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If you are a current University of Northern Iowa employee and would like to apply for this position, login to UNI Works and type "Find Jobs" in the search bar to view and apply for open positions. Full Consideration Date: 10/25/2025 Job Description: The University of Northern Iowa's Department of Literacy, Early Childhood and Special Education (LESE) seeks applications for a tenure-track Assistant Professor of Literacy Education with a strong emphasis on elementary literacy, particularly with linguistically, culturally, and economically diverse students. We seek demonstrated expertise in one or more of the following areas: supporting multilingual learners' literacy development, methods of teaching literacy and literacy assessment. The position will start in August 2026. Responsibilities include teaching undergraduate and graduate (MAE and Ed.D.) courses in a teacher preparation program for elementary education; engaging in scholarship and publication; participating in department/university initiatives; developing curriculum and engaging in innovative practice; contributing to a collegial team environment; advising graduate students; and serving on masters/doctoral-level committees. Required Qualifications: Earned doctorate in Elementary Education, Reading or Literacy Education, or a closely related field by the start date; well-developed ease with digital communications, teaching tools, online and face-to-face methods of instruction; excellent interpersonal skills; experience developing research agenda and potential for scholarly productivity; and demonstrated experience as an educator required. Preferred Qualifications: Willingness to partner with educators and preservice teachers in local school environments through applied practice and/or supervision; experience with successful design/delivery of online and face-to-face undergraduate/graduate instruction; experiences targeting traditional and non-traditional university students; and experience with a range of literacy approaches and current research preferred. UNI's Literacy Education faculty work and publish collaboratively and offer innovative doctoral, master's, and undergraduate educational programs. Literacy coursework is offered in various formats including: face-to-face campus-based, professional development school (PDS) based, and online synchronous and asynchronous instruction to extend access to programs for students across Iowa, the US, and internationally. Literacy Education is housed within the Literacy, Early Childhood and Special Education (LESE) department in the College of Education. The COE supports partnerships with community colleges to support students beginning their degree at the high school and community college and finishing at UNI. The COE offers a paraeducator-to-teacher apprenticeship program leading to elementary and special education licensure in partnership with Iowa school districts. For more information, please contact Lori Norton-Meier, Search Committee Chair, at 319-273-2053 or email at lori.norton-meier@uni.edu. Pre-employment background checks required. Position Details: Job Category: Faculty Type of Position: Tenure Track Service Schedule: Academic Year Application Instructions: All application materials received by October 25, 2025, will be given full consideration. To apply for this position, please click on "Apply" and complete the Employment Application. The following materials must be attached when applying: 1) Curriculum Vita 2) Cover Letter You will be presented with the opportunity to attach multiple documents when completing the application. Before submitting your online job application, make sure that all required materials listed above have been uploaded. Once your job application has been submitted, you cannot make changes. If you have questions regarding this application process, please email careers-support@uni.edu or call 319-273-2422. Iowa enjoys a lower cost of living than many other states. See how the Waterloo-Cedar Falls area compares by utilizing the cost of living calculator. Our overall compensation package is enhanced by excellent benefits for eligible non-temporary positions. To learn more about the vibrant Cedar Valley community, visit https://livethevalley.com/ . If you would like general assistance with the application process or an accommodation due to a disability, please contact Human Resource Services at hrs-employment@uni.edu or call (319) 273-2422. All offers of employment are contingent upon a background check that includes a review of conviction history. A conviction does not automatically preclude University employment. Rather, the University considers conviction information on a case-by-case basis and assesses the nature of the offense, the circumstances surrounding it, the proximity in time of the conviction, and its relevance to the position. UNI is an Equal Opportunity/Affirmative Action employer. The University encourages applications from persons of color, women, individuals living with disabilities, and protected veterans. All qualified applicants will receive consideration for employment without regard to age, color, creed, disability, ethnicity, gender identity, genetic information, marital status, national origin, political affiliation, pregnancy, race, religion, sex, sexual orientation, veteran or military status, or any other basis protected by federal and/or state law. Campus Security & Crime Statistics, in compliance with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, information on crime statistics for recent years, Public Safety personnel and programs, building access, reporting crimes, safety suggestions, and policies, programs, and services regarding alcohol, drugs, and sexual abuse, is available in the UNI Annual Security and Fire Report. A paper copy is available from the Department of Public Safety, 030 Gilchrist Hall, University of Northern Iowa, Cedar Falls, IA 50614. Department of Public Safety, 030 Gilchrist Hall, University of Northern Iowa, Cedar Falls, IA 50614. Privacy Statement | Equal Opportunity and Non-Discrimination Statement | Federal EEO Rights | E-Verify | Policies and Procedures | Tobacco Free Campus

At Rocketship Public Schools, we believe in the infinite possibility of human potential. We believe that every student deserves the right to dream, to discover, and to develop their unique potential. And it is our responsibility and our privilege to unleash the potential inside every Rocketeer we serve. Our non-profit network of public elementary charter schools propels student achievement, develops exceptional educators, and partners with parents who enable high-quality public schools to thrive in their community. We are a collective of parents, teachers, leaders, and students working together to transform the future for underserved communities across our country. At Rocketship Public Schools, we are unleashing potential. The Position The Paraprofessional will be responsible for providing individual and small group instruction for students with both special and typical learning needs in the general education environment including, but not limited to: the classroom, recess, and lunch area. The Paraprofessional will work under the supervision of a certificated Education Specialist who will provide weekly oversight, training and direction. Essential Functions: Under the direction of the special education case manager, implement individual and small group instruction for students with special education needs Collaborate with students' case managers to assess student progress towards goals on a consistent basis; communicate student progress with case managers and general education teachers Implement behavior management strategies during small group and individual instruction in order to support student engagement Support the implementation of behavior intervention plans that have been developed by students' case managers; Record data for individualized instructional programs and positive behavior support plans. Qualifications: A team player who is detail-oriented, resourceful and able to manage his/her responsibility with confidence and discretion Comfort in a start-up environment with flexibility Interpersonal skills using tact, patience and courtesy Passion for working with young children At least 2 years of college or passing score on Rocketship's Paraprofessional Assessment required Experience working with students with disabilities desired $21.50 - $25.50 an hour 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 position. Reasonable accommodations may be made to enable individuals with disabilities to perform the functions. While performing the duties of this position, the employee is regularly required to talk, hear, and communicate with both adults and children. The employee frequently is required to use hands or fingers, handle or feel objects, tools, or controls. The employee is frequently required to stand; walk; sit; and reach with hands and arms. The employee must occasionally lift and/or move up to 50 pounds and occasionally climb ladders. Specific vision abilities required by this position include close vision, distance vision, and the ability to adjust focus. The noise level in the work environment is moderate to high. Compensation: Commensurate with qualifications and experience. Rocketship Public Schools provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, gender, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty, or status as a covered veteran in accordance with applicable federal, state and local laws. Rocketship Public Schools complies with applicable state and local laws governing non-discrimination in employment in every location in which the company has facilities. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. Rocketship Public Schools expressly prohibits any form of unlawful employee harassment based on race, color, religion, gender, sexual orientation, national origin, age, genetic information, disability, or veteran status. Improper interference with the ability of Rocketship Public Schools' employees to perform their expected job duties is absolutely not tolerated. Click here for our Sexual Harassment Policy and here for our Title IX Policy. For questions, concerns, or complaints, please contact Equity/Discrimination Title IX Compliance Officer, Kenzie Kilb. Email: kkilb@rsed.org. Address: 350 Twin Dolphin Drive, Suite 109, Redwood City, CA 94065. Phone: 877-806-0920 ext. 115.

Crescent City Schools is seeking a full-time (10-month) Special Education PreK Teacher experienced in working with students with autism spectrum disorder (ASD) and other related disabilities to provide an individualized, supportive learning environment. This role involves adapting lesson plans, implementing evidence-based instructional strategies, and working closely with other educators, specialists, and families to meet the unique needs of each student. The Constellations Program's special education teacher will report to the Director of The Constellations Program. Our Special Education PreK Teachers impact students' lives by: Achieving significant improvement in the academic performance of students with exceptionalities Providing instruction in small and large groups Developing IEPs to promote students' academic, physical, and social development Developing FBAs and BIPs as needed to address students' behavioral and social needs Communicating with parents/guardians about student progress Quickly implementing feedback and goal-setting into lesson delivery Collaborating with teammates in grade-level and subject-level teams Participating in the life of the school, including student activities and events Using data to track student achievement and to constantly improve practice Participating in daily, weekly, and quarterly meetings about student achievement Embodying, advocating, and operationalizing the mission, vision, and direction of the school Taking on other tasks as needed What We Offer: Click here for more information about our innovative compensation system. This role may be on the Lead Scale or the Associate Scale (depending on the applicant's experience and qualifications). It may include bumps for taking on leadership responsibilities, summer work, doing work outside of your regular duties, or longevity with CCS. Click here for more information about our award-winning benefits package, which includes fully-paid health insurance, immediate 4% 401k match, employer-paid mental health services, and generous leave policies. Apply now if you: Believe in the mission and values of Crescent City Schools Believe in the unlimited potential of each child Have an outstanding record of leading academic achievement Inspire your students and colleagues Have a BA or BS Degree (preferred) Possess Louisiana Teacher Certification in Special Education and Early Childhood Ancillary Certificate (or equivalent certification in another state) or are currently enrolled in an Alternative Teaching certification program. Physical Requirements Regularly required to sit, stand, walk, talk, hear, operate a computer and other office equipment, reach with hands and arms, and must occasionally lift and/or move up to 10 pounds This is an in-person role About Crescent City Schools Crescent City Schools is a nonprofit Charter Management Organization whose mission is to support and develop open-enrollment charter schools that raise student achievement and prepare students for college. Crescent City Schools currently operates three PreK-8th grade open-enrollment charter schools: Harriet Tubman and Dorothy Height Charter Schools on the West Bank and Mildred Osborne Charter School in the Kenilworth neighborhood. Our organization creates life-changing educational experiences for students and, through this work, transforms a city. At Crescent City Schools, we believe in inspiring people. And we firmly believe our success is driven by dedicated and talented employees. Crescent City Schools is committed to attracting and retaining the best professionals in education with an array of backgrounds, experiences, and perspectives. About The Constellations Program The Constellations Program is a PreK through 4th-grade school setting for students with low-incidence disabilities. At Constellations, we prepare students to achieve their highest independent level of functioning. The Constellations Program will support students in meeting their functional skill needs as well as the academic skills aligned to the LEAP Connect. While this program is geared primarily towards students with Autism, it is open to other students with limited to no verbal skills, intellectual impairments, and similar exceptionalities.

Apply Description Employment Status: Full-Time FLSA Status: Exempt (Salaried) Schedule: ex: Monday- Thursday, Sunday 8 am- 5pm / 40 hours per week Reports to: Director of Parish Operations Full-Time Benefits may include: Paid Holidays/Holy Days 403b Retirement 401 (a) Pension Plan Medical, Dental, Vision, Life Employee Assistance Program Short-term/Long-term Disability Benefits may vary based on employment status and location. Summary The Director of Religious Education OR Director of Faith Formation will lead the children's and adult religious education program in fulfillment of the catechetical mission of the parish. This position will supervise and work with volunteers to coordinate healthy religious programs. The DRE designs, develops, directs, and evaluates a total parish catechetical program and provides leadership to assist parish community in building a solid foundation for spirituality, Christian living, ministry, and outreach. Responsibilities *Oversees parish religious education program and organizes resources in religious education for the pastor *Oversees curriculum planning and the selection of texts from Kindergarten through high school as well as adult programs. *Schedules Interviews with parents/family before start of Faith Formation program for children receiving the Sacraments of First Reconciliation, First Eucharist, and Confirmation *Coordinates Family retreats with approval of the pastor *Coordinates OCIA program with Adults and Children *Creates and maintains religious education programs' calendar *Oversees the registration process, including Religious Education Program on Sundays *Provides appropriate environments for catechetical and spiritual growth *Ensures proper supervision of indoor and outdoor facilities during program times *Creates handbooks and other communications for youth, parents and catechists *Oversees Faith Formation activities ensuring they correspond with the activities of the parish. *Recruits and supervises catechists and volunteers ensuring on-going development opportunities *Assists each catechist in establishing and implementing their plan for diocesan catechist formation and maintains catechist records *Works with the Diocesan Department of Catholic Formation and represents the parish at various meetings and conferences pertaining to religious education and/or administrative development *Ensures that the Safe Environment requirements, policies, and mandates for the Parish Faith Program are in compliance with Office for Child and Youth Protection. *Meets with the pastor regularly to discuss matters relating to the Parish Faith Formation and sacramental preparation *Plan and organize the entire year of the Parish Faith Formation Program in accordance with the solemnities of the Parish/Catholic Church. Important: Five topics: Sacred Scripture plus the four "pillars" of the Catechism of the Church: Creed, Liturgy and Sacraments, Christian Morality, and Prayer *Schedules at the pastor's directive dates for First Reconciliation retreat for Penance and First Holy Communion, First Penance and First Holy Communion Schedules and coordinates the sacramental meetings for parents for the Sacraments Cooperates with parish staff members in developing and implementing parish programs and use of the facilities. *Creates and monitors an annual budget, in consultation with Director of Parish Operations and Bookkeeper. Evaluates the programs to determine strengths, areas of improvement and future needs All other duties as assigned Additional Responsibilities Supervision of Seminarians (Place of training in the parish) Responsible for Religious Ed. Data Base Inventory of the Faith Formation Office (books, items, etc....) at the end of the year Essential Functions Requirements Minimum Qualifications Education Bachelor's degree in religious education, religious studies or another relevant field. Experience Possesses several years of teaching experience Active member in a Roman Catholic Church required Knowledge of group dynamics and the ability to establish and maintain effective working relationships with diverse individuals and groups Ability to communicate effectively both orally and in writing with staff, parishioners, and the public Minimum Knowledge and Skills Must be a practicing Catholic and active in the parish; must work well with people of all walks of life Experience in multicultural education and culturally-responsive practices in the classroom and commitment to anti-racism Mission-focused Interpersonal skills, ability to relate well with a wide range of children, youth and adults. Flexible team player, able to work collaboratively with teams of lay leaders and other staff members Excellent communication skills, ability to effectively present information and respond to questions from customers, and the general public Excellent organizational skills and attention to detail Ability to manage a budget Ability to work a flexible work week including Sundays and some evenings. Ability to read, analyze, and write reports, business correspondence and procedure manuals Ability to maintain confidentiality Ability to solve practical problems and interpret instructions furnished in writing or orally Ability to adapt to changing schedules or routines This is not necessarily an exhaustive list of all responsibilities, skills, duties or working conditions associated with the job. While this is intended to be an accurate reflection of the current job, management reserves the right to revise as needed. The Archdiocese of San Antonio is an Equal Opportunity Employer.

This is a PART TIME position up to 29 hours a week. ABOUT ASPIRE Aspire Public Schools operates a network of high-performing, college preparatory charter schools serving TK-12 scholars in communities across California. Founded in 1998-in an effort to transform the inequitable racial, social, and gender outcomes that our communities persist through-Aspire is one of the largest and most forward-thinking open-enrollment public charter school systems in the nation. Our purpose is to prepare our scholars for success in college, career, and life. At Aspire, we set a foundation for our scholars to gain knowledge, skills, and power to access and make choices for their families and post-secondary lives. Every day, our community of students, families, teachers and staff comes together to learn, work, and play in an environment grounded in our values of Bienestar (Well-Being), Culture of Belonging, Community Partnership, Agency & Self-Determination, and Joy. JOB SUMMARY The Instructional Aide assists individual student's and/or groups of students by providing a high quality, personalized education program, per Individualized Education Plans (IEPs), under the direction of the Special Education Teacher, General Education teacher/s and/or Speech & Language Pathologist, while upholding the core values of Aspire Public Schools. ESSENTIAL FUNCTIONS Provide services, supports and interventions directly to students, under the guidance and daily supervision of the Special Education teacher/s. Implement the IEP with fidelity (i.e. provide 1:1 support to student in classroom, support student/s with toileting needs, assist with health-related needs (g-tube, feeding, administration of medication) (under supervision of school nurse) and assist with the physical needs of students (lifting/ assisting with mobility, implementing student stretching/exercise routines.) Implement and progress monitor behavior intervention plans in accordance with the IDEA. Assist Special Education teacher/s in supporting students with Individual Education Plans (IEPs) within the school setting. Consistently track, per the benchmark dates in the IEP goal/s and input data for individual students. Create and implement instructional materials that are accommodated/modified for individualized students. Regularly collaborate with members of the IEP team (GE teacher, Education Specialist, Speech and Language Pathologist, Instructional Aides, Administrators, Program Specialist and Other Service providers.) For students with Behavior Supports and Services: Collaborate with members of the IEP team (GE teacher, Education Specialist, Speech and Language Pathologist, Instructional Aides, Administrators, Program Specialist and Other Service providers) to ensure Behavior Intervention Plans are implemented with fidelity. Provide support to students receiving mental health services that require behavioral support, per Individual Education Plans. Implement student responsibility and monitoring plan/s to facilitate student independence. Teach student/s behavior strategies per the Behavior Intervention Plan. Implement de-escalation techniques, including Crisis Prevention Intervention strategies. Demonstrate knowledge of, and support, Aspire Public Schools mission, vision, value statements, standards, policies and procedures, operating instructions, confidentiality standards, and the code of ethical behavior. Perform other related duties as required and assigned QUALIFICATIONS: Competencies Knowledge of child cognitive development and different learning styles Familiarity with students that demonstrate extensive needs. Ability and willingness to implement students' individualized education programs Ability and willingness to reflect and improve on practice Flexibility and ability to adapt to changing conditions; ability and good judgment to take initiative to modify activities Ability to maintain confidentiality Belief in inclusion and Aspire's Equity Belief Statements and demonstrates high expectations for students with diverse learning needs Minimum educational level: Associate's degree or successful completion of 48 units of college credit or passing of Paraprofessional Test Bachelor's degree in Education, Teaching, or related field preferred Experience preferred: 1+ year working with students in special education with moderate / severe needs or students from urban communities in an educational setting Physical requirements: Moving self in different positions to accomplish tasks in various environments including tight and confined spaces. Remaining in a stationary position, often standing or sitting for prolonged periods. Moving about to accomplish tasks or moving from one worksite to another. Assessing the accuracy, neatness and thoroughness of the work assigned. Communicating with others to exchange information. Repeating motions that may include the wrists, hands and/or fingers. Work authorization requirements: Clear the Department of Justice background screening Authorized to work in the United States Provide health (TB) clearance (most update every four years) WORK ENVIRONMENT The work environment characteristics are representative of those in a normal office, classroom/school setting which one might encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. COMPENSATION Aspire offers its employees a competitive salary and benefits, including paid time off, 100% core health benefits coverage, life insurance/long-term disability, participation in a CA state retirement plan, tuition reimbursement plan, and adoption assistance program. Hourly Range: $22.86- $33.30 based on years of experience for this role. #linkedineducators

Imagine how your ideas and expertise can change a patient's life. We generate extensive clinical evidence to demonstrate the effectiveness and safety of our innovations and how our products transform patients' lives. As part of our Clinical Affairs team, you'll hone your scientific curiosity and passion for evaluating data to increase access to pioneering technologies for patients in need. In close partnership with principal investigators, dedicated medical professionals, patient advocacy groups, and regulatory authorities, you will drive the evidence needed to optimize patient outcomes. Many structural heart patients suffer from heart failure with limited options. Our Implantable Heart Failure Management (IHFM) team is at the forefront of addressing these unmet patient needs through pioneering technology that enables early, targeted therapeutic intervention. Our innovative solutions are not just transforming patient care but also creating a unique and exciting environment for our team members. It's our driving force to help patients live longer and healthier lives. Join us and be part of our inspiring journey. You will make an impact by: Pre-Procedural, Intra-Procedural, Post-Procedural Case Support Represent the Clinical Affairs Research Team during clinical trial cases with investigating physicians, hospital staff and clinical research coordinators by providing on-site, real-time guidance during clinical trial implants, including contingency planning to address unforeseen occurrences in support of assigned clinical investigations Provide education on all aspects of the device, device handling, implantation and troubleshooting techniques related to equipment, tools and products required for device implants Document procedural case observations for insights in investigating post procedural events Education Support Develop and continuously improve training curriculum, training materials and training tools, based on clinical trial experience Educate and train physicians, hospital personnel and hospital staff on technical matters related to investigational products and procedures through conducting and/or coordinating one-on-one ad hoc training sessions and in-service structured education programs Throughout clinical investigations, provide physicians and medical staff with required follow-up support to ensure continuity of education and technical support related to all aspects of clinical research Assist in Clinical Monitoring activities Ensure device accountability by tracking the location of all clinical trial devices. Manage inventory to include par levels, expiration dates, and initiate shipments and returns of investigational products according to regulatory and company guidelines Collaborate with product development teams to provide feedback on device iterations and new device development What you will need (Required): Bachelor's Degree or equivalent A minimum of 3 years clinician experience in intra-operative procedures acquired from Registered Nursing Degree curriculum (RN), or in positions such as Radiologic Technologist (RT), Operating Room Technician (ORT), or Cardiovascular Technician (RCIS) or related medical device, clinical, or Certification in RDCS (Registered Diagnostic Cardiac Sonographer) within ARDMS (American Registry for Diagnostic Medical Sonography) OR equivalent experience Ability to travel up to 75% What else we look for (Preferred): Experience in interventional cardiology, cardiothoracic surgery, hemodynamic monitoring technology Knowledge and understanding of cardiovascular science Moderate understanding of medical device regulatory requirements and documents, device accountability and adverse events reporting Aligning our overall business objectives with performance, we offer competitive salaries, performance-based incentives, and a wide variety of benefits programs to address the diverse individual needs of our employees and their families. The base pay range for this position is $108,000 to $153,000 (highly experienced). The pay for the successful candidate will depend on various factors (e.g., geographic location, qualifications, education, prior experience). Applications will be accepted while this position is posted on our Careers website. Edwards is an Equal Opportunity/Affirmative Action employer including protected Veterans and individuals with disabilities. COVID Vaccination Requirement Edwards is committed to protecting our vulnerable patients and the healthcare providers who are treating them. As such, all patient-facing and in-hospital positions require COVID-19 vaccination. If hired into a covered role, as a condition of employment, you will be required to submit proof that you have been vaccinated for COVID-19, unless you request and are granted a medical or religious accommodation for exemption from the vaccination requirement. This vaccination requirement does not apply in locations where it is prohibited by law to impose vaccination.

Apply Job Type Full-time Description $1,000 Sign-On Bonus Available! SUMMARY OF POSITION The Special Education Teacher provides direct services to students based on their individualized education plan (IEP); consults with other professionals; discusses progress with parents and teachers; plans, delivers, and evaluates instructional outcomes; and provides instruction through an inclusion model and/or small group pull-out. The teacher understands and promotes the school's mission, vision, values, and key goals both within and outside of the immediate school community. DUTIES AND RESPONSIBILITES Essential functions: Confers with teachers concerning programs and materials to meet the individual needs of the students. Collaborates with Lead teachers to incorporate accommodations to the curriculum. Helps to develop and implement lesson plans. Assists students in completing classroom assignments, homework, and projects. Coordinates and provides necessary and appropriate services for students. Guides and reinforces students' understanding of classroom rules and procedures. Writes (and updates) goals and objectives for IEPs. Organizes and leads IEP meetings and provides necessary documentation. Administers and interprets individual formal and informal assessments. Documents student achievement and progress toward their objectives and goals. Provides progress reports and timely communication with parents/guardians. Establishes relationships and maintains regular communication with parents regarding their child's specific needs and accomplishments. Maintains all required paperwork to ensure compliance with federal and state regulations. Provides model of exemplary conduct for students. Promotes community through attendance and participation in school events that occur after the school day (e.g. All-School Picnic, Open House, Winter Celebration, Cultural Celebration, Annual Meeting, etc.). General Responsibilities: Adheres to and supports the mission of MJ Care, Inc. Understands, adheres to, and upholds the vales of MJ Care, Inc. Understands, adheres to, and upholds the Code of Conduct for MJ Care, Inc. Promotes continuous process improvements. Delivers service aligned with department guiding principles. Responsible for always maintaining strict confidentiality of information and records. Displays commitment to continuous learning, including professional development as well as sharing information and learning with other team members. Maintains compliance with TB, and flu, and COVID vaccine requirements for MJ Care and assigned school. Requirements QUALIFICATIONS Education: Wisconsin Special Education Teaching Certification. Mandatory Child Abuse Reporting Certification required before first day with students. CPR Certification preferred Additional, ongoing professional development. Experience: 1+ years of experience working in a school setting preferred Experience with the needs of a diverse student population (preferred) Knowledge, Skills, and Abilities: Proficient computer skills including Microsoft Office and billing software. Ability to use electronic medical records systems accurately and efficiently. Strong communication skills including concentration, ability to learn, and good listening. Must be dependable, punctual and have a good attendance record. Accurate problem solving, organization, attention to detail, and math skills. Ability to interact in a personal and professional manner with students, parents, health care professionals and other staff members. Ability to work as a collaborative team member. Must maintain confidentially. Knowledge of and ability to employ good and safe health care practices. Attend career development/training as needed. LEVEL I ACCESS Protects access of Personal Health Information specific to the patients assigned to them for the purposes of screening, consultations, evaluations, mandatory site-specific meetings, chart audits, payment and health care operations and therapy. PHYSICAL REQUIREMENTS & WORKING CONDITIONS While performing the duties of this job, the associate is frequently required to talk and hear; stand and walk; bend and/or kneel; squat, balance, and/or crawl; reach above shoulder level; push, pull, and/ or twist up to 75lbs; walk up/down stairs; lift and /or carry up to 50lbs; and use fine dexterity. Specific vision abilities required by this job include being able to read documents, read computer screen, and observe students and work space. Specific hearing abilities required by the job include being able to hear in a moderately lead work environment (open area with multiple people conversing). Job includes risk of biohazard (i.e. blood borne pathogen). Works in limited space with equipment or exposed to equipment not conducive to pacemakers. Job requires use of protective equipment including but not limited to gown, gloves, and face protection.

Established in 1998 with 97 students, CCCS has steadily increased to more than 4,000 students in grades K-8 across 12 state-of-the-art buildings on four campuses. The school is a true community success story that has transformed the lives of thousands of students and their families, while breathing life back into a city that was once one of Philadelphia’s most vibrant manufacturing suburbs. Job Summary: Plans and teaches his/her subject area, following scope and sequence of all courses. Provides instruction to students in a variety of planned topics. Provides the use of real life applications and simulates to instruct students in the analysis and interpretation of materials being presented. Implements the school's mission to empower students as learners. To do this she/he must determine where each student stands in relation to the curriculum, assess the students learning potential, and match methods of instruction to the student's individual learning style in order to assist the student in making expeditious progress through the curriculum. In addition, the teacher is responsible for maintaining a well-managed, orderly, positive, classroom environment conducive to learning. Essential Functions: Develops daily and unit lesson plans and a scope and sequence that are thoughtful, goal-oriented and aligned with curriculum and integrate technology; maintains pace of learning and provide opportunities for student differences; and check for student understanding and convey appropriately high expectations for students Carefully plans for substitute teachers when unable to attend school and relates lessons to the state content standards in the core content areas as well as in specific content area Creates and maintains a classroom environment to encourage all students to be engaged and work toward meeting the standards; maintains accurate, thorough records of student achievement and behavioral performance; and completes progress and grade reports promptly and as scheduled using automated systems Promotes a high rate of student interest and provide prompt and specific feedback in a constructive manner and opportunities for active participation; demonstrates fairness and consistency in dealing with students; and speak and write clearly, correctly, and at an appropriate level for student understanding Complies with policies, regulations and procedures of CCCS; communicates effectively with parents and work collaboratively with staff Displays high-level professional conduct and image at all times; establish and maintain an acceptable attendance record; and participates in extra-curricular activities and/or leadership roles outside the classroom Continues to grow as a professional educator with classes/workshops for professional development in specific areas of interest and/or need and coaching and feedback from administrators and peers Performs other related duties as assigned Minimum Requirements: Bachelor’s Degree in Education from an accredited college or university Pennsylvania Criminal Record Check Clearance Pennsylvania Child Abuse Clearance FBI Criminal Background Clearance Certificates/Licenses: Valid Commonwealth of Pennsylvania Instructional Certificate I, preferably Instructional Certificate II Demonstrated Knowledge of: Mastery of the necessary content knowledge and skills to successfully teach assigned content area(s) and grade level(s) and deliver exceptional standards-based instruction in assigned content area(s) and grade level(s) that ensures academic growth for all students, including those with special needs Proficiency in automated student information systems for progress and grade reporting and class work documentation and ability to integrate technology into instructional delivery Exceptional classroom management, organization, planning, instructional delivery, leadership, and technical skills and the ability to utilize differentiated instructional methods to engage students in positive learning experiences The principles, practices and methods of grade level education Subject-specific expertise The contents, materials, methodologies and practices utilized within education at the respective grade level, with an emphasis toward enrichment education Positive Behavior Intervention and Support (PBIS) Response to Instruction and Intervention (RTII) Critical thinking methodologies and problem-solving techniques Interstate Teacher Assessment and Support Consortium (InTASC) standards Demonstrated Ability to: Motivate and build relationships with students and parents to promote student achievement and strengthen community partnerships Assess students’ needs and learning styles and to design appropriate differentiated instruction to meet their needs Use and apply simulations and technological innovations in the classroom in pursuit of instructional strategies Facilitate inquiry-based learning as well as whole class, small group and individual instruction, driven by student needs Communicate effectively, both orally and in writing Establish and maintain effective working relationships with faculty, administrators, supportive staff, parents and students Note: CCCS has the exclusive right to alter this job description at any time. This job description is not an employment agreement or contract.

Imagine how your ideas and expertise can change a patient's life. We generate extensive clinical evidence to demonstrate the effectiveness and safety of our innovations and how our products transform patients' lives. As part of our Clinical Affairs team, you'll hone your scientific curiosity and passion for evaluating data to increase access to pioneering technologies for patients in need. In close partnership with principal investigators, dedicated medical professionals, patient advocacy groups, and regulatory authorities, you will drive the evidence needed to optimize patient outcomes. Many structural heart patients suffer from heart failure with limited options. Our Implantable Heart Failure Management (IHFM) team is at the forefront of addressing these unmet patient needs through pioneering technology that enables early, targeted therapeutic intervention. Our innovative solutions are not just transforming patient care but also creating a unique and exciting environment for our team members. It's our driving force to help patients live longer and healthier lives. Join us and be part of our inspiring journey. You will make an impact by: Pre-Procedural, Intra-Procedural, Post-Procedural Case Support Represent the Clinical Affairs Research Team during clinical trial cases with investigating physicians, hospital staff and clinical research coordinators by providing on-site, real-time guidance during clinical trial implants, including contingency planning to address unforeseen occurrences in support of assigned clinical investigations Provide education on all aspects of the device, device handling, implantation and troubleshooting techniques related to equipment, tools and products required for device implants Document procedural case observations for insights in investigating post procedural events Education Support Develop and continuously improve training curriculum, training materials and training tools, based on clinical trial experience Educate and train physicians, hospital personnel and hospital staff on technical matters related to investigational products and procedures through conducting and/or coordinating one-on-one ad hoc training sessions and in-service structured education programs Throughout clinical investigations, provide physicians and medical staff with required follow-up support to ensure continuity of education and technical support related to all aspects of clinical research Assist in Clinical Monitoring activities Ensure device accountability by tracking the location of all clinical trial devices. Manage inventory to include par levels, expiration dates, and initiate shipments and returns of investigational products according to regulatory and company guidelines Collaborate with product development teams to provide feedback on device iterations and new device development What you will need (Required): Bachelor's Degree or equivalent A minimum of 3 years clinician experience in intra-operative procedures acquired from Registered Nursing Degree curriculum (RN), or in positions such as Radiologic Technologist (RT), Operating Room Technician (ORT), or Cardiovascular Technician (RCIS) or related medical device, clinical, or Certification in RDCS (Registered Diagnostic Cardiac Sonographer) within ARDMS (American Registry for Diagnostic Medical Sonography) OR equivalent experience Ability to travel up to 75% What else we look for (Preferred): Experience in interventional cardiology, cardiothoracic surgery, hemodynamic monitoring technology Knowledge and understanding of cardiovascular science Moderate understanding of medical device regulatory requirements and documents, device accountability and adverse events reporting Aligning our overall business objectives with performance, we offer competitive salaries, performance-based incentives, and a wide variety of benefits programs to address the diverse individual needs of our employees and their families. The base pay range for this position is $108,000 to $153,000 (highly experienced). The pay for the successful candidate will depend on various factors (e.g., geographic location, qualifications, education, prior experience). Applications will be accepted while this position is posted on our Careers website. Edwards is an Equal Opportunity/Affirmative Action employer including protected Veterans and individuals with disabilities. COVID Vaccination Requirement Edwards is committed to protecting our vulnerable patients and the healthcare providers who are treating them. As such, all patient-facing and in-hospital positions require COVID-19 vaccination. If hired into a covered role, as a condition of employment, you will be required to submit proof that you have been vaccinated for COVID-19, unless you request and are granted a medical or religious accommodation for exemption from the vaccination requirement. This vaccination requirement does not apply in locations where it is prohibited by law to impose vaccination.

Employment Type: Full time Shift: Day Shift Description: Saint Francis Hospital a member of Trinity Health Of New England looking for an Manager of Clinical Pastoral Education to our Spiritual Care and Mission Integration team. The CPE Manager will be responsible for developing, organizing and administering the CPE programs at Saint Francis Hospital and Trinity Health Of New England. What you will do: Develops curriculum for ACPE-Accredited Levels IA, IB, IIA, IIB and Certified Educator Candidate training. Organizes the admission and onboarding process for new CPE students. Markets the CPE Programs and organizes, manages, and administers all educational/clinical events and opportunities relevant to the CPE Program. Evaluates, develops, and manages the CPE Programs to maintain accreditation standards and regulations and address changes needed to remain in compliance Develops educational presentations about Spiritual Care, chaplaincy skills and related topics. Oversees the CPE Educator(s) and collaborates with the Director, Clinical Pastoral Education (CPE), Director, Spiritual Care, local Mission Leader, chaplain colleagues, and other health system colleagues in the organizing of the CPE programs and supervision of CPE students. Provides direct Spiritual Care services, as appropriate. Knows, understands, incorporates, and demonstrates the Trinity Health Mission, Vision, and Values in behaviors, practices, and decisions. Minimum Qualifications: Education: undergraduate or graduate degrees from a college, university, or theological school accredited by the Council for Higher Education (CHE) or the Association of Theological Schools (ATS) such as a degree in theology (e.g. M.Div.) or a related field (e.g. pastoral ministry, pastoral counseling, mission leadership). Must possess a comprehensive knowledge of the administration and management of an ACPE Center, including policy and curriculum development, business planning and implementation, and curriculum development certification as a CPE Educator or Phase 2 CEC with the Association for Clinical Pastoral Education, Inc. (ACPE); ordination or ministry licensure or endorsement by denomination or faith group. Three (3) to five (5) years of progressively more responsible CPE/Spiritual Care experience within an acute care and/or related healthcare ministry. Three (3) to five (5) years of faith group ministry and/or similar professional leadership preferred. An equivalent combination of experience may be considered. Ecclesiastical endorsement as required for ACPE Educator certification. Additional certification as a chaplain by a nationally recognized professional certifying agency is preferred, namely the Association of Professional Chaplains (APC), the National Association of Catholic Chaplains (NACC), Neshama (the National Association of Jewish Chaplains/NAJC), or the Canadian Association for Spiritual Care (CASC). Expertise in project leadership, process improvement, budgetary management as well as strong analytical skills. Excellent communication Skills, computer Skills Must possess a personal presence that is characterized by a sense of honesty, integrity, and caring with the ability to inspire and motivate others to promote the philosophy, mission, vision, goals, and values of Trinity Health. Position Highlights and Benefits: Great benefits from Day 1 Competitive Salary Mission based department Trinity Health Of New England is an integrated health care delivery system comprised of world-class providers and facilities dedicated to the full spectrum of preventive, acute, and post-acute care, all delivered with the triple aim of better health, better care, and lower costs for our patient populations Our Commitment to Diversity and Inclusion Trinity Health is one of the largest not-for-profit, Catholic healthcare systems in the nation. Built on the foundation of our Mission and Core Values, we integrate diversity, equity, and inclusion in all that we do. Our colleagues have different lived experiences, customs, abilities, and talents. Together, we become our best selves. A diverse and inclusive workforce provides the most accessible and equitable care for those we serve. Trinity Health is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, status as a protected veteran, or any other status protected by law.

Training and Education Analyst Job Category: Training Time Type: Full time Minimum Clearance Required to Start: TS/SCI Employee Type: Regular Percentage of Travel Required: Up to 25% Type of Travel: Continental US The Opportunity: As a CACI Training and Education Analyst directly supporting the Secretariat for Special Operations (SSO), Office of the Assistant Secretary of Defense Special Operations/Low Intensity Conflict (OASD SO/LIC) you will provide embedded technical analysis and expertise in support of the civilian oversight of United States Special Operations Command (USSOCOM) and the execution of Title 10 responsibilities for SOF, including organizing, training, equipping, and resourcing. You will also provide support to the formulation of SOF policies, the analyses of SOF resources in the areas of personnel, training, readiness, Global Force Management, maritime, aviation, as well as for sensitive and compartmented programs. You will initiate technical and programmatic analysis, and short-, medium-, and long-range policy, planning, and strategy development support while pro-actively managing priority issue areas, preparing written products, and providing technical expertise in support of SSO officials in the performance of their statutory responsibilities. Responsibilities: Lead the oversight of U.S. SOF JCET deployments, staffing approval packages, and DoD policy instruction drafting. Represent SOF-specific training requirements at Military Training Capabilities Group meetings; assists with Military Training Executive Steering Group charter. Inform ASD(SO/LIC) of USSOCOM Realistic Military Training events and monitors JSOC personnel travel. Draft and coordinate correspondence (action/information memorandums) for senior DoD leadership. Develop and coordinate policies and initiatives for strategic guidance documents and DoD issuances. Develop and coordinate legislative language for SOF training initiatives with DoD and interagency stakeholders. Assist in developing budgetary and programmatic guidance; supports strategic assessments of SOF programs (Education, LREC, JCET). Coordinate revisions to DoD Instructions concerning relevant policies and procedures. Maintain situational awareness of routine training events and overseas travel of key personnel. Qualifications: Required: Current Top Secret/Specialized Compartmented Information Security Clearance. Bachelor's degree with a master's degree preferred and a minimum of 5+ years of relevant experience in force training and education analysis or planning. We will also consider candidates with 15+ years of directly relevant experience. Minimum of 5 years' experience in positions of responsibility within an operational or strategic level command or while supporting a DoD contract of similar size and scope. Working knowledge of tools, methods, and concepts of portals and other real or near real time knowledge management systems. Excellent communication skills, both verbal and written. Strong attention to detail. Desired: Master's Degree in a relevant field. Experience supporting USSOCOM, Joint Staff, and/or OSD staff organizations. ____ What You Can Expect: A culture of integrity. At CACI, we place character and innovation at the center of everything we do. As a valued team member, you'll be part of a high-performing group dedicated to our customer's missions and driven by a higher purpose - to ensure the safety of our nation. An environment of trust. CACI values the unique contributions that every employee brings to our company and our customers - every day. You'll have the autonomy to take the time you need through a unique flexible time off benefit and have access to robust learning resources to make your ambitions a reality. A focus on continuous growth. Together, we will advance our nation's most critical missions, build on our lengthy track record of business success, and find opportunities to break new ground - in your career and in our legacy. Your potential is limitless. So is ours. Learn more about CACI here. ____ Pay Range: There are a host of factors that can influence final salary including, but not limited to, geographic location, Federal Government contract labor categories and contract wage rates, relevant prior work experience, specific skills and competencies, education, and certifications. Our employees value the flexibility at CACI that allows them to balance quality work and their personal lives. We offer competitive compensation, benefits and learning and development opportunities. Our broad and competitive mix of benefits options is designed to support and protect employees and their families. At CACI, you will receive comprehensive benefits such as; healthcare, wellness, financial, retirement, family support, continuing education, and time off benefits. Learn more here. The proposed salary range for this position is: $84,900 - $178,400 CACI is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, pregnancy, sexual orientation, age, national origin, disability, status as a protected veteran, or any other protected characteristic.

Overview We are looking for full time teachers to round out our already amazing staff. All teachers at The Goddard School are responsible for establishing and maintaining a safe, fun, healthy and nurturing learning environment. Educational Qualifications All candidates, who wish to be considered for a Lead or Assistant Teacher position must possess or be eligible to obtain a Delaware First Certificate. Teacher Responsibilities Responsibilities may include, but are not limited to, the following: Associate or Bachelor of Arts in Early Childhood Education or related field preferred Child Development Associate (CDA) preferred At least 1 year of previous child care experience preferred Has successfully completed state-required training or willing to take before start Has knowledge of childcare programming, safety and emergency first-aid procedures, program management and customer service principles Develops relationships and communicate effectively with children, parents, and faculty members Works productively without supervision within established organizational policies and procedures Is highly motivated and takes direction well with excellent interpersonal and communication skills Is dependable and adaptable and enjoys working in teams Excellent verbal and written communication skills with outstanding ability to listen and follow-up on issues constructively Ability to calmly address stressful situations professionally while multi-tasking to ensure smooth school operations Must be able to lift up to 50 lbs. in connection with the handling of children for the facilitation of programs, child safety, and potential emergency situations. For Infant and Young Toddler Teachers, must be able to properly lift infants into and out of a crib Meets background check eligibility Qualifications : A nurturing teaching style and team player attitude Early Childhood Certificate from Delaware Department of Education TECE 1 and TECE 2, or CDA Associates or Bachelors Degree in Early Childhood (Preferred but not required) Demonstrated knowledge of developmentally appropriate practices Strong written and communication skills Please attach complete resume with salary requirements along with the preferred position when applying Benefits: Competitive compensation Paid time off Health care contributions Holiday pay, including a week-long, paid Winter Holiday break Unlimited referral bonuses Childcare discount

Thank you for your interest. If you are a Green Dot internal employee, please apply using the Jobs Hub on the Workday Home Page. If you are a Green Dot contract/independent worker, please apply through the External Posting URL. OPPORTUNITY The Special Education Aide classification is designed to serve students whose instruction is identified and specified in an Individualized Education Plan (IEP) or Section 504 Service Plan (SP). These students have learning, communication, physical, and/or mild to moderate disabilities or other impairments, such as emotional disturbances. Incumbents in this class perform various instructional tasks in such areas as reading, writing, and mathematics. The incumbent will be assigned to work with a small group of special education students in a general education classroom. Green Dot California classified personnel are represented by the Ánimo Classified Employees Association (ACEA), an affiliate of the California Teachers Association (CTA) and the National Education Association (NEA). ESSENTIAL DUTIES & RESPONSIBILITIES The classification specification only describes some duties that might need to be performed. The summary provides examples of typical tasks performed in this classification. > Under immediate supervision, follow the lead of the teacher/specialist in providing instruction and specialized services to the student(s) having an Individualized Education Program (IEP), or Section 504 Service Plan (SP). Specialized services may include: facilitation of communication via assistive technology and/or communication devices, assisting in the supervision, discipline, and behavior modification of student(s), as well as performing related duties as assigned > Discuss classroom learning activities with the teacher/specialist to coordinate instructional efforts and implement instructional programs. > Tutor or drill students, individually or in groups, following lesson plans and designated IEPs or SPs in a variety of academic subjects to explain and/or reinforce learning concepts > Provide assistance to students in operating assistive technology or communication devices, microcomputers, and learning activities associated with computer-assisted instruction. > Administer first aid or necessary physical assistance to ill or distressed students: may administer prescribed medication in accordance with established school procedure, provide toileting support, or hand-over-hand instruction as needed. > Support with student/s supervision during transport from school to home or home to school (bus duties) as assigned before and after school. > May call parents to arrange appointments, to provide approved information about the school or student, may participate in parent conferences or IEP meetings at the direction or concurrence of the teacher/specialist, and/or provide Spanish interpretation when needed for families. > Correct such student work as printing, writing, spelling, punctuation, arithmetic exercises, etc., of classroom and/or homework assignments, computer, record scores, and return to students > Operate a variety of office machines and/or instructional equipment such as copy machines, typewriters, computers, laminators, telephones, video cassette recorders, etc. > Perform a variety of classroom-associated clerical work, such as typing, sorting, filing, keeping accurate records, setting up and maintaining file folders, recording attendance, completing forms and applications, collecting monies, measuring, cutting, and duplicating > Prepare various teaching aids and materials such as charts, graphs, and other related items using such methods as typing, duplicating, collating, stapling, and other laminating > Assist in organizing classroom activities such as displaying educational materials, preparing bulletin boards, arranging furniture to facilitate instructional needs, and creating an orderly and clean classroom environment > Observe and report significant student behavior, behavioral patterns, and/or problems to the teacher/specialist. Implement behavior management programs for student(s) as designated by certificated staff > Understand and carry out oral and written instruction > Learn to tutor students in various subject matters and to work with students with and/or without disabilities > Adapt educational materials/manipulatives to promote the specialized learning process for students with disabilities > Work with children/adolescents having mild to moderate learning and /or physical disabilities > Motivate and encourage positive learning patterns and behavior in students with disabilities and special learning needs > Assist with the discipline of students following school policy > Keep accurate records > Demonstrate understanding and patience toward students with disabilities > Demonstrate confidence, tact, and sound judgment > Demonstrate adaptability to changing circumstances and priorities within the learning environment > Demonstrate a willingness to work collaboratively as an educational team member > Other Duties as assigned Physical Requirements: > Significant standing; some walking, moving, climbing, carrying, bending, kneeling, crawling, reaching, handling, pushing, and pulling. QUALIFICATIONS Consistent with the Student Success Act and other related legislation, candidates for this classification must meet the following standards: > Possess a bachelor's degree OR > Pass a local assessment of knowledge and skills assisting in instruction (e.g., CBEST) AND one of the following: Have a high school diploma (or equivalent) AND have completed at least two years of college (48 units) OR Attainment of an AA degree In addition, as an ideal candidate, you > have at least six months of experience working with adolescents/children in a structured environment Experience working with adolescents/children requiring a specialized learning environment is preferred; verifiable, supervised experience as a volunteer in a school or related organizational activity may be substituted equally Any other combination of training and experience that could likely provide the desired skills, knowledge or abilities may be considered; however, the experience cannot substitute for the required minimum education and a willingness to work collaboratively as an educational team member > are able to lift 60 lbs. > are dependable, humble, have a sense of humor and a rock-solid commitment to Green Dot's mission and the communities we serve > will need to pass a TB test and background check at time of offer JOB REQUIREMENTS > Work Hours: This position requires consistent attendance during scheduled hours, as flexibility is limited by classroom or operational requirements. > Physical Requirements: The position may require certain physical abilities, such as interacting with prospective families, traveling across Los Angeles County, walking or standing for long periods or moving through various parts of the school. > Social Requirements: The position requires extensive interaction with students, colleagues, and members of the public. > On-Site Presence: This role requires regular, in-person attendance to meet the needs of students, staff, and the school environment. Remote work/telecommuting is generally not an option. The information contained herein is not intended to be an all-inclusive list of the duties and responsibilities of the job, nor is it intended to be an all-inclusive list of the skills and abilities required to perform the job. COMPENSATION The starting hourly rate range for this position is $21.50 - $23.23, based on education. In addition, Green Dot offers one of the most robust and comprehensive benefits packages in the industry (for both you and your dependents): > PPO, EPO and HMO choices for medical, dental and vision - including a 100% employee-only paid option > Employee Assistance Program (100% employer-paid) > Life and AD&D Insurance (100% employer-paid) > Optional Term Life & AD&D Insurance > Short- and Long-Term Disability Insurance (100% employer-paid) > Flexible Spending Accounts (health and dependent care) > Wellness programs and resources > Financial planning/coaching access > California Public Employees Retirement System (CalPERS) participation, with both employee and employer contributions > Optional non-matching 401(k) plan > Hourly rate increase for earning an Associate and/or Bachelor degree (post-hire) > Annual hourly rate increase* > Annual 'perfect attendance' bonus* > Tuition reimbursement for pre-approved, job-related coursework/workshops > Approved family care and/or medical leave (unpaid) Green Dot also offers generous paid time off for an overall work-life balance, while giving employees the opportunity to impact a growing, mission-driven organization that is committed to the success of all students: > 5 days of personal illness and injury leave during years 1-3 of service (10 days during years 4-6 and 15 days beyond 6 years of service)* > 21 days of paid time off during our Fall, Winter and Spring breaks (which include the Thanksgiving, Christmas and New Year's holidays), as well as an additional 6 annual paid holidays (MLK Day, President's Day, Cesar Chavez Day, Memorial Day, Labor Day and Veteran's Day)* > 3-5 days of paid bereavement leave (if needed) subject to change Only those applicants chosen for an interview will be contacted and we are looking to fill positions as soon as possible. Green Dot Public Schools has embedded a diversity, equity and inclusion lens in our organizational culture, as well as in our educational and talent practices. We are committed to hiring those who reflect the diversity of our communities, and we recruit, employ, support, compensate and promote employees, without regard to their actual or perceived race, religious creed (including religious dress or grooming practices), color, national origin or ancestry (including native language spoken), physical or mental disability (including HIV or AIDS), medical condition (including cancer or genetic characteristics), genetic information, marital status (including registered domestic partnership status), sex (including pregnancy, childbirth, lactation and related medical conditions), gender (including gender identity and expression), parental status, age (forty (40) and over), sexual orientation, Civil Air Patrol status, military and veteran status, citizenship, immigration status or any other consideration protected by federal, state or local law. Please note that Green Dot Public Schools California is not able to sponsor any applicant for a temporary or permanent U.S employment-based visa, nor hire any applicant currently holding a temporary U.S. employment-based visa. Animo Ralph Bunche Charter High School, Los Angeles, CA

You can make a difference in the lives of young people as a Special Education Teacher for Thresholds High School! An Illinois State Board of Education certified therapeutic day school, Thresholds High School serves students ages 16 to 21 years old with ongoing serious mental health needs. Operating year-round, the school provides a distinct combination of flexibility and support to help students achieve both their high school diploma and their transition goals. Students also benefit from the Young Adult Program's rich therapeutic supports that address anxiety, frustration, school refusal, and other issues that derailed their academic success in other schools. As the lead teacher in the classroom, you will educate a class of up to 8 students. You will develop a course of study according to curriculum guidelines of the school district and state requirements. These lesson plans will be tailored for three or more levels of academic ability and previous achievement, and in alignment with the students' IEPs. You will supervise the students in the classroom and instruct the class each day with the assistance of a teacher's aide. You will monitor and grade student performance, supporting the youth in their academic achievement, graduating, and preparing for their next steps. Documentation is also key, so you will conduct standardized tests in accordance with district policies and state laws as well as keep records of academic performance, attendance, and social acclimation. The culture at Thresholds is collaborative and supportive, providing you with the tools and resources you need for the best student care. Because students come from a multitude of suburban and Chicago home districts, Thresholds High School works closely with these school districts and the Young Adult Program treatment team. Opportunities for training and professional development will deepen your knowledge and expand your skills in harm reduction, trauma-informed care, and other evidence-based practices. To succeed in this role, you need: Passion for mental health advocacy Effective communication and relationship-building skills Patience and willingness to meet youth where they're at Good writing skills and attention to detail Previous experience working with high school aged children dealing with mental illness To be able to perform Therapeutic Crisis Intervention therapeutic restraint techniques, which require moderate exertion, being able to lift 40 pounds, and the mobility to lower self to a kneeling position on the floor. This training is provided and required by Thresholds. Requirements: Bachelor's degree in Education or Special Education is required. Master's degree preferred. Current Learning Behavior Specialist 1 (LBS1) license required. What sets Thresholds apart: No after school or weekend responsibilities Competitive pay - Base Salary: $63,200 - 73,000 annually Commensurate with education and experience Generous PTO (9 federal holidays, 8 days of sick leave, 15-22 days personal and vacation) Dental insurance, vision insurance, 4 medical insurance plans 403(b) retirement plan with 3% employer match Cell phone reimbursement (up to $50/month) Robust employee assistance program (EAP) Public service loan forgiveness Thresholds is a mission-driven agency with a deep commitment to fostering an environment where all feel valued and respected, a place where every employee can be themselves, thrive, and support the agency's mission. Click here to learn more. One of the oldest and largest community mental health organizations in Illinois, we pride ourselves in being a Chicago Tribune Top Workplace and one of Chicago's 101 Best & Brightest Companies to Work For, several years in a row. #LI-JK1

Site: The Brigham and Women's Hospital, Inc. Mass General Brigham relies on a wide range of professionals, including doctors, nurses, business people, tech experts, researchers, and systems analysts to advance our mission. As a not-for-profit, we support patient care, research, teaching, and community service, striving to provide exceptional care. We believe that high-performing teams drive groundbreaking medical discoveries and invite all applicants to join us and experience what it means to be part of Mass General Brigham. Job Summary In collaboration with the Fellowship Directors and the Education Programs Manager, the Education Coordinator is responsible for the efficient and effective administration of the five accredited fellowships and three non-accredited fellowship programs. The focus of this position will be the training of the clinical fellows as well as coordinating the HMS clerkship program. Does this position require Patient Care? No Essential Functions Collaborate with internal stakeholders, such as medical staff, department heads, and education committees, to identify educational needs and develop comprehensive medical education programs. Establish and maintain relationships with healthcare providers to understand their educational needs and promote participation in the organization's programs. Organize and manage educational events, including scheduling, venue selection, logistics coordination, and securing necessary resources (e.g., speakers, audiovisual equipment, materials). Ensure that the organization's educational programs meet the requirements of accrediting bodies and regulatory agencies responsible for CME. Develop marketing strategies and materials to promote medical education programs to healthcare providers. Qualifications Education Bachelor's Degree Healthcare Management required Can this role accept experience in lieu of a degree? No Licenses and Credentials: n/a Experience Medical Education Program Management 1-2 years required Knowledge, Skills and Abilities Strong knowledge of the healthcare industry, including an understanding of medical terminology, healthcare regulations, and the dynamics of healthcare provider organizations. Excellent interpersonal and relationship-building skills are essential for building and maintaining strong connections with healthcare providers. Strong logistical and project management skills are important for coordinating multiple aspects of events, including venue selection, scheduling, and resource management. Exceptional verbal and written communication skills are necessary for effectively conveying information, delivering presentations, and facilitating discussions with healthcare providers, internal stakeholders, and external partners. Proficiency in collecting, analyzing, and interpreting data related to program evaluation and outcomes. Additional Job Details (if applicable) Remote Type Hybrid Work Location 1620 Tremont Street Scheduled Weekly Hours 40 Employee Type Regular Work Shift Day (United States of America) Pay Range $21.78 - $31.08/Hourly Grade 4 At Mass General Brigham, we believe in recognizing and rewarding the unique value each team member brings to our organization. Our approach to determining base pay is comprehensive, and any offer extended will take into account your skills, relevant experience if applicable, education, certifications and other essential factors. The base pay information provided offers an estimate based on the minimum job qualifications; however, it does not encompass all elements contributing to your total compensation package. In addition to competitive base pay, we offer comprehensive benefits, career advancement opportunities, differentials, premiums and bonuses as applicable and recognition programs designed to celebrate your contributions and support your professional growth. We invite you to apply, and our Talent Acquisition team will provide an overview of your potential compensation and benefits package. EEO Statement: The Brigham and Women's Hospital, Inc. is an Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religious creed, national origin, sex, age, gender identity, disability, sexual orientation, military service, genetic information, and/or other status protected under law. We will ensure that all individuals with a disability are provided a reasonable accommodation to participate in the job application or interview process, to perform essential job functions, and to receive other benefits and privileges of employment. To ensure reasonable accommodation for individuals protected by Section 503 of the Rehabilitation Act of 1973, the Vietnam Veteran's Readjustment Act of 1974, and Title I of the Americans with Disabilities Act of 1990, applicants who require accommodation in the job application process may contact Human Resources at (857)-282-7642. Mass General Brigham Competency Framework At Mass General Brigham, our competency framework defines what effective leadership "looks like" by specifying which behaviors are most critical for successful performance at each job level. The framework is comprised of ten competencies (half People-Focused, half Performance-Focused) and are defined by observable and measurable skills and behaviors that contribute to workplace effectiveness and career success. These competencies are used to evaluate performance, make hiring decisions, identify development needs, mobilize employees across our system, and establish a strong talent pipeline.

The Department of Literacy, Educational Foundations, and Technology in the College of Education and Community Innovation (CECI) at Grand Valley State University (GVSU) invites applications for a tenure-track Assistant Professor position in Educational Foundations, beginning August 2026, subject to funding approval. We seek a colleague with expertise in culturally responsive and sustaining pedagogies who can teach primarily undergraduate Educational Foundations courses with an emphasis on history, philosophy, and sociology of education and who has demonstrated success facilitating first-year students' experiences. We particularly invite applications from candidates who: ○ Have professional and applied experiences teaching in Birth-12th grade settings ○ Have worked with or conducted research on students from diverse backgrounds ○ Have knowledge of and experience with social and behavioral sciences research, educational assessment, and/or culturally relevant and responsive teaching practices Required Qualifications and Education: Earned Doctorate or ABD (with expected completion by August 1, 2026) in Educational Foundations or history of education, philosophy of education, or sociology of education from an accredited institution Record of relevant or emerging research agenda and scholarship in Educational Foundations or a related field Ability and willingness to teach first-year undergraduate courses Ability to support place-based partnerships and students participating in those partnerships Demonstrated potential for university teaching in one or more of the following areas: Social, historical, or philosophical foundations of education Urban education Cultural studies Teacher education Research methods in the social and behavioral sciences Educational Assessment Ability to teach face-to-face classes on both the Grand Rapids and Allendale Campuses Minimum of five years demonstrated successful teaching in Birth-12th grade environments Effective oral and written communication Collaborative interpersonal skills Willingness to teach in multiple instructional modalities, including: Hybrid formats, Online synchronous/asynchronous, and Distance learning Preferred Qualifications and Education: Strong background in interdisciplinary teaching and/or research Completion of doctoral studies Experience with student-centered and relationship-centered teaching Experience teaching social and behavioral sciences research methods Experience in Birth-6th grade environments Experience teaching introductory courses in education Commitment to teaching with an intersectional lens Experience with field-based placements and partnerships Engagement with pedagogies that address multiple forms of marginalization (race, class, gender, sexual orientation, disability, neurodiversity, etc.) Understanding of and commitment to teaching all students Potential to coordinate field-based experiences Evidence of collaborative endeavors with colleagues (research, teaching, curriculum development, etc.) Responsibilities - Essential Functions: Teach and collaborate on Educational Foundations courses, including place-based courses, social and behavioral sciences, assessment, research, and theory Teach undergraduate Educational Foundations courses in face-to-face and online modalities (three courses fall semester, three courses winter semester) Assist students pursuing teaching credentials with academic advising and career exploration Conduct scholarly activities (research, publication, conference presentations) Engage in service activities that support departmental goals, university initiatives, professional development, and community partnerships Salary: $64,000 - $66,000, commensurate with experience Comprehensive benefits package including medical, vision, dental, life insurance, generous employer retirement contributions, wellness resources and tuition waiver effective on date of hire. Campus Location: City Campus, Grand Rapids, Michigan How to Apply: Apply online at jobs.gvsu.edu and select "Apply now." Complete applications must include: (1) Cover letter addressing qualifications (2) Curriculum vitae (3) Teaching statement (4) Names and contact information of three professional references (5) Graduate transcripts (unofficial acceptable for application; official transcripts required prior to on-campus interview) The online application will allow you to attach these documents electronically. If you need technical assistance, please contact Human Resources at hro@gvsu.edu. Questions about the position may be directed to the Search Committee Chair: Dr. Kevin Holohan, at holohank@gvsu.edu. Interview Process: First round interviews will be conducted via video conferencing (Zoom, Google Meet, or Skype). Second round interviews will be in-person on campus and accommodations will be provided for those applicants invited to participate. Application Deadline: Consideration of applications will begin on November 1, 2025. The posting may be closed at any time at the discretion of the University. To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Must have the physical stamina to work long hours and/or more than 5 days per week. The requirements listed are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The information contained in this job description is for compliance with the Americans with Disabilities Act as amended by the ADA Amendment Act (2008), Section 504 of the Rehabilitation Act of 1973, and other applicable federal and state laws that prohibit discrimination on the basis of disability. GVSU will provide reasonable accommodations to qualified individuals with disabilities upon request. See www.gvsu.edu/equalopportunity/. TDD Callers: Call Michigan Relay Center at 711 (in State) or 1-800-833-7833 (out of State). Grand Valley State University is an Antidiscrimination/Equal Opportunity Employer, which includes providing equal opportunity for protected veterans and individuals with disabilities. University policy extends protections to additional identities.

Responsibilities Special Education (SPED) Teacher - Danville, VA This opportunity is full-time and offers comprehensive benefits, generous paid time off, and competitive pay. Located in South Central Virginia, The Hughes Center is a highly-structured psychiatric residential treatment facility for youth ages 10 to 22 with neurodevelopmental disorders. The Hughes Center also provides private, community-based educational services. We provide both individualized and holistic care for adolescents and young adults with intellectual and developmental disabilities in a nurturing, family-friendly environment. We utilize a multidisciplinary team approach to provide comprehensive evaluations and evidence-based treatment (and educational) interventions with the intent to increase each youth's level of functional independence. Our team also works diligently to address or manage medical conditions and challenging behaviors that are often associated with individuals who are diagnosed with neurodevelopmental disorders. We challenge our residents to adapt to and apply learned skills within new environments and situations, and to maintain functional use of these skills when they return to their homes or other community-based settings. The Hughes Educational Center operates day schools in Danville, South Boston, and Christiansburg. We offer structured learning environments for students with low student-to-teacher ratios (4:1) and specialized programming with an emphasis on classroom ecology, individualized and direct academic instruction, differentiation, sensory integration, comprehensive evaluation, and parent collaboration. Programming is designed to improve socialization, reduce maladaptive behaviors, and successfully transition our students to a less restrictive educational setting. The Special Education Teacher will provide educational services to all school age children attending The Hughes Center according to facility standards as well as State and Federal regulations. Our educational services include assessment, instruction, classroom management, documentation, consultation, IEP/IPP writing, transition planning, program development, curriculum writing and resident supervision. Job Requirements: Provide developmentally appropriate classroom instruction to assigned students according to IEP/IPP goals and objectives, student strengths and learning preferences, research-supported methods and techniques, and Hughes Center recommended practices Implement the Behavioral Program at The Hughes Center, assess and document students' behavior progress (or lack of progress), and adjust behavioral strategies as needed and in consultation with the treatment team in order to maximize students' behavioral success Assess students' academic achievement continually through a variety of methods, document progress (or lack of progress), and adjust instructional planning as needed to maximize student achievement Maintain consistent communication with other staff at the facility, including parent(s)/guardians, and local education agencies by consulting with team members, attending meetings, keeping accurate records, completing progress reports, making phone calls, writing letters and updating IEP's/IPP's Participate in professional development activities including on-site training and relevant off-site classes, workshops, etc Display a high degree of professionalism in all activities and interactions with students, staff, parents, agency personnel, community members, etc. Special Education Teachers should possess knowledge of: Subject matter to be taught (Va Standards of Learning) Theories of learning and teaching (modifications & accommodations) Stages of learning Effective teaching methods Assessment principles and types Cognitive/Behavioral/Social Learning theories and principles Effective classroom management techniques Methods for observation/data collection Special Education Teachers should possess skills to: Present effective lessons Organize and plan instruction Establish classroom expectations and hold students accountable for meeting them Manage classroom behavior effectively Maintain positive relationships with students and co-workers Qualifications Candidate Requirements: Minimum of a Bachelor's Degree in Education or related field of study Hold a current Virginia or out-of-state teaching licensed in Special Education or General Curriculum K-12; or hold a Special Education conditional license with plans to fulfill the requirements to obtain a Special Education professional license Must be at least 21 years of age Preferred: At least three years of experience in a classroom situation Preferred: Hold a current VA Driver's License Other Requirements: Able to lift and carry up to 50 pounds, Effectively use the full range of body motion - sit, bend, kneel or stand for more than an hour if needed. Reflect behavior, attitude, and appearance appropriate to the position and be supportive of the facility and division philosophy, goals, and objectives Successfully complete and pass all components of Handle With Care & Verbal De-escalation Crisis Intervention Training, Effectively perform facility approved First Aid and CPR techniques Able to understand and demonstrate therapeutic boundaries Willing to be a team player and offer valuable insight to the team Able to effectively communicate both verbally and via written documentation Benefits: https://benefits.uhsguest.com/ Home/Work Life Balance Excellent Medical, Dental, Vision, and Prescription Drug plans 401(k) Retirement Plan with company match Life Insurance Flexible Spending or Health Savings Account Generous Paid Time Off Career Development Opportunities within UHS and its subsidiaries A Challenging and Rewarding Work Environment Free meals! Company stock purchase discount Employee Assistance Program Pay is Salary (bi-weekly) and is commensurate with education and experience. The Hughes Center is a drug-free and alcohol-free workplace. A pre-hire drug screen, pre-hire background checks, and education verification are required of all new employees. The Hughes Educational Center is licensed by the Virginia Department of Education and accredited by the Virginia Association of Independent Special Education Facilities (VAISEF) and by COGNIA (national accreditation). About Universal Health Services One of the nation's largest and most respected providers of hospital and healthcare services, Universal Health Services, Inc. (NYSE: UHS) has built an impressive record of achievement and performance, growing since its inception into a Fortune 500 corporation. Headquartered in King of Prussia, PA, UHS has 99,000 employees. Through its subsidiaries, UHS operates 28 acute care hospitals, 331 behavioral health facilities, 60 outpatient and other facilities in 39 U.S. States, Washington, D.C., Puerto Rico and the United Kingdom. EEO Statement All UHS subsidiaries are committed to providing an environment of mutual respect where equal employment opportunities are available to all applicants and teammates. UHS subsidiaries are equal opportunity employers and as such, openly support and fully commit to recruitment, selection, placement, promotion and compensation of individuals without regard to race, color, religion, age, sex (including pregnancy, gender identity, and sexual orientation), genetic information, national origin, disability status, protected veteran status or any other characteristic protected by federal, state or local laws. Avoid and Report Recruitment Scams We are aware of a scam whereby imposters are posing as Recruiters from UHS, and our subsidiary hospitals and facilities. Beware of anyone requesting financial or personal information. At UHS and all our subsidiaries, our Human Resources departments and recruiters are here to help prospective candidates by matching skill set and experience with the best possible career path at UHS and our subsidiaries. During the recruitment process, no recruiter or employee will request financial or personal information (e.g., Social Security Number, credit card or bank information, etc.) from you via email. Our recruiters will not email you from a public webmail client like Hotmail, Gmail, Yahoo Mail, etc. If you suspect a fraudulent job posting or job-related email mentioning UHS or its subsidiaries, we encourage you to report such concerns to appropriate law enforcement. We encourage you to refer to legitimate UHS and UHS subsidiary career websites to verify job opportunities and not rely on unsolicited calls from recruiters.

PHMC is proud to be a leader in public health. PHMC requires that all employees are fully vaccinated with the Covid-19 vaccine before the first day of employment. We will offer the vaccine at no cost at one of our Health Centers. This position is responsible for the instruction of educational programs and curricula for exceptional students. The Autistic Support Special Education Teacher develops and implements the Individual Education Plan (IEP) for each student and collaborates with members of the instructional team in the planning and implementation of behavioral and academic interventions and supports to ensure students receive a quality educational program. The Special Education Teacher manages the paraeducators in the classroom. The Special Education Teacher reports to the Principal. Responsibilities: Serves as case manager for student IEPs; complies with all special education regulations and timelines and conducts IEP meetings. Plans, develops, and implements individualized and group instruction and therapeutic behavior management relative to the needs of the individuals or group. Manages the data collection process and procedure for students in the classroom and as part of the case manager; collaborates with school staff on data accuracy and problem solving for improved student outcomes and progress monitoring. Complete appropriate written reports, plans, and records relative to the educational program (point sheets, behavior data plans, academic progress, and social goals progress) in a timely and professional manner. Plan and facilitate instruction with adaptations as designated in the student's IEP. Supervise and set clear expectations for paraeducator staff in their supportive role in the classroom, with the goal of ensuring best practices for all students educationally and therapeutically. Effectively manage the classroom environment, including engaging students and incorporating proactive behavior management strategies. Maintain an organized classroom that fosters structure and support conducive to learning. Fully engage in staff development trainings to continue to develop and maintain skills regarding the dynamic needs of students. Adhere to the core competencies of teacher expectations: planning and preparation, instructional delivery, content knowledge and pedagogy, and professionalism. Communicate regularly with parents or guardians. Adhere to all PHMC and Fairwold Academy policies and procedures. Performs related duties as assigned. Skills: Demonstrated ability to work with a variety of educational staff and parents to establish and maintain cooperative and effective working relationships. Excellent ability to work with students of all ages, levels, and from various cultural and ethnic backgrounds. Demonstrated knowledge of curriculum and instructional strategies for students experiencing behavior management challenges. Demonstrated knowledge of theory and principals of child growth and development with an emphasis on social-emotional development and low incidence disabilities. Demonstrated knowledge of School Wide Positive Behavior Support systems including PBIS data systems Demonstrated ability to effectively instruct, assess, and evaluate students with behavioral and social-emotional needs. Demonstrated skills with computers, data systems and electronic reports Demonstrated ability to understand and adhere to policies and procedures Demonstrated analytical and problem solving skills Excellent organizational and time management skills Excellent interpersonal skills Sufficient mobility and ability to participate in managing the safety of a child through physical or personal interventions. Performance Requirement: Manage assigned caseload of special education students: including adherence to all PA Chapter 14 Special Education regulations and timelines. Conduct IEP meetings with professionalism, accurate data and records, and respectful parent communications. Write, assess, and evaluate effective and measurable IEP academic and behavioral goals, including the condition, student name, clearly defined behavior, and performance criteria (criterion level, number, evaluation schedule or method) in the goal. Plan, develop, and implement a weekly lesson guide for assigned curricula, adhering to pacing timelines and scripted programs, providing adaptations and modifications as necessary to accommodate students' IEPs. Deliver consistent instruction that demonstrates 1) knowledge of content and pedagogy through a variety of active engagement and instructional strategies, 2) effective questioning and discussion techniques, 3) positive and constructive feedback, and 4) responsiveness to student learning and behavioral needs. Manage a safe and orderly classroom environment that demonstrates 1) purposeful and equitable learning, 2) structured routines and classroom expectations, 3) skillful organization of the physical space, and 4) positive, appropriate, and highly respectful interactions among students and staff. Manage student data, assess student learning, and monitor progress. Complete documentation, reports, summaries, and other evaluative measures of students' individual academic and social progress aligned to the instructional goals, showing evidence of adaptations as needed within dictated timelines. Manage paraeducator staff by setting clear expectations for their supportive role in the classroom, ensuring best practices for all students educationally and therapeutically. Adhere to all proactive behavioral incident management and reporting protocols, including Mandt, PBIS, and trauma-informed practices as designated by PHMC and Fairwold policy. Ensure effective management and instructional delivery of the classroom continues with thorough substitute plans and routines, and communication with the instructional team. Ensure student point sheets include positive and accurate daily feedback for parent communication. Provides support to the school community at all times to maintain an orderly school environment; provides support to students in crisis or those students demonstrating non-compliant behavior. Engage in full, active, and frequent participation in professional development events and opportunities, with the consistent application of new learning in the classroom and sharing of learning with colleagues. Engage in full, active participation in professional school events that may extend beyond the school day, including, but not limited to, Back to School Night, Parent Conferences, Academic Honors, PBIS Events. Full and active compliance with all PHMC and Fairwold academy regarding job performance and conduct standards and expectations. Other related duties and special projects as assigned. Physical Demands/Work Environment: Routine school environment. Employee may be involved in de-escalating student behaviors using mandatory approved techniques. Potential exposure to blood borne pathogens; may transport students in agency in accordance with PA Department of Education and Department of Transportation requirements and school and PHMC procedures. Ability to climb stairs and walk on uneven terrain, play yards and school grounds. Ability to move rapidly, forward, backward and laterally. Physical capacity to lift, move and position a student up to age 21 who may weigh 150 pounds or more with the assistance of other properly training personnel. Ability to independently utilize routine office equipment. Ability to independently travel outside of school hours as determined by administration. The physical demands and work environment described is 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. Education and Experience: Minimum of a bachelor's degree from an accredited college or university Current and valid Instructional I or Instructional II certification in Special Education N-12 issued from The Commonwealth of Pennsylvania, OR Emergency Certification for Special Education with accreditation. Employee must maintain active enrollment in an accredited Special Education program to maintain and earn certification within the designated PDE timeline. One years' experience working with a special needs population in a school setting and an understanding of emotional and behavioral disorders, mental health issues, autism, developmental delays, intellectual disabilities Salary: Commensurate with education and experience PHMC is an Equal Opportunity and E-Verify Employer.

Position: Elementary School Special Education Teacher (2025-2026) Location: Boston, MA Start date: August 1, 2025 ABOUT THE OPPORTUNITY Match is accepting applications for an Elementary School Special Education Teacher for the 2025-2026 school year. This position is based at Match Community Day, 100 Poydras St. in Hyde Park, MA. The compensation for Match teaching positions ranges from $61,812-$98,899 and is based on a candidate's prior years of teaching experience. Match offers a comprehensive benefits package that includes 90% coverage of health insurance costs and student loan repayment assistance. OVERVIEW OF ROLE AND RESPONSIBILITIES We make it a high priority to effectively support students with disabilities at Match. Approximately 20% of Match students are on Individualized Education Plans (IEPs). The Elementary School Special Education Teacher provides instruction and support to students with IEPs. The Elementary School Special Education Teacher reports to the Special Education Director and is responsible for: Providing inclusion support and instruction in regular education classes containing IEP students, and when absolutely necessary, teaching separate classes. Helping to manage the school's Special Education programing including, but not limited to: completion of necessary paperwork and filing, teacher professional development, management of parent and student communication, administration of student testing/screening, and upholding of applicable Department of Elementary and Secondary Education compliance requirements. Upholding high academic and behavioral expectations for students, and provide lots of support for getting students there; Participating actively in Match's coaching and professional development programming; Assisting with school programming as needed during non-instructional time; and Serving as a positive and collaborative member of the Match Charter Public School community PM20 QUALIFICATIONS Research has shown that people of color and women are less likely to apply for jobs if they don't believe they meet every one of the qualifications described in a job description. Our highest priority is finding the best candidate for the job. We encourage you to apply, even if you don't believe you meet every one of our qualifications described or you have a less traditional background. We are looking for applicants who: Have a bachelor's degree; have at least two years of full-time experience as classroom or special education teacher, preferably in an urban education setting; hold a valid and appropriate Special Education license issued by the Massachusetts Department of Elementary and Secondary Education, or can meet the licensure requirement within a year of date of hire; believe that all students can and will succeed; have a desire to continually improve their practice as a teacher by taking and implementing feedback; have a proven record of student success and achievement; and demonstrate an ability to work well on a team, and a willingness to support others in doing their best work.