computer, streaming, phone, etc.) you will need higher overall speeds. You can test the speed of your connection by visiting  Purchase, setup, installation, support, and ongoing maintenance of reliable internet service is the responsibility of the inidual. 

American College of Education seeks to attract and retain a erse staff consistent with its erse student body and surrounding communities. At this time we cannot consider candidates residing in Alaska, Washington D.C., Massachusetts, South Dakota, or Alabama.

ACE is an Equal Opportunity Employer.

Title: Middle School Reading Interventionist

Location: US - FL - Remote

Certificates and Licenses: ​Florida 5 Year Professional Elementary Teaching Certificate

**You must also be in progress working towards OR willing to immediately start working towards obtaining your Reading AND ESOL Endorsement if you currently do not hold.**

Residency Requirements: Florida

The salary for this position is $47,500 along with the opportunity to earn an annual bonus.

Start Date - ASAP

The remote Interventionist works with the “At-Risk” student population to provide remediation to support academic goals to increase growth in these areas.

K12, a Stride Company, believes in Education for ANY ONE. We provide families an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace.

Passionate Educators are needed at the Stride K12 partner school, Digital Academy of Florida (DAOF). We want you to be a part of our talented team!

The mission of Digital Academy of Florida (DAOF) is to provide an exemplary inidualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us!

This is a full-time REMOTE position. Ability to work independently, typically 40+ hours per week is required. Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school.

ESSENTIAL FUNCTIONS: Reasonable accommodation may be made to enable iniduals with disabilities to perform the essential duties.

• Modifies and/or adapts the K12 curriculum in alignment with the state’s content standards to meet the unique needs of each student;

• Collaborates with general education teachers to meet the goals of the targeted students through inidualized and small group sessions;

• Educates parents on various instructional strategies;

• Ensures the implementation of the RTI instructional system to increase student achievement;

• Oversees data collection and progress monitoring at every tier; Uses data to help teachers plan whole and small group instruction; provides guidance to teachers on identifying and grouping students who need additional help;

• Collects and maintains all RTI data (lists of eligible students, intervention plans).

• Serves as a daily resource to school administrators, school leadership teams, and other stakeholders regarding RTI issues.

• Collaborates with homeroom teachers, advisors, counselors, and additional district personnel to coordinate and track Tier 2 interventions.

• Provides ongoing training and support to school/district staff regarding RTI and the implementation of the RTI and data collection procedures.

• Supports teachers in documenting student progress;

• Works with the special education team to facilitate eligibility for special education;

• Ability to travel up to 20% of the time for face-to-face professional development, student testing, and/or as required by the school.

REQUIRED MINIMUM QUALIFICATIONS:

• Bachelor's degree AND

• Active state teaching license AND

• Ability to clear required background check

OTHER REQUIRED QUALIFICATIONS:

• Ability to work collaboratively with other teachers to interpret and produce numeric, tabular, and graphic representations of student data, and use it to drive instructional decisions.

• Receptive to receiving coaching regularly with administrators and teacher trainers.

• Ability to embrace change and adapt to ensure excellent student outcomes.

• Proficient in Microsoft Excel, Outlook, Word, PowerPoint.

• Ability to rapidly learn and adapt to new technologies and teaching platforms.

• Ability to maintain teacher certification/professional development hours and fluency in K12 systems, programs and curriculum.

DESIRED QUALIFICATIONS:

• Experience working with proposed age group.

• Experience supporting adults and children in the use of technology.

• Experience teaching in an online (virtual) and/or in a brick-and-mortar environment.

• Experience with online learning platforms.

Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable iniduals with disabilities to perform the essential functions.

• This position is virtual with some required travel for professional development and for testing.

This position is virtual with some required travel for professional development and for testing.

Job Type: Regular

The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is “at-will” as governed by the law of the state where the employee works.  It is further understood that the “at-will” nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

Title: Virtual Teacher, Math Full Time

Location: United States Remote

Full-time

Job Description:

WHO WE ARE

Edmentum is a dynamic educator and student-focused company dedicated to tech-enabled learning solutions. Our goal is to ensure that all students have access to flexible learning environments and educators have the tools they need to support their students. We are on a mission to create innovative, proven learning technology, partnering with educators to ignite student potential. We are a Remote First organization with a strong commitment to excellence, innovation, and customer satisfaction.

WHAT IS THE POSITION

The mission of the Virtual Math Teacher is to provide an outstanding, personalized, and effective learning experience for students by incorporating rigorous curriculum with a data-driven and student-centered instructional model. 

An Edmentum Virtual Teacher, SOD is a highly qualified, state certified educator primarily responsible for delivering specific course content in an online, virtual environment. Teachers provide both live and asynchronous instruction. While the technology used for lesson delivery assesses the student’s mastery, Virtual Teachers support, guide and manage the learning process by focusing on students’ inidual needs. Lesson grading, feedback, parent and student messaging, and interaction with local school representatives are also part of the role

Virtual Teachers work closely with students and parents/learning coaches to advance each student’s learning toward established goals. They facilitate student engagement with their plan, encourage discussion and clarity around the subject matter, and ensure progress is made. Virtual Teachers also develop rapport with students and create a trusting environment for shared accountability for student progress.

This role supports multiple virtual, live instruction service offerings within Edmentum’s Instructional Services organization. In all cases, learning is built on a foundation of award-winning digital curricula aligned to state standards.

Teachers will be assigned to facilitate some combination of the following:

Flexible Virtual Learning - In this learning environment, students are assigned an Edmentum course via their local school, and they complete the work largely on their own time. Grading, messaging, and live help and overview sessions are provided by an Edmentum Virtual Teacher.

Success in this role will be partly measured by valid and reliable student assessment data, (passing rate, completion rate) and an overall student satisfaction rating. Other expectations are listed below.

Note: This is a full-time, remote position with flexible scheduling options, working 10 months that follow the academic school year. Summer and/or weekend working options may be available based on business needs. Ability to work independently, typically 40+ hours per week is required. Schedules will fluctuate depending on student enrollments and business needs. Ability to maintain a professional home office without distraction during workday, typically 8:00am-5:00pm or as defined by district and consumer needs. Requires on-camera presentation and direct engagement with students. Equipment provided.

WHAT YOU WILL DO

Instruction

Maintain a workload that supports fluctuating business needs (typically, 3-5 hours per day of live instruction with an enrollment load that corresponds to the mix of duties assigned)

Leader-Assigned Duties

Note: These responsibilities are assigned as business needs evolve; not all teachers will take on these responsibilities and not all will be assigned to one teacher at once.

Mentor Assignment - When assigned this duty, Teachers collaborate with HR and Educator Enablement to onboard new hires, acquaint them with teams, systems, and best practices, and provide regular communication and professional development. As mentors, they maintain availability for mentees, offer feedback to their managers for development opportunities, and work cross-functionally with various teams to support learning as the need arises.

Certified Student and Teacher Support

These roles require completion of a certification track for credentialling before duties are assigned.

Success Coaching – In this function, Virtual Teachers implement student-centered strategies to help students develop high levels of self-efficacy. Virtual Teachers conduct video conferences and phone calls to motivate students and review course progress. These conversations provide students with the tools, strategies, and support needed to problem-solve while also celebrating student growth and advancement.

HOW YOU WILL DO IT

Drive for Results

Find ways to improve processes and show initiative in making things better.

Problem Solving:

Apply creative problem solving and questioning techniques and ask questions to get to the root of the problem and find effective solutions.

Adapt for Growth

Adjust easily to significant changes.

Collaborate for Impact:

Regularly collaborate with teachers, administrators, and parents to create a positive and inclusive virtual learning environment.

REQUIRED MINIMUM QUALIFICATIONS

Bachelor's degree in Education or similar field AND

DESIRED QUALIFICATIONS

Experience supporting adults and children in the use of technology.

WORKING ENVIRONMENT

Full-time, remote position with flexible scheduling options.

Pay range for this role:

$45,000 - $50,000 USD

At Edmentum, we are committed to pay transparency. The salary range provided reflects market research, the responsibilities of the role, and alignment with our compensation principles. Actual compensation will be determined based on multiple factors, including, but not limited to, relevant experience and skill sets. All compensation decisions are inidualized and based on the specific circumstances of each candidate.

We also offer a comprehensive benefits package to support your overall well-being and work-life balance. This includes medical, dental, and vision insurance with various plan options, a 401(k) retirement plan with company matching, and a flexible Time Away Program along with 10 paid holidays, 2 floating holidays, 1 wellness day, and a winter office closure at the end of December. Additionally, we provide resources to promote wellness, ensuring you have the support you need both professionally and personally. Our goal is to provide a benefits package that helps you thrive in all aspects of life.

Edmentum is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, creed, religion, national origin, ancestry, sex, age, disability, status as a disabled, recently separated, Armed Forces service medal or other protected veteran (“covered veteran”), marital status, status regarding public assistance, sexual orientation or any other characteristic protected by applicable federal, state or local laws. 

We are dedicated to meeting the needs of iniduals with disabilities and to creating an environment that supports our employees' physical and mental health. If you are a qualified inidual with a disability or a covered veteran and need a reasonable accommodation to complete any part of the application process, please contact [email protected].

As part of our hiring process, we may use AI-powered tools to support our HR team in reviewing, screening, and managing applications. These tools aim to improve efficiency, consistency, and fairness, but final decisions are made by our people. Applicants' personal information (e.g., resume, cover letter, qualifications, and application responses) may be processed by third-party AI tools for tasks like resume parsing, skills matching, candidate ranking, and interview scheduling.

Title: Manager, Sales Development

Location: Remote - United States

Job Description:

The role:

• As the Manager of Sales Development, you will help lead the growth engine of our sales team by coaching and developing a team of Sales Development Representatives (SDRs).
• Reporting to the Director of Transactional sales, you will play a key role in designing and implementing lead generation strategies that drive success in strategic conversations with District and School Administrators. 
• Your ability to continuously improve team performance and exceed territory goals will be integral to Newsela’s mission of bringing meaningful classroom learning to every student

Why you’ll love this role:

• You’ll contribute to an inspiring mission to transform teaching and learning in classrooms across the U.S.
• You will lead a team of onshore and offshore SDRs, and develop a front-line team that plays a critical role in initiating partnerships with K-12 schools and districts.
• Your work will directly drive business growth and enable educators to create personalized learning experiences that support erse student needs.
• You’ll have the chance to collaborate across the Customer organization to design strategy and processes that enhance overall sales performance
• You will coach, train, and manage a team of SDRs to achieve quarterly and annual metrics.
• You'll partner with sales leaders across the Customer organization to align on strategies and goals.
• You'll develop and implement lead generation strategies that resonate with District and School Administrators.
• Continuously monitor and improve territory performance and identifying opportunities for growth and optimization.
• Collaborate with internal teams to enhance inter-departmental processes and execute on company-wide goals.
• Leverage sales tools and platforms, such as Salesforce and Salesloft to manage team performance and workflows effectively.

Why you're a great fit:

• You bring 4+ years of sales experience or 1+ years of SDR management and a proven track record of coaching others. Prior people management experience is highly desired.
• Direct experience of hitting goals, and holding yourself and coaching others to be accountable to success metrics.
• You have a strong ability to develop and execute lead generation strategies across your team.
• You have a strong ability to identify and develop talent.
• You are proficient in Salesforce and other sales tools, enabling you to manage and support a remote team effectively, and have experience coaching using platforms such as Gong, Salesloft & Slack.
• You excel at inter-departmental collaboration and understand the value of partnering across teams to achieve company goals.
• You are passionate about education and share an appreciation for Newsela’s mission of transforming learning experiences for students and teachers alike.
• You are experimenting with and leveraging AI to drive greater efficiency in both outbound and inbound lead generation motions.

Compensation:

• Base salary: $80,000
• On-target commission (OTC): $40,000
• On-target earnings (OTE): $120,000

Total compensation for this role also includes incentive stock options and benefits. 

Why you’ll love working at Newsela:

• Health & Wellness: Comprehensive medical benefits with employer contribution to premiums and to HSA accounts. Additional benefits such as pet insurance, free access to the Calm app, and more to help you stay healthy: mind, body, and soul. 
• Work From Home: We are a fully remote company. We provide a monthly tech stipend to support your WFH needs!
• Supporting ALL Families: Inclusive benefits to support you and your family, including parental leave, fertility support, adoption, and more! 
• Financial Wellbeing: Invest in your future with our 401(k) plan, which includes a employer match to help you build long-term financial security.
• Time Off: Flexible PTO plus 10 company holidays plus winter break (Dec 24th - Jan 1st), and Sabbatical Leave offered at tenure.
• Professional Development: Newsela offers an annual learning and development allowance to employees to attend external training sessions, classes, workshops, conferences, and educational materials to foster professional growth within their current role and career aspirations at Newsela.
• Make A Difference: No matter your role or department, the work you do each day helps share the future of education and improves the lives of students and teachers.

Title: Curriculum Writer, ELA (Newcomer) - Contract

Location: Remote - United States

time type

Full time

job requisition id

Req_12356

Job Description:

A pioneer in K–12 education since 2000, Amplify is leading the way in next-generation curriculum and assessment. Our core and supplemental programs in ELA, math, and science engage all students in rigorous learning and inspire them to think deeply, creatively, and for themselves. Our formative assessment products help teachers identify the targeted instruction students need to build a strong foundation in early reading and math. All of our programs provide educators with powerful tools that help them understand and respond to the needs of every student. Today, Amplify serves more than 15 million students in all 50 states. For more information, visit amplify.com.

Job Description Summary:

Amplify is seeking an English Language Arts (ELA) Curriculum Writer to help develop lesson and instructional content for newcomer students in K-8. 

Curriculum writers receive ongoing training in program pedagogy, content architecture, and instructional framework, and collaboratively develop engaging digital and print lessons and supports that bring these frameworks to life. Working in a fast-paced, highly iterative environment, they produce consistent drafts, apply feedback, and ensure lessons meet the high quality customers expect from Amplify. We seek intellectually creative writers with strong content-writing experience and familiarity with digital educational tools who can design work that fosters deep reading, critical thinking, and idea development through writing, discussion, projects, and presentations. Ideal candidates value great texts, understand the needs and potential of middle school students, and thrive in collaborative, results-focused settings.

Essential Responsibilities:

• Craft lessons that provide age-appropriate instruction for newcomer students. Lessons should:

  • provide explicit instruction in basic interpersonal and social uses of English, with an emphasis on oral language.

  • support acculturation to U.S. society, school, and the local community.

  • Provide instruction in basic reading foundational skills for those students with low literacy in home language and/or gaps in prior schooling.

• Develop teacher guidance that supports teachers to facilitate activities effectively, and make confident instructional decisions, including leveraging students prior knowledge and home language

• Build instruction that authentically aligns to standards, supports ongoing practice with key areas of secondary literacy and progresses in meaningful, organic ways

• Collaborate with designers, developers, and other content producers to bring lessons to life.

• Work productively and collaboratively with content leads, editors, designers and producers within a cycle of drafting, reviewing feedback, and incorporating feedback to produce highly effective final lessons and stronger content moving forwards.

• Learn and work within new instructional platforms and work systems.

• Create standards’ correlations and other technical documents as needed.

• Maintain consistency of voice and adhering to program style, vision, and philosophy

Required Qualifications:

• 2+ years elementary/secondary education-related experience with a strong background working with multilingual/English learners; a bachelors degree in English, Humanities or related field or equivalent combination of education and work experience

• Experience creating challenging and engaging lessons/curricula in a team environment

• Demonstrated writing skills

• Ability to work collaboratively

• Strong analytic reading and thinking skills

• Demonstrated ability to meet deadlines and balance work on multiple projects

Preferred Qualifications:

• Background that includes identifying, implementing and refining effective engagement and literacy instructional strategies in the classroom.

• Experience crafting curricula that integrates different genres, technologies, and media

• Graduate degree in a literature or education related field

• Experience teaching a erse range of middle grade students

• Comfort with a range of technology

• Widely read, with strong reading and thinking skills

Compensation:

The hourly rate range for this role is $40 - $50.

Amplify is an Equal Opportunity Employer.  Amplify makes employment decisions based on qualifications and merit, and does not discriminate based on race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability status, veteran status, or any other legally protected characteristic or status.

If you are selected for employment, a background check will be required.  As required by state and local laws and district policies, you may be required to provide additional documentation, such as proof of vaccination, or submit to enhanced background screening, such as fingerprinting.

Amplify is an E-Verify participant.

Title: Asst/Assoc/Full Prof of the Practice, Edward Campus Health Sciences

Location: Lawrence United States

Job Description:

Department: School of Professional Studies

Job Description

The Director of the Health Sciences program in the School of Professional Studies invites applications for a non-tenure track position at the rank of Assistant/Associate/Full Professor of the Practice. This faculty position is expected to teach in the Bachelor of Science in Nutrition program as well as the Bachelor of Science in Health Sciences programs and corresponding Minors. Courses are offered at the Edwards Campus in Overland Park, on the Lawrence campus, and online. The candidate will be expected to teach in various formats such as in-person and online.

The appointment is a Fiscal Year (12-month) appointment with an initial term of 3 years, with a typical course load of 3 classes each fall and spring semester and 2 courses each summer semester. Subsequent appointments may be offered, contingent upon a satisfactory comprehensive performance evaluation during the final year of this appointment and approval of the Dean of the School of Professional Studies.

KU offers a comprehensive benefits package that supports health, life, retirement, and more. 

KU's excellence is a result of the rich tapestry of experiences, perspectives, and backgrounds of our faculty, staff, students, and colleagues from across our nation and the globe. At KU, we invest in continuous learning and growth by creating a climate where people engage in respectful dialogue and debate and support each other's success. We foster a culture of care where each person is seen, heard and valued. When people feel a true sense of belonging, we believe they are better able to reach their full potential and achieve remarkable things.

This position serves the education needs of a Johnson County Education Research Triangle (JCERT) program. Specific percentages of effort for JCERT are determined each year. The KU Edwards Campus is in Overland Park, Kansas.

Learn more about the Health Sciences program at https://edwardscampus.ku.edu/healthsciences.

Duties and Responsibilities:

Teaching -75%.

Serve as faculty in the Health Sciences program. The courses must meet the curricular needs of the program.

Develop and teach eight (8) courses per year.

• Prepare for and attend all class meetings; Develop assignments, design class activities, respond to and evaluate student work in a timely manner, assign grades. Adhere to School of Professional Studies and university policies.
• Develop and update syllabi, study guides, instructor's guides, test questions, tests, and web-based material. Participate in regular meetings with instructors and staff as needed. Assist in the development and implementation of technology and student-centered pedagogies in courses. Hold regular office hours for students involved in classes taught.
• Adhere to School of Professional Studies, Edwards Campus, and university policies and procedures.

Work collaboratively with faculty in the Health Sciences Program and School of Professional Studies to ensure that curriculum continues to meet the needs of our students, school, university, and transfer pipelines. Engage with local community college faculty to ensure strong transfer pipelines and clear curriculum goals for each institution. Engage with agencies and employers and other workforce planners to determine workforce needs of the future and translate those needs into academic curriculum given discipline standards. Ensures continued relevance of the curriculum to meet student needs.

Service - 25%

• All faculty members are expected to mentor undergraduate students. Faculty are expected to perform service to the program's constituent communities: the program, the School of Professional Studies, the University, the metro area, the State, the Nation, and the profession.
• All teaching faculty are expected to be members of appropriate unit-level undergraduate committees, and other committees as appropriate.

Req ID (Ex: 10567BR)

31907BR

Disclaimer

The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression, and genetic information in the university's programs and activities. Retaliation is also prohibited by university policy.

Position Number: 00003352

Required Qualifications

Evidence of the following qualifications must be reflected in application materials and interview process:

• Minimum master's degree in nutrition or closely related discipline. A master's degree in other fields may be considered if combined with three or more years of professional experience as a Registered Dietitian/Registered Dietitian Nutritionist or other fields directly relevant to the teaching assignment.
• Experience teaching at the college level, including online teaching.
• Experience teaching undergraduate nutrition courses and potentially other relevant health sciences courses that align with program needs.
• Demonstrated written communication skills as evidenced in application materials.

Rank of position will be determined based upon years of qualified experience:

• The entry-level rank is for Assistant Professor of the Practice with 3 - 5 years of nutrition-related professional experience.
• Associate Professor of the Practice candidates must have 6 - 15 years of nutrition-related professional experience.
• Professor of the Practice candidates must have more than 15 years of nutrition-related professional experience.

This position requires a formal degree in the cited discipline area(s) to ensure that candidates have the foundational knowledge and skill set required to perform the duties of the position. The level of degree is based on accreditation requirements, institutional standards of academic and professional excellence, alignment with peer institution benchmarks, and contributes to the credibility and effectiveness of the role within the university community.

Employee Class

F-Faculty

Advertised Salary Range

Commensurate with Experience; Starting salary at $80,000

FTE

1.0

Position Overview

The Bachelor of Health Sciences Program at the University of Kansas (KU) is housed in the KU School of Professional Studies (SPS), which is located on the KU Edwards Campus (KUEC) in Overland Park, Kansas in the Kansas City Metropolitan area. KUEC has been a KU presence in Kansas City for 30 years, playing a crucial role in the Greater KC professional community. The campus now offers more than 80 undergraduate and graduate degrees and certificates with classes geared toward working professionals, available in the evening, online and in-person.

The KU School of Professional Studies (SPS) was created in 2019 with a vision to transform students' lives and improve communities through innovative, student-focused, and exemplary academic programs that lead to rewarding careers in an array of fields that serve the workforce needs of Kansas and beyond. The school offers a variety of disciplines, course formats, class schedules, student services, aid, and more to meet the needs of students who may work full-time, have considerable commitments outside of the classroom, have prior college-level education or otherwise need a different approach to earning academic credentials. SPS continues to launch new degree programs aimed at supporting the needs of future students and is poised for significant growth over the next five years.

KUEC and SPS have a reputation for employing innovative teaching techniques and serving the unique needs of non-traditional students. KUEC and SPS faculty enjoy an interdisciplinary and collaborative atmosphere focused on supporting faculty in building rewarding careers while improving the success of students we teach. Employees typically enjoy a hybrid work environment, providing sufficient flexibility for a healthy work-life balance.

KU's online Bachelor of Health Sciences is a degree completion program for undergraduate students who have completed an associate's degree or equivalent hours that provides students hoping to enter health science professions the opportunity to strengthen their background in content related to their anticipated healthcare profession. The program also lets students explore elective courses that help them concentrate their knowledge in areas including nutrition, public and population health, and health management and policy.

The KU Bachelor of Science in Nutrition is a new degree that will launch in Fall 2026, in person at the Lawrence campus, and hybrid (online and in-person courses) at the KU Edwards Campus in Overland Park.

Reg/Temp: Regular

#LI-AM1

Title: Position: Bilingual Developmental Promotion Specialist

Job Description:

Classification: Full-time, Non-exempt

Reports to: Project Supervisor

Company: DePelchin Children's Center

Position Description:

The Bilingual Developmental Promotion Specialist will conduct outreach and presentations focusing on early childhood development across Harris and surrounding counties. This position will support efforts in promoting the Help Me Grow Centralized Access Point call line, which supports families in resource navigation related to early childhood and parenting needs. The Specialist will work closely with the Project Supervisor to provide onsite developmental screenings throughout various community settings. Developmental promotion efforts will target a broad audience, actively engaging families, caregivers, and child healthcare providers to foster early identification and support for developmental needs.

Primary Responsibilities:

• Deliver ongoing community education presentations on topics such as child development, child abuse prevention, parenting skills, and related areas.
• Conduct onsite developmental screening for families in the community (ASQ, M-CHAT, etc.)
• Support the Project Supervisor in promoting the Help Me Grow centralized access call line through targeted marketing and outreach initiatives.
• Provide community referrals and resource information to DePelchin programs and other organizations, as needed.
• Maintain accurate documentation and ensure timely collection of data necessary for program accountability and the initiation for all related services.
• Participate in relevant local and state training and activities as well as DCC committee work as assigned.
• Actively participate in team and supervision meetings for Program, Prevention Services, the Agency, and the specific services assigned to this position.
• Respond to informational requests and inquiries regarding current parenting services and other programs offered by the Agency.
• Comply with all agency policies/procedures, COA Accreditation Standards, and all applicable licensing standards.
• Participate in community outreach activities to educate the broader community about the Agency, its services, and other related projects.

Required Qualifications:

• High School Diploma or Equivalent.
• Fluent in both English and Spanish, with the ability to communicate clearly and effectively in both languages.

Preferred Qualifications:

• Bachelor's degree.
• Experience in teaching, presentations, and public speaking.

Knowledge, Skills, and Abilities:

• Strong interpersonal communication skills.
• Familiarity with developmental screening tools (e.g., ASQ, M-CHAT, etc.) and early intervention strategies.
• Proficient in Microsoft Office applications including Word, Excel, PowerPoint, and Outlook.
• Proficient in documentation, data collection, and reporting practices for program accountability.
• Requires a moderate to high moderate level of independent work in implementation and delivery of program services.
• Understanding of confidentiality standards and data privacy regulations (e.g., HIPAA, FERPA).

Work Conditions:

• Environment: Hybrid: Home-based, Community Settings.
• Range of Schedule: Mon - Fri, 7:00 am to 8:00 pm. Weekends may be required based on program needs.
• Travel: Frequent - Must have reliable personal transportation and valid Texas Driver License and current auto insurance.

DePelchin is Proud to be an Equal Opportunity Workplace.

DePelchin is committed to selecting and employing the best and most qualified person available for each job opening without unlawful discrimination of any kind. Additionally, DePelchin is committed to providing a work environment free of discrimination and harassment on the basis of race, color, sex (including pregnancy, sexual orientation and gender identity), marital or parental status, veteran status, religion, national origin, age, disability, family medical history, genetic information, or political affiliation.

Title: Coordinator of Violence Prevention Initiatives, School of Social Work

Location: Urbana United States

Job Description:

Job Summary

Responsible for overseeing the administrative operations of training that integrate clinical services and skill-building initiatives. Involves developing and coordinating clinical services training for Violence Prevention-Community Support Team inclusive of peer support workers, case managers, and mental health professionals built through a Community Violence Intervention (CVI) approach. Collaborates with multiple stakeholders to design comprehensive training curricula, ensuring the acquisition of skill competencies by VP-CST staff, building community partnerships and provision of coaching and support of Medicaid enrolled providers engaged in Violence Prevention work. Responsible for overseeing the efficiency and effectiveness of teaching methods, and is responsible for implementing the evaluation/Continuous Quality Improvement (CQI) process. Fosters an environment of open communication and collaboration, building a learner-centered, community-focused team among PATH VP-CST Specialists.

Duties & Responsibilities

Trains and coaches Violence Prevention Specialists Team:

• Develop and coordinate clinical services training for VP-CST staff.
• Collaborate with multiple stakeholders to design training curricula and identify/update skill competencies including external Subject Matter Experts (SME) on Community Violence Intervention. Write program’s annual and long-range plans in conjunction with Associated Director of PATH.
• Assure appropriate integration of a multi-service, multi-disciplinary, and systems approach to training.
• Observe and provide feedback to VP-CST Specialist to ensure quality delivery of training curriculum.
• Develop a network database of trauma-informed clinical services.
• Coordinate training tools, including schedules, trainer identification, visual aids, and data analysis.
• Provide technical support to implement new strategies, ensuring program model fidelity and use of evaluation feedback. Work in conjunction with PATH leadership and CQR team to integrate evaluation feedback into training and coaching initiatives.
• Foster an environment of open communication and collaboration among training facilitators.
• Advance the organization’s commitment to delivering high-quality, trauma-informed clinical services through effective training and program development.
• Provide guidance and serve as Subject Matter Expert (SME) to PATH leadership and supervisory support to Specialist team to ensure fidelity to training curriculum and delivery of training using proven training platform skills.

Trains and coaches providers on Violence Prevention initiatives and consults with system partners to ensure effective implementation of services including the implementation of Violence Prevention-Community Support Team:

• Provides training in order to model facilitation of content for new specialists as well as to introduce new training curriculum to providers.
• Provides direct field support and coaching to providers as necessary to meet provider need and demand.
• Work collaboratively with community agencies, organizations, and institutions including Healthcare and Family Services (HFS), Office of Medicaid Innovation, UIUC-School of Social Work and PATH leadership.
• Establish and maintain contacts with community groups to address training needs.
• Collaborate with stakeholders such as community-based organizations, violence intervention leaders, law enforcement, academics, and subject matter experts.
• Actively participate in forums, meetings, and strategy sessions with stakeholders.

Monitors training and coaching delivery including providing feedback and with integration of data in conjunction with the Assistant Director of Field Services and Associate Director of PATH

Other duties as assigned. Statewide travel.

Travel Requirements

Statewide travel required.

Minimum Qualifications

Bachelor's degree in a human services field. A minimum of three (3) years of Behavioral Health Services (Clinical) supervisory/management experience. A minimum of three (3) years of experience providing services and training in violence disruption and community intervention work.

Preferred Qualifications

Master’s degree in a human services field from an accredited college. Clinical licensure in Illinois, LPHA status pursuant to 89 ILAC 140.453.

Knowledge, Skills and Abilities

Proficiency in Microsoft Office, excellent communication skills, strong interpersonal skills, and knowledge of community mental health services. Highly organized, ability to work independently.

Appointment Information

This is a 100% full-time Academic Professional position, appointed on a 12-month basis. The expected start date is as soon as possible after the search posting closes.  The budgeted salary range for the position is $70,000- $80,000. Salary is competitive and commensurate with qualifications and experience, while also considering internal equity.  This position is not eligible for any type of sponsorship for work authorization. Hybrid work options may be available for this position with the ability to be on-site as needed per the University’s Workplace Flexibility policy. 

Application Procedures & Deadline Information

Applications must be received by 6:00 pm (Central Time) on February 5, 2026. Apply for this position using the Apply Now button at the top or bottom of this posting. Applications not submitted through https://jobs.illinois.edu will not be considered. Upload your cover letter, resume, and names and contact information for three professional references. If required by the position, transcripts or other documentation of credentials are to be provided no later than the first day of employment.

At the University of Illinois Urbana-Champaign — the state’s flagship public university and one of the world’s leading research institutions — every staff member helps shape what’s next. Founded in 1867, Illinois is home to a vibrant community of 59,000 students from all 50 states and 129 countries, supported by 15 colleges and instructional units, more than 20 research institutes, and one of the most comprehensive student service ecosystems in the nation. Whether you’re empowering first-generation students, fueling breakthrough innovation, or strengthening communities across Illinois and beyond, your work here has a far-reaching and deeply meaningful impact. The university offers a highly competitive benefits package designed to support your well-being, growth, and financial security. Join a top 10 public university that has launched over 330 startups and continues to redefine excellence — where the Illinois Value Proposition ensures that your contributions are recognized, your potential is nurtured, and your career can thrive.

Champaign-Urbana

Artificial Intelligence (AI) tools may be used in some portions of the candidate review process for this position; however, all employment decisions will be made by a person.

This position is intended to be eligible for benefits. This includes Health, Dental, Vision, Life Insurance, a Retirement Plan, Paid time Off, and Tuition waivers for employees and dependents.

The University of Illinois System is an equal opportunity employer, including but not limited to disability and/or veteran status, and complies with all applicable state and federal employment mandates. Please visit Required Employment Notices and Posters to view our non-discrimination statement and find additional information about required background checks, sexual harassment/misconduct disclosures, and employment eligibility review through E-Verify.

Applicants with disabilities are encouraged to apply and may request a reasonable accommodation under the Americans with Disabilities Act (2008) to complete the application and/or interview process. Accommodations may also be requested on the basis of pregnancy, childbirth, and related conditions, or religion.

Title: BFT - Swim Instructors

Location: Boston United States

time type: Part time

job requisition id: RQ3308639

Job Description:

Site: The General Hospital Corporation

Mass General Brigham relies on a wide range of professionals, including doctors, nurses, business people, tech experts, researchers, and systems analysts to advance our mission. As a not-for-profit, we support patient care, research, teaching, and community service, striving to provide exceptional care. We believe that high-performing teams drive groundbreaking medical discoveries and invite all applicants to join us and experience what it means to be part of Mass General Brigham.

Job Summary

Bulfinch Temporary Service, an affiliate of Mass General Brigham, is committed to supporting patient care, research, instructing, and service to the community. We place extraordinary value on being a erse, equitable and inclusive organization as we aim to reflect the ersity of the patients we serve. At Mass General Brigham, we believe in equal access to quality care, employment and advancement opportunities encompassing the full spectrum of human ersity: race, gender identity, sexual orientation, ability, religion, ethnicity, national origin and all the other forms of human presence and expression that make us better able to provide innovative and cutting-edge healthcare and research.

Qualifications

The Swim Instructor instructs participants of all ages in swimming technique, skill, and water safety.

PRINCIPAL DUTIES AND RESPONSIBILITIES:

Responsibilities include but are not limited to:

• Effectively teaches swimming skills and safety to children and adults.
• Interacts with every child in class.
• Monitors class participation.
• Maintains a safe atmosphere.
• Coveys an enthusiastic, positive, and professional attitude.
• Assists in cleaning up the pool area after lessons.
• Enforces pool rules, policies, and health code regulations.
• Wear appropriate swim attire while instructing.
• Schedule lessons according to pool schedule.
• Ensures that safety and injury prevention policies and procedures are adhered to by participants; reports accidents and prepares accident reports, as required.
• Record weekly lessons in MindBody scheduler at the end of the week.
• Performs other tasks assigned by the Aquatics Supervisor.

Additional Job Details (if applicable)

QUALIFICATIONS:

• American Red Cross Water Safety Instructor (preferred)
• CPR/AED
• Minimum one year swim instructor experience.
• Knowledge & ability of all four competitive strokes (butterfly, backstroke, breaststroke, and freestyle) and elementary backstroke/sidestroke.

SKILLS/ ABILITIES/ COMPETENCIES REQUIRED:

• Ability to work with adults and children ages 6 mos.-70 years.
• Strong communication skills.
• Must be professional and outgoing.
• Must possess excellent interpersonal skills and be able to motivate and work with a erse group of people.

WORKING CONDITIONS:

Work is performed in a face paced health club environment.

Remote Type: Onsite

Work Location: 101 Merrimac Street

Scheduled Weekly Hours: 0

Employee Type: Temporary

Work Shift: Day (United States of America)

Pay Range: $17.36 - $23.80/Hourly

Grade: 2

At Mass General Brigham, we believe in recognizing and rewarding the unique value each team member brings to our organization. Our approach to determining base pay is comprehensive, and any offer extended will take into account your skills, relevant experience if applicable, education, certifications and other essential factors. The base pay information provided offers an estimate based on the minimum job qualifications; however, it does not encompass all elements contributing to your total compensation package. In addition to competitive base pay, we offer comprehensive benefits, career advancement opportunities, differentials, premiums and bonuses as applicable and recognition programs designed to celebrate your contributions and support your professional growth. We invite you to apply, and our Talent Acquisition team will provide an overview of your potential compensation and benefits package.

EEO Statement:

1200 The General Hospital Corporation is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religious creed, national origin, sex, age, gender identity, disability, sexual orientation, military service, genetic information, and/or other status protected under law. We will ensure that all iniduals with a disability are provided a reasonable accommodation to participate in the job application or interview process, to perform essential job functions, and to receive other benefits and privileges of employment.

Mass General Brigham Competency Framework

At Mass General Brigham, our competency framework defines what effective leadership "looks like" by specifying which behaviors are most critical for successful performance at each job level. The framework is comprised of ten competencies (half People-Focused, half Performance-Focused) and are defined by observable and measurable skills and behaviors that contribute to workplace effectiveness and career success. These competencies are used to evaluate performance, make hiring decisions, identify development needs, mobilize employees across our system, and establish a strong talent pipeline.

Online Course Facilitator - Biological Sciences

Location: Richmond United States

•  ID: 497150

•  Remote Opportunities

•  College of Science, Tech, Eng & Math

•  Part-Time Faculty

• Position Type: Part-Time Faculty

  Search Type: External - minimum 7 days

  Department: 21R000 - Science, Tech, Engineering & Math

  Division: 2R0000 - Academic Affairs

  Position Location: Remote Opportunities

  Driver Classification: Non-Driver

  FLSA: Exempt

Job Summary/Basic Functions

The Department of Biological Sciences at EKU is accepting applications for part-time Online Course Facilitators for online courses on an ongoing and as-needed basis. When an opening is available, applications will be considered in the applicant pool.

The online course facilitator position, supervised directly by the course Instructor of Record (IOR), supports the delivery of high enrolled online courses at Eastern Kentucky University (EKU). At the direction of the IOR, the online course facilitator fosters regular and substantive interaction with assigned students enrolled in the course, providing timely, comprehensive, and meaningful assessment of course assignments as directed by the IOR, and consistent communication and collaboration with the IOR.

Online Course Facilitators are utilized on an "as - needed" course-by-course basis (typically during a seven-week online course) and there is no guarantee of future employment.

Courses may include, but not limited to, Introductory Biology (for majors and for non-majors) and Human Anatomy and Physiology.

Course load of up to 9 credit hours per semester, with opportunities at regional campuses and in online modality, depending on need.

Candidates must have a Bachelor's degree in the teaching (or related) discipline, or hold a Bachelor's degree with at least 18 graduate hours in the teaching (or related) discipline. Degrees must be from a regionally (SACS, Middle States, North Central, etc.) accredited or internationally recognized institution.

Review of applications will take place on a rolling basis, given instructional needs and current faculty staffing.

Unofficial transcripts are acceptable at the time of application. Official transcripts are required at the time of the position offer and as a condition of employment.

Minimum Qualifications

Education: Candidates must have a Bachelor's degree in the teaching (or related) discipline, or hold a Bachelor's degree with at least 18 graduate hours in the teaching (or related) discipline. Degrees must be from a regionally (SACS, Middle States, North Central, etc.) accredited or internationally recognized institution.

Sponsorship: This position is not eligible for visa sponsorship.

Funding Source: Institutional

Open Until Filled: No

Special Instructions: Applicant documents include:

• Cover Letter
• Vitae / Resume
• Copies of Unofficial Transcripts
• Contact Information for 3 Professional References

EEO Statement

Eastern Kentucky University is an Equal Opportunity employer and educational institution and does not discriminate on the basis of age (40 and over), race, color, religion, sex, sexual orientation, gender identity, gender expression, pregnancy, ethnicity, disability, national origin, veteran status, or genetic information in the admission to, or participation in, any educational program or activity (e.g., athletics, academics and housing) which it conducts or any employment policy or practice.

Background Check Statement

Offers of employment are contingent upon a satisfactory background check.

Non Credit Instructor for the SVCC Police Academy

Location 

Sauk Valley Community College, IL

Job Type

Part-Time Faculty

Department

Police Academy

FLSA

Non-Exempt

Hiring Range

Rate of $36.40 per hour

• Description
• Benefits

Description

Non-Credit Instructor, Police Academy

Sauk Valley Community College (SVCC) seeks dedicated and innovative iniduals to serve as Non-Credit Instructors for the prestigious SVCC Police Academy. Join us in training the next generation of law enforcement professionals.

Function of the Role

The Non-Credit Instructor will instruct cadets in the SVCC Police Academy within both traditional and computerized learning environments. This role requires the instructor to manage all aspects of the classroom, strictly following the curriculum developed and mandated by the Illinois Law Enforcement Training and Standards Board (ILETSB).

A link to our comprehensive employee benefits package is provided below.

Examples of Duties

Key Duties & Responsibilities

The Instructor will ensure the successful and compliant delivery of required Police Academy training.

• Instruction: Plan, prepare, and deliver engaging classroom instruction, adhering rigorously to the official ILETSB curriculum.

• Curriculum Management: Develop syllabi, consistently follow the established course curriculum, and manage the instructional schedule.

• Administrative Compliance: Authenticate student identification, accurately track and report attendance, process required paperwork for students who complete the course, and submit all necessary reports in a timely manner.

• Program Support: Notify the supervisor promptly when classroom supplies are low and report any concerns related to the classroom or program operations.

• Meetings & Flexibility: Attend department meetings as required, and be prepared to provide instruction remotely/virtually when necessary.

• General Duties: Assume all other reasonable professional duties and responsibilities as assigned by the supervisor.

Typical Qualifications

Requirements and Qualifications

We are seeking iniduals with a strong background and commitment to law enforcement training.

Required

• Experience/Education: Possess the educational background and/or experience necessary to meet the minimum standards of instruction established by the SVCC Police Academy for any established curriculum.

• ILETSB Approval: The College must be able to obtain approval from the Illinois Law Enforcement Training and Standards Board for the instructor's specific instructional responsibilities within 1 year of employment.

• Skills: Demonstrate strong communication, organization, interpersonal, and advising skills.

• Commitment: Must be an inidual of personal integrity with a sincere interest and desire to impart knowledge and experience to persons under instruction.

• License: A valid driver’s license is required.

Instructor - Culinary Arts

Location: Springfield, MO  United States

Job Description:

JOB TITLE: Instructor - Culinary Arts DEPARTMENT: Technical Education

SALARY RANGE: $50,000 - $65,000 FLSA: Exempt

IMMEDIATE SUPERVISOR: Assigned Department Chair or Program Director

SCHEDULE DETAILS: Full-time/9-month position/PSRS. Lecture and lab courses are scheduled in two shifts: Morning (8:00 a.m.-12:30 p.m.) and Afternoon (1:00 p.m.-5:30 p.m.). Depending on scheduling needs and lab availability, instructors may be assigned both morning and afternoon sessions on the same day.

Position Summary

The instructor is responsible for developing and implementing the daily lesson plans and activities for the assigned classes to include Introduction to Foods, Soups & Sauces, Meat Fabrication, Garde Mange, World Cuisine and Restaurant Kitchen Operations. Instructors are responsible for creating a classroom environment that implements best practices, supports industry standards, and engages students in career and technical education. The instructor is responsible for assisting in shared lab operations. The instructor will also maintain industry and required certification(s) for specialized fields. This position is responsible for 15 credit hours of instruction per fall and spring semester. Equivalent non-credit instruction may be exchanged for credit instruction. For Culinary Arts instructors, this equates to approximately 25-30 hours per week of combined lecture and lab instruction, with remaining time allocated for office hours, lab preparation, and grading.

Essential Job Duties

• Provide quality instruction which is reflective of current discipline standards and is accurate, relevant, and engaging using college-approved curriculum and resources.
• Provide oversight of students to ensure a safe and organized lab environment; monitor performance and offer feedback throughout the lab session; and ensure proper cleaning and maintenance of the lab space at the end of class.
• Actively engage and interact with students using intentional best practice teaching strategies.
• Plan and prepare the learning environment with needed materials and supplies.
• Develop a course syllabus for each class taught using the approved course abstract and syllabus template.
• Present course content in an unbiased and civil manner, while demonstrating respect, helpfulness, and responsiveness toward students.
• Demonstrate professional conduct, positive attitude, and supportive culture.
• Maintain appropriate record keeping for assigned classes to include student attendance, record of grades earned, and other related classroom information.
• Schedule and keep a minimum of five office hours per week convenient to students.
• Assist in addressing student concerns regarding advisement, placement, and course difficulties.
• Work with program advisory committees; serve as partners with local industry.
• Facilitate student recruitment; assist in the promotion of programs.
• Sponsor student clubs and/or organizations, as appropriate.
• Actively participate in department and ision meetings, events, and initiatives.
• Assist in textbook and course material selection; assist with curriculum development and modification of programs.
• Maintain confidentiality of students, parents/guardians, and fellow staff members, as well as records and all information.
• Exhibit exemplary attendance and punctuality.
• Comply with college policies and procedures.
• Perform other duties as assigned, including participating in commencement, attending college functions, serving on committees and attending community events.

Non-Essential Job Duties

• Complete professional development training hours and maintain appropriate professional certification, as necessary.

Required Knowledge, Skills & Abilities

• Associate's degree or higher in culinary arts from a regionally accredited institution of higher learning.
• A valid Missouri teaching certificate with the Department of Elementary & Secondary Education (or be willing to obtain current teaching certificate in secondary and post-secondary education from the State of Missouri.)
• Five years or more of relevant work experience in the culinary/hospitality industry and at an executive chef level position or related occupation.
• Must be a Certified Culinary Educator (CCE) and/or Certified Executive Chef (CEC) through the American Culinary Federation (or be willing to obtain certification at the applicants' expense).
• Demonstrate current knowledge in course content and effectiveness in teaching assigned subjects.
• Availability to teach seated, hybrid, or online courses, as needed, which may include daytime, evening, or weekend courses.
• Ability to work well with others.
• Strong communication skills.
• Ability to use technology for professional productivity.

Preferred Knowledge Skills & Abilities

• Bachelor's degree or higher in culinary arts from a regionally accredited institution of higher learning.
• Three years or more of teaching experience in the career and technical education field.
• Knowledge of Learning Management Systems such as Canvas.
• Participation in professional organizations related to teaching area.
• Experience with Colleague.
• Experience working within a collegiate setting.

Physical Requirements

PHYSICAL DEMANDS AND WORKING ENVIRONMENT: (The conditions herein are representative of those that must be met by an employee to successfully perform the essential functions of this job.)

Environment: Work is performed primarily in a standard office setting with frequent interruptions and distractions. Requires extended periods of time viewing computer monitor or standing; may require adjustment of schedule to include some evening and/or weekends; may encounter occasional exposure to inclement weather during travel.

Physical: Primary functions require sufficient physical ability and mobility to work in an office setting; to stand or sit for prolonged periods of time; to lift, carry, push, and/or pull light to moderate amounts of weight; to operate office equipment requiring repetitive hand movement and fine coordination including use of a computer keyboard. Other physical requirements include instruction of lab courses that require standing for long periods of time on hard surfaces and requires the ability to lift and carry up to 30 pounds unassisted.

• OZARKS TECHNICAL COMMUNITY COLLEGE RESERVES THE RIGHT TO MODIFY, INTERPRET, OR APPLY THIS JOB DESCRIPTION IN ANY WAY THE INSTITUTION DESIRES. THIS JOB DESCRIPTION IN NO WAY IMPLIES THAT THESE ARE THE ONLY DUTIES, INCLUDING ESSENTIAL DUTIES, TO BE PERFORMED BY THE EMPLOYEE OCCUPYING THIS POSITION. THIS JOB DESCRIPTION IS NOT AN EMPLOYMENT CONTRACT, IMPLIED OR OTHERWISE. THE EMPLOYMENT RELATIONSHIP REMAINS "AT-WILL." THE AFOREMENTIONED JOB REQUIREMENTS ARE SUBJECT TO CHANGE TO REASONABLY ACCOMMODATE QUALIFIED DISABLED INDIVIDUALS.

2026 - 2027 Speech and Language Pathologists

Location: Westover, Maryland United States

Job Description:

Somerset County Public Schools is recruiting Speech-Language Pathologists for the 2026-2027 school year. Join a small but mighty district offering competitive salaries, a generous leave package, supportive leadership, and a strong sense of community.

State of Maryland licensed School Occupational Therapists receiving National Certification will receive an additional $2,000 in salary.

I. Position Summary

The Speech-Language Pathologist (SLP) identifies, assesses, and provides high-quality interventions for students with communication disorders that adversely affect educational performance. The SLP works as an integral member of the Inidualized Education Program (IEP) team to support student access to the curriculum.

II. Essential Duties and Responsibilities

• Assessment: Conducts comprehensive evaluations of students' communication skills (articulation, language, fluency, and voice). Interprets data to determine eligibility for special education services under COMAR and IDEA guidelines.

• Instruction & Intervention: Develops and implements evidence-based, educationally relevant speech-language interventions in both face-to-face and teletherapy environments.

• IEP Management: Collaborates with the multidisciplinary team to draft measurable goals using the Maryland Online IEP (MOIEP) system.

• Hybrid Service Delivery: Maintains proficiency in virtual learning platforms to provide services to students remotely while effectively managing an in-person caseload at assigned school buildings.

• Consultation: Provides strategies to teachers and families for carryover of communication goals into the classroom and home.

• Compliance: Completes all required documentation, including progress reports and Medicaid billing, within state-mandated timelines.

III. Qualifications

• Education: Master's degree in Speech-Language Pathology from an ASHA-accredited program.

• Licensure: * Valid license from the Maryland Board of Audiologists, Hearing Aid Dispensers, and Speech-Language Pathologists.

• Candidates awaiting clinical fellowship (CFY) or state certification will be considered if they meet MSDE "conditional" requirements.

• Certification: Must hold or be eligible for MSDE (Maryland State Department of Education) Specialist Certification. Certificate of Clinical Competence (CCC-SLP) from ASHA is preferred.

IV. Required Skills & Abilities

• Teletherapy Proficiency: Ability to engage students through virtual platforms and manage digital records securely.

• Communication: Strong interpersonal skills to navigate the "Admissions, Review, and Dismissal" (ARD) process with parents and staff.

• Adaptability: Flexibility to transition between different school cultures and virtual/physical workspaces.

Equal Opportunity Employer: The Somerset County Public School System does not discriminate on the basis of race, sex, age, national origin.

Title:  Education Specialist

Location: CT-Farmington

Job Description: Job Description

The CDI Education Specialist develops and implements an effective and comprehensive audit & education program for coding consistent with regulatory, contractual, professional standards and healthcare revenue cycle industry practices. The education specialist will support documentation practices that comply with CMS risk adjustment program requirements and ICD 10 coding guidelines. They must have excellent communication as they will be articulating guidelines and standards directly with providers of Hartford Healthcare. This candidate must have multi-specialty experience in CDI education.

We are a company committed to creating erse and inclusive environments where people can bring their full, authentic selves to work every day. We are an equal opportunity/affirmative action employer that believes everyone matters. Qualified candidates will receive consideration for employment regardless of their race, color, ethnicity, religion, sex (including pregnancy), sexual orientation, gender identity and expression, marital status, national origin, ancestry, genetic factors, age, disability, protected veteran status, military or uniformed service member status, or any other status or characteristic protected by applicable laws, regulations, and ordinances. If you need assistance and/or a reasonable accommodation due to a disability during the application or recruiting process, please send a request to [email protected] learn more about how we collect, keep, and process your private information, please review Insight Global's Workforce Privacy Policy: https://insightglobal.com/workforce-privacy-policy/.

Skills and Requirements

• At least 5 years' experience coding experience
• CPC certification absolute must have!
• Working experience with analyzing data, reviewing results, and providing education to both clinical providers and coders
• Experience working at teaching Healthsystem- Cornell, Yale New Haven Health, etc.

Benefit packages for this role will start on the 1st day of employment and include medical, dental, and vision insurance, as well as HSA, FSA, and DCFSA account options, and 401k retirement account access with employer matching. Employees in this role are also entitled to paid sick leave and/or other paid time off as provided by applicable law.

Title: Head Start Lead Teacher

Location: United States

Job Description:

Division:

Head Start Division

Management Level:

Inidual Contributor

Scheduled Weekly Hours:

40

Benefit Eligibility:

This position is eligible for Standard Benefits which includes dental, medical, and vision insurance, paid time off and holidays, retirement matching, wellness programs, and tuition reimbursement.

Description:

Do you want a career that fulfills your passions and purpose to make a difference in the lives of not only your students, but their families?

• Do you get excited thinking about working in an all-inclusive preschool program that provides an opportunity for a greater impact working with vulnerable children and families?
• Are you passionate about providing extra support to allow students with challenging behaviors to achieve their goals and be successful?
• Are you looking for professional development and inidualized coaching to progress your career?
• Are you interested in being part of a supportive team to help you learn and grow?

If you answered "yes" to these questions, Jefferson County Early Head Start's Lead Teacher position may be what you've been searching for!

The Early Head Start Lead Teacher role is a great opportunity if you are:

• A recent graduate looking to start your career in early childhood education
• A seasoned professional or current substitute teacher seeking a full-time, benefited role

Check out this video to hear from two of our Teachers!

Head Start is a no cost, all-inclusive, child-focused and family-centered early-childhood program for children ages 0-5. A range of inidualized services in the areas of education, early childhood development, medical, dental, mental health, nutrition, family support, and parent education. We strive to provide equitable and inclusive services and support to the erse community we serve.

The Early Head Start Lead Teacher will be responsible for implementing curriculum in an infant (0-18 months) or toddler(18-36 months) classroom of 8 children, maintaining compliance with Head Start Performance standards, and partnering with a multi-disciplinary team to provide the best service to our Head Start Families.

The Early Head Start Lead Teacher is responsible for maintaining the Head Start educational program by working with low-income families using a two-generation trauma informed approach. Build family well-being by intentionally and simultaneously working with children and the adults in their lives. Form strong partnerships with each family by soliciting and valuing their perspective on their child's education to create inidual learning goals. Use a multidisciplinary team approach to reduce the impact of trauma and improve child outcomes for school success by building children's resiliency through trauma-sensitive practices. Support the daily implementation approved, researched-based, curriculum that features exploration and discovery as a way of learning. Develop lesson plans that include inidualized instruction for English language learners, children with disabilities, and children who demonstrate competencies beyond typical developmental expectations. Utilize observation-based early childhood assessment systems to track each child's unique development. Provide continual guidance and support to co-teachers, substitute teachers, and classroom aids. Support the recruitment efforts of family and community volunteers and track in kind classroom hours. Comply with all Head Start performance standards and state childcare licensing requirements.

Head Start offers opportunities for on-site professional development scheduled during work hours, a team-oriented program that assists with providing the best service for our families, and inidualized coaching.

COMPENSATION:

Hiring Range: $65,500.00 - $68,055.00 USD Annual

Staff that are fluent in a language other than English may be eligible for additional compensation of $3,120 annually for use of bi-lingual skills.

SCHEDULE: This position is predominantly performed in the office, with some flexibility for remote work when children are not present. This is a full-time, year-round position.

LOCATION: Positions are available for the following locations:

• Arvada Head Start, 5150 Allison Street, Arvada, CO 80002
• 11th Ave Head Start, 6201 W. 11th Ave, Lakewood, CO 80214
• Patterson Early Head Start, 1470 S. Yarrow St., Lakewood, CO 80232

(Note: MUST be Director-Qualified. Please reference the CO Dept of Early Childhood Large Center Director Qualification Pathway chart for more details).

BENEFITS: Jefferson County offers a generous benefits package that supports your personal and professional life. Benefits include medical, dental and vision insurance, paid time off and holidays, retirement matching, wellness programs, tuition reimbursement, flexible schedules, and more. (12 paid holidays off, medical/dental/vision insurance, retirement, and $2,000 annual tuition reimbursement!) For more information, click Here for our Total Rewards summary.

ESSENTIAL DUTIES:

The Lead Teacher is responsible for:

• Partnering with a multi-disciplinary team including mental health specialists, special education professionals, and family support workers to provide the best service for our families including home visits, family conferences, and implementation of Inidual Education Plans
• Develop and implement lesson plans that include large groups, small groups, and inidualized play-based instruction to meet each child's unique developmental needs.
• Delivering Creative Curriculum that are developmentally appropriate lesson plans, including activities geared toward social-emotional development and utilizing trauma informed care practices
• Working with your Co-Teacher / Teacher Associate to ensure compliance with Head Start Performance Standards within the classroom including education, disabilities, parent involvement, nutrition, health and mental health, etc.
• Incorporating inidual schedule to meet infant and toddler needs into the classroom setting
• Provide guidance and support to co-teachers, classroom aids, and volunteers to ensure developmentally appropriate Head Start practices and childcare licensing requirements are met at all times.
• Collaborate with family and Early Intervention (EI) service providers to support goals on classroom functioning. Create MTSS goals for children that may have a suspected developmental delay and collect necessary data needed to support EI referrals.
• Build family engagement and develop relationships with families through ongoing interactions that are responsive to the strengths, interests, needs, and culture of the family.
• Conduct family visits prior to the child's first day of school to partner with the parent as the child's first educator to empower parents to make decisions about their child's educational experiences, and to create inidual child school readiness goals.  Conduct a second family visit in the spring to reflect on the school experiences of the child and the family.  Complete two family-teacher conferences throughout the school year reviewing child outcomes and set new developmental goals.

QUALIFICATIONS:

To qualify, a candidate must meet one of the three bullets listed below:

• An associate, bachelor, or advanced degree in child development or early childhood education (ECE)
• An associate, bachelor, or advanced degree in a related field with coursework equivalent to ECE, CDA with Infant-Toddler Focus or EQIT AND a minimum of one-year work related experience teaching infant to preschool age children.
• An associate's degree AND be enrolled in a program that will lead to a baccalaureate degree within two years of the time of hire.

Preferred Knowledge, Skills and Abilities:

• Excellent written and verbal communication skills
• Ability to exercise sound judgement and initiative
• Passionate about the education of young children
• Strong customer service
• Experience with Microsoft Office/Microsoft 365
• Strong time management and prioritization skills
• Maintains regular contact with children and families in the classroom settings
• Ability to remain calm in difficult situations

Additional Job Description:

• Offer of employment contingent on review of child abuse neglect database, fingerprint results, criminal background, sex offender registry, motor vehicle record check, and education verification.
• Must have a valid driver's license, if you are from out of state, you must obtain a valid Colorado driver's license within 30 days of hire date and you must not have any major violations, nor more than one DUI, DWI, DWAI conviction in the past three years.
• Must be available to work occasional evenings and weekends, and willingness to occasionally travel to assigned Head Start Sites (Arvada or Wheat Ridge).

Perjury Statement: Any applicant who knowingly or willfully makes a false statement of any material fact or thing in the application is guilty of perjury in the second degree as defined in Section 18-8-503, C.R.S., and, upon conviction thereof, shall be punished accordingly.

APPLICATION:

Qualified applicants are encouraged to apply immediately. All applicants must submit an online employment application by 11:59PM on the posted cut-off date. Follow this link to apply now: Jefferson County Colorado Career Opportunities

A resume and cover letter submitted with your application are encouraged but will not substitute for the information requested on the application. Applications are reviewed for minimum qualifications listed in the qualifications section of the job bulletin, and applicants are contacted directly by the hiring team if selected. To view the status of your application, please log into your candidate portal.

For more details on the recruitment process, please visit: https://www.jeffco.us/1860/FAQs

Questions? Contact the Jefferson County Recruitment Team at 303-271-8420 or [email protected]

Education:

Experience:

Work Experience: Minimum two years

Certifications:

CPR/First Aid/AED - State of Colorado

Languages:

Category:

Health & Human Services

Title: Instructor-in-Training (ABA)-1

Location: usa

Job type: Remote

Job Description:

The instructor-in-training position is focused on preparing for instruction and supporting students' success in ABA Online courses, including the certificate and master's programs as a new instructor or an existing instructor cross-training in another ABA Online course. The instructor-in-training will complete a training that involves participation as a student in our online courses (see course syllabus for student-related responsibilities). During the orientation and training period, new instructors-in-training must attend at least one online meeting for each course unit across at least five different instructors. Creating course materials (e.g., PowerPoint slides) and presentations must be prepared for a mock meeting/lecture before receiving an assigned course to teach. The Lead Instructional Manager of the assigned course will review presentations. The orientation/training period is a prerequisite for teaching any new course. Instructors-in-training may not work more than 10 hours per week unless approved by the Program Chair.

Responsibilities Include:

• Watch weekly lecture videos and complete interspersed activities and active student responding exercises.

• Complete at least one form of each unit's weekly tests.

• Attended at least one 1-hour online meeting of your choosing per week (new instructors-in-training only)

• Create teaching materials for each unit using resources provided by the Curriculum and Instruction Team. (Note: these materials do not have to be the final version you will use during instruction.)

• Complete weekly instructor training assignments (new instructors-in-training only)

• Attend a pre-semester instructor meeting one week before each semester or review recording.

• Provide accurate availability for scheduling purposes up to one semester ahead of the scheduled term.

• Host a mock meeting prior to the first scheduled term (new instructors-in-training only)

Requirements Include:

• M.S. in behavior analysis or related field with experience in behavior analysis teaching or training.

• Maintain certification as a Board Certified Behavior Analyst (BCBA) in good standing.

• Minimum of 2-5 years of experience required in area of expertise

• Demonstrate mastery in the concepts and principles of behavior analysis.

• Communicate information effectively in a clear, courteous and timely manner to students and team members.

• Teach effectively.

• Facilitate student achievement of educational outcomes and maintain high student satisfaction scores.

• Ability to take initiative and self-manage.

• Proficiency with Word and PowerPoint.

• Learn new technologies/programs quickly (e.g., LMS/Canvas)

• A wired, high-speed internet connection sufficient to effectively conduct online activities.

• Flexibility of work hours (evenings and weekend day/evenings are required).

• FL Tech employees must hold a set of core values as demonstrated through their public behavior and social media presence that support and enhance the mission and goal of the ABA online programs.

• Care about the success of the field and demonstrate this care by prioritizing our students to the degree that it is reasonable (e.g., sub at the last minute to avoid a class cancellation if it does not harm you to do so).

• Leadership – lead first by example and then help those around you.

• Initiative – Determine what needs to be done, find viable solutions and communicate concerns to team members.

• Work independently with integrity – The ABA online programs work in a flexible work environment. Employees will work from home and will have a variable work schedule, including nights and weekends.

Equal Opportunity

Florida Institute of Technology does not discriminate on the basis of race, color, national or ethnic origin, religion, disability, age, genetic information, marital status, citizenship status, veteran status, and other legally protected characteristics in its activities and programs. In accordance with Title IX of the Education Amendments of 1972, Florida Tech does not discriminate on the basis of sex.  

Annual Security & Fire Safety Report

The federal Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act) requires colleges and universities, both public and private, participating in federal student aid programs to disclose campus safety information, and imposes certain basic requirements for handling incidents of sexual violence and emergency situations.

Florida Tech’s 2025 Annual Security and Fire Safety Report includes statistics for the previous three years concerning reported crimes that occurred on campus; in certain off-campus buildings or property owned or controlled by Florida Tech; and on public property within, or immediately adjacent to and accessible from, the campus.

The numbers provided include crime statistics that were reported to local law enforcement agencies, campus security and other Campus Security Authorities.

The report also includes institutional policy statements regarding campus safety and security measures; descriptions of prevention and awareness programs; related university procedures and important guidance; and other essential safety information.

Official Transcripts

Official transcripts of all collegiate work must be sent directly from the attended institution to the Office of Human Resources prior to the first day of employment. All international degrees must have a course-by-course official evaluation and translation sent to the Human Resources Office directly from an evaluation company affiliated with the National Association of Credential Evaluation Services, Inc. (NACES).

English teacher in White Plains, NY

Location: New York United States

Job Description:

Join the Global LT community and help provide language lessons to business professionals and their families worldwide. We are hiring an English Language Teacher to provide in-person lessons to our client.

Job Information

• Ref: 193147

• Student: Adult

• Location: White Plains, NY

• Preferred start date: ASAP

• Lesson format: Hybrid: Some classes face-to-face, others virtual

Details

• Availability: Monday / Thursday / Friday between 4:00 pm - 8:00 pm (US, New York local time UTC -05:00)

• Lesson Frequency: twice a week

• Lesson Duration: 1 hour each class

• Current level: Advanced

• Native/other languages: Unknown

• Goal: To be able to speak and sound like a native speaker.

Responsibilities

• Design intensive lessons to accelerate English acquisition

• Develop vocabulary and conversation skills for professional leadership

• Adapt methodology to meet the student's advanced experience as a language learner

Qualifications

• Native or near-native proficiency in English

• Certificate or degree in language teaching, linguistics, education, or related field

• Minimum of 2 years' experience teaching adults

• Ability to create engaging, intensive lessons for fast progress

• Experience tailoring methodology for highly motivated, experienced language learners

All Global LT instructor positions are freelance positions. If you feel this could interest you, please submit your CV for consideration.

Title: Middle School English Teacher

Location:  US - FL - Remote

Full time

Job Description:

Certificates and Licenses: Florida 5 Year Professional 5-9 OR 6-12 English Teaching Certificate

You must also be in progress working towards OR willing to immediately start working towards obtaining your Reading AND ESOL Endorsement if you do not currently hold.

Residency Requirements: Florida

The salary for this position is $47,500 along with the opportunity to earn an annual bonus.

Start Date - ASAP

The Teacher is a highly qualified, state certified educator responsible for delivering specific course content in an online environment. Teachers provide instruction, support, and guidance, manage the learning process, and focus on students' inidual needs. Teachers monitor student progress through Stride K12's learning management system. They actively work closely with students and parents/learning coaches to advance each student's learning toward established goals. Teachers typically work from home but must travel occasionally throughout the year to various school functions, such as state testing or as otherwise required by the school.

K12, a Stride Company, believes in Education for ANY ONE. We provide families with an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace.

Passionate Educators are needed at the Stride K12 partner school, Digital Academy of Florida (DAOF). We want you to be a part of our talented team!

The mission of Digital Academy of Florida (DAOF) is to provide an exemplary inidualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us!

This is a full-time position. Ability to work independently, typically 40+ hours per week is required. Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school.

ESSENTIAL FUNCTIONS: Reasonable accommodation may be made to enable iniduals with disabilities to perform the essential duties.

• Provides rich and engaging synchronous and asynchronous learning experiences for students
• Commitment to personalizing learning for all students
• Demonstrates a belief in all students' ability to succeed and meet high expectations
• Differentiates instruction based on student level of mastery
• Augments course content according to prescribed policies and procedures using appropriate asynchronous and synchronous tools under guidance from principal and coach
• Maintains grade book ensuring student academic integrity, makes student placement and promotion decisions, and alerts administrators to concerns about student performance and progress
• Prepares students for high stakes standardized tests
• Understands that a primary responsibility is to establish and maintain positive rapport with families and regularly communicates with and responds to students and learning coaches/parents in a timely manner
• Supports learning coaches/parents with student curricular and instructional issues, as well as basic troubleshooting in a virtual classroom environment that is in line with academy policies and procedures
• Travels as required (on average once per month and/or approximately 20% of the time) for face-to-face professional development, student testing, and as required by school

REQUIRED MINIMUM QUALIFICATIONS:

• Bachelor's degree AND
• Active state teaching license AND
• Ability to clear required background check

DESIRED QUALIFICATIONS:

• Experience working with proposed age group.
• Experience supporting adults and children in the use of technology.
• Experience teaching in an online (virtual) and/or in a brick-and-mortar environment.
• Experience with online learning platforms.
• Ability to work collaboratively with other teachers to interpret and produce numeric, tabular, and graphic representations of student data, and use it to drive instructional decisions.
• Receptive to receiving coaching regularly with administrators and teacher trainers.
• Ability to embrace change and adapt to ensure excellent student outcomes.
• Proficient in Microsoft Excel, Outlook, Word, PowerPoint.
• Ability to rapidly learn and adapt to new technologies and teaching platforms.
• Ability to maintain teacher certification/professional development hours and fluency in K12 systems, programs and curriculum.

Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable iniduals with disabilities to perform the essential functions.

• This position is virtual.

https://info.flclearinghouse.com/

Regular

The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is "at-will" as governed by the law of the state where the employee works. It is further understood that the "at-will" nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

If you are a job seeker with a disability and require a reasonable accommodation to apply for one of our jobs, you can request the appropriate accommodation by contacting [email protected].

Equal Opportunity Employer/Protected Veterans/Iniduals with Disabilities

Stride, Inc. is an equal opportunity employer. Applicants receive consideration for employment based on merit without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or protected veteran status, or any other basis prohibited by federal, state, or local law. Stride, Inc. complies with all legally required affirmative action obligations. Applicants will not be discriminated against because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant.

Title: Middle School Counselor

Location: 

US - TN - Remote

Tennessee Residents Preferred.

• Will consider residents of the following states: Alabama, Mississippi, Georgia, Florida, South Carolina, North Carolina, Virginia, Kentucky, Missouri, Arkansas, and Louisiana.

Full time

Job Description:

Job Description

Certificates and Licenses: Tennessee School Counselor Certification

Residency Requirements: Tennessee Residents Preferred.

• Will consider residents of the following states: Alabama, Mississippi, Georgia, Florida, South Carolina, North Carolina, Virginia, Kentucky, Missouri, Arkansas, and Louisiana.
• Must be able to obtain a Tennessee Teaching License prior to employment and attend in person PDs, testing, and other school events.

Utilizing leadership, advocacy and collaboration the School Counselor promotes student success by providing preventive services and responding to identified needs through implementation of a comprehensive school counseling program that helps guide all learners in their academic success, social and emotional development, and career and college planning and readiness.

K12, a Stride Company, believes in Education for ANYONE. We provide families with an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace.

Passionate Educators are needed at the Stride K12 partner school, Tennessee Virtual Academy (TNVA). We want you to be a part of our talented team!

The mission of Tennessee Virtual Academy (TNVA) is to provide an exemplary inidualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us!

This is a full-time position. Ability to work independently, typically 40+ hours per week is required. Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school.

ESSENTIAL FUNCTIONS: Reasonable accommodation may be made to enable iniduals with disabilities to perform the essential duties.

• Helps all students:

• Plan for postsecondary options (enroll in education, enlist in military option, employ in work force)

• Apply academic achievement strategies

• Manage emotions and apply interpersonal skill

• Focuses students and families on college and career readiness;

• Meets quarterly with all students on caseload to review graduation plan and post-secondary options;

• Delivers classroom instruction based on student success standards;

• Reviews transcripts and other academic documentation for new and returning students;

• Works collaboratively with teaching staff to develop a four (4) year graduation plan and audits student schedules for candidacy for graduation as determined by school and state policies;

• Assist students in course placement including recommendations on Advanced Placement (AP) and pathways to challenge and enrich student learning opportunities;

• Analyzes student data and develops data-driven programs for intervention action plans;

• Provides short-term counseling to students and referrals for long-term support, as necessary;

• Provides a support system that strengthens the efforts of teachers, staff, and parents;

• Supports standardized testing program; parent education; and staff development;

• May advocate for students at inidual education plan meetings and other student-focused meetings;

• Focuses students and families on goal setting and academic planning for college and career readiness;

• Act as a change agent to improve equity and access, achievement and opportunities for all students.

• Ability to travel up to 20% of the time for face-to-face professional development, student testing, and/or as required by the school.

MINIMUM REQUIRED QUALIFICATIONS:

• Bachelor's degree AND

• Three (3) years of experience in counseling and/or advisement

• School Counselor License

• Ability to clear required background check

OTHER REQUIRED QUALIFICATIONS:

• Proficiency in Microsoft Office Suite, Web-based search engines, and database systems

• Flexible schedule; Ability to travel as needed

• Master's degree in school counseling

• Experience with distance learning

• Advanced coursework in counseling and administration

DESIRED QUALIFICATIONS:

• Experience as a teacher

• Experience in a customer service environment.

• Experience with Local, State, and Federals laws and mandated reporting

• Experience in a charter school environment preferred

• Experience with state career planning systems, Pathfinder, or other career planning platforms/tools

Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable iniduals with disabilities to perform the essential functions.

• This is a virtual role

The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is "at-will" as governed by the law of the state where the employee works. It is further understood that the "at-will" nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

If you are a job seeker with a disability and require a reasonable accommodation to apply for one of our jobs, you can request the appropriate accommodation by contacting [email protected].

Job Type

Regular

The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is "at-will" as governed by the law of the state where the employee works. It is further understood that the "at-will" nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

If you are a job seeker with a disability and require a reasonable accommodation to apply for one of our jobs, you can request the appropriate accommodation by contacting [email protected].

Equal Opportunity Employer/Protected Veterans/Iniduals with Disabilities

Stride, Inc. is an equal opportunity employer. Applicants receive consideration for employment based on merit without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or protected veteran status, or any other basis prohibited by federal, state, or local law. Stride, Inc. complies with all legally required affirmative action obligations. Applicants will not be discriminated against because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant.

Title: Professor, Clinical Faculty Appointment (CFA) - Thoracic-Head & Neck Medical Oncology

Location: Houston United States

Requisition #:177376

Department:Thoracic-Head & Neck Med Onc

Job Description:

The Department of Thoracic/Head & Neck Medical Oncology (THNMO) at MD Anderson Cancer Center invites applicants for a full-time academic appointment at the level of professor. This position offers the opportunity for professional growth and development by joining an exciting and active group of clinicians, physician-scientists, and clinical, basic science, and translational investigators. The successful candidate will closely interact with the many ongoing research programs of the department focusing on carcinogenesis and prevention, treatment, biomarker development, and other projects in support of personalized medicine. The faculty member will have access to THNMO's substantial patient resources, core facilities, animal models, molecular pathology laboratories, and educational/training programs.

Responsibilities will include clinical care, and teaching in the Department of Thoracic/Head and Neck Medical Oncology and will participate in clinical research trial enrollments for our patients. The successful candidate will be expected to broaden a clinical practice to our Houston area locations and develop integrated patient care team

The University of Texas MD Anderson Cancer Center offers excellent benefits, including medical, dental, paid time off, retirement, tuition benefits, educational opportunities, and inidual and team recognition.

This position may be responsible for maintaining the security and integrity of critical infrastructure, as defined in Section 113.001(2) of the Texas Business and Commerce Code and therefore may require routine reviews and screening. The ability to satisfy and maintain all requirements necessary to ensure the continued security and integrity of such infrastructure is a condition of hire and continued employment.

It is the policy of The University of Texas MD Anderson Cancer Center to provide equal employment opportunity without regard to race, color, religion, age, national origin, sex, gender, sexual orientation, gender identity/expression, disability, protected veteran status, genetic information, or any other basis protected by institutional policy or by federal, state, or local laws unless such distinction is required by law.

Additional Information

• Requisition ID: 177376
• Employee Status: Regular
• Minimum Salary: US Dollar (USD) 0
• Midpoint Salary: US Dollar (USD) 0
• Maximum Salary : US Dollar (USD) 0
• FLSA: exempt and not eligible for overtime pay
• Work Location: Hybrid Onsite/Remote

#LI-Hybrid

Title: Career/Technical Education Teachers, Middle School - AI Trainer (Contract)

Location: Remote (USA)

Department: AI Trainer

Compensation

• $75 per hour

For cash compensation, we set standard ranges for all U.S.-based roles based on function, level, and geographic location, benchmarked against similar stage growth companies. In order to be compliant with local legislation, as well as to provide greater transparency to candidates, we share salary ranges on all job postings regardless of desired hiring location. Final offer amounts are determined by multiple factors, including geographic location as well as candidate experience and expertise, and may vary from the amounts listed above.

Job Description:

Overview

Details

• The position is remote and asynchronous; work independently from wherever you are.

• The hours are flexible, with no minimum commitment, but most average 5–20 hrs

• The work includes developing prompts for AI models that reflect your field, and then evaluating responses.

• You’ll learn new skills and contribute to how AI is used in your field

• Your placement into a project will be dependent on project availability—if you apply now and can’t work on this project, more will be available soon.

Qualifications

• You have at least 4 years of professional experience in one or more of the following types of work.

• The examples below reflect the types of real-world responsibilities that you might have had in your role that will give you the context needed to evaluate and train high-quality AI models:

  • Instruct middle school students in career and technical education subjects using erse teaching methods, including lectures and hands-on demonstrations.

  • Prepare and adapt instructional materials to meet varying student needs, while maintaining classroom order and safety.

  • Collaborate with colleagues to develop and enhance educational programs, and engage in professional development activities.

• You’re able to participate in asynchronous work in partnership with leading AI labs.

Application Process

1. Create a Handshake account

2. Upload your resume and verify your identity

3. Get matched and onboarded into relevant projects

4. Start working and earning

Work authorization information

Title: Virtual Instructor Supervisor

Location: USA

Job Description:

CGS is seeking dedicated and dynamic Virtual Instructor Supervisors to join our instructional delivery services team. As a Virtual Instructor Supervisor, you will lead a team of virtual instructors and coordinate the day-to-day instructional delivery services for a plasma center technical training program. This role involves developing and reviewing training plans, facilitating sessions, managing attendance, and assisting the faculty to ensure new-hire training outcomes are met and high-quality professional standards are maintained. Your expertise in the subject matter, combined with your passion for education and technology, will help shape the future of virtual learning. 

 Responsibilities 

 Supervisory: 

• Mentor and train new trainers or facilitators, providing guidance on effective training delivery techniques and best practices. 

• Review and reconcile GxP and non-GxP training documentation, ensuring accuracy and compliance with company standards and regulatory requirements.

• Investigate and address incidents and instructional delivery process exceptions.

• Collaborate with training delivery administration staff to manage faculty availability.

• Prepare or review revised training plans.

• Conduct faculty performance reviews.

• Execute process enhancements and continuous improvement directives.

 Instructional: 

• Facilitate synchronous and asynchronous virtual instruction, fostering an interactive and engaging learning environment. 

• Utilize a variety of multimedia tools, platforms, and technologies including mixed and extended reality to enhance the learning experience.

• Tailor your instructional delivery approach to accommodate different learning styles and abilities within a virtual setting.

• Provide clear explanations of complex concepts and encourage learner participation and critical thinking.

• Facilitate discussions, group activities, and projects to promote collaborative learning among learners in video-streamed and virtual reality environments.

• Monitor and assess learner progress, providing timely feedback and support to address inidual learning needs.

• Maintain a strong online presence, promptly responding to learner inquiries and concerns via email, chat, and other communication channels.

• Stay current with emerging trends and best practices in virtual instruction and online education.

• Collaborate with instructional designers, technology support teams, and fellow instructors to continuously improve the virtual learning experience.

• Participate in training and professional development opportunities to enhance teaching skills and subject matter expertise.

• Uphold academic integrity and ethical standards in all interactions and assessments.

 Qualifications 

• 5-10 years of blood banking experience in a donor or patient facing role and post-secondary training or equivalent work experience in the following areas: 

  • Medical screening.

  • Phlebotomy.

  • Plasmapheresis or automated collection device operation and instrumentation.

  • Handling of adverse donor reactions.

  • Sample specimen collection and processing.

• Strong organizational skills, attention to detail, and the ability to manage multiple tasks and deadlines. 

• Leadership qualities with the ability to mentor and coach others effectively.

• High proficiency in the use of:

  • Learning management systems (LMS) to document training and to generate training completion transcript reports.

  • Microsoft Excel to collect structured data used by various information management systems.

   

• Moderate proficiency in the use of MS Word, MS PowerPoint, MS OneNote, and MS SharePoint. 

• Proven experience in virtual or online instruction, showcasing expertise in creating engaging and effective learning environments.

• A strong command of virtual classroom technologies, video conferencing tools, and multimedia resources.

• Excellent communication skills, both written and verbal, with the ability to convey complex ideas clearly and concisely.

• A demonstrated ability to adapt instructional strategies for erse learners and create inclusive learning experiences.

• A patient, approachable, and supportive attitude toward learners, promoting a positive and collaborative learning atmosphere.

• A continuous learner with a growth mindset, open to incorporating new teaching methodologies and technologies.

• A familiarity with assessment and evaluation techniques to measure learner performance and learning outcomes.

 Benefits 

• A competitive salary and benefits package. 

• Remote work from home.

• The opportunity for career growth and development.

• A collaborative and inclusive work environment.

Title: Educational Sales Representative (Part-Time) (Work from Home)

Location: Remote - Denver/Aurora

Job Description:

Overview:

Are you a proven education professional who’s passionate about helping families achieve academic success, but looking for a flexible, part-time opportunity? Nerdy is seeking fully-remote, experienced Educational Sales Representatives who combine educational expertise with consultative sales skills to guide families toward personalized learning solutions.

This part-time position (approximately 20-25 hours per week) is ideal for educators or education professionals who thrive on meaningful conversations with families and prefer working evenings and weekends when most parents and students are available.

As an Educational Sales Representative, you'll leverage your educational background to guide prospective students and families toward personalized learning solutions. This is a PHONE SALES position that requires a consultative approach when selling to clients. Success in this role comes from:

• Conducting meaningful needs assessment conversations with families.
• Applying your education/teaching/training experience to recommend personalized learning solutions for each prospective client/student.
• Building trust through consultative conversations.
• Demonstrating subject matter expertise in educational products and services.

Location: Fully Remote Position

Upcoming Start Dates/Training: Target start date of February 2nd, 2026.  Initial weeks of training will be Monday through Friday 3-9pm Central Time. 

Qualifications:

• Bachelor's degree preferred.
• 3+ years teaching, training, or educational sales experience strongly preferred.
• Demonstrated success in metrics-driven environments.
• Ability to work a PART-TIME schedule, that will include mostly evenings and weekends with a schedule of Sunday - Thursday 4pm-9pm Central Time.
• Strong technical aptitude and ability to learn new systems quickly.
• Stable, distraction-free remote work environment.
• Reliable high-speed internet connection.
• Understand and appreciate that Nerdy is an apolitical company and that we can have the largest impact if we are united in our focus on helping people learn and not ided or distracted by advancing unrelated causes.

Our most successful Educational Sales Representatives typically bring:

• Educational experience and expertise (particularly from teaching and working directly with students and parents).
• Proven track record of exceeding metrics and performance goals.
• Career progression showing increased responsibility and leadership.
• Experience in needs assessment and solution-based selling.
• Commitment to continuous learning and professional development.

Unlock Your Full Potential at Nerdy:

At Nerdy, we’re not just transforming how people learn—we’re transforming your life. Our benefits package is built with a forward-thinking, “focus on you” mindset, so you can be your healthiest, happiest, and yes, most super-human self. Here’s a snapshot of what we offer:

• Competitive Compensation: $20.00/hour base plus $6,000 performance-based annual variable compensation target. 
• Full-Time Opportunities: Should your personal circumstances change and you wish to move to a full-time schedule, we can often accommodate. 
• Retirement Made Simple: Benefit from our 401(k) plan with no vesting delays.
• Equipment: Company-provided MacBook and headphones, as well as the latest technology and software programs to help make you successful.
• Continuous Learning: Get an all-inclusive learning membership for you and your household—including 1-on-1 tutoring hours, unlimited on-demand classes, and access to our full suite of learning products and services.
• Supercharge with AI: Gain exclusive access to cutting-edge AI tools that boost your productivity, making you feel almost super-human (cape not included).

About Nerdy:

At Nerdy (NYSE: NRDY), the company behind Varsity Tutors, we’re redrawing the blueprint of learning. Our Live + AI™ platform fuses real-time human expertise with proprietary generative-AI systems, setting a new bar for measurable academic impact at a global scale.

Title: Graduation Coach

Location: West Virginia (Remote)

Residency Preference:

• Strong preference for West Virginia residents

• May consider residents of:

  • Kentucky (KY)

  • Pennsylvania (PA)

  • Ohio (OH)

  • Maryland (MD)

  • Delaware (DE)

  • Virginia (VA)

Job Description:

Job Description

Certificates and Licenses: Teaching or Counselor

• If the current Teaching Certification is from another state, the hire must get reciprocity within the state of West Virginia within 60 days of employment

Residency Requirements: Strongly prefer residents of West Virginia

• May consider residents of surrounding states (KY, PA, OH, MD, DE, or VA)

Salary Range : $48,000 - $52,000 plus the eligibility of a performance bonus along with the opportunity to receive stipends

Start Date: Immediate

The remote High School Graduation Coach works with counselors and administration to identify and provide interventions and support services to students that are at risk of not graduating on time, and to help ensure that students are college or career ready upon graduation. The role works directly with students during Credit Based Examinations (CBE) and Boot Camps created to help students earn credits and work closely with students and teachers to monitor pass rates while creating pathways for students to find success.

K12, a Stride Company, believes in Education for Any One. We provide families an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace.

The mission of West Virginia Virtual Academy (WVVA) is to provide an exemplary inidualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us!

Passionate High School Educators are needed at the K12 partner school West Virginia Virtual Academy (WVVA).We want you to be a part of our talented team!

This is a REMOTE full-time position. Ability to work independently, typically 40+ hours per week is required. Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school.

ESSENTIAL FUNCATIONS: Reasonable accommodation may be made to enable iniduals with disabilities to perform the essential duties.

• Apply expertise to collect, process and analyze data (academic tracker, age-out, graduation plans, and various demographics as obtained from TVS and TVE, etc.) on a case-by-case basis to identify students who may be at-risk and identify appropriate academic and/or socioemotional supports available; understand how students may qualify for alternative education as evidenced by the at-risk student indicators;
• Identify students that qualify and would benefit from credit recovery coursework or credit-based examinations; monitor progress of credit recovery coursework through completion;
• Create and staff CBE classes and tests for students to get back on track to graduation;
• Communicate high expectations and shows an active interest in student's achievement, establishes and maintains a positive rapport with families; develop a communication plan for parents and students of students at risk of not graduating and executes through frequent regular communication;
• Build and sustain relationships with students to help students get back on track; Set action steps to help students get on track for graduation
• Work closely with engagement specialists and 9th grade Academy to help low-performing high school students stay on track to graduate;
• Hold sessions with 8th grade students to help transition students into high school;
• Organize and hold in person graduation planning sessions for students and families;
• Work closely with teachers, counselors and administrators to develop systematic strategies and initiatives to identify and support students and collect data to determine effectiveness of strategies and initiatives;
• Work with teachers and counselors to structure and implement the Inidual Career & Academic Plan (ICAP) with academic and post-secondary goals including interventions to increase likelihood that at-risk students will stay in school and graduate;
• Collaborate with teachers and administration to develop a transition program for 9th graders to successfully adapt to high school in the virtual environment and serve as committee chair of 9th grade committee;
• Connect students and their parents with programs and social agencies throughout the community;
• Assist counselors and testing coordinators in identification of students that have not met the graduation components including personal finance, state assessments, and ICAP;
• Advertise upcoming ACT tests and available review opportunities;
• Work with counseling team to assist in coordinating Graduation Ceremony, assist in reviewing work from large projects, and collaborating to improve the department; Attend all graduation-related meetings including committee meetings;
• Support College/Career initiatives as needed;
• Review and use Graduation Plan platform;
• Manage intercession and summer school sessions.

MINIMUM REQUIRED QUALIFICATIONS:

• Bachelor's Degree(s) AND
• Three (3) years advising experience OR
• Equivalent combination of education and experience
• Ability to clear required background check

OTHER REQUIRED QUALIFICATIONS:

• Knowledge of state graduation criteria
• Knowledge of community resources
• Strong interpersonal skills with both in-person and electronic communication platforms and a customer service orientation
• Microsoft Office (Outlook, Word, Excel, Power Point); Ability to learn new technology skills quickly
• Ability to travel 10% of the time including travel to the school office for collaboration and maintenance of records, state testing, professional development, outings, and school planning meetings.

Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable iniduals with disabilities to perform the essential functions.

• This position is virtual

The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is "at-will" as governed by the law of the state where the employee works. It is further understood that the "at-will" nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

Job Type

Regular

The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is "at-will" as governed by the law of the state where the employee works. It is further understood that the "at-will" nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

If you are a job seeker with a disability and require a reasonable accommodation to apply for one of our jobs, you can request the appropriate accommodation by contacting [email protected].

Equal Opportunity Employer/Protected Veterans/Iniduals with Disabilities

Stride, Inc. is an equal opportunity employer. Applicants receive consideration for employment based on merit without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or protected veteran status, or any other basis prohibited by federal, state, or local law. Stride, Inc. complies with all legally required affirmative action obligations. Applicants will not be discriminated against because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant.

Title: Special Education Teacher Elementary School

Location: United States

Job Description:

Job Description

Certificates and Licenses: Special Education Teaching Certification

Residency Requirements: This position is remote and strongly prefers candidates that reside in Virginia

• May consider candidates that reside in surrounding states: Washington, DC and Maryland
• Must be able to attend in person PDs, testing, and other school events

The Teacher is a highly qualified, state certified educator responsible for delivering specific course content in an online environment. Teachers provide instruction, support, and guidance, manage the learning process, and focus on students' inidual needs. Teachers monitor student progress through Stride K12's learning management system. They actively work closely with students and parents/learning coaches to advance each student's learning toward established goals. Teachers typically work from home but must travel occasionally throughout the year to various school functions, such as state testing or as otherwise required by the school.

K12, a Stride Company, believes in Education for ANY ONE. We provide families with an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace. In support of this, we are committed to creating and maintaining a culture of inclusion and ersity where our employees are passionate about serving students and families, treat one another and customers with respect, challenge each other to innovate and always strive to do better.

Passionate Educators are needed at the Stride K12 partner school, Virginia Virtual Academy (VAVA). We want you to be a part of our talented team!

The mission of Virginia Virtual Academy (VAVA) is to provide an exemplary inidualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us!

This is a full-time position. Ability to work independently, typically 40+ hours per week is required. Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school.

Essential Functions:

Instructional

• Takes ownership for students' academic progress and attendance, communicating high expectations and showing active interest in students' achievement;
• Prepares students for high stakes standardized tests;
• Conducts live synchronous teaching - minimum of 15 hours per week;
• Asynchronously supports objectives, including composing/sending emails, planning course objectives, preparing learning plans, and using data to determine student needs;
• Collaborates with local/regional/national teams and teacher trainers regarding instruction, resources, interventions and data-driven decision making;
• Makes self-open and available to be coached on a regular basis with administrators and teacher trainers;
• Under guidance from principal and coach, augments course content according to prescribed policies and procedures using appropriate asynchronous and synchronous tools;
• Submits grades and required student work ensuring student academic honesty and integrity; Maintains grade book; makes placement and promotion decisions by generating formal and informal reports regarding student progress, alerts administrators to concerns about student performance and progress.

Relationship Building

• Establishes and maintains positive rapport with families and regularly communicates with students and learning coaches/parents;
• Teachers support learning coaches/parents with student curricular and instructional issues in a virtual classroom environment that is in line with academy policies and procedures;
• Supports students and learning coaches with the set-up and maintenance of their learning environment including basic computer troubleshooting;
• Understands how both erse and unique characteristics of students and their families impact required support;
• Works collaboratively with other teachers to ensure that all students are successfully progressing through the program, that parents have a central point of contact, and that tasks are distributed among the stakeholders;
• Responds to students, parents, and colleagues in a timely manner.

Other Essential Functions

• Organizes social and educational activities for students and families, including sponsorship of virtual clubs, outings, marketing events or other extracurricular activities as required;
• Travels to testing sites to proctor state exams.

REQUIRED QUALIFICATIONS:

• Bachelor's degree AND
• Six (6) months of student teaching experience AND
• Ability to clear required background check(s)

DESIRED QUALIFICATIONS:

• Pedagogical knowledge of content being taught and ability to apply critical thinking
• Knowledge of state content standards and ability to align those with the K12 curriculum
• Ability to embrace change and adapt to ensure excellent student outcomes
• Ability to problem solve independently and have a high level of organization
• Understanding of interdependency of deadlines on multiple projects and able to act to preserve integrity on other people's deadlines
• Ability to work independently, typically 40+ hours per week
• Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school
• Ability to travel as required (on average once per month and/or approximately 20% of the time) for face-to-face professional development, student testing, and as required by school
• Access to reliable high-speed internet
• Proficient in Microsoft Excel, Outlook, Word; PowerPoint;
• Ability to rapidly learn and adapt to new technologies and teaching platforms
• Ability to maintain teacher certification/professional development hours and fluency in K12 systems, programs and curriculum
• Experience working with proposed age group
• Experience supporting adults and children in the use of technology
• Experience working in a virtual environment
• Experience teaching in an online (virtual) and/or in a brick-and-mortar environment
• Experience with Canvas and/or PowerSchool
• Lives in the Northern Virginia, Tidewater, Central Virginia, or Northern Neck Region.

COMPENSATION & BENEFITS: Inc. considers a person's education, experience, and qualifications, as well as the position's work location, expected quality and quantity of work, required travel (if any), external market and internal value when determining a new employee's salary level. Salaries will differ based on these factors, the position's level and expected contribution, and the employee's benefits elections. Offers will typically be in the bottom half of the range.

Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable iniduals with disabilities to perform the essential functions.

• This position is virtual

The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is "at-will" as governed by the law of the state where the employee works. It is further understood that the "at-will" nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

Job Type

Regular

The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is "at-will" as governed by the law of the state where the employee works. It is further understood that the "at-will" nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

If you are a job seeker with a disability and require a reasonable accommodation to apply for one of our jobs, you can request the appropriate accommodation by contacting [email protected].

Equal Opportunity Employer/Protected Veterans/Iniduals with Disabilities

Stride, Inc. is an equal opportunity employer. Applicants receive consideration for employment based on merit without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or protected veteran status, or any other basis prohibited by federal, state, or local law. Stride, Inc. complies with all legally required affirmative action obligations. Applicants will not be discriminated against because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant.

Title: Middle School English Teacher

Location:

• US - IN - Remote
• US - IN - Modoc - Digital Learning School

time type Full time

Job Description:

Certificates and Licenses: English (Grades 5-8)

• If the current Teaching Certification is from another state, the hire must get reciprocity within the state on Indiana within 60 days of employment

Residency Requirement: Strongly prefer residents of Indiana.

• May consider residents of surrounding states (MI, OH, KY, or IL)

Salary Range : $46,000 - $50,000 plus the eligibility of a performance bonus.

Start Date: Immediate

The remote Middle School English Teacher is a highly qualified, state certified educator responsible for delivering specific course content in an online environment. Teachers provide instruction, support, and guidance, manage the learning process, and focus on students' inidual needs. Teachers monitor student progress through Stride K12's learning management system. They actively work closely with students and parents/learning coaches to advance each student's learning toward established goals. Teachers typically work from home but must travel occasionally throughout the year to various school functions, such as state testing or as otherwise required by the school.

K12, a Stride Company, believes in Education for ANY ONE. We provide families with an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace.

Passionate Educators are needed at the Stride K12 partner school, Indiana Digital Learning School (INDLS). We want you to be a part of our talented team!

The mission of Indiana Digital Learning School (INDLS) is to provide an exemplary inidualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us!

This is a REMOTE full-time position. Ability to work independently, typically 40+ hours per week is required. Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school.

ESSENTIAL FUNCTIONS: Reasonable accommodation may be made to enable iniduals with disabilities to perform the essential duties.

• Provides rich and engaging synchronous and asynchronous learning experiences for students

• Commitment to personalizing learning for all students

• Demonstrates a belief in all students' ability to succeed and meet high expectations

• Differentiates instruction based on student level of mastery

• Augments course content according to prescribed policies and procedures using appropriate asynchronous and synchronous tools under guidance from principal and coach

• Maintains grade book ensuring student academic integrity, makes student placement and promotion decisions, and alerts administrators to concerns about student performance and progress

• Prepares students for high stakes standardized tests

• Understands that a primary responsibility is to establish and maintain positive rapport with families and regularly communicates with and responds to students and learning coaches/parents in a timely manner

• Supports learning coaches/parents with student curricular and instructional issues, as well as basic troubleshooting in a virtual classroom environment that is in line with academy policies and procedures

• Travels as required (on average once per month and/or approximately 20% of the time) for face-to-face professional development, student testing, and as required by school

REQUIRED MINIMUM QUALIFICATIONS:

• Bachelor's degree AND

• Active state teaching license AND

• Ability to clear required background check

DESIRED QUALIFICATION:

• Experience working with proposed age group.

• Experience supporting adults and children in the use of technology.

• Experience teaching in an online (virtual) and/or in a brick-and-mortar environment.

• Experience with online learning platforms.

• Ability to work collaboratively with other teachers to interpret and produce numeric, tabular, and graphic representations of student data, and use it to drive instructional decisions.

• Receptive to receiving coaching regularly with administrators and teacher trainers.

• Ability to embrace change and adapt to ensure excellent student outcomes.

• Proficient in Microsoft Excel, Outlook, Word, PowerPoint.

• Ability to rapidly learn and adapt to new technologies and teaching platforms.

• Ability to maintain teacher certification/professional development hours and fluency in K12 systems, programs and curriculum.

Compensation & Benefits: Stride, Inc. considers a person's education, experience, and qualifications, as well as the position's work location, expected quality and quantity of work, required travel (if any), external market and internal value when determining a new employee's salary level. Salaries will differ based on these factors, the position's level and expected contribution, and the employee's benefits elections. Offers will typically be in the bottom half of the range.

• We anticipate the salary range to be $26,104.00 - $68,361.27. Eligible employees may receive a bonus. This salary is not guaranteed, as an inidual's compensation can vary based on several factors. These factors include, but are not limited to, geographic location, experience, training, education, and local market conditions. Stride offers a robust benefits package for eligible employees that can include health benefits, retirement contributions, and paid time off.

Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable iniduals with disabilities to perform the essential functions.

• This position is virtual.

The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is "at-will" as governed by the law of the state where the employee works. It is further understood that the "at-will" nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

Job Type

Regular

The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is "at-will" as governed by the law of the state where the employee works. It is further understood that the "at-will" nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

If you are a job seeker with a disability and require a reasonable accommodation to apply for one of our jobs, you can request the appropriate accommodation by contacting.

Equal Opportunity Employer/Protected Veterans/Iniduals with Disabilities

Stride, Inc. is an equal opportunity employer. Applicants receive consideration for employment based on merit without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or protected veteran status, or any other basis prohibited by federal, state, or local law. Stride, Inc. complies with all legally required affirmative action obligations. Applicants will not be discriminated against because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant.

Title: Middle School Math Teacher - Washington Connections Academy

Location: Lacey United States

Job Description:

School Summary:

At Connections Academy, helping students maximize their potential and meet the highest performance standards through a uniquely inidualized learning program is at the core of our mission. Connections Academy was founded in 2001 to deliver high-quality, highly accountable online education to students in grades K-12. Hallmarks of Connections Academy-supported online schools include personalized learning, an award-winning curriculum and Education Management System (EMS), dedicated state-certified teachers, and a supportive school community. Parents of enrolled students consistently share their satisfaction with Connections Academy: 92% "would recommend the schools to other families" and 95% say the curriculum is "high quality." In 2017, Connections Academy-supported public schools serve students in 27 states, while the private online school, International Connections Academy meets the online school needs of students worldwide. Recognized for its outstanding curriculum and leadership, Connections Academy is committed to expanding quality education through technology, and helping students achieve both academic and personal success. Connections Academy is part of the global learning company, Pearson, and its Online & Blended Learning group. For more information, visit www.ConnectionsAcademy.com.

Washington Connections Academy (WACA) is a tuition-free, virtual public school serving students in grades K-12 statewide. WACA has two schools under its umbrella of the shared-services model. It operates in partnerships with the Mary M. Knight School District and Goldendale School District and is under contract with Connections Academy to provide its educational program and other services. Both Washington Connections Academy schools are accredited by Cognia and were recognized as Cognia Schools of Distinction in 2022.

Position Summary:

This position is a remote, full-time position. Applicants may live in Washington, Oregon, or Idaho. Certified Middle School Math Teacher will manage instructional programs. Through the use of the telephone, Internet, and various curriculum tools they will consult regularly with caretakers, Learning Coaches, and students to ensure that each student successfully completes their instructional program.

The Middle School Math Teacher will be responsible for the successful completion of the

following tasks:

Homeroom Roles:

• Hosting a homeroom of students, acting as a role model and mentor for them throughout the school year. Key duties include, but are not limited to:
• Hosting weekly homeroom LiveLessons;
• Supporting students and families through key school year cycle tasks, including, but not limited to, Welcome Calls, Intent to Return, and monthly WSLP Progress Checks;
• Encouraging students to be engaged in their lessons and LiveLessons;
• Welcome any assigned homeroom students and their families to our school within their first week of enrollment, helping them start off on the right foot;
• Frequently checking in with students and families related to academics, academic skill building, and graduation/promotion, especially if off-track;
• Content Roles:
• Supplement and enhance the asynchronous content by delivering at least one synchronous LiveLesson per course, or a combination of synchronous LiveLesson and office hours as appropriate, each week, as well as delivering asynchronous support videos to students as appropriate;
• Operate within the school's Multi-Tiered System of Supports model, use data and evidence to provide Tier 1 differentiated instruction to all students while working with a team of teachers to develop and implement Tier 2 and 3 interventions, including monitoring student progress in supplemental instructional programs and providing small group synchronous instruction;
• Consistently grade all submitted assignments within 8 days of submission, providing clear, constructive, and consistent feedback for all student work;
• Review curriculum and devise alternate approaches to presenting lessons to increase student understanding (working directly with students and caretakers);
• Develop a general knowledge of the entire program's K-8 curriculum and a very detailed knowledge of the course(s) for which they are responsible;
• Support students and caretakers with alternate lessons, assessments, and strategies, and provide additional assistance with daily assignments and projects in order to meet inidual learning goals;
• Consult with instructional staff and learning specialists (IEP/504/EL case managers, advisory staff, intervention specialists) to develop alternate enrichment activities and modifications to students' programs to increase student understanding;
• Contact Roles:
• Communicate regularly with caretakers, students, and instructional staff through use of computer and telephone;
• Connect with each content area student inidually at least once each semester to discuss content, course progress, and inidual needs within the course;
• Log all contacts - successful and unsuccessful - within 24 hours of the attempted or completed contact;
• Meet weekly student contact requirements as determined by school, ision, and PVS leadership;
• Community Roles:
• Work with school staff to coordinate and attend social activities and relevant field trips for students and families, as required within school policy. When possible, integrate field trips and social activities into the curriculum;
• Devise and implement virtual methods of creating and maintaining a "school community";
• Participate in the administration of the state testing, including in-person proctoring of WIDA and/or SBAC/WCAS testing at various locations around the state of Washington;
• Participate in student recruiting sessions and other marketing efforts that require staff representation;
• Behind-The-Scenes Roles:
• Be a collaborative member of IEP and 504 teams, as assigned, sharing course progress insights about students and providing feedback on goals and accommodations;
• Work collaboratively and often within a professional learning community of grade- or content-level instructional staff to review student progress data related to a team-determined SMART goal, with the goal of data driving instruction, and improving teaching practices
• Work with Advisory Teachers and School Counselors to ensure students and families are receiving appropriate communications, students are making adequate progress, and established goals are being met within WSLP, promotion, and/or graduation frameworks;
• Attend and participate in in-person training sessions and team-building activities scheduled throughout the school year and throughout the state of Washington;
• Report and refer critical incidents that jeopardize student well-being as obligated by law, administrative regulations, or ethical standards. Stay abreast of all state regulations relating to incident reporting and documentation;
• Be an active participant in all assigned professional development and training, synchronous or asynchronous, including state-required training in SEL and DEI, and actively seek additional opportunities to grow and learn in the role;
• Complete the duties of an assigned or volunteered-for representative or Career Ladder position that has a school-wide focus (examples include, and are not exclusive to, Attendance Rep, Communication Rep, or Elective Rep);
• Other duties as assigned.

Requirements:

• Washington teacher certification in K-8 Elementary Education or Mathematics
• Residence in Washington preferred
• Team player track record, highly flexible, and with a demonstrated ability to work well in a fast-paced environment
• Demonstrated strong technology skills (especially Microsoft Office and Google Suite products, synchronous classroom programs such as Zoom, third-party educational software such as Nearpod, and data collection and examination tools, including spreadsheets and databases)
• Excellent communication skills, both oral and written, with the ability to communicate (listen and speak) effectively and appropriately with staff, students, and families from a wide range of cultural, ethnic, and linguistic backgrounds.
• Excellent attention to detail, with proven time management and organizational skills, especially when working independently
• Demonstrated ability to work with colleagues to foster and encourage an inclusive work and school environment that is supportive of different groups of iniduals, including people of different races, ethnicities, religions, abilities, genders, and sexual orientations.
• Student- and family-focused approach, with demonstrated ability to create an inclusive and culturally responsive classroom environment that supports and recognizes students of erse backgrounds and identities.
• Ability to travel for one, possibly two, weeks at a time for key school events, including overnight travel (including, but not limited to: back-to-school training, state testing, graduation ceremony, marketing events, and field trips)
• Must be able to use a personal electronic device and email address for 2-step authentication.

Based on Experience and Education, the salary ranges from $40,000-55,000

Washington Connections Academy strives to create an inclusive environment that welcomes and values the ersity of the people we serve. We foster fairness, equity, and inclusion to create a workplace environment where everyone is treated with respect and dignity.

We are most interested in finding the best candidate for the job, and that candidate may be one who comes from a less traditional background. We would encourage you to apply, even if you don't meet every one of our qualifications listed. If you are unsure whether you meet the qualifications of this position, please feel free to contact us to discuss your application.

Washington Connections Academy acknowledges that its school operations span the state of Washington and that we have families and staff who live and work on the traditional homelands of Washington's Indigenous Peoples who have lived on these lands since time immemorial. We wish to express deep respect and gratitude for the land itself and to the people whose history and lives are here.

Substitute Math Teacher (Contract)

locations

US - IN - Remote

US - IN - Modoc - Digital Learning School

time type

Full time

job requisition id

JR111960

Job Description

Certificates and Licenses: None

Residency Requirements: Strongly prefer residents of Indiana.

• May consider residents of surrounding states (MI, OH, KY, or IL)

Hourly Rate: Around $21

Start Date: Immediate, This is a contract/temporary hourly position.

The remote Substitute High School Math Teacher, is a highly qualified, state certified educator responsible for delivering specific course content in an online environment. Teachers provide instruction, support, and guidance, manage the learning process, and focus on students’ inidual needs. Teachers monitor student progress through Stride K12’s learning management system. They actively work closely with students and parents/learning coaches to advance each student’s learning toward established goals. Teachers typically work from home but must travel occasionally throughout the year to various school functions, such as state testing or as otherwise required by the school.   

K12, a Stride Company, believes in Education for ANY ONE. We provide families with an online option for a high-quality, personalized education experience. Students can thrive, find their passion, and learn in an environment that encourages discovery at their own pace.

Passionate High School Educators are needed at the Stride K12 partner school_,_

Indiana Digital Learning School (INDLS). We want you to be a part of our talented team!

The mission of Indiana Digital Learning School (INDLS) is to provide an exemplary inidualized and engaging educational experience for students by incorporating school and community/family partnerships coupled with a rigorous curriculum along with a data-driven and student-centered instructional model. Student success will be measured by valid and reliable assessment data, parent and student satisfaction, and continued institutional growth within the academic community. Join us!

This is a full-time REMOTE position. Ability to work independently, typically 40+ hours per week is required. Ability to maintain a professional home office without distraction during workday, typically 9-5 (or 8-4) or as defined by the school.

Essential Functions: Reasonable accommodation may be made to enable iniduals with disabilities to perform their essential duties.

• Provides rich and engaging synchronous and asynchronous learning experiences for students

•  Commitment to personalizing learning for all students

•  Demonstrates a belief in all students’ ability to succeed and meet high expectations 

• Differentiates instruction based on student level of mastery

• Augments course content according to prescribed policies and procedures using appropriate asynchronous and synchronous tools under guidance from principal and coach

• Maintains grade book ensuring student academic integrity, makes student placement and promotion decisions, and alerts administrators to concerns about student performance and progress

• Prepares students for high stakes standardized tests

• Understands that a primary responsibility is to establish and maintain positive rapport with families and regularly communicates with and responds to students and learning coaches/parents in a timely manner

• Supports learning coaches/parents with student curricular and instructional issues, as well as basic troubleshooting in a virtual classroom environment that is in line with academy policies and procedures

• Travels as required (on average once per month and/or up to 20% of the time) for face-to-face professional development, student testing, and as required by school

MINIMUM REQUIRED QUALIFICATIONS:

• Ability to clear required background check

OTHER REQUIRED QUALIFICATIONS: 

• Ability to work collaboratively with other teachers to interpret and produce numeric, tabular, and graphic representations of student data, and use it to drive instructional decisions

• Receptive to receiving coaching on a regular basis with administrators and teacher trainers

• Ability to embrace change and adapt to ensure excellent student outcomes

• Proficient in Microsoft Excel, Outlook, Word, PowerPoint

• Ability to rapidly learn and adapt to new technologies and teaching platforms

DESIRED QUALIFICATIONS:   

• Experience working with proposed age group

• Experience supporting adults and children in the use of technology

• Experience teaching in an online (virtual) and/or in a brick-and-mortar environment

• Experience with online learning platforms

Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable iniduals with disabilities to perform the essential functions.

• This position is virtual.

Job Type

EOR Contractor (Fixed Term)

The above job is not intended to be an all-inclusive list of duties and standards of the position. Incumbents will follow any other instructions, and perform any other related duties, as assigned by their supervisor. All employment is “at-will” as governed by the law of the state where the employee works.  It is further understood that the “at-will” nature of employment is one aspect of employment that cannot be changed except in writing and signed by an authorized officer.

If you are a job seeker with a disability and require a reasonable accommodation to apply for one of our jobs, you can request the appropriate accommodation by contacting [email protected].

Equal Opportunity Employer/Protected Veterans/Iniduals with Disabilities

Stride, Inc. is an equal opportunity employer. Applicants receive consideration for employment based on merit without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or protected veteran status, or any other basis prohibited by federal, state, or local law. Stride, Inc. complies with all legally required affirmative action obligations. Applicants will not be discriminated against because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant.

Title: Physical Education Teacher - Washington Connections Academy

Location: remote, United States

Job Category: Teaching

Requisition Number: WASHI017508

Full-Time

Remote

Home-Based, WA

Job Description:

School Summary:

At Connections Academy, helping students maximize their potential and meet the highest performance standards through a uniquely inidualized learning program is at the core of our mission. Connections Academy was founded in 2001 to deliver high-quality, highly accountable online education to students in grades K-12. Hallmarks of Connections Academy-supported online schools include personalized learning, an award-winning curriculum and Education Management System (EMS), dedicated state-certified teachers, and a supportive school community. Parents of enrolled students consistently share their satisfaction with Connections Academy: 92% “would recommend the schools to other families” and 95% say the curriculum is “high quality.” In 2017, Connections Academy-supported public schools serve students in 27 states, while the private online school, International Connections Academy meets the online school needs of students worldwide. Recognized for its outstanding curriculum and leadership, Connections Academy is committed to expanding quality education through technology, and helping students achieve both academic and personal success. Connections Academy is part of the global learning company, Pearson, and its Online & Blended Learning group. For more information, visit www.ConnectionsAcademy.com.

Washington Connections Academy (WACA) is a tuition-free, virtual public school serving students in grades K-12 statewide. WACA has two schools under its umbrella of the shared-services model.  It operates in partnerships with the Mary M. Knight School District and Goldendale School District and is under contract with Connections Academy to provide its educational program and other services. Both Washington Connections Academy schools are accredited by Cognia and were recognized as Cognia Schools of Distinction in 2022. 

Position Summary:

This opening is for the 25-26 school year. This position is a remote, full-time position. Applicants may live in Washington, Oregon, or Idaho. Certified Physical Education Teacher will manage instructional programs. Through the use of the telephone, Internet, and various curriculum tools they will consult regularly with caretakers, Learning Coaches, and students to ensure that each student successfully completes their instructional program.

The Physical Education Teacher will be responsible for the successful completion of the following tasks:

Homeroom Roles:

• Hosting a homeroom of students, acting as a role model and mentor for them throughout the school year. Key duties include, but are not limited to: 
  • Hosting weekly homeroom LiveLessons;
  • Supporting students and families through key school year cycle tasks, including, but not limited to, Welcome Calls, Intent to Return, and monthly WSLP Progress Checks;
  • Encouraging students to be engaged in their lessons and LiveLessons;
• Welcome any assigned homeroom students and their families to our school within their first week of enrollment, helping them start off on the right foot;
• Frequently checking in with students and families related to academics, academic skill building, and graduation/promotion, especially if off-track;
• Content Roles:
  • Supplement and enhance the asynchronous content by delivering at least one synchronous LiveLesson per course, or a combination of synchronous LiveLesson and office hours as appropriate, each week, as well as delivering asynchronous support videos to students as appropriate;
  • Operate within the school’s Multi-Tiered System of Supports model, use data and evidence to provide Tier 1 differentiated instruction to all students while working with a team of teachers to develop and implement Tier 2 and 3 interventions, including monitoring student progress in supplemental instructional programs and providing small group synchronous instruction;
  • Consistently grade all submitted assignments within 8 days of submission, providing clear, constructive, and consistent feedback for all student work;
  • Review curriculum and devise alternate approaches to presenting lessons to increase student understanding (working directly with students and caretakers);
  • Develop a general knowledge of the entire program’s 9-12 curriculum and a very detailed knowledge of the course(s) for which they are responsible; 
  • Support students and caretakers with alternate lessons, assessments, and strategies, and provide additional assistance with daily assignments and projects in order to meet inidual learning goals;
  • Consult with instructional staff and learning specialists (IEP/504/EL case managers, advisory staff, intervention specialists) to develop alternate enrichment activities and modifications to students’ programs to increase student understanding;
• Contact Roles:
  • Communicate regularly with caretakers, students, and instructional staff through use of computer and telephone;
  • Connect with each content area student inidually at least once each semester to discuss content, course progress, and inidual needs within the course;
  • Log all contacts - successful and unsuccessful - within 24 hours of the attempted or completed contact;
  • Meet weekly student contact requirements as determined by school, ision, and PVS leadership;
• Community Roles:
  • Work with school staff to coordinate and attend social activities and relevant field trips for students and families, as required within school policy. When possible, integrate field trips and social activities into the curriculum;
  • Devise and implement virtual methods of creating and maintaining a “school community”;
  • Participate in the administration of the state testing, including in-person proctoring of WIDA and/or SBAC/WCAS testing at various locations around the state of Washington;
  • Participate in student recruiting sessions and other marketing efforts that require staff representation;
• Behind-The-Scenes Roles:
  • Be a collaborative member of IEP and 504 teams, as assigned, sharing course progress insights about students and providing feedback on goals and accommodations;
  • Work collaboratively and often within a professional learning community of grade- or content-level instructional staff to review student progress data related to a team-determined SMART goal, with the goal of data driving instruction, and improving teaching practices
  • Work with Advisory Teachers and School Counselors to ensure students and families are receiving appropriate communications, students are making adequate progress, and established goals are being met within WSLP, promotion, and/or graduation frameworks;
  • Attend and participate in in-person training sessions and team-building activities scheduled throughout the school year and throughout the state of Washington;
  • Report and refer critical incidents that jeopardize student well-being as obligated by law, administrative regulations, or ethical standards.  Stay abreast of all state regulations relating to incident reporting and documentation;
  • Be an active participant in all assigned professional development and training, synchronous or asynchronous, including state-required training in SEL and DEI, and actively seek additional opportunities to grow and learn in the role;
  • Complete the duties of an assigned or volunteered-for representative or Career Ladder position that has a school-wide focus (examples include, and are not exclusive to, Attendance Rep, Communication Rep, or Elective Rep);
• Other duties as assigned.

Requirements:

• Washington teacher certification in Physical Education.
• Residence in Washington preferred
• Team player track record, highly flexible, and with a demonstrated ability to work well in a fast-paced environment
• Demonstrated strong technology skills (especially Microsoft Office and Google Suite products, synchronous classroom programs such as Zoom, third-party educational software such as Nearpod, and data collection and examination tools, including spreadsheets and databases)
• Excellent communication skills, both oral and written, with the ability to communicate (listen and speak) effectively and appropriately with staff, students, and families from a wide range of cultural, ethnic, and linguistic backgrounds.
• Excellent attention to detail, with proven time management and organizational skills, especially when working independently
• Demonstrated ability to work with colleagues to foster and encourage an inclusive work and school environment that is supportive of different groups of iniduals, including people of different races, ethnicities, religions, abilities, genders, and sexual orientations.
• Student- and family-focused approach, with demonstrated ability to create an inclusive and culturally responsive classroom environment that supports and recognizes students of erse backgrounds and identities. 
• Ability to travel for one, possibly two, weeks at a time for key school events, including overnight travel (including, but not limited to: back-to-school training, state testing, graduation ceremony, marketing events, and field trips)
• Must be able to use a personal electronic device and email address for 2-step authentication.

Based on Experience and Education, the salary ranges from $40,000-55,000 

Washington Connections Academy strives to create an inclusive environment that welcomes and values the ersity of the people we serve. We foster fairness, equity, and inclusion to create a workplace environment where everyone is treated with respect and dignity. 

We are most interested in finding the best candidate for the job, and that candidate may be one who comes from a less traditional background. We would encourage you to apply, even if you don’t meet every one of our qualifications listed. If you are unsure whether you meet the qualifications of this position, please feel free to contact us to discuss your application.

Washington Connections Academy acknowledges that its school operations span the state of Washington and that we have families and staff who live and work on the traditional homelands of Washington's Indigenous Peoples who have lived on these lands since time immemorial. We wish to express deep respect and gratitude for the land itself and to the people whose history and lives are here.

Title: High School CTE Business Teacher - Washington Connections Academy

Location: Lacey United States

Job Category: Teaching

Requisition Number: HIGHS017522

Full-Time

Remote

Job Description:

At Connections Academy, helping students maximize their potential and meet the highest performance standards through a uniquely inidualized learning program is at the core of our mission. Connections Academy was founded in 2001 to deliver high-quality, highly accountable online education to students in grades K-12. Hallmarks of Connections Academy-supported online schools include personalized learning, an award-winning curriculum and Education Management System (EMS), dedicated state-certified teachers, and a supportive school community. Parents of enrolled students consistently share their satisfaction with Connections Academy: 92% "would recommend the schools to other families" and 95% say the curriculum is "high quality." In 2017, Connections Academy-supported public schools serve students in 27 states, while the private online school, International Connections Academy meets the online school needs of students worldwide. Recognized for its outstanding curriculum and leadership, Connections Academy is committed to expanding quality education through technology, and helping students achieve both academic and personal success. Connections Academy is part of the global learning company, Pearson, and its Online & Blended Learning group. For more information, visit www.ConnectionsAcademy.com.

Washington Connections Academy (WACA) is a tuition-free, virtual public school serving students in grades K-12 statewide. WACA has two schools under its umbrella of the shared-services model. It operates in partnerships with the Mary M. Knight School District and Goldendale School District and is under contract with Connections Academy to provide its educational program and other services. Both Washington Connections Academy schools are accredited by Cognia and were recognized as Cognia Schools of Distinction in 2022.

Position Summary:

This opening is for the 25-26 school year. This position is a remote, full-time position with regular hours between 8:00 am to 4:00 pm. Applicants may live in Washington, Oregon, or Idaho. The Certified High School CTE Business Teacher will manage instructional programs. Through the use of the telephone, Internet, and various curriculum tools they will consult regularly with caretakers, Learning Coaches, and students to ensure that each student successfully completes their instructional program.

The High School CTE Business Teacher will be responsible for the successful completion of the following tasks:

Homeroom Roles:

• Hosting a homeroom of students, acting as a role model and mentor for them throughout the school year. Key duties include, but are not limited to:
• Hosting weekly homeroom LiveLessons;
• Supporting students and families through key school year cycle tasks, including, but not limited to, Welcome Calls, Intent to Return, and monthly WSLP Progress Checks;
• Encouraging students to be engaged in their lessons and LiveLessons;
• Welcome any assigned homeroom students and their families to our school within their first week of enrollment, helping them start off on the right foot;
• Frequently checking in with students and families related to academics, academic skill building, and graduation/promotion, especially if off-track;
• Content Roles:
• Supplement and enhance the asynchronous content by delivering at least one synchronous LiveLesson per course, or a combination of synchronous LiveLesson and office hours as appropriate, each week, as well as delivering asynchronous support videos to students as appropriate;
• Operate within the school's Multi-Tiered System of Supports model, use data and evidence to provide Tier 1 differentiated instruction to all students while working with a team of teachers to develop and implement Tier 2 and 3 interventions, including monitoring student progress in supplemental instructional programs and providing small group synchronous instruction;
• Consistently grade all submitted assignments within 8 days of submission, providing clear, constructive, and consistent feedback for all student work;
• Review curriculum and devise alternate approaches to presenting lessons to increase student understanding (working directly with students and caretakers);
• Develop a general knowledge of the entire program's 9-12 curriculum and a very detailed knowledge of the course(s) for which they are responsible;
• Support students and caretakers with alternate lessons, assessments, and strategies, and provide additional assistance with daily assignments and projects in order to meet inidual learning goals;
• Consult with instructional staff and learning specialists (IEP/504/EL case managers, advisory staff, intervention specialists) to develop alternate enrichment activities and modifications to students' programs to increase student understanding;
• Contact Roles:
• Communicate regularly with caretakers, students, and instructional staff through use of computer and telephone;
• Connect with each content area student inidually at least once each semester to discuss content, course progress, and inidual needs within the course;
• Log all contacts - successful and unsuccessful - within 24 hours of the attempted or completed contact;
• Meet weekly student contact requirements as determined by school, ision, and PVS leadership;
• Community Roles:
• Work with school staff to coordinate and attend social activities and relevant field trips for students and families, as required within school policy. When possible, integrate field trips and social activities into the curriculum;
• Devise and implement virtual methods of creating and maintaining a "school community";
• Participate in the administration of the state testing, including in-person proctoring of WIDA and/or SBAC/WCAS testing at various locations around the state of Washington;
• Participate in student recruiting sessions and other marketing efforts that require staff representation;
• Behind-The-Scenes Roles:
• Be a collaborative member of IEP and 504 teams, as assigned, sharing course progress insights about students and providing feedback on goals and accommodations;
• Work collaboratively and often within a professional learning community of grade- or content-level instructional staff to review student progress data related to a team-determined SMART goal, with the goal of data driving instruction, and improving teaching practices
• Work with Advisory Teachers and School Counselors to ensure students and families are receiving appropriate communications, students are making adequate progress, and established goals are being met within WSLP, promotion, and/or graduation frameworks;
• Attend and participate in in-person training sessions and team-building activities scheduled throughout the school year and throughout the state of Washington;
• Report and refer critical incidents that jeopardize student well-being as obligated by law, administrative regulations, or ethical standards. Stay abreast of all state regulations relating to incident reporting and documentation;
• Be an active participant in all assigned professional development and training, synchronous or asynchronous, including state-required training in SEL and DEI, and actively seek additional opportunities to grow and learn in the role;
• Complete the duties of an assigned or volunteered-for representative or Career Ladder position that has a school-wide focus (examples include, and are not exclusive to, Attendance Rep, Communication Rep, or Elective Rep);
• Other duties as assigned.

Requirements:

• Washington teacher certification in Business & Marketing or other CTE Credentials
• Residence in Washington preferred
• Team player track record, highly flexible, and with a demonstrated ability to work well in a fast-paced environment
• Demonstrated strong technology skills (especially Microsoft Office and Google Suite products, synchronous classroom programs such as Zoom, third-party educational software such as Nearpod, and data collection and examination tools, including spreadsheets and databases)
• Excellent communication skills, both oral and written, with the ability to communicate (listen and speak) effectively and appropriately with staff, students, and families from a wide range of cultural, ethnic, and linguistic backgrounds.
• Excellent attention to detail, with proven time management and organizational skills, especially when working independently
• Demonstrated ability to work with colleagues to foster and encourage an inclusive work and school environment that is supportive of different groups of iniduals, including people of different races, ethnicities, religions, abilities, genders, and sexual orientations.
• Student- and family-focused approach, with demonstrated ability to create an inclusive and culturally responsive classroom environment that supports and recognizes students of erse backgrounds and identities.
• Ability to travel for one, possibly two, weeks at a time for key school events, including overnight travel (including, but not limited to: back-to-school training, state testing, graduation ceremony, marketing events, and field trips)
• Must be able to use a personal electronic device and email address for 2-step authentication.

Based on Experience and Education, the salary ranges from $40,000-55,000

Washington Connections Academy strives to create an inclusive environment that welcomes and values the ersity of the people we serve. We foster fairness, equity, and inclusion to create a workplace environment where everyone is treated with respect and dignity.

We are most interested in finding the best candidate for the job, and that candidate may be one who comes from a less traditional background. We would encourage you to apply, even if you don't meet every one of our qualifications listed. If you are unsure whether you meet the qualifications of this position, please feel free to contact us to discuss your application.

Washington Connections Academy acknowledges that its school operations span the state of Washington and that we have families and staff who live and work on the traditional homelands of Washington's Indigenous Peoples who have lived on these lands since time immemorial.

Title: Assistant Teacher (Float): Phoenix-Mesa, Arizona (Part-Time)

Location: Mesa, Arizona, United States

Job type: Part-Time

Job Description:

As a part-time Assistant Teacher (Float) at Bezos Academy, you share our passion for early childhood education and commitment to creating nurturing, high-quality learning environments for all children. While exact responsibilities will vary from school to school, you may assist in classrooms, serve and supervise mealtimes, and support the overall operations of the school. Drawing on your organizational skills, professionalism, and commitment to children, you will support high quality, tuition-free, Montessori-inspired programs that enable every child to thrive in our growing network of preschools in under-resourced communities.

LOCATION

We are actively hiring for an Assistant Teacher (Float) to support the following preschool in the Phoenix-Mesa metro area:

• Mesa – Adobe Hills (1001 N Power Road, Mesa, AZ 85205)

Please confirm your location interest on your application.

This role is expected to last through June 26, 2026. 

SCHEDULES, BENEFITS, AND COMPENSATION

• This is a part-time, non-exempt/hourly position requiring a minimum of 20 hours per week, with occasional opportunities to work additional hours based on school needs.
• You will work a four-hour shift, Monday through Friday, totaling 20 hours per week. Specific school schedules are determined by school leaders when considering all staff, classroom, and community needs and are as follows:
  • Mesa – Adobe Hills: 11:00am – 3:00pm
• The full compensation range for this position is $19-$22 per hour. The starting pay for all new employees is $19 per hour.
• Benefits include paid sick (care) time accrued based on hours worked, and a 401(k) plan with a 4% employer contribution match.

MINIMUM QUALIFICATIONS

• Age 18 with high school diploma or GED  
• Six or more months of prior work experience in childcare, education, or a related setting
• Ability to pass background checks, clear tuberculosis screenings, and (upon hire) successfully complete trainings required by the state of Arizona to supervise children independently
• Ability to independently supervise, communicate effectively with, and care for young children safely, including ability to lift a minimum of 40 lbs
• Access to reliable transportation to and from work and ability to consistently attend work as scheduled to ensure proper staff-to-child classroom ratios and support smooth school operations
• Must have a valid Food Handler’s Permit or be willing to obtain one upon hire

PREFERRED QUALIFICATIONS

• Prior experience running or supporting after school or extended day programming
• Prior experience supporting or teaching children ages 3–5 in a Montessori or early childhood classroom setting
• Experience working effectively across lines of difference and fostering an inclusive, welcoming environment for all children and families
• Strong communication and organizational skills, with the ability to manage daily operational tasks such as classroom setup, safety checks, and basic clerical responsibilities

RESPONSIBILITIES 

*NOTE: The combination of responsibilities may vary based on the needs of the school site, students, and prior experiences of the Assistant Teacher (Float).

Instructional

• Serve as a floating assistant teacher, providing support wherever and however the school most needs it each day
• As needed, independently supervise children throughout the day in classrooms and a variety of other situations, including but not limited to arrival/departure, transitions, outside time, rest/nap time, and (if offered) extended hours
• Assist in maintaining accurate child and family records
• Complete Montessori basics training and credentialing/licensing requirements within seven days of hire

Operational

• Support Bezos Academy classrooms by following regulations and guidelines in the day-to-day operation of the classroom and school (e.g. cleaning/preparing materials, meal prep and cleanup, nap time transitions, laundry, bathroom supervision, etc.)
• Support school leadership and teachers to foster a nurturing, safe, and stimulating, non-competitive school environment
• Support children’s increasing independence with daily living skills (i.e., washing hands, using the bathroom, eating meals and snacks, cleaning up, etc.)
• Maintain licensing and credentialing requirements and complete required ongoing professional development trainings in a timely manner
• Attend staff meetings and family events as schedule allows
• Assume postures at low levels (e.g., kneeling, stooping, bending, and sitting on the floor) as needed to communicate effectively with children

Other

• Attend staff meetings and family events as schedule allows
• Provide support to nearby Bezos Academy schools, as needed, at the direction of your Head of School or District School Leader

click here for the full job description.

Bezos Academy is an Equal Opportunity Employer. All applicants receive consideration for employment without regard to race, color, religion, sex, pregnancy, sexual orientation, gender identity, national origin, age, protected veteran status, or disability status.

Bezos Academy participates in E-Verify and will provide the federal government with employee Form I-9 Information to confirm authorization to work in the U.S. Bezos Academy only uses E-Verify once a candidate has accepted a job offer and completed the Form I-9. If E-Verify cannot confirm that an employee is authorized to work, Bezos Academy will give the employee written instructions and an opportunity to contact the Department of Homeland Security (DHS) or Social Security Administration (SSA) so the employee can begin to resolve the issue before any adverse employment action is taken. For more information about your right to work, please see the Notice of Right to Work.

Title: Senior Youth Program Specialist

Location: Spokane, WA USA

time type: Part time

job requisition id: JR00001340

Job Description:

The International Rescue Committee (IRC) responds to the world's worst humanitarian crises, helping to restore health, safety, education, economic wellbeing, and power to people devastated by conflict and disaster. Founded in 1933 at the call of Albert Einstein, the IRC is one of the world's largest international humanitarian non-governmental organizations (INGO), at work in more than 40 countries and 29 U.S. cities helping people to survive, reclaim control of their future and strengthen their communities. A force for humanity, IRC employees deliver lasting impact by restoring safety, dignity and hope to millions. If you're a solutions-driven, passionate change-maker, come join us in positively impacting the lives of millions of people world-wide for a better future.

Job Overview: The vision of the IRC Washington Youth Program is that youth from refugee and immigrant backgrounds will have the skills and resources necessary to pursue a future of opportunity. The Youth and Education Program works towards this vision by providing educational and enrichment opportunities to help school-aged youth from refugee and immigrant backgrounds catch up on missed education, adjust to a new school, accelerate English language development, and build positive relationships in the school and community. This program supports school-age youth and their families, and also provides support to teachers and school administration to better connect and serve these students.

The Sr. Youth Program Specialist is responsible for teaching and implementation of IRC’s Youth and Education Programs in Spokane, WA.

The Inidualized Tutoring Program matches K-12 students and families with an IRC screened, trained, and supervised tutor who supports English language acquisition, literacy and fluency, math skills, general homework and social emotional learning. Tutors meet with students once a week after school for 1-2 hours for 3-6 months. Tutoring occurs at home or online. Tutoring is one of IRC’s long-standing programs and IRC is committed to providing high quality tutoring in alignment with Standford University’s National Student Success Accelerator’s standards. The program serves 60-70 multilingual learners annually. Tutoring occurs on weekdays between the hours of 4:00 pm – 7:00 pm

The School Support program provides families with support navigating the U.S. School system. Activities include conducting info sessions for parents, coordinating parent teacher meetings and school tours, helping families resolves school related issues and helping families access digital content.

The Family Engagement program works with schools and community partners to host workshops and events for families to learn about resources available at schools and other topics such as digital literacy skills, online safety, activities for kids, and high school graduation as well as accessing free community spaces such as the library and Mobius Discovery Center.   

Major Responsibilities:

Inidualized Tutoring Program

• Provide direct instruction to tutees in the Inidualized Tutoring Program and serve as a substitute tutor as needed.
• Prepare lesson plans and materials tailored to the students’ needs.
• Collect and maintain appropriate student and family records, documents, and case notes, maintaining confidentiality.
• Conduct outreach phone calls to invite families to participate in programs.
• Conduct enrollment sessions with new families, ensuring the families understand the program and collecting all necessary documentation.  
• Provide ongoing support and problem-solving for volunteer tutors, answer questions, provide coaching, and disseminate teaching and learning resources and best practices.
• Assist program coordinator with conducting regular supervision of community tutors to ensure quality instruction and safeguarding accountability, this includes regular tutor observations and feedback, and quarterly feedback calls with families and students.

Family Engagement Program

• Plan and coordinate family events and workshops on school resources, digital literacy, online safety, youth activities, graduation pathways, and accessing free community spaces.
• Manage event logistics, including paperwork, scheduling interpreters, and organizing staff and volunteers.
• Conduct outreach and recruitment, including tabling at community events.
• Facilitate workshops or secure guest presenters to deliver content.

School Support Program

• Provide one-on-one support for families in navigating the U.S. school system through culturally responsive guidance and resources.
• Conduct informational sessions for parents and coordinate parent–teacher meetings and school tours.
• Assist families in resolving school-related issues, advocating for student needs, and facilitating communication with school staff.
• Help families access and use digital learning platforms, tools, and school-provided online content.

Other Youth Programs

• Provide functional support and direct instruction in other youth programs and events. These include the elementary summer reading program, the Youth Roots Internship, and events such as Mobius field trips.
• Participate in all program meetings, staff development activities, and fully engage as a member of the IRC team.
• Assist as needed with events and other youth team projects.
• Comply with all policies, procedures, and protocols of the agency.
• Other related duties as assigned.

Key Working Relationships:  

Position Reports to: Youth Program Coordinator

Position directly supervises: Interns, volunteers  

Other Internal and/or external contacts:  

Internal****: Youth Program Specialists, Youth Program Team, other IRC Seattle staff 

External****: Teachers at partner school districts, Contacts at partner organizations 

Job Requirements:

• Degree or certification in Education, Teaching, Child/Youth Development or related field, or 2-4 years relevant experience in teaching, tutoring, or youth development programming. TESOL certificate a plus.
• Experience in training and facilitation utilizing adult learning principals
• Cross-cultural experience; connection and experience working with people from refugee and/or immigrant communities
• Experience working with multi-lingual students and families
• Committed to anti-racism and continual learning and growth
• Demonstrated ability to use a variety of instructional strategies appropriate for inidual student needs
• Commitment to creating safe and healing learning spaces for newcomer students and utilizing trauma informed practices with students and families
• Flexible and adaptable – able to quickly problem solve and change plans and activities according to student need or unexpected circumstances
• English proficiency, both spoken and written. Bonus if the candidate has professional proficiency in predominant language of local client base desired (Dari, Pashto, Arabic, Somali, Swahili, Kinyarwanda, Ukrainian etc.)
• Strong written, verbal, and interpersonal communication skills
• Proficiency in MS Office suite including Excel, PowerPoint, Outlook, and Teams
• Ability to work well with people of erse cultural backgrounds
• Ability to work well independently and as part of a team
• Ability to maintain responsibility for multiple tasks in the context of a erse, fast-paced work environment
• Willing to be First Aid/CPR certified upon hire

Working Environment_:_

• Hybrid: Staff will work at IRC office, in homes of refugee families, and remote
• Schedule: Part-time between 20 hours to 30 hours/ week:
• Must be available at least 4 weekdays between the hours of 4:00 pm – 6:30 pm OR 2 weekdays between 4:00 pm – 6:30 pm and on Saturdays for a 4-hour block between 10:00 am – 5:00 pm Desired schedule:
• Monday – Thursday, 11:00 am – 6:30 pm.
• We are open to discussing alternative schedules as long as the candidate is available to work during time outlined in bullet point 1 above.
• Occasional weekend activities.
• Limited Term. The position ends on Sept 30, 2026  with the hopes of renewed funding to continue through the following year.
• Access to reliable high-speed internet from home office.
• Access to reliable transportation to travel regularly throughout the Spokane Public School district area.

Compensation: (Pay Range: $25 - $27) Posted pay ranges apply to US-based candidates. Ranges are based on various factors including the labor market, job type, internal equity, and budget.  Exact offers are calibrated by work location, inidual candidate experience and skills relative to the defined job requirements.

PROFESSIONAL STANDARDS

All International Rescue Committee workers must adhere to the core values and principles outlined in IRC Way - Standards for Professional Conduct. Our Standards are Integrity, Service, Equality and Accountability. In accordance with these values, the IRC operates and enforces policies on Safeguarding, Conflicts of Interest, Fiscal Integrity, and Reporting Wrongdoing and Protection from Retaliation. IRC is committed to take all necessary preventive measures and create an environment where people feel safe, and to take all necessary actions and corrective measures when harm occurs. IRC builds teams of professionals who promote critical reflection, power sharing, debate, and objectivity to deliver the best possible services to our clients.

US Benefits: We offer a comprehensive and highly competitive set of benefits. In the US, these include: 10 sick days, 10 US holidays, 20-25 paid time off days depending on role and tenure, medical insurance starting at $143 per month, dental starting at $6.50 per month, and vision starting at $5 per month, FSA for healthcare and commuter costs, a 403b retirement savings plans with immediately vested matching, disability & life insurance, and an Employee Assistance Program which is available to our staff and their families to support counseling and care in times of crisis and mental health struggles.

Equal Opportunity Employer: IRC is an Equal Opportunity Employer. IRC considers all applicants on the basis of merit without regard to race, sex, color, national origin, religion, sexual orientation, age, marital status, veteran status, disability or any other characteristic protected by applicable law.

Title: Youth Program Specialist

Job Description:

remote type

Hybrid

locations

Spokane, WA USA

time type

Part time

job requisition id

JR00001341

The International Rescue Committee (IRC) responds to the world's worst humanitarian crises, helping to restore health, safety, education, economic wellbeing, and power to people devastated by conflict and disaster. Founded in 1933 at the call of Albert Einstein, the IRC is one of the world's largest international humanitarian non-governmental organizations (INGO), at work in more than 40 countries and 29 U.S. cities helping people to survive, reclaim control of their future and strengthen their communities. A force for humanity, IRC employees deliver lasting impact by restoring safety, dignity and hope to millions. If you're a solutions-driven, passionate change-maker, come join us in positively impacting the lives of millions of people world-wide for a better future.

Job Overview: The vision of the IRC Washington Youth Program is that youth from refugee and immigrant backgrounds will have the skills and resources necessary to pursue a future of opportunity. The Youth and Education Program works towards this vision by providing educational and enrichment opportunities to help school-aged youth from refugee and immigrant backgrounds catch up on missed education, adjust to a new school, accelerate English language development, and build positive relationships in the school and community. This program supports school-age youth and their families, and also provides support to teachers and school administration to better connect and serve these students.

The Sr. Youth Program Specialist is responsible for teaching and implementation of IRC’s Youth and Education Programs in Spokane, WA.

The Inidualized Tutoring Program matches K-12 students and families with an IRC screened, trained, and supervised tutor who supports English language acquisition, literacy and fluency, math skills, general homework and social emotional learning. Tutors meet with students once a week after school for 1-2 hours for 3-6 months. Tutoring occurs at home or online. Tutoring is one of IRC’s long-standing programs and IRC is committed to providing high quality tutoring in alignment with Standford University’s National Student Success Accelerator’s standards. The program serves 60-70 multilingual learners annually. Tutoring occurs on weekdays between the hours of 4:00 pm – 7:00 pm

The School Support program provides families with support navigating the U.S. School system. Activities include conducting info sessions for parents, coordinating parent teacher meetings and school tours, helping families resolves school related issues and helping families access digital content.

The Family Engagement program works with schools and community partners to host workshops and events for families to learn about resources available at schools and other topics such as digital literacy skills, online safety, activities for kids, and high school graduation as well as accessing free community spaces such as the library and Mobius Discovery Center.   

Major Responsibilities:

Inidualized Tutoring Program

• Provide direct instruction to tutees in the Inidualized Tutoring Program and serve as a substitute tutor as needed.
• Prepare lesson plans and materials tailored to the students’ needs.
• Collect and maintain appropriate student and family records, documents, and case notes, maintaining confidentiality.
• Conduct outreach phone calls to invite families to participate in programs.
• Conduct enrollment sessions with new families, ensuring the families understand the program and collecting all necessary documentation.  
• Provide ongoing support and problem-solving for volunteer tutors, answer questions, provide coaching, and disseminate teaching and learning resources and best practices.
• Assist program coordinator with conducting regular supervision of community tutors to ensure quality instruction and safeguarding accountability, this includes regular tutor observations and feedback, and quarterly feedback calls with families and students.

School Support Program

• Provide one-on-one support for families in navigating the U.S. school system through culturally responsive guidance and resources.
• Conduct informational sessions for parents and coordinate parent–teacher meetings and school tours.
• Assist families in resolving school-related issues, advocating for student needs, and facilitating communication with school staff.
• Help families access and use digital learning platforms, tools, and school-provided online content.

Other Youth Programs

• Provide functional support to other youth programs and events. These include the elementary summer reading program, the Youth Roots Internship, and events such as Mobius field trips.
• Participate in all program meetings, staff development activities, and fully engage as a member of the IRC team.
• Assist as needed with events and other youth team projects.
• Comply with all policies, procedures, and protocols of the agency.
• Other related duties as assigned.

Key Working Relationships:  

Position Reports to: Youth Program Coordinator

Position directly supervises: Interns, volunteers  

Other Internal and/or external contacts:  

Internal****: Youth Program Specialists, Youth Program Team, other IRC Seattle staff 

External****: Teachers at partner school districts, Contacts at partner organizations 

Job Requirements:

• Relevant degree in Education, Teaching, Child/Youth Development or related field, or 2-4 years relevant experience in teaching, tutoring, or youth development programming. TESOL certificate a plus.
• Experience in training and facilitation utilizing adult learning principals
• Cross-cultural experience; connection and experience working with people from refugee and/or immigrant communities
• Experience working with multi-lingual students and families
• Committed to anti-racism and continual learning and growth
• Demonstrated ability to use a variety of instructional strategies appropriate for inidual student needs
• Commitment to creating safe and healing learning spaces for newcomer students and utilizing trauma informed practices with students and families
• Flexible and adaptable – able to quickly problem solve and change plans and activities according to student need or unexpected circumstances
• English proficiency, both spoken and written. Bonus if the candidate has professional proficiency in predominant language of local client base desired (Dari, Pashto, Arabic, Somali, Swahili, Kinyarwanda, Ukrainian etc.)
• Strong written, verbal, and interpersonal communication skills
• Proficiency in MS Office suite including Excel, PowerPoint, Outlook, and Teams
• Ability to work well with people of erse cultural backgrounds
• Ability to work well independently and as part of a team
• Ability to maintain responsibility for multiple tasks in the context of a erse, fast-paced work environment
• Willing to be First Aid/CPR certified upon hire

Working Environment_:_

• Hybrid: Staff will work at IRC office, in homes of refugee families, and remote 
• Schedule:  Part-time between 20 hours/ week: 
• Must be available at least 4 weekdays between the hours of 4:00 pm – 6:30 pm OR 2 weekdays between 4:00 pm – 6:30 pm and on Saturdays for a 4-hour block between 10:00 am – 5:00 pm  Desired schedule:  
• Monday – Thursday, 1:30 – 6:30 pm
• We are open to discussing alternative schedules as long as the candidate is available to work during time outlined in bullet point 1 above.  
• Occasional weekend activities. 
• Limited Term. The position ends on Sept 30, 2026  with the hopes of renewed funding to continue through the following year.
• Access to reliable high-speed internet from home office.
• Access to reliable transportation to travel regularly throughout the Spokane Public School district area.

Compensation: (Pay Range: $22 - $24) Posted pay ranges apply to US-based candidates. Ranges are based on various factors including the labor market, job type, internal equity, and budget.  Exact offers are calibrated by work location, inidual candidate experience and skills relative to the defined job requirements.

PROFESSIONAL STANDARDS

All International Rescue Committee workers must adhere to the core values and principles outlined in IRC Way - Standards for Professional Conduct. Our Standards are Integrity, Service, Equality and Accountability. In accordance with these values, the IRC operates and enforces policies on Safeguarding, Conflicts of Interest, Fiscal Integrity, and Reporting Wrongdoing and Protection from Retaliation. IRC is committed to take all necessary preventive measures and create an environment where people feel safe, and to take all necessary actions and corrective measures when harm occurs. IRC builds teams of professionals who promote critical reflection, power sharing, debate, and objectivity to deliver the best possible services to our clients.

Cookies: https://careers.rescue.org/us/en/cookiesettings

US Benefits: We offer a comprehensive and highly competitive set of benefits. In the US, these include: 10 sick days, 10 US holidays, 20-25 paid time off days depending on role and tenure, medical insurance starting at $143 per month, dental starting at $6.50 per month, and vision starting at $5 per month, FSA for healthcare and commuter costs, a 403b retirement savings plans with immediately vested matching, disability & life insurance, and an Employee Assistance Program which is available to our staff and their families to support counseling and care in times of crisis and mental health struggles. 

Equal Opportunity Employer: IRC is an Equal Opportunity Employer. IRC considers all applicants on the basis of merit without regard to race, sex, color, national origin, religion, sexual orientation, age, marital status, veteran status, disability or any other characteristic protected by applicable law.

Adjunct Faculty - Education

Location: Rock Springs, Wyoming United States

hybrid

Job Description:

Posting Number P2256

Students Only No #

Job Description Summary

SUMMARY:

Western Wyoming Community College (Western) invites applications for Adjuncts for the education department. This position will consist of teaching no more than 9 credits per Fall/Spring semesters and no more than 6 credits per Summer semester on the campus of Rock Springs, Wyoming, as well as from a distance via the institution's learning management system (Canvas). Responsibilities will include supporting Western's Guiding Principles: Learning is our Purpose, Students are Our Focus, Employees are our Most Important Resources, The Community is our Partner, Adapting to Change Defines Our Future, and Data and Integrity Guide our Decisions; and Upholding the Mission.

Successful candidates will teach lower and upper ision courses in the Elementary and Secondary Education program as needed/assigned. The candidate may teach in a variety of environments and modes: team-taught offerings, day offerings, evening offerings, online offerings, hybrid offerings, etc. including the assessing of students based on program goals and course objectives; maintain appropriate contact with students in the course; develop good working relationships with discipline-related professionals in the College's Service area; and be active in one's field of expertise.

It is expected that this inidual will accomplish assigned duties in an efficient, effective and competent manner, and strive for improvement and excellence in all work performed. Additionally, this inidual must understand the comprehensive role of the community college and cooperate and work harmoniously with college personnel and the public. This inidual must follow all college policies, rules, regulations and guidelines as they relate to this position.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

This listing of essential duties and responsibilities is meant to be representative, not exhaustive. Reasonable accommodations may be made to enable iniduals with disabilities to perform essential functions.

Primary Duties:

Teaching responsibilities of undergraduate courses in General Teacher Preparation including but not limited to Education Foundations, Special Education, Classroom Management, Early Childhood, Methods, Educational Assessments, Practicum Supervision, and Student Teaching Supervision. Other courses may be assigned to fit the successful candidate's expertise and program demand as approved by the School Chair.

Other Duties:

• Designs and implements effective learning processes for students; provides feedback on student improvement in attaining the College's Learning Goals.
• Timely submission of course rosters, syllabi, mid-term & final grades, and other required information.
• Completion of required workshops, course assessments, and evaluations as approved by the School Chair.
• Must adhere to College and Department of Education faculty standards, policies, and expectations.
• Submit program assessment data as required by the School Chair or the Department Facilitator.
• Regularly check email and respond in a timely manner to school chair, department facilitator, etc.
• Refers students to the resources in the College Learning Center, Peer Tutor Center, NetTutor, Library, Mustang Success, and Wellness & Accessibility Center.
• Participate in annual Adjunct In-Service, all Departmental assessments, Title IX and other trainings.

Minimum Qualifications

MINIMUM QUALIFICATIONS (Education, Experience, Knowledge, and Abilities)

Education

• Master's degree in Education, OR
• Master's degree in another field with a minimum of 18 graduate credit hours in Education.
• Coursework must be directly related to the type of course being taught

Experience

• Five (5) years of K-12 teaching experience.

Knowledge and Abilities

• Documented extensive professional knowledge in one or more of the following areas:
• Educational foundations
• Classroom management
• Educational assessment
• K-6 instructional methods (humanities, science, and/or mathematics)
• Early childhood education
• Special education
• Practicum or student teaching supervision, placement, or evaluation
• Ability to establish and maintain effective working relationships with students, faculty, staff, and administrators.
• Ability to exercise sound judgment in all aspects of the student-teacher relationship and to teach a erse population of college students.
• Demonstrated effective verbal and written communication skills appropriate for college-level instruction.

Equivalency Statement

For those who do not exactly meet all the minimum qualifications, an equivalent combination of education and experience, which has provided comparable knowledge and abilities, may be acceptable.

Preferred Qualifications

PREFERRED ADDITIONAL QUALIFICATIONS (Knowledge, Abilities, Education, and Experience)

Education

• Doctorate in Education, OR
• Doctorate in a related field with at least 18 graduate credit hours in Education.
• Coursework must be directly related to the type of course being taught.

Experience

• Verified proficiency in college-level teaching for a minimum of two (2) years (or the equivalent of two years full-time). Teaching experience as a college/university level teaching assistant or adjunct instructor may count toward this requirement.
• Established professional relationships or collaborative experience with K-12 school districts in Sweetwater County, Wyoming.