Addison Trail High School jobs - 215 jobs

Willowbrook High School Assistant Flag Football Coach Available: 2026- 2027 SY Title: ASSISTANT COACH Reports To: Head Coach Duration: Fall Season Salary: New coaches may be granted a maximum of five years experience for documented IHSA experience. Longevity is based on years of coaching regardless of the sport. Purpose Statement The job of Assistant Coach was established for the purpose/s of designing and implementing program activities in accordance with applicable rules and regulations related to the sport; providing supervision of student athletes during all aspects of their participation in program; using sound instructional techniques in overseeing program; serving as a positive role model to student athletes to the community, and to various organizations. Individuals in this job classification are assigned to a position for a specific sport at the Varsity or Junior Varsity level. Functions Analyzes opposition's strategies for game/event prior to and/or during athletic events as appropriate for the purpose of assessing the opposition's strengths and weaknesses for developing game plan/approach. Assesses student athletes for the purpose of providing feedback to students on their individual performance and/or determining team placement. Attends a variety of meetings, workshops, conferences, etc. for the purpose of receiving and conveying information related to their role. Develops components of game strategies/plans as requested by Head Coach for the purpose of preparing the team and individual student athletes for the competition. Evaluates facility and playing field for potential hazards, inadequate equipment, etc. for the purpose of implementing modifications or recommendations that would reduce the risk of injury. Instructs student athletes for the purpose of promoting individual growth in athletic skills, teamwork, and sportsmanship. Maintains a variety of records (e.g. game/student athlete statistics, insurance, signed permission forms, emergency information, schedules, equipment inventories, etc.) for the purpose of complying with district, athletic conference, and state requirements. Monitors student athletes' academic eligibility for the purpose of both complying with IHSA requirements as well as providing appropriate intervention (e.g. counseling, tutoring, etc.) to students identified as needing assistance to maintain their athletic eligibility. Promotes athletic program (e.g. conducts off-season clinics, information on skill-camps, attends community meetings, etc.) for the purpose of increasing interest and participation. Responds to inquiries of students, parents, other school personnel, media representatives, college representatives, etc. for the purpose of providing information, assistance and/or direction. Supervises student athletes during all areas of participation (e.g. competition, travel, meetings, practices, etc.) for the purpose of ensuring activities are conducted in an environment with minimal risk of injury to the participants. Supports other staff of the athletic program (e.g. Head Coach, other coaches, volunteers, etc.) for the purpose of assisting them in the performance of their respective roles and functions. Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. Job Requirements: Minimum Qualifications Skills, Knowledge and Abilities SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; administering first aid; applying pertinent laws, codes, policies, and/or regulations; organizing and communicating information and concepts. KNOWLEDGE is required to perform basic math; review and interpret highly technical information, write technical materials, and/or speak persuasively to implemented desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: equipment used in activity/program; injury prevention and appropriate treatment protocols; IHSA concussion protocols; pertinent laws, codes, policies, and/or regulations; participant eligibility, attendance and discipline guidelines; public relations protocols; relevant professional standards and practices; and safety practices and procedures. ABILITY is required to schedule activities and/or meetings; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined and similar processes; and operate equipment using defined methods. Ability is also required to work with a diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize a variety of job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: communication with persons of varied educational and cultural backgrounds; dealing with frequent interruptions; exhibiting strong leadership; maintaining confidentiality; meeting deadlines and schedules; modeling sportsmanship and enforcing sportsmanlike behavior among students; motivating participating student athletes; providing a firm, fair, and consistent discipline approach; setting priorities; traveling to off campus athletic events; and working extended hours that may include evenings and/or weekends. Responsibility Responsibilities include: working under direct supervision; using standardized procedures; directing other persons within a small work unit; and operating within a defined budget. Utilization of some resources from other work units may be required to perform the job's functions. There is some opportunity to significantly impact the organization's services. Working Environment The usual and customary methods of performing the job's functions require the following physical demands; occasional lifting, carrying, pushing, and/or pulling; some climbing and balancing; some stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally the job requires 10% sitting, 45% walking, and 45% standing. The job is performed under some temperature extremes and under conditions with some exposure to risk of injury and/or illness. Experience Job related experience is desired. Certification Teacher Certification or ASEP Certification FLSA Status Non Exempt

A large school district in Chicago seeks an experienced Assistant General Counsel to manage workers' compensation cases and provide legal guidance across multiple educational departments. The ideal candidate will possess a strong legal background, excellent communication skills, and a collaborative approach. This full-time, exempt position also offers competitive benefits and salary based on qualifications. #J-18808-Ljbffr

Chicago Public Schools (CPS) is a district on the rise, serving over 320,000 students in 500+ schools and employing over 44,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. The Office of Intergovernmental Affairs (IGA) advocates for CPS students at every level of government to shape education policy and secure external resources, including Intergovernmental Agreements with the City of Chicago and its sister agencies, state capital funding, and federal funding. IGA advances the CPS agenda before the Chicago City Council, Illinois General Assembly, and in Washington, D.C., and partners with the City of Chicago, the Illinois state legislature, and other entities to secure financial opportunities to advance the district's goals. Job Summary: Reporting to the CEO, the Chief of Intergovernmental Relations leads the Office of Intergovernmental Affairs whose primary focus is advocating for CPS students before every level of government to shape education policy. This role leads the District's intergovernmental relations strategy, establishing and maintaining collaborative partnerships with elected leaders while ensuring the District proactively monitors and responds to the planning, development and execution of federal and state legislation, and municipal ordinances that affect CPS. This is a full-time, exempt position that will be paid for time worked on a salary basis. The Chief, Intergovernmental Affairs will be held accountable for the following responsibilities: Advise the CEO, District leadership, and the Chicago Board of Education on local, state, and federal public policy. Lead the development and implementation of the District's intergovernmental affairs strategy. Manage the operations, performance, and effectiveness of the Intergovernmental Affairs Office and team, including the successful development, monitoring, and achievement of the team's shared goals and continuous improvement strategy, and the creation and management of the Office's budget. Actively advocate for initiatives and legislation favorable to CPS and work to deter legislation that does not benefit student progress. Work closely with executive leaders as a strategic thought partner to support effective policy decisions that result in positive student outcomes. Partner with outside organizations, government agencies, and elected officials to secure additional external resources for CPS students. Provide appropriate supervision, mentoring, and development opportunities to Intergovernmental Affairs staff, including regular performance reviews and professional growth plans. Promote and model a positive culture and brand for the Intergovernmental Affairs team by ensuring accurate and transparent information is shared with all CPS stakeholders. Build critical support for and understanding of CPS policy and initiatives to help build strong relationships with key decision makers. Other duties and work streams as assigned In order to be successful and achieve the above responsibilities, the Chief, Intergovernmental Affairs must possess the following qualifications: Education Required: Master's degree from an accredited college or university; Focus in Business Administration, Education, Policy, or Public Administration preferred Juris Doctorate degree preferred Experience Required: Minimum of fifteen (15) years of related experience, including a minimum of ten (10) years of professional government relations experience required Minimum of seven (7) years of experience leading high-functioning teams required Policy experience at a strategic senior leadership level in a large, fast-paced urban school district or public institution strongly preferred Knowledge, Skills, and Abilities: Strong understanding of current developments in state and national education policy Comprehensive knowledge of federal and state legislative procedures, functions, committee organizational structure, and decision-making processes. Understanding of local, state and federal legislative and executive processes, including budget and appropriations processes; proficient understanding of all timelines and procedural rules related to legislative and rule-making processes. Understanding of and ability to comply with state and federal lobbying laws, ethics rules and applicable regulations. Ability to read, understand, and clearly draft proposed legislation. Ability to set a vision, set high standards, build capacity, and effectively guide and coach in realizing expectations set. Expertise in leadership development and building a positive work culture. Ability to work collaboratively with community partners, including families, educators, and local organizations Demonstrated success in designing and implementing initiatives aimed at promoting equity, family, and community empowerment in educational settings. Strong communication skills (speaking - including presentations - listening, and writing) Skill in legislative advocacy, negotiation and persuasion. Strong interpersonal skills; demonstrated ability to ethically form and maintain relationships with government officials and government entities. Demonstrate high levels of instructional expertise, integrity, honesty, credibility, and the courage to make difficult yet necessary decisions. Effective strategic planning capabilities, including establishing long-term vision and goals and aligning/managing activities toward goal fulfillment Strong leadership and team building skills, e.g., developing high-performing teams united around a clear vision for serving the District and achieving student success. Ability to manage Office operations and budget. Ability to build collaborative relationships with a variety of constituent groups, including external partners, to ensure the entire system operates in the most effective manner possible to support CPS. Ability to define problems, analyze data, and outline valid conclusions and action steps Conditions of Employment As a condition of employment with the Chicago Public Schools (CPS), employees are required to: Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois.

Chicago Public Schools (CPS) is a district on the rise, serving over 320,000 students in 500 schools and employing over 44,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. The Office of Language and Cultural Education (OMME) guides CPS in providing a high-quality education for all language learners attentive to a culturally and linguistically diverse community of students, families, and educators. OMME aims to achieve its mission through strategic planning, collaborative partnerships, professional development, and the production of tools and resources to improve instruction. This is a full time exempt position, that will be paid for time worked on a salary basis. Job Summary: Reporting to EL Instructional Development Manager, the EL Instructional Development Specialist: Biliteracy is crucial in enhancing and improving the learning experience of English learners (EL) across the district. This position focuses on building capacity among various stakeholders, providing instructional support and professional learning, co-developing and refining biliteracy curriculum, and contributing to developing and implementing high-quality instruction for ELs in grades PreK-12, focusing on literacy development in more than one language. This Job Will be held accountable for the following responsibilities: * Develop and provide professional development in various venues and formats, promoting best biliteracy practices for EL instruction * Collaborate with district staff, administrators, and EL Program Teachers to provide comprehensive instructional support to elevate the biliteracy development for English Learners. * Research, evaluate, and make recommendations on curricula, instructional methods, assessments, technology, and materials for ELs in both native language and English contexts * Contribute to the district's framework for effective EL instruction * Develop standard tools and resources demonstrating effective biliteracy practices for ELs across content areas and contexts. * Collaborate intra- and interoffice on professional development, district initiatives, resources, and projects. * Contribute to biliteracy guidance, resources, and policy to ensure a consistent instructional vision is promoted within and across content areas * Maintain content area expertise through staying abreast of current research, practices, and innovations in the field * Contribute to the continuous improvement of Skyline through the completion of tasks such as: * Evaluating professional learning outcome data to inform future professional learning needs * Identifying, documenting, and offering solutions around barriers to successful implementation through common progress monitoring systems * Participating in centralized feedback structures to inform curriculum revision * Utilize EL data to inform biliterate instructional development: * Analyze student performance data related to English Learners. * Identify trends and patterns to inform instructional strategies and interventions in literacy in English and Spanish * Collaborate with educators to develop targeted approaches for improving EL learning outcomes. * Other duties as assigned In order to be successful and achieve the above responsibilities, this position must possess the following qualifications: Education Required: * Bachelor's degree from an accredited college or university, required * Valid Professional Educator License (PEL) issued by the Illinois State Board of Education (ISBE) with Bilingual-Spanish endorsement is required * ESL endorsement, preferred * Master's degree in Education, Bilingual Education, ESL, or a related field of study, preferred Experience Required: * Minimum of 5 years of teaching experience with English Learners or dually identified students, including the following, is required: * Experience in standards-based instructional planning, including backwards mapping from standards to instruction * Experience teaching literacy in English and/or Spanish * Experience presenting to various stakeholders in more than one language, preferred Other Requirements: * Ability to travel to schools and other locations throughout the district. Knowledge, Skills, and Abilities: * Ability to manage time to produce high-quality deliverables and work in multiple teams * Ability to present to various stakeholders in more than one language preferred * Experience in standards-based instructional planning, including backwards mapping from standards to instruction. * Expertise in the Common Core State Standards in English Language Arts and Spanish Language Arts, WIDA ELD and/or SLD Standards. * Understanding of literacy in content areas, as well as first and second language literacy development. * Proficiency in providing high-quality instruction in native and/or English language. * Ability to design and implement differentiated instruction to meet the diverse needs of English learners, including those with varying proficiency levels. * Expertise in planning, designing, facilitating, and evaluating professional learning * Excellent communication skills and the ability to establish efficient working relationships with colleagues, district and school staff, and community-based organizations. * Strong problem-solving skills, ability to delegate, and recognition of failures as opportunities for improvement. * Ability to travel to schools and other locations throughout the district. * Self-starter with excellent organizational skills; ability to effectively manage several work streams simultaneously. * Proficiency in various technology tools and software, including Google Suite, Microsoft Office, and CPS applications Conditions of Employment: As a condition of employment with the Chicago Public Schools (CPS), employees are required to: * Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois. Benefits: Health & Wellness: Your Care, Your Choice CPS is committed to providing comprehensive health coverage to our employees and their eligible dependents. You'll have access to a variety of choices to best fit your needs: * Medical Plan Options * Pharmacy * Dental * Vision * Behavioral Health & EAP * Employee Wellness Program Financial Security: Planning for Today and Tomorrow We understand the importance of financial stability, which is why CPS offers strong retirement and savings options: * Basic Life Insurance * Life and Disability Insurance * Pension Plans * Supplemental Retirement Plans (403(b) and 457(b)) * Flexible Spending Accounts (FSAs) * Spot Pet Insurance Work-Life Balance: Supporting Your Personal and Professional Life CPS values the well-being of its employees and offers competitive paid time off policies: * Paid Leave * Sick Leave * Vacation Days * Parental Leaves * Short-Term Disability * Religious Holidays * Leaves Reference the Chicago Public Schools: A Comprehensive Benefits Overview or the benefits handbook for comprehensive details.

Chicago Public Schools (CPS) is a district on the rise, serving over 320,000 students in 500 schools and employing over 44,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. The Office for Students with Disabilities (OSD) works to support networks, schools, and families with all issues related to special education including instruction, interventions, and legal and compliance support. OSD provides the tools and resources to ensure that all students with disabilities receive a high-quality public education that prepares students for success. OSD supports networks, schools, and families with all issues related to special education, including instruction, interventions, and legal and compliance support. Job Summary: Reporting to the Manager of Instructional Supports in the Office for Students with Disabilities (OSD), the Coordinator will leverage expertise in special education pedagogy, compliance, and instructional leadership to drive systemic improvements. The Special Education Coordinator plays a vital role in ensuring equitable, inclusive, and effective instructional services for students with disabilities across Chicago Public Schools. This is a full-time, exempt position that will be paid for time worked on a salary basis. The Special Education Coordinator will be held accountable for the following responsibilities: * Plan and develop ongoing coaching and support for special education teachers and paraprofessionals, school administrators, and network leaders * Model and promote inclusive practices within and beyond the classroom * Design and facilitate professional learning sessions focused on research-based strategies that support Effective Instruction and Conditions for Learning * Serve as a consultant to teachers in strengthening instruction design and delivery * Assist in the continuity of the instructional program to ensure that students with disabilities have access to grade-level instruction * Analyze academic, functional, and behavioral data for IEP development and planning * Develop strategic network action plans and partner with school-based teams to drive school improvement * Support cycles of improvement at the network level * Ensure implementation of IEPs in compliance with federal, state, and local regulations * Support schools and networks with monitoring service delivery and instructional fidelity * Monitor IEP development across the network to ensure compliance with federal and state law, state Board of Education policy and CPS policy * Collaborate with families, advocates, and community partners in building inclusive environments * Promote parent engagement in the IEP process * Collaborate with district offices to implement initiatives and pilot programs * Support the alignment of special education with broader instructional and behavioral priorities * Implement systems of training, coaching, and supports for networks/schools to ensure they are provided with research-based, specially-designed instruction that meets the unique needs of students in their least restrictive environment * Other duties as assigned In order to be successful and achieve the above responsibilities, the Special Education Coordinator must possess the following qualifications: Education Required: * Bachelor's degree in Education or a related field, required * Masters degree in Special Education, Educational Leadership, or related field, strongly preferred * PEL with Special Education endorsement (e.g., LBS1, LBS II, and/or ECSE), required * General Administrative Endorsement (Type 75), preferred Experience Required: * Minimum of five (5) years of professional classroom teaching, case management, and/or clinician experience supporting special education, required * Experience facilitating professional development and coaching, strongly preferred Knowledge, Skills, and Abilities: * Deep understanding of students with disabilities and effective instructional strategies * Ability to influence school- and network-level practices * Knowledge of IDEA, ADA, and relevant policies and regulations * Expertise in instructional leadership and UDL * Strong interpersonal, collaborative, and communication skills * Ability to manage priorities in a fast-paced environment * Cultural competency and commitment to equity and high expectations for all students Conditions of Employment As a condition of employment with the Chicago Public Schools (CPS), employees are required to: * Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois. Benefits: Health & Wellness: Your Care, Your Choice CPS is committed to providing comprehensive health coverage to our employees and their eligible dependents. You'll have access to a variety of choices to best fit your needs: * Medical Plan Options * Pharmacy * Dental * Vision * Behavioral Health & EAP * Employee Wellness Program Financial Security: Planning for Today and Tomorrow We understand the importance of financial stability, which is why CPS offers strong retirement and savings options: * Basic Life Insurance * Life and Disability Insurance * Pension Plans * Supplemental Retirement Plans (403(b) and 457(b)) * Flexible Spending Accounts (FSAs) * Spot Pet Insurance Work-Life Balance: Supporting Your Personal and Professional Life CPS values the well-being of its employees and offers competitive paid time off policies: * Paid Leave * Sick Leave * Vacation Days * Parental Leaves * Short-Term Disability * Religious Holidays * Leaves Reference the Chicago Public Schools: A Comprehensive Benefits Overview or the benefits handbook for comprehensive details.

A major urban school district is seeking an Assistant General Counsel to support labor relations and collective bargaining efforts. The role involves engaging with principals and union representatives, drafting agreements, and representing the district in negotiations. Ideal candidates will possess a Juris Doctorate, have legal practice experience, and strong communication skills. Join a committed team focused on enhancing educational outcomes for over 320,000 students in Chicago. #J-18808-Ljbffr

Standardized Patients (SPs) are trained individuals who simulate real patient scenarios to support clinical education across physical and mental health disciplines. They recreate patient histories, personalities, emotional responses, and physical findings to help learners practice and refine clinical and interpersonal skills. SPs may be interviewed and examined by students and health professionals as part of their training. This is a part-time position with intermittent work hours. There are three levels of roles in the program, each requiring specific skills and experience: Standardized Patient (SP): Simulates patient scenarios for educational purposes. Physical Examination Teaching Associate (PETA): Standardized patients who are specifically trained to teach, assess, and provide feedback to learners about physical examination techniques. They can also address the communication skills needed. Sensitive Exam Teaching Associate (SETA): Standardized patient encounters involving sensitive exams. This role requires additional training due to the nature of the exam. Sensitive exams typically include breast, pelvic, rectal, and/or testicular exams. KEY RESPONSIBILITIES Simulate patient cases accurately and consistently, including history of current concern, affect/behavior, and physical findings in a standardized, accurate and reliable manner Teach and assess clinical and communication skills for students in medical, psychology, counseling, and other health-related programs. Duties may involve instruction of appropriate examination techniques for both physical and mental health assessments Provide written and verbal feedback to learners Document learner performance with accuracy and consistently using electronic systems Participate in both in-person and virtual simulations as needed Monitor other SPs for quality assurance Accept ongoing feedback and incorporate supervisor feedback into performance Maintain confidentiality of learner information and assessment data Respond to email messages and electronic communications promptly Demonstrate professional behavior and accountability for actions Work collaboratively as a team member Maintain commitments to the SP Program BASIC QUALIFICATIONS Ability to work effectively with diverse populations and demonstrate cultural sensitivity Ability to communicate clearly and effectively with learners from various medical and mental health educational programs Ability to recall an encounter accurately for the completion of checklists and written materials during practice sessions and assessments which result in learner grades Strong organizational skills in all work aspects Ability to work effectively as part of a team and independently Objective and unbiased approach to healthcare interactions Highly reliable and punctual in attendance for both in-person and virtual sessions Flexible and able to adapt in different work situations and learning environments Comfort with appropriate physical and mental health assessments by healthcare students and professionals Proficient with technology including email communication, video conferencing platforms, electronic documentation systems, and basic computer applications REQUIREMENTS High school diploma or equivalent Previous experience in healthcare, education, or customer service preferred, but not required Completion of Standardized Patient training program upon hire COMPENSATION The hourly rate ($28 - $33) varies depending on the level of SP services being provided. These services include SP, PETA, and SETA. Preparation/training for sessions (typically done at home) is paid at a lower rate. ADDITIONAL INFORMATION Standardized Patients (SPs and PETAs) will be recorded for teaching and assessment purposes only using both video recording equipment and virtual platforms. Due to the nature of the training and the conditions being portrayed, existing health conditions may determine which cases and situations an SP will be recruited to portray. This will be considered on a case-by-case basis. All employees must comply with university policies regarding background checks. Compensation & Benefits This opportunity is budgeted at $28.00 - $33.00 hourly base compensation. Additional compensation factors may impact total compensation. To learn more about our competitive benefits and additional rewards, including generous paid time-off, medical and dental insurance coverage, life and disability insurance, retirement plan with employer contribution, multiple flexible spending accounts, tuition reimbursement, click the link below. ****************************************************** The Chicago School is an Equal Opportunity Employer. Please note: For the protection of faculty, staff, students, and all who enter our facilities, The Chicago School strongly recommends that all employees are fully vaccinated for COVID-19 per CDC guidance.

The Transportation Program strives to improve student achievement by providing safe, timely, and cost-effective transportation for all eligible students in accordance with federal, state, and local laws, as well as City ordinances and the City of Chicago's Board of Education's policies and procedures. CLASS TITLE: Day to Day School Bus Aide CHARACTERISTICS OF THE CLASS: Under immediate supervision, assists students riding on the school bus to and from school and performs related duties as required. EXAMPLES OF DUTIES: Citywide School Bus Aide will perform the following: Fastens and secure seatbelts, harnesses/ and other safety equipment, maintain order on the school bus to minimize driver distraction and create a safe environment, report any event, injury and/or misbehavior that may jeopardize the safe transport of a student to and from school to appropriate personnel, completes routing lists and related transportation forms for the purpose of the communicating sequence of bus stops. . DESIRABLE MINIMUM QUALIFICATIONS: Training and Experience: High school diploma or GED equivalent. Knowledge, Abilities and Skill: * Ability to work autonomously while exercising good judgment and problem-solving skills * Ability to operate safety equipment * Demonstrate patience and empathy in order to successfully interact with various student populations, parent/ guardians, and school administration. * Ability to communicate effectively both verbally and written. PHYSICAL REQUIREMENTS Frequent walking, stooping, bending, kneeling, pushing and pulling, Exerts twenty (20) to fifty (50) pounds of force occasionally. Works outside and inside with moderate exposure to extreme temperatures. May work around vehicles and machinery with moving parts. PREFERRED SKILLS * General knowledge of disabilities listed within the Individuals with Disabilities Education Act. * Skilled in communicating with school aged children

Chicago Public Schools (CPS) is the third-largest school district in the United States, serving over 330,000 students in 600 schools and employing nearly 36,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. Safety is among the top priorities at Chicago Public Schools, and the Office of Safety and Security has implemented a comprehensive system that includes trained staff, protocols, programs, and policies to keep students and staff safe before, during, and after school. Job Summary: Reporting to the Crossing Guard Manager, the Crossing Guard will direct and guide children and pedestrians across traffic intersections, and perform related duties as required. The Crossing Guard will be held accountable for the following responsibilities: * Stop traffic to ensure the safety of school children and other pedestrians crossing at designated intersections * Signal to pedestrians indicating when streets are safe to cross * Guide and assist children and other pedestrians across intersections * Maintain order as children approach the intersection * Report traffic violations to supervisor and provide vehicle description including license plate number, make, model and color * Inform supervisor of traffic signal malfunctions and construction projects on assigned posts * Respond to requests for geographic directions from the public NOTE: Must be at least 19 years of age at the time of application Hours - Monday through Friday based on school schedule - 2 hours a.m. and 2 hours p.m. (Split Shift) Working Conditions - Prolonged exposure to inclement weather conditions & loud noise In order to be successful and achieve the above responsibilities, the Crossing Guard must possess the following qualifications: Education Required: * N/A Experience Required: * N/A Knowledge, Skills, and Abilities: * Willingness and ability to perform duties of the job. * Ability to lift up to 75 pounds * Ability to stand and walk for extended periods of time * Ability to quickly bend, stretch, twist or reach out with one's body, arms and/or legs Conditions of Employment As a condition of employment with the Chicago Public Schools (CPS), employees are required to: * Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois. * Be Fully Vaccinated Against COVID-19 - Unless approved for a medical or religious exemption, all employees are required to be up-to-date on COVID-19 vaccinations, including boosters, and to submit proof of vaccination to the district within 30 days of hire. "Up-to-date" on vaccination is defined as being at least two weeks past all primary vaccine doses and any applicable boosters. Unvaccinated staff with an approved exemption must submit to weekly testing.

Student Services Date Available: ASAP We are looking for a talented student health specialist to join our nursing team! The Student Health Specialist will have involvement with the IEP medical review process with a team of professionals. *Bachelor's Degree with RN certification and CSN certification *PEL preferred *Bilingual preferred What We Offer: Health, Dental, Vision, & Life Insurance Paid Time Off Finanacial Stability Retirement plans Professional Development opportunities Compensation: RN with CSN: $35.17-$36.27 per hour based on experience PEL Preferred This position has involvement with the IEP medical review process and the evaluation of students.

The Westfield Specialty Intern Program is a paid, ten-week program that offers students the opportunity to obtain firsthand insight into the insurance business. Every day you'll learn and develop your skills but you'll also have a clear and supportive path ahead of you. You'll gain the confidence to take on real projects, build your network and learn from senior leaders across our business. We are seeking Intern candidates to work with our Information Technology team in our Chicago, IL or Berkeley Heights, NJ offices. Program Elements Include: Classroom and On The Job Training Weekly Lunch and Learn Series with Senior Leaders Formal Mentor Program Presentations from Major Brokerage Partners Teambuilding and Social Activities; including Community Service Event Industry based Group Project Participants in the Westfield Specialty Summer Intern Program are immersed in the day-to-day operations of a fast-moving, growing insurance company. You will gain valuable, hands-on experience and insurance industry knowledge during the 10-week program. As a summer intern you will work side-by-side with industry leaders on dynamic projects that provide ample opportunity for challenges, learning and achievement. At Westfield Specialty, we are proud to emphasize the education and development for the future leaders of the insurance industry. 2026 Summer Intern Program Openings: Alpharetta, GA: Underwriting Berkeley Heights, NJ: Claims, IT, Operations Chicago, IL:, IT, Underwriting New York, NY: Actuary, Marketing, Underwriting For those who excel in the program, we would welcome the opportunity to discuss full-time employment opportunities at Westfield Specialty after graduation as part of our Trainee Program. As part of our internship program you will receive: Targeted business training designed to help you refine your professional skills and acumen critical to the success of Westfield professionals; Technical training to deepen your skill level within your chosen discipline; and an understanding of the broader insurance industry; Access to additional training to compliment your professional development. Opportunity to expand your professional network with talented insurance professionals Currently pursuing an Undergraduate or Masters degree in Computer Science, Information Technology, Information Systems, Computer Engineering or other related programs required Strong GPA preferred (Minimum GPA of 3.2 required) Strong interpersonal skills, including strong oral and written communication skills Leadership experience through work or involvement in community service, athletics, clubs, or other activities preferred Technically adept/digitally savvy Ability to be onsite in office 4 days a week This job description describes the general nature and level of work performed in this role. It is not intended to be an exhaustive list of all duties, skills, responsibilities, knowledge, etc. These may be subject to change and additional functions may be assigned as needed by management. This is a paid internship. Intern will be paid on an hourly basis at the rate of $25/hour. #wsp An IT Intern at Westfield Specialty works on a variety of projects to gain hands-on experience in the insurance industry and develop technical skills. Including: Gather and analyze technical requirements. Collaborate with cross functional IT teams to implement solutions Develop digital solutions Create, test and roll out solutions to improve the user experience on digital channels Work on a software or systems engineering team to build, code and automate applications Design and implement systems for network, storage, public and private cloud Attend team meetings, participate in discussions, and offer insights or suggestions on process improvement.

Student Services/Psychologist Date Available: 26-27 SY Join D33: We are looking for motivated and energized psychologists! District 33 is rich in resources which creates a supportive learning environment for our students. Each building has one psychologist and our middle school has a psychologist for each grade level. In addition, our psychologists attend the ISPA conference annually and meet monthly as a team to talk about best practices. We also have the most current assessment tools and great data systems which allow you to keep track of student's performance. District 33 is rich in resources which creates a supportive learning environment for our students. Each building has one psychologist and our middle school has a psychologist for each grade level. In addition, our psychologist attend the ISPA conference annually and meet monthly as a team to talk about best practices. We also have the most current assessment tools and great data systems which allow you to keep track of student's performance. West Chicago Elementary School District 33 is a Pre-K through 8th grade system. For the 24-25 school year, there will be a Birth to 3 program, Preschool, five elementary schools, and one 6/7/8 middle school. West Chicago Elementary School District 33's population reflects the diverse demographics of West Chicago and portions of Winfield and Wheaton, from which it draws its student enrollment. The overall student population is 3,338. Of that number, approximately 80.3% of the students come from Hispanic origins, 12.6% White, 2.2% Asian/Pacific Islander and 3.1% Black. The Mission of West Chicago Elementary School District 33 is to equip students to become life-long learners who embrace diversity, welcome innovation, and aspire to be catalysts for positive change and growth. Our vision is to be recognized as a school district that fosters: An innovative, rigorous & future-oriented education A culture of equity, diversity & personalized learning Student agency to develop voice, choice, ownership & self-sufficiency Active community partnerships Salary: $55,647.68 (MA-0, Step 1) -$93,174.54 (MA-48, Step 15) (based on education) + $15,000 signing bonus! Benefits include: Medical, dental, and vision insurance Paid Time Off Board Paid $20,000 life insurance policy 403b options Excellent Mentoring program Multitude of professional development opportunities *Bilingual Preferred* Don't have a PEL? That's okay, we can help you earn your PEL if you have a Master's Degree in Clinical Psychology!

Chicago Public Schools (CPS) is a district on the rise, serving over 320,000 students in 500 schools and employing over 44,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments: student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. The Office of the Controller is responsible for the financial operations of Chicago Public Schools, including Accounts Payable, Accounts Receivable, Payroll, Internal Accounts, and Corporate Accounting. Under the general direction of the Controller, the Accounts Payable team provides timely, accurate, and relevant financial reporting. Job Summary: Reporting to the Asset Manager, the Asset Management Coordinator will assist CPS with the management of school-based, network and central office assets, internal controls regarding these assets and compliance with all applicable regulatory requirements. This position will ensure that staff are knowledgeable of and adhere to CPS policies and procedures, as well as Federal and/or State requirements regarding the procurement, use and disposal of assets. This position also assists in developing training tools and materials and deliver training to school support staff and all others responsible for managing departmental assets. This is a full-time, exempt position that will be paid for time worked on a salary basis. The Asset Management Coordinator will be held accountable for the following responsibilities: * Manage, monitor, support and train CPS staff on the purchase, use and disposal of CPS assets. Assist with the system-wide implementation of asset management and inventory software, including serving as the key point of contact for the Department of Finance. * Assist with the development of CPS policies related to asset management and inventory control. Manage, monitor, support and train CPS staff in the inventorying of Instructional Materials. * Review and update policies and procedures on asset management to ensure current requirements are met. * Daily management of contractors, consultants and/or temporary employees. * Work with asset management software team to integrate existing assets into new software, link CPS Oracle modules with new software and assist the consultant/CPS staff in the performance of annual inventory counts. * Minimize the risk of non-compliance with Federal, State and Local requirements and deadlines. * Other duties as assigned To be successful and achieve the above responsibilities, the Asset Management Coordinator must possess the following qualifications: Education Required: * High school diploma or GED equivalent is required * Associate's degree from an accredited college or university with a focus in Accounting, Finance, or a business-related field is preferred Experience Required: * Minimum of two (2) years of professional experience in asset management or a related field in Accounting or Finance Knowledge, Skills, and Abilities: * Ability to articulate a vision, set high standards, and effectively guide schools and principals in the realization of expectations set. * Expertise in leadership development and instructional leadership. * Ability to coach directors and managers toward excellence, build capacity of content area teams and develop meaningful and high impact professional communities for teachers and school leaders. * Strong communication skills (speaking - including presentations - listening, and writing). * Demonstrate high levels of instructional expertise, integrity, honesty, credibility, and the courage to make difficult yet necessary decisions. * Effective strategic planning capabilities, including the ability to establish long-term vision and goals, and align/manage activities toward goal fulfillment. * Strong leadership and team building skills, e.g. ability to develop high performing teams united around a clear vision for serving schools and achieving student success. * Knowledge of operations, budget/finance, management and organizational development. * Ability to build collaborative relationships with a variety of constituent groups, including external partners, to ensure the entire system operates in the most effective manner possible to support schools and principals. * Ability to define problems, analyze data, and outline valid conclusions and action steps. Conditions of Employment As a condition of employment with the Chicago Public Schools (CPS), employees are required to: * Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois. Benefits: Health & Wellness: Your Care, Your Choice CPS is committed to providing comprehensive health coverage to our employees and their eligible dependents. You'll have access to a variety of choices to best fit your needs: * Medical Plan Options * Pharmacy * Dental * Vision * Behavioral Health & EAP * Employee Wellness Program Financial Security: Planning for Today and Tomorrow We understand the importance of financial stability, which is why CPS offers strong retirement and savings options: * Basic Life Insurance * Life and Disability Insurance * Pension Plans * Supplemental Retirement Plans (403(b) and 457(b)) * Flexible Spending Accounts (FSAs) * Spot Pet Insurance Work-Life Balance: Supporting Your Personal and Professional Life CPS values the well-being of its employees and offers competitive paid time off policies: * Paid Leave * Sick Leave * Vacation Days * Parental Leaves * Short-Term Disability * Religious Holidays * Leaves Reference the Chicago Public Schools: A Comprehensive Benefits Overview or the benefits handbook for comprehensive details.

Willowbrook High School Student Supervisor Available: Immediately Title: STUDENT SUPERVISOR Reports To: Director of Deans Duration: Summer Salary: Level I, Step 1 Purpose Statement The job of Student Supervisor is done for the purpose/s of providing support to the instructional process with specific responsibilities for the safety and welfare of students during classroom and non-classroom activities; minimizing the frequency and/or severity of harmful incidents; and communicating observations and/or incidents that have a potential impact on the general well being of students, school personnel, and/or visitors. Essential Functions * Collaborates with other school and district personnel, assigned police officer, representatives of local agencies, etc. (e.g. canine searches, expulsion hearings, etc.) for the purpose of providing information and/or taking action regarding investigations, criminal activities, gang activities, vandalism, etc. for the safety and security of the school site. * Communicates safety and security policies and enforcement procedures to students, staff and visitors for the purpose of ensuring their understanding of such information and the potential consequences of violation. * Escorts students, assigned personnel and/or visitors for the purpose of providing direction, ensuring their safety and providing site security. * Intervenes in potential conflicts and emergency situations for the purpose of deescalating conflicts between parties, minimizing disruptions of campus activities and/or injury to involved parties. * Monitors student behavior during and between assigned periods as well as at student events (e.g. foyer, rest rooms, hallways, library, cafeteria, parking lot, etc.) for the purpose of ensuring student compliance with established guidelines, maintaining a safe and positive learning environment, and secure facility. * Participates in building meetings as may be required for the purpose of conveying and/or gathering information required to perform job functions. * Prepares a variety of documents (e.g. incident reports, activity logs, etc.) for the purpose of documenting activities, providing written reference, and/or conveying information. * Refers incidents including personal injuries, altercations, suspicious activities, rule violations, etc. to appropriate site personnel for the purpose of ensuring follow-up in accordance with administrative, site security and student safety guidelines. * Responds to inquiries from a variety of sources regarding campus security issues for the purpose of providing information, direction and/or referral for addressing inquiry. * Responds to a variety of situations (e.g. accidents, injuries, vandalism, suspicious activities, alarms, etc.) for the purpose of taking the appropriate action to resolve immediate safety and/or security concerns. Other Functions * Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. Job Requirements: Minimum Qualifications The requirements listed below 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. Skills, Knowledge and Abilities SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: administering first aid; operating standard office equipment and using pertinent software applications; operating radio and handheld I-Pad; listening and observation; and preparing and maintaining accurate records. KNOWLEDGE is required to perform basic math; understand written procedures, write routine documents, and speak clearly; and analyze situations to define issues and draw conclusions. Specific Knowledge based competencies required to satisfactorily perform the functions of the job include: methods of investigation; age appropriate behaviors, and record keeping. ABILITY is required to schedule activities; gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined and similar processes; and operate equipment using defined methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited. Specific ability based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; working as part of a team; working with minimally supervision and independently; and working with detailed information/data. Responsibility Responsibilities include: working under direct supervision using standardized routines; leading, guiding, and/or coordinating others; Utilization of some resources from other work units may be required to perform the job's functions. There is a continual opportunity to significantly impact the organization's services. Working Environment The usual and customary methods of performing the jobs functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling some climbing and balancing some stooping, kneeling, crouching, and/or crawling and some fine finger dexterity. Generally the job requires 10% sitting, 80% walking, and 10% standing. The job is performed under minimal temperature variations and under conditions with exposure to risk of injury and/or illness. Experience Job related experience is desired. Education High school diploma or equivalent. FLSA Status Non Exempt

Support Staff/Paraeducator Date Available: 25-26 SY District 33 is looking for enthusiastic and motivated individuals to join our D33 family as a Paraprofessional! Multiple early childhood paraprofessional positions available! Please click on the attachment - Grow Our Own Teachers - to see how we can support you in becoming a teacher! Pay rate: $17.59 - $18.68 per hour based on years of experience. Benefits: - Paid time off - sick and personal - Medical, Dental, Vision, and life insurance options REQUIREMENTS: Refer to Educator License with Stipulations Endorsement Requirements? Short Term License (valid for 3 years) At least 18 years of age Have a high school diploma or GED equivalent Full License (valid for 5 years) At least 18 years of age 1 of the Following: Associate's degree or higher 60 semester hours of coursework High School Diploma or GED and a score of 460 or higher on the ETS Parapro High School Diploma or GED and the following scores on the ACT Workkeys: Applied Mathematics/Applied Math (with a score of 4) Reading for information/Workplace Documents (with a score of 4) *Notes: Paraprofessional licenses are valid for 5 years, and may be renewed with the payment of registration fees. If you hold a Paraprofessional License and have a Bachelor's Degree on file, you are qualified to be a substitute teacher.???? Coursework must be at the 100-level or higher from a regionally accredited college or university.? View Substitute and Paraprofessional License Checklist?

Chicago Public Schools (CPS) is one of the largest school districts in the United States, serving over 320,000 students in 500 schools and employing approximately 44,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. To fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. The Office of Multicultural-Multilingual Education (OMME) exists to guide CPS in providing a high-quality education for all language learners that is attentive to a culturally and linguistically diverse community of students, families, and educators. OMME aims to achieve its mission through strategic planning, collaborative partnerships, professional development, and the production of tools and resources to improve instruction. Job Summary: The English Learner (EL) Network Support Manager will lead a team that provides crucial instructional development and support at either the elementary or high school level. This position will drive academic achievement by building the instructional capacity of Network support staff and English Learner Program Teachers (ELPTs) in alignment with district priorities, including Common Core State Standards, WIDA standards, multi-tiered support systems, and bilingual best practices. This position will report to the Executive Director of EL Instructional Development The EL Network Support Manager will be held accountable for the following responsibilities: * Lead a team of EL Network Specialists in providing professional coaching to educators to drive academic achievement in a portfolio of elementary or high schools. * Provide guidance and direction to EL Network Staff in delivering core district and network priorities, including Common Core State Standards, WIDA, multi-tiered support systems, and bilingual best practices. * Support and mentor team members in collaborating with administrators, teacher leaders, and teachers to model effective instructional practices and provide differentiated support based on classroom needs. * Work closely with Network and school-based leadership teams to develop and implement the Continuous Improvement Work Plan (CIWP) and school and Network EL priorities to drive curriculum and instruction best practices. * Utilize data to identify areas of improvement and develop strategies to enhance instructional quality. * In collaboration with the EL Network Support Director, design professional development sessions for network staff, teacher leaders, administrators, and instructional staff, focusing on effective Common Core and WIDA instructional practices, tying theory to action in the implementation of best practices in EL support and coaching. * Support EL Network Specialists in the delivery of professional development sessions * Provide leadership and guidance to direct reporting staff, including training on coaching best practices, ensuring alignment to EL and bilingual best practices * Organize, communicate, and support the implementation of network and district initiatives that enhance instruction and academic achievement. * Collaborate with Network Chiefs, Principals, Assistant Principals, and school-based Instructional Leadership Teams to align strategies, goals, and initiatives. * Other duties and workstreams as assigned In order to be successful and achieve the above responsibilities, the EL Network Support Manager must possess the following qualifications: Education Required: * Master's Degree in Education or a related field from an accredited college or university is required * Valid Professional Educator License (PEL) issued by the Illinois State Board of Education (ISBE) with bilingual and/or ESL endorsement(s) is required (Candidates with a valid out-of-state, reciprocal license will be considered but must obtain ISBE licensure within 6 months of hire.) * Administrative endorsement, preferred * Doctoral Degree in Education with a study focus on bilingualism or second language acquisition, preferred Experience Required: * Minimum of five (5) years of professional experience working with bilingual programs in the education field, including the following, is required: * Minimum of five (5) years of classroom teaching experience supporting ELs * Minimum of three (3) years of teacher leadership experience, such as leading school teams in the development of curriculum and assessments, analyzing student performance data, providing professional coaching, serving as a contributing member of an Instructional Leadership Team (ILT), etc. * Minimum of two (2) years of experience reviewing/evaluating the effectiveness of EL programs in schools/districts * Experience in a supervisor/manager role with responsibility for leading a team of direct reports, strongly preferred. Other Requirements: * Access to reliable transportation to travel to schools and other locations throughout the district, required * Bilingual/multilingual fluency in English and another language, including the ability to present to various stakeholders in more than one language, preferred Knowledge, Skills, and Abilities: * Exceptional verbal and written communication skills; Ability to communicate effectively and build collaborative relationships with a variety of constituent groups including colleagues, internal and external stakeholders, and community-based organizations * Excellent time and project management and organizational skills; capable of managing multiple projects/priorities simultaneously, problem-solving, and delegating as situations dictate * Self-lead learner capable of recognizing failures as opportunities for growth, and learning from mistakes to improve conditions for working and learning as a team * Strong leadership and team building skills, e.g. ability to develop high-performing teams united around a clear vision for serving schools and achieving student success * Ability to articulate a vision, set high standards, and effectively guide schools and principals in the realization of expectations set * Ability to define problems, analyze data, and outline valid conclusions and action steps * Proficient in the use of a range of technology tools and software (e.g., Google Workspace, Microsoft Office, and Mac applications) Conditions of Employment As a condition of employment with the Chicago Public Schools (CPS), employees are required to: * Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois. Benefits: Health & Wellness: Your Care, Your Choice CPS is committed to providing comprehensive health coverage to our employees and their eligible dependents. You'll have access to a variety of choices to best fit your needs: * Medical Plan Options * Pharmacy * Dental * Vision * Behavioral Health & EAP * Employee Wellness Program Financial Security: Planning for Today and Tomorrow We understand the importance of financial stability, which is why CPS offers strong retirement and savings options: * Basic Life Insurance * Life and Disability Insurance * Pension Plans * Supplemental Retirement Plans (403(b) and 457(b)) * Flexible Spending Accounts (FSAs) * Spot Pet Insurance Work-Life Balance: Supporting Your Personal and Professional Life CPS values the well-being of its employees and offers competitive paid time off policies: * Paid Leave * Sick Leave * Vacation Days * Parental Leaves * Short-Term Disability * Religious Holidays * Leaves Reference the Chicago Public Schools: A Comprehensive Benefits Overview or the benefits handbook for comprehensive details.

Chicago Public Schools (CPS) is one of the largest school districts in the United States, serving over 330,000 students in 600 schools and employing nearly 36,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. The Office of Portfolio Management (OPM) ensures every student in Chicago has a choice of well-resourced schools in their neighborhood that best meet their unique learning needs by building coherent and aligned systems for enrollment, regional school planning, incubation of quality school options, and school accountability across the district. Job Summary: Reporting to the Director of Portfolio Office Initiatives, the CCCE Grant Program Manager will be responsible for planning and co-facilitating Chicago Communities Co-Creating Education (CCCE) meetings, participating in discussions with community partners from Austin, Roseland, and Washington Park, strategizing opportunities for community members to offer feedback regarding education planning, and coordinating with CCCE project partners. The CCCE Grant Program Manager will be held accountable for the following responsibilities: * Support the Chicago Communities Co-Creating Education (CCCE) program by planning and co-facilitating Stakeholder Advisory Design Team (SADT) meetings. Ensure all meetings are grounded in the CPS Equity Framework and aligned with the goals of the grant; * Build and maintain strong, collaborative relationships with principals, school communities, community partners, and families involved in the CCCE project; * Engage with community partners to gather input, ensure meaningful collaboration, and integrate community perspectives throughout the planning and implementation process; * Review educational plans developed by CCCE partner communities to ensure they are complete, high-quality, and reflective of shared goals between CPS and the community; * Support the preparation of official reports and updates to the U.S. Department of Education related to the CCCE project. In order to be successful and achieve the above responsibilities, the Program Manager must possess the following qualifications: Education Required: * Bachelor's degree from an accredited college or university Experience Required: * 1 year of program management experience * 2 years of background working on complex projects involving external and internal partners * Experience working in a school, for a school district, or education-related organization desired Knowledge, Skills and Abilities: * Ability to articulate a vision, set high standards, and effectively guide schools and principals in the realization of expectations set * Strong communication (speaking - including presentations - listening, and writing), interpersonal and diplomacy skills * Is astute and keenly aware of the interests and motivation of others and acts with integrity in a politically charged environment * Demonstrate high levels of integrity, honesty, credibility, and the courage to make difficult yet necessary decisions * Ability to build collaborative relationships with a variety of constituent groups, including external partners, to ensure the entire system operates in the most effective manner possible to support schools and principals * Strong advocacy, negotiation, and conflict-resolution skills Conditions of Employment As a condition of employment with the Chicago Public Schools (CPS), employees are required to: * Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions; however, all CPS employees must be residents of Illinois.

Administration/Director Date Available: 07/01/2026 District 33 Mission: Equip students to become life-long learners who embrace diversity, welcome innovation, and aspire to be catalysts for positive change and growth. District 33 Vision: To be recognized as the school district that fosters: An innovative, rigorous & future-oriented education A culture of equity, diversity & personalized learning Student agency to develop voice, choice, ownership & self-sufficiency Active community partnerships District 33 Core Values: Collaboration Partnerships Equity Student voice & choice High expectations Support for the whole child High levels of engagement Trusting relationships Position Goal: To support student learning, teaching, administrative functions and the District's strategic goals, the Director of Technology provides leadership in all phases of the development and implementation of technology in the District. Position Qualifications In Addition to Those on the Job Description: Knowledge and experience in instructional technology Building Administrator experience District office experience preferred Bilingual in Spanish preferred Commitment to 5 years in this position Administrator Benefits: Medical, dental, and vision insurance (Board paid 70% PPO and 80% HMO) Free life insurance equal to base salary Retirement plan options Board Paid TRS Paid Time Off- 20 vacation days, 3 personal days, 14 sick days Work Schedule: 12 Months, Full Time Starting Salary Range: $131,085 - $140,794 + Board Paid TRS, based on experience Further Information on District 33: West Chicago Elementary School District 33 is a Pre-K through 8th grade system with a Birth to 3 program, Preschool, five elementary schools, and one 6/7/8 middle school. West Chicago Elementary School District 33's population reflects the diverse demographics of West Chicago and portions of Winfield and Wheaton, from which it draws its student enrollment. The overall student population is approximately 3,000. Of that number, approximately 81.1% of the students come from Hispanic origins, 12.3% White, 3.2% Asian/Pacific Islander and 3.2% Black. The Mission of West Chicago Elementary School District 33 is to equip students to become life-long learners who embrace diversity, welcome innovation, and aspire to be catalysts for positive change and growth. Our vision is to be recognized as a school district that fosters: An innovative, rigorous & future-oriented education A culture of equity, diversity & personalized learning Student agency to develop voice, choice, ownership & self-sufficiency Active community partnerships

Chicago Public Schools (CPS) is a district on the rise, serving over 320,000 students in 500 schools and employing over 44,000 people, most of them teachers. CPS has set ambitious goals to ensure that every student, in every school and every neighborhood, has access to a world-class learning experience that prepares each for success in college, career, and civic life. In order to fulfill this mission, we make three commitments to our students, their families, and all Chicagoans: academic progress, financial stability, and integrity. Six core values are embedded within these commitments - student-centered, whole child, equity, academic excellence, community partnership, and continuous learning. Located within the Office of Teaching & Learning, the Health & Physical Education Department manages all CPS Aquatics programs for student participation in both high school and elementary-level aquatic activities. CPS Physical Education programs provide all students, regardless of race, gender, or ethnicity, opportunities to develop physically, mentally, and emotionally in controlled, safe activities both inside and outside of the traditional classroom. Job Summary: Under the general supervision of the school Principal, the part-time/seasonal Lifeguard support role will ensure the safety of patrons in an assigned aquatic facility. This position will follow established procedures to respond to and prevent emergencies. This part-time/temporary Lifeguard support position will be compensated for time worked at a pay rate of $18.00 per hour. The work schedule for this role will consist of an estimated 20 hours per week for an anticipated period of 10 months beginning in September 2025 and ending in July 2026. Due to the part-time/seasonal nature of this position, this role is not eligible to receive CPS benefits. This role will report to the Program Manager, Aquatic Safety. The part-time/temporary Part-Time/Seasonal Lifeguard will be held accountable for the following responsibilities: * Supervise swimming activities at the aquatics facility * Warn swimmers of improper or dangerous activities and behavior * Ensure that policies, guidelines, and safety procedures are followed * Enforce pool regulations and water safety policies * Administer first aid in the event of injury * Rescue swimmers in distress or danger of drowning; administer CPR and/or artificial respiration, if necessary * Evaluate conditions for safety and initiate aquatics emergency action plan as required * Inspects pool facilities, equipment, and water to ensure that they are safe and usable * Other duties as assigned In order to be successful and achieve the above responsibilities, the part-time/temporary Part-Time/Seasonal Lifeguard must possess the following qualifications: Education Required: * High school diploma or GED equivalent is required * The following certifications are required: o Red Cross Lifeguard Training Certificate, or equivalent o American Red Cross CPR for the Professional Rescuer, or equivalent o American Red Cross Standard First Aid, or equivalent Experience Required: * Minimum of six (6) months of related work experience as a lifeguard Knowledge, Skills and Abilities: * Ability to evaluate water conditions at aquatics facilities * Ability to adjust programs as necessary to ensure the safety of visitors and other staff * Ability to judge and evaluate evolving dynamics of individuals participating in aquatic activities to immediately assess their capabilities and threats to their safety * Knowledge of on-site protocols, operational procedures, and safety policies * Knowledge of methods and techniques for providing on-site emergency medical services * Strong verbal and written communication skills, as necessary to communicate important information and/or direction to a wide variety of audiences, including staff, students, and others. Conditions of Employment As a condition of employment with the Chicago Public Schools (CPS), employees are required to: Establish/Maintain Chicago Residency - Employees are required to live within the geographic boundaries of the City of Chicago within six months of their CPS hire date and maintain residency throughout their employment with the district. The Chicago residency requirement does not apply to temporary/part-time positions, however, all CPS employees must be residents of Illinois.