Eastern Florida State College is currently seeking applications for the full-time position of Head Coach, Men’s Basketball on the Melbourne Campus in Melbourne, Florida.
Oversee Men’s basketball program in all facets from recruiting, teaching, mentoring, monitoring academic success and administration.
The following minimum qualifications for this position must be met before any applicant will be considered:
Bachelor’s degree from a regionally accredited institution.
At least five years of collegiate or high school coaching as an Assistant or Head Coach or a combination of the two.
Must possess valid Florida driver’s license (able to get one if outside the state).
High energy.
Great teacher of the game.
Passion for the sport.
Professional demeanor and public relation skills. Able to work as a team player within the Athletic Department and with Faculty and Staff.
This position will require successful fingerprinting and substance screening. The candidate chosen will be required to pay the associated fees (currently $37.25/$62.16). These fingerprinting and substance screening fees ($37.25/$62.16) are non-refundable.
Understanding of and commitment to Equal Access/Equal Opportunity.
Official transcripts of all collegiate work will be required to be considered beyond the application phase. *
*High school diploma or GED or transcripts or official transcripts of all collegiate work (as appropriate for the position) must be sent directly from the attended institution to the Human Resources Office prior to the first day of employment. All foreign degrees must have a course-by-course official evaluation and translation sent to the Human Resources Office directly from an evaluation company affiliated with the National Association of Credential Evaluation Services, Inc.
Minimum physical qualifications:
Works outside in various weather conditions.
The salary is competitive and considers credentials and experience. Successful internal candidates for external job postings should be aware that their current salary does not transfer to the new position. Full-time employees of Eastern Florida State College receive fringe benefits including health insurance and a retirement plan.
Applications will be accepted until filled ; however, the College reserves the right to extend or conclude searches without notice.
HOW TO APPLY
All applicants must apply on-line at the Eastern Florida State College Website in order to be considered for employment. If an applicant needs assistance in completing the on-line application, he/she should contact Human Resources. With at least 24 hours advance notice, EFSC can provide readers, Braille, audio cassettes, computer readers, sign language interpreters, and Scribes.
NOTE TO APPLICANT
Applications will not be considered after the deadline date unless justified and approved for exception by the Associate Vice President, Human Resources. All successful applicants must complete New Employee Orientation prior to beginning work.
CONTACT HUMAN RESOURCES
Eastern Florida State College, Human Resources, 1519 Clearlake Road, Cocoa, FL 32922
Telephone: (321) 433-7070 FAX: (321) 433-7065 Florida Relay: 1-800-955-8770
Email: resources@easternflorida.edu
Website: https://www.easternflorida.edu/hr/job-opportunities/
Eastern Florida State College is dedicated to providing a nondiscriminatory environment which promotes equal access, equal educational opportunity and equal employment opportunity to all persons regardless of age, race, national origin, color, ethnicity, genetic information, religion, sex, gender, sexual orientation, pregnancy, disability, marital status, veterans status, ancestry, or political affiliation in its programs, activities, or employment.
About the college
Eastern Florida State College, located in the heart of Florida’s Space Coast, is a co-educational, publicly supported post-secondary institution that adopted its current name on July 1, 2013 with the addition of four-year Bachelor's Degrees.
An accredited institution, EFSC is recognized as one of America's leading state colleges for quality instruction, organization and innovative, leading-edge programs.
Apr 09, 2024
Full time
Eastern Florida State College is currently seeking applications for the full-time position of Head Coach, Men’s Basketball on the Melbourne Campus in Melbourne, Florida.
Oversee Men’s basketball program in all facets from recruiting, teaching, mentoring, monitoring academic success and administration.
The following minimum qualifications for this position must be met before any applicant will be considered:
Bachelor’s degree from a regionally accredited institution.
At least five years of collegiate or high school coaching as an Assistant or Head Coach or a combination of the two.
Must possess valid Florida driver’s license (able to get one if outside the state).
High energy.
Great teacher of the game.
Passion for the sport.
Professional demeanor and public relation skills. Able to work as a team player within the Athletic Department and with Faculty and Staff.
This position will require successful fingerprinting and substance screening. The candidate chosen will be required to pay the associated fees (currently $37.25/$62.16). These fingerprinting and substance screening fees ($37.25/$62.16) are non-refundable.
Understanding of and commitment to Equal Access/Equal Opportunity.
Official transcripts of all collegiate work will be required to be considered beyond the application phase. *
*High school diploma or GED or transcripts or official transcripts of all collegiate work (as appropriate for the position) must be sent directly from the attended institution to the Human Resources Office prior to the first day of employment. All foreign degrees must have a course-by-course official evaluation and translation sent to the Human Resources Office directly from an evaluation company affiliated with the National Association of Credential Evaluation Services, Inc.
Minimum physical qualifications:
Works outside in various weather conditions.
The salary is competitive and considers credentials and experience. Successful internal candidates for external job postings should be aware that their current salary does not transfer to the new position. Full-time employees of Eastern Florida State College receive fringe benefits including health insurance and a retirement plan.
Applications will be accepted until filled ; however, the College reserves the right to extend or conclude searches without notice.
HOW TO APPLY
All applicants must apply on-line at the Eastern Florida State College Website in order to be considered for employment. If an applicant needs assistance in completing the on-line application, he/she should contact Human Resources. With at least 24 hours advance notice, EFSC can provide readers, Braille, audio cassettes, computer readers, sign language interpreters, and Scribes.
NOTE TO APPLICANT
Applications will not be considered after the deadline date unless justified and approved for exception by the Associate Vice President, Human Resources. All successful applicants must complete New Employee Orientation prior to beginning work.
CONTACT HUMAN RESOURCES
Eastern Florida State College, Human Resources, 1519 Clearlake Road, Cocoa, FL 32922
Telephone: (321) 433-7070 FAX: (321) 433-7065 Florida Relay: 1-800-955-8770
Email: resources@easternflorida.edu
Website: https://www.easternflorida.edu/hr/job-opportunities/
Eastern Florida State College is dedicated to providing a nondiscriminatory environment which promotes equal access, equal educational opportunity and equal employment opportunity to all persons regardless of age, race, national origin, color, ethnicity, genetic information, religion, sex, gender, sexual orientation, pregnancy, disability, marital status, veterans status, ancestry, or political affiliation in its programs, activities, or employment.
About the college
Eastern Florida State College, located in the heart of Florida’s Space Coast, is a co-educational, publicly supported post-secondary institution that adopted its current name on July 1, 2013 with the addition of four-year Bachelor's Degrees.
An accredited institution, EFSC is recognized as one of America's leading state colleges for quality instruction, organization and innovative, leading-edge programs.
Clark College
Clark College, 1911 Fort Vancouver Way, Vancouver, WA. 98663
Can you create and maintain a welcoming and supportive environment with students of diverse multicultural, socioeconomic and academic backgrounds? Are you eager to work collaboratively to find innovative ways to improve student success and provide qualified teachers for education systems? If these questions resonate with you, then we invite you to consider joining our Bachelor of Applied Science in Teacher Education (BASTE) Department. We value collaboration with staff, faculty, and students, and are dedicated to guiding students towards the achievement of their academic and career goals. Clark College is currently seeking to fill part-time Teacher Education Adjunct Professor positions. This part-time position is an ongoing recruitment in which applications are collected year-round. Applicants must be available to teach late afternoon, or evening hours. Positions will be filled as program needs arise. At Clark, we value equity, diversity, and inclusion. We are committed to growing, learning, and supporting our employees.
FACULTY RESPONSIBILITIES:
Instruct classes utilizing techniques and knowledge of the discipline that facilitate student learning.
Participate in decision-making processes by taking part in department and/or college committees.
Pursue professional development.
Strive to enhance teaching and learning techniques.
Work well with people of all ages from academically, culturally, and socioeconomically diverse backgrounds.
Understand and commit to the mission of Clark College.
Other responsibilities as needed.
MINIMUM QUALIFICATIONS AND COMPETENCIES:
Master's Degree in Elementary Education (K-8), K-12 Administration & Supervision, K-12 Curriculum & Instruction or a closely related field.
Three (3) years of relevant K-12 teaching experience.
Experience with online teaching modalities.
Experience implementing culturally responsive pedagogy using multiple instructional methods, formats, and assessments.
Ability to work well as a member of a team.
Experience mentoring and/or supervising teacher candidates preferred.
Ability to work well with people of all ages from academically, culturally, and socioeconomically diverse backgrounds.
Salary: Lecture rate $85.48/hour, and lab rate is $73.01/hour. APPLICATION PROCESS Required Online Application Materials:
Clark College Online Application, including names of three (3) references.
Cover letter addressing experience and qualifications for the position.
Current résumé
Official transcripts/certifications uploaded with the online application.
Responses to the supplemental questions included in the online application.
Application Deadline: Open until filled. Please apply online at www.clark.edu/jobs To contact Clark College Human Resources, please call (360) 992-2105 CONDITION OF EMPLOYMENT: Prior to a new hire, a background check including criminal record history will be conducted. Information from the background check will not necessarily preclude employment but will be considered in determining the applicant’s suitability and competence to perform in the position. Completion of academic degrees will also be verified through receipt of official transcripts. Please note that upon being hired, Washington Administrative Code (WAC) and the State Board of Community and Technical Colleges (SBCTC) require a Vocational Certification plan be in place prior to the first day of classes. Under the standard specified in WAC 131-16-070 through 131-16-094 Vocational Certification is a condition of continued employment for all professional technical education personnel. DISABILITY ACCOMMODATIONS Upon request, accommodations are available to persons with disabilities for the application process. Contact Human Resources at (360) 992-2105 or by video phone at (360) 991-0901. SECURITY The security of all the members of the campus community is of vital concern to Clark College. Information regarding crime prevention advice, the authority of the Security/Safety Department, policies concerning reporting of any crimes which may occur on or near college property, and crime statistics for the most recent 3-year period may be requested from the Clark College Security/Safety Department, (360) 992-2133 or security.requests@clark.edu . The most recent Annual Security Report, written in compliance with the Clery Act, can be reviewed here: http://www.clark.edu/campus-life/student-support/security/report.php . ELIGIBILITY VERIFICATION If you are hired, you will need proof of identity, and documentation of U.S. citizenship or legal authorization to work. CORRECTIONS OR EXTENDED NOTICES Corrected or extended notices will be posted online and in the Human Resources Office. Our Office of Diversity, Equity, and Inclusion (ODEI) supports individuals with their academic, personal, and professional development, as well as provides training and educational resources for all members of the college community around diversity, inclusion, power, privilege, inequity, social equity, and social justice. The college offers further professional development for our employees through opportunities such as Employee Resource Groups, Social Justice Leadership Institute, Cross Institution Faculty of Color Mentorship program, Administrators of Color Leadership Program, and Faculty and Staff of Color Conference. Clark College values diversity and is an Equal Opportunity Employer and Educator. Protected group members are strongly encouraged to apply. Clark College provides equal opportunity in education and employment and does not discriminate on the basis of race, color, national origin, age, disability, genetic information, sex, sexual orientation, marital status, creed, religion, honorably discharged veteran or military status, citizenship, immigration status or use of a trained guide dog or service animal. Prohibited sex discrimination includes sexual harassment (unwelcome sexual conduct of various types). The college considers equal opportunity, affirmative action, and non-discrimination to be fundamental to the mission, vision and values of the college. All faculty and staff hired at Clark College are encouraged to embrace, continually support and enhance social equity on our campus and in our community. The college provides reasonable accommodations for qualified students, employees, and applicants with disabilities in accordance with the Americans with Disabilities Act and Federal Rehabilitation Act. The following person has been designated to handle inquiries regarding non-discrimination policies, Title II and Title IX, and Affirmative Action: Gerald Gabbard, Director of Labor and Compliance, 360-992-2317, ggabbard@clark.edu , 1933 Fort Vancouver Way, Baird 142, Vancouver, Washington 98663. Clark College is a smoke-free/drug free environment. This recruitment announcement does not reflect the entire job description and can be changed and or modified without notice. Clark College Human Resources February 14, 2024 24-00017
Feb 14, 2024
Part time
Can you create and maintain a welcoming and supportive environment with students of diverse multicultural, socioeconomic and academic backgrounds? Are you eager to work collaboratively to find innovative ways to improve student success and provide qualified teachers for education systems? If these questions resonate with you, then we invite you to consider joining our Bachelor of Applied Science in Teacher Education (BASTE) Department. We value collaboration with staff, faculty, and students, and are dedicated to guiding students towards the achievement of their academic and career goals. Clark College is currently seeking to fill part-time Teacher Education Adjunct Professor positions. This part-time position is an ongoing recruitment in which applications are collected year-round. Applicants must be available to teach late afternoon, or evening hours. Positions will be filled as program needs arise. At Clark, we value equity, diversity, and inclusion. We are committed to growing, learning, and supporting our employees.
FACULTY RESPONSIBILITIES:
Instruct classes utilizing techniques and knowledge of the discipline that facilitate student learning.
Participate in decision-making processes by taking part in department and/or college committees.
Pursue professional development.
Strive to enhance teaching and learning techniques.
Work well with people of all ages from academically, culturally, and socioeconomically diverse backgrounds.
Understand and commit to the mission of Clark College.
Other responsibilities as needed.
MINIMUM QUALIFICATIONS AND COMPETENCIES:
Master's Degree in Elementary Education (K-8), K-12 Administration & Supervision, K-12 Curriculum & Instruction or a closely related field.
Three (3) years of relevant K-12 teaching experience.
Experience with online teaching modalities.
Experience implementing culturally responsive pedagogy using multiple instructional methods, formats, and assessments.
Ability to work well as a member of a team.
Experience mentoring and/or supervising teacher candidates preferred.
Ability to work well with people of all ages from academically, culturally, and socioeconomically diverse backgrounds.
Salary: Lecture rate $85.48/hour, and lab rate is $73.01/hour. APPLICATION PROCESS Required Online Application Materials:
Clark College Online Application, including names of three (3) references.
Cover letter addressing experience and qualifications for the position.
Current résumé
Official transcripts/certifications uploaded with the online application.
Responses to the supplemental questions included in the online application.
Application Deadline: Open until filled. Please apply online at www.clark.edu/jobs To contact Clark College Human Resources, please call (360) 992-2105 CONDITION OF EMPLOYMENT: Prior to a new hire, a background check including criminal record history will be conducted. Information from the background check will not necessarily preclude employment but will be considered in determining the applicant’s suitability and competence to perform in the position. Completion of academic degrees will also be verified through receipt of official transcripts. Please note that upon being hired, Washington Administrative Code (WAC) and the State Board of Community and Technical Colleges (SBCTC) require a Vocational Certification plan be in place prior to the first day of classes. Under the standard specified in WAC 131-16-070 through 131-16-094 Vocational Certification is a condition of continued employment for all professional technical education personnel. DISABILITY ACCOMMODATIONS Upon request, accommodations are available to persons with disabilities for the application process. Contact Human Resources at (360) 992-2105 or by video phone at (360) 991-0901. SECURITY The security of all the members of the campus community is of vital concern to Clark College. Information regarding crime prevention advice, the authority of the Security/Safety Department, policies concerning reporting of any crimes which may occur on or near college property, and crime statistics for the most recent 3-year period may be requested from the Clark College Security/Safety Department, (360) 992-2133 or security.requests@clark.edu . The most recent Annual Security Report, written in compliance with the Clery Act, can be reviewed here: http://www.clark.edu/campus-life/student-support/security/report.php . ELIGIBILITY VERIFICATION If you are hired, you will need proof of identity, and documentation of U.S. citizenship or legal authorization to work. CORRECTIONS OR EXTENDED NOTICES Corrected or extended notices will be posted online and in the Human Resources Office. Our Office of Diversity, Equity, and Inclusion (ODEI) supports individuals with their academic, personal, and professional development, as well as provides training and educational resources for all members of the college community around diversity, inclusion, power, privilege, inequity, social equity, and social justice. The college offers further professional development for our employees through opportunities such as Employee Resource Groups, Social Justice Leadership Institute, Cross Institution Faculty of Color Mentorship program, Administrators of Color Leadership Program, and Faculty and Staff of Color Conference. Clark College values diversity and is an Equal Opportunity Employer and Educator. Protected group members are strongly encouraged to apply. Clark College provides equal opportunity in education and employment and does not discriminate on the basis of race, color, national origin, age, disability, genetic information, sex, sexual orientation, marital status, creed, religion, honorably discharged veteran or military status, citizenship, immigration status or use of a trained guide dog or service animal. Prohibited sex discrimination includes sexual harassment (unwelcome sexual conduct of various types). The college considers equal opportunity, affirmative action, and non-discrimination to be fundamental to the mission, vision and values of the college. All faculty and staff hired at Clark College are encouraged to embrace, continually support and enhance social equity on our campus and in our community. The college provides reasonable accommodations for qualified students, employees, and applicants with disabilities in accordance with the Americans with Disabilities Act and Federal Rehabilitation Act. The following person has been designated to handle inquiries regarding non-discrimination policies, Title II and Title IX, and Affirmative Action: Gerald Gabbard, Director of Labor and Compliance, 360-992-2317, ggabbard@clark.edu , 1933 Fort Vancouver Way, Baird 142, Vancouver, Washington 98663. Clark College is a smoke-free/drug free environment. This recruitment announcement does not reflect the entire job description and can be changed and or modified without notice. Clark College Human Resources February 14, 2024 24-00017
The College of Charleston
Charleston, South Carolina
Director, Call Me MISTER Program
Posting Details
POSTING INFORMATION
Internal Title
Director, Call Me MISTER Program
Position Type
Unclassified
Faculty / Non-Faculty / Administration
Administration
Pay Band
Level
Department
School of Education Admin
Job Purpose
Director of Call Me MISTER ( CMM ) oversees operations and strategic planning for the CMM program at the CofC, as well as new initiatives aimed at developing qualified and diverse candidates to serve in schools across the state.
Minimum Requirements
Master’s degree in education (or related field) is required, doctorate preferred. Minimum three years of teaching experience in public schools is required. Candidates with an equivalent combination of experience and/or education are encouraged to apply.
Required Knowledge, Skills and Abilities
Experience working with students in a higher education environment
Demonstrated understanding and commitment to increase teacher diversity in SC’s preK-8 classrooms
Ability to work effectively within a team setting
Ability to manage fiscal and other resources efficiently
Potential to manage student workers or temporary staff
Additional Comments Regarding Position
Local and in-state travel expected. Please upload a cover letter and CV.
Special Instructions to Applicants
Please complete the application to include all current and previous work history and education. A resume will not be accepted nor reviewed to determine if an applicant has met the qualifications for the position.
*Salary is commensurate with education/experience which exceeds the minimum requirements.
Offers of employment are contingent upon a successful background check.
All applications must be submitted online https://jobs.cofc.edu .
Salary
Commensurate with Experience/Education
Posting Date
02/08/2024
Closing Date
02/29/2024
Benefits
Insurance: Health/Dental/Vision
Life Insurance
Paid Leave: Sick/Annual/Parental
Retirement
Long Term Disability
Paid Holidays
Free CARTA Bus Service
Employee Tuition Assistance Program ( ETAP )
Employee Assistance Program ( EAP )
Full Benefits Package – Click Here
Open Until Filled
No
Posting Number
2024016
EEO Statement
The College of Charleston is an Affirmative Action/Equal Opportunity employer and does not discriminate against any individual or group on the basis of gender, sexual orientation, gender identity or expression, age, race, color, religion, national origin, veteran status, genetic information, or disability.
Quicklink for Posting
https://jobs.cofc.edu/postings/14986
Job Duties
Job Duties
Activity
Directs daily operations and campus vision of the CMM program to include developing and implementing recruitment, selection, retention, outreach, and alumni engagement activities. Work closely with the statewide network of CMM programs, prepares program reports for internal and external stakeholders, including Clemson University. Initiates and supports new programs designed to attract and retain minority students majoring in education.
Essential or Marginal
Essential
Percent of Time
50
Activity
Serves as a secondary academic advisor to current and prospective CMM candidates. Mentors each student on the importance of their academic performance, personal development, and professionalism.
Essential or Marginal
Essential
Percent of Time
30
Activity
Teaches courses within School of Education – one class Fall semester and one class Spring semester that fall within the background of the Director.
Essential or Marginal
Essential
Percent of Time
10
Activity
Represents the School of Education in recruitment, outreach, and related initiatives at the local, national, and international level.
Essential or Marginal
Essential
Percent of Time
10
Feb 09, 2024
Full time
Director, Call Me MISTER Program
Posting Details
POSTING INFORMATION
Internal Title
Director, Call Me MISTER Program
Position Type
Unclassified
Faculty / Non-Faculty / Administration
Administration
Pay Band
Level
Department
School of Education Admin
Job Purpose
Director of Call Me MISTER ( CMM ) oversees operations and strategic planning for the CMM program at the CofC, as well as new initiatives aimed at developing qualified and diverse candidates to serve in schools across the state.
Minimum Requirements
Master’s degree in education (or related field) is required, doctorate preferred. Minimum three years of teaching experience in public schools is required. Candidates with an equivalent combination of experience and/or education are encouraged to apply.
Required Knowledge, Skills and Abilities
Experience working with students in a higher education environment
Demonstrated understanding and commitment to increase teacher diversity in SC’s preK-8 classrooms
Ability to work effectively within a team setting
Ability to manage fiscal and other resources efficiently
Potential to manage student workers or temporary staff
Additional Comments Regarding Position
Local and in-state travel expected. Please upload a cover letter and CV.
Special Instructions to Applicants
Please complete the application to include all current and previous work history and education. A resume will not be accepted nor reviewed to determine if an applicant has met the qualifications for the position.
*Salary is commensurate with education/experience which exceeds the minimum requirements.
Offers of employment are contingent upon a successful background check.
All applications must be submitted online https://jobs.cofc.edu .
Salary
Commensurate with Experience/Education
Posting Date
02/08/2024
Closing Date
02/29/2024
Benefits
Insurance: Health/Dental/Vision
Life Insurance
Paid Leave: Sick/Annual/Parental
Retirement
Long Term Disability
Paid Holidays
Free CARTA Bus Service
Employee Tuition Assistance Program ( ETAP )
Employee Assistance Program ( EAP )
Full Benefits Package – Click Here
Open Until Filled
No
Posting Number
2024016
EEO Statement
The College of Charleston is an Affirmative Action/Equal Opportunity employer and does not discriminate against any individual or group on the basis of gender, sexual orientation, gender identity or expression, age, race, color, religion, national origin, veteran status, genetic information, or disability.
Quicklink for Posting
https://jobs.cofc.edu/postings/14986
Job Duties
Job Duties
Activity
Directs daily operations and campus vision of the CMM program to include developing and implementing recruitment, selection, retention, outreach, and alumni engagement activities. Work closely with the statewide network of CMM programs, prepares program reports for internal and external stakeholders, including Clemson University. Initiates and supports new programs designed to attract and retain minority students majoring in education.
Essential or Marginal
Essential
Percent of Time
50
Activity
Serves as a secondary academic advisor to current and prospective CMM candidates. Mentors each student on the importance of their academic performance, personal development, and professionalism.
Essential or Marginal
Essential
Percent of Time
30
Activity
Teaches courses within School of Education – one class Fall semester and one class Spring semester that fall within the background of the Director.
Essential or Marginal
Essential
Percent of Time
10
Activity
Represents the School of Education in recruitment, outreach, and related initiatives at the local, national, and international level.
Essential or Marginal
Essential
Percent of Time
10
The Traveling School
Fall 2024: Southern Africa / Spring 2025: South America
Role: Academic Teacher
Location: Fall 2024: Southern Africa/Spring 2025: South America
Purpose: Each teacher is responsible for supporting a safe and reliable semester in terms of accommodation, activities, transportation, group stays, community service projects, and logistics. Teachers strive to fulfill the school mission through collaboration and effective communication. This position works closely with the members of the semester teacher team as well as the Head of School and Academic Dean (based in Home Office). The lead teacher, the Program Coordinator, is the field supervisor; all teachers are supervised by the Academic Dean and Head of School.
Essential Faculty Responsibilities
Fundamental Competencies:
Represent and further The Traveling School’s mission, vision, values, and educational philosophy.
Understand and adhere to TTS policies, practices, and procedures as outlined in the Faculty Handbook.
Manage risk and practice sound decision-making to promote the safety and well-being of each individual and therefore the entire group.
Live and work alongside an intimate cohort of students and faculty while practicing inclusivity, open-mindedness, and respect to build a supportive community.
Role model healthy and positive communication, self-care and habits.
Integrate and provide insight into cultural experiences to expand each student’s comprehension of the world.
Lead, seek, and support outdoor pursuits to challenge students to expand comfort zones and achieve new levels of self-confidence.
Incorporate a progression of leadership skills to expand each student’s confidence, communication, and capacity to create change as empowered young adults.
Build rapport with and mentor all students while providing individualized mentorship for a small group of mentees.
Write mentor comments 3-4 times per semester.
Complete all required paperwork and other documentation to record semester events and to document student and staff performance.
Risk Management, Logistics and Organization Responsibilities :
Help plan, organize, and supervise daily academic, cultural, and outdoor activities.
Help organize transportation, accommodations, and food according to semester itinerary and faculty handbook guidelines.
.
Communicate with reserved accommodations and seek accommodations when necessary.
Plan and shop for group meals and snacks.
Understand and support student pre-existing medical and mental health needs to the best extent possible. This includes acknowledging food allergies and dietary restrictions.
Help manage and escalate incidents as they occur throughout the program in collaboration with the TTS home office.
Check in with students regularly throughout the semester, particularly when following up on illness, injury, or provided medical care.
Support and craft a balanced teacher team with a two-day rotating duty schedule.
Maintain accurate financial records and adhere to program budgets.
Communicate with contracted partners to ensure all involved parties understand the contract, TTS risk management expectations and shared experience goals.
Communicate openly with the Home Office
Academic Teaching Responsibilities : Specific responsibilities include, but are not limited to :
Plan classes, units, and authentic assessments to develop students’ critical thinking skills and meet course objectives in accordance with The Traveling School curriculum.
Pursue experiential academic activities to complement and enhance curriculum and encourage students’ critical engagement.
Cultivate an inclusive, collaborative learning environment to encourage student participation and academic growth.
Uphold rigorous academic standards; reference academic course outline and course expectations.
Differentiate teaching based upon student learning profiles.
Write academic comments for midterm and final transcripts.
Meet or exceed the required course hours for each class as stated in the handbook.
Maintain and submit completed gradebook including grades and daily attendance.
Contribute to semester blog post creation (academic, activity, and group updates) according to the itinerary.
Provide two lesson plans at the end of the semester for each course.
Minimum Qualifications
Bachelor’s degree
Wilderness First Responder & CPR certification for leadership position (or ability to obtain certification prior to contract)
Basic First Aid and CPR for teacher position (or ability to obtain certification prior to contract)
At least one year of work experience between college graduation and Traveling School employment in an experiential education/leadership position
Ability to meet and uphold Teacher Essential Eligibility Criteria
Teaching experience (outdoor education and/or classroom)
Personal experience with outdoor pursuits such as backpacking, Leave No Trace camping, rock climbing, rappelling, rafting, or canoeing
Strong interpersonal and writing skills
Computer proficiency
Receive a satisfactory review of any publicly available internet information, including National Sex Offender Registry, fingerprint based criminal background, credit and driving record (if driving is required) checks
Preferred Qualifications
Advanced/master's degree, teacher certification, or significant equivalent knowledge and experience base
Facilitation skills and instinct for teaching team-building, leadership skills, and managing group dynamics
Experience working with and mentoring teenagers, particularly in women-centered schools and spaces
Experience leading outdoor activities
Experience lesson planning, administering summative and formative assessments, and grading with clear expectations
Work or personal travel experience in Traveling School course areas
Ability to give and receive feedback with a growth mindset
Flexibility, strong work ethic, and perseverance
Experience working with one or more co-instructors
Experience hosting discussions, lectures, meetings, and debates on controversial issues
A sense of humor, grit, and eagerness to bring the stoke and magic
Spanish language proficiency (South America semester)
Physical Requirements & Working Conditions
Work extended and irregular hours, sometimes in adverse outdoor conditions, sitting, standing and lifting
Environments include, but are not limited to: group living, extremely wet and dry climates, heat, sun, snow, ice, cold, biting and stinging insects, exposure to wild animals, swimming, high altitude, traveler’s diarrhea, snorkeling, rock climbing, rappelling, mountain biking, horseback riding, white-water rafting, surfing, mountaineering, boating, strenuous physical activity, hiking, field work, and triggers for allergies such as smoke and dust.
Limited personal time and space
Limited access and minimal use of technology in front of students
Flexible and enthusiastic attitude
Ability to work on a team, make decisions, and provide creative solutions to a variety of issues
Able to perform as a certified Wilderness First Responder/Wilderness First Aid with CPR certification
High level of physical activity
Ability to lift and carry a 50-pound backpack, up to 8 miles over rugged, uneven terrain
Ability to swim in open water conditions
Adhere to and enforce specific health practices and protocols, including those related to COVID-19, as determined by Traveling School and areas of travel
Commitment to Diversity and Inclusion
The Traveling School is an equal opportunity employer. We value a diverse workforce and an inclusive culture. We believe that having a board, staff, and volunteer base with diverse personal and professional backgrounds enhances our ability to meet our mission and creates an environment where all members of our community can thrive. We are seeking candidates who have a commitment to engage in this ongoing process and work with us to create a just and inclusive work environment and world. Women, people of color, Native Americans, immigrants, LGBTQIA+ people, and other underrepresented and historically marginalized groups are strongly encouraged to apply.
How To Apply
Find more details and the application on our Careers page (travelingschool.com/careers).
Applications are considered complete upon submission of the following:
Application
Cover Letter (preferably uploaded with application)
Resume (preferably uploaded with application)
Higher level transcripts (preferably uploaded with application)
Lesson Plan (preferably uploaded with application)
3-5 professional references (listed on application)
If needed, the supporting documents can be emailed to admin@travelingschool.com . Contact Mary Reid Munford, Academic Dean, with questions about the teaching position or application process. She can be reached at mrmunford@travelingschool.com or 406-209-8260. Correspondence via email is preferred.
Applications accepted through March 4, 2024 for the 2024-2025 academic year. We review applications periodically during the open period and may begin to offer interviews to qualified candidates prior to the March deadline. Interested and qualified applicants are encouraged to apply prior to the deadline. After initial review, The Traveling School may solicit further information from select candidates. Finalists will be asked to partake in formal interviews. The Traveling School is committed to taking the time to carefully review candidates and will not fill the position until the ideal candidate is found.
Jan 25, 2024
Seasonal
Role: Academic Teacher
Location: Fall 2024: Southern Africa/Spring 2025: South America
Purpose: Each teacher is responsible for supporting a safe and reliable semester in terms of accommodation, activities, transportation, group stays, community service projects, and logistics. Teachers strive to fulfill the school mission through collaboration and effective communication. This position works closely with the members of the semester teacher team as well as the Head of School and Academic Dean (based in Home Office). The lead teacher, the Program Coordinator, is the field supervisor; all teachers are supervised by the Academic Dean and Head of School.
Essential Faculty Responsibilities
Fundamental Competencies:
Represent and further The Traveling School’s mission, vision, values, and educational philosophy.
Understand and adhere to TTS policies, practices, and procedures as outlined in the Faculty Handbook.
Manage risk and practice sound decision-making to promote the safety and well-being of each individual and therefore the entire group.
Live and work alongside an intimate cohort of students and faculty while practicing inclusivity, open-mindedness, and respect to build a supportive community.
Role model healthy and positive communication, self-care and habits.
Integrate and provide insight into cultural experiences to expand each student’s comprehension of the world.
Lead, seek, and support outdoor pursuits to challenge students to expand comfort zones and achieve new levels of self-confidence.
Incorporate a progression of leadership skills to expand each student’s confidence, communication, and capacity to create change as empowered young adults.
Build rapport with and mentor all students while providing individualized mentorship for a small group of mentees.
Write mentor comments 3-4 times per semester.
Complete all required paperwork and other documentation to record semester events and to document student and staff performance.
Risk Management, Logistics and Organization Responsibilities :
Help plan, organize, and supervise daily academic, cultural, and outdoor activities.
Help organize transportation, accommodations, and food according to semester itinerary and faculty handbook guidelines.
.
Communicate with reserved accommodations and seek accommodations when necessary.
Plan and shop for group meals and snacks.
Understand and support student pre-existing medical and mental health needs to the best extent possible. This includes acknowledging food allergies and dietary restrictions.
Help manage and escalate incidents as they occur throughout the program in collaboration with the TTS home office.
Check in with students regularly throughout the semester, particularly when following up on illness, injury, or provided medical care.
Support and craft a balanced teacher team with a two-day rotating duty schedule.
Maintain accurate financial records and adhere to program budgets.
Communicate with contracted partners to ensure all involved parties understand the contract, TTS risk management expectations and shared experience goals.
Communicate openly with the Home Office
Academic Teaching Responsibilities : Specific responsibilities include, but are not limited to :
Plan classes, units, and authentic assessments to develop students’ critical thinking skills and meet course objectives in accordance with The Traveling School curriculum.
Pursue experiential academic activities to complement and enhance curriculum and encourage students’ critical engagement.
Cultivate an inclusive, collaborative learning environment to encourage student participation and academic growth.
Uphold rigorous academic standards; reference academic course outline and course expectations.
Differentiate teaching based upon student learning profiles.
Write academic comments for midterm and final transcripts.
Meet or exceed the required course hours for each class as stated in the handbook.
Maintain and submit completed gradebook including grades and daily attendance.
Contribute to semester blog post creation (academic, activity, and group updates) according to the itinerary.
Provide two lesson plans at the end of the semester for each course.
Minimum Qualifications
Bachelor’s degree
Wilderness First Responder & CPR certification for leadership position (or ability to obtain certification prior to contract)
Basic First Aid and CPR for teacher position (or ability to obtain certification prior to contract)
At least one year of work experience between college graduation and Traveling School employment in an experiential education/leadership position
Ability to meet and uphold Teacher Essential Eligibility Criteria
Teaching experience (outdoor education and/or classroom)
Personal experience with outdoor pursuits such as backpacking, Leave No Trace camping, rock climbing, rappelling, rafting, or canoeing
Strong interpersonal and writing skills
Computer proficiency
Receive a satisfactory review of any publicly available internet information, including National Sex Offender Registry, fingerprint based criminal background, credit and driving record (if driving is required) checks
Preferred Qualifications
Advanced/master's degree, teacher certification, or significant equivalent knowledge and experience base
Facilitation skills and instinct for teaching team-building, leadership skills, and managing group dynamics
Experience working with and mentoring teenagers, particularly in women-centered schools and spaces
Experience leading outdoor activities
Experience lesson planning, administering summative and formative assessments, and grading with clear expectations
Work or personal travel experience in Traveling School course areas
Ability to give and receive feedback with a growth mindset
Flexibility, strong work ethic, and perseverance
Experience working with one or more co-instructors
Experience hosting discussions, lectures, meetings, and debates on controversial issues
A sense of humor, grit, and eagerness to bring the stoke and magic
Spanish language proficiency (South America semester)
Physical Requirements & Working Conditions
Work extended and irregular hours, sometimes in adverse outdoor conditions, sitting, standing and lifting
Environments include, but are not limited to: group living, extremely wet and dry climates, heat, sun, snow, ice, cold, biting and stinging insects, exposure to wild animals, swimming, high altitude, traveler’s diarrhea, snorkeling, rock climbing, rappelling, mountain biking, horseback riding, white-water rafting, surfing, mountaineering, boating, strenuous physical activity, hiking, field work, and triggers for allergies such as smoke and dust.
Limited personal time and space
Limited access and minimal use of technology in front of students
Flexible and enthusiastic attitude
Ability to work on a team, make decisions, and provide creative solutions to a variety of issues
Able to perform as a certified Wilderness First Responder/Wilderness First Aid with CPR certification
High level of physical activity
Ability to lift and carry a 50-pound backpack, up to 8 miles over rugged, uneven terrain
Ability to swim in open water conditions
Adhere to and enforce specific health practices and protocols, including those related to COVID-19, as determined by Traveling School and areas of travel
Commitment to Diversity and Inclusion
The Traveling School is an equal opportunity employer. We value a diverse workforce and an inclusive culture. We believe that having a board, staff, and volunteer base with diverse personal and professional backgrounds enhances our ability to meet our mission and creates an environment where all members of our community can thrive. We are seeking candidates who have a commitment to engage in this ongoing process and work with us to create a just and inclusive work environment and world. Women, people of color, Native Americans, immigrants, LGBTQIA+ people, and other underrepresented and historically marginalized groups are strongly encouraged to apply.
How To Apply
Find more details and the application on our Careers page (travelingschool.com/careers).
Applications are considered complete upon submission of the following:
Application
Cover Letter (preferably uploaded with application)
Resume (preferably uploaded with application)
Higher level transcripts (preferably uploaded with application)
Lesson Plan (preferably uploaded with application)
3-5 professional references (listed on application)
If needed, the supporting documents can be emailed to admin@travelingschool.com . Contact Mary Reid Munford, Academic Dean, with questions about the teaching position or application process. She can be reached at mrmunford@travelingschool.com or 406-209-8260. Correspondence via email is preferred.
Applications accepted through March 4, 2024 for the 2024-2025 academic year. We review applications periodically during the open period and may begin to offer interviews to qualified candidates prior to the March deadline. Interested and qualified applicants are encouraged to apply prior to the deadline. After initial review, The Traveling School may solicit further information from select candidates. Finalists will be asked to partake in formal interviews. The Traveling School is committed to taking the time to carefully review candidates and will not fill the position until the ideal candidate is found.
Position Information
Position Title : Finance or Accounting--Open Rank Professor of Business
Classification
Title: Faculty Full Time (.75-1.0 FTE)
Benefits Eligibility
Benefits Eligibility
Department: Economics and Business
Job Description
The Hope College Department of Economics & Business invites applications for an open-rank finance or accounting tenure-track or term position to start Fall 2024 .
Candidates should demonstrate an ability to combine teaching excellence with a productive research agenda, should be committed to the character and goals of a liberal arts college, and should have a commitment to the historic Christian faith.
A Ph.D in finance, economics or accounting is preferred but a master’s would be considered for a non-tenure track appointment.
Responsibilities include teaching, scholarly research, program leadership, and advising undergraduate students.
At Hope, we approach teaching, scholarship, and community a bit differently. For example, we seek candidates who
(a) enjoy and pursue relevant scholarship as an important (but not sole) aspect of their career,
(b) excel at rigorous and relational teaching (especially in applied environments),
(c) fully live out their Christian faith,
(d) seek an academic community and culture that both wants you to succeed and simultaneously experience a holistic well-being, and
(e) are a champion for their academic discipline, yet are fully committed to the liberal arts tradition.
About the Department of Economics and Business
Hope College is a Christian co-educational, residential liberal arts undergraduate college affiliated with the Reformed Church in America that aspires to be faithful, welcoming, and transformational. The Department of Economics and Business has the second oldest business program in the state and has been a part of Hope’s liberal arts tradition since 1930. The department currently serves around 20% of the graduating student body.
Our identity is based on
(a) a business curriculum grounded in the liberal arts tradition,
(b) an intimate academic environment that includes local and global experiential learning opportunities that foster student/faculty collaboration, and a Christian perspective that informs both our curriculum content and our teaching pedagogy.
We appreciate the intimacy that is brought through smaller class sizes and we use our high-touch culture to engage our students in the classroom and within businesses as they seek to discover where they will thrive best. Our students have opportunities to engage with around 500 external stakeholders annually through both curricular and co-curricular programing. Our location in the business rich environment of West Michigan provides numerous opportunities for collaboration with local firms for both our students and our faculty.
Our faculty thrive in this unique environment. It also informs the qualities and aspirations we seek in the people who join us. Individually, we have an appreciation for the depth of our fields of discipline as well as the freedom to cross disciplinary boundaries in their teaching and research in entrepreneurial ways. Collectively, our faculty combines extensive professional experience in business and government with traditional, varied, and prestigious academic backgrounds. Finally, the vast international experience of our faculty is important in educating students for leadership in a culturally diverse world. Successful applicants will demonstrate a commitment to all aspects of Hope’s mission as a liberal arts college. We are grounded in robust ecumenical Christian aspirations and daily strive for inclusive excellence . As part of the application, we ask all candidates to describe how they will engage and support the holistic mission of the College, particularly how their commitment to the Christian faith, the liberal arts, and inclusive excellence shapes their approaches and identities as teachers, scholars, and mentors. Further information on Hope College and its mission can be found at http://www.hope.edu/
and at https://hope.edu/about/mission.html ;
the department’s website is at https://hope.edu/academics/economics-business/ .
Is this a visiting faculty position? No
Rank: Open
Qualifications
Candidates should demonstrate an ability to combine teaching excellence with scholarly activity;
a Masters degree is required and a Ph.D. is strongly desired.
Physical Demands
This position requires remaining in a sitting or standing position for frequent periods of time;
uses office machinery such as a computers, printers, copy machines;
Occasionally involves moving items over 10 pounds;
frequently will move between different offices/workspaces/buildings;
and requires effective communication abilities.
In the case of temporary or permanent condition(s) that require(s) accommodation(s), reasonable accommodation(s) may be requested.
Pre-employment ScreeningsAll offers of employment are contingent upon a background check.
Some positions may have position specific requirements, such as education/licensure/certification verification, a physical, drug screening, credit checks and/or transportation record review.
Posting Detail Information
Posting Number : 2023-077FR
Job Posting Open Date 12/08/2023
Job Posting Close Date : 04/19/2024
Open Until Filled: No
Is this position available for sponsorship: No
Special Instructions to Applicants : Candidates should upload the following documents as part of their application:
Cover letter
Curriculum vitae
A statement describing how they will engage and support the holistic mission of the College, particularly how their commitment to the Christian faith, the liberal arts, and inclusive excellence shapes their approaches and identities as teachers, scholars, and mentors
Teaching Statement
Research/Scholarly Work Statement
Unofficial Transcripts
Quick Link for Internal Postings: https://jobs.hope.edu/postings/3022
Supplemental Questions
Required Documents
Resume
Cover Letter
Unofficial Transcripts
Teaching Statement
Research Statement
Mission Response
Optional Documents
Jan 18, 2024
Full time
Position Information
Position Title : Finance or Accounting--Open Rank Professor of Business
Classification
Title: Faculty Full Time (.75-1.0 FTE)
Benefits Eligibility
Benefits Eligibility
Department: Economics and Business
Job Description
The Hope College Department of Economics & Business invites applications for an open-rank finance or accounting tenure-track or term position to start Fall 2024 .
Candidates should demonstrate an ability to combine teaching excellence with a productive research agenda, should be committed to the character and goals of a liberal arts college, and should have a commitment to the historic Christian faith.
A Ph.D in finance, economics or accounting is preferred but a master’s would be considered for a non-tenure track appointment.
Responsibilities include teaching, scholarly research, program leadership, and advising undergraduate students.
At Hope, we approach teaching, scholarship, and community a bit differently. For example, we seek candidates who
(a) enjoy and pursue relevant scholarship as an important (but not sole) aspect of their career,
(b) excel at rigorous and relational teaching (especially in applied environments),
(c) fully live out their Christian faith,
(d) seek an academic community and culture that both wants you to succeed and simultaneously experience a holistic well-being, and
(e) are a champion for their academic discipline, yet are fully committed to the liberal arts tradition.
About the Department of Economics and Business
Hope College is a Christian co-educational, residential liberal arts undergraduate college affiliated with the Reformed Church in America that aspires to be faithful, welcoming, and transformational. The Department of Economics and Business has the second oldest business program in the state and has been a part of Hope’s liberal arts tradition since 1930. The department currently serves around 20% of the graduating student body.
Our identity is based on
(a) a business curriculum grounded in the liberal arts tradition,
(b) an intimate academic environment that includes local and global experiential learning opportunities that foster student/faculty collaboration, and a Christian perspective that informs both our curriculum content and our teaching pedagogy.
We appreciate the intimacy that is brought through smaller class sizes and we use our high-touch culture to engage our students in the classroom and within businesses as they seek to discover where they will thrive best. Our students have opportunities to engage with around 500 external stakeholders annually through both curricular and co-curricular programing. Our location in the business rich environment of West Michigan provides numerous opportunities for collaboration with local firms for both our students and our faculty.
Our faculty thrive in this unique environment. It also informs the qualities and aspirations we seek in the people who join us. Individually, we have an appreciation for the depth of our fields of discipline as well as the freedom to cross disciplinary boundaries in their teaching and research in entrepreneurial ways. Collectively, our faculty combines extensive professional experience in business and government with traditional, varied, and prestigious academic backgrounds. Finally, the vast international experience of our faculty is important in educating students for leadership in a culturally diverse world. Successful applicants will demonstrate a commitment to all aspects of Hope’s mission as a liberal arts college. We are grounded in robust ecumenical Christian aspirations and daily strive for inclusive excellence . As part of the application, we ask all candidates to describe how they will engage and support the holistic mission of the College, particularly how their commitment to the Christian faith, the liberal arts, and inclusive excellence shapes their approaches and identities as teachers, scholars, and mentors. Further information on Hope College and its mission can be found at http://www.hope.edu/
and at https://hope.edu/about/mission.html ;
the department’s website is at https://hope.edu/academics/economics-business/ .
Is this a visiting faculty position? No
Rank: Open
Qualifications
Candidates should demonstrate an ability to combine teaching excellence with scholarly activity;
a Masters degree is required and a Ph.D. is strongly desired.
Physical Demands
This position requires remaining in a sitting or standing position for frequent periods of time;
uses office machinery such as a computers, printers, copy machines;
Occasionally involves moving items over 10 pounds;
frequently will move between different offices/workspaces/buildings;
and requires effective communication abilities.
In the case of temporary or permanent condition(s) that require(s) accommodation(s), reasonable accommodation(s) may be requested.
Pre-employment ScreeningsAll offers of employment are contingent upon a background check.
Some positions may have position specific requirements, such as education/licensure/certification verification, a physical, drug screening, credit checks and/or transportation record review.
Posting Detail Information
Posting Number : 2023-077FR
Job Posting Open Date 12/08/2023
Job Posting Close Date : 04/19/2024
Open Until Filled: No
Is this position available for sponsorship: No
Special Instructions to Applicants : Candidates should upload the following documents as part of their application:
Cover letter
Curriculum vitae
A statement describing how they will engage and support the holistic mission of the College, particularly how their commitment to the Christian faith, the liberal arts, and inclusive excellence shapes their approaches and identities as teachers, scholars, and mentors
Teaching Statement
Research/Scholarly Work Statement
Unofficial Transcripts
Quick Link for Internal Postings: https://jobs.hope.edu/postings/3022
Supplemental Questions
Required Documents
Resume
Cover Letter
Unofficial Transcripts
Teaching Statement
Research Statement
Mission Response
Optional Documents
Our students need your expertise, passion, and leadership. Are you ready to join something bigger?
We are looking for highly motivated, skilled, and equity-minded Special Education teachers to join our team at District of Columbia Public Schools (DCPS) for the 2024-25 school year. We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of our students, parents, and the greater DC community.
DCPS serves approximately 51,000 students in the nation's capital through the efforts of approximately 4,200 educators in 116 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students.
Position Overview
Vision
Every student feels loved, challenged, and prepared to positively influence and thrive in life.
Mission
Ensure that every school guarantees students reach their full potential through rigorous and joyful learning experiences provided in a nurturing environment.
Strategic Priorities
Promote Equity: Define, understand, and promote equity so that we can eliminate gaps and systematically interrupt institutional bias.
Empower Our People: Recruit, develop, and retain a talented, caring, and diverse team.
Ensure Excellent Schools: Increase the number of excellent schools throughout the city.
Educate the Whole Child: Provide rigorous, joyful, and inclusive academic and social emotional learning experiences to ensure all students are college and career ready.
The Teacher (10-month) will report to the Principal.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
Sets and reinforces clear expectations and routines that are aligned with the school’s overall vision.
Develops and implements curricula and activities to meet academic standards.
Thoughtfully plans daily lessons and implements specific strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary.
Demonstrates strong content knowledge.
Designs and implements assessments that measure progress towards academic standards and diagnoses areas of student misunderstanding.
Uses assessment data to refine curriculum and informs instructional practices.
Is accountable for students’ academic growth and increase each individual student’s achievement.
Creates a positive, achievement-oriented learning environment.
Reflects on successes and areas of growth as a teacher, seeks to improve performance, and responds to feedback.
Participates in collaborative curriculum development, grade-level activities, and school-wide functions.
Invests parents and families in their children’s academic success through regular communication.
Qualifications
Bachelor's degree.
Previous exposure to or experience in the education sector a plus.
Possesses or is eligible for a valid District of Columbia Teaching License issued by the Office of the State Superintendent of Education (OSSE ).
Strong instructional skills and classroom management.
Enthusiasm for and demonstrated mastery of subject matter.
Unrelenting commitment to students, self, and school’s constant learning and development.
Ability to self-reflect on teaching practices and be responsive to feedback.
DCPS Values
STUDENTS FIRST : We recognize students as whole children and put their needs first in everything we do.
COURAGE : We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
EQUITY : We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
EXCELLENCE : We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
TEAMWORK : We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
JOY : We enjoy our collective work and will enthusiastically celebrate our success and each other.
Apply Here: https://bit.ly/25teacherapp or visit our website using our QR Code . Applications are reviewed on a rolling basis.
Jan 16, 2024
Full time
Our students need your expertise, passion, and leadership. Are you ready to join something bigger?
We are looking for highly motivated, skilled, and equity-minded Special Education teachers to join our team at District of Columbia Public Schools (DCPS) for the 2024-25 school year. We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of our students, parents, and the greater DC community.
DCPS serves approximately 51,000 students in the nation's capital through the efforts of approximately 4,200 educators in 116 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students.
Position Overview
Vision
Every student feels loved, challenged, and prepared to positively influence and thrive in life.
Mission
Ensure that every school guarantees students reach their full potential through rigorous and joyful learning experiences provided in a nurturing environment.
Strategic Priorities
Promote Equity: Define, understand, and promote equity so that we can eliminate gaps and systematically interrupt institutional bias.
Empower Our People: Recruit, develop, and retain a talented, caring, and diverse team.
Ensure Excellent Schools: Increase the number of excellent schools throughout the city.
Educate the Whole Child: Provide rigorous, joyful, and inclusive academic and social emotional learning experiences to ensure all students are college and career ready.
The Teacher (10-month) will report to the Principal.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
Sets and reinforces clear expectations and routines that are aligned with the school’s overall vision.
Develops and implements curricula and activities to meet academic standards.
Thoughtfully plans daily lessons and implements specific strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary.
Demonstrates strong content knowledge.
Designs and implements assessments that measure progress towards academic standards and diagnoses areas of student misunderstanding.
Uses assessment data to refine curriculum and informs instructional practices.
Is accountable for students’ academic growth and increase each individual student’s achievement.
Creates a positive, achievement-oriented learning environment.
Reflects on successes and areas of growth as a teacher, seeks to improve performance, and responds to feedback.
Participates in collaborative curriculum development, grade-level activities, and school-wide functions.
Invests parents and families in their children’s academic success through regular communication.
Qualifications
Bachelor's degree.
Previous exposure to or experience in the education sector a plus.
Possesses or is eligible for a valid District of Columbia Teaching License issued by the Office of the State Superintendent of Education (OSSE ).
Strong instructional skills and classroom management.
Enthusiasm for and demonstrated mastery of subject matter.
Unrelenting commitment to students, self, and school’s constant learning and development.
Ability to self-reflect on teaching practices and be responsive to feedback.
DCPS Values
STUDENTS FIRST : We recognize students as whole children and put their needs first in everything we do.
COURAGE : We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
EQUITY : We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
EXCELLENCE : We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
TEAMWORK : We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
JOY : We enjoy our collective work and will enthusiastically celebrate our success and each other.
Apply Here: https://bit.ly/25teacherapp or visit our website using our QR Code . Applications are reviewed on a rolling basis.
Our students need your expertise, passion, and leadership. Are you ready to join something bigger?
We are looking for highly motivated, skilled, and equity-minded ESL/ELL teachers to join our team at District of Columbia Public Schools (DCPS) for the 2024-25 school year. We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of our students, parents, and the greater DC community.
DCPS serves approximately 51,000 students in the nation's capital through the efforts of approximately 4,200 educators in 116 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students.
Position Overview
Vision
Every student feels loved, challenged, and prepared to positively influence and thrive in life.
Mission
Ensure that every school guarantees students reach their full potential through rigorous and joyful learning experiences provided in a nurturing environment.
Strategic Priorities
Promote Equity: Define, understand, and promote equity so that we can eliminate gaps and systematically interrupt institutional bias.
Empower Our People: Recruit, develop, and retain a talented, caring, and diverse team.
Ensure Excellent Schools: Increase the number of excellent schools throughout the city.
Educate the Whole Child: Provide rigorous, joyful, and inclusive academic and social emotional learning experiences to ensure all students are college and career ready.
The Teacher (10-month) will report to the Principal.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
Sets and reinforces clear expectations and routines that are aligned with the school’s overall vision.
Develops and implements curricula and activities to meet academic standards.
Thoughtfully plans daily lessons and implements specific strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary.
Demonstrates strong content knowledge.
Designs and implements assessments that measure progress towards academic standards and diagnoses areas of student misunderstanding.
Uses assessment data to refine curriculum and informs instructional practices.
Is accountable for students’ academic growth and increase each individual student’s achievement.
Creates a positive, achievement-oriented learning environment.
Reflects on successes and areas of growth as a teacher, seeks to improve performance, and responds to feedback.
Participates in collaborative curriculum development, grade-level activities, and school-wide functions.
Invests parents and families in their children’s academic success through regular communication.
Qualifications
Bachelor's degree.
Previous exposure to or experience in the education sector a plus.
Possesses or is eligible for a valid District of Columbia Teaching License issued by the Office of the State Superintendent of Education (OSSE ).
Strong instructional skills and classroom management.
Enthusiasm for and demonstrated mastery of subject matter.
Unrelenting commitment to students, self, and school’s constant learning and development.
Ability to self-reflect on teaching practices and be responsive to feedback.
DCPS Values
STUDENTS FIRST : We recognize students as whole children and put their needs first in everything we do.
COURAGE : We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
EQUITY : We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
EXCELLENCE : We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
TEAMWORK : We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
JOY : We enjoy our collective work and will enthusiastically celebrate our success and each other.
Click here: https://bit.ly/25teacherapp or visit our website using our QR Code . Feel free to email us at teach.dcps@k12.dc.gov if you have any questions or would like to connect with a recruiter!
Dec 18, 2023
Full time
Our students need your expertise, passion, and leadership. Are you ready to join something bigger?
We are looking for highly motivated, skilled, and equity-minded ESL/ELL teachers to join our team at District of Columbia Public Schools (DCPS) for the 2024-25 school year. We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of our students, parents, and the greater DC community.
DCPS serves approximately 51,000 students in the nation's capital through the efforts of approximately 4,200 educators in 116 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students.
Position Overview
Vision
Every student feels loved, challenged, and prepared to positively influence and thrive in life.
Mission
Ensure that every school guarantees students reach their full potential through rigorous and joyful learning experiences provided in a nurturing environment.
Strategic Priorities
Promote Equity: Define, understand, and promote equity so that we can eliminate gaps and systematically interrupt institutional bias.
Empower Our People: Recruit, develop, and retain a talented, caring, and diverse team.
Ensure Excellent Schools: Increase the number of excellent schools throughout the city.
Educate the Whole Child: Provide rigorous, joyful, and inclusive academic and social emotional learning experiences to ensure all students are college and career ready.
The Teacher (10-month) will report to the Principal.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
Sets and reinforces clear expectations and routines that are aligned with the school’s overall vision.
Develops and implements curricula and activities to meet academic standards.
Thoughtfully plans daily lessons and implements specific strategies to meet the needs of all students, providing extra support, enrichment, or variation of work when necessary.
Demonstrates strong content knowledge.
Designs and implements assessments that measure progress towards academic standards and diagnoses areas of student misunderstanding.
Uses assessment data to refine curriculum and informs instructional practices.
Is accountable for students’ academic growth and increase each individual student’s achievement.
Creates a positive, achievement-oriented learning environment.
Reflects on successes and areas of growth as a teacher, seeks to improve performance, and responds to feedback.
Participates in collaborative curriculum development, grade-level activities, and school-wide functions.
Invests parents and families in their children’s academic success through regular communication.
Qualifications
Bachelor's degree.
Previous exposure to or experience in the education sector a plus.
Possesses or is eligible for a valid District of Columbia Teaching License issued by the Office of the State Superintendent of Education (OSSE ).
Strong instructional skills and classroom management.
Enthusiasm for and demonstrated mastery of subject matter.
Unrelenting commitment to students, self, and school’s constant learning and development.
Ability to self-reflect on teaching practices and be responsive to feedback.
DCPS Values
STUDENTS FIRST : We recognize students as whole children and put their needs first in everything we do.
COURAGE : We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
EQUITY : We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
EXCELLENCE : We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
TEAMWORK : We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
JOY : We enjoy our collective work and will enthusiastically celebrate our success and each other.
Click here: https://bit.ly/25teacherapp or visit our website using our QR Code . Feel free to email us at teach.dcps@k12.dc.gov if you have any questions or would like to connect with a recruiter!
Clark College’s Social Science and Fine Arts (SOFA) unit is currently accepting applications for a full-time, permanent classified Administrative Assistant 3.
This position provides administrative and general office support to students and faculty in the Social Sciences Division, Behavioral Sciences Division, the Bachelor of Applied Science in Human Services program, and the Bachelor of Applied Science in Teacher Education program ensuring consistent division, program, and unit-wide operations. The Administrative Assistant 3 serves as a point of contact and resource to faculty, students, staff, and the community with information on the departments and programs within the Social and Behavioral Sciences divisions. This position reports directly to the SOFA Unit Operations Manager. This position has an opportunity for a hybrid schedule with the option of a combination of two days worked from home and three days worked in the office; working hours are Monday-Friday from 8 am - 5 pm.
At Clark, we value equity, diversity, and inclusion. We are committed to growing, learning, and supporting our employees.
JOB DUTIES AND RESPONSIBILITES:
In support of the SOFA unit act as liaison between the following college departments; Facilities, Bookstore, Security, Business Services, Environmental Health and Safety, ComMark, Human Resources, Information Technology, Library, Teaching and Learning Center, eLearning, Tutoring Services, Office of Instruction, Academic Services, Office of Diversity and Equity, and Student Affairs including Enrollment Services, Registration, Financial Aid, Advising, Entry Services, Workforce Education, Veterans Resource Center, DSS, and Counseling Health Center.
Evaluate costs and/or purchases for equipment, supplies, faculty development, travel, and estimate needs for supplies, equipment, and projects.
Maintain, monitor, reconcile and initiate corrections for the department budgets as well as any specified dedicated fee and foundation accounts, assign appropriate budget accounts, initiate transfers as appropriate.
Assist division chair(s) with orientation and training of new faculty, work with new adjunct faculty to setup email, voicemail, keys, copier set-up, computer requirements and other necessary paperwork.
Initiate bookstore orders, purchase requests, Foundation check requests, invoice vouchers, work order requests, key requests, personnel action forms, special assignment agreements, travel requests and travel expense vouchers using electronic and manual processes; assist faculty with travel and purchasing procedures.
Manage division, department, and program email distribution lists; update as needed including OU Campus web support for division, department, and program sites, maintain and upload reports to individual website for Behavioral Sciences and Social Sciences Divisions
Calendar management, schedule and arrange meetings, coordinate travel including identifying registration costs, meals, transportation, mileage, hotel, per diem as well as any other miscellaneous cost related to travel.
Facilitate orientation and training of new faculty, assist as needed regarding class schedule planning, maintain accurate student files for program applications and selected students, and provide support to students selected into the program.
Serve as administrator of the SOFA EvaluationKIT process, build quarterly project for student evaluations of unit faculty, compile and input data, monitor response rates, download reports upon project completion, and distribute report summaries in accordance with established schedule and Save results per established unit procedures and forward on to division chair as appropriate maintaining confidentiality.
Prepare and process documents and ctcLink requests such as purchasing, requisitions, travel requests expense vouchers, and faculty leave forms.
Provide office reception, respond to inquiries, and make referrals; furnish clear and accurate information on college policies and procedures.
Provide support for the College’s Honor’s Program. Coordinate with unit Dean to update honors spreadsheet, create Change of Registration forms, fill out PAFs for stipends, etc.
Perform related duties as required.
POSITION REQUIREMENTS AND COMPETENCIES:
Candidates will be evaluated based on application materials, including the supplemental questions and personal interview(s), and will be required to demonstrate competencies in the following areas:
High School diploma or equivalent.
Two (2) years of increasingly responsible experience in office/clerical, secretarial or general administrative work.
Proficient in using Microsoft Office Suite, including MS Word, Excel, Outlook, and SharePoint.
Provide service that consistently meets or exceeds the needs of students, colleagues, and the community. Build and maintain internal and external customer satisfaction with the services offered by the college.
Effectively build and maintain strong relationships with a variety of diverse people and use intelligence, common sense, and tenacity to solve difficult or complicated challenges.
JOB READINESS/WORKING CONDITIONS:
Ability to work well with people of all ages from academically, culturally, and socioeconomically diverse backgrounds.
Ability to produce accurate and timely work with minimal supervision.
Ability to identify issues and offer alternative solutions; inform supervisor of problems.
The initial appointment will include a 6-month probationary period and the employee will earn permanent status after successfully completing probation.
This position is represented by Washington Public Employees Association.
Prior to a new hire, a background check including criminal record history will be conducted. Information from the background check will not necessarily preclude employment but will be considered in determining the applicant’s suitability and competence to perform in the position.
WHAT WE OFFER:
A healthy work/life balance for our employees with the opportunity for flexible work schedules and remote work depending on position and college needs.
McClaskey Culinary Institute offers fast, fresh, and healthy dining options for students, faculty, staff, and the community. The space, located in Gaiser Hall, features three kiosks, a full-service retail bakery and barista bar, grab-and-go items, and a student-run restaurant.
Coffee Lounge in Hannah Hall and Clark Café in Joan Stout Hall.
Campus bookstore offers snacks, apparel, and specialty supplies.
On-campus early childhood education care program (pending registration and availability).
Gym and recreation facilities available for membership.
Clark promotes wellness with a variety of different workshops and events.
SALARY/BENEFITS:
Salary Range: $3,376 - $4,497/month | Step A-M (commensurate with qualifications and experience) | Range: 40 | Code: 105G
Successful candidates typically start at the beginning of the salary range and receive scheduled salary increment increases.
Clark College offers an exceptional benefits package that includes vacation/sick leave; medical, dental, life and long-term disability insurance; retirement; and tuition waiver .
APPLICATION DEADLINE:
Required application materials must be completed and submitted online by 3 p.m., January 16, 2024.
REQUIRED ONLINE APPLICATION MATERIALS:
Clark College online application
Current resume, with a minimum of three (3) references listed
Cover letter describing background and experience related to qualifications and responsibilities of the position
Responses to the supplemental questions included in the online application process
Please apply online at www.clark.edu/jobs .
To contact Clark College Human Resources, please call (360) 992-2105 or email recruitment@clark.edu .
DISABILITY ACCOMMODATIONS
Upon request, accommodations are available to persons with disabilities for the application process. Contact Human Resources at (360) 992-2105 or by video phone at (360) 991-0901.
SECURITY
The security of all the members of the campus community is of vital concern to Clark College. Information regarding crime prevention advice, the authority of the Security/Safety Department, policies concerning reporting of any crimes which may occur on or near college property, and crime statistics for the most recent 3-year period may be requested from the Clark College Security/Safety Department, (360) 992-2133 or security.requests@clark.edu . The most recent Annual Security Report, written in compliance with the Clery Act, can be reviewed here: http://www.clark.edu/campus-life/student-support/security/report.php .
ELIGIBILITY VERIFICATION
If you are hired, you will need proof of identity, and documentation of U.S. citizenship or legal authorization to work.
CORRECTIONS OR EXTENDED NOTICES Corrected or extended notices will be posted online and in the Human Resources Office.
Clark College’s Office of Diversity, Equity, and Inclusion (ODEI) supports individuals with their academic, personal, and professional development, as well as provides training and educational resources for all members of the college community around diversity, inclusion, power, privilege, inequity, social equity, and social justice. The college offers further professional development for our employees through opportunities such as Employee Resource Groups, Social Justice Leadership Institute, Cross Institution Faculty of Color Mentorship program, Administrators of Color Leadership Program, and Faculty and Staff of Color Conference.
Clark College values diversity and is an Equal Opportunity Employer and Educator. Protected group members are strongly encouraged to apply. Clark College provides equal opportunity in education and employment and does not discriminate on the basis of race, color, national origin, age, disability, genetic information, sex, sexual orientation, marital status, creed, religion, honorably discharged veteran or military status, citizenship, immigration status or use of a trained guide dog or service animal. Prohibited sex discrimination includes sexual harassment (unwelcome sexual conduct of various types). The college considers equal opportunity, affirmative action, and non-discrimination to be fundamental to the mission, vision and values of the college. All faculty and staff hired at Clark College are encouraged to embrace, continually support and enhance social equity on our campus and in our community. The college provides reasonable accommodations for qualified students, employees, and applicants with disabilities in accordance with the Americans with Disabilities Act and Federal Rehabilitation Act. The following person has been designated to handle inquiries regarding non-discrimination policies, Title II and Title IX, and Affirmative Action: Gerald Gabbard, Director of Labor and Compliance, 360-992-2317, ggabbard@clark.edu , 1933 Fort Vancouver Way, Baird 142, Vancouver, Washington 98663. Clark College is a smoke-free/drug free environment. This recruitment announcement does not reflect the entire job description and can be changed and or modified without notice.
Clark College Human Resources
December 15, 2023 (updated)
23-00131
Dec 15, 2023
Full time
Clark College’s Social Science and Fine Arts (SOFA) unit is currently accepting applications for a full-time, permanent classified Administrative Assistant 3.
This position provides administrative and general office support to students and faculty in the Social Sciences Division, Behavioral Sciences Division, the Bachelor of Applied Science in Human Services program, and the Bachelor of Applied Science in Teacher Education program ensuring consistent division, program, and unit-wide operations. The Administrative Assistant 3 serves as a point of contact and resource to faculty, students, staff, and the community with information on the departments and programs within the Social and Behavioral Sciences divisions. This position reports directly to the SOFA Unit Operations Manager. This position has an opportunity for a hybrid schedule with the option of a combination of two days worked from home and three days worked in the office; working hours are Monday-Friday from 8 am - 5 pm.
At Clark, we value equity, diversity, and inclusion. We are committed to growing, learning, and supporting our employees.
JOB DUTIES AND RESPONSIBILITES:
In support of the SOFA unit act as liaison between the following college departments; Facilities, Bookstore, Security, Business Services, Environmental Health and Safety, ComMark, Human Resources, Information Technology, Library, Teaching and Learning Center, eLearning, Tutoring Services, Office of Instruction, Academic Services, Office of Diversity and Equity, and Student Affairs including Enrollment Services, Registration, Financial Aid, Advising, Entry Services, Workforce Education, Veterans Resource Center, DSS, and Counseling Health Center.
Evaluate costs and/or purchases for equipment, supplies, faculty development, travel, and estimate needs for supplies, equipment, and projects.
Maintain, monitor, reconcile and initiate corrections for the department budgets as well as any specified dedicated fee and foundation accounts, assign appropriate budget accounts, initiate transfers as appropriate.
Assist division chair(s) with orientation and training of new faculty, work with new adjunct faculty to setup email, voicemail, keys, copier set-up, computer requirements and other necessary paperwork.
Initiate bookstore orders, purchase requests, Foundation check requests, invoice vouchers, work order requests, key requests, personnel action forms, special assignment agreements, travel requests and travel expense vouchers using electronic and manual processes; assist faculty with travel and purchasing procedures.
Manage division, department, and program email distribution lists; update as needed including OU Campus web support for division, department, and program sites, maintain and upload reports to individual website for Behavioral Sciences and Social Sciences Divisions
Calendar management, schedule and arrange meetings, coordinate travel including identifying registration costs, meals, transportation, mileage, hotel, per diem as well as any other miscellaneous cost related to travel.
Facilitate orientation and training of new faculty, assist as needed regarding class schedule planning, maintain accurate student files for program applications and selected students, and provide support to students selected into the program.
Serve as administrator of the SOFA EvaluationKIT process, build quarterly project for student evaluations of unit faculty, compile and input data, monitor response rates, download reports upon project completion, and distribute report summaries in accordance with established schedule and Save results per established unit procedures and forward on to division chair as appropriate maintaining confidentiality.
Prepare and process documents and ctcLink requests such as purchasing, requisitions, travel requests expense vouchers, and faculty leave forms.
Provide office reception, respond to inquiries, and make referrals; furnish clear and accurate information on college policies and procedures.
Provide support for the College’s Honor’s Program. Coordinate with unit Dean to update honors spreadsheet, create Change of Registration forms, fill out PAFs for stipends, etc.
Perform related duties as required.
POSITION REQUIREMENTS AND COMPETENCIES:
Candidates will be evaluated based on application materials, including the supplemental questions and personal interview(s), and will be required to demonstrate competencies in the following areas:
High School diploma or equivalent.
Two (2) years of increasingly responsible experience in office/clerical, secretarial or general administrative work.
Proficient in using Microsoft Office Suite, including MS Word, Excel, Outlook, and SharePoint.
Provide service that consistently meets or exceeds the needs of students, colleagues, and the community. Build and maintain internal and external customer satisfaction with the services offered by the college.
Effectively build and maintain strong relationships with a variety of diverse people and use intelligence, common sense, and tenacity to solve difficult or complicated challenges.
JOB READINESS/WORKING CONDITIONS:
Ability to work well with people of all ages from academically, culturally, and socioeconomically diverse backgrounds.
Ability to produce accurate and timely work with minimal supervision.
Ability to identify issues and offer alternative solutions; inform supervisor of problems.
The initial appointment will include a 6-month probationary period and the employee will earn permanent status after successfully completing probation.
This position is represented by Washington Public Employees Association.
Prior to a new hire, a background check including criminal record history will be conducted. Information from the background check will not necessarily preclude employment but will be considered in determining the applicant’s suitability and competence to perform in the position.
WHAT WE OFFER:
A healthy work/life balance for our employees with the opportunity for flexible work schedules and remote work depending on position and college needs.
McClaskey Culinary Institute offers fast, fresh, and healthy dining options for students, faculty, staff, and the community. The space, located in Gaiser Hall, features three kiosks, a full-service retail bakery and barista bar, grab-and-go items, and a student-run restaurant.
Coffee Lounge in Hannah Hall and Clark Café in Joan Stout Hall.
Campus bookstore offers snacks, apparel, and specialty supplies.
On-campus early childhood education care program (pending registration and availability).
Gym and recreation facilities available for membership.
Clark promotes wellness with a variety of different workshops and events.
SALARY/BENEFITS:
Salary Range: $3,376 - $4,497/month | Step A-M (commensurate with qualifications and experience) | Range: 40 | Code: 105G
Successful candidates typically start at the beginning of the salary range and receive scheduled salary increment increases.
Clark College offers an exceptional benefits package that includes vacation/sick leave; medical, dental, life and long-term disability insurance; retirement; and tuition waiver .
APPLICATION DEADLINE:
Required application materials must be completed and submitted online by 3 p.m., January 16, 2024.
REQUIRED ONLINE APPLICATION MATERIALS:
Clark College online application
Current resume, with a minimum of three (3) references listed
Cover letter describing background and experience related to qualifications and responsibilities of the position
Responses to the supplemental questions included in the online application process
Please apply online at www.clark.edu/jobs .
To contact Clark College Human Resources, please call (360) 992-2105 or email recruitment@clark.edu .
DISABILITY ACCOMMODATIONS
Upon request, accommodations are available to persons with disabilities for the application process. Contact Human Resources at (360) 992-2105 or by video phone at (360) 991-0901.
SECURITY
The security of all the members of the campus community is of vital concern to Clark College. Information regarding crime prevention advice, the authority of the Security/Safety Department, policies concerning reporting of any crimes which may occur on or near college property, and crime statistics for the most recent 3-year period may be requested from the Clark College Security/Safety Department, (360) 992-2133 or security.requests@clark.edu . The most recent Annual Security Report, written in compliance with the Clery Act, can be reviewed here: http://www.clark.edu/campus-life/student-support/security/report.php .
ELIGIBILITY VERIFICATION
If you are hired, you will need proof of identity, and documentation of U.S. citizenship or legal authorization to work.
CORRECTIONS OR EXTENDED NOTICES Corrected or extended notices will be posted online and in the Human Resources Office.
Clark College’s Office of Diversity, Equity, and Inclusion (ODEI) supports individuals with their academic, personal, and professional development, as well as provides training and educational resources for all members of the college community around diversity, inclusion, power, privilege, inequity, social equity, and social justice. The college offers further professional development for our employees through opportunities such as Employee Resource Groups, Social Justice Leadership Institute, Cross Institution Faculty of Color Mentorship program, Administrators of Color Leadership Program, and Faculty and Staff of Color Conference.
Clark College values diversity and is an Equal Opportunity Employer and Educator. Protected group members are strongly encouraged to apply. Clark College provides equal opportunity in education and employment and does not discriminate on the basis of race, color, national origin, age, disability, genetic information, sex, sexual orientation, marital status, creed, religion, honorably discharged veteran or military status, citizenship, immigration status or use of a trained guide dog or service animal. Prohibited sex discrimination includes sexual harassment (unwelcome sexual conduct of various types). The college considers equal opportunity, affirmative action, and non-discrimination to be fundamental to the mission, vision and values of the college. All faculty and staff hired at Clark College are encouraged to embrace, continually support and enhance social equity on our campus and in our community. The college provides reasonable accommodations for qualified students, employees, and applicants with disabilities in accordance with the Americans with Disabilities Act and Federal Rehabilitation Act. The following person has been designated to handle inquiries regarding non-discrimination policies, Title II and Title IX, and Affirmative Action: Gerald Gabbard, Director of Labor and Compliance, 360-992-2317, ggabbard@clark.edu , 1933 Fort Vancouver Way, Baird 142, Vancouver, Washington 98663. Clark College is a smoke-free/drug free environment. This recruitment announcement does not reflect the entire job description and can be changed and or modified without notice.
Clark College Human Resources
December 15, 2023 (updated)
23-00131
Position: Education Apprentice
Location: Glencoe, IL (Hybrid)
Department: Arts Engagement & Education
Time Commitment: February 5th-May 3rd, 12 hours per week minimum
Reports To: Associate Director of Arts Engagement & Associate Director of Education
Compensation: $40/hour for teaching and $15/hour for administrative work & prep
About Writers Theatre Writers Theatre (WT) is a nationally-recognized, award-winning theatre company located on the North Shore of Chicago with a pre-pandemic annual operating budget of $5.7 Million. Known for the consistent high quality and intimacy of its productions, WT is focused on the power of the written word and dedicated to the artists who bring that word to life. Having captivated audiences for years with its commitment to creating the most intimate theatrical experience possible, the theatre is now a major Chicagoland cultural destination with a national reputation for excellence, being called “America’s finest regional theater company” by The Wall Street Journal. Under the leadership of Executive Director Kathryn M. Lipuma and Artistic Director Braden Abraham, the company is charting a path forward for its future.
Commitment to Equity, Diversity, and Inclusion
WT is deeply committed to creating and sustaining an organizational culture that values equity, diversity, and inclusion, as well as promoting a safe, supportive, and collaborative work environment conducive to professional and personal growth. A successful candidate will share these values.
WT is committed to creating a diverse and inclusive environment and is proud to be an equal opportunity employer. Applicants from populations underrepresented in the theater field are strongly encouraged to apply. All qualified applications will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, familial status, sexual orientation, national origin, ability, or veteran status.
Please find more information on our culture and specific policies at the following links:
https://www.writerstheatre.org/working-at-wt • https://www.writerstheatre.org/our-code-of-conduct
https://www.writerstheatre.org/edi-at-wt
Position Summary
Writers Theatre’s Education Apprentice position is designed for college students or young professionals seeking to gain practical experience in arts administration and teaching artistry. The Apprentice will work closely with the Associate Director of Education and Associate Director of Arts Engagement to develop curriculum, provide classroom instruction, carry out administrative tasks, and support our in-school residency programs, student matinee series, and onsite learning programs. This role is fully integrated into the daily operations at the Theatre and will have the opportunity to learn from other professionals employed at the Theatre. Department staff and the Apprentice will work together to set and track professional development goals. In addition to in-depth mentorship, the Apprentice can receive school credit and participate in professional development seminars. listing of educational programs, please visit www.writerstheatre.org/education or see below.
The ideal candidate will:
Have some prior experience working with young people
Have some prior experience working in the performing arts, professionally or non-professionally
Have a strong collaborative spirit
Be able to balance collaborative and independent projects
Prioritize communication and organization
We want to acknowledge that experience comes in many forms. This position requires the skills listed here but they are not a prerequisite for employment. If your prior experience does not align with most or all of these qualifications but you have a passion for education, young people, and the arts, please do not hesitate to apply.
Responsibilities
Create and implement curriculum for in-school residencies and onsite learning programs in collaboration with WT Education staff.
Observe and co-teach in-school residencies.
Assist in the coordination of in-school residencies.
Support community engagement events as needed.
Support day-of tasks for Student Matinee performances.
Attend regular meetings with WT Education staff.
Submit regular updates and reflections about classroom work.
Maintain and organize contact databases.
Attend professional development workshops, classroom observations, and occasional networking events.
Time Commitment & Pay
Hours will vary week to week depending on teaching schedules. A minimum of 12 hours per week. A schedule will be worked out between the Apprentice and the Arts Engagement & Education department upon hiring. Overall compensation for the position is estimated at $4,250 over the course of the 14 weeks.
Requirements
Must have reliable transportation to Writers Theatre and various locations around Chicagoland (car, public transportation, or otherwise). Writers Theatre is easily accessible from the UP-N Metra.
Must be in the office in Glencoe a minimum of one day a week. Some nights and weekends may be required.
Must be available on select dates:
February 19th, 8:30am-3:30pm (Pop-Up Day Camp)
February 28th & March 14th, 9:30am-2pm (Student Matinees of The Band’s Visit )
March 25th – 29th, 8:30am-3:30pm (Spring Break Camp)
TO APPLY: Submit a resume plus a brief expression of interest (video, audio, or written, no more than 1 page or 3 minutes long) to WT Education at education@writerstheatre.org with the subject line “EDU APPRENTICE_LAST NAME.” Please include at least three things that you hope to gain from this experience and why you think Writers Theatre would be a good fit for your career goals. Applications are due Friday, December 8, 2023.
For assistance with creating a resume, see these resources:
City Colleges of Chicago Resume Guide
Resume Template
Writers Theatre Education Programs
WT Education offers a variety of on-site and in-school residencies, camps, classes, and field trip opportunities for young people ages 3-18. Programs encourage collaboration and student-led cultivation of a range of creative and artistic practices. Several offerings promote literacy through arts-integrated learning practices.
In-School Residencies
The Novel Series
THE NOVEL SERIES is a 10-session theatre and literary arts curriculum designed to allow students to explore literature and the artistry of bringing text to life. Students engage in a layered investigation of text and enter a rigorous artistic process that includes deep academic enrichment and meaningful text-to-self and text-to-world connections. Teaching Artists collaborate with classroom teachers to choose a book and create curriculum. Students work in small groups and rotate through CORNERS that focus on vocabulary, writing, and discussion through a theatre-based lens in addition to performance. The corner work is paired with whole- class sessions and culminates in a final presentation of student work.
ACTIVATE Workshops
ACTIVATE is Writers Theatre's wraparound residency designed to deepen students' engagement with the art on our stages. ACTIVATE is designed to prepare for and extend students’ experiences at the theatre through participatory workshops. These pre- and post- workshops investigate contextual information and the major themes in the play working with Teaching Artists in conjunction with the school’s attendance at a Student Matinee on-site at Writers Theatre.
Write On!
Write On! pairs students and teachers with WT teaching artists to create customizable residencies in classrooms, after school programs, and community-based organizations. This highly tailored approach provides dynamic opportunities to explore theatre and text with a focus on creating transformative experiences and on encouraging young people to find their creative voices.
Onsite Learning Programs
Student Matinee Series
WT offers daytime performances for students on select weekdays. Most productions are suitable for grades 7 th and up. Performances are followed by a talkback with the actors. A study guide is provided for each production and in-school pre- and post-show ACTIVATE workshops with a WT teaching artist are available.
Pop-Up Day Camps
Day-long camps (9am-3pm) that occur on select school holidays and days of non-attendance. Young people ages 8-12 are invited to WT for an imaginative day of artmaking and a backstage tour of the theatre
Spring Break & Summer Camp
Designed to encourage young artists to develop their unique voice, our full-day camps pair hands-on, creative exploration of theatre performance, devising, and design with expert educators in our world-class facility. Each camp ends with a final showcase of the campers’ work.
Wake Up Words Family Playtime
The arts come alive at 11am on select Sundays at Writers Theatre. In each free 60-minute session, we pair a story with a different art form for a short performance and follow it with a hands-on activity for the whole family. Activities are designed with ages 3-7 in mind, but all are welcome, including those under 3 years old.
Family Matinee Series
Going to the theatre just got a little bit easier for parents and caregivers. With our Family Matinee Series, you can catch a Saturday matinee while your young ones engage in active creative play with WT Education’s professional teaching artists at an on-site class. Select Saturdays at 3pm. Ages 5-12.
Nov 13, 2023
Part time
Position: Education Apprentice
Location: Glencoe, IL (Hybrid)
Department: Arts Engagement & Education
Time Commitment: February 5th-May 3rd, 12 hours per week minimum
Reports To: Associate Director of Arts Engagement & Associate Director of Education
Compensation: $40/hour for teaching and $15/hour for administrative work & prep
About Writers Theatre Writers Theatre (WT) is a nationally-recognized, award-winning theatre company located on the North Shore of Chicago with a pre-pandemic annual operating budget of $5.7 Million. Known for the consistent high quality and intimacy of its productions, WT is focused on the power of the written word and dedicated to the artists who bring that word to life. Having captivated audiences for years with its commitment to creating the most intimate theatrical experience possible, the theatre is now a major Chicagoland cultural destination with a national reputation for excellence, being called “America’s finest regional theater company” by The Wall Street Journal. Under the leadership of Executive Director Kathryn M. Lipuma and Artistic Director Braden Abraham, the company is charting a path forward for its future.
Commitment to Equity, Diversity, and Inclusion
WT is deeply committed to creating and sustaining an organizational culture that values equity, diversity, and inclusion, as well as promoting a safe, supportive, and collaborative work environment conducive to professional and personal growth. A successful candidate will share these values.
WT is committed to creating a diverse and inclusive environment and is proud to be an equal opportunity employer. Applicants from populations underrepresented in the theater field are strongly encouraged to apply. All qualified applications will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, familial status, sexual orientation, national origin, ability, or veteran status.
Please find more information on our culture and specific policies at the following links:
https://www.writerstheatre.org/working-at-wt • https://www.writerstheatre.org/our-code-of-conduct
https://www.writerstheatre.org/edi-at-wt
Position Summary
Writers Theatre’s Education Apprentice position is designed for college students or young professionals seeking to gain practical experience in arts administration and teaching artistry. The Apprentice will work closely with the Associate Director of Education and Associate Director of Arts Engagement to develop curriculum, provide classroom instruction, carry out administrative tasks, and support our in-school residency programs, student matinee series, and onsite learning programs. This role is fully integrated into the daily operations at the Theatre and will have the opportunity to learn from other professionals employed at the Theatre. Department staff and the Apprentice will work together to set and track professional development goals. In addition to in-depth mentorship, the Apprentice can receive school credit and participate in professional development seminars. listing of educational programs, please visit www.writerstheatre.org/education or see below.
The ideal candidate will:
Have some prior experience working with young people
Have some prior experience working in the performing arts, professionally or non-professionally
Have a strong collaborative spirit
Be able to balance collaborative and independent projects
Prioritize communication and organization
We want to acknowledge that experience comes in many forms. This position requires the skills listed here but they are not a prerequisite for employment. If your prior experience does not align with most or all of these qualifications but you have a passion for education, young people, and the arts, please do not hesitate to apply.
Responsibilities
Create and implement curriculum for in-school residencies and onsite learning programs in collaboration with WT Education staff.
Observe and co-teach in-school residencies.
Assist in the coordination of in-school residencies.
Support community engagement events as needed.
Support day-of tasks for Student Matinee performances.
Attend regular meetings with WT Education staff.
Submit regular updates and reflections about classroom work.
Maintain and organize contact databases.
Attend professional development workshops, classroom observations, and occasional networking events.
Time Commitment & Pay
Hours will vary week to week depending on teaching schedules. A minimum of 12 hours per week. A schedule will be worked out between the Apprentice and the Arts Engagement & Education department upon hiring. Overall compensation for the position is estimated at $4,250 over the course of the 14 weeks.
Requirements
Must have reliable transportation to Writers Theatre and various locations around Chicagoland (car, public transportation, or otherwise). Writers Theatre is easily accessible from the UP-N Metra.
Must be in the office in Glencoe a minimum of one day a week. Some nights and weekends may be required.
Must be available on select dates:
February 19th, 8:30am-3:30pm (Pop-Up Day Camp)
February 28th & March 14th, 9:30am-2pm (Student Matinees of The Band’s Visit )
March 25th – 29th, 8:30am-3:30pm (Spring Break Camp)
TO APPLY: Submit a resume plus a brief expression of interest (video, audio, or written, no more than 1 page or 3 minutes long) to WT Education at education@writerstheatre.org with the subject line “EDU APPRENTICE_LAST NAME.” Please include at least three things that you hope to gain from this experience and why you think Writers Theatre would be a good fit for your career goals. Applications are due Friday, December 8, 2023.
For assistance with creating a resume, see these resources:
City Colleges of Chicago Resume Guide
Resume Template
Writers Theatre Education Programs
WT Education offers a variety of on-site and in-school residencies, camps, classes, and field trip opportunities for young people ages 3-18. Programs encourage collaboration and student-led cultivation of a range of creative and artistic practices. Several offerings promote literacy through arts-integrated learning practices.
In-School Residencies
The Novel Series
THE NOVEL SERIES is a 10-session theatre and literary arts curriculum designed to allow students to explore literature and the artistry of bringing text to life. Students engage in a layered investigation of text and enter a rigorous artistic process that includes deep academic enrichment and meaningful text-to-self and text-to-world connections. Teaching Artists collaborate with classroom teachers to choose a book and create curriculum. Students work in small groups and rotate through CORNERS that focus on vocabulary, writing, and discussion through a theatre-based lens in addition to performance. The corner work is paired with whole- class sessions and culminates in a final presentation of student work.
ACTIVATE Workshops
ACTIVATE is Writers Theatre's wraparound residency designed to deepen students' engagement with the art on our stages. ACTIVATE is designed to prepare for and extend students’ experiences at the theatre through participatory workshops. These pre- and post- workshops investigate contextual information and the major themes in the play working with Teaching Artists in conjunction with the school’s attendance at a Student Matinee on-site at Writers Theatre.
Write On!
Write On! pairs students and teachers with WT teaching artists to create customizable residencies in classrooms, after school programs, and community-based organizations. This highly tailored approach provides dynamic opportunities to explore theatre and text with a focus on creating transformative experiences and on encouraging young people to find their creative voices.
Onsite Learning Programs
Student Matinee Series
WT offers daytime performances for students on select weekdays. Most productions are suitable for grades 7 th and up. Performances are followed by a talkback with the actors. A study guide is provided for each production and in-school pre- and post-show ACTIVATE workshops with a WT teaching artist are available.
Pop-Up Day Camps
Day-long camps (9am-3pm) that occur on select school holidays and days of non-attendance. Young people ages 8-12 are invited to WT for an imaginative day of artmaking and a backstage tour of the theatre
Spring Break & Summer Camp
Designed to encourage young artists to develop their unique voice, our full-day camps pair hands-on, creative exploration of theatre performance, devising, and design with expert educators in our world-class facility. Each camp ends with a final showcase of the campers’ work.
Wake Up Words Family Playtime
The arts come alive at 11am on select Sundays at Writers Theatre. In each free 60-minute session, we pair a story with a different art form for a short performance and follow it with a hands-on activity for the whole family. Activities are designed with ages 3-7 in mind, but all are welcome, including those under 3 years old.
Family Matinee Series
Going to the theatre just got a little bit easier for parents and caregivers. With our Family Matinee Series, you can catch a Saturday matinee while your young ones engage in active creative play with WT Education’s professional teaching artists at an on-site class. Select Saturdays at 3pm. Ages 5-12.
The English Language Teacher of Record, The Excel Center (EL ToR) plans and provides appropriate learning experiences for multi-language learning students in accordance with a student’s Individual Learning Plans (ILPs). The EL ToR creates a flexible program and learning environment that provides specialized instruction for students around building English language proficiency when assisted with supplemental aids, accommodations, and other needed supports. The EL ToR role may vary across local contexts, IDOE has defined minimum expected responsibilities for the EL ToR to assist local education agencies as they ensure compliance with federal requirements. The position works with the instructional team in meeting the educational goals and adhering to the Indiana State Standards as well as continuously improving curriculum and instruction.
Example Duties and Activities
Assures the required timely communication with parents with regard to their student’s English Learner (EL) status via the Annual Parent Notification Letter and additional parent communication on EL program-related information such as WIDA ACCESS results, notification of students who are exiting EL services, etc.
Offers EL assistance within the classroom to create opportunities for joint productive activities between ELs and their native-English-speaking peers.
The EL ToR assists in providing training to the Table of Specification and surpasses training on instructional expectations of all teachers of ELs, which includes Individual Learning Plans (ILPs) and WIDA Standards implementation.
Facilitates and implements the formal monitoring process for students who have exited EL services for two years after their reclassification.
Provides EL expertise to case conferences for ELs with disabilities, MTSS meetings, referrals for Special Education evaluation, referrals for high-ability programming, and other school-based processes pertaining to EL students.
Provides direct supervision by meeting regularly (minimally weekly) with certified teachers adequately trained in language acquisition to ascertain instructional needs and to plan English language development for the student.
Assesses and evaluates EL progress using the local agencies’ progress monitoring process.
Oversees the development and implementation of the Individual Learning Plan (ILP).
Partners with classroom teachers in creating ILP and ensures the classroom teachers have access to and are implementing the accommodations and modifications within the ILP with fidelity.
Ensures consistent and frequent collaboration with classroom teachers to ensure instruction and assessment are appropriate for the student at their current level of English proficiency.
Administers WIDA placement tests and the annual ACCESS assessments.
Demonstrates a strong understanding of student learning and effective teaching strategies for linguistically diverse and provides professional development for staff on topics such as EL instructional best practices, data analysis, differentiation of assessments, etc.
Identifies and tracks relevant student/school data/staff performance to set improvement and/or achievement goals and to drive future evaluation and feedback.
Develops personal professional/performance goals and action plans to reach goals. Reflects on prior goals and makes adjustments to professional practice and goals.
Works directly with the school director to develop and implement school-wide goals around graduation outcomes, enrollment needs, student achievement, retention, etc.
Sets and maintains a high-performance culture for staff and students.
Participates in student recruitment, enrollment, and outreach efforts.
Required Competencies
Degree and Credential Requirements - Bachelor’s degree in subject specialty and a current Indiana English as a New Language (ENL) Professional Educator license.
Instructional Strategies - Employs various approaches, learning styles, and channels to instruct and engage students, such as communicating content in terms they can comprehend, organizing talking points for clarity, and repeating arguments when necessary. Uses a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities which increase student achievement results.
Communication Skills - Articulates thoughts and expresses ideas effectively using oral, written, visual and non-verbal communication skills, as well as listening skills to comprehend others' needs. Delivers information in person, in writing, and in a digital world.
Information Monitoring/Reporting - Collects and reviews information to manage or improve the achievement of learning goals.
Teamwork - Works well with others and makes valued contributions in a team setting in order to achieve the required goals and outcomes. Contributes to creating a positive learning environment that promotes productivity, mentoring, teamwork, and partnership.
Adaptability - Maintains effectiveness when experiencing shifts in priorities; adjusts effectively while maintaining a positive learning environment.
Preferred Requirements
Industry Standards - Displays a working knowledge of the Indiana Academic Standards, Indiana Graduation Pathways, Next Level Programs of Study, Common Core State Standards, and 21st Century Skills and knowledge of disciplinary literacy.
Teaching Expertise - Plans and delivers instruction and evaluation of student learning, ideally for high school-age students in a nontraditional and/or in an adult education setting.
Diversity Awareness – Works with diverse populations including people who have experienced barriers to their education.
Technical Knowledge – Has working knowledge of G Suite and MS Office, as well as student information systems.
Other Requirements
Background Screening - All candidates must pass a pre-employment background check.
Benefits: Full-time employees may participate in a comprehensive benefits program that includes:
Continuing education and leadership development as well as tuition reimbursement
Comprehensive health plan
Generous paid time off (PTO) and paid holidays
Sabbatical and parental leaves
Life, dental and vision insurance
Short- and long-term disability plans
Nationally recognized preventive health and wellness program
Section 125 pretax health spending account, dependent care spending account, and premiums
Retirement plan with generous match or contribution into Teachers’ Retirement Fund for eligible employees
Eligible for the Public Student Loan Forgiveness (PSLF) program
Goodwill Education Initiatives
Goodwill strongly believes it is essential to raise education attainment levels in Indiana. Not only are the lifetime earnings of high school graduates significantly higher than those of dropouts, children of high school graduates are 50% less likely to drop out of high school than the children of dropouts are. Goodwill provides opportunities for adults (The Excel Center) and youth (Indianapolis Metropolitan High School).
The Excel Center Model
The Excel Center® is operated by Goodwill Education Initiatives, Inc., a not-for-profit organization formed by Goodwill of Central & Southern Indiana.
Recognizing that nearly a half million working-age Hoosiers lack a high school diploma, Goodwill opened The Excel Center for adults in 2010. The Excel Center is a tuition-free public high school for adults offering an Indiana Core 40 high school diploma.
The Excel Center currently serves more than 4,000 students annually.
Oct 23, 2023
Full time
The English Language Teacher of Record, The Excel Center (EL ToR) plans and provides appropriate learning experiences for multi-language learning students in accordance with a student’s Individual Learning Plans (ILPs). The EL ToR creates a flexible program and learning environment that provides specialized instruction for students around building English language proficiency when assisted with supplemental aids, accommodations, and other needed supports. The EL ToR role may vary across local contexts, IDOE has defined minimum expected responsibilities for the EL ToR to assist local education agencies as they ensure compliance with federal requirements. The position works with the instructional team in meeting the educational goals and adhering to the Indiana State Standards as well as continuously improving curriculum and instruction.
Example Duties and Activities
Assures the required timely communication with parents with regard to their student’s English Learner (EL) status via the Annual Parent Notification Letter and additional parent communication on EL program-related information such as WIDA ACCESS results, notification of students who are exiting EL services, etc.
Offers EL assistance within the classroom to create opportunities for joint productive activities between ELs and their native-English-speaking peers.
The EL ToR assists in providing training to the Table of Specification and surpasses training on instructional expectations of all teachers of ELs, which includes Individual Learning Plans (ILPs) and WIDA Standards implementation.
Facilitates and implements the formal monitoring process for students who have exited EL services for two years after their reclassification.
Provides EL expertise to case conferences for ELs with disabilities, MTSS meetings, referrals for Special Education evaluation, referrals for high-ability programming, and other school-based processes pertaining to EL students.
Provides direct supervision by meeting regularly (minimally weekly) with certified teachers adequately trained in language acquisition to ascertain instructional needs and to plan English language development for the student.
Assesses and evaluates EL progress using the local agencies’ progress monitoring process.
Oversees the development and implementation of the Individual Learning Plan (ILP).
Partners with classroom teachers in creating ILP and ensures the classroom teachers have access to and are implementing the accommodations and modifications within the ILP with fidelity.
Ensures consistent and frequent collaboration with classroom teachers to ensure instruction and assessment are appropriate for the student at their current level of English proficiency.
Administers WIDA placement tests and the annual ACCESS assessments.
Demonstrates a strong understanding of student learning and effective teaching strategies for linguistically diverse and provides professional development for staff on topics such as EL instructional best practices, data analysis, differentiation of assessments, etc.
Identifies and tracks relevant student/school data/staff performance to set improvement and/or achievement goals and to drive future evaluation and feedback.
Develops personal professional/performance goals and action plans to reach goals. Reflects on prior goals and makes adjustments to professional practice and goals.
Works directly with the school director to develop and implement school-wide goals around graduation outcomes, enrollment needs, student achievement, retention, etc.
Sets and maintains a high-performance culture for staff and students.
Participates in student recruitment, enrollment, and outreach efforts.
Required Competencies
Degree and Credential Requirements - Bachelor’s degree in subject specialty and a current Indiana English as a New Language (ENL) Professional Educator license.
Instructional Strategies - Employs various approaches, learning styles, and channels to instruct and engage students, such as communicating content in terms they can comprehend, organizing talking points for clarity, and repeating arguments when necessary. Uses a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities which increase student achievement results.
Communication Skills - Articulates thoughts and expresses ideas effectively using oral, written, visual and non-verbal communication skills, as well as listening skills to comprehend others' needs. Delivers information in person, in writing, and in a digital world.
Information Monitoring/Reporting - Collects and reviews information to manage or improve the achievement of learning goals.
Teamwork - Works well with others and makes valued contributions in a team setting in order to achieve the required goals and outcomes. Contributes to creating a positive learning environment that promotes productivity, mentoring, teamwork, and partnership.
Adaptability - Maintains effectiveness when experiencing shifts in priorities; adjusts effectively while maintaining a positive learning environment.
Preferred Requirements
Industry Standards - Displays a working knowledge of the Indiana Academic Standards, Indiana Graduation Pathways, Next Level Programs of Study, Common Core State Standards, and 21st Century Skills and knowledge of disciplinary literacy.
Teaching Expertise - Plans and delivers instruction and evaluation of student learning, ideally for high school-age students in a nontraditional and/or in an adult education setting.
Diversity Awareness – Works with diverse populations including people who have experienced barriers to their education.
Technical Knowledge – Has working knowledge of G Suite and MS Office, as well as student information systems.
Other Requirements
Background Screening - All candidates must pass a pre-employment background check.
Benefits: Full-time employees may participate in a comprehensive benefits program that includes:
Continuing education and leadership development as well as tuition reimbursement
Comprehensive health plan
Generous paid time off (PTO) and paid holidays
Sabbatical and parental leaves
Life, dental and vision insurance
Short- and long-term disability plans
Nationally recognized preventive health and wellness program
Section 125 pretax health spending account, dependent care spending account, and premiums
Retirement plan with generous match or contribution into Teachers’ Retirement Fund for eligible employees
Eligible for the Public Student Loan Forgiveness (PSLF) program
Goodwill Education Initiatives
Goodwill strongly believes it is essential to raise education attainment levels in Indiana. Not only are the lifetime earnings of high school graduates significantly higher than those of dropouts, children of high school graduates are 50% less likely to drop out of high school than the children of dropouts are. Goodwill provides opportunities for adults (The Excel Center) and youth (Indianapolis Metropolitan High School).
The Excel Center Model
The Excel Center® is operated by Goodwill Education Initiatives, Inc., a not-for-profit organization formed by Goodwill of Central & Southern Indiana.
Recognizing that nearly a half million working-age Hoosiers lack a high school diploma, Goodwill opened The Excel Center for adults in 2010. The Excel Center is a tuition-free public high school for adults offering an Indiana Core 40 high school diploma.
The Excel Center currently serves more than 4,000 students annually.
Goodwill of Central and Southern Indiana
Indianapolis, IN
This position is currently needed through the end of the school year (June 2024), has full benefits offered (below) and the starting salary range is $45K. Preferred candidates for this position are bilingual in both English and Spanish.
The Family Empowerment Coach serves as a member of the Student Services team at the Indianapolis Metropolitan High School and will be a member of a school community with an educational model that complements the acclaimed barrier removal work Goodwill of Central and Southern Indiana does at The Excel Centers, Nurse-Family Partnership, and other award-winning programs. The coach helps students achieve their academic and post-secondary goals by providing ongoing advising, support, and resource connections to the student, family, and other supportive adults around the student. Each coach is responsible for a caseload, typically ranging from 65–90 students in grades 9-12 in a “best fit” environment for teenagers with significant barriers to education. The coach builds relationships with students and families and provides resources to connect to opportunities and remove barriers to the student's educational progress. Effective coaches understand how to triage their caseloads by managing their core responsibilities while also being responsive to student and family crises as they arise. With our core values of Professional, Unstoppable, Motivated, Accountable, and Supportive, the school priorities include:
High rigor, high support instruction to close academic gaps and prepare students for post-secondary opportunities.
Trauma-informed social-emotional learning.
Student and family empowerment through coordination with a robust student services team of coaches, counselors, and more.
Example Duties and Activities
Meets with students to set goals, creates action plans, connect to resources, and ensure all is met within a provided timeline. Utilizes coaching strategies to build rapport with students to influence decision-making.
Attends all team, student, family, and professional meetings to advocate on behalf of students.
Engages actively with students’ families and support networks through all means necessary, including home visits. Monitors attendance and intervenes when students are absent.
Tracks, maintains, and reviews accurate, compliant student data related to academic progress. Monitors student progress and adjusts plans based on ongoing data review.
Develops class schedules. Advises, directs, and supports students on a path that leads to graduation and postsecondary success.
Initiates and maintains networks with key community partners including Goodwill Mission Initiatives community agencies, educational institutions, and employers, to enhance the menu of services offered and to connect students to wrap-around services to remove barriers and support academic and/or personal goals.
Chaperones field trips and drives mini-bus to take students to community events and to help with the daily transportation of students. As needed, travels on Indy Go buses with students and provides supervision at bus stops/stations to support student behavior and safety.
Maintains a visible presence and is active in the building during the school day.
Partners with colleagues to refer and connect students to wraparound supports including internal and community resources, Social-Emotional Learning, Special Education, and more.
Develops deep and lasting relationships with staff, students, and families to create a positive student culture.
Aids the school community by attending extracurricular events such as athletic contests and family nights.
Required Competencies
Degree and Credential Requirements - Bachelor’s degree in psychology, human relations, social work, rehabilitation counseling, education, academic advising, or related fields.
Counseling Expertise - Provides academic, career, college/certification access, and social-emotional mentoring, counseling, or advising ideally to high school-age students in a high poverty, racially diverse education setting.
Communication Skills - Articulates thoughts and expresses ideas effectively using oral, written, visual, and non-verbal communication skills, as well as listening skills to comprehend customers' needs. Delivers information in person, in writing, and in a digital world.
Meeting Facilitation - Adept at scheduling, coordinating, and managing productive meetings of large and small groups; professionally manages conflict and commitment; ensures follow-through of participants.
Academic Mindset - Possesses the essential mindset that all students can succeed. Is compelled to improve the outcomes and lives of students in and out of the classroom. Is an outstanding role model for students.
Student Engagement - Takes a strengths-based, student-centered approach to developing relationships at all levels while establishing appropriate boundaries. Adept at delivering feedback that is constructive and unbiased. Creates and maintains a safe environment for open discussions.
Building Collaborative Relationships - Develops, maintains, and strengthens partnerships at all levels with others inside or outside the organization who can provide information, assistance, and support. Is able to receive as well as provide feedback to improve performance or processes.
Technical Knowledge – Has working knowledge of G Suite, MS Office, and the Internet, as well as student information systems.
Organizational Aptitude - Plans and attends to details and pursues quality in accomplishing multiple tasks in an organized and timely fashion. Exhibits careful attention to detail and follow-through.
Informed Decision-Making - Identifies and comprehends issues, problems, and opportunities; compares data from different sources to draw conclusions; uses effective approaches for choosing a course of action or developing appropriate solutions; takes action that is consistent with available facts, constraints, and probable consequences.
Adaptability - Maintains effectiveness when experiencing shifts in priorities; adjusts effectively while maintaining a positive learning environment.
Preferred Competencies
Bilingual- Fluency in both English and Spanish
Diversity Awareness – Works with diverse populations including people who have experienced barriers to their education.
Established Contacts - Maintains and grows a professional network of local community resources, health care providers, employers, and others as appropriate to the organization.
Other Requirements
Background Screening - All candidates must pass a pre-employment background check. Must have a valid driver’s license, a good driving record, and qualify under the district’s insurance carrier when driving a district vehicle.
Benefits: Full-time employees may participate in a comprehensive benefits program that includes:
Continuing education and leadership development as well as tuition reimbursement
Comprehensive health plan
Paid time off (PTO) and paid holidays
Pay continuance during school break periods (spring, summer and fall)
Life, dental and vision insurance
Parenting and sabbatical leaves
Short- and long-term disability plans
Nationally recognized preventive health and wellness program
Section 125 pre-tax health spending account, dependent care spending account, and premiums
Retirement plan with generous match or contribution into Teachers’ Retirement Fund for eligible employees
Eligible for the Public Student Loan Forgiveness (PSLF) program
Goodwill Education Initiatives
Goodwill strongly believes it is essential to raise education attainment levels in Indiana. Not only are the lifetime earnings of high school graduates significantly higher than those of dropouts, children of high school graduates are 50% less likely to drop out of high school than the children of dropouts are. Goodwill provides opportunities for adults (The Excel Center) and youth (Indianapolis Metropolitan High School).
The Indianapolis Metropolitan Charter High School
Indianapolis Metropolitan High School is a free public school offering a high school education to students in grades 9-12. Indianapolis Met is a best-fit school for students experiencing circumstance that may present a barrier to education. Our school places an emphasis on ensuring students enroll in college or enter into a career that offers a living wage post-graduation.
Indianapolis Met is designed to serve students who are experiencing circumstances that may become barriers to their education.
Oct 20, 2023
Full time
This position is currently needed through the end of the school year (June 2024), has full benefits offered (below) and the starting salary range is $45K. Preferred candidates for this position are bilingual in both English and Spanish.
The Family Empowerment Coach serves as a member of the Student Services team at the Indianapolis Metropolitan High School and will be a member of a school community with an educational model that complements the acclaimed barrier removal work Goodwill of Central and Southern Indiana does at The Excel Centers, Nurse-Family Partnership, and other award-winning programs. The coach helps students achieve their academic and post-secondary goals by providing ongoing advising, support, and resource connections to the student, family, and other supportive adults around the student. Each coach is responsible for a caseload, typically ranging from 65–90 students in grades 9-12 in a “best fit” environment for teenagers with significant barriers to education. The coach builds relationships with students and families and provides resources to connect to opportunities and remove barriers to the student's educational progress. Effective coaches understand how to triage their caseloads by managing their core responsibilities while also being responsive to student and family crises as they arise. With our core values of Professional, Unstoppable, Motivated, Accountable, and Supportive, the school priorities include:
High rigor, high support instruction to close academic gaps and prepare students for post-secondary opportunities.
Trauma-informed social-emotional learning.
Student and family empowerment through coordination with a robust student services team of coaches, counselors, and more.
Example Duties and Activities
Meets with students to set goals, creates action plans, connect to resources, and ensure all is met within a provided timeline. Utilizes coaching strategies to build rapport with students to influence decision-making.
Attends all team, student, family, and professional meetings to advocate on behalf of students.
Engages actively with students’ families and support networks through all means necessary, including home visits. Monitors attendance and intervenes when students are absent.
Tracks, maintains, and reviews accurate, compliant student data related to academic progress. Monitors student progress and adjusts plans based on ongoing data review.
Develops class schedules. Advises, directs, and supports students on a path that leads to graduation and postsecondary success.
Initiates and maintains networks with key community partners including Goodwill Mission Initiatives community agencies, educational institutions, and employers, to enhance the menu of services offered and to connect students to wrap-around services to remove barriers and support academic and/or personal goals.
Chaperones field trips and drives mini-bus to take students to community events and to help with the daily transportation of students. As needed, travels on Indy Go buses with students and provides supervision at bus stops/stations to support student behavior and safety.
Maintains a visible presence and is active in the building during the school day.
Partners with colleagues to refer and connect students to wraparound supports including internal and community resources, Social-Emotional Learning, Special Education, and more.
Develops deep and lasting relationships with staff, students, and families to create a positive student culture.
Aids the school community by attending extracurricular events such as athletic contests and family nights.
Required Competencies
Degree and Credential Requirements - Bachelor’s degree in psychology, human relations, social work, rehabilitation counseling, education, academic advising, or related fields.
Counseling Expertise - Provides academic, career, college/certification access, and social-emotional mentoring, counseling, or advising ideally to high school-age students in a high poverty, racially diverse education setting.
Communication Skills - Articulates thoughts and expresses ideas effectively using oral, written, visual, and non-verbal communication skills, as well as listening skills to comprehend customers' needs. Delivers information in person, in writing, and in a digital world.
Meeting Facilitation - Adept at scheduling, coordinating, and managing productive meetings of large and small groups; professionally manages conflict and commitment; ensures follow-through of participants.
Academic Mindset - Possesses the essential mindset that all students can succeed. Is compelled to improve the outcomes and lives of students in and out of the classroom. Is an outstanding role model for students.
Student Engagement - Takes a strengths-based, student-centered approach to developing relationships at all levels while establishing appropriate boundaries. Adept at delivering feedback that is constructive and unbiased. Creates and maintains a safe environment for open discussions.
Building Collaborative Relationships - Develops, maintains, and strengthens partnerships at all levels with others inside or outside the organization who can provide information, assistance, and support. Is able to receive as well as provide feedback to improve performance or processes.
Technical Knowledge – Has working knowledge of G Suite, MS Office, and the Internet, as well as student information systems.
Organizational Aptitude - Plans and attends to details and pursues quality in accomplishing multiple tasks in an organized and timely fashion. Exhibits careful attention to detail and follow-through.
Informed Decision-Making - Identifies and comprehends issues, problems, and opportunities; compares data from different sources to draw conclusions; uses effective approaches for choosing a course of action or developing appropriate solutions; takes action that is consistent with available facts, constraints, and probable consequences.
Adaptability - Maintains effectiveness when experiencing shifts in priorities; adjusts effectively while maintaining a positive learning environment.
Preferred Competencies
Bilingual- Fluency in both English and Spanish
Diversity Awareness – Works with diverse populations including people who have experienced barriers to their education.
Established Contacts - Maintains and grows a professional network of local community resources, health care providers, employers, and others as appropriate to the organization.
Other Requirements
Background Screening - All candidates must pass a pre-employment background check. Must have a valid driver’s license, a good driving record, and qualify under the district’s insurance carrier when driving a district vehicle.
Benefits: Full-time employees may participate in a comprehensive benefits program that includes:
Continuing education and leadership development as well as tuition reimbursement
Comprehensive health plan
Paid time off (PTO) and paid holidays
Pay continuance during school break periods (spring, summer and fall)
Life, dental and vision insurance
Parenting and sabbatical leaves
Short- and long-term disability plans
Nationally recognized preventive health and wellness program
Section 125 pre-tax health spending account, dependent care spending account, and premiums
Retirement plan with generous match or contribution into Teachers’ Retirement Fund for eligible employees
Eligible for the Public Student Loan Forgiveness (PSLF) program
Goodwill Education Initiatives
Goodwill strongly believes it is essential to raise education attainment levels in Indiana. Not only are the lifetime earnings of high school graduates significantly higher than those of dropouts, children of high school graduates are 50% less likely to drop out of high school than the children of dropouts are. Goodwill provides opportunities for adults (The Excel Center) and youth (Indianapolis Metropolitan High School).
The Indianapolis Metropolitan Charter High School
Indianapolis Metropolitan High School is a free public school offering a high school education to students in grades 9-12. Indianapolis Met is a best-fit school for students experiencing circumstance that may present a barrier to education. Our school places an emphasis on ensuring students enroll in college or enter into a career that offers a living wage post-graduation.
Indianapolis Met is designed to serve students who are experiencing circumstances that may become barriers to their education.
Clark College
1933 Fort Vancouver Way Vancouver, Washington, 98663
Are you passionate about working with families and their children? Can you create and maintain a welcoming and supportive environment with diverse multicultural, socioeconomic, and academic backgrounds? Are you eager to collaborate with other staff to find innovative ways to guide children and support families? If these questions resonate with you, then we invite you to consider joining our early learning community. We value collaboration and share a devotion to helping students achieve their academic and career goals. Clark College is currently accepting applications for a full-time, permanent classified Early Childhood Program Specialist 1 . This is a 9.5 month, cyclic position in the Child and Family Studies Program as a member of the teaching team in one of our child centered classrooms. The Early Childhood Program Specialist 1 (ECPS1) works under the direction of the program supervisor and the general direction of the lead teaching staff will assist in implementing the inquiry based curriculum and routines of a toddler or preschool classroom. The ECPS1 engages with the children in the classroom, building trusting and respectful relationships with each child. ECPS1's contribute to the cycle of curriculum, following the curriculum set by the lead teacher, creating individualized observations and documentation while reflecting on children’s theories. On occasion or for short periods the ECPS1 may step in for lead teacher with support of another staff. The ECPS1 shares in the responsibility of maintaining the health and safety of the children and upholding the Department of Children, Youth and Families policies, protocols and procedures. They also support the classroom operations by facilitating the daily rituals and routines set by the lead teaching staff, classroom management, and guidance of children, staff and students. At Clark, we value equity, diversity, and inclusion. We are committed to growing, learning, and supporting our employees.
Position Responsibilities
JOB DUTIES AND RESPONSIBILITES:
Supervise children at all times in developmentally appropriate activities both indoors and outdoors.
Guide children in the daily schedule of routines such as choice time, rest time, meals, toileting, outdoor exploration, etc.
Perform classroom management duties and assist with the maintenance of a healthy and safe environment.
Model appropriate guidance techniques and communication skills.
Be familiar with, implement and maintain the Washington State Licensing requirements.
Maintain daily and weekly USDA, best practices and NAC/QRIS child and classroom practices, observations and paperwork.
Consistent attendance to support continuity of care required.
Perform related duties as required.
Qualifications
POSITION REQUIREMENTS AND COMPETENCIES: Candidates will be evaluated based on application materials, including the supplemental questions and personal interview(s), and will be required to demonstrate competencies in the following areas:
30 hours in Early Childhood Education required.
Valid Merit satisfactory background check and ongoing training hours current to align with accreditation.
Valid certification in adult, infant and child CPR/First Aide and food handlers.
Proof of Negative TB test and MMR immunization.
Supplemental Information
JOB READINESS/WORKING CONDITIONS:
Ability and willingness to spend time sitting on the floor, getting down low to child's level.
Ability and willingness to lift 25-50 pounds.
Possess knowledge of appropriate techniques for diapering, sanitation, napping, feeding, and toilet training.
Ability and willingness to be actively involved with children during activities.
Ability and willingness to work as part of a team.
Ability to work well with people of all ages from academically, culturally, and socioeconomically diverse backgrounds.
The initial appointment will include a 6-month probationary period and the employee will earn permanent status after successfully completing probation.
This position is represented by Washington Public Employees Association.
Prior to a new hire, a background check including criminal record history will be conducted. Information from the background check will not necessarily preclude employment but will be considered in determining the applicant’s suitability and competence to perform in the position.
WHAT WE OFFER:
A healthy work/life balance for our employees with the opportunity for flexible work schedules and remote work depending on position and college needs.
McClaskey Culinary Institute offers fast, fresh, and healthy dining options for students, faculty, staff, and the community. The space, located in Gaiser Hall, features three kiosks, a full-service retail bakery and barista bar, grab-and-go items, and a student-run restaurant.
Coffee Lounge in Hannah Hall and Clark Café in Joan Stout Hall.
Campus bookstore offers snacks, apparel, and specialty supplies.
On-campus early childhood education care program (pending registration and availability).
Gym and recreation facilities available for membership.
Clark promotes wellness with a variety of different workshops and events.
SALARY/BENEFITS: Salary Range: $2,740-$3,537/month (a mount to be prorated during scheduled breaks) | Step B-M (commensurate with qualifications and experience) | Range: 30 | Code: 256A Successful candidates typically start at the beginning of the salary range and receive scheduled salary increment increases. Clark College offers an exceptional benefits package that includes vacation/sick leave; medical, dental, life and long-term disability insurance; retirement; and tuition waiver . APPLICATION DEADLINE : Required application materials must be completed and submitted online by 3 p.m., October 23, 2023. REQUIRED ONLINE APPLICATION MATERIALS:
Clark College online application
Current resume, with a minimum of three (3) references listed
Cover letter describing background and experience related to qualifications and responsibilities of the position
Responses to the supplemental questions included in the online application process
Please apply online at www.clark.edu/jobs . To contact Clark College Human Resources, please call (360) 992-2105 or email recruitment@clark.edu . DISABILITY ACCOMMODATIONS Upon request, accommodations are available to persons with disabilities for the application process. Contact Human Resources at (360) 992-2105 or by video phone at (360) 991-0901. SECURITY The security of all the members of the campus community is of vital concern to Clark College. Information regarding crime prevention advice, the authority of the Security/Safety Department, policies concerning reporting of any crimes which may occur on or near college property, and crime statistics for the most recent 3-year period may be requested from the Clark College Security/Safety Department, (360) 992-2133 or security.requests@clark.edu . The most recent Annual Security Report, written in compliance with the Clery Act, can be reviewed here: http://www.clark.edu/campus-life/student-support/security/report.php . ELIGIBILITY VERIFICATION If you are hired, you will need proof of identity, and documentation of U.S. citizenship or legal authorization to work. CORRECTIONS OR EXTENDED NOTICES Corrected or extended notices will be posted online and in the Human Resources Office. Clark College’s Office of Diversity, Equity, and Inclusion (ODEI) supports individuals with their academic, personal, and professional development, as well as provides training and educational resources for all members of the college community around diversity, inclusion, power, privilege, inequity, social equity, and social justice. The college offers further professional development for our employees through opportunities such as Employee Resource Groups, Social Justice Leadership Institute, Cross Institution Faculty of Color Mentorship program, Administrators of Color Leadership Program, and Faculty and Staff of Color Conference. Clark College values diversity and is an Equal Opportunity Employer and Educator. Protected group members are strongly encouraged to apply. Clark College provides equal opportunity in education and employment and does not discriminate on the basis of race, color, national origin, age, disability, genetic information, sex, sexual orientation, marital status, creed, religion, honorably discharged veteran or military status, citizenship, immigration status or use of a trained guide dog or service animal. Prohibited sex discrimination includes sexual harassment (unwelcome sexual conduct of various types). The college considers equal opportunity, affirmative action, and non-discrimination to be fundamental to the mission, vision and values of the college. All faculty and staff hired at Clark College are encouraged to embrace, continually support and enhance social equity on our campus and in our community. The college provides reasonable accommodations for qualified students, employees, and applicants with disabilities in accordance with the Americans with Disabilities Act and Federal Rehabilitation Act. The following person has been designated to handle inquiries regarding non-discrimination policies, Title II and Title IX, and Affirmative Action: Gerald Gabbard, Director of Labor and Compliance, 360-992-2317, ggabbard@clark.edu , 1933 Fort Vancouver Way, Baird 142, Vancouver, Washington 98663. Clark College is a smoke-free/drug free environment. This recruitment announcement does not reflect the entire job description and can be changed and or modified without notice. Clark College Human Resources September 19, 2023 23-00067-2
Oct 06, 2023
Full time
Are you passionate about working with families and their children? Can you create and maintain a welcoming and supportive environment with diverse multicultural, socioeconomic, and academic backgrounds? Are you eager to collaborate with other staff to find innovative ways to guide children and support families? If these questions resonate with you, then we invite you to consider joining our early learning community. We value collaboration and share a devotion to helping students achieve their academic and career goals. Clark College is currently accepting applications for a full-time, permanent classified Early Childhood Program Specialist 1 . This is a 9.5 month, cyclic position in the Child and Family Studies Program as a member of the teaching team in one of our child centered classrooms. The Early Childhood Program Specialist 1 (ECPS1) works under the direction of the program supervisor and the general direction of the lead teaching staff will assist in implementing the inquiry based curriculum and routines of a toddler or preschool classroom. The ECPS1 engages with the children in the classroom, building trusting and respectful relationships with each child. ECPS1's contribute to the cycle of curriculum, following the curriculum set by the lead teacher, creating individualized observations and documentation while reflecting on children’s theories. On occasion or for short periods the ECPS1 may step in for lead teacher with support of another staff. The ECPS1 shares in the responsibility of maintaining the health and safety of the children and upholding the Department of Children, Youth and Families policies, protocols and procedures. They also support the classroom operations by facilitating the daily rituals and routines set by the lead teaching staff, classroom management, and guidance of children, staff and students. At Clark, we value equity, diversity, and inclusion. We are committed to growing, learning, and supporting our employees.
Position Responsibilities
JOB DUTIES AND RESPONSIBILITES:
Supervise children at all times in developmentally appropriate activities both indoors and outdoors.
Guide children in the daily schedule of routines such as choice time, rest time, meals, toileting, outdoor exploration, etc.
Perform classroom management duties and assist with the maintenance of a healthy and safe environment.
Model appropriate guidance techniques and communication skills.
Be familiar with, implement and maintain the Washington State Licensing requirements.
Maintain daily and weekly USDA, best practices and NAC/QRIS child and classroom practices, observations and paperwork.
Consistent attendance to support continuity of care required.
Perform related duties as required.
Qualifications
POSITION REQUIREMENTS AND COMPETENCIES: Candidates will be evaluated based on application materials, including the supplemental questions and personal interview(s), and will be required to demonstrate competencies in the following areas:
30 hours in Early Childhood Education required.
Valid Merit satisfactory background check and ongoing training hours current to align with accreditation.
Valid certification in adult, infant and child CPR/First Aide and food handlers.
Proof of Negative TB test and MMR immunization.
Supplemental Information
JOB READINESS/WORKING CONDITIONS:
Ability and willingness to spend time sitting on the floor, getting down low to child's level.
Ability and willingness to lift 25-50 pounds.
Possess knowledge of appropriate techniques for diapering, sanitation, napping, feeding, and toilet training.
Ability and willingness to be actively involved with children during activities.
Ability and willingness to work as part of a team.
Ability to work well with people of all ages from academically, culturally, and socioeconomically diverse backgrounds.
The initial appointment will include a 6-month probationary period and the employee will earn permanent status after successfully completing probation.
This position is represented by Washington Public Employees Association.
Prior to a new hire, a background check including criminal record history will be conducted. Information from the background check will not necessarily preclude employment but will be considered in determining the applicant’s suitability and competence to perform in the position.
WHAT WE OFFER:
A healthy work/life balance for our employees with the opportunity for flexible work schedules and remote work depending on position and college needs.
McClaskey Culinary Institute offers fast, fresh, and healthy dining options for students, faculty, staff, and the community. The space, located in Gaiser Hall, features three kiosks, a full-service retail bakery and barista bar, grab-and-go items, and a student-run restaurant.
Coffee Lounge in Hannah Hall and Clark Café in Joan Stout Hall.
Campus bookstore offers snacks, apparel, and specialty supplies.
On-campus early childhood education care program (pending registration and availability).
Gym and recreation facilities available for membership.
Clark promotes wellness with a variety of different workshops and events.
SALARY/BENEFITS: Salary Range: $2,740-$3,537/month (a mount to be prorated during scheduled breaks) | Step B-M (commensurate with qualifications and experience) | Range: 30 | Code: 256A Successful candidates typically start at the beginning of the salary range and receive scheduled salary increment increases. Clark College offers an exceptional benefits package that includes vacation/sick leave; medical, dental, life and long-term disability insurance; retirement; and tuition waiver . APPLICATION DEADLINE : Required application materials must be completed and submitted online by 3 p.m., October 23, 2023. REQUIRED ONLINE APPLICATION MATERIALS:
Clark College online application
Current resume, with a minimum of three (3) references listed
Cover letter describing background and experience related to qualifications and responsibilities of the position
Responses to the supplemental questions included in the online application process
Please apply online at www.clark.edu/jobs . To contact Clark College Human Resources, please call (360) 992-2105 or email recruitment@clark.edu . DISABILITY ACCOMMODATIONS Upon request, accommodations are available to persons with disabilities for the application process. Contact Human Resources at (360) 992-2105 or by video phone at (360) 991-0901. SECURITY The security of all the members of the campus community is of vital concern to Clark College. Information regarding crime prevention advice, the authority of the Security/Safety Department, policies concerning reporting of any crimes which may occur on or near college property, and crime statistics for the most recent 3-year period may be requested from the Clark College Security/Safety Department, (360) 992-2133 or security.requests@clark.edu . The most recent Annual Security Report, written in compliance with the Clery Act, can be reviewed here: http://www.clark.edu/campus-life/student-support/security/report.php . ELIGIBILITY VERIFICATION If you are hired, you will need proof of identity, and documentation of U.S. citizenship or legal authorization to work. CORRECTIONS OR EXTENDED NOTICES Corrected or extended notices will be posted online and in the Human Resources Office. Clark College’s Office of Diversity, Equity, and Inclusion (ODEI) supports individuals with their academic, personal, and professional development, as well as provides training and educational resources for all members of the college community around diversity, inclusion, power, privilege, inequity, social equity, and social justice. The college offers further professional development for our employees through opportunities such as Employee Resource Groups, Social Justice Leadership Institute, Cross Institution Faculty of Color Mentorship program, Administrators of Color Leadership Program, and Faculty and Staff of Color Conference. Clark College values diversity and is an Equal Opportunity Employer and Educator. Protected group members are strongly encouraged to apply. Clark College provides equal opportunity in education and employment and does not discriminate on the basis of race, color, national origin, age, disability, genetic information, sex, sexual orientation, marital status, creed, religion, honorably discharged veteran or military status, citizenship, immigration status or use of a trained guide dog or service animal. Prohibited sex discrimination includes sexual harassment (unwelcome sexual conduct of various types). The college considers equal opportunity, affirmative action, and non-discrimination to be fundamental to the mission, vision and values of the college. All faculty and staff hired at Clark College are encouraged to embrace, continually support and enhance social equity on our campus and in our community. The college provides reasonable accommodations for qualified students, employees, and applicants with disabilities in accordance with the Americans with Disabilities Act and Federal Rehabilitation Act. The following person has been designated to handle inquiries regarding non-discrimination policies, Title II and Title IX, and Affirmative Action: Gerald Gabbard, Director of Labor and Compliance, 360-992-2317, ggabbard@clark.edu , 1933 Fort Vancouver Way, Baird 142, Vancouver, Washington 98663. Clark College is a smoke-free/drug free environment. This recruitment announcement does not reflect the entire job description and can be changed and or modified without notice. Clark College Human Resources September 19, 2023 23-00067-2
Title: Bilingual Teacher Location: CICS Prairie- 11530 S Prairie Ave, Chicago, IL 60628 Reports To: Principal Salary: Starting at $57,000, commensurate with experience Employee Type: Regular Full Time Start Date: September 2023
The mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.
Position Overview
Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families.
Additionally, the Bilingual Teacher provides personalized academic and language instruction to English Learners in both English and the native language (Spanish), sheltered instruction, English Language Development, and ESL strategies. A Distinctive Schools Bilingual Teacher must be a passionate advocate for biliteracy and demonstrate a commitment to supporting students in their development of the language skills and subject matter needed to be productive classroom citizens.
Responsibilities
Culture
Maintain a student-centered perspective in decision making
Believe that all students can learn and can achieve great things
Contribute to the equity work of the campus and network and engage in culturally responsive decision making
Build and foster a culture of belonging through positive and strong relationships with students, families, and staff
Cultivate a strengths-based, equity focused mindset
Foster positive climate and culture
Serve as a positive role model
Belief that a students’ languages and cultures are a tremendous strength and asset
Preparation, Instruction and Assessment 90%
Implement the DS Model
Administer tests and language assessments for the purpose of evaluating students' language ability
Collaborate and co-teach with classroom teachers on the implementation of the WIDA Standards in daily lessons
Support and assist teachers in analyzing culturally & linguistically diverse (CLD) student work
Provide direct Bilingual and ESL services and instruction to identified students in push-in and pull-out instruction
Develop and deliver lesson plans that utilize appropriate instructional techniques that enable limited English proficient students to overcome barriers that impede equal participation by these students in the district's instructional programs
Adapt curriculum and provide tailored academic instruction in native language to English Learners as appropriate and in alignment with student goals and program model
Deliver strong Instruction where students hold the cognitive lift and do the thinking during the lesson and are deeply engaged in the learning
Utilize a variety of instructional methodologies and curriculum resources geared specifically towards CLD students
Assist and support the administration of the required English Language Proficiency screeners and assessments
Assist with the administration of the ACCESS test and support administration of state required assessments to CLD learners
Collaborate with other classroom instructors to lead the curriculum, instruction, and assessment for all the students in the TBE and TPI programs.
Provide consistent opportunities for all students to work on grade-appropriate assignments using the core curriculum, resources, and strategies with frequent checks for understanding
Commit to student-centered, personalized learning that puts every student in the driver’s seat with integration of their needs, strengths and interests into the learning.
Maintain inventory of all instructional materials Maintain accurate and complete records of students' progress and development
Analyze and use assessments that monitor progress to inform and design appropriate response/strategies making adjustments as needed to support students in mastering grade level standards
Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems
Assessing students' progress, expectations, and goals in the bilingual program
Engage in coaching and mentoring opportunities to improve instructional effectiveness
Participate in all required professional development and meetings
Performs other duties and responsibilities as assigned by the Principal
Classroom Culture 10%
Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety
Manage strong classroom procedures, routines, and rituals that maximize learning
Build strong relationships with students, families and colleagues
Communicate effectively and frequently with students and families in their preferred language
Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices
Collaborate with colleagues to support student growth and achievement
Requirements (minimum)
Education: Bachelor's Degree
Qualifications
Valid Professional Educator License or equivalent in state of employment (IL or MI)
Valid Bilingual Spanish Endorsement or equivalent in state of employment (IL or MI)
Spanish Proficient in reading, writing, listening, and speaking
Technology demands:
Ability to review and analyze student and campus data from multiple sources
Proficient with cloud based software solutions (such as GoogleSuite)
Ability to learn digital tools and and programs as needed for the position
Travel as required for training, professional development, and collaboration
Commitment to supporting students’ social, emotional and academic development
Physical demands
Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing
Benefits
25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
12 weeks family paid leave
Comprehensive Healthcare (Medical, Dental, Vision)
403b match
Fully match up to 3%
50% match up to 5%
Professional development including tuition reimbursement
Gym and wellness discounts
And more
Description Disclaimer : Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder's responsibility.
EEO:
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.or g or call 773.828.4191
Sep 14, 2023
Full time
Title: Bilingual Teacher Location: CICS Prairie- 11530 S Prairie Ave, Chicago, IL 60628 Reports To: Principal Salary: Starting at $57,000, commensurate with experience Employee Type: Regular Full Time Start Date: September 2023
The mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.
Position Overview
Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families.
Additionally, the Bilingual Teacher provides personalized academic and language instruction to English Learners in both English and the native language (Spanish), sheltered instruction, English Language Development, and ESL strategies. A Distinctive Schools Bilingual Teacher must be a passionate advocate for biliteracy and demonstrate a commitment to supporting students in their development of the language skills and subject matter needed to be productive classroom citizens.
Responsibilities
Culture
Maintain a student-centered perspective in decision making
Believe that all students can learn and can achieve great things
Contribute to the equity work of the campus and network and engage in culturally responsive decision making
Build and foster a culture of belonging through positive and strong relationships with students, families, and staff
Cultivate a strengths-based, equity focused mindset
Foster positive climate and culture
Serve as a positive role model
Belief that a students’ languages and cultures are a tremendous strength and asset
Preparation, Instruction and Assessment 90%
Implement the DS Model
Administer tests and language assessments for the purpose of evaluating students' language ability
Collaborate and co-teach with classroom teachers on the implementation of the WIDA Standards in daily lessons
Support and assist teachers in analyzing culturally & linguistically diverse (CLD) student work
Provide direct Bilingual and ESL services and instruction to identified students in push-in and pull-out instruction
Develop and deliver lesson plans that utilize appropriate instructional techniques that enable limited English proficient students to overcome barriers that impede equal participation by these students in the district's instructional programs
Adapt curriculum and provide tailored academic instruction in native language to English Learners as appropriate and in alignment with student goals and program model
Deliver strong Instruction where students hold the cognitive lift and do the thinking during the lesson and are deeply engaged in the learning
Utilize a variety of instructional methodologies and curriculum resources geared specifically towards CLD students
Assist and support the administration of the required English Language Proficiency screeners and assessments
Assist with the administration of the ACCESS test and support administration of state required assessments to CLD learners
Collaborate with other classroom instructors to lead the curriculum, instruction, and assessment for all the students in the TBE and TPI programs.
Provide consistent opportunities for all students to work on grade-appropriate assignments using the core curriculum, resources, and strategies with frequent checks for understanding
Commit to student-centered, personalized learning that puts every student in the driver’s seat with integration of their needs, strengths and interests into the learning.
Maintain inventory of all instructional materials Maintain accurate and complete records of students' progress and development
Analyze and use assessments that monitor progress to inform and design appropriate response/strategies making adjustments as needed to support students in mastering grade level standards
Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems
Assessing students' progress, expectations, and goals in the bilingual program
Engage in coaching and mentoring opportunities to improve instructional effectiveness
Participate in all required professional development and meetings
Performs other duties and responsibilities as assigned by the Principal
Classroom Culture 10%
Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety
Manage strong classroom procedures, routines, and rituals that maximize learning
Build strong relationships with students, families and colleagues
Communicate effectively and frequently with students and families in their preferred language
Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices
Collaborate with colleagues to support student growth and achievement
Requirements (minimum)
Education: Bachelor's Degree
Qualifications
Valid Professional Educator License or equivalent in state of employment (IL or MI)
Valid Bilingual Spanish Endorsement or equivalent in state of employment (IL or MI)
Spanish Proficient in reading, writing, listening, and speaking
Technology demands:
Ability to review and analyze student and campus data from multiple sources
Proficient with cloud based software solutions (such as GoogleSuite)
Ability to learn digital tools and and programs as needed for the position
Travel as required for training, professional development, and collaboration
Commitment to supporting students’ social, emotional and academic development
Physical demands
Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing
Benefits
25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
12 weeks family paid leave
Comprehensive Healthcare (Medical, Dental, Vision)
403b match
Fully match up to 3%
50% match up to 5%
Professional development including tuition reimbursement
Gym and wellness discounts
And more
Description Disclaimer : Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder's responsibility.
EEO:
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.or g or call 773.828.4191
Title: Bilingual Teacher Location: CICS Prairie- 11530 S Prairie Ave, Chicago, IL 60628 Reports To: Principal Salary: Starting at $57,000, commensurate with experience Employee Type: Regular Full Time Start Date: September 2023
The mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.
Position Overview
Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families.
Additionally, the Bilingual Teacher provides personalized academic and language instruction to English Learners in both English and the native language (Spanish), sheltered instruction, English Language Development, and ESL strategies. A Distinctive Schools Bilingual Teacher must be a passionate advocate for biliteracy and demonstrate a commitment to supporting students in their development of the language skills and subject matter needed to be productive classroom citizens.
Responsibilities
Culture
Maintain a student-centered perspective in decision making
Believe that all students can learn and can achieve great things
Contribute to the equity work of the campus and network and engage in culturally responsive decision making
Build and foster a culture of belonging through positive and strong relationships with students, families, and staff
Cultivate a strengths-based, equity focused mindset
Foster positive climate and culture
Serve as a positive role model
Belief that a students’ languages and cultures are a tremendous strength and asset
Preparation, Instruction and Assessment 90%
Implement the DS Model
Administer tests and language assessments for the purpose of evaluating students' language ability
Collaborate and co-teach with classroom teachers on the implementation of the WIDA Standards in daily lessons
Support and assist teachers in analyzing culturally & linguistically diverse (CLD) student work
Provide direct Bilingual and ESL services and instruction to identified students in push-in and pull-out instruction
Develop and deliver lesson plans that utilize appropriate instructional techniques that enable limited English proficient students to overcome barriers that impede equal participation by these students in the district's instructional programs
Adapt curriculum and provide tailored academic instruction in native language to English Learners as appropriate and in alignment with student goals and program model
Deliver strong Instruction where students hold the cognitive lift and do the thinking during the lesson and are deeply engaged in the learning
Utilize a variety of instructional methodologies and curriculum resources geared specifically towards CLD students
Assist and support the administration of the required English Language Proficiency screeners and assessments
Assist with the administration of the ACCESS test and support administration of state required assessments to CLD learners
Collaborate with other classroom instructors to lead the curriculum, instruction, and assessment for all the students in the TBE and TPI programs.
Provide consistent opportunities for all students to work on grade-appropriate assignments using the core curriculum, resources, and strategies with frequent checks for understanding
Commit to student-centered, personalized learning that puts every student in the driver’s seat with integration of their needs, strengths and interests into the learning.
Maintain inventory of all instructional materials Maintain accurate and complete records of students' progress and development
Analyze and use assessments that monitor progress to inform and design appropriate response/strategies making adjustments as needed to support students in mastering grade level standards
Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems
Assessing students' progress, expectations, and goals in the bilingual program
Engage in coaching and mentoring opportunities to improve instructional effectiveness
Participate in all required professional development and meetings
Performs other duties and responsibilities as assigned by the Principal
Classroom Culture 10%
Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety
Manage strong classroom procedures, routines, and rituals that maximize learning
Build strong relationships with students, families and colleagues
Communicate effectively and frequently with students and families in their preferred language
Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices
Collaborate with colleagues to support student growth and achievement
Requirements (minimum)
Education: Bachelor's Degree
Qualifications
Valid Professional Educator License or equivalent in state of employment (IL or MI)
Valid Bilingual Spanish Endorsement or equivalent in state of employment (IL or MI)
Spanish Proficient in reading, writing, listening, and speaking
Technology demands:
Ability to review and analyze student and campus data from multiple sources
Proficient with cloud based software solutions (such as GoogleSuite)
Ability to learn digital tools and and programs as needed for the position
Travel as required for training, professional development, and collaboration
Commitment to supporting students’ social, emotional and academic development
Physical demands
Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing
Benefits
25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
12 weeks family paid leave
Comprehensive Healthcare (Medical, Dental, Vision)
403b match
Fully match up to 3%
50% match up to 5%
Professional development including tuition reimbursement
Gym and wellness discounts
And more
Description Disclaimer : Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder's responsibility.
EEO:
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.or g or call 773.828.4191
Sep 14, 2023
Full time
Title: Bilingual Teacher Location: CICS Prairie- 11530 S Prairie Ave, Chicago, IL 60628 Reports To: Principal Salary: Starting at $57,000, commensurate with experience Employee Type: Regular Full Time Start Date: September 2023
The mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.
Position Overview
Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families.
Additionally, the Bilingual Teacher provides personalized academic and language instruction to English Learners in both English and the native language (Spanish), sheltered instruction, English Language Development, and ESL strategies. A Distinctive Schools Bilingual Teacher must be a passionate advocate for biliteracy and demonstrate a commitment to supporting students in their development of the language skills and subject matter needed to be productive classroom citizens.
Responsibilities
Culture
Maintain a student-centered perspective in decision making
Believe that all students can learn and can achieve great things
Contribute to the equity work of the campus and network and engage in culturally responsive decision making
Build and foster a culture of belonging through positive and strong relationships with students, families, and staff
Cultivate a strengths-based, equity focused mindset
Foster positive climate and culture
Serve as a positive role model
Belief that a students’ languages and cultures are a tremendous strength and asset
Preparation, Instruction and Assessment 90%
Implement the DS Model
Administer tests and language assessments for the purpose of evaluating students' language ability
Collaborate and co-teach with classroom teachers on the implementation of the WIDA Standards in daily lessons
Support and assist teachers in analyzing culturally & linguistically diverse (CLD) student work
Provide direct Bilingual and ESL services and instruction to identified students in push-in and pull-out instruction
Develop and deliver lesson plans that utilize appropriate instructional techniques that enable limited English proficient students to overcome barriers that impede equal participation by these students in the district's instructional programs
Adapt curriculum and provide tailored academic instruction in native language to English Learners as appropriate and in alignment with student goals and program model
Deliver strong Instruction where students hold the cognitive lift and do the thinking during the lesson and are deeply engaged in the learning
Utilize a variety of instructional methodologies and curriculum resources geared specifically towards CLD students
Assist and support the administration of the required English Language Proficiency screeners and assessments
Assist with the administration of the ACCESS test and support administration of state required assessments to CLD learners
Collaborate with other classroom instructors to lead the curriculum, instruction, and assessment for all the students in the TBE and TPI programs.
Provide consistent opportunities for all students to work on grade-appropriate assignments using the core curriculum, resources, and strategies with frequent checks for understanding
Commit to student-centered, personalized learning that puts every student in the driver’s seat with integration of their needs, strengths and interests into the learning.
Maintain inventory of all instructional materials Maintain accurate and complete records of students' progress and development
Analyze and use assessments that monitor progress to inform and design appropriate response/strategies making adjustments as needed to support students in mastering grade level standards
Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems
Assessing students' progress, expectations, and goals in the bilingual program
Engage in coaching and mentoring opportunities to improve instructional effectiveness
Participate in all required professional development and meetings
Performs other duties and responsibilities as assigned by the Principal
Classroom Culture 10%
Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety
Manage strong classroom procedures, routines, and rituals that maximize learning
Build strong relationships with students, families and colleagues
Communicate effectively and frequently with students and families in their preferred language
Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices
Collaborate with colleagues to support student growth and achievement
Requirements (minimum)
Education: Bachelor's Degree
Qualifications
Valid Professional Educator License or equivalent in state of employment (IL or MI)
Valid Bilingual Spanish Endorsement or equivalent in state of employment (IL or MI)
Spanish Proficient in reading, writing, listening, and speaking
Technology demands:
Ability to review and analyze student and campus data from multiple sources
Proficient with cloud based software solutions (such as GoogleSuite)
Ability to learn digital tools and and programs as needed for the position
Travel as required for training, professional development, and collaboration
Commitment to supporting students’ social, emotional and academic development
Physical demands
Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing
Benefits
25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
12 weeks family paid leave
Comprehensive Healthcare (Medical, Dental, Vision)
403b match
Fully match up to 3%
50% match up to 5%
Professional development including tuition reimbursement
Gym and wellness discounts
And more
Description Disclaimer : Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder's responsibility.
EEO:
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.or g or call 773.828.4191
Position Type: Dean of Students
Date Posted: 8/4/2023
Location: Tech High School
POSITION: Dean of Students
TYPE OF POSITION: Full time, exempt, 200 day Hours may vary based on program needs Current opening at Tech High School, final placement to be determined by district needs
REPORTS TO: Building Principal
SUPERVISION: None SALARY: $50,000 - $70,000/yr
QUALIFICATIONS: Required
· Bachelor’s degree in education, mental health, child development or other related fields
· Knowledge of district policies and procedures, student management and discipline
· Previous course work/training in the areas of conflict management, restitution, special needs students, student management, creative problem solving, small group dynamics, and social services
· Ability to be patient, flexible, and work with adolescents and families
· Evidence of highly effective student management
· Desire to continue developing leadership skills
· Direct experience in working with student discipline issues
· Know and be able to apply legal mandates, policies, regulations and operational procedures pertaining to student instruction and discipline
· Possess human relations strategies, conflict resolution strategies and team building principles and techniques
· Ability to recognize areas of concern and propose or recommend appropriate solutions to problems
Preferred
· Evidence of leadership at the building and/or district level
· Teaching experience
· Mental health experience
· Behavioral health experience in a school setting
POSITION SUMMARY: This position will focus on building and supporting positive student behavior and a safe and supportive culture and climate for optimal student learning, including managing student behavior referrals and building strong and effective relationships with students and families to support student success.
ESSENTIAL DUTIES:
· Manages student behavior in hallways and classrooms, monitors student attendance, handles day-to-day functions of discipline
· Collaborates with administrative team to maintain open communication with staff, parents, students and the community
· Assists in the establishment and maintenance of liaisons with external agencies such as social service, law enforcement, and child protection
· Works effectively with special education case managers as needed specific to discipline of a special needs student
· Serves as a liaison for the school, serve on committees, task forces and/or community groups
· Assists with developing and preparing school reports for submission to administration
· Supervises student arrival and dismissal, coordinates the bus safety program, and manages bus behavior referrals
· Serves as an academic advisor to students
· Collaborates with administrative team to execute student management plan including procedures for conflict management, restitution, suspension, dismissal, and re-entry of students
· Oversees student attendance program in collaboration with the student and program supervisor and school social worker; manages communication related to attendance
· Other duties as assigned
PHYSICAL FACTORS: · Frequent: walking, standing, sitting, hearing, talking, and seeing
All Employees of Saint Cloud School District 742 are responsible to support District goals, to work collaboratively and respectfully with diverse populations of staff, students and parents and to model and promote a welcoming working and learning environment. Employees are expected to support and adapt to change and to demonstrate commitment to continuous performance improvement. Employees are responsible to establish and maintain effective communication with students, teachers, support staff, colleagues and parents, respect confidential matters, encourage a safe and secure environment throughout the District, and to be dependable and accountable in the performance of their work.
It is the prerogative of the District to assign staff to best meet the needs of the District.
Aug 07, 2023
Full time
Position Type: Dean of Students
Date Posted: 8/4/2023
Location: Tech High School
POSITION: Dean of Students
TYPE OF POSITION: Full time, exempt, 200 day Hours may vary based on program needs Current opening at Tech High School, final placement to be determined by district needs
REPORTS TO: Building Principal
SUPERVISION: None SALARY: $50,000 - $70,000/yr
QUALIFICATIONS: Required
· Bachelor’s degree in education, mental health, child development or other related fields
· Knowledge of district policies and procedures, student management and discipline
· Previous course work/training in the areas of conflict management, restitution, special needs students, student management, creative problem solving, small group dynamics, and social services
· Ability to be patient, flexible, and work with adolescents and families
· Evidence of highly effective student management
· Desire to continue developing leadership skills
· Direct experience in working with student discipline issues
· Know and be able to apply legal mandates, policies, regulations and operational procedures pertaining to student instruction and discipline
· Possess human relations strategies, conflict resolution strategies and team building principles and techniques
· Ability to recognize areas of concern and propose or recommend appropriate solutions to problems
Preferred
· Evidence of leadership at the building and/or district level
· Teaching experience
· Mental health experience
· Behavioral health experience in a school setting
POSITION SUMMARY: This position will focus on building and supporting positive student behavior and a safe and supportive culture and climate for optimal student learning, including managing student behavior referrals and building strong and effective relationships with students and families to support student success.
ESSENTIAL DUTIES:
· Manages student behavior in hallways and classrooms, monitors student attendance, handles day-to-day functions of discipline
· Collaborates with administrative team to maintain open communication with staff, parents, students and the community
· Assists in the establishment and maintenance of liaisons with external agencies such as social service, law enforcement, and child protection
· Works effectively with special education case managers as needed specific to discipline of a special needs student
· Serves as a liaison for the school, serve on committees, task forces and/or community groups
· Assists with developing and preparing school reports for submission to administration
· Supervises student arrival and dismissal, coordinates the bus safety program, and manages bus behavior referrals
· Serves as an academic advisor to students
· Collaborates with administrative team to execute student management plan including procedures for conflict management, restitution, suspension, dismissal, and re-entry of students
· Oversees student attendance program in collaboration with the student and program supervisor and school social worker; manages communication related to attendance
· Other duties as assigned
PHYSICAL FACTORS: · Frequent: walking, standing, sitting, hearing, talking, and seeing
All Employees of Saint Cloud School District 742 are responsible to support District goals, to work collaboratively and respectfully with diverse populations of staff, students and parents and to model and promote a welcoming working and learning environment. Employees are expected to support and adapt to change and to demonstrate commitment to continuous performance improvement. Employees are responsible to establish and maintain effective communication with students, teachers, support staff, colleagues and parents, respect confidential matters, encourage a safe and secure environment throughout the District, and to be dependable and accountable in the performance of their work.
It is the prerogative of the District to assign staff to best meet the needs of the District.
What about learning drives us to do more than deliver the lesson? Maybe we’re overachievers. Or maybe we just know what real impact looks like. Each one of us has seen passion win over fear, vision become relentless focus and belief in human potential make it all the way to the finish line.
Our mission is to design new models for educational success and raise academic achievement for all learners. Are you ready to find a career with a company whose mission, vision, and values align with yours? Can you see yourself fitting into this mission with us?
POSITION SUMMARY:
As part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve.
The Special Education Teacher is responsible for the implementation of the IEP (Individualized Education Plan) targeting the needs of the child based on their disability. The Special Education Teacher is making knowledge accessible to all students, developing students cognitive capacity and respect for learning,); fostering students’ self-esteem, motivation, and sense of civic responsibility and leadership, ongoing professional growth, development of a variety of teaching and instruction materials and strategies, planning for instructional assistants and parental volunteers in classroom management, implementing school policies, communication with parents about students’ academic as well as discipline issues.
QUALIFICATIONS:
Bachelor’s Degree in Education or related field from an accredited college or university.
State of Arizona Teaching Certificate in Special Education for HQ status.
Active AZ Department of Public Safety (DPS) IVP Fingerprint Clearance Card.
Professional verification of successful classroom teacher performance and/or student teaching experience.
Any equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities may be considered.
Signing Bonus: The $2500.00 bonus will be paid out after the 90th day of employment
DUTIES AND RESPONSIBILITIES:
Works with the Special Education team to identify, evaluate and serve students with disabilities who qualify for special education services. Participates in all activities for evaluation and serving students.
Delivers instruction in specified content area as it applies, such as: reading, writing, language and vocabulary, math, assistive technology, counseling, study skills, problem solving according to student’s IEPs. Determines instruction techniques, strategies, methods and adapts curriculum and learning styles to meet and assess student’s needs.
Maintains data on IEP goal growth, attendance to services and communication with parents and teachers.
Maintains open lines of communication with parents/guardians about academic and discipline issues through various mediums including phone calls, notes, progress reports, etc.
Develops and creates appropriate classroom materials and organization and of tables and shelves, disassembling of classroom at the end of the school year.
Develops activities and resources, strategies and methods for a variety of teaching, creating lesson plans and substitute teaching plans that are aligned learning objectives.
Develops, analyzes, adjusts, and implements IEP for students to accommodate instruction based on assessment and determining correct assessment tool and appropriate level to use.
Participates in school activities such as Meet the Teacher, ILP’s Summatives, evening performances, or preparations and coordinating of any other aspect of public demonstration of student learning.
Maintains confidentiality of protected student and staff member information even after no longer employed or enrolled.
Assists in the well-being of the students fundamental value in all decision making.
Contributes to professional growth of self and colleagues including sharing and planning curriculum, staying current with educational trends, and continuing professional growth to meet the state and school requirements including current teaching certificates.
Works collaboratively to achieve the overall purposes of the school program.
Maintains a classroom atmosphere conducive of learning.
Additional duties may be assigned as necessary.
KNOWLEDGE, SKILLS AND ABILITIES
Ability to articulate, represent professional demeanor and ability to take initiative.
Command of theoretical knowledge of human behavior and learning including motivation, reinforcement, evaluation, and feedback techniques
Excellent interpersonal skills; ability to work with a wide-range of people including teachers, parents, students, alumni, corporate partners, vendors and admissions personnel.
Proven written and verbal communication skills.
Strong organizational and planning skills
Effective problem solver and self-motivated learner
Ability to use instructional adaptive technology tools in online courses
Proficiency in Microsoft Office applications (Word, Excel, PowerPoint, and Outlook).
Proficiency with technology, computers and Microsoft Office Suite.
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 individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception.
LOCATION:
Immersion - Downtown Phoenix
TRAVEL:
Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays.
This job description is subject to change at any time.
Jul 31, 2023
Full time
What about learning drives us to do more than deliver the lesson? Maybe we’re overachievers. Or maybe we just know what real impact looks like. Each one of us has seen passion win over fear, vision become relentless focus and belief in human potential make it all the way to the finish line.
Our mission is to design new models for educational success and raise academic achievement for all learners. Are you ready to find a career with a company whose mission, vision, and values align with yours? Can you see yourself fitting into this mission with us?
POSITION SUMMARY:
As part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve.
The Special Education Teacher is responsible for the implementation of the IEP (Individualized Education Plan) targeting the needs of the child based on their disability. The Special Education Teacher is making knowledge accessible to all students, developing students cognitive capacity and respect for learning,); fostering students’ self-esteem, motivation, and sense of civic responsibility and leadership, ongoing professional growth, development of a variety of teaching and instruction materials and strategies, planning for instructional assistants and parental volunteers in classroom management, implementing school policies, communication with parents about students’ academic as well as discipline issues.
QUALIFICATIONS:
Bachelor’s Degree in Education or related field from an accredited college or university.
State of Arizona Teaching Certificate in Special Education for HQ status.
Active AZ Department of Public Safety (DPS) IVP Fingerprint Clearance Card.
Professional verification of successful classroom teacher performance and/or student teaching experience.
Any equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities may be considered.
Signing Bonus: The $2500.00 bonus will be paid out after the 90th day of employment
DUTIES AND RESPONSIBILITIES:
Works with the Special Education team to identify, evaluate and serve students with disabilities who qualify for special education services. Participates in all activities for evaluation and serving students.
Delivers instruction in specified content area as it applies, such as: reading, writing, language and vocabulary, math, assistive technology, counseling, study skills, problem solving according to student’s IEPs. Determines instruction techniques, strategies, methods and adapts curriculum and learning styles to meet and assess student’s needs.
Maintains data on IEP goal growth, attendance to services and communication with parents and teachers.
Maintains open lines of communication with parents/guardians about academic and discipline issues through various mediums including phone calls, notes, progress reports, etc.
Develops and creates appropriate classroom materials and organization and of tables and shelves, disassembling of classroom at the end of the school year.
Develops activities and resources, strategies and methods for a variety of teaching, creating lesson plans and substitute teaching plans that are aligned learning objectives.
Develops, analyzes, adjusts, and implements IEP for students to accommodate instruction based on assessment and determining correct assessment tool and appropriate level to use.
Participates in school activities such as Meet the Teacher, ILP’s Summatives, evening performances, or preparations and coordinating of any other aspect of public demonstration of student learning.
Maintains confidentiality of protected student and staff member information even after no longer employed or enrolled.
Assists in the well-being of the students fundamental value in all decision making.
Contributes to professional growth of self and colleagues including sharing and planning curriculum, staying current with educational trends, and continuing professional growth to meet the state and school requirements including current teaching certificates.
Works collaboratively to achieve the overall purposes of the school program.
Maintains a classroom atmosphere conducive of learning.
Additional duties may be assigned as necessary.
KNOWLEDGE, SKILLS AND ABILITIES
Ability to articulate, represent professional demeanor and ability to take initiative.
Command of theoretical knowledge of human behavior and learning including motivation, reinforcement, evaluation, and feedback techniques
Excellent interpersonal skills; ability to work with a wide-range of people including teachers, parents, students, alumni, corporate partners, vendors and admissions personnel.
Proven written and verbal communication skills.
Strong organizational and planning skills
Effective problem solver and self-motivated learner
Ability to use instructional adaptive technology tools in online courses
Proficiency in Microsoft Office applications (Word, Excel, PowerPoint, and Outlook).
Proficiency with technology, computers and Microsoft Office Suite.
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 individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception.
LOCATION:
Immersion - Downtown Phoenix
TRAVEL:
Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays.
This job description is subject to change at any time.
What about learning drives us to do more than deliver the lesson? Maybe we’re overachievers. Or maybe we just know what real impact looks like. Each one of us has seen passion win over fear, vision become relentless focus and belief in human potential make it all the way to the finish line.
Our mission is to design new models for educational success and raise academic achievement for all learners. Are you ready to find a career with a company whose mission, vision, and values align with yours? Can you see yourself fitting into this mission with us?
POSITION SUMMARY:
As part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve.
The Special Education Teacher is responsible for the implementation of the IEP (Individualized Education Plan) targeting the needs of the child based on their disability. The Special Education Teacher is making knowledge accessible to all students, developing students cognitive capacity and respect for learning,); fostering students’ self-esteem, motivation, and sense of civic responsibility and leadership, ongoing professional growth, development of a variety of teaching and instruction materials and strategies, planning for instructional assistants and parental volunteers in classroom management, implementing school policies, communication with parents about students’ academic as well as discipline issues.
QUALIFICATIONS:
Bachelor’s Degree in Education or related field from an accredited college or university.
State of Arizona Teaching Certificate in Special Education for HQ status.
Active AZ Department of Public Safety (DPS) IVP Fingerprint Clearance Card.
Professional verification of successful classroom teacher performance and/or student teaching experience.
Any equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities may be considered.
Signing Bonus: The $2500.00 bonus will be paid out after the 90th day of employment
DUTIES AND RESPONSIBILITIES:
Works with the Special Education team to identify, evaluate and serve students with disabilities who qualify for special education services. Participates in all activities for evaluation and serving students.
Delivers instruction in specified content area as it applies, such as: reading, writing, language and vocabulary, math, assistive technology, counseling, study skills, problem solving according to student’s IEPs. Determines instruction techniques, strategies, methods and adapts curriculum and learning styles to meet and assess student’s needs.
Maintains data on IEP goal growth, attendance to services and communication with parents and teachers.
Maintains open lines of communication with parents/guardians about academic and discipline issues through various mediums including phone calls, notes, progress reports, etc.
Develops and creates appropriate classroom materials and organization and of tables and shelves, disassembling of classroom at the end of the school year.
Develops activities and resources, strategies and methods for a variety of teaching, creating lesson plans and substitute teaching plans that are aligned learning objectives.
Develops, analyzes, adjusts, and implements IEP for students to accommodate instruction based on assessment and determining correct assessment tool and appropriate level to use.
Participates in school activities such as Meet the Teacher, ILP’s Summatives, evening performances, or preparations and coordinating of any other aspect of public demonstration of student learning.
Maintains confidentiality of protected student and staff member information even after no longer employed or enrolled.
Assists in the well-being of the students fundamental value in all decision making.
Contributes to professional growth of self and colleagues including sharing and planning curriculum, staying current with educational trends, and continuing professional growth to meet the state and school requirements including current teaching certificates.
Works collaboratively to achieve the overall purposes of the school program.
Maintains a classroom atmosphere conducive of learning.
Additional duties may be assigned as necessary.
KNOWLEDGE, SKILLS AND ABILITIES
Ability to articulate, represent professional demeanor and ability to take initiative.
Command of theoretical knowledge of human behavior and learning including motivation, reinforcement, evaluation, and feedback techniques
Excellent interpersonal skills; ability to work with a wide-range of people including teachers, parents, students, alumni, corporate partners, vendors and admissions personnel.
Proven written and verbal communication skills.
Strong organizational and planning skills
Effective problem solver and self-motivated learner
Ability to use instructional adaptive technology tools in online courses
Proficiency in Microsoft Office applications (Word, Excel, PowerPoint, and Outlook).
Proficiency with technology, computers and Microsoft Office Suite.
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 individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception.
LOCATION:
Immersion - Polytechnic Campus (Mesa, Arizona)
TRAVEL:
Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays.
This job description is subject to change at any time.
Jul 31, 2023
Full time
What about learning drives us to do more than deliver the lesson? Maybe we’re overachievers. Or maybe we just know what real impact looks like. Each one of us has seen passion win over fear, vision become relentless focus and belief in human potential make it all the way to the finish line.
Our mission is to design new models for educational success and raise academic achievement for all learners. Are you ready to find a career with a company whose mission, vision, and values align with yours? Can you see yourself fitting into this mission with us?
POSITION SUMMARY:
As part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve.
The Special Education Teacher is responsible for the implementation of the IEP (Individualized Education Plan) targeting the needs of the child based on their disability. The Special Education Teacher is making knowledge accessible to all students, developing students cognitive capacity and respect for learning,); fostering students’ self-esteem, motivation, and sense of civic responsibility and leadership, ongoing professional growth, development of a variety of teaching and instruction materials and strategies, planning for instructional assistants and parental volunteers in classroom management, implementing school policies, communication with parents about students’ academic as well as discipline issues.
QUALIFICATIONS:
Bachelor’s Degree in Education or related field from an accredited college or university.
State of Arizona Teaching Certificate in Special Education for HQ status.
Active AZ Department of Public Safety (DPS) IVP Fingerprint Clearance Card.
Professional verification of successful classroom teacher performance and/or student teaching experience.
Any equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities may be considered.
Signing Bonus: The $2500.00 bonus will be paid out after the 90th day of employment
DUTIES AND RESPONSIBILITIES:
Works with the Special Education team to identify, evaluate and serve students with disabilities who qualify for special education services. Participates in all activities for evaluation and serving students.
Delivers instruction in specified content area as it applies, such as: reading, writing, language and vocabulary, math, assistive technology, counseling, study skills, problem solving according to student’s IEPs. Determines instruction techniques, strategies, methods and adapts curriculum and learning styles to meet and assess student’s needs.
Maintains data on IEP goal growth, attendance to services and communication with parents and teachers.
Maintains open lines of communication with parents/guardians about academic and discipline issues through various mediums including phone calls, notes, progress reports, etc.
Develops and creates appropriate classroom materials and organization and of tables and shelves, disassembling of classroom at the end of the school year.
Develops activities and resources, strategies and methods for a variety of teaching, creating lesson plans and substitute teaching plans that are aligned learning objectives.
Develops, analyzes, adjusts, and implements IEP for students to accommodate instruction based on assessment and determining correct assessment tool and appropriate level to use.
Participates in school activities such as Meet the Teacher, ILP’s Summatives, evening performances, or preparations and coordinating of any other aspect of public demonstration of student learning.
Maintains confidentiality of protected student and staff member information even after no longer employed or enrolled.
Assists in the well-being of the students fundamental value in all decision making.
Contributes to professional growth of self and colleagues including sharing and planning curriculum, staying current with educational trends, and continuing professional growth to meet the state and school requirements including current teaching certificates.
Works collaboratively to achieve the overall purposes of the school program.
Maintains a classroom atmosphere conducive of learning.
Additional duties may be assigned as necessary.
KNOWLEDGE, SKILLS AND ABILITIES
Ability to articulate, represent professional demeanor and ability to take initiative.
Command of theoretical knowledge of human behavior and learning including motivation, reinforcement, evaluation, and feedback techniques
Excellent interpersonal skills; ability to work with a wide-range of people including teachers, parents, students, alumni, corporate partners, vendors and admissions personnel.
Proven written and verbal communication skills.
Strong organizational and planning skills
Effective problem solver and self-motivated learner
Ability to use instructional adaptive technology tools in online courses
Proficiency in Microsoft Office applications (Word, Excel, PowerPoint, and Outlook).
Proficiency with technology, computers and Microsoft Office Suite.
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 individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception.
LOCATION:
Immersion - Polytechnic Campus (Mesa, Arizona)
TRAVEL:
Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays.
This job description is subject to change at any time.
What about learning drives us to do more than deliver the lesson? Maybe we’re overachievers. Or maybe we just know what real impact looks like. Each one of us has seen passion win over fear, vision become relentless focus and belief in human potential make it all the way to the finish line.
Our mission is to design new models for educational success and raise academic achievement for all learners. Are you ready to find a career with a company whose mission, vision, and values align with yours? Can you see yourself fitting into this mission with us?
POSITION SUMMARY:
As part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve.
ASU Prep Teachers are responsible for making knowledge accessible to all students, developing students cognitive capacity and respect for learning, implementing ILP (Individual Learning Plans); fostering students’ self-esteem, motivation, and sense of civic responsibility and leadership, ongoing professional growth, development of a variety of teaching and instruction materials and strategies, planning for instructional assistants and parental volunteers in classroom management, implementing school policies, communication with parents about students’ academic as well as discipline issues.
QUALIFICATIONS:
Minimum Bachelor’s Degree in Education or Post Bachelors in Education from an accredited college or university or meets Highly Qualified requirements per the Arizona Department of Education.
State of Arizona Teaching Certificate (appropriate endorsements may be required depending on the area of instruction or have passed appropriate AEPA or NES proficiency exams).
Satisfactory criminal background check with current Active AZ Department of Public Safety (DPS) IVP Fingerprint Clearance Card.
Professional verification of successful classroom teacher performance and/or student teaching experience.
Any equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities will be considered.
DUTIES AND RESPONSIBILITIES:
Delivers instruction in reading, writing, spelling, language and vocabulary, math, science, social studies, technology, counseling, study skills, health, problem solving, foreign languages, ESL, family and consumer sciences, physical education, music, chorus.
Determines instruction techniques, strategies, methods and adapts curriculum and learning styles to meet and assess student’s needs.
Performs clerical duties including attendance record keeping, copying, cutting, filing, ordering of supplies, and the like as well as computer software skills.
Maintains open lines of communication with parents/guardians about academic and discipline issues through various mediums including phone calls, notes, progress reports, etc.
Develops and creates classroom displays, storing materials, cleaning and organizing of tables and shelves, disassembling of classroom at the end of the school year.
Develops activities and resources, strategies and methods for a variety of teaching, creating lesson plans and substitute teaching plans that are aligned learning objectives with the school guides.
Develops, analyzes, adjusts, and implements ILP for students to accommodate instruction based on assessment and determining correct assessment tool and appropriate level to use.
Demonstrates preparation and skill in working with students from diverse cultural, economic and ability backgrounds.
Supervises students during emergency drills, assemblies, recreation periods, lunch periods, play periods, and field trips to include resolving conflicts.
Assesses and evaluates performance, behavior, and progress of students in grades, progress reports and assessing comprehension of learning objectives.
Participates in extra-curricular activities such as Meet the Teacher, ILP’s Summatives, evening performances, or preparations and coordinating of any other aspect of public demonstration of student learning.
Maintains confidentiality of protected student and staff member information even after no longer employed or enrolled.
Organizes and plans fieldtrips, class parties.
Assists in the well-being of students the fundamental value in all decision making.
Contributes to professional growth of self and colleagues including sharing and planning curriculum, staying current with educational trends, and continuing professional growth to meet the state and school requirements including current teaching certificates.
Works collaboratively to achieve the overall purposes of the school program.
Maintains a classroom atmosphere conducive of learning.
Additional duties may be assigned as necessary.
KNOWLEDGE, SKILLS AND ABILITIES
Ability to articulate, represent professional demeanor and ability to take initiative.
Must have the ability and proven ability to report to work on a regular and punctual basis.
Command of theoretical knowledge of human behavior and learning including motivation, reinforcement, evaluation, and feedback techniques
Excellent interpersonal skills; ability to work with a wide-range of people including teachers, parents, students, alumni, corporate partners, vendors and admissions personnel.
Proven written and verbal communication skills.
Strong organizational and planning skills
Effective problem solver and self-motivated learner
Ability to use instructional adaptive technology tools in online courses
Proficiency in Microsoft Office applications (Word, Excel, PowerPoint, and Outlook).
Proficiency with technology, computers and Microsoft Office Suite.
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 individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception.
LOCATION:
Immersion - Downtown Phoenix
TRAVEL:
Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays.
This job description is subject to change at any time.
Jul 26, 2023
Full time
What about learning drives us to do more than deliver the lesson? Maybe we’re overachievers. Or maybe we just know what real impact looks like. Each one of us has seen passion win over fear, vision become relentless focus and belief in human potential make it all the way to the finish line.
Our mission is to design new models for educational success and raise academic achievement for all learners. Are you ready to find a career with a company whose mission, vision, and values align with yours? Can you see yourself fitting into this mission with us?
POSITION SUMMARY:
As part of Arizona State University’s charter to provide access and excellence, ASU Preparatory Academy (ASU Prep) shares this commitment by demonstrating all students can achieve at the highest levels, regardless of their background. To scale our current impact, ASU Prep is advancing a major expansion program taking fundamental responsibility for the communities we serve.
ASU Prep Teachers are responsible for making knowledge accessible to all students, developing students cognitive capacity and respect for learning, implementing ILP (Individual Learning Plans); fostering students’ self-esteem, motivation, and sense of civic responsibility and leadership, ongoing professional growth, development of a variety of teaching and instruction materials and strategies, planning for instructional assistants and parental volunteers in classroom management, implementing school policies, communication with parents about students’ academic as well as discipline issues.
QUALIFICATIONS:
Minimum Bachelor’s Degree in Education or Post Bachelors in Education from an accredited college or university or meets Highly Qualified requirements per the Arizona Department of Education.
State of Arizona Teaching Certificate (appropriate endorsements may be required depending on the area of instruction or have passed appropriate AEPA or NES proficiency exams).
Satisfactory criminal background check with current Active AZ Department of Public Safety (DPS) IVP Fingerprint Clearance Card.
Professional verification of successful classroom teacher performance and/or student teaching experience.
Any equivalent combination of experience, training and/or education from which comparable knowledge, skills and abilities will be considered.
DUTIES AND RESPONSIBILITIES:
Delivers instruction in reading, writing, spelling, language and vocabulary, math, science, social studies, technology, counseling, study skills, health, problem solving, foreign languages, ESL, family and consumer sciences, physical education, music, chorus.
Determines instruction techniques, strategies, methods and adapts curriculum and learning styles to meet and assess student’s needs.
Performs clerical duties including attendance record keeping, copying, cutting, filing, ordering of supplies, and the like as well as computer software skills.
Maintains open lines of communication with parents/guardians about academic and discipline issues through various mediums including phone calls, notes, progress reports, etc.
Develops and creates classroom displays, storing materials, cleaning and organizing of tables and shelves, disassembling of classroom at the end of the school year.
Develops activities and resources, strategies and methods for a variety of teaching, creating lesson plans and substitute teaching plans that are aligned learning objectives with the school guides.
Develops, analyzes, adjusts, and implements ILP for students to accommodate instruction based on assessment and determining correct assessment tool and appropriate level to use.
Demonstrates preparation and skill in working with students from diverse cultural, economic and ability backgrounds.
Supervises students during emergency drills, assemblies, recreation periods, lunch periods, play periods, and field trips to include resolving conflicts.
Assesses and evaluates performance, behavior, and progress of students in grades, progress reports and assessing comprehension of learning objectives.
Participates in extra-curricular activities such as Meet the Teacher, ILP’s Summatives, evening performances, or preparations and coordinating of any other aspect of public demonstration of student learning.
Maintains confidentiality of protected student and staff member information even after no longer employed or enrolled.
Organizes and plans fieldtrips, class parties.
Assists in the well-being of students the fundamental value in all decision making.
Contributes to professional growth of self and colleagues including sharing and planning curriculum, staying current with educational trends, and continuing professional growth to meet the state and school requirements including current teaching certificates.
Works collaboratively to achieve the overall purposes of the school program.
Maintains a classroom atmosphere conducive of learning.
Additional duties may be assigned as necessary.
KNOWLEDGE, SKILLS AND ABILITIES
Ability to articulate, represent professional demeanor and ability to take initiative.
Must have the ability and proven ability to report to work on a regular and punctual basis.
Command of theoretical knowledge of human behavior and learning including motivation, reinforcement, evaluation, and feedback techniques
Excellent interpersonal skills; ability to work with a wide-range of people including teachers, parents, students, alumni, corporate partners, vendors and admissions personnel.
Proven written and verbal communication skills.
Strong organizational and planning skills
Effective problem solver and self-motivated learner
Ability to use instructional adaptive technology tools in online courses
Proficiency in Microsoft Office applications (Word, Excel, PowerPoint, and Outlook).
Proficiency with technology, computers and Microsoft Office Suite.
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 individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. The employee must use hands, arms and fingers to input data, handle, feel or reach. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs such as boxes, supplies, etc. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus, close vision, distance vision, color vision, peripheral vision and depth perception.
LOCATION:
Immersion - Downtown Phoenix
TRAVEL:
Occasional travel may be required for site visits, meetings, trainings and/or conferences. Locations may vary and may require overnight stays.
This job description is subject to change at any time.
Title: Bilingual Teacher Location: CICS Prairie- 11530 S Prairie Ave, Chicago, IL 60628 Reports To: Principal Salary: Starting at $57,000, commensurate with experience Employee Type: Regular Full Time Start Date: September 2023
The mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.
Position Overview
Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families.
Additionally, the Bilingual Teacher provides personalized academic and language instruction to English Learners in both English and the native language (Spanish), sheltered instruction, English Language Development, and ESL strategies. A Distinctive Schools Bilingual Teacher must be a passionate advocate for biliteracy and demonstrate a commitment to supporting students in their development of the language skills and subject matter needed to be productive classroom citizens.
Responsibilities
Culture
Maintain a student-centered perspective in decision making
Believe that all students can learn and can achieve great things
Contribute to the equity work of the campus and network and engage in culturally responsive decision making
Build and foster a culture of belonging through positive and strong relationships with students, families, and staff
Cultivate a strengths-based, equity focused mindset
Foster positive climate and culture
Serve as a positive role model
Belief that a students’ languages and cultures are a tremendous strength and asset
Preparation, Instruction and Assessment 90%
Implement the DS Model
Administer tests and language assessments for the purpose of evaluating students' language ability
Collaborate and co-teach with classroom teachers on the implementation of the WIDA Standards in daily lessons
Support and assist teachers in analyzing culturally & linguistically diverse (CLD) student work
Provide direct Bilingual and ESL services and instruction to identified students in push-in and pull-out instruction
Develop and deliver lesson plans that utilize appropriate instructional techniques that enable limited English proficient students to overcome barriers that impede equal participation by these students in the district's instructional programs
Adapt curriculum and provide tailored academic instruction in native language to English Learners as appropriate and in alignment with student goals and program model
Deliver strong Instruction where students hold the cognitive lift and do the thinking during the lesson and are deeply engaged in the learning
Utilize a variety of instructional methodologies and curriculum resources geared specifically towards CLD students
Assist and support the administration of the required English Language Proficiency screeners and assessments
Assist with the administration of the ACCESS test and support administration of state required assessments to CLD learners
Collaborate with other classroom instructors to lead the curriculum, instruction, and assessment for all the students in the TBE and TPI programs.
Provide consistent opportunities for all students to work on grade-appropriate assignments using the core curriculum, resources, and strategies with frequent checks for understanding
Commit to student-centered, personalized learning that puts every student in the driver’s seat with integration of their needs, strengths and interests into the learning.
Maintain inventory of all instructional materials Maintain accurate and complete records of students' progress and development
Analyze and use assessments that monitor progress to inform and design appropriate response/strategies making adjustments as needed to support students in mastering grade level standards
Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems
Assessing students' progress, expectations, and goals in the bilingual program
Engage in coaching and mentoring opportunities to improve instructional effectiveness
Participate in all required professional development and meetings
Performs other duties and responsibilities as assigned by the Principal
Classroom Culture 10%
Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety
Manage strong classroom procedures, routines, and rituals that maximize learning
Build strong relationships with students, families and colleagues
Communicate effectively and frequently with students and families in their preferred language
Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices
Collaborate with colleagues to support student growth and achievement
Requirements (minimum)
Education: Bachelor's Degree
Qualifications
Valid Professional Educator License or equivalent in state of employment (IL or MI)
Valid Bilingual Spanish Endorsement or equivalent in state of employment (IL or MI)
Spanish Proficient in reading, writing, listening, and speaking
Technology demands:
Ability to review and analyze student and campus data from multiple sources
Proficient with cloud based software solutions (such as GoogleSuite)
Ability to learn digital tools and and programs as needed for the position
Travel as required for training, professional development, and collaboration
Commitment to supporting students’ social, emotional and academic development
Physical demands
Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing
Benefits
25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
12 weeks family paid leave
Comprehensive Healthcare (Medical, Dental, Vision)
403b match
Fully match up to 3%
50% match up to 5%
Professional development including tuition reimbursement
Gym and wellness discounts
And more
Description Disclaimer : Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder's responsibility.
EEO:
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.or g or call 773.828.4191
Jul 19, 2023
Full time
Title: Bilingual Teacher Location: CICS Prairie- 11530 S Prairie Ave, Chicago, IL 60628 Reports To: Principal Salary: Starting at $57,000, commensurate with experience Employee Type: Regular Full Time Start Date: September 2023
The mission of Distinctive Schools, an educational practice leader committed to social justice and the elevation of access and achievement in historically marginalized communities, is to support each child in becoming an engaged and curious learner, a confident self-advocate, and a creative problem-solver by setting high expectations and nurturing a positive culture that honors diversity, collaboration, and optimism.
Position Overview
Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families.
Additionally, the Bilingual Teacher provides personalized academic and language instruction to English Learners in both English and the native language (Spanish), sheltered instruction, English Language Development, and ESL strategies. A Distinctive Schools Bilingual Teacher must be a passionate advocate for biliteracy and demonstrate a commitment to supporting students in their development of the language skills and subject matter needed to be productive classroom citizens.
Responsibilities
Culture
Maintain a student-centered perspective in decision making
Believe that all students can learn and can achieve great things
Contribute to the equity work of the campus and network and engage in culturally responsive decision making
Build and foster a culture of belonging through positive and strong relationships with students, families, and staff
Cultivate a strengths-based, equity focused mindset
Foster positive climate and culture
Serve as a positive role model
Belief that a students’ languages and cultures are a tremendous strength and asset
Preparation, Instruction and Assessment 90%
Implement the DS Model
Administer tests and language assessments for the purpose of evaluating students' language ability
Collaborate and co-teach with classroom teachers on the implementation of the WIDA Standards in daily lessons
Support and assist teachers in analyzing culturally & linguistically diverse (CLD) student work
Provide direct Bilingual and ESL services and instruction to identified students in push-in and pull-out instruction
Develop and deliver lesson plans that utilize appropriate instructional techniques that enable limited English proficient students to overcome barriers that impede equal participation by these students in the district's instructional programs
Adapt curriculum and provide tailored academic instruction in native language to English Learners as appropriate and in alignment with student goals and program model
Deliver strong Instruction where students hold the cognitive lift and do the thinking during the lesson and are deeply engaged in the learning
Utilize a variety of instructional methodologies and curriculum resources geared specifically towards CLD students
Assist and support the administration of the required English Language Proficiency screeners and assessments
Assist with the administration of the ACCESS test and support administration of state required assessments to CLD learners
Collaborate with other classroom instructors to lead the curriculum, instruction, and assessment for all the students in the TBE and TPI programs.
Provide consistent opportunities for all students to work on grade-appropriate assignments using the core curriculum, resources, and strategies with frequent checks for understanding
Commit to student-centered, personalized learning that puts every student in the driver’s seat with integration of their needs, strengths and interests into the learning.
Maintain inventory of all instructional materials Maintain accurate and complete records of students' progress and development
Analyze and use assessments that monitor progress to inform and design appropriate response/strategies making adjustments as needed to support students in mastering grade level standards
Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems
Assessing students' progress, expectations, and goals in the bilingual program
Engage in coaching and mentoring opportunities to improve instructional effectiveness
Participate in all required professional development and meetings
Performs other duties and responsibilities as assigned by the Principal
Classroom Culture 10%
Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety
Manage strong classroom procedures, routines, and rituals that maximize learning
Build strong relationships with students, families and colleagues
Communicate effectively and frequently with students and families in their preferred language
Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices
Collaborate with colleagues to support student growth and achievement
Requirements (minimum)
Education: Bachelor's Degree
Qualifications
Valid Professional Educator License or equivalent in state of employment (IL or MI)
Valid Bilingual Spanish Endorsement or equivalent in state of employment (IL or MI)
Spanish Proficient in reading, writing, listening, and speaking
Technology demands:
Ability to review and analyze student and campus data from multiple sources
Proficient with cloud based software solutions (such as GoogleSuite)
Ability to learn digital tools and and programs as needed for the position
Travel as required for training, professional development, and collaboration
Commitment to supporting students’ social, emotional and academic development
Physical demands
Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing
Benefits
25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
12 weeks family paid leave
Comprehensive Healthcare (Medical, Dental, Vision)
403b match
Fully match up to 3%
50% match up to 5%
Professional development including tuition reimbursement
Gym and wellness discounts
And more
Description Disclaimer : Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder's responsibility.
EEO:
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.or g or call 773.828.4191
Distinctive Schools
3820 N Spaulding Ave, Chicago, IL 60618
Title: Bilingual Teacher Location: 3820 N Spaulding Chicago, IL 60618 Reports To: Principal Salary: Starting at $57,000, commensurate with experience Employee Type: Regular Full Time Start Date: August 2023
Distinctive Schools creates diverse, joyful, welcoming communities rooted in social justice and rigorous learning. We support all learners to be engaged, curious, and to achieve their full potential. Our students become confident advocates, creative problem-solvers, and collaborative leaders.
Position Overview
Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families.
Additionally, the Bilingual Teacher provides personalized academic and language instruction to English Learners in both English and the native language (Spanish), sheltered instruction, English Language Development, and ESL strategies. A Distinctive Schools Bilingual Teacher must be a passionate advocate for biliteracy and demonstrate a commitment to supporting students in their development of the language skills and subject matter needed to be productive classroom citizens.
Responsibilities
Culture
Maintain a student-centered perspective in decision making
Believe that all students can learn and can achieve great things
Contribute to the equity work of the campus and network and engage in culturally responsive decision making
Build and foster a culture of belonging through positive and strong relationships with students, families, and staff
Cultivate a strengths-based, equity focused mindset
Foster positive climate and culture
Serve as a positive role model
Belief that a students’ languages and cultures are a tremendous strength and asset
Preparation, Instruction and Assessment 90%
Implement the DS Model
Administer tests and language assessments for the purpose of evaluating students' language ability
Collaborate and co-teach with classroom teachers on the implementation of the WIDA Standards in daily lessons
Support and assist teachers in analyzing culturally & linguistically diverse (CLD) student work
Provide direct Bilingual and ESL services and instruction to identified students in push-in and pull-out instruction
Develop and deliver lesson plans that utilize appropriate instructional techniques that enable limited English proficient students to overcome barriers that impede equal participation by these students in the district's instructional programs
Adapt curriculum and provide tailored academic instruction in native language to English Learners as appropriate and in alignment with student goals and program model
Deliver strong Instruction where students hold the cognitive lift and do the thinking during the lesson and are deeply engaged in the learning
Utilize a variety of instructional methodologies and curriculum resources geared specifically towards CLD students
Assist and support the administration of the required English Language Proficiency screeners and assessments
Assist with the administration of the ACCESS test and support administration of state required assessments to CLD learners
Collaborate with other classroom instructors to lead the curriculum, instruction, and assessment for all the students in the TBE and TPI programs.
Provide consistent opportunities for all students to work on grade-appropriate assignments using the core curriculum, resources, and strategies with frequent checks for understanding
Commit to student-centered, personalized learning that puts every student in the driver’s seat with integration of their needs, strengths and interests into the learning.
Maintain inventory of all instructional materials Maintain accurate and complete records of students' progress and development
Analyze and use assessments that monitor progress to inform and design appropriate response/strategies making adjustments as needed to support students in mastering grade level standards
Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems
Assessing students' progress, expectations, and goals in the bilingual program
Engage in coaching and mentoring opportunities to improve instructional effectiveness
Participate in all required professional development and meetings
Performs other duties and responsibilities as assigned by the Principal
Classroom Culture 10%
Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety
Manage strong classroom procedures, routines, and rituals that maximize learning
Build strong relationships with students, families and colleagues
Communicate effectively and frequently with students and families in their preferred language
Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices
Collaborate with colleagues to support student growth and achievement
Requirements (minimum)
Education: Bachelor's Degree
Qualifications
Valid Professional Educator License or equivalent in state of employment (IL or MI)
Valid Bilingual Spanish Endorsement or equivalent in state of employment (IL or MI)
Spanish Proficient in reading, writing, listening, and speaking
Technology demands:
Ability to review and analyze student and campus data from multiple sources
Proficient with cloud based software solutions (such as GoogleSuite)
Ability to learn digital tools and and programs as needed for the position
Travel as required for training, professional development, and collaboration
Commitment to supporting students’ social, emotional and academic development
Physical demands
Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing
Benefits
25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
12 weeks family paid leave
Comprehensive Healthcare (Medical, Dental, Vision)
403b match
Fully match up to 3%
50% match up to 5%
Professional development including tuition reimbursement
Gym and wellness discounts
And more
Description Disclaimer : Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder's responsibility.
EEO:
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.or g or call 773.828.4191
Jul 19, 2023
Full time
Title: Bilingual Teacher Location: 3820 N Spaulding Chicago, IL 60618 Reports To: Principal Salary: Starting at $57,000, commensurate with experience Employee Type: Regular Full Time Start Date: August 2023
Distinctive Schools creates diverse, joyful, welcoming communities rooted in social justice and rigorous learning. We support all learners to be engaged, curious, and to achieve their full potential. Our students become confident advocates, creative problem-solvers, and collaborative leaders.
Position Overview
Distinctive teachers cultivate a love for learning in every student through strong relationships, high expectations, and a belief that all students can achieve great things in school and beyond. Teachers have a laser focus on instruction that engages learners and provides multiple opportunities for application of learned content. All teachers engage in individual and team deep intellectual preparation and lesson plans aligned to grade-level standards that use the core curriculum. Checks for understanding, student work, and assessments are used to make real-time and planned adjustments and deep review of student work to address gaps in instruction. Teachers have strong content knowledge in the subject-matter they teach in order to recognize, understand and respond to the content problems. At Distinctive, teachers grow through cycles of practice, feedback, practice, and feedback. Teachers build classroom communities with strong routines, rituals, and management practices that maximize time for instruction. Teachers maintain effective and ongoing communication on progress with students and families.
Additionally, the Bilingual Teacher provides personalized academic and language instruction to English Learners in both English and the native language (Spanish), sheltered instruction, English Language Development, and ESL strategies. A Distinctive Schools Bilingual Teacher must be a passionate advocate for biliteracy and demonstrate a commitment to supporting students in their development of the language skills and subject matter needed to be productive classroom citizens.
Responsibilities
Culture
Maintain a student-centered perspective in decision making
Believe that all students can learn and can achieve great things
Contribute to the equity work of the campus and network and engage in culturally responsive decision making
Build and foster a culture of belonging through positive and strong relationships with students, families, and staff
Cultivate a strengths-based, equity focused mindset
Foster positive climate and culture
Serve as a positive role model
Belief that a students’ languages and cultures are a tremendous strength and asset
Preparation, Instruction and Assessment 90%
Implement the DS Model
Administer tests and language assessments for the purpose of evaluating students' language ability
Collaborate and co-teach with classroom teachers on the implementation of the WIDA Standards in daily lessons
Support and assist teachers in analyzing culturally & linguistically diverse (CLD) student work
Provide direct Bilingual and ESL services and instruction to identified students in push-in and pull-out instruction
Develop and deliver lesson plans that utilize appropriate instructional techniques that enable limited English proficient students to overcome barriers that impede equal participation by these students in the district's instructional programs
Adapt curriculum and provide tailored academic instruction in native language to English Learners as appropriate and in alignment with student goals and program model
Deliver strong Instruction where students hold the cognitive lift and do the thinking during the lesson and are deeply engaged in the learning
Utilize a variety of instructional methodologies and curriculum resources geared specifically towards CLD students
Assist and support the administration of the required English Language Proficiency screeners and assessments
Assist with the administration of the ACCESS test and support administration of state required assessments to CLD learners
Collaborate with other classroom instructors to lead the curriculum, instruction, and assessment for all the students in the TBE and TPI programs.
Provide consistent opportunities for all students to work on grade-appropriate assignments using the core curriculum, resources, and strategies with frequent checks for understanding
Commit to student-centered, personalized learning that puts every student in the driver’s seat with integration of their needs, strengths and interests into the learning.
Maintain inventory of all instructional materials Maintain accurate and complete records of students' progress and development
Analyze and use assessments that monitor progress to inform and design appropriate response/strategies making adjustments as needed to support students in mastering grade level standards
Assess students daily, weekly, and at the ends of units and analyze assessment data through campus and network wide systems
Assessing students' progress, expectations, and goals in the bilingual program
Engage in coaching and mentoring opportunities to improve instructional effectiveness
Participate in all required professional development and meetings
Performs other duties and responsibilities as assigned by the Principal
Classroom Culture 10%
Maintain an organized and welcoming environment that provides students with a sense of belonging, joy, hope, and safety
Manage strong classroom procedures, routines, and rituals that maximize learning
Build strong relationships with students, families and colleagues
Communicate effectively and frequently with students and families in their preferred language
Has a mindset of using restorative justice approach with discipline and behavior management in alignment with campus and network practices
Collaborate with colleagues to support student growth and achievement
Requirements (minimum)
Education: Bachelor's Degree
Qualifications
Valid Professional Educator License or equivalent in state of employment (IL or MI)
Valid Bilingual Spanish Endorsement or equivalent in state of employment (IL or MI)
Spanish Proficient in reading, writing, listening, and speaking
Technology demands:
Ability to review and analyze student and campus data from multiple sources
Proficient with cloud based software solutions (such as GoogleSuite)
Ability to learn digital tools and and programs as needed for the position
Travel as required for training, professional development, and collaboration
Commitment to supporting students’ social, emotional and academic development
Physical demands
Occasional lifting, carrying, pushing, and/or pulling; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 10% sitting, 50% walking, and 40% standing
Benefits
25+ Paid holidays & 10 days PTO annually (in addition to summer break for educators/campus positions)
12 weeks family paid leave
Comprehensive Healthcare (Medical, Dental, Vision)
403b match
Fully match up to 3%
50% match up to 5%
Professional development including tuition reimbursement
Gym and wellness discounts
And more
Description Disclaimer : Since no job description can detail all the duties and responsibilities that may be required from time to time in the performance of a job, duties and responsibilities that may be inherent in a job, reasonably required for its performance, or required due to the changing nature of the job shall also be considered part of the jobholder's responsibility.
EEO:
Distinctive Schools is an equal opportunity employer and does not discriminate against any employee or applicant for employment on the basis of race, color, religion, sex, gender, national origin, age, disability, veteran status, marital status, sexual orientation, gender identity, gender expression, or any other personal characteristic protected by applicable law.
Distinctive Schools is committed to the full inclusion of all qualified individuals. In keeping with our commitment, Distinctive Schools will take the steps to assure that people with disabilities are provided reasonable accommodations. Accordingly, if reasonable accommodation is required to fully participate in the job application or interview process, to perform the essential functions of the position, and/or to receive all other benefits and privileges of employment, please contact talent@distinctiveschools.or g or call 773.828.4191