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Benefits: Flexible schedule Opportunity for advancement Training & development Wellness resources Substitute Teaching Assistant Part-Time- Fulton, NY (Looking for 8:00am- 5:30pm window of availability) Do you love young children? Are you enthusiastic and animated? Do you enjoy working with a team? Early childhood is an important time in the development of children. Having caring and loving caregivers is so important during the first five years of a child's life. At Little Lukes you can provide enjoyable and meaningful activities for the children in our care. Share your joy, apply now! Now Accepting Applications for Part Time Substitute Teacher Job, Daycare Opener Job or Childcare Center Closer Job. Substitute Teacher Job Details: Monday through Friday hours, flexible schedule based on your availability Starting as early as 7am to open the center, or closer job until 5:30pm based on schedule & your availability Substitute Teacher Jobs with hours varying each week. Flexible schedule 7 am- 5:30 pm. Opportunities for continuing education and advancement Center-based Daycare Job Requirements for Part Time Childcare Job: High School diploma or GED or equivalent NYS TA Certification preferred but not required Must enjoy children! High energy level and caring personality. Experience with special needs children and preschool aged children a plus Babysitting experience helpful but not required Little Lukes Preschool Jobs & Daycare Jobs: Join the Little Lukes Preschool and Childcare Center Team Today! "Real success is finding your lifework in the work that you love." -David McCullough We are looking for enthusiastic, dedicated people interested in helping young children explore, learn and grow. Experience with prior jobs in childcare or jobs in daycare setting, or preschool experience preferred. Working in Daycare requires a positive personality too! Do you have a teamwork mentality and caring attitude? If yes, please apply today! Why Choose a Little Lukes Daycare Job Near Me? Little Lukes offers a choice of locations throughout Central New York. You can enjoy career advancement, professional growth, educational support and individual mentoring. You will work in an inspiring atmosphere with plenty of opportunities for fun, growth and recognition. Competitive pay and benefits are paired with a flexible schedule and emphasis on work/life balance, making Little Lukes a top pick for jobs in daycare and preschool jobs for Central New York. The Little Lukes award-winning curriculum provides an invigorating learning environment for children ages 3 to 5 years. Our Teacher Assistant Jobs, Lead Teacher Job, Special Education Teacher Job, Substitute Teacher Jobs, and Opener and Closer jobs help us staff for an enriching environment for children in the daycare and preschool setting. Little Lukes offers pediatric speech language pathologist jobs, pediatric occupational therapist jobs and physical therapist jobs. We provide speech, OT and PT services to children in our integrated preschool classrooms, merging typically developing daycare children with preschool children with special needs. Choice of 6 locations in Oswego, Fulton, East Syracuse, Baldwinsville, Pulaski, and Camillus. Visit our website www.littlelukes.com to learn more about our programs. Apply today and learn more about this unique opportunity to work with children at Little Lukes. We can't wait to meet you!

Harlem Children’s Zone (HCZ) Gems seeks a Pre-Kindergarten Teaching Fellow for the 2025-2026 school year! The Gems Teaching Fellow will bring a passion for the goal of HCZ Gems: to prepare our youngest scholars to succeed in K-12 and beyond by building a strong academic foundation and starting them on the path to college and career. The ideal candidate cares deeply about children, respects the culture of Harlem’s residents, and is eager to make an impact in our community and beyond. Requirements Minimum Qualifications Bachelor’s degree Early childhood education and/or educational background Enrolled in a Master’s degree and actively pursuing New York State teaching certification Who you are At Harlem Children’s Zone (HCZ), our mission is to break the cycle of intergenerational poverty and unlock new possibilities for our children, families, and communities. As the Pre-Kindergarten school within HCZ’s cradle-to-career pathway, Harlem Gems prepares our youngest scholars to succeed by delivering exceptional education and building a strong academic foundation—empowering young minds, inspiring potential, and creating lasting change. By joining, you become part of a transformative movement dedicated to shaping brighter futures and driving extraordinary outcomes for those we serve. Harlem Gems is the final step in our early childhood pipeline. A top-notch, year-round, full-day pre-kindergarten program, Gems works with 160 children across two sites to ensure that each and everyone enters kindergarten school-ready. Gems staff encourage strong family involvement, engaging parents and caregivers in classroom activities, and creating consistency between home and school. What you’ll do Design and implement dynamic, standards-aligned lesson plans that inspire curiosity and foster mastery of grade-level content. Assess student progress using a variety of methods—exams, projects, and written work—to personalize instruction and ensure continuous growth. Establish and maintain high academic and behavioral standards, motivating all students to achieve their best. Utilize diverse teaching strategies, including direct instruction, hands-on projects, and group activities, to engage and challenge students. Collaborate with teaching assistants and fellow educators to meet individual student needs and create a supportive learning community. Build strong relationships with students, parents, and colleagues to foster a culture of trust, communication, and academic success. Schedule Monday Friday, 7:40am 4:00pm and 10:00am 6:00pm (rotating schedule) 11-month school year with optional summer opportunities for additional pay Must be available to work flexible hours (after hours, weekends, and holidays as needed) Benefits To achieve these exceptional outcomes, we hire the best and brightest educators and administrators and offer one of the most competitive benefits packages in the industry. We believe they earn it and deserve it. Our exceptional benefits include: Highly competitive base salaries Up to $30,000 in Student Loan Forgiveness Sick time Employee referral bonus Career advancement No-cost health insurance Life Insurance Short-and long-term disability Additional voluntary benefits Wellness discounts Commuter benefits Financial wellness perks Additional Benefits (Discounts on flights, hotels, theme parks, concert tickets, and more.) In addition, we provide our teachers with the resources they need to be successful. Teachers receive a personal laptop, Smartboards, and tablets; bi-weekly professional development; and the support of a team of academic coaches, deans, guidance counselors, and social workers who are committed to ensuring the success of all our scholars. The Gems Teaching Fellow salary is $55,000. Replies will only be sent to qualified applicants. Harlem Children's Zone does not provide work visas for candidates who require employer sponsorship for work authorization in the United States. Harlem Children’s Zone is an Equal Opportunity Employer (EOE). We celebrate diversity and are committed to creating an inclusive environment for all employees.

The JCCSF is seeking experienced and enthusiastic early childhood educators to join our outstanding team at each of our three preschools. Staff work in teams leading children ages 2-5 years old in a play-based setting inspired by the values of Reggio-Emilia and Jewish learning. We are currently hiring for Lead Teachers, Associate Teachers, and Assistant Teachers. The JCCSF has three preschools located in the Laurel Heights and Inglewood (near SFSU) neighborhood. STARTING SALARY RANGE Lead Teacher = $31.97 - $34.07 Teacher = $29.97 - $32.40 Associate Teacher = $25.47 - $26.90 Assistant Teacher = $22.78 - $24.15 Salary determined based on total years of experience, education level, and ECE units BENEFITS 100 hours of on-site professional development provided each year Free membership to JCCSF gym 50% off many other activities at the JCCSF Family discounts on preschool, camp, swim lessons, and more Full medical, dental and vision insurance Voluntary benefits, including FSA, supplemental plans, transit, legal plans 403(b) retirement benefits Generous paid time off, including vacation and holiday days Reimbursement for ECE courses ECE VISION STATEMENT Our vision is to be an innovative early childhood education program where children, families and educators collaborate to create enriched learning experiences. Our students delight in discovering an early love of learning. POSITION DUTIES & REQUIREMENTS Lead Teacher Oversee teacher coverage, classroom curriculum support, and individual goals. Facilitate team meetings with teachers to support planning and implementing curriculum, family experiences, and effective curriculum implementation. Ensure health and safety practices, as well as the social, emotional, physical, and intellectual development of children, are maintained in their classroom. Support the teaching team in understanding policies, procedures, and program philosophy. Lead Parent-Teacher conferences, including written documentation. Review and edit all written communication and documentation by the classroom teaching team. Participate in meetings outside team meetings, such as Lead Teacher meetings or ECE Leadership Team meetings (as invited), to plan and lead professional development for the ECE program. Observe children who have been identified with needs and attend meetings as needed along with site administration. Communicate with outside support resources as needed. Provide oversight of the school in the absence of administration, as needed. Requirements Bachelor's degree in early childhood education or a minimum of 24 ECE units. Preferred candidates will have at least 3 years of teaching experience in a Reggio-Emilia inspired program. Strong leadership and communication skills. Commitment to learning and integrating Jewish values into the curriculum. Ability to work collaboratively with a diverse team of educators and families. Teacher Collaborates with Lead Teacher and classroom teaching team to prepare and implement appropriate and engaging curriculum. Ensures that the environment is set up appropriately and effectively and is kept organized. Writes documentation and parent communication Requirements BA degree in Early Childhood or related field preferred Minimum of 12 units in Early Childhood Education/Child Development including core courses; 24 units preferred. Applicants with fewer than 12 units are encouraged to apply for our Assistant position. Minimum of 2 years' teaching experience in a Reggio-inspired and/or Jewish preschool Proficiency with verbal and written communication and technology Associate Teacher Collaborate with classroom teaching team to prepare and implement an appropriate and engaging curriculum and environment. Ensures that the environment is set up appropriately and effectively and is kept organized. Helps write documentation and parent communication. Requirements AA degree in Early Childhood or related field preferred A minimum of 12 units in Early Childhood Education including core courses. Applicants with less than 12 units are encouraged to apply for our Assistant position. One-year experience in a preschool classroom Proficiency with verbal and written communication and technology Assistant Teacher Supports classroom teaching team and contributes to the classroom as required by classroom team. Requirements AA degree in Early Childhood or related field preferred A minimum of 6 ECE units in Early Childhood Education in courses designated in the following areas: Child Development, Child, Family and Community, ECE Curriculum, ECE Programs. Assistants must commit to completing 12 ECE units by the end of their first year of employment. Child Development Permit renewal and application provided Opportunities for leadership and upward career mobility PHYSICAL REQUIREMENTS (for teachers at all levels) Must be able to lift up to 50 pounds in order to perform duties such as lifting cots, and helping children up the changing table 50% of job is done standing up 50% of job is working outside during most all-weather conditions All teachers are expected to be able to go on neighborhood walks spontaneously or planned for lengths up to 2 miles round trip and lasting up to 2 hours. Teachers must be able to squat or kneel at the children's level Teachers must be able to move quickly around the classroom or outdoor environment to safely supervise children STATUS Benefited, non-exempt, collective bargaining position COLLECTIVE BARGAINING UNIT CLASSIFICATION Lead Teacher, Teacher, Associate Teacher, Assistant Teacher HOURS/SCHEDULE Up to 40 hours/week, Monday - Friday FOR MORE INFORMATION: To learn more about working at the JCCSF, including staff culture, hiring practices and policies, and benefits, visit our Careers page: https://www.jccsf.org/about/careers/

~Expression of Interest for Future Consideration - Center for Dance After School Teaching Positions If you do not see an active job listing that is a fit for your education, skills, and experience, but would like to express interest in being considered for future Center for Dance After School Teaching opportunities, please click on "Apply For This Position" and complete the required fields to inform us as to the instruments and levels in which you are qualified to teach.

JOB TITLE Adjunct Teaching Faculty | Civil & Environmental Engineering LOCATION Worcester DEPARTMENT NAME Civil, Environmental and Architectural Engineering- JM DIVISION NAME Worcester Polytechnic Institute- WPI JOB DESCRIPTION SUMMARY Worcester Polytechnic Institute invites applications for the part-time position of Adjunct Teaching Faculty. An ideal applicant will hold an advanced degree in Civil Engineering or related discipline with significant practical experience in the relevant area, as well as having successful undergraduate or graduate teaching experience. Abilities to teach in other areas is also valued. JOB DESCRIPTION Worcester Polytechnic Institute is seeking part-time adjunct faculty to teach day and/or evening classes for the Civil & Environmental Engineering Department, at the undergraduate and/or graduate level. Part-time faculty positions are created to provide an available applicant pool for the department. Positions will be filled on an as needed basis. Start dates will vary by course and semester. Qualified applicants will be contacted by the academic department when an opening is anticipated. Your application will remain in the pool until the posting closes. If you wish to be considered for positions beyond that date you must reapply. Responsibilities include teaching from established curriculum but with addition of personal expertise and experience; provide students with timely feedback; grading. Prior experience teaching college-level courses required. Applicants should review the WPI course catalog and identify engineering courses they may be qualified to teach. Experience with online teaching and the Canvas learning management system preferred but not required. PhD in related discipline preferred; master's degree in related discipline required. Compensation: $7,500-$10,000 per course FLSA STATUS United States of America (Exempt) WPI is an Equal Opportunity Employer. All qualified candidates will receive consideration for employment without regard to race, color, age, religion, sex, sexual orientation, gender identity, national origin, veteran status, or disability. It seeks individuals from all backgrounds and experiences who will contribute to a culture of creativity, collaboration, inclusion, problem solving, innovation, high performance, and change making. It is committed to maintaining a campus environment free of harassment and discrimination.

Preschool Assistant Teacher TA - Baldwinsville, NY Little Lukes' mission is to build a bright future for every child by bringing extraordinary care and education to children in our community. When you join Little Lukes, you're joining a team that has an unstoppable drive to change the lives of families across Central New York. We're a team of thoughtful Certified Teachers and Special Education Teachers, expert Speech Language Pathologists, and experienced Physical and Occupational Therapists. Above all, we are committed to helping each other succeed, learn, and grow-all while bringing the best care to families in CNY. No matter what you are looking for in your next role, we're confident that you will find it at Little Lukes! Setting, Location, & Hours. Integrated (Inclusion) Preschool Classroom at Little Lukes Preschool and Children Center, Baldwinsville. Monday through Friday, 7:45am-1:00pm. Early Childhood Assistant Teacher Role We are on the lookout for Assistant Teachers to support our daycare classrooms. In this role, you will work with our phenomenal team of Certified Lead Teachers and Special Education Teachers to support the children in our care. Provide exceptional care and instruction Support the development and education of preschool children, ages 3 to 5 years, within our Inclusive classrooms alongside a Lead Teacher and Special Education Teacher. Assists in teaching developmentally appropriate academic and social skills to prepare children for kindergarten through strong, language-based, whole group, small group, and one-on-one interactions. Classroom Environment Help to create a positive, engaging, and structured learning environment where children are encouraged to be curious and excited to learn. Implement effective classroom management. Help to set and reinforce classroom expectations and routines. About You You will thrive in the role of an Assistant Preschool Teacher at Little Lukes if you have: A passion for our mission to offer the best care and education for local children and their families. Expertise in delivering care for the educational, developmental, and social emotional growth of the children in your charge. A warm, engaging approach with a family-centered focus. The drive to work hard, to be your best self and to adapt to the constant change and evolution of care for children in their Early Childhood years. Exceptional communication skills (written and verbal) and an ability to share feedback across teams in a collaborative and solution-oriented way. Preferred but not required: An active NYS Teacher Assistant certification. We will pay for your certification! Daycare Assitant Teacher Job Compensation and Benefits Industry-leading salaries Company Paid TA Certification Student Loan forgiveness participation Paid training Paid time off (PTO) that increases with longevity Company-sponsored Medical Insurance Dental Insurance 401K retirement plan with matching Employee childcare discount Continuing Education Assistance Access to Amazing team-oriented environment Professional mentoring program Work/Life Balance Monday-Friday (weekends off!) Day shifts only (no evenings!) Paid time off (PTO) that increases with longevity Next Steps for Daycare Preschool Classroom Support Job Application Please reach out to our Program Directors at info@littlelukes.com to learn more about the location, team and atmosphere with Little Lukes. We can't wait to meet you!

Work Where You Learn: Build Experience, Grow Skills, and Contribute to Your University Community. This position is available only to enrolled American University students. Important guidance for current American University employees: American University current employees, including those employed in student positions, must apply through their employee Workday account. If you are a current employee at American University, please log into your employee Workday account and select the Find Jobs report which will take you to our internal career listings. Applying outside of your employee Workday account may cause delays in a hire process. Department: College of Arts & Sciences Time Type: Part time FLSA Status: Non-Exempt Job Description: Summary: The Physics Teaching Assistant assists with instruction, labs, and grading under the guidance of the grading instructor. The TA will help their peers as needed during class time and will run weekly office hours to provide extra academic support. They will assist with grading as needed, and advocate for any needs they observe among the students of their course. Essential Functions: Grading homework and quizzes. Schedule and host weekly office hours to help students with coursework and provide extra tutoring support. Assist with lecture or lab activities as needed. Assist with general department events and tutoring initiatives. Position Type/Expected Hours of Work: Part-time. 5 - 10 hours per week. Salary Range: $17.95 per hour. Required Education and Experience: Current enrollment as an undergraduate at American University. High school diploma or its equivalent. Excellent organization, analytical, and problem-solving skills. Strong attention to detail, excellent interpersonal skills, and the ability to work independently under minimal supervision. Strong academic record. Strong sense of responsibility. Other Details This position is available only to enrolled American University students. Please note this job announcement is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice. American University is an E-Verify employer. Visit https://www.american.edu/hr/ for additional information about American University employment and benefits. Current American University Employees American University current employees (including those employed in student positions) must apply through their employee Workday account. If you are a current employee at American University, please log into Workday and select the Find Jobs report which will take you to our internal career listings. Contact Us For more information or assistance with the American University careers site, email theworkline@american.edu. American University is an equal opportunity, affirmative action institution that operates in compliance with applicable laws and regulations. The university does not discriminate on the basis of race, color, national origin, religion, sex (including pregnancy), age, sexual orientation, disability, marital status, personal appearance, gender identity and expression, family responsibilities, political affiliation, source of income, veteran status, an individual's genetic information or any other bases under federal or local laws (collectively "Protected Bases") in its programs and activities.

FACULTY POSITION To participate to the development of its programs, emlyon business school is seeking highly motivated candidates, who demonstrate pedagogical excellence in Consulting postures, approaches and tools and methodologies. Applications are invited at professor of Practice level, primary focus on teaching, beginning full time in September 2025. The selected candidate is expected to teach in French as well as in English. Teaching opportunities will be mostly focused at the "Programme Grande Ecole (PGE)" level and, to a lesser extent, at master and executive levels. This position includes teaching and coordinating the existing package of courses, which cover the coordination of the network of professional lecturers as well, and a contribution to design and teach new courses in general consulting. A complementary expertise in AI, digital transformation, energy transition, etc would be considered as a real plus. Conducting communications in professional and/or academic journals is not a requirement of this position but a plus. The selected candidate will closely collaborate with our existing team of professors and researchers in the school's ODAI (Operations, Data & Artificial intelligence) department, to which the position is today affiliated, but also with the rest of the faculty, like the Strategy, or Marketing departments. Teaching will be delivered mainly at our new campus in Lyon but can also be delivered on the school's other campuses (Paris mostly). JOB REQUIREMENT We are looking for candidates with the following qualifications in line with their level of application: A strong teaching orientation, and leadership to coordinate a network of professionals from various consulting companies and more, Evidence of excellent teaching achievements in French, (and English) at different levels (undergraduate, masters, executive) demonstrated by proven teaching experience in general consulting approaches, posture, recruitment and/or tools and methods, Ability to merge theoretical knowledge with practical relevance and to build and manage relationships with practitioners (e.g. company-oriented research projects), Ability to benefit from and develop a professional network from big Consulting firms and beyond, Willingness and ability to contribute to the implementation of an ambitious roadmap for consulting across programs and internationally, Ability to work laterally with other teachers and across programs, Ability to provide expertise on subject-matters beyond consulting (i.e. have sectorial or technical expertise such as for example industry, health, consumer goods, supply chain or financial services, etc.), and teaching it as well. Desire to collaborate in a collegial and dynamic pedagogical and research team, Desire to mentor and supervise Master/BBA/MSc students Energy, dynamism, and demonstrated personal/professional ethical values French speaking is a requirement, as well as fluent English. Various configurations possible for that position: As an associate professor level, A Phd / doctorate degree will be a requirement Even if this position is a teaching-oriented position, some research contributions are also a requirement, demonstrated by capacity to publish in various press, professional or academic journals. As a professor of Practice, A Phd / doctorate degree is not a requirement The position is then fully teaching-oriented with a high expected teaching load from the candidate The candidate will be expected to contribute to and is regularly evaluated based on three areas of activities: (1) teaching and student supervision, (2) institutional service (e.g. administration, service in committees, representation of the school in the media and events), and (3 if considered as associate professor) intellectual contributions (research publications, conferences, various articles, etc). We strongly encourage people of all backgrounds (gender, ethnic background, nationality) to apply. The position involves teaching mostly in French and potentially English at all levels. The selected candidate is expected to be based in Lyon or nearby area. Salary and conditions are competitive and will be commensurate with qualifications and experience. THE SCHOOL Founded in 1872 by the Lyon Chamber of Commerce, emlyon business school has an enrollment of over 9,260 students of 130 nationalities across four campuses worldwide (Lyon, Shanghai, Paris, and Mumbai). The School relies on a Faculty of 170 internationally recognized professors and researchers, and a network of 222 global academic partners, to provide learning tracks of academic excellence open to the world. The school runs a community of 45,000 alumni spread over 130 countries. As a benefit corporation (société à mission) emlyon aims to "train and support informed leaders, throughout their lives, who are able to transform organizations efficiently for a fairer society and with greater solidarity and respect for the planet". The School's pedagogy closely links action and reflection. Skill hybridization and social responsibility are also at the heart of its training programs, where the best of both socioeconomic and academic worlds meet. The strategic plan, "Resonances 2028", reaffirms the importance of the "maker spirit" that has been the DNA of emlyon since its creation. The plan is built around the five qualities expected of "makers", emlyon students and alumni, to become entrepreneurs of change, namely: academic excellence; entrepreneurial spirit; engagement; hybrid knowledge; resonance with society. emlyon business school is ranked among the top 100 best universities and business schools in the world in the latest Shanghai ranking. In the Management category, the school reaches the top 2 of the best French business schools in the Management category, and the top 3 in the Business Administration category. THE ENVIRONMENT emlyon business school is at the center of a vibrant ecosystem of large universities with excellent research teams in engineering, computer science, natural sciences, social sciences, and the humanities (see: https://www.lyoncampus.com/en/welcome/lyon-a-city-of-innovation ) Lyon is the second largest city in France, with a long tradition in entrepreneurship and with a strong digital industry. Further information About emlyon business school: http://www.em-lyon.com/en/ About QUANT Research center at emlyon business school: https://aim.em-lyon.com/quant/ THE APPLICATION SHOULD CONSIST OF: A cover letter including motivation to join emlyon business school An up-to-date curriculum vitae A teaching statement (with teaching evaluations where available) A list of intellectual contributions under review or in progress Two references/names with contact information Possible questions about the position can be addressed to Professor Benoit Loeillet, Head of ODAI department (loeillet@em-lyon.com). Candidates are strongly encouraged to apply as soon as possible, as reviewing of applications will begin immediately, and continue until the position has been filled. All application materials should be submitted in English, via this website page. The application materials will not be returned. SUBMISSION DEADLINE: 5 January 2025 emlyon reserves the right to consider applications submitted after the deadline.

The teacher's aide provides support to classroom teachers. They assist with a variety of functions, including implementing instructional programs, assessing student performance and other tasks as needed by the instructor. Typical Duties and Responsibilities: Assist in developing lesson plans based on state requirements and the specific needs of each child. Collaborate with teachers to monitor the development of each child. Work with children in the classroom to promote their learning and development. Communicate with parents and keep them informed about their child's development and any changes to the regular day-to-day schedule. Perform other related duties

Job Posting Title Preschool Teaching Assistant Employee Type Regular Recruiting Start Date 01-06-2026 Job Exempt? No Recruiting End Date Open Until Filled Aloha mai! Mahalo for your interest in Kamehameha Schools. If you are looking for an opportunity to utilize your skills and talents and grow in your profession, while serving and strengthening our Native Hawaiian community, we would love to have you join our ʻohana! Kamehameha Schools is looking for a full time Teaching Assistant to support our Kona Preschool. This position does require college credits in Early Childhood Education OR a CDA. it is M-F 40/hrs a week Job Summary The Teaching Assistant plays an integral role within the Preschool instructional team to enhance student learning by supporting the teacher in delivering a Hawaiian Culture-Based Education program that fosters Christian values. Ensures the safety and security of students while maintaining appropriate teacher-to-student ratios. Assists with planning and implementing developmentally appropriate activities, providing direct instructional support through individual, small group, and large group interactions. Contributes to a positive learning environment, supports student assessments, and maintains communication with families to support each child's progress. Serves in the capacity of the Teacher in absence of the Teacher. Maintains required certifications to meet program needs. Essential Responsibilities Instructional Support Assists with daily classroom instruction by providing individual, small group, and large group support in line with lesson plans. Helps create and prepare instructional materials, contributing to the development of engaging learning resources tailored to students' needs. Supports the teacher in implementing lesson plans, ensuring effective delivery of content and student engagement. Facilitates group activities, encouraging cooperative learning and active participation. Observes students and documents behavior, progress, and development for teacher assessments. Supervision Supervises student behavior independently and under the teacher's direction, employing early childhood behavior management strategies aligned with school policies and procedures. Supervises students in various settings, such as during breaks or group activities, to ensure safety and appropriate behavior. Program Support Assists in the preparation of classroom materials and maintaining classroom organization, including snack menu planning and supply management. Takes responsibility for maintaining a safe and healthy classroom environment by regularly scanning for safety concerns, ensuring proper sanitation of all areas, and adhering to Kamehameha Schools' and state licensing health and safety policies and procedures. Maintains student records, including attendance and other necessary documentation, and communicates student needs to the teacher and other staff members. Actively participates in required professional development and training sessions, staying up-to-date with technology and educational practices relevant to early childhood education. Family Engagement Builds strong relationships with students' families by maintaining open communication regarding their child's behavior, learning progress, and developmental milestones. Engages in crucial conversations with families, providing constructive feedback and discussing strategies to address behavioral or learning challenges. Participates in home visits with the teacher to build relationships with families and provide progress updates. Substitute Teaching Assumes full responsibility for classroom management, lesson delivery, and student supervision in absence of the Teacher, ensuring the continuity of the learning environment. Develops and implements lesson plans, or follows teacher-prepared plans, to maintain a structured and engaging classroom experience. Implements child assessment plans to monitor and support student development, ensuring that assessments are conducted regularly and accurately. Provides appropriate interventions or feedback to support student progress. Actively participates in regional staff development, training sessions, and meetings to enhance professional growth and ensure alignment with program goals. Position Requirements Minimum Qualifications- An equivalent combination of education and experience may substitute for the requirements listed. One of the following educational credentials: Associates Degree in ECE Associates Degree and 9 ECE credits Child Development Associate (CDA) Certification 2 years of college (60 credits) with College Certificate of Recognition in Early Childhood (16 credits) Minimum of 6 months of related work experience. Valid Hawaii Driver's License or ability to acquire a valid Hawaii Driver's License within 6 months of hire. Current Community First Aid and Pediatric CPR Certification. Current Department of Health, Food Handler's Certification. Ability to implement and support early childhood behavior management strategies that promote positive student behavior and classroom management. Patience and understanding of the developmental needs of young children, with a focus on creating a nurturing and safe environment. Experience in maintaining a structured, safe classroom environment while supervising students independently or under the teacher's direction. Proficiency in using classroom technology and educational tools for lesson support and student assessments. Ability to build strong relationships with students and their families to foster a positive learning environment. Team player, able to collaborate effectively with teachers and other staff. Adaptability in meeting the diverse needs of students and implementing individualized support strategies. Preferred Qualifications Bachelor's Degree or higher in Early Childhood Education (ECE). 2 years of experience in a classroom setting, ideally with preschool or early childhood students. Previous involvement in planning and implementing learning activities or assisting in instructional roles. Familiarity with culturally relevant curricula, especially Hawaiian culture-based education. Physical and Mental Requirements Frequently sits, stands, walks, bends, stoops, and performs desk-based tasks, including grasping, lifting, pushing, pulling, and carrying up to 30 pounds. Engages in activities that require frequent twisting, squatting, kneeling, climbing, reaching above shoulder height, and performing fine manipulation tasks. Working Conditions (including Environmental Conditions) This position requires working indoors and outdoors at the preschool multiple times throughout the day. This position requires work at off-site locations (indoor and outdoor) for the entire school day. This position may involve traveling to various locations, including neighbor islands to conduct business. This position may require working at various locations within the region for which this position is posted. Work is conducted in an classroom environment and may require work to be conducted in non-standard workplaces. Work is typically conducted Monday through Friday at normal business hours. Disclaimer: The above statements are intended to describe the general nature and level of work being performed by incumbents assigned to this job. This is not intended to be an exhaustive list of all the responsibilities, duties and skills required. The incumbent may be expected to perform other duties as assigned. Federal law requires employers to provide reasonable accommodation to qualified individuals with disabilities. Please contact us at hr@ksbe.edu or 808-534-8040 if you require a reasonable accommodation to apply for a job or to perform your job. Examples of reasonable accommodation include making a change to the application process or work procedures, providing documents in an alternate format, using a sign language interpreter, or using specialized equipment. KS does not accept unauthorized solicitations of candidate referrals from third-party vendors (i.e. Staffing Agencies, Executive Recruitment Firms). Any third-party vendor who has interest in supporting KS's recruiting efforts must be authorized by Human Resources prior to the vendor's candidate applying with KS. Work Year 10 Pay Range 26.40 - 35.42 Hourly Compensation and Benefits Based on the compensation range provided below, salaries are commensurate with job-related experience, skills and competencies, education, internal equity, length of work year, and other organizational needs. At Kamehameha Schools (KS), we recognize that compensation is just one facet of a fulfilling employment experience. Our commitment lies in fostering a positive work environment and equipping employees with the necessary resources to excel every day. Our Total Rewards Program embodies KS's dedication to the physical, mental, and financial well-being of our employee ʻohana. Explore our comprehensive Benefits Summary for more information. Primary Location Kamehameha Schools Preschool- Kailua-Kona City, State Kailua Kona, Hawaii Additional Locations

JOB TITLE Online Adjunct Teaching Professor- Robotics Engineering LOCATION Worcester DEPARTMENT NAME Graduate Studies- JM DIVISION NAME Worcester Polytechnic Institute- WPI JOB DESCRIPTION SUMMARY Worcester Polytechnic Institute is seeking part-time adjunct faculty to teach online graduate courses in our Online Division of Graduate Studies. Of most importance are candidates with expertise in Computer Vision and Autonomous Vehicles. Positions will be filled on an as-needed basis. Start dates will vary by course and semester. JOB DESCRIPTION An Adjunct Teaching Professor will teach graduate courses in an online/asynchronous delivery method. All courses listed in the WPI online curriculum in Robotics Engineering are of interest, particularly Computer Vision and Autonomous Vehicles - https://www.wpi.edu/academics/online/study/robotics-engineering-ms . Applicants should specifically identify which courses would be the best fit for their expertise. An ideal applicant will hold an advanced degree in Robotics Engineering or closely related discipline. Prior experience as an instructor or a teaching assistant at the college-level is required. Relevant industry experience is also valued. Responsibilities include teaching from an established course syllabus but with addition of personal expertise and experience; conducting office hours; grading the course assessments; providing students with timely feedback. Candidate must reside in the United States. Required Documents: Cover Letter Resume Optional Documents: Curriculum Vitae List of References Teaching Statement/Philosophy Compensation: $6,667 per two-credit course and $10,000 per three credit course. Compensation scaled if enrollment is below 12 students per course. FLSA STATUS United States of America (Exempt) WPI is an Equal Opportunity Employer. All qualified candidates will receive consideration for employment without regard to race, color, age, religion, sex, sexual orientation, gender identity, national origin, veteran status, or disability. It seeks individuals from all backgrounds and experiences who will contribute to a culture of creativity, collaboration, inclusion, problem solving, innovation, high performance, and change making. It is committed to maintaining a campus environment free of harassment and discrimination.

Job Summary: Shaw University Divinity School (SUDS) invites qualified, visionary applicants to serve as part-time Adjunct Professors for online instruction in both degree and non-degree programs. Shaw University Divinity School is expanding its theological education and professional development programs. We seek committed scholar-practitioners passionate about innovative theological education, committed to engaging multi-vocational ministry practitioners, and skilled in developing dynamic and flexible learning experiences. Applicants must be able to develop and teach degree and non-degree courses for students and post-graduate professionals in traditional and non-traditional learning formats. Essential Job Functions: Adjunct Professors will teach courses across various theological and ministerial subjects, build relationships with prospective students through outreach and recruitment events, and design robust, adaptable syllabi to serve diverse learning cohorts. Shaw University Divinity School equips emerging leaders to integrate faith and vocational callings across multiple sectors. It prepares students for bi-vocational and specialized ministries in churches, nonprofits, education, healthcare, the arts, and other public and private domains. We are interested in individuals wanting to invest in a curricular approach that promotes theological depth, ethical leadership, and community impact in topics including. Classical studies in contemporary ministry and traditional theological disciplines Faith in Action: Church Leadership for Community Transformation (MIC 504) Nonprofit Leadership and Spiritual Innovation (THE 590) Compassion in Practice: Health and Human Services in Faith Communities (MIC 503) Teaching Across Generations: Education for Today's Church (CED 502) Healing and Wholeness: Faith, Culture, and Public Health (MIC 510) Creative Worship: Theology, Arts, and Spiritual Formation (PWS 521) Faith-Driven Change: Action Research in Ministry Contexts (MIC 512) Healing the Broken: Trauma-Informed Leadership and Pastoral Care (MIC 524) Liberating the Disenfranchised: Culturally Responsive Counseling (PPC 531) Faith on the Frontline: Congregational Praxis and Social Innovation (MIN 504) Prophetic Economics: Ministry for Political and Economic Justice (RSO 504) Faith-Based Management: Church and Organizational Administration (ADM 501) Primary Responsibilities: Online Instruction: Deliver high-quality online instruction in assigned courses (degree and non-degree) following the School's academic and pedagogical standards. Syllabus and Curriculum Development: Create comprehensive syllabi aligned with program learning outcomes, including multi-tiered formats to accommodate traditional, accelerated, and modular class structures. Update course content regularly to ensure relevance to contemporary ministry contexts. Student Engagement and Advisement: Maintain active communication with students throughout the course duration. Provide timely, constructive feedback. Foster online classroom communities that support peer learning and critical theological reflection. Prospective Student Engagement: Attend and participate in online and in-person prospective student events, open houses, webinars, and conferences as a faculty representative. Offer subject matter insights to assist prospective students in understanding program offerings. Innovative Learning Opportunities: Develop non-traditional learning modules (e.g., practicums, case studies, service-learning projects, ministry based field assignments) that bridge academic study with real-world, multi-vocational ministry applications. Assessment and Reporting: Evaluate student learning outcomes using prescribed rubrics and submit grades and required assessment data by deadlines. Participate in programmatic reviews and course improvement initiatives. Demonstrates acceptance and support of the mission and goals of the University. Effectively teach knowledge-relevant college-level religious courses (Theology, Ethics, Biblical Studies, Pastoral Care, Preaching, etc.) courses, with a commitment to providing excellence in education. Present course teachings in such a way that students are encouraged to develop critical thinking and problem-solving skills, to increase motivation, to develop a positive self-image, and to clarify their values. Actively engages in planning, developing, and improving curriculum offerings. On the first day of class, provides each student a copy of a course syllabus that conforms to University-approved requirements. Teaches the course in accordance with the course syllabus. Informs students of the course objectives and requirements, explains the grading system and attendance policy, and provides a bibliography of suggested readings. Participates in orientation sessions conducted each semester, as applicable. Other duties as assigned by supervisor. Note: This job description is not intended to provide all duties that may be required of the position. Supervisory Responsibilities None Preferred Qualifications Education: Doctoral degree in Theology, Ministry, Religious Studies, Christian Education, or a closely related field (D. Min., Ph.D., Ed.D., or equivalent). Master's degree in Theology, Ministry, or related field (M.Div., M.A.T.M., or M.A.R.) considered for non-degree course instruction with exceptional experience. Experience: Online teaching experience using LMS platforms (e.g., Moodle, Canvas, Blackboard) is strongly preferred. Demonstrated ability to design, adapt, and teach courses for multi-vocational ministry contexts (e.g., pastors, chaplains, nonprofit leaders, bi-vocational ministers). Experience in creating syllabi with multiple instructional tiers (full term, accelerated, micro-learning formats). Evidence of active engagement in ministry, theological education, or leadership in church, community, or nonprofit settings. Must possess the minimum credential standards of the Southern Association of Colleges and Schools (SACS), which normally include at least 18 graduate semester credit hours in the subject area or suitable approved justifications. Demonstrated success teaching at the college level. 3-5 years' research and teaching experience in the field of religious studies, culture, race, gender, and women studies required. Candidates with teaching experience and expertise in an additional area also offered in the assigned department is highly desired. Skills and Competencies: Mastery of adult learning theory, with a practical focus on experiential and transformative education models. Skilled in developing and facilitating non-traditional educational experiences (e.g., workshops, online ministry practicums, collaborative projects). Strong written, verbal, and digital communication skills. Ability to embody and promote the mission and vision of Shaw University Divinity School with professionalism and enthusiasm. Certificates, Licenses, or Registrations Must possess the minimum credential standards of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), which normally includes at least 18 graduate semester credit hours in the subject area or suitable approved justifications. Other Competencies (skills, abilities, behavior) Must have a philosophy that is consistent with the Mission, Vision and Core Values of the organization. Vision, commitment, and experience in achieving goals and pursuing excellence are critical. Strong oral and written presentation skills. Ability to work well independently and as a member of a team. Excellence in the organization, decision-making, problem-solving, and creating a collaborative environment. Ability to manage multiple projects simultaneously. Must be able to read, write and speak fluently in English. Physical Demands Ability to sit or stand for up to 8 hours/day. Some lifting (up to 25 pounds occasionally), bending, and carrying. Specific vision abilities include the ability to use close vision. The employee is regularly required to talk and hear, and to use hands and fingers to handle or feel.

Are you passionate about shaping the future of America's youth? Boys Town is now hiring married couples as teams of Family Teachers in TallahaNew Orleans, Louisiana! Together you will provide care and guidance to boys and girls in need. Click here to be inspired: http://www.youtube.com/watch?v=5D9LyMDkBE8 UP TO $6,000 RELOCATION ASSISTANCE FREE ROOM AND BOARD INCLUDED!! Benefits & Perks: Starting salary of $100,000 per couple varies on location site. Fully-paid living expenses, which include rent, utilities, and a monthly household budget Benefits package that includes health, dental and vision insurance; a 401K retirement plan; paid vacation and sick leave Supporting youth with new traditions such as sport events, family dinner, graduation, volunteering in the community and visiting Lake Okoboji Opportunities to earn college credit while working Relocation assistance Company vehicle Responsibilities: Live on-site in a Boys Town Family Home and provide direct care for 6-8 at-risk youth through creating a safe and loving family-style living environment Provide emotional support utilizing praise, positive feedback, affection and empathy to build one's self-confidence and respect Use rational problem-solving techniques to teach youth critical thinking skills, assist with behavioral problems, counsel through personal issues and provide crisis intervention Plan, participate and provide opportunities for individual and family activities that are both educational and entertaining Display and teach parenting, family and relationship skills to youth, legal guardians and caretakers to create family engagement Maintain contact with both internal and external consumers agencies to obtain or provide information regarding youth's behaviors, strategies and progress Prepare written records for household budgeting, tracking youth progress, reporting incidents/behaviors and document youth medical needs and appointments Teach and role model Boys Town values and ethical behaviors, as well as support and encourage participation in regular religious activities Supervise the activities of assigned Assistant Family-Teacher to aid in their development and success Manage the daily operating schedule of the home; assist with youth transportation needs, and overall household upkeep Provides safe and effective services Adheres to policies related to safety and boundaries with service recipients. Attends safety and abuse risk management training as assigned. Adheres to procedures related to managing high-risk activities and supervising service recipients. Reports suspicious or inappropriate behaviors and policy violations. Follows mandated abuse reporting requirements. Demonstrate to criteria while maintaining current in CPR and nationally recognized personal restraint model must be obtained during pre-service training required. REQUIRED QUALIFICATIONS: Be at least 21 years of age or older High School diploma or equivalent is required, some college credit is preferred Valid driver's license with good driving record and ability to pass MVR Check Flexibility and willingness to work a wide array of hours, which includes days, evenings, weekends and holidays Ability to pass a thorough background check and reference verification procedure in order to determine one's fitness to satisfactorily and safely care for youth Ability to attend a 2-week paid training in Omaha, Nebraska Other Duties: This job description incorporates the essential functions and duties required for this position. However, other duties may be required and assigned at times and as determined by a supervisor in order to meet the needs of the organization. Serves as a role model in carrying out activities and behaviors that reflect the values and principles of the Boys Town mission. PHYSICAL REQUIREMENTS, EQUIPMENT USAGE, WORK ENVIRONMENT: Must have and maintain sufficient mental acuity and physical strength, agility, and endurance to perform all job requirements (including stressful situations - physically, mentally, and emotionally) encountered on the job without compromising the health and well-being of self, fellow employees, and youth or families. Must have sufficient vision, hearing, speech and the mobility to monitor youth, actively participate in safety procedures, assist and perform daily household chores, and participate in activities with youth. Specific requirements include, but are not limited to: the ability to push and pull at least 80 pounds of force, lift up to 50 pounds, carry safely up to 30 pounds, as well as the ability to reach overhead, bend, and squat with ease. Examples of required activities include, but are not limited to: moving furniture, climbing stairs, cooking, playing games, maintaining the exterior grounds including mowing and shoveling; as well as the ability to safely transport youth regardless of weather or time of day/night. Subject to outside environmental conditions occasionally and inside conditions frequently. Includes constant interruptions, inappropriate behaviors, and the potential for verbal and physical threats from youth. Care and respect for others is more than a commitment at Boys Town - it is the foundation of who we are and what we do. At Boys Town, we cultivate a culture of belonging for all employees that respects their individual strengths, views, and experiences. We believe that our differences enable us to be a better team - one that makes better decisions, drives innovation, and delivers better business results. About Boys Town: Boys Town has been changing the way America cares for children and families since 1917. With over a century of service, our employees have helped us grow from a small boardinghouse in downtown Omaha, Nebraska, into one of the largest national child and family care organizations in the country. With the addition of Boys Town National Research Hospital in 1977, our services branched out into the health care and research fields, offering even more career opportunities to those looking to make a real difference. Our employees are our #1 supporters when it comes to achieving Boys Town's mission, which is why we are proud of their commitment to making the world a better place for children, families, patients, and communities. A unique feature for employees and their dependents enrolled in medical benefits are reduced to no cost visits for services performed by a Boys Town provider at a Boys Town location. Additional costs savings for the employee and their dependents are found in our pharmacy benefits with low to zero-dollar co-pays on certain maintenance drugs. Boys Town takes your mental health seriously with no cost mental health visits to an in-network provider. We help our employees prepare for retirement with a generous match on their 401K or 401K Roth account. Additional benefits include tuition assistance, parenting resources from our experts and professional development opportunities within the organization, just to name a few. Working at Boys Town is more than just a job, it is a way of life. This advertisement describes the general nature of work to be performed and does not include an exhaustive list of all duties, skills, or abilities required. Boys Town is an equal employment opportunity employer and participates in the E-Verify program. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity and/or expression, national origin, age, disability, or veteran status. To request a disability-related accommodation in the application process, contact us at 1-877-639-6003.

Engineering a world of possibilities The Earth and Society Programs Portfolio at The Colorado School of Mines invites applications for a Teaching Assistant Faculty position in the Futures core curriculum, with an anticipated start in Fall 2026. We seek a creative and ambitious teacher whose work complements and expands our strengths in this unique Signature Student Experience program. Candidates whose expertise and experience bridge multiple subfields and bring the ability to connect industry, communities, national research institutions, etc. are especially encouraged to apply. While faculty in this position have an explicit focus on teaching in the Futures course for the ESP portfolio, the faculty will still have a locus of position in one of three departments: the Humanities, Arts, and Social Sciences Department (HASS), the Engineering, Design, and Society Department (EDS) or the Economics and Business Department (EB). The location of position will be determined as part of the interview process. Joint appointments are also possible, including within the key collaborating departments or other STEM programs on campus. Teaching faculty at Mines also participate in department and university governance and have the opportunity for promotion. These departments are looking for superb educators who inspire students and engage in modern pedagogical approaches, while embodying and advancing the University's commitment to preparing students for success in their time at Mines and beyond. Faculty in this position will be expected to teach in 3 sections of the Futures course for each of the Fall and Spring semesters. Additional service will also be expected and focused on efforts that also contribute to growth and support of the Futures program. The Futures Program: Futures is an innovative and interdisciplinary course included in the Mines core curriculum. Every semester approximately 900 undergraduate students in their 1st or 2nd year will be enrolled in the course. Each class has 150 students and is taught by no less than 5 faculty members who are associated with fields and departments across campus. Each class is further sectioned into cohorts that rotate through 4 simultaneously taught 4-week seminar modules with these different instructors. While the instructors teach their specific expertise, they all focus their lens' around a main course theme. Each class has its own theme relevant to the future (e.g., Energy Futures, Technology Futures, Critical Resources Futures, etc.). Ultimately each student goes through multiple 4-week seminars with instructors that focus on the main theme in a variety of ways, thus gaining knowledge and experience with multiple perspectives and systems awareness around a theme relevant to the complex future ahead. The Futures program is administratively housed in the Earth and Society Programs Portfolio but as the course is a required core curriculum offering, students and faculty across all disciplines and majors participate. This course intentionally highlights the complex integration of important perspectives and systems that contribute to many themes of the Future incorporating social, technical, environmental, economic, humanitarian, and policy considerations in every offering. Candidate Background and Areas of Teaching Competency: We specifically invite candidates with strong interdisciplinary interests and backgrounds. Regardless of disciplinary background, candidates must demonstrate sustained interest in complex systems and STEM-relevant theme integration. Preferred candidates will be able to demonstrate a commitment to undergraduate instruction, impact of relevant pedagogies, and productive collaborations with scholars across disciplines. Relevant disciplinary backgrounds include futures studies, earth and environmental studies, social sciences, business and economics, engineering design, humanities, education, policy and law, and any other related sociotechnical or society and STEM integrated areas of focus. Special consideration will be given to candidates that can communicate how they can specifically contribute to the current and emergent themes of the Futures course. These themes focus on areas of Mines excellence and often represent the Future of Mine's Undergraduate, Graduate, and Interdisciplinary programs. Some themes of the Futures classes include: Energy (e.g., global needs and expansion, resources, renewable) Earth and Environment (e.g., water, disaster mitigation, sustainability, water) Advancing Technology (e.g., quantum computing, artificial intelligence, robotics and automation) Entrepreneurship and Innovation Research and Impact Community and Development Human Health and Wellness Focused Fields and Industries (e.g., space resources, polar and glacial studies, construction) Responsibilities Participate extensively in the delivery of the Futures courses Develop and refine curriculum for the Futures program that is valuable and approachable to whole undergraduate population Collaborate with other faculty and the Futures leadership team to prepare, deliver, evaluate and continuously innovate and refine the course. Supervise and mentor undergraduate students in coursework, continuing education, and student worker positions, including former futures students and futures student graders. Engage in service to Mines, including membership in department and university committees Teaching in Futures: Because Faculty in the Futures Teaching Assistant Professor position will be expected to teach in 3 sections of the Futures course for each semester, they will need to be committed to and competent in both types of instructor roles (theme instructor and seminar instructor) and will need to be ready to provide education and experiences to a number of themes simultaneously. Theme instructors oversee the full class and support the 150 students through the full semester with intermittent classroom days centered around learning objectives of reflection and values identification, theme expansion, and perspective integration. Seminar instructors teach a 4-week seminar three times over the semester to three different cohorts of 35-40 students. All instructors are responsible for stewarding greater understanding of complex systems and installing a value for futures orientation and preparedness. All Futures instructors are also expected to contribute to the identification and organization of additional outside events and opportunities that facilitate experiential learning and expand theme awareness and appreciation beyond the classroom. Minimum Qualifications Education: One or more advanced degrees (terminal or appropriate for the field) in a discipline relevant to the Futures curriculum by the time the appointment begins. Experience teaching at the university level (undergraduate especially) Ability to lead discussion-based or seminar-style learning environments. Competency in navigating learning management systems (e.g., Canvas or similar platforms). Strong interpersonal and communication skills, particularly in supporting colleague collaboration and facilitating student engagement. Preferred Qualifications: Demonstrated record of excellence in teaching, student support, and cultivating thriving communities in education. Experience teaching first-year or general education students at the undergraduate level. Evidence of interdisciplinary collaboration and engagement of broader impact approaches to curriculum creation and delivery. Experience teaching or collaborating in interdisciplinary, STEM-adjacent, or socio-technical contexts. Experience with interdisciplinary program development or thematic course design. Interest in pedagogies that support sense of belonging, identity development, and student engagement Skills in designing and assessing reflective, portfolio-based, or project-based student work. Commitment to fostering inclusive learning environments. Interest in further offering mentorship and non-classroom-based learning opportunities and developmental support to students regardless of class enrollment. TOTAL REWARDS Teaching Assistant Professor: $73,000 - $95,000 Colorado School of Mines offers a robust portfolio of benefits for all employees. For this role, that includes: Flexible health and dental care options Generous sick/vacation time: 13 paid holidays per year - including a week-long winter break for entire campus. Fully vested retirement plan on first day of employment, with generous employer contribution of 12% Tuition benefits (6 credits per year for employees, 50 percent discount for dependents) Access to an on-campus daycare center Free RTD Ecopass for regional bus and light rail transportation Mines' leadership and innovation bring proximity and access to several research centers, consortia, agencies, labs, and leading-edge technology. Additionally, All Mines employees also have access to discount programs through the State of Colorado and free tickets for Mines Athletics home games, as well as access to the state of the art Recreation Center (fitness classes and training, swimming pool and more) and equipment rentals through the Outdoor Rec Center. We are proud to have recently opened an on campus daycare center. For more details about benefits at Mines, visit mines.edu/human-resources/benefits. How to Apply Priority review will begin on March 2, 2026, and will continue until the position is filled. For full consideration, please apply by March 1, 2026. Applicants will be asked to complete an online application (personal information, demographic information, references, veteran status) and upload the below documents (required). References will not be collected or contacted until later in the selection process and you will be informed before that contact is made. Applicants will notice on the application form, there is only one location to upload all required materials. Further, once submitted, the applicant will not be able to edit their application. Applicants may submit their application as one combined document or as separate documents. The application must include: Cover Letter, detailing their interest and qualifications for the position, Curriculum Vitae (CV), including teaching experience and areas of academic and professional pursuit Teaching Statement, including examples of small and large classroom instruction and indications of teaching effectiveness (not to exceed 3 pages), Teaching Statement: Mines prides itself on high quality, hands-on, and project-based learning. Within the teaching statement, candidates should discuss their in-person and hands-on teaching pedagogy and describe any experience they have with large-lecture delivery. The statement may also incorporate a discussion of how your past scholarly works inform your pedagogical approach. Additional Information and Reasonable Accommodation Requests It is the intent of Mines to comply with the applicable requirements of the Americans with Disabilities Act and the Americans with Disabilities Act Amendments Act of 2008, and their implementation rules and regulations, in support of equal opportunities for qualified applicants with disabilities. To meet this goal, Mines will make reasonable accommodations during the employment selection process and within our working environment. If you are a qualified individual with a disability or a disabled veteran, you may request a reasonable accommodation if you are unable or limited in your ability to access job openings or apply for a job on our site as a result of your disability. You can request a reasonable accommodation by contacting our Human Resources team at hr@mines.edu or 303.273.3250 for assistance. Successful completion of a background investigation is required for this position. Equal Opportunity Colorado School of Mines is committed to equal opportunity for all persons. Mines does not discriminate on the basis of age, sex, gender (including gender identity and gender expression), ancestry, creed, marital status, race, ethnicity, religion, national origin, disability, sexual orientation, genetic information, veteran status or current military service. Further, Mines does not retaliate against community members for filing complaints regarding or implicating any of these protected statuses. Mines' commitment to nondiscrimination, equal opportunity and equal access is reflected in the administration of its policies, procedures, programs and activities and in its efforts to achieve a talented student body and workforce. Through its policies, procedures and resources, Mines complies with federal law, Colorado state law, administrative regulations, executive orders and other legal requirements to prevent discrimination (including harassment or retaliation) within the Mines campus community and to address potential allegations of inequality or concerns for safety. Colorado's premier engineering and applied science university for 150 years and counting

JOB TITLE Adjunct Teaching Faculty | Architectural Engineering LOCATION Worcester DEPARTMENT NAME Civil, Environmental and Architectural Engineering- JM DIVISION NAME Worcester Polytechnic Institute- WPI JOB DESCRIPTION SUMMARY Worcester Polytechnic Institute invites applications for the part-time position of Adjunct Teaching Faculty. The Architecture Engineering program in the Civil & Environmental and Architectural Engineering Department at Worcester Polytechnic Institute is seeking part-time adjunct faculty to teach day and/or evening classes. Part-time faculty positions are created to provide an available applicant pool for the program and department. Positions will be filled on an as-needed basis. Start dates will vary by course and term. Applications will remain in the pool until the posting closes. JOB DESCRIPTION An Adjunct Teaching Faculty will teach undergraduate and/or graduate courses, including design studios, with various options for on-campus and online delivery. All courses listed in the WPI undergraduate and graduate catalog under the Architecture Engineering and Master of Architecture curriculum are of interest. Applicants should specifically identify which courses would be the best fit for their expertise. An ideal applicant will hold an advanced degree in Architectural Engineering, Architecture or closely related discipline. Prior experience as an instructor or a teaching assistant at the college-level is required. Relevant industry experience is also valued. Responsibilities include teaching from an established course syllabus but with addition of personal expertise and experience; conducting office hours; grading the course assessments; providing students with timely feedback; providing materials used in course evaluations. Compensation: $7,500-$10,000 per course FLSA STATUS United States of America (Exempt) WPI is an Equal Opportunity Employer. All qualified candidates will receive consideration for employment without regard to race, color, age, religion, sex, sexual orientation, gender identity, national origin, veteran status, or disability. It seeks individuals from all backgrounds and experiences who will contribute to a culture of creativity, collaboration, inclusion, problem solving, innovation, high performance, and change making. It is committed to maintaining a campus environment free of harassment and discrimination.

Benefits: 401(k) 401(k) matching Company parties Dental insurance Free food & snacks Health insurance Paid time off Training & development Vision insurance Preschool / Daycare Teacher Job (Early Childhood) Primrose School of Burlington (also Chelmsford, Woburn) Location: Burlington, MA Schedule: Full-time Hours of Operation: 7:30 am - 5:30 pm Pay: $20-$24 / hr (based on experience/education) Overview Education Coach + strong leadership support No nights writing curriculum (expert curriculum provided) Day 1 benefits + 15 days of paid holiday + 10 days of paid vacation time + 5 days of paid sick time Free early childhood college coursework (EEC partnership) 2 Professional Development Days (one off-site) Why you'll like this job 4-person leadership team actively supporting each day! Coverage for breaks & planning time every day Teacher snacks + optional chef lunch provided Coaching that helps you grow (real feedback + support) Thoughtfully Paired Co-teacher pairing for a strong team dynamic Fully stocked classrooms (materials, décor, supplies provided) Consistent classroom routines and a professional school culture 50% off childcare for your children, space permitted What you'll do Lead a safe, warm, engaging classroom for young children Use Primrose's Balanced Learning Curriculum (training provided) Build positive relationships with families Collaborate with your co-teacher and leadership team Support children's social-emotional growth and independence Benefits (what most candidates look for first) Clear advancement opportunities as we grow - we have 13 former teachers who have moved into leadership roles Pay that increases with experience/education/achievements Health, vision, dental, life, and short-term disability starting Day 1 Paid vacation and sick time starting Day 1 401(k) with employer matching* Free early childhood college coursework through our EEC partnership Who this is a fit for You want structure + support, not chaos You value teamwork and clear communication Experience in childcare / daycare / preschool is a plus All experience levels welcome (we'll train and support the right person) Awards and Accomplishments Our Head of Education and Community Relations, Kate Latham, recently presented at Cognia's IMPACT Conference in Orlando, sharing practical, high-impact strategies to strengthen classroom culture, support self-regulation, and increase student engagement while representing our schools among educators from around the world. Our Head of Sales, Mackenzie Chessman, was invited to speak at Primrose corporate, where she trained other schools on proven enrollment and sales strategies based on her strong performance and results. Selected by local news outlets to highlight our school's involvement and impact in the community. On average, our Leadership Team has been with us for 7+ years, reflecting strong stability and continuity in how we lead and support our teams. Apply today - tell us which age group you prefer (infants, toddlers, preschool, pre-k). We follow up quickly. 401(k) results vary based on market conditions and individual participation. Please consult a financial advisor. Primrose School of Burlington/Chelmsford/Woburn are equal-opportunity employers. All are welcome and celebrated here.

JOB TITLE Adjunct Teaching Faculty | Mechanical Engineering LOCATION Worcester DEPARTMENT NAME Mechanical & Materials Engineering- JM DIVISION NAME Worcester Polytechnic Institute- WPI JOB DESCRIPTION SUMMARY An ideal applicant will hold an advanced degree in Mechanical Engineering or related discipline with significant practical experience in the relevant area, as well as having successful undergraduate or graduate teaching experience. Abilities to teach in other areas is also valued. JOB DESCRIPTION Worcester Polytechnic Institute is seeking part-time adjunct faculty to teach day and/or evening classes for the Mechanical and Materials Engineering Department, at the undergraduate and/or graduate level. Part-time faculty positions are created to provide an available applicant pool for the department. Positions will be filled on an as needed basis. Start dates will vary by course and semester. Qualified applicants will be contacted by the academic department when an opening is anticipated. Your application will remain in the pool until the posting closes. If you wish to be considered for positions beyond that date you must reapply. Responsibilities include teaching from established curriculum but with addition of personal expertise and experience; provide students with timely feedback; grading. Prior experience teaching college-level courses required. Applicants should review the WPI course catalog and identify engineering courses they may be qualified to teach. Experience with online teaching and the Canvas learning management system preferred but not required. PhD in related discipline preferred; master's degree in related discipline required. Compensation: $7,000-$7,500 per course FLSA STATUS United States of America (Exempt) WPI is an Equal Opportunity Employer. All qualified candidates will receive consideration for employment without regard to race, color, age, religion, sex, sexual orientation, gender identity, national origin, veteran status, or disability. It seeks individuals from all backgrounds and experiences who will contribute to a culture of creativity, collaboration, inclusion, problem solving, innovation, high performance, and change making. It is committed to maintaining a campus environment free of harassment and discrimination.

Adjunct Teaching Position, Video Game Development Department of Visual Studies St. Edward's University in Austin, Texas invites applications for an adjunct faculty appointment to teach two courses in the Coding for Non-Coders Certificate program for the 2023-2024 academic year. The Certificate in Coding for Non-Coders is taught as part of the Video Game Development program and offers an opportunity for students to develop their logic, critical reasoning, and computer literacy skills through a sequence of courses specifically designed for those with no prior software experience. St. Edward's University embraces excellence through diversity and especially encourages applications from women and members of underrepresented racial, ethnic, sexual, and gender minority groups. Candidates should demonstrate a commitment to supporting a diverse student body. For consideration, Master's degree in a related field, or a Bachelor's degree with significant experience in video game development, user experience design, or computer programming. Demonstrated ability to work in a self-directed manner in a fast-paced environment as part of a multidisciplinary team. Significant professional experience in three or more of the following areas: Python scripting, C# scripting, SQL, Backend Programming, Database Structures, Web Development, HTML5, or mobile development. Demonstrated proficiency in teaching at the university level. Essential Responsibilities Teaching two courses: VGAM 1310 Beginning Coding for Non-Coders (offered both fall and spring semesters), and VGAM 2321 Intermediate Coding for Non-Coders (offered in the spring semester). The curriculum has been developed for the beginning course, but we are looking for an instructor who will be able to develop the intermediate course with Video Game Development faculty. Both courses will meet in person at the St. Edward's University campus, 3001 S. Congress Ave., Austin, Texas. The course descriptions, schedule and semester dates are as follows: Fall term: August 28-December 8, VGAM 1310 Beginning Coding for Non-Coders, Mondays and Wednesdays 2:30-4:20 p.m. Spring term: January 16-May 3, VGAM 1310 Beginning Coding for Non-Coders, Tuesdays and Thursdays 3:30-5:20 p.m.; and VGAM 2321 Intermediate Coding for Non-Coders, Tuesdays and Thursdays 6:00-7:20 p.m. VGAM 1310 Beginning Coding for Non-Coders covers the basics of logic, computer literacy, and software creation. Students initially learn programming concepts using spreadsheets, and then move to Python to create simple games, automate tasks, and solve real-world problems. VGAM 2321 Intermediate Coding for Non-Coders is a new course that builds on concepts introduced in Beginning Coding for Non-Coders by exploring client/server models, databases, and simple app design and development. Prerequisite: VGAM 1310 or COSC 1305 Other duties as assigned HOW TO APPLY Interested applicants should submit an online application. at; https://stedwards.applicantpro.com. No Calls Please. For full consideration, please submit all application materials: A current resume or CV; A cover letter addressing the candidate's interest in and qualifications for the position; A statement on the candidate's ideas, contributions, and goals for advancing Diversity, Equity, and Inclusion while serving in this position; and The contact information for three professional references. EQUAL OPPORTUNITY EMPLOYER: St. Edward's University, as an equal opportunity/affirmative action employer, complies with all applicable federal and state laws regarding nondiscrimination and affirmative action. The University is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression, disability, religion, or veteran status in employment, educational programs and activities, and admissions. We require U.S. citizenship or permanent residency for employment, and we are not offering visa sponsorship at this time. ABOUT ST. EDWARD'S UNIVERSITY Founded in 1885 by the Congregation of Holy Cross, St. Edward's University is a private, Catholic liberal arts institution of more than 4,000 diverse students located in Austin, Texas. St. Edward's emphasizes critical thinking and ethical practices, as well as small classes, personalized learning, and exciting internship opportunities. The community atmosphere extends to the approximately 800 faculty and staff who work together to make the university a welcoming yet challenging environment for students. An overview of St. Edward's University employee benefits is available at https://www.stedwards.edu/human-resources/benefits-summary. Background Checks: A criminal history background check is required for finalist(s) under consideration for this position. Reference #: J2020405 Posted: 7/12/2023 Job Posted by ApplicantPro

Tutor Me Education, a leading educational service provider in the primary and secondary education space, is seeking enthusiastic and motivated Tutors to join our team. The ideal candidate for this position should have a passion for creating safe, nurturing, and dynamic environments where students can learn and grow. We are seeking a dedicated and knowledgeable tutor with a valid New York State teaching credential to provide personalized academic support and instruction to students. The ideal candidate will have a passion for education, a deep understanding of the New York State curriculum, and the ability to inspire and guide students to achieve their academic goals. Key Responsibilities: Deliver Individualized Instruction: Create and implement tailored lesson plans to meet students' unique learning needs. Provide Academic Support: Assist with homework, test preparation, projects, and study skills. Monitor Progress: Assess student performance regularly and adjust teaching strategies as needed. Collaborate with Stakeholders: Communicate effectively with parents, teachers, and school counselors to support students' academic goals. Ensure Compliance: Follow New York State teaching standards and maintain accurate records. Engage in Professional Development: Stay updated on teaching methods, curriculum changes, and educational technologies. If you are passionate about a career in education, looking for consistent tutoring hours, or simply just want to provide some assistance to students in your community, this is the perfect opportunity for you! Tutor Me Education provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws. Requirements Qualifications: Required: Valid New York State Teaching Credential (e.g., Initial, Professional, or Permanent Certification). Bachelor’s degree in Education or a related field. Proficiency in [specific grade level or subject area, e.g., K-12 Math, High School Science]. Preferred: Master’s degree in Education or a specialized subject area. Previous tutoring or classroom teaching experience. Familiarity with online learning platforms and tools. Skills: Strong interpersonal and communication skills. Ability to motivate and engage students. Excellent organizational and time-management abilities. Patience, empathy, and adaptability. Benefits Flexible schedule!