Title: Elementary Reading Intervention Teacher

Location:  US - IN - Remote US - IN - Modoc - Digital Learning School

Full time

Job requisition id JR113954

Job Description:

Required Certificates and Licenses: Elementary (K-6) OR Reading

• 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 Requirements: Indiana

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

Start Date: School Year 26/27

The REMOTE Elementary 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, 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 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

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.

• Exempt (salary): Around $46,000-50,000

We anticipate the salary range to be $37,865.60 - $50,000.00 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 with some required travel for professional development and for testing.

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.

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: High School Special Education Teacher

Location: US - AL - Remote

time type

Full time

job requisition id

JR114254

Job Description:

Job Description

Certificates and Licenses: Alabama 6-12 Special Education Teaching Certificate

Residency Requirements: Alabama

The salary for this position is $46,000 along with the opportunity to earn an annual bonus.

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, Alabama Virtual Academy (ALVA) . We want you to be a part of our talented team!

The mission of Alabama Virtual Academy (ALVA) 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.

• Ensure all special education and related services are provided as determined by the IEP team by:

• Communicating with parents and applicable related service staff to ensure that students with special needs are receiving the appropriate therapies

• Developing compliant IEP's, progress reports and other state specific required special education documentation

• Facilitating and leading collaborative special education meetings such as annual IEP meetings

• Using provided resources to ensure accommodations and modifications for students with disabilities such as assistive technology, supplemental curriculum, and accessible text

• Make modifications and accommodations to Stride K12 lessons and assessments as specified by the IEP

• Ensure inclusion and success of student in the general education classroom

• Collect data and work samples to monitor student progress towards Inidual Education Program (IEP) goals and objectives

• Document all contact with parents and interventions with students

• Analyze student data to prescribe remediation and enrichment as needed

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

• Commitment to personalizing learning for all students

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

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

• Prepare students for high stakes standardized tests

• Understand 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

• Support 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

• 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

• 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 on a regular basis with administrators

• 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

• Strong written/verbal communication skills

DESIRED QUALIFICATIONS:

• Experience working with the proposed age group

• Experience supporting adults and children in the use of technology

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

• Experience with online learning platform

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

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.

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: High School Special Education Self- Contained Teacher

Location: US - AL - Remote

Job Description:

Job Description

Certificates and Licenses: Alabama Special Education Teaching Certificate

Residency Requirements: Alabama

The salary for this position is $46,000 along with the opportunity to earn an annual bonus.

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, Alabama Virtual Academy (ALVA). We want you to be a part of our talented team!

The mission of Alabama Virtual Academy (ALVA) 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.

• Ensure all special education and related services are provided as determined by the IEP team by:

• Communicating with parents and applicable related service staff to ensure that students with special needs are receiving the appropriate therapies

• Developing compliant IEP's, progress reports and other state specific required special education documentation

• Facilitating and leading collaborative special education meetings such as annual IEP meetings

• Using provided resources to ensure accommodations and modifications for students with disabilities such as assistive technology, supplemental curriculum, and accessible text

• Make modifications and accommodations to Stride K12 lessons and assessments as specified by the IEP

• Ensure inclusion and success of student in the general education classroom

• Collect data and work samples to monitor student progress towards Inidual Education Program (IEP) goals and objectives

• Document all contact with parents and interventions with students

• Analyze student data to prescribe remediation and enrichment as needed

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

• Commitment to personalizing learning for all students

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

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

• Prepare students for high stakes standardized tests

• Understand 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

• Support 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

• 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

• 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 on a regular basis with administrators

• 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

• Strong written/verbal communication skills

DESIRED QUALIFICATIONS:

• Experience working with the proposed age group

• Experience supporting adults and children in the use of technology

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

• Experience with online learning platform

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

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: Per Diem Clinical Pharmacist Practitioner (CPP) - Ambulatory Care

Location: Durham United States

Job Description:

Description

Become part of an inclusive organization with over 40,000 teammates, whose mission is to improve the health and well-being of the unique communities we serve.

UNC Hospitals Department of Pharmacy has an immediate opening for a highly motivated per diem Clinical Pharmacist Practitioner (CPP) to support ambulatory care clinics within the Triangle West/Chapel Hill region of UNC Hospitals. This part‑time position is expected to be a consistent one day per week commitment, with the potential for additional time to support clinic needs, coverage gaps, or service expansion.

The successful Clinical Pharmacist Practitioner (CPP) will play an integral role in the management of patients cared for in ambulatory primary care and/or specialty clinic settings at UNC Health. The CPP will function as an Advanced Practice Provider (APP) on a multidisciplinary health care team and provide direct patient care as well as clinical support to physicians, nurses, and other ancillary staff. Ambulatory pharmacy services may include pharmacotherapy visits for chronic disease management, medication optimization, transitions of care support, and collaborative drug therapy management under approved privileges.

Within established ambulatory clinics, the CPP will collaborate closely with supervising physicians, clinic staff, and the Department of Pharmacy to provide direct patient care and medication management services. As clinic needs and available budgeted time allow, the CPP may also contribute to select quality improvement initiatives, workflow optimization efforts, or practice advancement activities relevant to the assigned clinical area.

The successful candidate may have opportunities to engage in educational mentorship or experiential precepting for pharmacy students and postgraduate pharmacy residents, dependent on clinic assignment, coverage day, and available funded time.

Responsibilities:

1. Clinical Responsibilities: Builds a clinical practice that collaborates with physicians and providers to care for clinic patients. Works closely with clinic physicians and providers to determine appropriate treatment plans. Provides longitudinal dosing and monitoring of appropriate regimens. Aligns daily practice with medication management goals set forth by the institution or pharmacy director, including medication use evaluations and medication reconciliation. Educates patients and families about their treatment plans and subsequent medication management including lab monitoring. Educates staff on guideline updates and practice advancements associated with this patient population. Manages toxicities and adverse effects caused by medication regimens for patients seen in the clinic. Manages transitions of care for patients from the acute to ambulatory care setting and vice versa.

2. Distributive Responsibilities: Identifies and enrolls eligible patients in specialty pharmacy services including UNC SSC Pharmacy, and serves as a contact for the clinic. Aligns daily responsibilities to support retail distributional operations. Conducts patient onboarding and follow-up phone calls to support Pharmacy Adherence Centered Therapy (PACT). Coordinates with the UNC SSC Pharmacy and the UNC Medication Assistance Program (MAP).

3. Precepting/Teaching/Scholarly activities: Educates UNC Eshelman School of Pharmacy students and UNC Medical Center pharmacy residents on experiential rotations. Educates clinic staff on guideline updates and practice advancements. Serves as a standing committee member on select groups of committees within UNC Medical Center and/or Eshelman School of Pharmacy. Designs and implements projects. Conducts research; prepares and submits manuscripts for publication.

4. Leadership: Provides instruction to physicians, nurses, ancillaries, residents and/or students including but not limited to precepting, shadowing, lectures, in-services and CE. Develops programs/lectures and participates in community outreach programs. Leads quality improvement initiatives.

5. Quality: Engages in continuous quality improvement by identifying and implementing processes for improvement. Consults with management in assessment, problem-solving, decision-making, and evaluating clinical/system issues and models of care. Develops new clinical programs or services within the clinic/department to improve patient care.

Other Information

Other information:

Education Requirements:

● Bachelor's Degree in Pharmacy.

Licensure/Certification Requirements:

● CPP must by a registered Pharmacist and licensed CPP in the state of NC. Credentialing and Privileging must be completed through the appropriate UNC HCS accrediting body as an APP prior to start date.

Professional Experience Requirements:

• Completion of a PGY2 residency in Ambulatory Care or Pharmacotherapy, or equivalent clinical experience
• Three to five years of ambulatory care practice experience strongly preferred
• Board Certification (e.g., BCACP, BCPS) preferred

Knowledge/Skills/and Abilities Requirements:

Job Details

Legal Employer: STATE

Entity: UNC Medical Center

Organization Unit: UNCH Pharmacy Ambulatory Clinical Services

Work Type: Per Diem

Standard Hours Per Week: 8.00

Salary Range: $51.50 - $74.01 per hour (Hiring Range)

Pay offers are determined by experience and internal equity

Work Assignment Type: Hybrid

Work Schedule: Day Job

Location of Job: US:NC:Durham

Exempt From Overtime: Exempt: No

This is a State position employed by UNC Health Care System with UNC Health benefits. If, however, you are presently an employee of another North Carolina agency and currently participate in TSERS or the ORP, you will be eligible to continue participating in those plans at UNC Health.

Qualified applicants will be considered without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, genetic information, disability, status as a protected veteran or political affiliation.

UNC Health makes reasonable accommodations for applicants' and employees' religious practices and beliefs, as well as applicants and employees with disabilities. All interested applicants are invited to apply for career opportunities. Please email [email protected] if you need a reasonable accommodation to search and/or to apply for a career opportunity.

Title: At-Risk Instructional Elementary Coach

Location: United States

time type

Job Description:

Job Description

Certificates and Licenses: State Teaching License

Residency Requirements: TEXAS

This position offers a base salary of around $60,000.00

Summary: The Instructional Coach partners with teachers and campus leadership to cultivate high-impact instructional practices that increase student learning and achievement. Through Professional Learning Community (PLC) facilitation, lesson planning support, inidualized coaching, and data-informed collaboration, the Instructional Coach builds teacher capacity aligned to TEKS, rigorous instructional design, and best practices in differentiation and student engagement.

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

Inidual & Small Group Coaching

• Provide 1:1 and small group coaching cycles that emerge from:
• PLC and planning support
• Walkthrough data & Observations
• Identified campus needs
• Utilize coaching conversations that promote reflection, goal setting, and measurable growth.
• Conduct regular 1:1 goal check-ins each semester with assigned teachers to monitor progress and adjust support as needed.

Collaboration with Campus Leadership

• Meet with administrators to align coaching focus areas with campus instructional priorities.
• Collaborate regularly to analyze data and determine coaching targets.
• Support alignment between instructional expectations, curriculum implementation, and professional learning initiatives.
• Provide feedback and insight regarding instructional trends and areas of growth.

Lesson Planning & Instructional Design Support

• Collaborate with teachers during planning to strengthen TEKS alignment, clarity of learning targets, and assessment alignment.
• Support teachers in lesson internalization, including unpacking standards, anticipating misconceptions, and identifying exemplar responses.
• Facilitate structured lesson internalization opportunities to refine instructional delivery, questioning strategies, pacing, and checks for understanding prior to implementation.
• Support the integration of research-based instructional practices that increase student engagement and rigor.
• Assist teachers in designing differentiated instruction to meet the needs of at-risk and educationally disadvantaged students.
• Provide guidance on scaffolding, questioning strategies, and instructional pacing.\
• Share strategies, tools, and brief professional learning (i.e. Brick Shift sessions) to build educator capacity and support instructional growth.

Professional Learning Community (PLC) Facilitation

• Facilitate purposeful PLC meetings focused on Texas Essential Knowledge and Skills (TEKS) alignment, lesson internalization, differentiation, and rigorous instructional design.
• Guide teams in developing aligned lesson plans that incorporate Depth of Knowledge (DOK) questioning and standards-based instructional strategies.
• Support teachers in analyzing student work and formative data to inform instructional adjustments.
• Ensure PLC conversations translate into actionable next steps for classroom implementation.

Instructional Practice & Resource Development

• Support teacher growth in best instructional practices through modeling, co-planning, feedback, and reflective dialogue.
• Develop and curate instructional resources that align to curriculum maps and district expectations.
• Provide support with:
• Differentiation strategies
• TEKS alignment
• DOK-based questioning
• Student engagement strategies
• Data-informed instructional adjustments

Support for New-to-Virtual/Stride Teachers

• Provide targeted instructional support for teachers new to virtual instruction.
• Support effective virtual lesson delivery, student engagement strategies, and digital classroom management.
• Assist new teachers in internalizing curriculum expectations and aligning instruction to TEKS.

This position may perform other duties as assigned in alignment with the State Compensatory Education (SEC) program. Duties this position may not perform under auspices of SCE program:

• Duties related to testing, such as test administration
• Activities related to teacher evaluations, including TTESS related activities
• Activities undertaken in the role of parent liaison, community liaison, truant officer, safety officer, or court liaison required by TEC, 37.

Supervision: This position has no formal supervisory responsibilities.

MINIMUM REQUIRED QUALIFICATIONS:

• Bachelor's degree
• Three (3) years of relevant experience
• Proficiency with Office 365 including Outlook, Word and Excel; web-based tools, and data systems
• Flexible schedule; ability to travel up to 5%
• Ability to clear required background check

DESIRED QUALIFICATIONS:

• Master's degree in Core Subject, Educational Leadership, Curriculum & Instruction, or related field
• Experience in virtual or distance learning environments
• Background in academic leadership, curriculum design, or intervention
• Demonstrated success in improving student outcomes for at-risk learners
• Experience facilitating PLCs or coaching teachers
• Familiarity with State, Federal, and SCE program requirements

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.

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, 

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.

Job Title:  Purdue Global Adjunct Faculty, Psychology; Graduate Addictions (REMOTE)

City:  Remote/Virtual

Job Description: 

Building on Purdue University's mission to provide greater access to affordable, high-quality education, Purdue University Global is a public, nonprofit institution offering a world-class education online. Purdue Global’s College of Social and Behavioral Sciences has an opening for Adjunct Faculty. 

Purdue University Global offers term by term, non-tenured teaching appointments to qualified iniduals who are dedicated to providing quality educational experiences to students in Associates, Bachelors and Masters degree programs. This position offers an excellent opportunity for iniduals to work in a professional learning community wherein faculty contribute to and engage in instructional best practice for adult learners in an innovative, nontraditional university setting.

Adjunct faculty have part-time teaching roles. Courses are offered on a term-by-term basis. Adjunct faculty can teach up to 2 courses per term, not to exceed 10 courses per year. This role participates in continuing professional development and may also engage in faculty governance and curriculum work as needed. Additional service activities may be assigned to Adjunct faculty. Scholarship is not required. Teaching assignments for Adjunct faculty may fluctuate and are contingent upon the schedule of courses. Adjunct faculty deliver high-quality instruction and foster an inclusive and supportive learning environment conducive to student success.

What to expect in this role:

• Provides a student-centered learning environment which enables students to attain success.
• Teaches synchronous seminars (10 week units) as assigned by the School or program.
• Maintains school-determined virtual office hours per week for each class.
• Ensures timely management and response to electronic correspondence from students, administrators, and other University officials.
• Leads message board discussion and engages students in relevant discussions and coursework.
• Partners with Academic Advisors to address student concerns. Refer students who self-identify with a potential need for an accommodation under the Americans with Disabilities Act (ADA) to Student Accessibility Services (SAS), and comply with all student accommodations communicated by SAS in writing.
• Maintains and submits accurate and timely reports for student grades/progress.
• Delivers mid-term and final grades in accordance with the academic calendar.
• Enforces student conduct policies as outlined in the University Catalog.
• Attends University, departmental, and faculty meetings as requested.
• Remains current with trends, techniques, and advances in technology that are applicable to the program.
• Performs additional duties as assigned by the School.

Experience:

• PhD or PsyD in Psychology or Related Field with Addictions Experience.
• 1-3 years' related practical/professional experience and/or training; online, higher education teaching experience is preferred.

What we're looking for:

• Demonstrated proficiency with MS Office suite software, such as MS Word, Excel and Powerpoint, as well as Google applications such as Gmail, Chat and Meet.
• Ability to handle sensitive and confidential information with discretion.
• Ability to work independently with minimal supervision, balance competing demands for time, and prioritize workload to meet deadlines.
• Effective analytical skills with the ability to assess situations, resolve issues or make recommendations as appropriate.
• Effective oral and written communication skills, with the ability to adapt communication style and method to suit different audiences.
• Strong interpersonal skills with the ability to effectively communicate with a professional demeanor with people at all levels within the organization.

Additional Information:

• Purdue University Global will not sponsor employment authorization for this position.

• This is a remote position; no relocation required. Candidates must be based in and legally authorized to work in the United States.

• Adjunct compensation varies per course based on student enrollment, program type and also includes a contribution to a retirement account. A typical adjunct in the College of Social and Behavioral Sciences can expect to receive $2800 per full 10-week course. Retirement account benefits include an automatic 403(b) company contribution of 3% and a company match up to an additional 4% with participation in an optional 457(b) plan.

• A background check will be required for employment in this position. 

• When applying for a faculty position at Purdue University Global you will be asked to provide an unofficial transcript and if hired will be required to provide an official transcript.

• We ask that our remote employees have access to a reliable internet connection and a dedicated, properly equipped workspace that is free of distractions. You may wish to review the Purdue Virtual Meeting Professional Standards.

• FLSA: Exempt (Not Eligible For Overtime

Title: French & German Teacher

Location: West Chester United States

Job Description:

French & German TeacherLaurel Springs School | Remote, United States | Full-Time

What We Offer

Competitive compensation package

Medical, dental, and vision insurance

Paid holidays and sick time

401(k) with company match

Tuition discounts for eligible dependents

Professional development and growth opportunities

Education reimbursement programs

About the RoleLaurel Springs School is seeking an experienced and student-centered French & German Teacher to support our Upper School program for the 2026-2027 academic year. This is a fully remote teaching position designed for an educator who is passionate about world language instruction and thrives in a virtual learning environment. The teacher will support students in grades 6-12 across multiple proficiency levels, including advanced coursework, through a combination of asynchronous instruction and live, synchronous interactions, providing personalized guidance, feedback, and academic support. This role requires strong communication skills, fluency in both French and German, and the ability to build meaningful relationships with students and families in a remote setting. Teachers at Laurel Springs support a roster of students in primarily asynchronous courses while providing live instruction, academic coaching, and inidualized support as needed. This role is highly collaborative, working closely with the World Languages Department, cross-functional school teams, and the Academic Department Chair, and includes involvement in curriculum and program development. What You'll Do

Deliver high-quality online instruction through a combination of asynchronous coursework and live virtual teaching

Teach French and German across Upper School grade levels (6-12), including intermediate and advanced courses

Support language acquisition through speaking, listening, reading, and writing activities tailored to virtual learning

Monitor student progress and provide timely, personalized, and constructive feedback on assignments

Proactively identify learning gaps and implement targeted interventions to support student mastery and course completion

Communicate regularly with students, parents, and school staff via email, phone, and video conferencing

Hold virtual office hours, one-on-one student meetings, and parent conferences

Provide academic coaching, encouragement, and inidualized support to a roster of students

Contribute to curriculum development, course updates, and program enhancements

Participate in school-wide meetings, professional development, and community events

Support or lead language-related virtual clubs, workshops, or enrichment opportunities

Maintain accurate records of student performance and engagement

Uphold confidentiality and professionalism in all interactions

What We're Looking For

Bachelor's degree in French, German, World Languages, Education, or a related field required; Master's degree preferred

Fluency in both French and German required

Active teaching certification in French and/or German preferred

Experience teaching world languages at the middle and/or high school level, including advanced coursework

Experience with online teaching, virtual instruction, or educational technology strongly preferred

Strong understanding of language acquisition strategies and instructional best practices

Excellent communication and relationship-building skills with students and families

Strong organizational skills with the ability to manage multiple priorities across courses and student groups

Ability to work independently in a fully remote environment while collaborating with a distributed team

Passion for education and commitment to student-centered learning

Work Environment and Schedule

Fully remote position within the United States

Full-time, 12-month role

Availability required during standard business hours (Eastern Time)

Participation in live, synchronous sessions, student appointments, and school events

Occasional evening availability may be required

Periodic travel for in-person events, training, or team gatherings

Technology Requirements

Reliable, high-speed internet connection

Dedicated home workspace suitable for virtual instruction and meetings

Experience with learning management systems, video conferencing platforms, and digital tools preferred

Job Details

Pay Type

Salary

Employment Indicator

Full Time

Education Level

Bachelor’s Degree

Travel Required

No

Hiring Min Rate

60,000 USD

Hiring Max Rate

65,000 USD

Title: High School Teacher - Science Inclusion

Location: Austin United States

Job Description:

time type

Full time

job requisition id

R_00045673

Job Posting Title:

UT High School Teacher - Science Inclusion

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Hiring Department:

UT High School

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Position Open To:

All Applicants

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Weekly Scheduled Hours:

40

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FLSA Status:

Exempt from FLSA

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Earliest Start Date:

Immediately

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Position Duration:

Expected to Continue

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Location:

UT MAIN CAMPUS

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Job Details:

General Notes

You will make a difference!

You’ll be working for a university that is internationally recognized for our academic programs and research. Your work will make a difference in the lives of students and colleagues. If you’re the type of person that wants to know your work has meaning and impact, you’ll love working in the UT High School. UT Austin provides an outstanding benefits package including but not limited to:

• Salaries that are highly competitive with the local ISD
• Eligibility for annual merit-based permanent salary increases
• Competitive health benefits (employee premiums covered at 100%, family premiums at 50%)
• Voluntary Vision, Dental, Life, and Disability insurance options
• Paid sick time, and holidays
• Teachers Retirement System of Texas, a defined benefit retirement plan
• Additional Voluntary Retirement Programs: Tax Sheltered Annuity 403(b) and a Deferred Compensation program 457(b)
• Flexible spending account options for medical and childcare expenses
• Robust free training access through LinkedIn Learning plus professional conference opportunities
• Tuition assistance
• Expansive employee discount program including athletic tickets
• Free access to UT Austin's libraries and museums with staff ID card
• For more details, please see: https://hr.utexas.edu/prospective/benefits

The University of Texas at Austin’s High School (UTHS) Special Purpose District provides programs and services to help high school students, teachers and families across Texas and the world. UTHS strives to help and assist students as they move along their educational pathways. As a proud member of the College of Education at the University of Texas at Austin, UTHS works to fill “gaps” in the Texas educational landscape and thrives in the service to others. This position requires fingerprinting and successful completion of a background check. Start date is July 29, 2026.

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Purpose

The Secondary Online Inclusion Teacher serves students in grades 9–12 by delivering high-quality virtual instruction in a core subject area. This role emphasizes effective teaching practices, proactive communication with students and families, ongoing progress monitoring, and provide special education students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Teachers also support college and career readiness, including Advanced Placement (AP) coursework where applicable, and provide technical guidance and learning management system navigation to help students effectively engage with their online learning environment.

Responsibilities

Instructional Delivery (50%)

• Deliver engaging, TEKS-aligned instruction in assigned content area(s) using the district’s online learning platforms (e.g., Canvas, Skyward, Box).
• Demonstrate content expertise and, when applicable, familiarity with AP or dual credit standards to support college readiness.
• Develop or modify curriculum and prepare lessons and other instructional materials to student ability levels. 
• Maintain a positive and inclusive virtual classroom environment that fosters student participation and academic growth.
• Maintain accurate records of student performance, engagement, and progress toward academic goals.
• Create a classroom culture that actively promotes participation, collaboration, and academic success in a virtual setting.
• Provide Canvas navigation support and general technical assistance to promote successful course access and completion.
• Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students.
• Work cooperatively with classroom teachers to modify regular curriculum as needed and assist special education students in regular classes with assignments.

Student Monitoring and Communication (30%)

• Communicate regularly with students and guardians regarding academic progress, course expectations, and support options.
• Collaborate with district teams and administrators to develop and implement intervention strategies.
• Document communication and support efforts in accordance with program requirements.
• Maintain awareness of student needs and ensure appropriate instructional strategies are in place.
• Implement inidualized accommodations and modifications for students receiving special services, including 504, SPED, ESL, and Gifted/Talented programs.
• Participate in ARD and 504 meetings, completing required paperwork and contributing to the development and implementation of support plans.

Tutoring and Exam Support (15%)

• Develop or facilitate study sessions, accommodation supports, exam development, and academic interventions to address learning gaps.
• Provide tutoring services through synchronous and asynchronous formats as needed.
• Support student readiness for standardized assessments, including STAAR and AP exams.
• Proctor assessments in compliance with district and testing agency policies, reporting irregularities when applicable.
• Assist students with navigating exam procedures and accessing test preparation tools.

Professional Responsibilities (5%)

• Maintain active Texas teacher certification and uphold the Texas Educator Code of Ethics.
• Collaborate with students, parents, and other members of staff to develop IEP through the ARD Committee process for each student assigned.
• Participate in required professional development, district initiatives, and school events.
• Attend staff meetings, training sessions, and other professional learning opportunities to stay aligned with instructional expectations and district goals.
• Attend occasional evening or weekend webinars, meetings, or regional travel events as required.
• Support student engagement efforts, including extracurricular activities, clubs, and special events.
• Collaborate regularly with the Learning Specialist (LS) team to ensure instructional alignment, share best practices, and support continuous course improvement.

Required Qualifications

Bachelor’s degree and two years of secondary teaching experience. Texas Teacher Certifications in Science 7-12 AND Special Education EC-12 or Special Education Specialist EC-12. Experience designing instruction and assessments for high school Science courses. Comprehensive understanding of Texas Essential Knowledge and Skills (TEKS), STAAR expectations, and best practices in Science instruction, lesson design, tutoring, and assessment. Experience implementing support for a variety of student group needs, at-risk, emergent bilingual, Gifted/Talented, adult learners, 504, and special education. Successful experience supporting students to achieve targeted objectives and tracking and reporting student data. Experience with online instruction. Attention to detail and the ability to multi-task with high level of proficiency. Professional demeanor. Advanced technology skills for design and delivery of online instruction or online tutoring. Exceptional organizational and communication skills.

Relevant education and experience may be substituted as appropriate.

Preferred Qualifications

Advanced degree. More than two years of teaching experience. More than two years of experience teaching secondary Science  courses in Texas public schools. Experience teaching multiple high school Science courses, such as adult learner courses, online courses, Pre-AP/AP, Dual Credit, or IB. Experience in a leadership role in an educational setting, such as Professional Learning Community Lead or Department Chair. Experience developing and delivering professional development to educators. In-depth understanding of the TEKS, Texas Education Code, FERPA, and graduation requirements. Extensive knowledge of best practices in assessment proctoring and scoring. Experience working with k-12 Social Studies curriculum, instruction, or assessment in an online learning management system, such as Canvas LMS. Educator certification in multiple subject areas. Experience developing or facilitating online instruction. Experience leading trainings for teachers for curriculum, social emotional, G/T, Advanced Placement, or emergent bilingual strategies. Experience with blended learning instruction. Experience presenting or marketing at conferences.

Salary Range

$67,200 + depending on qualifications

Working Conditions

• Hybrid role: Two assigned onsite days per week on campus in Austin, TX.

• Work is performed using virtual tools and platforms, requiring a reliable internet connection and proficiency in digital communication tools.

• May require occasional evening meetings to accommodate family schedules.

• Occasional travel for compliance meetings, professional development, or staff training at UT High School’s Austin office.

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Required Materials

• Resume/CV

• 3 work references with their contact information; at least one reference should be from a supervisor

• Letter of interest

Important for applicants who are NOT current university employees or contingent workers: You will be prompted to submit your resume the first time you apply, then you will be provided an option to upload a new Resume for subsequent applications. Any additional Required Materials (letter of interest, references, etc.) will be uploaded in the Application Questions section; you will be able to multi-select additional files. Before submitting your online job application, ensure that ALL Required Materials have been uploaded.  Once your job application has been submitted, you cannot make changes.

Important for Current university employees and contingent workers: As a current university employee or contingent worker, you MUST apply within Workday by searching for Find UT Jobs. If you are a current University employee, log-in to Workday, navigate to your Worker Profile, click the Career link in the left hand navigation menu and then update the sections in your Professional Profile before you apply. This information will be pulled in to your application. The application is one page and you will be prompted to upload your resume. In addition, you must respond to the application questions presented to upload any additional Required Materials (letter of interest, references, etc.) that were noted above.

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Employment Eligibility:

Regular staff who have been employed in their current position for the last six continuous months are eligible for openings being recruited for through University-Wide or Open Recruiting, to include both promotional opportunities and lateral transfers. Staff who are promotion/transfer eligible may apply for positions without supervisor approval.

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Retirement Plan Eligibility:

The retirement plan for this position is Teacher Retirement System of Texas (TRS), subject to the position being at least 20 hours per week and at least 135 days in length.

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Background Checks:

A criminal history background check will be required for finalist(s) under consideration for this position.

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Equal Opportunity Employer:

The University of Texas at Austin, as an equal opportunity/affirmative action employer, complies with all applicable federal and state laws regarding nondiscrimination and affirmative action. The University 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, or veteran status in employment, educational programs and activities, and admissions.

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Pay Transparency:

The University of Texas at Austin will not discharge or in any other manner discriminate against employees or applicants because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant. However, employees who have access to the compensation information of other employees or applicants as a part of their essential job functions cannot disclose the pay of other employees or applicants to iniduals who do not otherwise have access to compensation information, unless the disclosure is (a) in response to a formal complaint or charge, (b) in furtherance of an investigation, proceeding, hearing, or action, including an investigation conducted by the employer, or (c) consistent with the contractor’s legal duty to furnish information.

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Employment Eligibility Verification:

If hired, you will be required to complete the federal Employment Eligibility Verification I-9 form.  You will be required to present acceptable and original documents to prove your identity and authorization to work in the United States.  Documents need to be presented no later than the third day of employment.  Failure to do so will result in loss of employment at the university.

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E-Verify:

The University of Texas at Austin use E-Verify to check the work authorization of all new hires effective May 2015. The university’s company ID number for purposes of E-Verify is 854197. For more information about E-Verify, please see the following:

• E-Verify Poster (English and Spanish) [PDF]
• Right to Work Poster (English) [PDF]
• Right to Work Poster (Spanish) [PDF]

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Compliance:

Employees may be required to report violations of law under Title IX and the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act (Clery Act). If this position is identified a Campus Security Authority (Clery Act), you will be notified and provided resources for reporting. Responsible employees under Title IX are defined and outlined in HOP-3031.

The Clery Act requires all prospective employees be notified of the availability of the Annual Security and Fire Safety report. You may access the most recent report here or obtain a copy at University Compliance Services, 1616 Guadalupe Street, UTA 2.206, Austin, Texas 78701.

Title: Diagnostic Medical Sonography Instructor

Location: Portland United States

Job ID 2026-10472

Job Description:

Overview

The instructor's primary responsibilities are to provide active and effective learning for students in all applicable educational settings, act as professional and academic role models and commit to student satisfaction. This includes teaching in classrooms, labs, and outside the classroom during campus and student activities. This position delivers high-quality instruction to students, combining theoretical knowledge with practical, hands-on experience, develops and implements curriculum, assesses student progress, and ensures adherence to industry standards and best practices.

Responsibilities

• Organize and deliver class objectives in a clear, concise manner
• Foster and maintain an orderly, controlled, and safe environment for students in classrooms and labs
• Maintain and prepare training aids, tools, and equipment in the classroom and lab
• Maintain curriculum accuracy by keeping up to date on industry standards and practices
• Evaluate student performance through assignments, exams, and practical assessments
• Provide constructive feedback and support to students to help them achieve academic and professional success
• Identify and report on any at-risk students; creates inidualized success plans to mitigate attrition
• Foster relationships with students to help them meet program competency requirements
• Provide periodic and ad-hoc reporting to stakeholders
• Meet with students and education personnel to discuss instructional programs and related issues
• Provide and maintain regular, substantive interaction with students in online course components
• Maintain accurate records of student attendance, grades, and progress
• Deliver engaging lectures and lab sessions on assigned topics, diagnostic procedures, equipment operation and troubleshooting, etc.
• Other duties as assigned

Qualifications

• HS Diploma or GED (required)

• The minimum qualification matrix outlines the education and experience requirements for instructors based on the inidual program requirements.

• Direct and specialized knowledge in the area of instruction (required)

• HS Diploma or GED (required)

• The minimum qualification matrix outlines the education and experience requirements for instructors based on the inidual program requirements.

• Direct and specialized knowledge in the area of instruction (required)

• Expertise in the area of assignment that demonstrates the skills needed to provide instruction

• Design and deliver engaging educational content, adapting teaching methods to erse learning styles

• Build rapport with students, clinical partners, and colleagues, fostering a positive learning environment

• Flexibility to stay current with industry advancements and incorporate new knowledge into teaching practices

• Competence in evaluating student performance and providing constructive feedback

• Excellent verbal and written communication skills for effective instruction and interaction with students and colleagues

• Commitment to ongoing learning and participation in professional growth opportunities

• Frequently (80% or more of workday)

• Use hearing and sight (both near and far vision)

• Communicate with students and provide direct instruction

• Occasionally (up to 50% of workday)

• Use fine motor skills to operate personal computers, manual and electrical (dental, automotive, mechanical, nursing, etc.) equipment, as well as various diagnostic or procedure equipment

• Rarely (less than 20% of workday)

• Lift, carry, push, or pull up to 50 pounds with the assistance of mechanical interventions, students, or other employees

• Stoop, kneel, crouch, or crawl to provide instruction in labs and demonstrate procedures

• Able and willing to:

• Communicate, think, learn, and reason

• Use computers and computer systems (including hardware and software) to process transactions, store documents, enter data, or perform assigned tasks

• Safely ambulate and/or maneuver when on-site at Company locations

• Demonstrate and utilize active listening, inductive reasoning, information ordering and category flexibility

• Ability to use good judgment, problem-solving and decision-making skills

• Ability to maintain confidentiality and manage sensitive information with discretion

• Ability to work in a fast-paced environment where deadlines are essential and multiple projects are worked simultaneously

• Ability to gain, understand and apply information and data as it relates essential functions of the position

• Ability to foster long-term relationships with stakeholders

• Work is performed indoors in a climate-controlled environment when on site at assigned company location. Employees must be able to safely ambulate when on company premises.

• On campus and on site work locations include exposure to student learning environments with a variety of conditions. Employees must be able to follow all safety precautions including the use of personal-protective equipment. Employees must also be able to adhere to site-specific safety procedures.

• This position is designated as remote, hybrid, on site, or on campus to meet business needs. Remote and hybrid worksites must meet minimum technical standards for eligibility and participation.

• No travel required.

Title: Graduate Instructor - Accounting Theory

York, Pennsylvania, 17403

Job Description:

Position Summary

Job Description:

The Graduate Programs in the Graham School of Business at York College of Pennsylvania are pleased to invite applications to develop and teach an online section of Accounting Theory. This course will be offered asynchronously during the Fall B 2026 session (October - December).

York College is a teaching-focused institution. The chosen candidate will be expected to hold weekly office hours on Google Meet and to attend all meetings relevant to the position, either remotely or in person.

Outcome:

Successful offering of ACC 515 Accounting Theory, a required course in the Master of Accounting program

Essential Functions

• Design course content
• Select textbook and/or course materials
• Deliver course content in the prescribed format
• Respond promptly to student questions via email
• Promptly grade student work and submit grades on Canvas
• Hold a weekly office hour in the evening on Google Meet
• Submit warning grades and semester grades by the College's due date
• Complete College-wide online training programs related to campus safety and cybersecurity
• If selected, complete a satisfactory background check as mandated by state law

Experience and Education Required

A successful candidate will have a master's degree in business from an accredited (e.g. AACSB, ACBSP, EQUIS) institution and, through a combination of education and experience, possess expertise in accounting theory. Preference will be given to candidates with a Ph.D. in Accounting or a CPA and with both technical expertise and professional experience in business. A successful candidate will also have two years of higher education teaching experience, utilizing online or hybrid course delivery.

Required Skills and Qualifications

Additionally, the candidate should demonstrate excellent communication skills and have a strong commitment to working as part of a collaborative team.

Qualifications include the ability to communicate with students and the public. The candidate must also be able to motivate students, be personable and professional, and have patience with students. Organizational and time management skills are imperative to offering a successful online course.

Additional Information

York College of Pennsylvania is an Equal Opportunity Employer and Non-Discriminatory. For a copy of York College's Annual Security Report, you may contact the Office of Campus Safety or visit the website: Annual Security Report.

Part-time employees are eligible to make elective retirement contributions on a pretax basis as described in the college's Retirement Benefit Plan.

Title: School Psychologist

Location: United States

Job Description:

Job Description

Required Certificates and Licenses: Washington Psychologist

Residency Requirements: Strongly prefer residents of Washington

• May consider residents of surrounding states (OR, MT or ID)

The remote School Psychologist provides psychological evaluation services including, but not limited to, assessments, reports, providing related educational recommendations, consultation, therapy, and any other applicable educational services for students at the school.

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, Washington Virtual Academies (WAVA). We want you to be a part of our talented team!

The mission of Washington Virtual Academies (WAVA) 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 FUNCATIONS: Reasonable accommodation may be made to enable iniduals with disabilities to perform the essential duties.

• Ensure all newly received documents (evaluation team reports, etc.) are compliant
• Take the necessary steps to ensure compliance when necessary
• Ensure all existing documents are compliant following the guidelines set forth by the state
• Administer academic and other assessments to currently enrolled students per mandated time frames
• Lead evaluation team report meetings; Participates in the school's intervention assistance team
• Assist the Principal of Special Programs in developing/leading/participating in professional development for the general education staff, special education staff, and parents of students in special education programs
• Consult with guidance counselors to provide training in various emotional health areas
• Keep abreast of all changing legislative issues impacting special education eligibility
• Provide guidance with the implementation of school, procedures and projects
• Serve on school committees; participates in professional development sessions
• Collaborate with national Stride efforts including participation in special projects and/or taskforces, developing policies and procedures and training.

MINIMUM REQUIRED QUALIFICATIONS:

• Master's degree in related field of study
• Experience as a school psychologist
• Ability to Clear required background check
• Ability to travel throughout the state to administer assessments and outside of the state for professional development opportunities

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 $90,000.00. 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 is a virtual position.

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: Visiting Assistant Professor of Counseling

Location: Greenville United States

Job Description:

Current Employees: If you are currently employed at any of the Universities of Wisconsin, log in to Workday to apply through the internal application process.

Position Title:

Visiting Assistant Professor of Counseling

Job Category:

Academic Staff

Employment Type:

Terminal (Fixed Term)

Job Profile:

Visiting Assistant Professor

Job Duties:

The Clinical Mental Health Counseling (CMHC) program in the Department of Psychology, Professional Counseling, and Neuroscience is inviting applications for a visiting professor (9-month) position. The fully online position is scheduled to begin in August of 2026. Visiting faculty positions include teaching (24 credits or 6 courses per year). The successful candidate will have an earned or anticipated doctorate in counseling or counselor education by May of 2027, experience teaching across the curriculum in CMHC, experience supervising clinical mental health students, and demonstrated experience in online education (synchronously and asynchronously).

Responsibilities:

Teaching courses in the graduate program in Clinical Mental Health Counseling (80%)

Service to the Program and Department, the College, UW-Parkside, the profession, and the community (20%)

Essential Knowledge and Abilities:

• Knowledge and ability to teach core courses in clinical mental health counseling at the graduate level online.

• Knowledge and ability to conduct research and scholarly activities within a chosen specialty of clinical mental health counseling.

• Knowledge and ability to conduct clinical supervision of students in graduate clinical mental health counseling program.

• The position is not responsible for money or university funds of accounts which hold financial information.

• Ergonomic requirements: sufficient mobility and dexterity to move around office, campus and community. Ability to work with keyboard, mouse and monitor. Ability to attend meetings, workshops, seminars and conferences.

• Equipment to be used on the job: laptop or desktop computer, printer, copier, projector, telephone including voice mail and FAX.

Key Job Responsibilities:

Department:

Clinical Mental Health Counseling program

within the Department of Psychology, Professional Counseling, and Neuroscience

Compensation:

$65,000.00

Location:

Remote

Required Qualifications:

• Doctorate or anticipated doctorate (e.g. doctoral candidate) in counseling or counselor education with expectation of completion by May of 2027.

• Experience teaching online asynchronous courses.

• Experience providing clinical supervision to clinical mental health counseling students.

• Research and scholarly activity in clinical mental health counseling.

• Experience working with students and staff from culturally erse backgrounds.

• Licensed as a professional counselor, or training license will be considered.

Education:

Doctorate or anticipated doctorate (e.g. doctoral candidate) in counseling or counselor education with expectation of completion by May of 2027

How to Apply:

To apply, click the Apply button at the top of this page. Please upload your resume and cover letter. Application materials will be reviewed as they are received, and the position will remain open until filled. For full consideration, please submit all materials with application by May 31, 2026. Later submissions may be reviewed at the Search Chair's discretion. Hiring decisions are made based on departmental needs, course availability, and candidate qualifications.

Legal Notices and Important Information

Employment will require a criminal background check in accordance with the Wisconsin Fair Employment Act. It will also require you and your references to answer questions regarding sexual violence and sexual harassment. (see TC1 - App. 4 and p. 12)

Note: Criminal Background Check - The Department of Workforce Development, Equal Rights Division prohibits employers from using criminal background check information, policies or practices that have a "disparate impact" and is not "job-related and consistent with business necessity" in hiring decisions. All information used to screen or hire job applications should relate to the duties of the job.

Reasonable Accommodations

Parkside Crime Statistics Report

In compliance with the Clery Act of 1998, the University of Wisconsin Parkside Crime Statistics Report is available here. Call the UW-Parkside Campus Police Office at (262) 595-2455 for a paper copy of the annual report.

Transcript Requirement

Please note: Transcriptions will be required upon hire.

UW is an Equal Opportunity Employer

Qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, pregnancy, disability, status as a protected veteran, or any other bases protected by applicable federal or State law and UW System policies. We are committed to building a workforce that represents a variety of backgrounds, perspectives, and skills, and encourage all qualified iniduals to apply.

Title: Diabetes Care and Education Specialist | FT Days | Unity Endocrinology at Ridgeway

Location: Endocrine-Diabetes Care & Resource Center / Nutrition and Weight Management Center

Full time

job requisition id

Job Description:

Job Title: Diabetes Care and Education Specialist

Address: 2655 Ridgeway Ave #220; Rochester, NY

Position Summary:

To educate patients, their families, and appropriate support systems about diabetes self-management and related issues. The content of this education should include, but not be limited to: pathophysiology of diabetes management (DM), nutrition management, pharmacological interventions, exercise, monitoring, prevention and management of acute and chronic complications, psychosocial adjustment, problem-solving skills, and stress management. To provide for the nutritional care of at risk patients and act as consultant to other health care professionals in determining the best nutritional care options for patients.

ATTRIBUTES

• Minimum Qualifications:

  • A minimum of two years professional experience teaching and providing nutrition counseling and diabetes self-management training.

  • Leadership experience and/or demonstrated skills in group process.
  • BS in nutrition management and qualified to provide medical nutrition therapy. Is certified as a registered dietitian by the Commission of Dietetic Registration (CDN). Holds a current certification to practice as a registered dietitian in New York State.
  • Excellent communication skills in a variety of settings.

  Required Licensure/Certification Skills:

  • Is a Certified Diabetes Educator (CDE) or will achieve this status within two years of hire.

  • Master’s degree, active exercise trainer certification and/or degree in exercise physiology are strongly preferred.

RESPONSIBILITIES

EDUCATION:

BS: Nutrition (Required)

LICENSES / CERTIFICATIONS:

CD-N - Certified Dietitian-Nutritionist - New York State Education Department (NYSED)New York State Education Department (NYSED), RDN - Registered Dietitian Nutritionist - Academy of Nutrition and Dietetics (AND)Academy of Nutrition and Dietetics (AND)

PHYSICAL REQUIREMENTS:

S - Sedentary Work - Exerting up to 10 pounds of force occasionally Sedentary work involves sitting most of the time, but may involve walking or standing for brief periods of time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.

For disease specific care programs refer to the program specific requirements of the department for further specifications on experience and educational expectations, including continuing education requirements.

Any physical requirements reported by a prospective employee and/or employee’s physician or delegate will be considered for accommodations.

PAY RANGE:

$63,000.00 - $85,000.00

CITY:

Rochester

POSTAL CODE:

14626

The listed base pay range is a good faith representation of current potential base pay for a successful full time applicant. It may be modified in the future and eligible for additional pay components. Pay is determined by factors including experience, relevant qualifications, specialty, internal equity, location, and contracts.

Rochester Regional Health is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, creed, religion, sex (including pregnancy, childbirth, and related medical conditions), sexual orientation, gender identity or expression, national origin, age, disability, predisposing genetic characteristics, marital or familial status, military or veteran status, citizenship or immigration status, or any other characteristic protected by federal, state, or local law.

Online Part Time Faculty - Real Estate, School of Business

Job Category: Faculty

Requisition Number: ONLIN008571

• Part-Time
• Remote

• Job Details

Description

Part-time and full-time teaching faculty share our commitment to learning, teaching, interaction with students and faculty, service to our communities of practice, and scholarship. They are united by the common goal of inspiring academic excellence in students with a broad range of interests and experiences consistent with the Community of Inquiry Framework, as adopted by American Public University System (APUS) for cognitive presence, teaching presence, and social presence. They are key to creating a rewarding online learning experience for students by engaging them, challenging them, and supporting them. They contribute to and participate in a range of activities related to effectiveness and excellence in teaching and student retention. Faculty members remain aware of discipline content intent for the courses they teach. They follow APUS guidelines, processes, and methods and are responsive to mentoring and coaching.

Responsibilities:

• Teaching excellence.
• Deliver online lessons to undergraduate and/or graduate students.
• Initiate, facilitate, interact, and moderate online classroom forums.
• Be a faculty leader in your classes embracing fully the Community of Inquiry Framework of Teaching Presence, Cognitive Presence, and Social Presence.
• Evaluate and grade students' class work, assignments, and papers within the timeframe set forth by APUS policy providing effective feedback to guide student learning and success.
• Comply with APUS guidelines and expectations for quality faculty engagement online.
• Engage in the classroom and reply to emails, etc. at least every other day, including one day during the weekend.
• Remain aware of classroom procedures and use of instructional materials.
• Participate in professional development to enhance teaching skills and effective online learning strategies.
• Conduct scholarly research and participate in professional engagement activities.
• Attend discipline specific and administrative meetings as scheduled.
• Maintain ‘discipline’ knowledge by participating in one’s own discipline-related professional communities.
• Support APUS initiatives and departments.

General Work Requirements:

All APUS faculty are required to complete the “Engaging the First‐Year Student Certification” course (APUS110), offered through the Center for Teaching and Learning (CTL).  It must be completed within six months of the hire date.  In addition, Graduate Faculty must complete the Graduate Faculty Certification (APUS501) within 90 days of hire.

Specific requirements related to your Graduate / Undergraduate Faculty designation, duties, and performance expectations are outlined on the Course Assignments issued with respect to each course to be taught. You agree to comply with and be bound by all policies with respect to work product and intellectual property rights set forth in the APUS Faculty Handbook, the APUS Employee Handbook, the APEI Employee Handbook, and applicable Course Assignments.

You will be expected to perform your duties in a remote, professional working environment of your choice. APUS assumes no responsibility for injuries occurring in your selected workspace or damages related to your real or personal property resulting from your employment with APUS.

Requirements:

• Master’s degree in Real Estate, Business, Management, or a closely related field from a regionally accredited institution is required.
• Real Estate License is required.
• Five or more years of experience in the Real Estate industry is required.
• College-level teaching experience is preferred.
• Online teaching experience is preferred.
• Record of excellence in teaching.

Title: Anatomy & Physiology Instructor

Location: Stephenville United States

Job Description:

Job Title: Anatomy & Physiology Instructor

Department: Natural & Physical Sciences

Location: Hybrid (Erath & Brown County Campuses)

Reports To: Dean of Natural & Physical Sciences

Employment Type: Full-time

Position Summary

The Anatomy & Physiology Instructor is responsible for delivering high-quality instruction in human anatomy and physiology courses. This position supports student success through effective teaching strategies, curriculum development, and engagement in departmental and institutional initiatives.

Essential Duties and Responsibilities

• Teach Anatomy & Physiology courses in accordance with institutional standards and approved curriculum.
• Develop and implement lesson plans, lectures, laboratory activities, and assessments.
• Maintain accurate and timely records of student attendance, grades, and progress.
• Utilize instructional technology and innovative teaching methods to enhance student learning.
• Provide academic support and guidance to students, including office hours and mentoring.
• Ensure laboratory safety procedures and proper use of equipment and materials.
• Participate in curriculum review, development, and program assessment activities.
• Collaborate with faculty and staff across departments to support student success initiatives.
• Maintain compliance with institutional policies, accreditation standards, and state regulations.
• Engage in professional development to stay current in the field of anatomy and physiology.
• Serve on college committees and participate in institutional activities as assigned.

Minimum Qualifications

• Master's degree in biology, Anatomy, Physiology, or a closely related field (or a Master's degree with at least 18 graduate hours in Biology).
• Previous teaching experience at the high school or college level preferred.
• Strong communication and interpersonal skills.
• Ability to teach both lecture and laboratory components.

Preferred Qualifications

• Experience teaching Anatomy & Physiology at the college level.
• Familiarity with online or hybrid instruction.
• Experience using learning management systems (e.g., Blackboard, Canvas).
• Demonstrated commitment to student success and engagement.

Knowledge, Skills, and Abilities

• Knowledge of human anatomy and physiological processes.
• Ability to explain complex concepts in an understandable manner.
• Strong organizational and time management skills.
• Ability to work effectively in a erse educational environment.
• Commitment to continuous improvement and innovation in teaching.

Additional Information

This position may require teaching at multiple campus locations and/or online formats depending on institutional needs.

ANNUAL SALARY/BENEFITS: Highly competitive and commensurate with experience and credentials. Group health and life insurance (60 day waiting period for health) and retirement benefits (TRS or ORP). Optional benefits include vision, disability and dental insurance.

Review of applicants will begin immediately and will continue until the position has been filled. Official transcripts are required upon employment. Offers of employment are contingent upon successful completion of a criminal background check as well as sufficient course enrollment and budget allocations. College Home Page: www.rangercollege.edu

Important Immigration Information:

A Presidential proclamation issued on September 19, 2025 imposes a $100,000 fee on new H-1B petitions filed after September 21, 2025. Please be advised that Ranger College will NOT pay this fee. Therefore, if you need immigration sponsorship for your employment, we recommend that you consult with your private immigration counsel at your own expense to ascertain whether your current immigration status would make a potential offer of employment from Ranger College subject to this fee.

In addition, on January 27, 2026, Texas Governor Abbott issued a moratorium on the filing of any new H-1B unless approved by the Texas Workforce Commission. Accordingly, if you will now or in the future require sponsorship for employment visa status this moratorium may affect our ability to employ you should you be selected as the final candidate.

Title: Coordinating Teacher, CCTI Wake - Durham (In-House Educator Preparation Program)

Location: Cary, North Carolina, United States

Department: Human Resources (Central Office)

Job Description:

Overview

POSITION TITLE (Oracle title)

COORDINATING TEACHER             

WORKING TITLE

Coordinating Teacher-Central Carolina Teaching Initiative (CCTI)

SCHOOL/DEPARTMENT

Human Resources-Educator Preparation Program

LOCATION

Crossroads III, Cary, NC

PAY GRADE

Classroom Teacher (not eligible for National Board pay)

FLSA STATUS

Exempt

ELIGIBILITY FOR EMPLOYMENT CONTRACT

No

WORK WEEK SCHEDULE

Monday-Friday (occasional evenings and weekends) Position is available for a hybrid telework workweek

POSITION PURPOSE:

Provides instruction, feedback, and support to district resident teachers in the CCTI: Wake-Durham Educator Preparation Program (EPP) North Carolina residency licensure program. Supports resident teacher cohorts in meeting coursework and portfolio requirements toward licensure. Facilitates CCTI curriculum in the educator preparation program through online, distance, and in-person learning as a North Carolina Department of Public Education (NCDPI) approved EPP. Collaborates with the Administrator to align content areas to the CCTI professional teaching portfolio website, coursework, workshops, and support sessions for teacher licensure completion. Collaborates with the Director of Licensure, CCTI Senior Administrator and Administrator for alignment with North Carolina Professional Teaching Standards in compliance with NCDPI EPP approval requirements and Wake County Public School System (WCPSS) standards, procedures, and processes.

MINIMUM QUALIFICATIONS: 

KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

• Considerable knowledge of best practices of teaching and learning across disciplines;
• Considerable knowledge of North Carolina Professional Teaching Standards;
• Considerable knowledge of Microsoft Office, specifically, Word, Excel, and Power Point; Canvas: Google Apps;
• Critical thinking and problem-solving skills;
• Ability to design and deliver professional development to adult learners;
• Ability to work in a team environment toward program and district goals;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
• Ability to establish and maintain effective working relationships with school system staff and external agencies.

EDUCATION, TRAINING, AND EXPERIENCE

• Bachelor's degree from a regionally accredited college or university in Education;
• Five years successful teaching experience in a public-school setting;
• Hybrid and online teaching and learning design and delivery experience.

CERTIFICATION AND LICENSE REQUIREMENTS

• Hold or be qualified to hold a North Carolina Professional Educator's License;
• Must hold and maintain a valid motor vehicle operator's license according to the State of NC requirements.

PREFERRED QUALIFICATIONS:

• Experience planning, developing, and implementing professional learning;
• K-12 successful teaching experience in a public-school setting;
• Educative Teacher Performance Assessment (edTPA) professional portfolio design and implementation experience;
• National Board Certification (NBPTS);
• Instructional coaching and/or mentoring experience.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

1. Supports CCTI: Wake-Durham resident teachers in content areas, through instruction, feedback, ongoing support, and Professional Learning Network (PLN) facilitation, including the use of Canvas and Google.
2. Facilitates instruction through a variety of program options including online, distance learning, and in-person learning.
3. Collaborates with the CCTI Administrator/Senior Administrator to facilitate resident teacher coursework and portfolio expectations as part of the NC residency licensure requirements for content areas.
4. Implements professional learning opportunities, workshops, and support sessions for residency teachers to support planning, instructional design, and assessment in alignment with NC residency licensure requirements for completion.
5. Implements new program curriculum initiatives in content areas, as part of the CCTI (EPP) for WCPSS.
6. Attends and participates with the CCTI team to promote the program through recruitment activities.
7. Attends meetings, conferences, and activities to continue professional growth; attends professional development, as required.
8. Performs other duties, as assigned.

WORK ENVIRONMENT/PHYSICAL REQUIREMENTS

This job operates in a professional office environment and has a noise level of mostly low to moderate. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff and staff members of external agencies, and the community. Work is considered light physical work, requiring the exertion of up to 20 pounds of force. The work occasionally requires driving automotive equipment.

EFFECTIVE DATE:  4/2026

DISCLAIMER:  The above statements are intended to describe the general purpose and responsibilities assigned to this position.  They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position.  This description may be revised by HR and approved at any time.

Title: Educator Training Specialist

Location: Los Angeles

Type: Teacher Success & Operations 

Workplace: hybrid

Category: America

Job Description:

Job Title: Educator Training Specialist

Location: LA (Hybrid - in office 3 times a week in Culver City)

Job Type: Full time, permanent 

Salary: 59K- 66K USD (based on experience)

Reports to: Head of Educator HR

 About the Role

As an Educator Training Specialist, you will be part of the Educator Human Resources Team and serve as a key facilitator and contributor to orientation and training programs, supporting the larger team and leadership to ensure our thousands of educators are prepared, safe, and empowered to deliver the best possible outcomes for their students.

You will be at the forefront of the educator experience, contributing to the development of high-impact onboarding and continuous professional development that maintains our high standards for safety and performance.

 About Zen Educate

Zen Educate is a technology company that matches schools with temporary educator staff. Our mission is to change the world of education recruitment. Schools spend over $9bn a year on temporary educators, with over $2bn per year of that spent on fees that take money out of the education system. By leveraging the latest technology, we purpose built a platform that helps schools to pay less while educators earn more.

We want students to have access to the best education possible, and we go the extra mile to find, onboard, match, and coach incredible educators that deeply care about their students. We wake up every day on a mission to care more. We care more about our schools. And we care more about our educators. 

This is your chance to make a difference and join a high growth tech startup on the ground floor. We are a collaborative company, and the career growth opportunities are endless if you are someone willing to e in, be entrepreneurial, and do whatever is needed to get the job done. We are passionate about learning and development, and will invest in both your personal and professional growth.

We have recently raised our Series B funding of $37mil, the largest round in European EdTech last year. This is an exciting opportunity to make a difference and be part of a high growth start-up that is expanding rapidly in the UK and US markets!

 What You’ll Be Doing

Educator Training & Development

• Training Facilitation & Delivery: Facilitate and deliver effective, engaging training sessions for educators in both online and in-person environments, designed to help them work successfully with their Zen team and thrive in various school settings.

• Curriculum Contribution: Contribute to the development and enhancement of new and existing educator training and orientation programs, working alongside senior team members.

• Success Measurement & Strategy: Measure the success of training and orientation programs by analyzing key educator success indicators and collaborating strategically with the team to continuously improve support, training, and development efforts.

• Specialized SPED Training: Attain CPI and Pro-Act certified trainer status to deliver specialized de-escalation tactics training to educators working in SPED (Special Education) environments.

Administrative support 

• Training Logistics: Provide essential administrative support and coordination for all educator training and orientation programs, including managing session scheduling, preparing training materials, and tracking educator completion and certification records.

• Educator Inquiries: Handle general educator inquiries via email and phone, providing guidance on training materials and escalating complex human resources issues to the appropriate team.

Innovate & Collaborate

• Team problem solving & strategy: Actively engage in expanding the impact of the educator HR team at Zen Educate by participating in brainstorming sessions, proactively bringing forth ideas and feedback and investing in relationship building outside of the educator HR team.

 What We’re Looking For

• The Right Background: Ideally we are looking for someone with at least 2 years of experience working in education in an instructional / teaching role. Applicants who have experience working as a SPED paraprofessional, ABA therapist, SPED teacher, RBT, or BCBA will be prioritized. 

• Skills: The successful candidate will possess basic technical proficiency in creating engaging training decks using Google Slides or similar presentation software. Additionally, you should be a confident communicator with the ability to deliver effective presentations and facilitate online and in person training sessions for erse audiences.

• Training Savvy: Experience in training and development is ideal but not required. 

• The Startup Mindset: You thrive in fast-moving, ambiguous environments and enjoy building from scratch

• Operational Excellence: You possess extraordinary organizational skills and an eagle eye for detail.

• Mission-Driven: A deep, genuine passion for improving the U.S. education system and a commitment to keeping children safe.

 Growth & Development

By joining the Educator HR team, you are entering one of Zen Educate’s newest and most dynamic functions. We are looking for people who see challenges as opportunities to step up and build lasting solutions.

To support your growth, our leadership team provides consistent feedback, regular coaching sessions, and a collaborative team network. This environment empowers you to solve complex problems at Zen that, in turn, help address broader challenges within the education sector. We invest deeply in our people and are fully committed to helping you reach your long-term career goals.

 Team & Culture

We are a mission-driven team that balances the fast-paced energy of a high-growth startup with a deep, "care more" approach toward our schools and educators. In our Culver City office, you will work side-by-side with your manager, Burgundie, and collaborate in person with our Account Management teams to drive educator success. While you will primarily connect virtually with the broader HR team in other cities, our local culture thrives on radical collaboration and the entrepreneurial spirit needed to build lasting solutions. We prioritize transparent feedback and continuous professional development, ensuring you are fully supported as we scale across the U.S. market.

 Benefits

• 18 days of PTO + 8 days of paid sick leave + US Federal holidays + option to purchase up to 5 additional days per year

• Quarterly social budget 

• Health insurance

Title: Assistant, Associate, or Full Professor - Emergency/Critical Care Medicine

Job ID

372881

Location

Twin Cities

Job Family

Academic

Full/Part Time

Full-Time

Regular/Temporary

Regular

Job Code

9403

Employee Class

Instr Fac/TC and Coord Cmp

About the Job

The Department of Veterinary Clinical Sciences at the University of Minnesota College of Veterinary Medicine invites applicants for a full-time, contract (clinical track) faculty position in Small Animal Emergency and Critical Care Medicine.

The successful candidate will join an established group consisting of four full-time faculty criticalists, residents and interns in our well-equipped emergency service and intensive care unit. Contract faculty are assigned approximately 75% clinical service and teaching, 10-15% didactic effort and 10-15% additional effort which may include research or other professional service. Responsibilities in the Veterinary Medical Center (VMC) will include providing excellent specialty-level patient care in collaboration with other specialists and emergency veterinarians; deliver high quality clinical student education, supervise interns and residents, support clinical research trials; and provide consultations to internal teams and local veterinarians in order to ensure a high standard of patient care delivery, client service and referral support. The successful candidate is expected to model professionalism, courtesy and collaboration in order to foster a healthy workplace culture that is conducive to clinical, academic and educational achievement. Adherence to university, college, VMC and departmental policies, procedures and guidelines is also an expectation. Clinical service and teaching require an in-person presence. Other responsibilities offer the opportunity for hybrid work.   

75% - Clinical Service/Clinical Teaching:

• Serve an integral role in the diagnosis, management and treatment of inpatient and outpatient ECC cases
• Provide clinical instruction and evaluation of veterinary students
• Have a strong interest in building the service’s caseload
• Occasional weekend and University holiday coverage in a shared rotation with other ECC faculty
• Perform case management and support the daily functioning of clinical service operations
• Provide supervisory oversight and mentor interns and ECC residents in the service through management of clinical cases, rounds, seminars and journal club activities
• Provide telephone consultations to referring veterinarians

25% - Didactic Teaching, Research, Outreach/Service: 

Didactic Teaching: 

The College has a strong commitment to ersity and inclusion and expects faculty to contribute to the College’s distinctive educational objectives, which promote interdisciplinary perspectives, intercultural understanding, and concern with social responsibility and the ethical implications of knowledge and action. Support and instruction for teaching is provided by the CVM Academic and Student Affairs Office and the Center for Educational Innovation (including the Early Career Teaching and Learning Program). We will work with you to allow time to prepare teaching materials that currently are needed in the curriculum and based on your interests.

Research:

The College offers robust intramural funding programs, career development resources, and support for collaborative research. Opportunities for interdisciplinary research are available through partnerships with faculty across the College of Veterinary Medicine and the five additional Health Sciences schools (Medicine, Pharmacy, Public Health, Nursing, and Dentistry). Administrative support is available for proposal development.

Outreach/Service: 

Qualifications

DVM/VMD or equivalent veterinary degree, successful completion of an emergency and critical care residency with eligibility for, or certification by, the American College of Veterinary Emergency & Critical Care (ACVECC) or European College of Veterinary Emergency & Critical Care (ECVECC) by the start date. The successful candidate must be eligible for Minnesota state veterinary licensure and secure licensure by the start date. 

Preference will be given to iniduals who are board-certified by the American College of Veterinary Emergency and Critical Care (ACVECC) or European College of Veterinary Emergency and Critical Care (ECVECC). However, applicants who have successfully completed an ACVECC or EVECC ECC residency or who are currently in training are also encouraged to apply. Preference will also be granted to iniduals with evidence of outstanding clinical and interpersonal skills, and interest and experience in teaching.

About the Department

The Small Animal Emergency Service is located in the Veterinary Medical Center’s (VMC) Lewis Small Animal Hospital on the St. Paul Campus of the University of Minnesota. The Emergency Service provides small animal (canine & feline) services 24 hours per day, 365 days per year. The Emergency Service triages and treats patients from other services of the VMC and patients of the local community through walk-in and referral appointments. Faculty members provide collaborative clinical services using cutting-edge equipment and fostering an optimal environment for clinical training.

Pay and Benefits

Pay Range:$140,000 to $185,000; depending on rank/education/qualifications/experience 

• Assistant: $140K-$170K
• Associate:  $150K-$180K
• Full: $160K-$185K

Time Appointment: 100%Appointment

Position Type: Faculty and P&A Staff 

The University offers a comprehensive benefits package that includes:

• Competitive wages, paid holidays, and generous time off
• Continuous learning opportunities through professional training and degree-seeking programs supported by the Regents Tuition Benefit Program
• Low-cost medical, dental, and pharmacy plans
• Healthcare and dependent care flexible spending accounts
• University HSA contributions
• Disability and employer-paid life insurance
• Employee wellbeing program
• Excellent retirement plans with employer contribution
• Public Service Loan Forgiveness (PSLF) opportunity
• Financial counseling services 
• Employee Assistance Program with eight sessions of counseling at no cost
• Employee Transit Pass with free or reduced rates in the Twin Cities metro area

Diversity

The University recognizes and values the importance of ersity and inclusion in enriching the employment experience of its employees and in supporting the academic mission.  The University is committed to attracting and retaining employees with varying identities and backgrounds.

The University of Minnesota provides equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression.  To learn more about ersity at the U:  http://ersity.umn.edu

Employment Requirements

Any offer of employment is contingent upon the successful completion of a background check. Our presumption is that prospective employees are eligible to work here. Criminal convictions do not automatically disqualify finalists from employment.

Title: Online Adjunct Faculty - Computer Science

Location: Remote (United States)

Part time

Job Description:

Southern New Hampshire University is a team of innovators. World changers. Iniduals who believe in progress with purpose. Since 1932, our people-centered strategy has defined us — and helped us grow a team that now serves over 180,000 learners worldwide.

Our mission to transform lives is made possible by talented people who bring erse industry experience, backgrounds and skills to the university. And today, we're ready to expand our reach. All we need is you.

Make an impact — from near or far

We currently have remote adjunct opportunities available in all US States, with the exception of California.

The opportunity

Southern New Hampshire University is looking for online adjunct faculty within our Undergraduate Computer Science program for Global Campus. You will engage students in an asynchronous and inclusive learning environment by providing guidance and resources in a pre-developed online course. You will support students by providing instruction, feedback, and experiential and application-based learning that helps our students achieve their learning and career goals. You will report to the faculty dean team. This is a remote position.

What you'll do:

• Prioritize Student Engagement – Work with students by responding within set timeframes and reaching out proactively to students needing additional support. Recognize student needs holistically and connect them with resources. Encourage participation, collaboration, and strong faculty-student relationships to enhance learning and build skills.

• Share Expertise and Resources – Stay current in your field of expertise, share your experience, and recommend relevant supplementary materials to enhance student understanding of course content. Find accessible ways to explain complex topics.

• Offer Feedback & Assessment – Evaluate student work and provide inidualized, constructive feedback within set timeframes to promote growth and mastery of course outcomes.

• Facilitate Discussions – Encourage student interaction through active participation in online discussions while fostering an inclusive, engaging, and respectful environment that promotes open dialogue and erse perspectives.

Courses:

• CS-305: Software Security

• CS-255: Systems Analysis and Design

• CS-300: Algorithms and Data Structures

• CS-465: Full Stack I

What we're looking for:

• Master's degree in Computer Science, Information Technology, or a related field

• 3 to 5 years of professional experience in computer science, software engineering, software development, Full Stack Development

• Experience with Java, Eclipse with GIT/GITHub

• Experience with Business Modeling, Systems Analysis, UML

• Experience with C++ and Eclipse or Visual Studio

• Experience with MEAN stack, Javascript, HTML, CSS, MongoDB, Restful API, JSON, SQL

We believe real innovation comes from inclusion - where different experiences, perspectives and talents are celebrated. So if you're wondering whether SNHU is right for you, take the leap and apply. You might be just the person we're looking for.

Compensation

The standard compensation for courses is $2,200 per 8-week undergraduate course and $2,500 per 10-week graduate course. Actual pay is determined at the time of course assignment based on discipline.

Exceptional benefits (because you’re exceptional)

You’re the whole package. Your benefits should be, too. As an employee at SNHU, you'll get:

• Employer-funded retirement

• Free tuition program

• Professional development opportunities

Title: Adjunct Faculty, Computer Information Systems, NW Houston (Hybrid)

Location: Northwest Houston

Job Description:

Part time

job requisition id

R30026

Provides quality education and maintains high standards of academic excellence in teaching assigned courses in the discipline. The Adjunct hybrid faculty roles teach assigned courses in person and asynchronously online. This role also maintains office hours as assigned.

Campus Address:

10343 Sam Houston Park Dr., Suite 110

Houston, Texas 77064

Essential Duties & Responsibilities:

Are you looking for a rewarding career where you can change lives? 

Strayer University is seeking a dynamic Adjunct Faculty member to join our academics team. We are currently in search of a passionate professor for graduate level Computer Information Systems class for the upcoming Summer quarter, starting July 6th in a hybrid format.  The hybrid format is described as teaching the course in both the in-person and online modalities.  This role requires 11 in-person meeting sessions for 2 hours every week held at a predetermined scheduled time (day/evening) at a specific Strayer University Campus.  The balance of the course is instructed asynchronously online.

Strayer Adjunct Faculty are not just instructors; they are also coaches and mentors. Our faculty members strive to ignite a life-long love of learning in our students and to be flexible with their erse learning styles.  We believe in a strong faculty-student relationship and building a community in the classroom. 

• Teach courses as assigned from a pre-designed curriculum and utilize your professional expertise to provide high-quality instruction.

• Enhance the strength and effectiveness of the curriculum using technology and videos.

• Arrive on-campus at least half an hour prior to the start time of in-person sessions per week during the academic quarter.

• Utilize the online learning platform to enrich the student learning experience for the online component of the course.

• Be available to students via email, phone, text, and office hours to ensure students receive quality feedback in a timely manner to support their academic success.

• Establish high standards and ensure students understand how they will be evaluated.

• Adhere to University policies and procedures.

• Attend faculty meetings and workshops or training as required.

Job Skills:

• Demonstrated knowledge of academic technology.

• Proficient with Microsoft Office (Excel, PowerPoint, etc.) software and overall computer skills.

• Demonstrated knowledge of academic evaluation.

• Proficiency in oral presentation skills, planning, and organizing of course objectives.

• Must have strong computer skills (Excel, PowerPoint, etc.).

• Excellent oral and written communication skills.

• Effective time management skills.

Work Experience:

• Teaching experience at the college level and online teaching experience are strongly preferred.

• Professional experience in Cybersecurity, Information Assurance, IT Security, Computer Security or Forensic Management is required

Education:

• Doctorate Degree in Computer Information Systems, Information Technology, Computer Science, Computer Technology or any related discipline is required

Certificates, licenses, and registrations:

•  ISC2 SSCP or other ISC2 certification required

Other:

• Must be able to travel weekly to required location(s).

• 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.

$2,300-$2,600 is the expected starting pay per online assignment for this position per quarter and $3,000 is the expected starting pay per on campus assignment for this position per quarter. If your location is near a campus, on campus teaching may be required. Current and future assignments are based on the additional factors outlined below.

SEI offers a comprehensive package of benefits to employees scheduled 30 hours or more per week. In addition to medical, dental, vision, life and disability plans, SEI employees may take advantage of well-being incentives, parental leave, paid time off, certain paid holidays, tax saving accounts (FSA, HSA), 401(k) retirement benefit, Employee Stock Purchase Plan, tuition assistance as well as entertainment and retail discounts. Non-exempt employees are eligible for overtime pay, if applicable.

Careers - Our Benefits, Strategic Education, Inc SEI is an equal opportunity employer committed to fostering an inclusive and collaborative culture where iniduals can grow their careers and contribute fully. 

Strayer University Adjunct Faculty are compensated based on the number and type of course(s) that are taught in a given quarter. Currently, compensation for courses ranges from $2,300 - $3,100.

Directed Study Faculty Supervisor

Location: Ventura - 4475 Market Street

Part time

Job Description:

Department: Academic Affairs

Job Purpose:

The Faculty Supervisor for Directed Study provides inidualized academic mentorship to students completing approved directed study projects. The faculty member supports the student’s independent legal research and writing while ensuring the work meets rigorous academic, scholarly, and professional standards.

This role reports to the Program Dean. The Faculty Supervisor works directly with students to guide the development of directed study projects, review research and written work, and provide substantive academic feedback. The position contributes to the institution’s mission by supporting independent scholarship and fostering deeper engagement with legal doctrine and research.

Faculty supervisors typically engage with students for approximately 10–15 hours over the course of a semester, including meetings, review of written drafts, and substantive feedback throughout the project. If a faculty supervisor anticipates that engagement will exceed 15 hours, prior approval from the Program Dean is required.

Position responsibilities include, but are not limited to:

• Review and approve the student’s Directed Study proposal to ensure the topic, scope, and research plan are appropriate.
• Complete all required institutional documentation and approval forms related to the directed study project.
• Meet with the student to discuss the scope, objectives, and research plan for the project.
• Advise students on legal research strategies, sources, and authorities relevant to the topic.
• Review and provide feedback on drafts of written work, including substantive analysis, organization, and writing quality.
• Guide students in the application and analysis of relevant legal principles, doctrine, and policy considerations.
• Monitor student progress to ensure the project proceeds in a timely and academically rigorous manner.
• Evaluate the final paper or project and assign a Pass/Fail grade consistent with institutional standards.
• Serve as an academic mentor while ensuring the work remains independent student scholarship.

Students typically complete 12–15 pages of double-spaced writing for one (1) unit of directed study credit and 24–30 pages for two (2) units. Unless otherwise approved, papers should be typed in 12-point Times New Roman font, double-spaced, with one-inch margins.

Required Qualifications:

Knowledge and Skills

• Demonstrated ability to mentor and guide students in legal research and scholarly writing.
• Strong knowledge of legal doctrine, research methodology, and analytical writing.
• Ability to provide constructive written and verbal feedback on student work.
• Strong organizational and time-management skills to monitor student progress.
• Commitment to maintaining academic rigor and scholarly integrity.

Education:

• Juris Doctor (J.D.) from an accredited law school.
• Admission to practice law in at least one jurisdiction required.

Experience:

• Experience teaching or mentoring students in legal research, writing, or doctrinal coursework preferred.
• Prior academic or professional legal research experience preferred.
• Experience supervising student research projects, scholarly writing, or independent study preferred.

Working Conditions:

• Work is primarily intellectual and sedentary, involving reading, research, and written feedback.
• Faculty supervisors typically meet with students virtually or in person.
• Engagement typically totals 10–15 hours per semester per directed study student.
• Work may be performed in remote, hybrid, or campus environments.

Compensation and Benefits

The Community Solution offers a generous compensation and benefits package, including paid time off, medical and dental coverage, company-paid life and disability insurance, retirement plan with employer contribution, flexible spending accounts (FSA), tuition reimbursement, professional development, and employee appreciation events.

Equal Opportunity Statement

The Community Solution Education System is an Equal Opportunity Employer.

About The Community Solution Education System:

The Community Solution Education System is an integrated, nonprofit system of colleges and universities that work collaboratively to advance institutional sustainability, student success, and community impact. Founded in 2009, The Community Solution has grown to encompass six distinct communities—The Chicago School, Pacific Oaks College & Children's School, The Colleges of Law, Saybrook University, Kansas Health Science Center-Kansas College of Osteopathic Medicine, and University of Western States. United by a shared vision, we work together to build strategic partnerships and leverage economies of scale so institutions can focus on their mission—educating students.

Compensation & Benefits

This opportunity is budgeted at $28.41 base compensation. Additional compensation factors may impact total compensation. To learn more about our competitive benefits and additional rewards, including generous paid time-off, medical and dental insurance coverage, life and disability insurance, retirement plan with employer contribution, multiple flexible spending accounts, tuition reimbursement,

Title: ELL Teacher

Location: United States

Full time

job requisition id

JR114135

Job Description

General Education focuses on K12-powered virtual schools with K-12 programs offering courses in English, history, math, science, music, art, and world languages and other personalized courses. Bachelor’s degree, 0-1 year of related professional experience

Required Certificates and Licenses: Colorado English Language Learner Certification

Residency Requirements: Colorado

The remote English Language Learner (ELL) Teacher is responsible for providing ELL K-12 program administration, professional support and training, and student and family services. The incumbent applies sound language acquisition principles to program development, teacher support, and student education. In addition, the ELL Teacher advises the administration in order to ensure state and federal compliance.

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. 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, Colorado Destinations Career Academy (CODCA). We want you to be a part of our talented team!

The mission of Colorado Destinations Career Academy (CODCA) 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 FUNCATIONS:   Reasonable accommodations 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

MINIMUM REQUIRED 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 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.

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.

• Exempt (salary): Post annual salary We anticipate the salary range to be $48,752.00 - $60,940.00. 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

This position supports students’ English language acquisition while collaborating with classroom teachers, families, and support teams to promote academic success and equitable access to grade-level content.

The ideal candidate is an experienced ELD educator who is comfortable with virtual instruction, skilled in culturally responsive practices, and adept at using technology to engage students and monitor language growth.

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.

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.

Upper School AP Calculus Teacher (Contract Position)

About ICL Academy

A new model of private online education: Connecting academics, student passions, and industry experts. 

ICL Academy is an online private school for grades 5-12 that aims to solve many problems facing in-person and online schools by focusing on student engagement through a personalized, blended approach that combines academics with personal passions. Its founder, Kirk Spahn, is a fourth-generation educator with over 20 years of experience specializing in digital education and youth civic engagement. ICL Academy is powered by 150 years of academic excellence. It builds on the track record of success of the Institute for Civic Leadership, a nonprofit founded in 2001 that has inspired, educated, and supported a new generation of youth civic leaders to take positive action in their local and global communities. 

ICL Academy also partners with industry experts who serve as master teachers and Champion Mentors. ICL Academy is grateful to have amazing Champions such as Novak Djokovic, Steve Nash, Bode Miller, Monica Seles, Vincent Zhou, and so many more supporting its community of students and families. ICL Academy has quickly become the #1 online school for kids pursuing their passion. 

Position Summary:

ICL Academy seeks talented, experienced teachers to support the school’s mission to inspire champions for life - students who excel in their education, their communities, and their passions through leadership, character, and purpose. Teachers deliver a synchronous and asynchronous academic program that requires both live seminar content delivery and engagement, substantive and effective grading and feedback, live office hours instruction, and timely, quality communication with staff, faculty, students, and families.

Job Duties and Responsibilities:

Teaching

• Maintain a significant instructional role in the teacher’s content area, to include the utilization of ICL Academy’s internal learning management system, student information system, curriculum, and supportive technologies.
• Support students with a wide range of passions, strengths, interests, and needs.
• Conduct the school’s synchronous learning program (the weekly live seminar experience) and asynchronous learning program.
• Prepare and teach powerful, interactive  weekly live seminars in the teacher’s content area during the academic year.
• Create an inclusive, supportive, and engaging learning environment.
• Encourage student participation and peer-to-peer interaction in the live seminars.
• Ensure learning objectives are met in the live seminars.
• Carry out critical administrative tasks related to teaching as determined by the Academic Department Chair, Director of Curriculum, and/or the Head of School.
• Uphold the school’s academic integrity policy and communicate violations to the student, family, academic advisor, and Academic Department Chair as necessary.
• Participate in an annual teacher observation process as required by the Academic Department Chair and/or Head of School.

Grading and Feedback

• Ensure timely (5 business days), accurate, personalized, and high quality grading and feedback of students’ academic work.
• Maintain an up-to-date gradebook for all courses within the learning management system.
• Utilize the school’s AI grading platform, BusyBee, to support the delivery of high quality grading feedback.
• Ensure timely delivery of grading, feedback, and communication during the course extension period each semester.

Office Hours

• Host four 1-hour, live office hour sessions per week during the academic year to address student questions, concerns, and learning needs.

Communication

• Respond in a timely (24 hour) and professional manner to student and family emails and phone calls.
• Communicate important student updates and concerns to the academic advising team and other members of the academic team as needed/appropriate.
• Collaborate with members of the academic team to support students’ success.
• Communicate curricular errors, concerns, and improvements to the Academic Department Chair and/or the Director of Curriculum.

Meeting Attendance

• Attend monthly faculty and/or department meetings as needed/determined by the Academic Department Chair and/or Head of School.
• Attend beginning-of-term faculty orientation each August and January.
• Attend any additional required meetings/orientations  as required by the Academic Department Chair, Director of Curriculum, and/or Head of School.

Job Requirements, Skills, and Experience:

• Bachelor's degree required.
• Master’s degree in teaching, curriculum design, and/or a related area preferred.
• Content expertise in the academic area of need (English, math, science, social studies, world languages, and/or electives) required.
• Active, state teaching certification preferred.
• Teaching and/or tutoring experience in a virtual setting preferred.
• Experience supporting highly driven/specialized students.
• Ability to engage virtual students with powerful interactive and creative lessons and discussions.
• Technologically proficient in student information systems and learning management systems.
• Highly organized.
• Outstanding interpersonal and communication skills.
• Ability to foster a cooperative work environment.
• A professional that operates with ethics and integrity.
• High degree of flexibility.
• Demonstrated ability to work well in a fast-paced environment.

ICL Academy is proud to be an Equal Opportunity Employer committed to creating a erse workforce. We consider all qualified applicants without regard to race, religion, color, sex, national origin, age, sexual orientation, gender identity, disability, veteran status, or any other status of an inidual or that inidual’s associates or relatives that is protected under applicable federal, state, or local law.

School & Academics

Remote (United States)

Title: Part-time Faculty, Criminal Justice

Location: Youngstown United States

Job Description:

Summary of Position

Responsible for teaching undergraduate courses in criminal justice and delivering high-quality, student-centered instruction that advances program learning outcomes. The role emphasizes preparing students for careers in law enforcement, corrections, the courts, public safety, and related fields through effective teaching strategies that foster critical thinking, ethical decision-making, and practical application of criminal justice principles.

The position includes collaboration with the department chair and program faculty to ensure curricular alignment, uphold institutional standards, and promote student success.

Position Information

Plans, organizes, teaches, and provides feedback to promote and direct student success. Responds to students in a timely manner. Communicates with students, departments, and university officials via university provided tools and resources.

An Institution of Opportunity: YSU inspires iniduals, enhances futures, and enriches lives.

As a student-centered university, Youngstown State University's mission is to provide innovative lifelong learning opportunities that will inspire iniduals, enhance futures, and enrich lives. YSU inspires iniduals by cultivating a curiosity for life-long learning; enhances the futures of our students by empowering them to discover, disseminate and apply their knowledge; and enriches the region by fostering collaboration and the advancement of civic, scientific, and technological development. YSU's culture of enrichment flourishes in our intellectually erse, accessible, and quality education.

Work Schedule: Typically, Monday through Friday. Teaching assignments may be remote or at various locations.

Primary Location: Youngstown

Qualifications and Competencies

Required Certifications, Training, and/or Licensures: Must be currently authorized to work in the United States on a full-time basis.

Minimum Qualifications:At least a master's degree in criminal justice or an equivalent related field. Must be currently authorized to work in the United States on a full-time basis.

Preferred Qualifications:Doctoral degree in criminal justice, criminology, law, or a closely related field. Professional experience within the criminal justice system.

Physical Requirements:In accordance with the U.S. Department of Labor physical demands strength ratings, this position will perform sedentary work.

Sedentary:work involves exerting up to 10 pounds of force occasionally or a negligible amount of force frequently to lift, carry, push, pull, or otherwise move objects, including the human body. Sedentary work involves sitting most of the time but may involve walking or standing for brief periods of time. Jobs may be defined as Sedentary when walking and standing are required only occasionally, and all other Sedentary criteria are met.

Supplemental Information

Please upload all transcripts as one PDF file.

At time of hire, all candidates must provide official transcripts. Official transcripts must be provided in an unopened, sealed envelope and must bear the embossed or raised college seal, date and Registrar's signature.

Title: Part-time Faculty, Anthropology

Location: Youngstown United States

Job Description:

Summary of Position

Open to all subfields within anthropology. Teach a range of courses including a four-field Introduction to Anthropology, a subfield-specific survey course (Archaeology, Biological, Cultural, or Linguistic Anthropology), and upper-level electives (field open). Must be able to provide regular in-person instruction as assigned.

Position Information

Plans, organizes, teaches, and provides feedback to promote and direct student success. Responds to students in a timely manner. Communicates with students, departments, and university officials via university provided tools and resources.

An Institution of Opportunity:YSUinspires iniduals, enhances futures, and enriches lives.

As a student-centered university, Youngstown State University's mission is to provide innovative lifelong learning opportunities that will inspire iniduals, enhance futures, and enrich lives. YSU inspires iniduals by cultivating a curiosity for life-long learning; enhances the futures of our students by empowering them to discover, disseminate and apply their knowledge; and enriches the region by fostering collaboration and the advancement of civic, scientific, and technological development. YSU's culture of enrichment flourishes in our intellectually erse, accessible, and quality education.

Work Schedule:Typically, Monday through Friday. Teaching assignments may be remote or at various locations. Must be able to provide regular in-person instruction as assigned.

Qualifications and Competencies

Required Certifications, Training, and/or Licensures:Must be currently authorized to work in the United States on a full-time basis.

Minimum Qualifications:An earned a master's degree in anthropology; must be able to teach a 4-field introduction to anthropology class, survey classes in their subfield, as well as advanced classes in subfield;

must be currently authorized to work in the United States on a full-time basis.

Preferred Qualifications:Teaching experience, with particular emphasis on online and accelerated instructional modalities.

Physical Requirements:In accordance with the U.S. Department of Labor physical demands strength ratings, this position will perform sedentary work.

Sedentary:work involves exerting up to 10 pounds of force occasionally or a negligible amount of force frequently to lift, carry, push, pull, or otherwise move objects, including the human body. Sedentary work involves sitting most of the time but may involve walking or standing for brief periods of time. Jobs may be defined as Sedentary when walking and standing are required only occasionally, and all other Sedentary criteria aremet.

Supplemental Information

Please upload all transcripts as one PDF file.

At time of hire, all candidates must provide official transcripts. Official transcripts must be provided in an unopened, sealed envelope and must bear the embossed or raised college seal, date and Registrar's signature.

Title: Instructor, Construction Essentials

Location: Rochester United States

Job Description:

Job Description:

Function of Position:

The FWD-Center at Monroe Community College is seeking a skilled and motivated Part-Time Instructor to teach our WCON-100 Construction Essentials Course For our New York State Department of Labor (NYSDOL) apprenticeship courses. This course serves as an introductory foundation for students interested in the construction trades. The ideal candidate will bring hands-on experience from the construction industry and a passion for preparing students for success in the workforce through real-world learning.

• This is a part-time, temporary position

Examples of Duties & Responsibilities:

• Provide instruction aligned with NYSDOL Apprenticeship standards and industry best practices.
• Create engaging lessons that incorporate practical, hands-on learning activities.
• Maintain a safe, organized classroom and shop/lab environment.
• Teach and demonstrate correct and safe use of tools, equipment, and materials.
• Facilitate and complete student registration and evaluation forms.
• Administer and maintain Module exams, Entry quizzes, lab activities, student grades, and attendance records with proper documentation and signature verification, to be submitted to the Skilled trades Manager as required.
• Collaborate with the FWD Center staff, industry partners, and Community Based Organizations to support student growth and career readiness.
• Monitor and assess student progress; provide timely feedback and support.
• Encourage the development of both technical skills and professional work habits.
• Participate in professional development and maintain relevant industry certifications.

Topics Covered Include:

• Basic Safety: OSHA standards, PPE, and safe jobsite practices
• Construction Math: Measurements, calculations, and problem-solving
• Hand Tools: Identification, proper use, and maintenance
• Power Tools: Safe operation and applications in construction
• Construction Drawings: Reading and interpreting blueprints and plans
• Basic Rigging: Equipment identification and safety protocols
• Basic Communication Skills: Effective verbal and written communication on the jobsite
• Basic Employability Skills: Work ethic, time management, teamwork, and professionalism
• Introduction to Material Handling: Safe movement and storage of construction materials

MCC Expectations:

• Adheres to the College Code of Conduct.
• Contributes to, supports, and maintains an equitable, inclusive, and collaborative College environment.
• Maintains technological competencies utilized by the College.
• Commits to the philosophy of a comprehensive community college.
• Commits to professional growth. which includes seeking ongoing training in ersity, equity and inclusion to better serve students.

Requirements:

Required Qualifications:

• High school diploma or GED
• Minimum 8-10 years of experience in the construction or building trades industry
• Current or eligible for a CTE teachers certificate credential in Construction or related field (or willing to pursue credentialing)
• Strong communication, organizational, and classroom management skills
• Commitment to student success, equity, and career readiness

Preferred Qualifications:

• Associate's or Bachelor's degree
• Previous teaching or training experience

Additional Information:

Employment Type: Part-time hourly

Salary Range: Based on Skills and Experience Starting at $38.00/hr.

Work Schedule: 6-8 hours per week

Location: FWD Center, 321 State Street, Rochester, NY 14608

Prohibition of Remote Work Outside New York State: Remote work locations outside New York State are not authorized by the College due to out-of-state tax and regulatory implications. In limited circumstances, prompted by business or operational needs, the College may approve requests to work remotely outside of New York State, on a short term, temporary basis.

Monroe Community College prohibits discrimination based on race, color, religion, sex, sexual orientation, pregnancy, familial status, gender identity or expression, age, genetic information, national or ethnic origin, physical or mental disability, marital status, veteran status, domestic violence, victim status, criminal conviction, or any other characteristic or status protected by state or federal laws or College policy in admissions, employment, and treatment of students and employees, or in any aspect of the business of the College.

Notice of Non-Discrimination

Annual Campus Security & Fire Safety Report

Application Instructions:

Interested applicants must apply online and create an account by clicking on the APPLY NOW tab below. Returning applicants may login to their Monroe Community College Careers Account to apply for this position. See the FAQ page for guidance using our online system. Please contact us if you need assistance applying through this website.

Title: Part-time Faculty, Chemical Engineering

Location: Youngstown United States

Job type: Part-time 

Job Number: 202600055

Division: Academic Affairs

Department: Civil Environmental & Chemical Engr

Bargaining Unit Status: Excluded from Any Bargaining Unit

Salary Grade: PF

Additional Information

Part-time faculty are pooled positions; appointments are made on an as-needed/rolling basis.

Job Description:

Summary of Position

Teach undergraduate courses and/or laboratories in core areas of chemical engineering and contribute to student success, assessment, and continuous improvement efforts consistent with Accreditation Board for Engineering and Technology (ABET) standards.

Position Information

Work Schedule: Typically, Monday through Friday. Teaching assignments may be remote or at various locations.

Plans, organizes, teaches, and provides feedback to promote and direct student success. Responds to students in a timely manner. Communicates with students, departments, and university officials via university provided tools and resources.

An Institution of Opportunity: YSU inspires iniduals, enhances futures, and enriches lives.

As a student-centered university, Youngstown State University's mission is to provide innovative lifelong learning opportunities that will inspire iniduals, enhance futures, and enrich lives. YSU inspires iniduals by cultivating a curiosity for life-long learning; enhances the futures of our students by empowering them to discover, disseminate and apply their knowledge; and enriches the region by fostering collaboration and the advancement of civic, scientific, and technological development. YSU's culture of enrichment flourishes in our intellectually erse, accessible, and quality education.

Qualifications and Competencies

Required Certifications, Training, and/or Licensures:Must be currently authorized to work in the United States on a full-time basis.

Minimum Qualifications:At least a master's degree in chemical engineering or a closely related engineering discipline from an accredited institution; must be currently authorized to work in the United States on a full-time basis.

Preferred Qualifications:A Ph.D. in Chemical Engineering or a closely related field is preferred. A minimum of five years of relevant industrial experience is desirable, particularly for upper-ision and engineering design instruction.

Physical Requirements:In accordance with the U.S. Department of Labor physical demands strength ratings, this position will perform sedentary work.

Sedentary:work involves exerting up to 10 pounds of force occasionally or a negligible amount of force frequently to lift, carry, push, pull, or otherwise move objects, including the human body. Sedentary work involves sitting most of the time but may involve walking or standing for brief periods of time. Jobs may be defined as Sedentary when walking and standing are required only occasionally, and all other Sedentary criteria aremet.

At time of hire, all candidates must provide official transcripts. Official transcripts must be provided in an unopened, sealed envelope and must bear the embossed or raised college seal, date and Registrar's signature.

Title: Pre-ETS Specialist

Location: Columbia United States

Job Description:

Hiring Department

Pre-Employment Transition Services Program

College of Education & Human Development

University of MO-Columbia

Job Description

This position supports the Workforce Innovation and Opportunity Act (WIOA) requirement for Vocational Rehabilitation (VR) to collaborate with Local Educational Agencies (LEA) to deliver Pre-Employment Transition Services (Pre-ETS) to eligible students with disabilities in Missouri secondary schools. This role involves working closely with LEAs, VR, and community partners to prepare students for employment, postsecondary education, and independent living.

Key Responsibilities:

• Job Exploration Counseling
• Postsecondary Education Counseling
• Workplace Readiness Training
• Work-Based Learning Experiences
• Self-Advocacy & Peer Mentoring

Additional Information:

• Requires home-office setup and up to 100% travel to assigned school districts.
• This position is not located in Columbia, MO; applicants must reside in the designated service area.

Position Requirements:

Applicants must live and serve in the assigned Northeast MO Pre-Employment Transition Services area and be willing to work from a home office. This position requires up to 100% travel to designated school districts and is not based in Columbia, MO.

This position will support school districts across the following counties, with the possibility of additional areas as needed to meet the needs of our Pre-ETS students: Phelps, Crawford, Washington, St. Francois, Ste. Genevieve, Perry, Dent, Reynolds, Iron, Madison, Bollinger, Cape Girardeau, Shannon, Carter, Wayne, Oregon, Ripley, Butler, Stoddard, Scott, Mississippi, Dunklin, New Madrid, and Pemiscot. Applicants must reside and work within the Southeast Missouri area to effectively serve their assigned school districts.

Shift

This is a full-time, benefit-eligible remote position.

40 hours per week, 12 months per year.

Monday - Friday

Remote work with substantial travel.

Minimum Qualifications

Associate's degree in early childhood education, child development or related area or the equivalent combination of education and experience from which comparable knowledge and skills can be acquired is necessary.

Preferred Qualifications

Preferred Experience: 3-4 years, including at least two years in teaching or counseling, with frequent interaction with state agencies, school staff, and students in Missouri secondary schools

Preferred Education: Bachelor's degree or Master's degree in education or related field. A current MO teaching certificate or substitute teacher certification, with preference in Special Education.

Preferred Skills: Experience with transition-age youth, familiarity with disability programs (vocational rehabilitation, special education), career pathways, and strong skills in communication, organization, relationship-building, and leadership.

Additional information: Applicant should have a valid MO driver's license. Applicant should be willing to work flexible hours. Applicant should be aware that this position requires extensive travel and work from a home office location.

Anticipated Hiring Range

Salary Range: $50,000 to $56,000 yearly, per grant funding

Grade: GGS-008

University Title: Child Development Teacher

Internal applicants can determine their University title by accessing the Talent Profile tile in MyHR.

Application Materials

All applicants must complete the full University application and include the following attachments:

• Cover letter specific to this position.
• Current resume.
• List of references which must include at least two previous supervisors. NOTE: References will not be contacted until after the candidate is selected/interviewed.

Benefit Eligibility

This position is eligible for University benefits. As part of your total compensation, the University offers a comprehensive benefits package, including medical, dental and vision plans, retirement, paid time off, short- and long-term disability, paid parental leave, paid caregiver leave, and educational fee discounts for all four UM System campuses. For additional information on University benefits, please visit the Faculty & Staff Benefits website at https://www.umsystem.edu/totalrewards/benefits.

Equal Employment Opportunity

The University of Missouri is an Equal Opportunity Employer.

Title: PT Faculty - Human Resource Management

Location: UAG | University of Arkansas Grantham

remote type

Remote work only

locations

UAG | University of Arkansas Grantham

time type

Part time

Job Description:

Current University of Arkansas System employees, including student employees and graduate assistants, need to log in to Workday via MyApps.Microsoft.com, then access Find Jobs from the Workday search bar to view and apply for open positions. Students at University of Arkansas System will also view open positions and apply within Workday by searching for “Find Jobs for Students”.

All Job Postings will close at 12:01 a.m. CT on the specified Closing Date (if designated).

If you close the browser or exit your application prior to submitting, the application process will be saved as a draft. You will be able to access and complete the application through “My Draft Applications” located on your Candidate Home page.

Closing Date:

Type of Position:

Adjunct Faculty

Workstudy Position:

No

Job Type:

Less than Annual Appointment (Fixed Term)

Work Shift:

Sponsorship Available:

No

Institution Name:

University of Arkansas Grantham

As an employer, the University of Arkansas Grantham offers a remote work environment and a workplace culture that promotes a healthy work-life balance. The benefits package includes university contributions to health, dental, life and disability insurance, tuition waivers for employees and their families, 12 official holidays, immediate leave accrual, and a choice of retirement programs with university contributions ranging from 5 - 10% of employee salary.

Below you will find the details for the position including any supplementary documentation and questions, you should review before applying for the opening.

If you need assistance with the application process, or if you are a person with a disability who would like to request a reasonable accommodation related to the application process, please contact the Department of Human Resources at [email protected].

For general application assistance or if you have questions about a job posting, please contact Human Resources at [email protected].

Department:

General Academics Team

Department's Website:

Summary of Job Duties:

The University of Arkansas Grantham is looking for REMOTE PT Faculty in the following states: AL, AR, AZ, DE, FL, GA, KS, IA, ID, IN, KY, LA, MD, MI, MO, MS, NC, NE, NJ, OH, OK, SC, TN, TX, UT, VA, VT, WI and WY.

Please only apply if you are able to live and work full-time in one of the states listed above. State locations and specifics are subject to change as our hiring requirements shift.

POSITION DESCRIPTION:

KEY JOB RESPONSIBILITIES:

Qualifications:

EDUCATION/WORK EXPERIENCE REQUIREMENTS AND DESIRED SKILLS:

• Part-time faculty teaching undergraduate courses are required to hold a Master’s Degree in Human Resources or 18 graduate credits in HR reated courses. A doctorate idegree s desired. 

• Required qualifications for graduate teaching include a PhD in relevant field required

• Relevant certifications required, if applicable

• Five years of professional experience

• Prospective faculty must enroll in and successfully complete the Faculty Orientation Training Course

• Online teaching experience is preferred

• All degrees must be conferred from an institution accredited by an accreditation agency recognized by the United States Department of Education or the Council for Higher Education Accreditation (CHEA).  For faculty holding degrees awarded by non-U.S. institutions, the institutions must be approved by the appropriate governmental or accreditation agency.

• A student-centered instructional philosophy is required

• Curriculum development experience a plus

• Proficiency in MS Office Suite Products and leveraging the Internet

• Knowledge of, and use of Blackboard Learning Management System is preferred

• Able to make decisions and work independently with effective problem solving and analytical skills

• Strong interpersonal skills and ability to collaborate with technicians and faculty

• Knowledge of distance learning educational model required

• Able to gather, analyze, evaluate, and integrate information electronically

• In-depth knowledge of distance learning educational models, adult learning styles, and technology-assisted instruction.

• In-depth knowledge of developing curriculum design required

• Excellent analytical, interpersonal, oral, and written communication skills required

• High speed Internet and a webcam are required for this role.

• Able to effectively communicate orally and in writing.

• A flexible work schedule is required.

• Able to multi-task yet maintain close attention to detail and timeliness of work production.

• Able to work in a positive team-oriented manner with a variety of people (students, faculty, staff, administrators, vendors, and members of the general public)

• Language Skills: Able to read, analyze, and interpret common journals and legal documents. Able to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community. Able to effectively present information to executive management, faculty, staff, and/or students.

• Mathematical Skill: Able to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

• Reasoning Ability: Able to define problems, collect data, establish facts, and draw valid conclusions. Ability to present facts to faculty for departmental response. Able to deal with a variety of information presented in oral or written formats. Able to deal with non-verbal behavior in assisting with problem resolution.

• Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable iniduals with disabilities to perform the essential functions.

  • Frequently required to use hand to finger, handle, or feel (including the use of computer keyboards) and talk or hear (including the use of a telephone and computer).

  • Occasionally required to walk, stand, and make presentations.

  • This position may involve sitting at a desk for extended periods of time.

  • Specific vision abilities include close vision and distance vision.

University of Arkansas Grantham will seek to reasonably accommodate qualified iniduals with a disability. Such reasonable accommodation may take the form of making existing facilities readily accessible to or usable by iniduals with a disability, restructuring jobs, modifying schedules, acquiring, or modifying equipment, adjusting training materials, adjusting employment policies, and the like.

Additional Information:

Salary Information:

Commensurate with education and experience

Required Documents to Apply:

Proof of Veteran Status, Resume, Unofficial/Official Transcript(s)

Optional Documents:

Special Instructions to Applicants:

Recruitment Contact Information:

Jenny Seifert, Sr. Recruitment and Benefits Administrator, [email protected]

All application materials must be uploaded to the University of Arkansas System Career Site https://uasys.wd5.myworkdayjobs.com/UASYS  

Please do not send to listed recruitment contact.

Pre-employment Screening Requirements:

The University of Arkansas is committed to providing a safe campus community. We conduct background checks for applicants being considered for employment. Background checks include a criminal background check and a sex offender registry check. For certain positions, there may also be a financial (credit) background check, a Motor Vehicle Registry (MVR) check, and/or drug screening. Required checks are identified in the position listing. A criminal conviction or arrest pending adjudication or adverse financial history information alone shall not disqualify an applicant in the absence of a relationship to the requirements of the position. Background check information will be used in a confidential, non-discriminatory manner consistent with state and federal law.

The University of Arkansas is an equal opportunity institution. The University does not discriminate in its education programs or activities (including in admission and employment) on the basis of any category or status protected by law, including age, race, color, national origin, disability, religion, protected veteran status, military service, genetic information, sex, sexual preference, or pregnancy. Questions or concerns about the application of Title IX, which prohibits discrimination on the basis of sex, may be sent to the University’s Title IX Coordinator and to the U.S. Department of Education Office for Civil Rights.

Persons must have proof of legal authority to work in the United States on the first day of employment.

All application information is subject to public disclosure under the Arkansas Freedom of Information Act.

Constant Physical Activity:

Frequent Physical Activity:

Occasional Physical Activity:

Benefits Eligible:

No

Title: PT Faculty - Logistics & Supply Chain

Location:

UAG | University of Arkansas Grantham

time type

Part time

job requisition id

R0084629

Current University of Arkansas System employees, including student employees and graduate assistants, need to log in to Workday via MyApps.Microsoft.com, then access Find Jobs from the Workday search bar to view and apply for open positions. Students at University of Arkansas System will also view open positions and apply within Workday by searching for “Find Jobs for Students”.

If you close the browser or exit your application prior to submitting, the application process will be saved as a draft. You will be able to access and complete the application through “My Draft Applications” located on your Candidate Home page.

Closing Date:

Type of Position:

Adjunct Faculty

Workstudy Position:

No

Job Type:

Less than Annual Appointment (Fixed Term)

Work Shift:

Sponsorship Available:

No

Institution Name:

University of Arkansas Grantham

As an employer, the University of Arkansas Grantham offers a remote work environment and a workplace culture that promotes a healthy work-life balance. The benefits package includes university contributions to health, dental, life and disability insurance, tuition waivers for employees and their families, 12 official holidays, immediate leave accrual, and a choice of retirement programs with university contributions ranging from 5 - 10% of employee salary.

Below you will find the details for the position including any supplementary documentation and questions, you should review before applying for the opening.

Department:

General Academics Team

Department's Website:

Summary of Job Duties:

The University of Arkansas Grantham is looking for REMOTE PT Faculty in the following states: AL, AR, AZ, DE, FL, GA, KS, IA, ID, IN, KY, LA, MD, MI, MO, MS, NC, NE, NJ, OH, OK, SC, TN, TX, UT, VA, VT, WI and WY.

Please only apply if you are able to live and work full-time in one of the states listed above. State locations and specifics are subject to change as our hiring requirements shift.

POSITION DESCRIPTION:

KEY JOB RESPONSIBILITIES:

Qualifications:

EDUCATION/WORK EXPERIENCE REQUIREMENTS AND DESIRED SKILLS:

• Part-time faculty teaching undergraduate courses are requirred to have a Master's Degree in Logistics or Supply Chain or 18 graduate credits in those areas. 

• Required qualifications for graduate teaching include a PhD in relevant field required

• Five years of professional experience

• Prospective faculty must enroll in and successfully complete the Faculty Orientation Training Course

• Online teaching experience is preferred

• All degrees must be conferred from an institution accredited by an accreditation agency recognized by the United States Department of Education or the Council for Higher Education Accreditation (CHEA).  For faculty holding degrees awarded by non-U.S. institutions, the institutions must be approved by the appropriate governmental or accreditation agency.

• A student-centered instructional philosophy is required

• Curriculum development experience a plus

• Proficiency in MS Office Suite Products and leveraging the Internet

• Knowledge of, and use of Blackboard Learning Management System is preferred

• Able to make decisions and work independently with effective problem solving and analytical skills

• Strong interpersonal skills and ability to collaborate with technicians and faculty

• Knowledge of distance learning educational model required

• Able to gather, analyze, evaluate, and integrate information electronically

• In-depth knowledge of distance learning educational models, adult learning styles, and technology-assisted instruction.

• In-depth knowledge of developing curriculum design required

• Excellent analytical, interpersonal, oral, and written communication skills required

• High speed Internet and a webcam are required for this role.

• Able to effectively communicate orally and in writing.

• A flexible work schedule is required.

• Able to multi-task yet maintain close attention to detail and timeliness of work production.

• Able to work in a positive team-oriented manner with a variety of people (students, faculty, staff, administrators, vendors, and members of the general public)

• Language Skills: Able to read, analyze, and interpret common journals and legal documents. Able to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community. Able to effectively present information to executive management, faculty, staff, and/or students.

• Mathematical Skill: Able to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

• Reasoning Ability: Able to define problems, collect data, establish facts, and draw valid conclusions. Ability to present facts to faculty for departmental response. Able to deal with a variety of information presented in oral or written formats. Able to deal with non-verbal behavior in assisting with problem resolution.

• Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable iniduals with disabilities to perform the essential functions.

  • Frequently required to use hand to finger, handle, or feel (including the use of computer keyboards) and talk or hear (including the use of a telephone and computer).

  • Occasionally required to walk, stand, and make presentations.

  • This position may involve sitting at a desk for extended periods of time.

  • Specific vision abilities include close vision and distance vision.

University of Arkansas Grantham will seek to reasonably accommodate qualified iniduals with a disability. Such reasonable accommodation may take the form of making existing facilities readily accessible to or usable by iniduals with a disability, restructuring jobs, modifying schedules, acquiring, or modifying equipment, adjusting training materials, adjusting employment policies, and the like.

Salary Information:

Commensurate with education and experience

Required Documents to Apply:

Proof of Veteran Status, Resume, Unofficial/Official Transcript(s)

Optional Documents:

Pre-employment Screening Requirements:

The University of Arkansas is committed to providing a safe campus community. We conduct background checks for applicants being considered for employment. Background checks include a criminal background check and a sex offender registry check. For certain positions, there may also be a financial (credit) background check, a Motor Vehicle Registry (MVR) check, and/or drug screening. Required checks are identified in the position listing. A criminal conviction or arrest pending adjudication or adverse financial history information alone shall not disqualify an applicant in the absence of a relationship to the requirements of the position. Background check information will be used in a confidential, non-discriminatory manner consistent with state and federal law.

The University of Arkansas is an equal opportunity institution. The University does not discriminate in its education programs or activities (including in admission and employment) on the basis of any category or status protected by law, including age, race, color, national origin, disability, religion, protected veteran status, military service, genetic information, sex, sexual preference, or pregnancy. Questions or concerns about the application of Title IX, which prohibits discrimination on the basis of sex, may be sent to the University’s Title IX Coordinator and to the U.S. Department of Education Office for Civil Rights.

Persons must have proof of legal authority to work in the United States on the first day of employment.

All application information is subject to public disclosure under the Arkansas Freedom of Information Act.

Constant Physical Activity:

Frequent Physical Activity:

Occasional Physical Activity:

Benefits Eligible:

No

Title: Elementary School Special Education Teacher

Location: United States

locations

US - NC - Remote

time type

Full time

Job Description:

Job Description

Required Certificates and Licenses: North Carolina Special Education Teaching Certification Required

Residency Requirements: Must reside in North Carolina

The Elementary Special Education Teacher is a state certified teacher responsible for delivering specific course content in an online environment. The Special Education Teacher must provide instruction, support, and guidance, manage the learning process, and focus on students' inidual needs as defined by each student's Inidualized Education Program. The Special Education Teacher works actively with students and parents to advance each student's learning and is also responsible for the compliance documents required in serving students with special needs.

Start Date: School year 2026/2027

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, Pine Springs Preparatory Virtual Academy (PSPVA). We want you to be a part of our talented team!

The mission of Pine Springs Preparatory Virtual Academy (PSPVA) 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.

• Ensure all special education and related services are provided as determined by the IEP team by:
• Communicating with parents and applicable related service staff to ensure that students with special needs are receiving the appropriate therapies
• Developing compliant IEP's, progress reports and other state specific required special education documentation
• Facilitating and leading collaborative special education meetings such as annual IEP meetings
• Using provided resources to ensure accommodations and modifications for students with disabilities such as assistive technology, supplemental curriculum, and accessible text
• Make modifications and accommodations to Stride K12 lessons and assessments as specified by the IEP
• Ensure inclusion and success of student in the general education classroom
• Collect data and work samples to monitor student progress towards Inidual Education Program (IEP) goals and objectives
• Document all contact with parents and interventions with students
• Analyze student data to prescribe remediation and enrichment as needed
• Provide rich and engaging synchronous and asynchronous learning experiences for students
• Commitment to personalizing learning for all students
• Demonstrate a belief in all students' ability to succeed and meet high expectations
• Maintain grade book ensuring student academic integrity, makes student placement and promotion decisions, and alerts administrators to concerns about student performance and progress
• Prepare students for high stakes standardized tests
• Understand 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
• Support 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
• 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
• 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 on a regular basis with administrators
• 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
• Strong written/verbal communication skills

DESIRED QUALIFICATIONS:

• Experience working with the proposed age group
• Experience supporting adults and children in the use of technology
• Experience teaching online (virtual) and/or in a brick-and-mortar environment
• Experience with online learning platform

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.

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: High School Chemistry Teacher

Location: Tennessee Alabama, Mississippi, Georgia, Florida, South Carolina, North Carolina, Virginia, Kentucky, Missouri, Arkansas, and Louisiana. United States

Full time

job requisition id: JR113598

Job Description:

Required Certificates and Licenses: Tennessee Chemistry Teaching Certification

Residency Requirements: This position is remote and strongly prefers candidates that reside in Tennessee. May consider candidates that reside in surrounding states: Alabama, Mississippi, Georgia, Florida, South Carolina, North Carolina, Virginia, Kentucky, Missouri, Arkansas, and Louisiana.

• Must be able to attend in person PDs, testing, and other school events.

The Elementary School 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, Volunteer State Virtual Academy (VSVA). We want you to be a part of our talented team!

The mission of Volunteer State Virtual Academy (VSVA) 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 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.

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

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.

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: MTC Infield Language Mentor (Part time)

Location: Provo United States

Job Description:

Trending

To meet the needs of the Church, we seek to build teams that represent the erse perspectives, broad life experiences and backgrounds of our global Church membership. With that in mind, we encourage all qualified applicants to apply.

Job Description

This position is central to the missionaries' role to 'Invite others to come unto Christ by helping them receive the restored gospel through faith in Jesus Christ and His Atonement, repentance, baptism, receiving the gift of the Holy Ghost, and enduring to the end.' Teachers are an entry support level inidual contributor that helps train missionaries in a variety of settings and topics. Training may include language skills, gospel doctrine/Preach My Gospel instruction, and missionary skill development. Teachers may train both junior and senior missionaries before they enter the MTC, while at the MTC and after leaving the MTC. They follow an approved curriculum and may be selected to participate in pilots and initiatives.

Responsibilities

Reports to trainer or supervisor level in Training department.

Qualifications

Required:

Preferred:

About Us

Church employees find joy and satisfaction in using their unique talents and abilities to further the Lord’s work. From the IT professional who develops an app that sends the gospel message worldwide, to the facilities manager who maintains our buildings— giving Church members places to worship, teach, learn, and receive sacred ordinances—our employees seek innovative ways to share the gospel of Jesus Christ with the world. They are literally working in His kingdom.

Only members of the Church who are worthy of a temple recommend qualify for employment. Apart from this, the Church is an equal opportunity employer and does not discriminate in its employment decisions on any basis that would violate U.S. or local law.

Qualified applicants will be considered for employment without regard to race, national origin, color, gender, pregnancy, marital status, age, disability, genetic information, veteran status, or other legally protected categories that apply to the Church. The Church will make reasonable accommodations for qualified iniduals with known disabilities.

Job Identification374419

Job CategoryTR - Training

Locations 2005 N 900 E, Provo, UT, 84602, US(On-site)

Job SchedulePart time

Regular or TemporaryTemporary

Worker TypeEmployee

Number of Openings1

Worthiness QualificationMust be a member of The Church of Jesus Christ of Latter-day Saints and currently temple worthy.

Title: Assistant Director, Rice School Literacy and Culture

Location: Houston United States

Job Description:

Special Instructions to Applicants: All interested applicants must attach a cover letter and a resume or CV in the Supporting Documents section of the application in a PDF format. Please note that the applicant tracking system does not convert attachments in Word format successfully.

About Rice:

Boasting a 300-acre tree-lined campus in Houston, Texas, Rice University is ranked among the nation's top 20 universities by U.S. News & World Report. Rice has a 6-to-1 undergraduate student-to-faculty ratio, and a residential college system, which supports students intellectually, emotionally and culturally through social events, intramural sports, student plays, lectures series, courses and student government. Developing close-knit, erse college communities is a strong campus tradition, which is why Rice is highly ranked for best quality of life and best value among private universities.

Rice is also a wonderful place to work. Rice faculty, staff and students share values that are essential to our success as a healthy community. Those values guide our decisions and behaviors and shape Rice's culture. They come through in the way we treat each other and the welcome we extend to our visitors. These values can be recalled simply by our name - RICE - Responsibility, Integrity, Community and Excellence.

Position Summary:

The Susanne M. Glasscock School of Continuing Studies (GSCS) amplifies Rice University's academic excellence and outreach through lifelong personal and professional offerings that empower iniduals and organizations, foster community, and promote the common good in Houston and beyond.

The Assistant Director for School Literacy and Culture (SLC) reports to the Director and administers program operations, ensuring efficient, effective and productive operations in early learning programs including but not limited to daylong, weeklong, and yearlong programs at the campus, district, regional, state and national levels. The Assistant Director works directly with teachers through seminars, classroom-based mentoring, and workshops. This position is responsible for curriculum development, documentation, and research related to these endeavors as well as budgeting and planning.

The Assistant Director's effective management and implementation of SLC programming involves ongoing work with colleagues and supervision of early childhood mentors and content presenters with an emphasis on GSCS universal job competencies: technical expertise, results orientation, thoroughness, communication, and fostering teamwork. Program-based forward planning and decision-making required in this role are directly aligned with SLC's strategic goals for equity-based service to children, teachers, and families within the greater Houston community. These goals are revisited and revised on a regular basis as directed by community need.

Ideal Candidate Statement:

The ideal candidate should have extensive experience as an early childhood or early elementary educator; in-depth knowledge of child development and early literacy development, equity-based education, and research-based practices for supporting emergent bilingual and dual language learners; and demonstrated skill in extrapolating and sharing early education research through transformative professional development as it relates to practical classroom practice. Demonstrated expertise in communication, collaboration, and coordination of tasks with other educational professionals is highly preferred.

Workplace Requirements:

This position is offered as a hybrid role, combining both in-office and remote work to provide flexibility and support collaboration. Successful candidates should expect to work in-office with team members three days a week after the first six weeks of onboarding. Field work at area public, private, charter schools, and Head Start classrooms is a regular component of this position. The Assistant Director will work closely with teachers during late afternoon/evening seminars and weekend Summits. Per Rice policy 440, work arrangements may be subject to change.

Hiring Range: $60,000 to $70,000 annually

• Exempt (salaried) positions under FLSA are not eligible for overtime.

This position is term limited and partially funded by a grant, soft, and/or restricted funds. Continued employment is contingent on the renewal of funding.

Minimum Requirements:

• Bachelor's degree

• In lieu of the education requirement, additional related experience, above and beyond what is required, on an equivalent year-for-year basis may be substituted

• Two or more (2+) years of experience teaching in an early childhood or early elementary classroom, with consistent implementation of evidence-based instructional literacy strategies

Skills

• Ability to develop and initiate new strategies and programs; demonstrated capacity for strategic thinking
• Strong verbal and written communication skills
• Ability to work well under pressure and manage projects simultaneously
• Strong organizational and time management skills
• Advanced knowledge of Microsoft Office suite and Google platforms
• Strong data analysis skills
• Ability to work independently and as part of a team to meet expected deadlines and schedules
• Adept at problem solving, creating contingency plans, and handling issues when necessary
• Strong client service orientation and attention to detail
• Ability to develop complex or multiple program partnerships and funding sources
• Ability to oversee and direct staff
• Knowledge of managing budgets and developing financial plans

Preferences:

• Master's degree in Education, Psychology, Sociology or related field
• Three years of experience in the implementation of early literacy principles advanced through the Rice Oral and Written Language Labs, Classroom Storytelling approach, or Early Literacy Leadership Academy and at least one year of service as a mentor teacher
• Three years of experience teaching in an early childhood (toddlers through age eight) classroom
• Texas Teacher's Certificate
• Experience in teaching ESL (English as a Second Language), emergent bilingual, or dual-language preschool or early elementary students
• Expertise in:
• Extrapolating current educational and cross-domain research into practical classroom practices for early childhood educators
• Maximizing effectiveness of hybrid learning models through the creation of Canvas-based learning modules and structuring of interactive in-person and remote seminars
• Training, supporting and supervising mentor teachers
• Developing and disseminating equity-based early childhood education for young ESL students, emergent bilinguals, and dual language learners
• Presenting dynamic, interactive workshops and seminars for teachers, administrators, and families in a variety of in-person and virtual educational settings
• Working to achieve operational targets with significant impact on departmental results
• Contributing to the development of goals for the department and planning efforts (budgets, operational plans, etc.)
• Managing large projects or processes that may span outside of immediate job responsibilities
• Making improvements of processes, systems or products to enhance performance
• Working with problems that may be undefined and require detailed information-gathering, analysis and investigation

Essential Functions:

• Administers program operations, ensuring efficient, effective and productive operations
• Creates and implements plans to achieve program objectives and mission
• Interprets, implements, and ensures compliance with policies and regulations and recommends changes to procedures and processes as needed
• Creates and implements outreach plans that may include relationship development, communications, event, and conference management
• Analyzes data, identifies trends, develops reports and recommends and implements changes to improve alignment with institutional mission and goals
• Creates and maintains program budgets
• Engages in resident teacher or intern recruitment and admissions, student records, curriculum support, coordinating the accreditation process, managing scholarships and fellowships, and monitoring student progress
• Provides guidance, coaching and training to teacher leaders working with SLC
• Supports and reviews work products of iniduals with professional service agreements
• Performs all other duties as assigned

Additional Functions:

• Provides support in developing relationships with internal and external entities
• Assists with fundraising activities
• Communicates with parties within and outside of own job function to agree/accept concepts, practices, and approaches; may have responsibility for communicating with external customers and vendors
• Works to influence parties within and outside of the job function regarding policies, procedures, and practices.
• Draws upon prior experience and analysis of issues to solve problems

Rice Mission and Values: Mission and Values | Rice University

Rice University is committed to ensuring Equal Employment Opportunity and welcoming the fullness of ersity into our candidate pools. Rice considers qualified applicants for employment without regard to race, color, religion, age, sex, sexual orientation, gender identity, national or ethnic origin, genetic information, disability, or protected veteran status.

Title: Postdoctoral Researcher

Location: Swarthmore United States

Job Description:

Postdoctoral Researcher

Apply now Job no: 495752

Work type: Limited Term Full Time

Location: Swarthmore

Categories: Staff, Salary (Exempt), On Campus

Swarthmore College is a highly selective liberal arts college located in the suburbs of Philadelphia, whose mission combines academic rigor with social responsibility. Swarthmore has a strong institutional commitment to inclusive excellence and nondiscrimination in its educational program and employment practices and encourages candidates who will further advance the goal of fostering a erse and inclusive community. As one of the nation's finest institutions of higher learning, Swarthmore College is global in outlook and draws students from around the nation and world. The 425‐acre campus is a designated arboretum, complete with gardens, rolling lawns, a creek, wooded hills, and hiking trails in the Crum Woods.

Who We Are:

We invite applications for a postdoctoral position in tissue biomechanics to work in the group of Associate Prof. Eva-Maria Collins at Swarthmore College. The Collins lab is an interdisciplinary group of students, postdocs, and research staff that thrives on teamwork and welcomes erse candidates to join us. The successful candidate will have excellent communication skills and a keen interest in developing leadership and mentoring skills. The successful candidate will work closely with undergraduate students at Swarthmore College. Therefore, demonstrated teamwork ability and mentoring experience is an asset.

The opportunity:

This NSF-funded position is for an interdisciplinary research project aimed at investigating how short-range forces generate long-range order in extreme tissue deformations using Hydra as an experimental system. Hydra is uniquely suitable for in vivo biomechanics studies due to optical transparency and amenability to chemical, physical, and genetic perturbations. Its simple anatomy makes it amenable to mathematical modeling. This position combines both experiments and modeling. The position is research focused but offers options for teaching and mentoring undergraduate students. Thus, this position is especially well-suited for iniduals interested in a career at a primary undergraduate institution. It will provide opportunities for gaining teaching experience and guidance in developing a competitive research program amenable to undergraduate research. It also provides plenty of avenues to interact with faculty, postdocs, and undergraduate students in other departments at Swarthmore College, with colleagues at the University of Pennsylvania (only a 20-minute drive away), and national and international collaborators.

Essential Responsibilities

1. Perform experiments, analyze, and interpret data (35%) - in person

2. Perform computational work and mathematical modeling (25%) - hybrid possible

3. Presentation of work in written reports, scientific manuscripts, grant proposals, and oral presentations (15%) - hybrid possible

4. Supervise and mentor undergraduate research students (15%) - in person

5. Perform animal care, lab chores, and instrument maintenance (10%) - in person

Additional Responsibilities

• Performs other job-related duties as assigned.

Supervisory Responsibilities

Co-supervise and train 1-3 undergraduate students per semester and during the summer.

Who you are:

We are looking for a highly motivated researcher with a PhD in biophysics, bioengineering, quantitative biology, systems biology, or closely related field. PhD experience with molecular biology techniques, in vivo microscopy, and developing new experimental and/or computational approaches is preferred. Applicants with a strong interest in mathematical modeling of biological systems are especially encouraged to apply.

What you bring:

Qualifications

Required

• PhD in biophysics, quantitative biology, bioengineering or closely related field.
• Demonstrated working experience with standard cellular and molecular biology work.
• Demonstrated mathematical modeling skills.
• Demonstrated coding experience in MATLAB or Python (or similar languages).
• Demonstrated experience with advanced microscopy (e.g. confocal, SPIM).
• Excellent organizational and communication skills.

Preferred

• Demonstrated experience working with cell culture.
• Demonstrated experience with robotics.
• Demonstrated experience with designing and building custom experimental setups.
• Demonstrated experience mentoring student researchers.
• Demonstrated leadership experience.

How to Apply:

For full consideration, submit applications with your CV, cover letter, and list of three references. Applications will be reviewed on a rolling basis until the job has been filled.

The market range for this position is $65,000 - $71,000 per year, which represents the College's good faith and reasonable estimate of the range at the time of posting. The salary offered is determined based on factors including, but not limited to, experience and education of the final selected candidate, departmental budget availability, internal salary equity considerations, and available market information.

PA Criminal Clearance Required

Swarthmore College requires a PA Criminal background check for all staff positions prior to the start of employment.

Education Verification Required by Position

An education verification is required for this position because a college degree is a required qualification for this position.

Preview our Benefits Flyer. We offer benefit plans starting at zero cost! Upon benefit eligibility, the College contributes 10% of an employee's salary to their retirement account. Employees are 100% vested in their accounts on the date participation begins.

2025 Swarthmore Benefits Guidebook

Retirement Plans

Tuition Grant Program

Tuition Reimbursement Program

Paid Time Off (Staff)

Holiday Schedule

Swarthmore College is committed to creating a culture of respect and inclusion so that every member of our community feels a sense of belonging. We actively seek and welcome candidates with erse perspectives and experiences, exceptional qualifications, and a demonstrable commitment to a more inclusive society and world. Swarthmore College is an Equal Opportunity Employer and does not discriminate based on any identity or characteristic protected by law or College Policy.

Title: UT High School Teacher - ELAR

locations

UT MAIN CAMPUS

time type

Full time

job requisition id

R_00045677

Job Posting Title:

UT High School Teacher - ELAR

Hiring Department:

UT High School

Position Open To:

All Applicants

Weekly Scheduled Hours:

40

FLSA Status:

Exempt from FLSA

Earliest Start Date:

Immediately

Position Duration:

Expected to Continue

Location:

UT MAIN CAMPUS

Job Details:

General Notes

You will make a difference!

You’ll be working for a university that is internationally recognized for our academic programs and research. Your work will make a difference in the lives of students and colleagues. If you’re the type of person that wants to know your work has meaning and impact, you’ll love working in the UT High School. UT Austin provides an outstanding benefits package including but not limited to:

• Salaries that are highly competitive with the local ISD
• Eligibility for annual merit-based permanent salary increases
• Competitive health benefits (employee premiums covered at 100%, family premiums at 50%)
• Voluntary Vision, Dental, Life, and Disability insurance options
• Paid sick time, and holidays
• Teachers Retirement System of Texas, a defined benefit retirement plan
• Additional Voluntary Retirement Programs: Tax Sheltered Annuity 403(b) and a Deferred Compensation program 457(b)
• Flexible spending account options for medical and childcare expenses
• Robust free training access through LinkedIn Learning plus professional conference opportunities
• Tuition assistance
• Expansive employee discount program including athletic tickets
• Free access to UT Austin's libraries and museums with staff ID card

The University of Texas at Austin’s High School (UTHS) Special Purpose District provides programs and services to help high school students, teachers and families across Texas and the world. UTHS strives to help and assist students as they move along their educational pathways. As a proud member of the College of Education at the University of Texas at Austin, UTHS works to fill “gaps” in the Texas educational landscape and thrives in the service to others. This position requires fingerprinting and successful completion of a background check.

Purpose

The Secondary Online Teacher serves students in grades 9–12 by delivering high-quality virtual instruction in a core subject area. This role emphasizes effective teaching practices, proactive communication with students and families, ongoing progress monitoring, and collaboration through the Multi-Tiered System of Support (MTSS) to promote student success. Teachers also support college and career readiness, including Advanced Placement (AP) coursework where applicable, and provide technical guidance and learning management system navigation to help students effectively engage with their online learning environment.

Responsibilities

Instructional Delivery

• Deliver engaging, TEKS-aligned instruction in assigned content area(s) using the district’s online learning platforms (e.g., Canvas, Skyward, Box).
• Demonstrate content expertise and, when applicable, familiarity with AP or dual credit standards to support college readiness.
• Maintain a positive and inclusive virtual classroom environment that fosters student participation and academic growth.
• Provide timely, specific, and constructive feedback on student work.
• Maintain accurate records of student performance, engagement, and progress toward academic goals.
• Develop and deliver live and asynchronous instruction using the learning management system and integrated virtual tools.
• Create a classroom culture that actively promotes participation, collaboration, and academic success in a virtual setting.
• Provide Canvas navigation support and general technical assistance to promote successful course access and completion.

Student Monitoring and Communication

• Communicate regularly with students and guardians regarding academic progress, course expectations, and support options.
• Identify students in need of additional academic or behavioral support using MTSS protocols.
• Collaborate with MTSS teams and administrators to develop and implement intervention strategies.
• Document communication and support efforts in accordance with program requirements.
• Maintain awareness of student needs and ensure appropriate instructional strategies are in place.
• Implement inidualized accommodations and modifications for students receiving special services, including 504, SPED, ESL, and Gifted/Talented programs.
• Participate in ARD and 504 meetings, contributing to the development and implementation of support plans.

Tutoring and Exam Support

• Develop or facilitate study sessions, exam development, and academic interventions to address learning gaps.
• Provide tutoring services through synchronous and asynchronous formats as needed.
• Support student readiness for standardized assessments, including STAAR and AP exams.
• Proctor assessments in compliance with district and testing agency policies, reporting irregularities when applicable.
• Assist students with navigating exam procedures and accessing test preparation tools.

Professional Responsibilities

• Maintain active Texas teacher certification and uphold the Texas Educator Code of Ethics.
• Participate in required professional development, district initiatives, and school events.
• Attend staff meetings, training sessions, and other professional learning opportunities to stay aligned with instructional expectations and district goals.
• Attend occasional evening or weekend webinars, meetings, or regional travel events as required.
• Support student engagement efforts, including extracurricular activities, clubs, and special events.
• Collaborate regularly with the Learning Specialist (LS) team to ensure instructional alignment, share best practices, and support continuous course improvement.

Required Qualifications

Bachelor’s degree and two years of secondary teaching experience. Texas Teacher Certification in English Language Arts & Reading 7-12. Experience designing instruction and assessments for high school courses. Comprehensive understanding of Texas Essential Knowledge and Skills (TEKS), STAAR expectations, and best practices in instruction, lesson design, tutoring, and assessment. Experience implementing support for a variety of student group needs, at-risk, emergent bilingual, Gifted/Talented, adult learners, 504, and special education. Successful experience supporting students to achieve targeted objectives and tracking and reporting student data. Experience with online instruction. Attention to detail and the ability to multi-task with high level of proficiency. Professional demeanor. Advanced technology skills for design and delivery of online instruction or online tutoring. Exceptional organizational and communication skills.

Relevant education and experience may be substituted as appropriate.

Preferred Qualifications

Advanced degree. More than two years of teaching experience. More than two years of experience teaching secondary courses in Texas public schools. Experience teaching multiple high school courses, such as adult learner courses, online courses, Pre-AP/AP, Dual Credit, or IB. Experience in a leadership role in an educational setting, such as Professional Learning Community Lead or Department Chair. Experience developing and delivering professional development to educators. In-depth understanding of the TEKS, Texas Education Code, FERPA, and graduation requirements. Extensive knowledge of best practices in assessment proctoring and scoring. Experience working with k-12 curriculum, instruction, or assessment in an online learning management system, such as Canvas LMS. Educator certification in multiple subject areas. Experience developing or facilitating online instruction. Experience leading trainings for teachers for curriculum, social emotional, G/T, Advanced Placement, or emergent bilingual strategies. Experience with blended learning instruction. Experience presenting or marketing at conferences.

Salary Range

$67,200 + depending on qualifications

Working Conditions

• Hybrid role: Two assigned onsite days per week on campus in Austin, TX.

• Work is performed using virtual tools and platforms, requiring a reliable internet connection and proficiency in digital communication tools.

• May require occasional evening meetings to accommodate family schedules.

• Occasional travel for compliance meetings, professional development, or staff training at UT High School’s Austin office.

Important for applicants who are NOT current university employees or contingent workers: You will be prompted to submit your resume the first time you apply, then you will be provided an option to upload a new Resume for subsequent applications. Any additional Required Materials (letter of interest, references, etc.) will be uploaded in the Application Questions section; you will be able to multi-select additional files. Before submitting your online job application, ensure that ALL Required Materials have been uploaded.  Once your job application has been submitted, you cannot make changes.

Important for Current university employees and contingent workers: As a current university employee or contingent worker, you MUST apply within Workday by searching for Find UT Jobs. If you are a current University employee, log-in to Workday, navigate to your Worker Profile, click the Career link in the left hand navigation menu and then update the sections in your Professional Profile before you apply. This information will be pulled in to your application. The application is one page and you will be prompted to upload your resume. In addition, you must respond to the application questions presented to upload any additional Required Materials (letter of interest, references, etc.) that were noted above.

----

Employment Eligibility:

Regular staff who have been employed in their current position for the last six continuous months are eligible for openings being recruited for through University-Wide or Open Recruiting, to include both promotional opportunities and lateral transfers. Staff who are promotion/transfer eligible may apply for positions without supervisor approval.

----

Retirement Plan Eligibility:

The retirement plan for this position is Teacher Retirement System of Texas (TRS), subject to the position being at least 20 hours per week and at least 135 days in length.

----

Background Checks:

A criminal history background check will be required for finalist(s) under consideration for this position.

Pay Transparency:

The University of Texas at Austin will not discharge or in any other manner discriminate against employees or applicants because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant. However, employees who have access to the compensation information of other employees or applicants as a part of their essential job functions cannot disclose the pay of other employees or applicants to iniduals who do not otherwise have access to compensation information, unless the disclosure is (a) in response to a formal complaint or charge, (b) in furtherance of an investigation, proceeding, hearing, or action, including an investigation conducted by the employer, or (c) consistent with the contractor’s legal duty to furnish information.

----

Job Posting Title: UT High School Teacher - Social Studies

hybrid

job requisition id

Job Description:

Hiring Department:

UT High SchoolPosition Open To:

All Applicants

Weekly Scheduled Hours:

40FLSA Status:

Exempt from FLSA

Earliest Start Date:

Immediately

Position Duration:

Expected to Continue

Location:

UT MAIN CAMPUSJob Details:

General Notes

You will make a difference!

You'll be working for a university that is internationally recognized for our academic programs and research. Your work will make a difference in the lives of students and colleagues. If you're the type of person that wants to know your work has meaning and impact, you'll love working in the UT High School. UT Austin provides an outstanding benefits package including but not limited to:

• Salaries that are highly competitive with the local ISD
• Eligibility for annual merit-based permanent salary increases
• Competitive health benefits (employee premiums covered at 100%, family premiums at 50%)
• Voluntary Vision, Dental, Life, and Disability insurance options
• Paid sick time, and holidays
• Teachers Retirement System of Texas, a defined benefit retirement plan
• Additional Voluntary Retirement Programs: Tax Sheltered Annuity 403(b) and a Deferred Compensation program 457(b)
• Flexible spending account options for medical and childcare expenses
• Robust free training access through LinkedIn Learning plus professional conference opportunities
• Tuition assistance
• Expansive employee discount program including athletic tickets
• Free access to UT Austin's libraries and museums with staff ID card
• For more details, please see: https://hr.utexas.edu/prospective/benefits

The University of Texas at Austin's High School (UTHS) Special Purpose District provides programs and services to help high school students, teachers and families across Texas and the world. UTHS strives to help and assist students as they move along their educational pathways. As a proud member of the College of Education at the University of Texas at Austin, UTHS works to fill "gaps" in the Texas educational landscape and thrives in the service to others. This position requires fingerprinting and successful completion of a background check. Start date is July 29, 2026.

Purpose

The Secondary Online Teacher serves students in grades 9-12 by delivering high-quality virtual instruction in a core subject area. This role emphasizes effective teaching practices, proactive communication with students and families, ongoing progress monitoring, and collaboration through the Multi-Tiered System of Support (MTSS) to promote student success. Teachers also support college and career readiness, including Advanced Placement (AP) coursework where applicable, and provide technical guidance and learning management system navigation to help students effectively engage with their online learning environment.

Responsibilities

Instructional Delivery

• Deliver engaging, TEKS-aligned instruction in assigned content area(s) using the district's online learning platforms (e.g., Canvas, Skyward, Box).

• Demonstrate content expertise and, when applicable, familiarity with AP or dual credit standards to support college readiness.

• Maintain a positive and comprehensive virtual classroom environment that fosters student participation and academic growth.

• Provide timely, specific, and constructive feedback on student work.

• Maintain accurate records of student performance, engagement, and progress toward academic goals.

• Develop and deliver live and asynchronous instruction using the learning management system and integrated virtual tools.

• Create a classroom culture that actively promotes participation, collaboration, and academic success in a virtual setting.

• Provide Canvas navigation support and general technical assistance to promote successful course access and completion.

Student Monitoring and Communication

• Communicate regularly with students and guardians regarding academic progress, course expectations, and support options.

• Identify students in need of additional academic or behavioral support using MTSS protocols.

• Collaborate with MTSS teams and administrators to develop and implement intervention strategies.

• Document communication and support efforts in accordance with program requirements.

• Maintain awareness of student needs and ensure appropriate instructional strategies are in place.

• Implement inidualized accommodations and modifications for students receiving special services, including 504, SPED, ESL, and Gifted/Talented programs.

• Participate in ARD and 504 meetings, contributing to the development and implementation of support plans.

Tutoring and Exam Support

• Develop or facilitate study sessions, exam development, and academic interventions to address learning gaps.

• Provide tutoring services through synchronous and asynchronous formats as needed.

• Support student readiness for standardized assessments, including STAAR and AP exams.

• Proctor assessments in compliance with district and testing agency policies, reporting irregularities when applicable.

• Assist students with navigating exam procedures and accessing test preparation tools.

Professional Responsibilities

• Maintain active Texas teacher certification and uphold the Texas Educator Code of Ethics.

• Participate in required professional development, district initiatives, and school events.

• Attend staff meetings, training sessions, and other professional learning opportunities to stay aligned with instructional expectations and district goals.

• Attend occasional evening or weekend webinars, meetings, or regional travel events as required.

• Support student engagement efforts, including extracurricular activities, clubs, and special events.

• Collaborate regularly with the Learning Specialist (LS) team to ensure instructional alignment, share best practices, and support continuous course improvement.

Required Qualifications

Bachelor's degree and two years of secondary teaching experience. Texas Teacher Certification in Social Studies 7-12. Experience designing instruction and assessments for high school Social Studies courses. Comprehensive understanding of Texas Essential Knowledge and Skills (TEKS), STAAR expectations, and best practices in Social Studies instruction, lesson design, tutoring, and assessment. Experience implementing support for a variety of student group needs, at-risk, emergent bilingual, Gifted/Talented, adult learners, 504, and special education. Successful experience supporting students to achieve targeted objectives and tracking and reporting student data. Experience with online instruction. Attention to detail and the ability to multi-task with high level of proficiency. Professional demeanor. Advanced technology skills for design and delivery of online instruction or online tutoring. Exceptional organizational and communication skills.

Relevant education and experience may be substituted as appropriate.

Preferred Qualifications

Advanced degree. More than two years of teaching experience. More than two years of experience teaching secondary Social Studies courses in Texas public schools. Experience teaching multiple high school Social Studies courses, such as adult learner courses, online courses, Pre-AP/AP, Dual Credit, or IB. Experience in a leadership role in an educational setting, such as Professional Learning Community Lead or Department Chair. Experience developing and delivering professional development to educators. In-depth understanding of the TEKS, Texas Education Code, FERPA, and graduation requirements. Extensive knowledge of best practices in assessment proctoring and scoring. Experience working with k-12 Social Studies curriculum, instruction, or assessment in an online learning management system, such as Canvas LMS. Educator certification in multiple subject areas. Experience developing or facilitating online instruction. Experience leading trainings for teachers for curriculum, social emotional, G/T, Advanced Placement, or emergent bilingual strategies. Experience with blended learning instruction. Experience presenting or marketing at conferences.

Salary Range

$60,000 + depending on qualifications

Working Conditions

• Hybrid role: Two assigned onsite days per week on campus in Austin, TX.

• Work is performed using virtual tools and platforms, requiring a reliable internet connection and proficiency in digital communication tools.

• May require occasional evening meetings to accommodate family schedules.

• Occasional travel for compliance meetings, professional development, or staff training at UT High School's Austin office.

Required Materials

• Resume/CV

• 3 work references with their contact information; at least one reference should be from a supervisor

• Letter of interest

Important for applicants who are NOT current university employees or contingent workers: You will be prompted to submit your resume the first time you apply, then you will be provided an option to upload a new Resume for subsequent applications. Any additional Required Materials (letter of interest, references, etc.) will be uploaded in the Application Questions section; you will be able to multi-select additional files. Before submitting your online job application, ensure that ALL Required Materials have been uploaded. Once your job application has been submitted, you cannot make changes.

Important for Current university employees and contingent workers: As a current university employee or contingent worker, you MUST apply within Workday by searching for Find UT Jobs. If you are a current University employee, log-in to Workday, navigate to your Worker Profile, click the Career link in the left hand navigation menu and then update the sections in your Professional Profile before you apply. This information will be pulled in to your application. The application is one page and you will be prompted to upload your resume. In addition, you must respond to the application questions presented to upload any additional Required Materials (letter of interest, references, etc.) that were noted above.

• ---

Employment Eligibility:

Regular staff who have been employed in their current position for the last six continuous months are eligible for openings being recruited for through University-Wide or Open Recruiting, to include both promotional opportunities and lateral transfers. Staff who are promotion/transfer eligible may apply for positions without supervisor approval.

Retirement Plan Eligibility:

The retirement plan for this position is Teacher Retirement System of Texas (TRS), subject to the position being at least 20 hours per week and at least 135 days in length.

A criminal history background check will be required for finalist(s) under consideration for this position.

Equal Opportunity Employer:

The University of Texas at Austin, as an equal opportunity/affirmative action employer, complies with all applicable federal and state laws regarding nondiscrimination and affirmative action. The University 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, or veteran status in employment, educational programs and activities, and admissions.

The University of Texas at Austin will not discharge or in any other manner discriminate against employees or applicants because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant. However, employees who have access to the compensation information of other employees or applicants as a part of their essential job functions cannot disclose the pay of other employees or applicants to iniduals who do not otherwise have access to compensation information, unless the disclosure is (a) in response to a formal complaint or charge, (b) in furtherance of an investigation, proceeding, hearing, or action, including an investigation conducted by the employer, or (c) consistent with the contractor's legal duty to furnish information.

Employment Eligibility Verification:

If hired, you will be required to complete the federal Employment Eligibility Verification I-9 form. You will be required to present acceptable and original documents to prove your identity and authorization to work in the United States. Documents need to be presented no later than the third day of employment. Failure to do so will result in loss of employment at the university.

E-Verify:

The University of Texas at Austin use E-Verify to check the work authorization of all new hires effective May 2015. The university's company ID number for purposes of E-Verify is 854197. For more information about E-Verify, please see the following:

• E-Verify Poster (English and Spanish) [PDF]
• Right to Work Poster (English) [PDF]
• Right to Work Poster (Spanish) [PDF]

Compliance:

Employees may be required to report violations of law under Title IX and the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act (Clery Act). If this position is identified a Campus Security Authority (Clery Act), you will be notified and provided resources for reporting. Responsible employees under Title IX are defined and outlined in HOP-3031.

The Clery Act requires all prospective employees be notified of the availability of the Annual Security and Fire Safety report. You may access the most recent report here or obtain a copy at University Compliance Services, 1616 Guadalupe Street, UTA 2.206, Austin, Texas 78701.

Title: Part-time Faculty, School Psychology

Location: Youngstown United States

Job Description:

Location 

Multiple Locations

Job Type

Part-time Faculty

Job Number

202600017

Division

Academic Affairs

Department

Counseling, Sch Psych & Ed Leader

Bargaining Unit Status

Excluded from Any Bargaining Unit

Salary Grade

PF

Additional Information

Part-time faculty are pooled positions; appointments are made on an as-needed/rolling basis.

Summary of Position

Teaches graduate level courses in the School Psychology Program in the Department of Psychological Sciences and Counseling, contributing to the successful operation of the program to train licensed school psychologists in accordance with the National Association of School Psychologists (NASP) and Ohio Standards.

Position Information

Work Schedule: Typically, Monday through Friday. Teaching assignments may be remote or at various locations. 

Plans, organizes, teaches, and provides feedback to promote and direct student success. Responds to students in a timely manner. Communicates with students, departments, and university officials via university provided tools and resources.

An Institution of Opportunity: YSU inspires iniduals, enhances futures, and enriches lives.

As a student-centered university, Youngstown State University’s mission is to provide innovative lifelong learning opportunities that will inspire iniduals, enhance futures, and enrich lives. YSU inspires iniduals by cultivating a curiosity for life-long learning; enhances the futures of our students by empowering them to discover, disseminate and apply their knowledge; and enriches the region by fostering collaboration and the advancement of civic, scientific, and technological development. YSU’s culture of enrichment flourishes in our intellectually erse, accessible, and quality education.

Qualifications and Competencies

Required Certifications, Training, and/or Licensures: Must be currently authorized to work in the United States on a full-time basis.

Minimum Qualifications: An earned master’s degree in school psychology or related field; and must be currently authorized to work in the United States on a full-time basis.

Preferred Qualifications: Licensure in school psychology. Experience as a school psychologist. Experience supervising school psychologists in the field. Experience conducting research and/or evidence of scholarly publications and presentations in school psychology.

Physical Requirements: In accordance with the U.S. Department of Labor physical demands strength ratings, this position will perform sedentary work.

Sedentary: work involves exerting up to 10 pounds of force occasionally or a negligible amount of force frequently to lift, carry, push, pull, or otherwise move objects, including the human body. Sedentary work involves sitting most of the time but may involve walking or standing for brief periods of time. Jobs may be defined as Sedentary when walking and standing are required only occasionally, and all other Sedentary criteria aremet.

Title: Psychiatrist

Location: Brooklyn United States

Job Description:

About Us

We're Maimonides Health, Brooklyn's largest healthcare system, serving over 250,000 patients each year through the system's 3 hospitals, 1800 physicians and healthcare professionals, more than 80 community-based practices and outpatient centers. At Maimonides Health, our core values H.E.A.R.T drives everything we do. We uphold and maintain Honesty, Empathy, Accountability, Respect, and Teamwork to empower our talented team, engage our respective communities and adhere to Planetree's philosophy of patient-centered care. The system is anchored by Maimonides Medical Center, one of the nation's largest independent teaching hospitals and home to centers of excellence in numerous specialties; Maimonides Midwood Community Hospital (formerly New York Community Hospital), a 130-bed adult medical-surgical hospital; and Maimonides Children's Hospital, Brooklyn's only children's hospital and only pediatric trauma center. Maimonides' clinical programs rank among the best in the country for patient outcomes, including its Heart and Vascular Institute, Neuroscience Institute, Boneand Joint Center, and Cancer Center. Maimonides is an affiliate of Northwell Health and a major clinical training site for SUNY Downstate College of Medicine.

Overview

We are seeking a dedicated and compassionate Outpatient Attending Psychiatrist to join our growing ambulatory psychiatry team. This role offers the opportunity to work within a dynamic, multidisciplinary environment focused on delivering high-quality, patient-centered care to a erse community, with a particular emphasis on Child and Adolescent populations.

Work Schedule & Flexibility

• Full-time outpatient position (Monday to Friday)
• Hybrid model possibility with up to 3 days per week work-from-home (telepsychiatry)
• Supportive scheduling structure promoting work-life balance

Responsibilities

• Provide comprehensive psychiatric evaluation, diagnosis, and treatment in an outpatient setting
• Deliver evidence-based pharmacologic management.
• Collaborate with an interdisciplinary team, including MDs, NPs, Psychologists, social workers, and administrative teams.
• Supervise and teach residents and trainees, as applicable
• Maintain accurate and timely documentation in accordance with regulatory standards
• Contribute to program development and quality improvement initiatives

Qualifications

• MD or DO with board certification in Psychiatry.
• Fellowship training Child/adolescent psychiatry.
• Bilingual: in Spanish is a plus, to support our erse patient population
• Active or eligible for New York State medical license
• Strong commitment to patient-centered, culturally competent care

Pay Range

USD $280,000.00 - USD $300,000.00 /Yr.

Equal Employment Opportunity Employer

Maimonides Medical Center (MMC) is an equal opportunity employer.

Diagnostician (Part-Time)JobID: 393 

• Position Type:
    Student Support Services/Diagnostician
   
• Location:
    SPECIAL PROGRAMS
   

**Primary Purpose:**
Implement the special education assessment process. Assess the educational, learning styles, and program needs of students referred to special education services. Provide diagnostic information and work cooperatively with instructional personnel to provide the most appropriate programs for students with disabilities.
**Qualifications:**
**Education/Certification:**
Master's degree in educational assessment
Valid Texas teaching certificate
Valid Texas educational diagnostician certificate
**Special Knowledge/Skills:**
Knowledge of diagnostic procedures, education of special education students, human development, and learning theories
Excellent organizational, communication, and interpersonal skills
**Experience:**
Two years teaching experience
Previous diagnostician experience preferred
**Salary**: 
HJ Salary scale based on experience
**Major Responsibilities and Duties:**
**Assessment**
1.  Receive student referrals and implement the assessment and evaluation process.
2.  Select and administer formal and informal assessments to determine student eligibility for special education services according to federal and Texas Education Agency regulations.
3.  Collect and organize relevant assessment data from student's cumulative folder, classroom teachers(s), principal, support staff, parents, and outside resource people.
4.  Conduct classroom observation and personal interviews.
5.  Conduct or participate in the Admission, Review, and Dismissal (ARD) Committee to assist with interpretation of assessment data, appropriate placement, and development of Inidual Education Plans (IEP) for students according to district procedures.
**Consultation**
1.  Provide staff development training in assigned schools to assist school personnel in identification and understanding of students with disabilities.
2.  Assist classroom teachers with implementation of IEP.
3.  Consult parents concerning the educational needs of students and interpretation of assessment data.
4.  Consult parents, teachers, administrators, and other relevant iniduals to enhance their work with students.
5.  Consult with the campus Problem-Solving Team to review and assist with data collection prior to a student's referral for a full inidual evaluation.
6.  Consult with parents regarding test results and recommendations.
**Administration**
1.  Complete ARD documentation in a timely manner and maintain audit files as directed.
**Professional Development**
1.  Participate in staff development activities related to assessment procedures and specific assessments as needed or requested.
2.  Perform other duties as assigned.
**Program Management**
1.  Develop and maintain effective inidual and group relationships with students and parents.
2.  Assist in the selection of assessment materials and equipment.
3.  Develop and coordinate a continuing evaluation of the assessment program and make changes based on findings.
4.  Compile, maintain, and file all physical and computerized reports, records, and other documents required; in a timely manner.
5.  Comply with policies established by federal and state law, State Board of Education rule, and local board policy in the areas of assessment, placement, and planning for special education services.
6.  Comply with all district and local routines and regulations.
7.  Participate in professional development activities to improve skills related to job assignment.
**Communication**
1.  Maintain a positive and effective relationship with supervisors.
2.  Effectively communicate with colleagues, students, and parents.
**Other**
1.  Follow established safety procedures and techniques.
2.  Report promptly to the principal any accident or illness of staff or students.
3.  Other duties as assigned by administration.
4.  Promote, participate, and facilitate in a teamwork center manner.
**Supervisory Responsibilities:**
None
**Working Conditions:**
**Mental Demands/Physical Demands/Environmental Factors:**
Maintain emotional control under stress. Regular districtwide travel to multiple work locations as assigned; moderate lifting and carrying. 
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Instructor - Data Visualization with Tableau

Remote

Academic Instruction

Contract

United States

Job Description – Part-Time Instructor, Data Visualization with Tableau

Position Overview

The Part-Time Instructor for Data Visualisation plays a key role in delivering engaging and impactful learning experiences to adult learners enrolled in our online programs.

Instructors facilitate curriculum content, support student learning, and connect technical concepts to real-world industry applications. This role involves teaching live online sessions, mentoring students, providing feedback, and contributing to a collaborative instructional environment.

Classes are delivered 100% online in a synchronous format.

Key Responsibilities

• Deliver live online training sessions on Tableau and data visualization concepts
• Cover key topics including:
• Fundamentals of data visualization and storytelling
• Data organization and preparation in Tableau
• Creating charts, dashboards, and interactive reports
• Filters, parameters, and sets
• Advanced visualization techniques (heat maps, treemaps, etc.)
• Dashboard design best practices
• Practical business use cases and case studies
• Provide hands-on support for lab activities and projects
• Mentor learners and resolve technical or conceptual queries
• Conduct assessments, evaluations, or mock sessions when required
• Maintain session quality metrics and learner engagement
• Collaborate with internal teams on curriculum updates and feedback

Required Qualifications

• Bachelor’s degree in Data Analytics, IT, Computer Science, or related field
• Strong hands-on experience with Tableau Desktop/Server
• Experience in data visualization, business intelligence, or analytics roles
• Solid understanding of data preparation and interpretation
• Prior experience delivering online or classroom training preferred
• Excellent communication and presentation skills

Preferred Skills

• Tableau certification (Desktop Specialist / Associate / Professional)
• Knowledge of SQL, Excel, or Python for data analysis
• Exposure to BI tools like Power BI or Looker
• Experience in building dashboards for business scenarios

Key Competencies

• Ability to explain complex concepts clearly
• Strong learner engagement and facilitation skills
• Structured and professional virtual delivery
• Problem-solving and mentoring mindset

Student Support & Mentorship

• Provide inidualized student support during live sessions and scheduled office hours.
• Maintain regular communication with students regarding progress, expectations, and milestones.
• Respond to student and staff communications in a timely and professional manner.
• Provide clear, constructive, and timely feedback on assignments and assessments.

Performance Monitoring

• Evaluate student progress based on course deliverables and established grading rubrics.
• Maintain accurate documentation of student performance and engagement.
• Identify and escalate academic or performance concerns to the Lead Instructor or appropriate staff.
• Support performance improvement plans when necessary.

Collaboration & Professional Conduct

• Adhere to institutional policies and instructional team standards.
• Foster an inclusive, respectful, and professional learning environment.
• Serve as a role model and mentor for students.
• Collaborate with instructional staff and program teams to improve the student learning experience.
• Represent the organization professionally when interacting with students, staff, and external stakeholders.

Work Schedule

Part-Time instructors typically work 10–15 hours per week depending on cohort schedules.

• The total weekly part-time commitment is expected to be 8-12 hours.
• Weekday - 06:30 PM CST - 09:30 PM CST (Monday , Wednesday and Thursday)
• Weekend - 09:00 AM CST - 12:00 PM CST (Saturday and Sunday)
• Flexibility for evening availability is required.

Benefits

Compensation

The anticipated pay range for this position is $55 – $60 per hour, depending on qualifications and experience.

This position is classified as Part-Time, Non-Exempt, and employees will be compensated for all hours worked in accordance with applicable federal and state wage and hour laws.

Work Authorization

Applicants must be legally authorized to work in the United States at the time of application and throughout employment.

Instructor - Certified Cloud Security Professional (CCSP)

Remote

United States

Position Overview

The Part-Time Instructor for CCSP Certification plays a key role in delivering engaging and impactful learning experiences to adult learners enrolled in our online programs.

Instructors facilitate curriculum content, support student learning, and connect technical concepts to real-world industry applications. This role involves teaching live online sessions, mentoring students, providing feedback, and contributing to a collaborative instructional environment.

Classes are delivered 100% online in a synchronous format.

Key Responsibilities

Instruction & Student Engagement

Student Support & Mentorship

Performance Monitoring

Collaboration & Professional Conduct

Required Qualifications

You are a great candidate for this role if you have:

• Active CCSP certification (mandatory) in good standing with (ISC)²
• ISC2 Accredited Instructor status (mandatory). ***Simplilearn will sponsor the accreditation [NDA form needs be signed with SL & (ISC)²]
• Mandatory 1+ year of training experience on the relevant course
• 8+ years of experience in cybersecurity, with strong hands-on exposure to cloud security, cloud architecture, or cloud risk management
• Solid expertise across CCSP domains, including cloud architecture, data security, identity and access management, application security, and compliance
• Hands-on experience working with cloud platforms such as AWS, Microsoft Azure, or Google Cloud Platform (GCP)
• Strong understanding of shared responsibility models, cloud deployment models (IaaS, PaaS, SaaS), and cloud-native security controls
• Experience implementing or managing cloud security frameworks and standards such as NIST, ISO 27001, CIS Benchmarks, CSA CCM, and GDPR-related compliance practices
• Familiarity with cloud security tools and services, including IAM, encryption, key management, monitoring, logging, and threat detection solutions
• Understanding of DevSecOps practices, container security, and securing modern application environments (preferred)
• Certifications such as CISSP, CCSK, AWS Security Specialty, Azure Security Engineer, or equivalent are strongly preferred
• Prior teaching, mentoring, or professional training experience, especially in an online setting (preferred but not mandatory)
• A passion for teaching and the ability to make complex cloud security concepts practical and engaging
• Strong communication and presentation skills, with a learner-centric approach
• Professionalism, integrity, and empathy in all interactions with learners and team members

Work Schedule

Part-Time instructors typically work 10–15 hours per week depending on cohort schedules.

Current cohorts -

Weekend Mornings(Saturdays and Sundays) from 9am - 1pm EST.

Compensation

The anticipated pay range for this position is $55 – $60 per hour, depending on qualifications and experience.

This position is classified as Part-Time, Non-Exempt, and employees will be compensated for all hours worked in accordance with applicable federal and state wage and hour laws.

Instructor - Power BI and Tableau (Data Analytics)

Remote

United States

Position Overview

The Part-Time Instructor for Power BI and Tableau (Data Analytics) plays a key role in delivering engaging and impactful learning experiences to adult learners enrolled in our online programs.

Instructors facilitate curriculum content, support student learning, and connect technical concepts to real-world industry applications. This role involves teaching live online sessions, mentoring students, providing feedback, and contributing to a collaborative instructional environment.

Classes are delivered 100% online in a synchronous format.

Key Responsibilities

Instruction & Student Engagement

Student Support & Mentorship

Performance Monitoring

Collaboration & Professional Conduct

Required Qualifications

You are a great candidate for this role is you have:

• 10+ years of experience in the field of GenAI/PowerBI
• Hands-on experience with Microsoft Power BI, including Power Query, DAX, Power BI Desktop, and Power BI Service.
• A passion for teaching and an ability to explain complex technical concepts
• A history of choosing a path of integrity
• Excellent written and verbal skills

Knowledge, Skills, and Abilities