Adult literacy instructor jobs near me - 25 jobs

If you're passionate about building a better future for individuals, communities, and our country-and you're committed to working hard to play your part in building that future-consider WGU as the next step in your career. Driven by a mission to expand access to higher education through online, competency-based degree programs, WGU is also committed to being a great place to work for a diverse workforce of student-focused professionals. The university has pioneered a new way to learn in the 21st century, one that has received praise from academic, industry, government, and media leaders. Whatever your role, working for WGU gives you a part to play in helping students graduate, creating a better tomorrow for themselves and their families. The salary range for this position takes into account the wide range of factors that are considered in making compensation decisions including but not limited to skill sets; experience and training; licensure and certifications; and other business and organizational needs. At WGU, it is not typical for an individual to be hired at or near the top of the range for their position, and compensation decisions are dependent on the facts and circumstances of each case. A reasonable estimate of the current range is: Grade: Faculty 506Pay Range: $71,300.00 - $107,000.00 Job Duties Develops instructional materials, aligned with identified learning objectives, course competencies, and instructional interventions, to support both student self-service use and use in virtual one-to-many events. Provides effective, relevant, and engaging one-to-many virtual events aligned with identified learning objectives. Continually develops knowledge, skills, and expertise through active participation in faculty learning community and other developmental opportunities. Provides proactive, relevant, timely, and effective one-to-one virtual instruction to students in a specific course or domain. Facilitates student communities to support peer collaboration, effective faculty interaction, and student development. Student-centered and provides effective one-to-one virtual coaching to help students achieve personal, academic, and career goals. Adapts instructional and coaching practices to common and typical student needs. Performs other job-related duties as assigned. KSAs Subject-matter expertise in the assigned content and skills of the course(s)/domain(s) Strong knowledge of how student characteristics interact with different learning needs common to the course(s)/domain(s) Strong communication skills with the ability to moderate online student communities to encourage engagement and learning. Ability to use information from student profiles, learning behaviors, and interactions to identify individual student needs. Demonstrates respect for and value of diverse perspectives and experiences. Ability to adapt standard resources, templates, and instructional plans for the needs of individual students or groups of students. Ability to apply adult learning principles and instructional skills to build student competency in a virtual one-to-one setting. Provide encouragement for student self-reflection and metacognition to improve competency in learning objectives. Flexibility to adjust instructional approach depending on individual student needs and preference. Skilled at using data to identify students in need of proactive support, with the ability to select appropriate tone and content for proactive outreach. Ability to adapt the timing, modality, and frequency of outreach/contact to individual student needs and preferences. Strong active listening skills and emotional intelligence with the ability to build relationships with adult students. Solid understanding of coaching strategies to support personal, academic, and professional development in adult students. Willingness to engage in regular self-reflection and re-evaluation of beliefs, perspectives, and approaches to improve equity. Proficient in developing presentation materials that align to specified objectives and are visually engaging, understandable, and accessible. Ability to develop learning facilitation experiences and effective, formative self-assessment activities aligned with specific objectives to advance student learning. Skilled at implementing relationship-building activities for online student communities. Ability to facilitate synchronous student interaction in a virtual environment. Minimum Qualifications Doctoral or terminal degree from an accredited institution, with at least one degree in Educational Leadership or Educational Administration. Education must be from an accredited institution. Education is verified. Minimum of 3 years' experience as a building principal. Demonstrated ability to work with diverse learner profiles. Ability to work a student-friendly schedule that includes days, evenings, and weekends. Preferred Qualifications Experience as a Superintendent Strong experience with distance education and distance learning students. Job Description Disclaimer: This position description provides the major duties/responsibilities, requirements and working conditions for the position. It is intended to be an accurate reflection of the current position, however management reserves the right to revise or change as necessary to meet organizational needs. Other responsibilities may be assigned when circumstances require. #LI-REMOTE #LI-SM1 Position & Application Details Full-Time Regular Positions (classified as regular and working 40 standard weekly hours): This is a full-time, regular position (classified for 40 standard weekly hours) that is eligible for bonuses; medical, dental, vision, telehealth and mental healthcare; health savings account and flexible spending account; basic and voluntary life insurance; disability coverage; accident, critical illness and hospital indemnity supplemental coverages; legal and identity theft coverage; retirement savings plan; wellbeing program; discounted WGU tuition; and flexible paid time off for rest and relaxation with no need for accrual, flexible paid sick time with no need for accrual, 11 paid holidays, and other paid leaves, including up to 12 weeks of parental leave. How to Apply: If interested, an application will need to be submitted online. Internal WGU employees will need to apply through the internal job board in Workday. Additional Information Disclaimer: The job posting highlights the most critical responsibilities and requirements of the job. It's not all-inclusive. Accommodations: Applicants with disabilities who require assistance or accommodation during the application or interview process should contact our Talent Acquisition team at ******************. Equal Employment Opportunity: All qualified applicants will receive consideration for employment without regard to any protected characteristic as required by law.

Join an Elite Tutor Talent Pool for a Prestigious Global Research Mentorship Programme (Remote, Flexible) Are you a Master's or PhD-level scholar from a world-leading university such as Oxford, Cambridge, MIT, Stanford, or the Ivy League? We are inviting exceptional academics and educators to join our curated Tutor Talent Pool for a highly selective online research mentorship programme, supporting intellectually ambitious students aged 13-18 from around the world. This is not an offer of immediate work, but an opportunity to join our network of distinguished tutors. When student demand aligns with your subject expertise and availability, we'll invite you to participate. About the Programme: This intensive, two-week online mentorship introduces gifted secondary students to the rigour of academic research, critical thinking, and scholarly writing. Across 10 one-to-one tutorials, students collaborate closely with their tutor to develop a short academic research paper in a subject of their choice. Tutorial Format: 10 x 1-hour tutorials, delivered over 2 consecutive weeks Fully remote, personalised academic engagement Students produce a 1,500-2,000-word research paper by the end of the programme Areas of Academic Interest: We welcome applications from scholars in a wide range of disciplines, including but not limited to: STEM: Mathematics, Physics, Engineering, Computer Science, Medicine, Biosciences Humanities & Social Sciences: History, Politics, Literature, Law, Philosophy, Psychology, Economics Interdisciplinary & Emerging Fields also encouraged Requirements Ideal Tutor Profile: We are looking for tutors who are: Currently completing or have completed a Master's or PhD at an Ivy League institution, Stanford, MIT, Oxford, or Cambridge Experienced in teaching or mentoring high school or undergraduate students Passionate about guiding young scholars in independent research Articulate, organised, and deeply committed to academic excellence Available for 10 one-hour sessions over a 2-week period when matched with a student Benefits What We Offer: Competitive compensation for each 2-week mentorship The opportunity to inspire and mentor bright, globally diverse students Fully remote and flexible engagement Membership in a growing global network of top-tier academic mentors A meaningful way to share your expertise and support future scholars If you're committed to academic mentorship and eager to work with outstanding young minds, we invite you to register your interest and apply to join our Tutor Talent Pool. We look forward to connecting with you when the right opportunity arises in your subject area

MasteryPrep is seeking dynamic, engaging, and energetic instructors to deliver in-person one-day, “event” style educational seminars for high school students. Our mission is to equip students-especially those who struggle taking tests-with the strategies, tools, and confidence to make measurable improvements on standardized tests. As an Instructor, you will lead high-energy sessions designed to motivate, challenge, and inspire students. You will bring MasteryPrep's proven curriculum to life through interactive teaching, humor, and practical guidance, helping students feel empowered and prepared for success. Key Responsibilities Deliver one-day test-prep events using MasteryPrep's curriculum and materials. Engage and motivate students in small and large-group settings, creating an upbeat and encouraging environment. Represent MasteryPrep with professionalism and enthusiasm at partner schools and events. Adapt teaching style to meet the needs of diverse learners. Maintain punctuality, reliability, and a positive attitude. About Us Nearly 90% of low-income students graduate high school without a college-ready ACT or SAT score. MasteryPrep's mission is to level the playing field in education by offering the most effective test preparation available - made accessible to all students. Through 10 successful years of partnering with school districts and institutions on college readiness services and resources, MasteryPrep has surpassed one million students served since the company's founding in 2012. MasteryPrep has increased its student outreach by 200 percent since 2020 and is ranked among the Inc. 5000 “Fastest Growing Companies,” featured by “Entrepreneur 360,” and selected among the “Growth Leaders” by Louisiana Economic Development. When we ask our employees what they love most about working with MasteryPrep, it comes down to the mission, the people, and the challenge. The mission: Ever had a day when you just don't feel like getting out of bed and working? We don't. We have a strong mission that truly changes lives and it motivates us each day to get up, get together, get better, and get things done. The people: MasteryPrep is as diverse as the student population we serve and we value our employees as people, not just the position they fill. We have bicyclists, book nerds, musicians, basketball players, video gamers, and one person who has an insanely green thumb. No really. She can grow anything! The challenge: We believe that with everything we do, we should make it awesome. We don't believe in “average,” “run-of-the-mill,” or “ordinary.” And “good enough” isn't in our vocabulary. We're growing tremendously and won't stop until every student has access to a better future. Bring your experience, skills, and creativity here-and you'll find MasteryPrep is a place to contribute and feel valued. Requirements Bachelor's degree or higher (teaching certification not required) Successful completion of MasteryPrep's asynchronous instructor training Ability to travel to U.S. cities, work onsite, and report regularly Willingness to receive and implement instructional feedback Deep belief in the potential of all students and commitment to helping them reach their full potential Ability to communicate and work effectively with students and school administration Excellent critical thinking and organizational skills Strong interpersonal skills with the ability to motivate others Respect for diverse backgrounds and experiences; ability to work effectively with people from all walks of life Flexibility: hours may vary depending on region and school registration Additional Details Part-time, flexible schedule: anywhere from a few events per month to several per week Most events take place on weekdays during school hours, with occasional Saturdays Benefits Pay is competitive and based on hours and experience.

Every therapist deserves a work environment that enables them to provide the best possible services, just as every child deserves the support that empowers them to find their voice. AXIS Teletherapy was built by two SLP sisters who believed therapists thrive when they're part of a community designed for balance, connection and purpose. Working with schools across the country, both virtual and brick-and-mortar, AXIS delivers remote therapy through a trusted team of speech-language pathologists, occupational therapists, psychologists, counselors, and evaluators. The result is high-quality care for students across the country and a strong, supportive community for the professionals who serve them. Wilson Reading Instructors at AXIS empower school-aged children by using evidence-based strategies to support specialized instruction, individual education plans, and academic success. In a virtual setting, they provide specialized instruction in literacy, collaborate with families and educators, and help students thrive through consistent, data-driven support. Their work ensures that every child can build independence and resilience, no matter where they are. Special Educator Requirements & Responsibilities - Pennsylvania Bachelor's or Master's Degree in Education Pennsylvania PK-12 certification Wilson Reading Certification 2+ years of experience in a school setting Professional Integrity & Accountability - Demonstrates ethical behavior, respects policies, and takes ownership of responsibilities Collaboration & Communication - Works effectively with colleagues and contributes to a positive, team-oriented environment Adaptability & Problem Solving - Maintains a growth mindset, responds well to challenges, and can troubleshoot independently Cultural Competence & Time Management - Shows cultural sensitivity and consistently manages time and tasks efficiently Wilson Reading Instructor Benefits Part-Time: 15 hours of daytime availability per week minimum 1099 Contract Positions Competitive Pay Unparalleled Mentorship and Support 100% Remote

Title Affiliate Instructor - Teacher Education Employee Type Regular Office/Department Teacher Education (JMA) Work Environment Remote Job Type Part time Anticipated Start Date 09/03/2024 Benefits at Loyola ********************************************** If Temporary or Visiting, Estimated End Date Position Duties The Teacher Education Department is seeking talented per-course instructors for our masters and certificate programs in elementary and secondary education (undergraduate and graduate), literacy education (Reading specialist, Literacy Teacher, ESOL), Kodaly Music Education, Montessori, and Curriculum & Instruction for Social Justice. Courses may be offered in our the Evergreen Campus in Baltimore. Additionally, courses may be offered in face-to-face, hybrid, and fully online formats. We seek experienced educators with a passion for education who can combine real-world experience with theoretical understandings of the field. Specific course needs vary from semester to semester. Information about our program offerings can be found at *********************************************************** The School of Education at Loyola University Maryland is recruiting a pool of persons for possible per-course affiliate teaching positions. This pool will be accessed ONLY when an opening arises. Your credentials will remain active as long as the pool position is available but no more than one year. After one year, if you are still interested, you must reapply to the current position pool. Only those selected for an interview will be contacted. The review of applications is ongoing. Compensation Range: $4,000.00 - $4.500.00 Successful candidates for any staff, faculty, or administrative position at Loyola University Maryland will be subject to a pre-employment background check. University Description Loyola University Maryland, located in the vibrant city of Baltimore, is a prestigious, selective, comprehensive university with a strong residential liberal-arts-based undergraduate program and professional graduate programs at the master's and doctoral levels. Founded in 1852, Loyola is one of 27 Jesuit colleges and universities in the United States and the first to bear the name of Saint Ignatius Loyola, founder of the Society of Jesus. Deeply committed to the Ignatian principles upon which it was founded, Loyola focuses on the care and education of the whole person - mind, body, and spirit - and its mission centers on preparing its students to learn, lead, and serve in a diverse and changing world. The Wall Street Journal ranked Loyola No. 1 among midsized colleges in the South and No. 23 overall in the nation in its 2025 “Best Colleges” list. Loyola was also ranked No. 5 in the nation for career preparation, No. 22 in the nation for student experience, and No. 65 in the nation for impact on graduate salaries. U.S. News & World Report has ranked Loyola among the top 10 universities in the North Region for the past decade. Princeton Review named it one of the nation's top institutions for undergraduate higher education and one of the best Mid-Atlantic colleges for 2025. It is among Washington Monthly's top master's universities nationally and is listed among the “best value” private colleges in Kiplinger's Personal Finance . Loyola University Maryland is proud to be recognized among the nation's top institutions. From national rankings to regional accolades, our commitment to academic excellence, student success, and Jesuit values continues to earn praise from respected organizations and publications.Learn more about our prestigious rankings and notable accolades and university profile by clicking on the hyperlinks. Diversity Statement Loyola University Maryland strongly values the benefits that diversity brings to the workplace. In accord with its Ignatian values, the University is committed to creating and promoting a community that recognizes the inherent value and dignity of each person. Loyola University Maryland does not discriminate on the basis of race, sex, color, national or ethnic origin, age, religion, disability, marital status, sexual orientation, gender identity, genetic information, military status, or any other legally protected classification. The University recruits, hires, and promotes in accord with this policy and its Core Values.

Duties & Responsibilities: Supervises and instructs students with moderate, severe and profound developmental disabilities in order to provide basic skill development in the areas of life skills, leisure skills, community and transition skills; carries out all aspects of professional responsibility as designated in the school's administrative guidelines; provides direction for the Instructor Assistants and volunteers assigned; provides training to students in a wide variety of community-based settings which may require using public transportation or driving a county vehicle; Participates as a member of the transdisciplinary team working with other staff and therapists in assessing, developing, implementing, evaluating and modifying the Individual Educational Plans for assigned students as required by, but not limited to, community transition goals, lunch/snack programs, adaptive equipment needs, technology support, routine medical procedures and academic instruction plans. Plans, develops and implements written daily lesson plans for assigned students in order to meet the objectives as established on the students' Individual Educational Plan; plans, reviews and selects instructional materials for use in the assigned classroom; Maintains a classroom environment which is conducive to learning and free of health and safety hazards; Performs student alternative assessments; assesses developmental levels of students by formal and informal methods in order to obtain evaluative data; observes and confers with others in order to collect information relative to the assessment process and to the Individual Educational Plan. Communicates several times per week with parents and families of students, in order to ensure collaboration. Develops, implements, modifies and measures progress towards Individual Educational Plan for each student; Prepares and maintains written records and reports as required on, but not limited to, student attendance, assessments, program objectives and progress data for regular evaluations and for revision of Individual Educational Plans; Provides consultation services with parents, guardians and/or significant others to ensure comprehension of classroom objectives and to promote generalization of same in the home environment. Participates in and/or provides staff training programs; reads professional literature and attends seminars, academic classes or workshops to enhance professional knowledge and skills in areas such as, but not limited to, behavior support systems, data collection procedures for IEPs, conditions of developmental disabilities, instruction and/or curriculum development. Attends and participates in staff and committee meetings to obtain and provide information. Regularly reads agency email. May perform delegated nursing tasks and/or procedures; Performs other related duties as assigned

JOB VACANCY DESCRIPTION Home Instruction Tutor Reports to: Building Principal and/or Chief Student Services Officer Employment Status: Temporary Salary: $37.05 p/hour FLSA Status: Exempt Description: Facilitate learning by providing instruction to home-bound students; teach and present subject matter accordingly. NOTE: The below lists are not ranked in order of importance Qualifications: * Bachelor's degree in education from an accredited college or university * Appropriate State of Ohio licensure * Alternative to the above qualifications as Superintendent and/or Board of Education may find appropriate Required Knowledge, Skills, and Abilities: * Knowledge of academic area and teaching methodology * Ability to work effectively with others * Ability to communicate ideas and directives clearly and effectively both orally and in writing * Effective, active listening skills * Organizational and problem solving skills * General computer skills Essential Functions: * Ensure safety of students * Teach and evaluate the students using sound instructional practices * Maintain accurate, complete and correct records as required * Provide guidance and counsel to the students which will promote their welfare and their proper educational development * Distribute homework assignments * Take necessary and reasonable precautions to protect equipment, materials, and facilities * Demonstrate knowledge of subject matter and present clear, complete and accurate explanations utilizing a variety of instructional techniques and media suitable to the level of learners * Act as teacher and facilitator * Identify student needs, and cooperate with other professional staff in assessing and helping students solve health, attitude, and learning problems * Interact in a positive manner with staff, students and parents * Maintain respect at all times for confidential information, e.g., student grades * Promote good public relations by personal appearance, attitude and conversation * Attend meetings and in-services as required * Observe ethics of the teaching profession; exhibit professional behavior, emotional stability, and sound judgment * Instruct students in the locations and at the times designated * Counsel with colleagues, students and parents * Create an environment that is conducive to learning and appropriate to the maturity and interests of students * Utilizing assignments/materials prepared by classroom teachers, tutor students within allowable guidelines Other Duties and Responsibilities: * Interact with public in official capacity when required * Interact with Superintendent and/or Board of Education and present information as requested * Serve as a role model for students * Respond to routine questions and requests in a timely, appropriate manner * Establish and maintain cooperative professional relationships * Attend professional growth seminars, workshops, etc. to keep current on relevant issues * Counsel, advise, encourage, and motivate students * Interact with other departments and school personnel when necessary * Discipline students when necessary * Refer attendance, health, and psychological emotional problems to Principal and/or Guidance Counselor * Perform other duties as assigned Equipment Operated: * Copy machine * Computer/printer * Television/DVD player * Telephone Additional Working Conditions: * Occasional exposure to blood, bodily fluids and tissue * Occasional interaction among unruly children * Occasionally lift, carry, push, and pull various items up to a maximum of 25 pounds, e.g., paper boxes, deliveries of supplies and equipment * Frequently move and position self as necessary to access and operate equipment * Frequently move around workspace and travel throughout school building and/or school district * Occasional operation of a vehicle in inclement weather conditions Employee shall remain free of any alcohol or non-prescribed controlled substance, use in the work place throughout his/her employment with the District. The Upper Arlington City School District Board of Education does not discriminate on the basis of race, color, national origin, sex, including sexual orientation and transgender identity, disability, age, religion, military status, ancestry, genetic information, or any other legally protected category, in its programs and activities, including employment opportunities. This job description is subject to change and in no manner states or implies that these are the only duties and responsibilities to be performed by the incumbent. The incumbent will be required to follow the instructions and perform the duties required by the incumbent's supervisor and or appointing authority.

Manhattan Prep is seeking expert GMAT teachers in New York City to instruct in-person classes. Online classes and tutoring may also be available. Teaching takes place primarily during evenings and weekends. This is a part-time position: many of our instructors maintain full-time positions, engage in creative or entrepreneurial endeavors, or pursue advanced degrees while teaching for Manhattan Prep. Commitment: 5-15 hours/week, minimum 12 months. More or fewer hours may be available depending on preference and seasonal demand. Compensation: $109/hr for classroom teaching $119/hr for private tutoring What We're Looking For: We're building a student-centered, transformational teaching culture. Ideal instructors: Listen empathetically and adapt to each student's thinking Lead dynamically, motivate, and sustain engagement Coach students to think critically, plan strategically, and take ownership of their learning Embrace a growth mindset: actively seek feedback, reflect on teaching, and continually improve Use data and structured reflection to make teaching more effective Are content experts with infectious enthusiasm; no “sage on the stage” mentality Qualifications: Must have a 99th percentile score (715+) on the GMAT Focus test Teaching or tutoring experience Location Remote/Nationwide, USA Additional Locations Employee Type Employee Job Functional Area Instructors Business Unit 00092 Kaplan Health Diversity & Inclusion Statement: Kaplan is committed to cultivating an inclusive workplace that values diversity, promotes equity, and integrates inclusivity into all aspects of our operations. We are an equal opportunity employer and all qualified applicants will receive consideration for employment regardless of age, race, creed, color, national origin, ancestry, marital status, sexual orientation, gender identity or expression, disability, veteran status, nationality, or sex. We believe that diversity strengthens our organization, fuels innovation, and improves our ability to serve our students, customers, and communities. Learn more about our culture here. Kaplan considers qualified applicants for employment even if applicants have an arrest or conviction in their background check records. Kaplan complies with related background check regulations, including but not limited to, the Los Angeles County Fair Chance Ordinance for Employers and the California Fair Chance Act. There are various positions where certain convictions may disqualify applicants, such as those positions requiring interaction with minors, financial records, or other sensitive and/or confidential information. Kaplan is a drug-free workplace and complies with applicable laws.

The Intensive English Program at Capital University is seeking to hire Adjunct ESL instructors for the spring 2026 semester. Contracts are issued on a semester-by-semester basis. The ESL Program provides international students with supportive and vigorous language instruction that will lead to preparation for a student's next academic journey. Instructional delivery is in-person, Monday -Thursday, and classes meet from 8:30 am - 2:30 pm. Depending on enrollment, teaching assignments may be for 1-3 classes. The first day of class for the spring semester is Wednesday, January 7, 2026. Requirements: * Master's degree in TESOL or a closely-related field (English, Linguistics, Education). * Minimum one to three years of teaching academic reading, writing, listening and speaking in an Intensive English Program (IEP) or English for Academic Purpose (EAP) program. * Creative classroom presence with an ability to teach from basic to advanced students. * Effective written, oral, and interpersonal communication skills and attention to detail. * Effective use of technology in the classroom. * Ability to work effectively and collaboratively with colleagues. * Assist with end of semester testing, grading, and other tasks. Application Process: Interested candidates should submit 1) Cover letter that outlines the applicant's IEP\/ESL experience as well as an educational philosophy to teaching international students of varied backgrounds, 2) a current CV, 3) Unofficial\/copies of MA transcript, 4) names of three professional references (w\/phone number & email address). Please upload all documents listed above to the drop box, when asked to upload resume on application. Capital University is currently unable to sponsor employment Visas or consider candidates who will require Visa sponsorship. For more information on Capital University, visit our website at

Job Title: Directly Responsible To: Temporary In-home Based Instruction - Tutor Teacher JR SR High School Principal Primary Function: As a tutor teacher for home-based instruction, your primary responsibility is to provide individualized educational support to students who are unable to attend school in person due to medical, disciplinary, or other approved reasons. You will deliver instruction aligned with the student's academic goals and curriculum, maintain regular communication with families and school staff, monitor student progress, and document instructional time accurately. Your role is essential in ensuring continuity of learning and helping students stay on track with their educational plan. Directly Responsible To: Building Principal Description of Responsibilities: * Instruction: (a) Establish appropriate learning objectives for students; (b) Plan, implement, and conduct instructional experiences directed to the learning objectives; (c) Assess students' achievement of objectives. * Classroom Management: (a) Maintain an atmosphere conducive to learning; (b) Take full advantage of all resources and materials available that are appropriate to student's needs, subject matter, and objectives. * Supervision: (a) Supervision students as assigned both in the classroom and in activities; (b) Assist in supervision of students throughout the building and grounds. * Professional Growth: (a) Participate in the appropriate in-service and career development activities; (b) Keep current in the education field: (c) Collaborate with the other teachers in the building to plan and implement courses assigned in their respective discipline. * Communication: Keep parents current as to the progress of their students * Knowledge of effective instructional strategies in all content areas and aware of differentiation * Ability and knowledge of technology to teach * Knowledge of assessment strategies and the use of strategies Minimum Qualifications: * Current Washington State Teaching certificate * Ability to communicate effectively and work collaboratively with support services staff * Ability to provide instruction to students of diverse backgrounds and learning styles * Ability to motivate students to become engaged in their education * Effectively use student achievement data to provide instruction * Bilingual and biliterate Preferred Qualifications: * The ability and desire to direct students towards rigorous, relevant classes and applications * Ability to develop engaging strategies for home-based student instruction and activities to illustrate the importance of education to students. WORKING ENVIRONMENT: MENTAL DEMANDS Required to deal with a wide range of student, staff and public behaviors and needs in a positive and service-oriented manner. May occasionally deal with distraught or difficult students or parents. PHYSICAL DEMANDS Amount of standing, sitting, walking, bending, and twisting will vary depending on the age of students and classroom assignments. Physical capabilities also require lifting and carrying (no more than 50 lbs.) pushing and/or pulling, stooping, kneeling, crouching, crawling, twisting, and significant finger dexterity. Generally, the job requires approximately 35% sitting, 35% walking, and 30% standing. Maintaining good hygiene is essential. CONDITIONS: The preceding list of essential functions is not exhaustive and may be supplanted as necessary. District employees, other than personnel in the District's Employment Services Department are not authorized to make promises of employment, promises of employment for a particular period of time, or promises of a particular level of compensation or benefits to job applicants for certified or classified positions. Any verbal or written statements to that effect by District employees other than Employment services personnel are null and void. Mabton School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of trained guide dog or service animal. Mabton School District provides equal access to the Boy Scouts, Girl Scouts, and other designated youth groups. Questions and complaints of alleged discrimination should be addressed to the following designated employee: Title IX, Sec. 504 Coordinator, and Civil Rights Compliance Officer - Jessica Prieto ; 306 North Main Street, PO BOX 37, Mabton, WA 98935. 2.5 hours per day. Monday - Friday School-day hours (8:30-3:00) preferred, but after-school hours (3:30-6:00) may be arranged by mutual agreement. Hourly Rate $ 45.58 Beginning August 20, 2025- August 26, 2025

Compensation Type: SalariedCompensation: $40.00 The ASPIRE ESOL Instructor role will create adult individual learning plans, assess and monitor student progress, identify the literacy needs of limited English speakers, and plan and implement lesson plans in an ESOL classroom. Further, instructors will assist with the transition from ASPIRE ESOL classes into continuing education opportunities. ESSENTIAL JOB FUNCTIONS Instruction & Program Support Responsibilities include but are not limited to the following: Conduct comprehensive assessments of students in adherence to Aspire policy, ensuring accurate placement within the program's levels. Develop and execute dynamic lesson plans tailored to meet the diverse needs of students. Manage and update student records meticulously, ensuring data accuracy and currency. Offer personalized support services to adult learners and appropriately refer students to external agencies for specialized assistance. Stay updated on Aspire policies to provide students with reliable information about the program. Engage in continuous professional development to refine ESOL teaching methodologies and strategies. Execute additional tasks as required to support program objectives effectively. Employ a diverse range of materials and teaching techniques within the ESOL curriculum to optimize student engagement and learning outcomes. Integrate technology seamlessly into classroom instruction to augment learning experiences. Foster collaborative relationships and maintain open communication with both colleagues and students. Provide regular updates to the coordinator regarding pertinent information. Actively participate in ESOL department meetings and mandatory professional development sessions. Assist in student recruitment efforts and contribute to public relations initiatives promoting the program. Culture of Respect Fosters and maintains a safe environment of respect and inclusion for faculty, staff, students, and members of the community. Minimum Qualifications: Associate's degree or higher Preferred Qualifications: TESOL certification A degree in Linguistics, English, Education, Counseling, or Social Work Previous experience teaching English to speakers of other languages Previous experience or knowledge of the Aspire program Teaching experience and lesson planning experience with adult learners Additional Information: Applicants must be available to work hours as needed and assigned. State Motor Vehicle Operator's License or demonstrable ability to gain access to work site(s). Full Time/Part Time: Part time Union (If Applicable): Scheduled Hours: 20 Additional Information In order to ensure your application is complete, you must complete the following: Please ensure you have all the necessary documents available when starting the application process. For all faculty positions (Instructor, Annually Contracted Faculty, and Adjunct), you will need to upload an unofficial copy of your transcript when completing your aplication. Prior to submitting your application, please review and update (if necessary) the information in your candidate profile as it will transfer to your application. If you are a current employee of Columbus State Community College, please log in to Workday to use the internal application process. Thank you for your interest in positions at Columbus State Community College. Once you have applied, the most updated information on the status of your application can be found by visiting your Candidate Home. Please view your submitted applications by logging in and reviewing your status.

Benefits: Competitive salary Flexible schedule Paid time off Training & development Empower Youth & Inspire Change! (Grades 5-12) Location: Your local area schools (Middle and High schools). Immediate needs in Scioto, Ross, Pickaway, Pike Madison, Allen, Auglaize, Mercer, and Van Wert counties in Ohio. Schedule: School hours with occasional training/meetings. Compensation: Salary + commission. Are you passionate about making a difference in the lives of students? Do you enjoy engaging with youth, encouraging character development, and inspiring positive choices? If so, we'd love to meet you! We're a mission-driven non-profit organization that has been partnering with schools since 2002 to deliver impactful, values-based education focused on healthy relationships, decision-making, and character development. We are currently seeking dependable, motivated Classroom Instructors to join our growing team! What You Will Do: Teach our curriculum to students in grades 5-12 in classroom settings Build relationships with school administrators and schedule classroom sessions Deliver engaging, interactive presentations that resonate with youth Travel to local middle and high schools in your surrounding area Attend 4 one-day team meetings per year and a 3-day training in August in Columbus, OH What We Are Looking For: Passion for working with teens and positively impacting your community Dependable, self-motivated, and excellent communication skills Professional appearance and strong work ethic Reliable transportation and ability to pass a background check Why Join Us? Rewarding work that makes a real difference Supportive team culture Competitive pay structure (base salary + commission) Paid training and development opportunities Join a team that's building up the next generation--one classroom at a time Compensation: $40,000.00 per year About Us Relationships Under Construction (RUC) teaches youth the blueprint for strong future families. Our program addresses character development, goal setting, how to recognize healthy and unhealthy relationships, and dating violence while exploring the issues of fatherhood, motherhood and healthy family formation. RUC teaches the importance of saving sexual activity for marriage. Consequences of sexual activity outside of marriage including STI/STDs, teen pregnancies and emotional bonding can negatively impact future relations. RUC helps teens and parents understand why avoiding these risks is so important. Program Values We believe in the integrity of youth and their ability to make healthy decisions when equipped with the right information. We believe in laying the foundation for a future that can include a healthy marriage and strong family relationships. We acknowledge behaviors have consequences, so we encourage healthy decisionmaking, individual responsibility and relationship education. We believe in the joy of sexual intimacy. We treat sexual intimacy with respect, understanding that it is best enjoyed in its perfect time and place within marriage. We believe in respect for self and others. We value life and believe in the pursuit of truth. We believe that the whole person is composed of moral, physical, emotional, intellectual, and social elements.

Telugu Distance Learning Associate Language Instructor will assist an ongoing requirement for live virtual Distance Learning (DL) foreign Language, Regional Expertise, and Cultural (LREC) instruction and LREC program support services. Specific duties may include, but are not limited to: Provide virtual language instruction to improve foreign language proficiency skills across the modalities of Listening, Reading, and Speaking (L/R/S) as measured by the Defense Language Proficiency Test (DLPT), ACTFL or Oral Proficiency Interview (OPI). Provide virtual instruction on regional and culture subjects, using modern communicative and blended-learning methodologies. Provide instruction based on designated POI. Develop lesson plans or other learning material, as required. Possess the ability to assess, develop a lesson plan, and deliver instruction based on student interest and levels varying from ILR 0+ - 3, Review, correct, and grade assignments, discuss and provide feedback. Maintain a positive and professional virtual learning environment, telephonic environment, chat message environment address student behavior/attendance concerns with site lead, and utilize designated materials mentioned in POI and other products approved by GOVT to support instruction. Collaborate with Site Lead, POI analyst, or Language Instructional Developer to address student and curriculum gaps. Requirements Must be a US Citizen Educated native speaker of the foreign language or a near-native foreign language capability in listeining, reading, and speaking with ILR 3/3/3 or equivalent. Experience in providing various levels of foreign language instruction through a virtual environment. Understanding of the cultural, social, and political environment of the foreign language region. Experience in creating blended learning lessons and the ability to tailor existing materials to fit the customer's needs and expectations. Instructor must have access to a Windows, a computer, webcam, headset with a microphone, a phone or smart tablet, and a high-speed internet connection Desired Qualifications: Experience using online platforms, such as CL-150 or Blackboard Bachelors Degree Clearance: None. Location: Remote Travel: No travel required

Telugu Distance Learning Associate Language Instructor will assist an ongoing requirement for live virtual Distance Learning (DL) foreign Language, Regional Expertise, and Cultural (LREC) instruction and LREC program support services. Specific duties may include, but are not limited to: Provide virtual language instruction to improve foreign language proficiency skills across the modalities of Listening, Reading, and Speaking (L/R/S) as measured by the Defense Language Proficiency Test (DLPT), ACTFL or Oral Proficiency Interview (OPI). Provide virtual instruction on regional and culture subjects, using modern communicative and blended-learning methodologies. Provide instruction based on designated POI. Develop lesson plans or other learning material, as required. Possess the ability to assess, develop a lesson plan, and deliver instruction based on student interest and levels varying from ILR 0+ - 3, Review, correct, and grade assignments, discuss and provide feedback. Maintain a positive and professional virtual learning environment, telephonic environment, chat message environment address student behavior/attendance concerns with site lead, and utilize designated materials mentioned in POI and other products approved by GOVT to support instruction. Collaborate with Site Lead, POI analyst, or Language Instructional Developer to address student and curriculum gaps. Requirements Must be a US Citizen Educated native speaker of the foreign language or a near-native foreign language capability in listeining, reading, and speaking with ILR 3/3/3 or equivalent. Experience in providing various levels of foreign language instruction through a virtual environment. Understanding of the cultural, social, and political environment of the foreign language region. Experience in creating blended learning lessons and the ability to tailor existing materials to fit the customer's needs and expectations. Instructor must have access to a Windows, a computer, webcam, headset with a microphone, a phone or smart tablet, and a high-speed internet connection Desired Qualifications: Experience using online platforms, such as CL-150 or Blackboard Bachelors Degree Clearance: None. Location: Remote Travel: No travel required

PART-TIME INSTRUCTORS 14-15 HOURS / WEEK on average (can vary; see details below) COMPENSATION: Competitive and based on experience & geography (see details below) DATES: Cohort launch is on March 4th- and runs for 12 weeks. Contract also includes paid training week prior to course launch. Additional start dates also available every ~6 weeks after March 4th, and candidates may be considered for a full-time role) APPLICATIONS DUE: Applications are considered on a rolling basis, and we will reach out to you if we see an opportunity. Instructor Job Description Terra.do, an online climate change school and community, is hiring instructors to teach Climate Change: Learning for Action, a fully online, part-time, global 12-week climate “bootcamp”. All course elements, including content, assignments, structure of lab sessions, and guest lectures are fully developed/organized. Fellows (i.e. the learners) are highly skilled professionals looking to switch into climate careers or apply a climate lens to their current work. The course is designed to be highly practical, interactive, collaborative and challenging. Instructors can expect to put in 12-15 hours a week teaching and supporting a group of no more than 30 fellows. For the first cohort, this time commitment could be closer to 15-18 hours a week on average, as you will be absorbing the material for the first time. The course is repeated every ~6 weeks, and instructors, if interested, can stay on long-term teaching the same material, and potentially take on more groups in parallel (for additional compensation) or move into full-time positions. You can see the curriculum and complete our sample energy class via the course webpage. Responsibilities and expectations Instructors will support all aspects of student learning including: Helping fellows understand the materials, assisting fellows with assignments, providing feedback on assignments. Note that you do not need to build or create new content-the course content is fully developed already Responding to all questions and maintaining active presence on the fellows workspace (we use Slack to respond to all fellows questions and post content related to course material) Facilitating cross-cohort community-building Conducting discussion-based “lab groups” once a week on Zoom Coordinating and sharing learning with other instructors Keeping close track of fellows progress and individualizing support based on detailed analytics and on your knowledge about the fellows in your class Meeting 1:1 with fellows for 20-30 min “office hours” Facilitating one additional 1-hour event over the course of the course and possibly more (for additional compensation at an hourly rate) small group discussions or “deep dives” on areas of personal expertise Suggesting improvements and updates to all aspects of the course, including content, lab sessions, guest lectures, assignments, cohort interactions, community organization, etc Attending a 90-minute weekly instructors meeting, which occurs on Thursdays at 8am PT. Required skills Experience and skills with online facilitation. A master's level degree in an interdisciplinary climate/environment program; Ph.D. students and graduates strongly encouraged to apply (or be a graduate of Terra.do's Learning for Action program). Equivalent knowledge/work experience is also accepted in place of degree qualifications. We are particularly interested in candidates with experience/knowledge of climate finance, corporate sustainability, and/or nature-based solutions. We are open to applicants with all types of climate experience and expertise. We are especially interested in applicants with demonstrable deep interest, skills and/or passion for climate-related activism, technology and innovation, applied science, energy, finance, risk, adaptation, land management and corporate climate action.. Some teaching experience (e.g. TA work in a university setting or high school teaching) desired though not required. High level of comfort with quantitative aspects of simple climate modeling, statistics and basic energy analysis (we will ask for evidence of this-prior coursework or research/work experience will do. We may also test your knowledge at the interview.) We recommend reviewing our free energy class available on the Learning for Action course page. Global outlook essential, including a keen awareness of how climate-related issues vary by context and country. 1 or more years of work experience (ideally related to climate change and sustainability) is preferred though not required-internships can count towards this. A capacity to be truly accepting, caring and supportive toward all learners, irrespective of their skills or backgrounds. Flexibility in your availability (within reason) and a capacity to respond to fellows requests or posts within 24 hours (except on weekends). This also means consistent access to high-speed internet while the course is running. CompensationCompensation will be in the range of $4,000-$5,000 based on experience per 12-week cohort for US-based instructors. First time instructors also receive an additional $500 one-time payment for training and additional preparation work for the first cohort. Outside of the US, this salary range may be adjusted to align with the local cost of living and market rates. Additionally How to submit your application What to submit If you are interested in applying, please email us the following: a CV/resume a short video responding to the following prompt: A group of fellows are struggling to understand how to think about the relative importance and potency of carbon dioxide vs. methane as greenhouse gases. Your goal is to help these fellows understand this better-imagine you are presenting to the group in your video. Feel free to use 1-2 slides (or any other tools) in your presentation if you think that helps. Limit your presentation to 5 minutes at most-the shorter the better. Just focus on the big take-aways. The 2 readings we assign to fellows to make sense of this question are in this twitter thread and this article. You should feel free to use other resources if you need. Tell us-in writing or in a short video (less than 400 words writing; 2-3 minutes for the video at most)-how you might respond to this hypothetical situation: An American fellow in your group expresses dissatisfaction with how slowly developing countries are reducing their emissions. This upsets an Indian fellow in your group who angrily points out that the U.S. has put up the most cumulative greenhouse emissions and now wants to stop other countries from developing their own economies. How would you mediate this conversation and help to resolve it? Also include name, position and contact information for 1 reference. Include a link to your LinkedIn profile and/or personal website if you have one. Please do not attach large files to your email-rather, upload your videos to a Google Drive folder, Youtube, Vimeo or other such platform, and share the link with us in your email. Attaching smaller docs (pdfs or Word docs) to your email is fine, but here too you can choose to share a link to a Google or Notion doc if you prefer. Please double-check your sharing settings so we can open and view links easily. If you are already employed and intend to continue in that job, please make sure your employer allows you to take on external part-time work before you apply. Where to submit Please email your submission to *****************. APPLICATIONS NOT EMAILED OR INCOMPLETE APPLICATIONS WILL NOT BE CONSIDERED

Tutors/Reading Tutor Date Available: 08/24/24 Thousands of children need extra help to read at grade level. Take action as a tutor because kids who are strong readers by the end of 3rd grade are positioned to be strong learners for the rest of their lives. As a Reading Tutor, you'll help students in kindergarten through third grade to become better readers. Every day, you'll meet with students one-on-one or in small groups to provide extra practice and build skills. With training and on-site coaching, we'll prepare you to help kids succeed. Students make the most progress when you are there, so our tutors serve during school hours and are needed for the entire school year. We are currently recruiting tutors for the 2024-25 school year, with the option of beginning in August, October or January. Give your time as a tutor and receive a scalable perks package based on your time commitment of 35, 25, or 18 hours per week. Want to Learn More? Watch this 2-minute video and get a glimpse of what it's like to be a tutor! Or click here to view the position description. Apply by clicking this link: ******************************************************************

** This is a continuous job posting for Hourly Instructors throughout the 2025-2026 school year. Interested applicants must apply online by visiting the Denver Public Schools job board at careers.dpsk12.org. ** About this job: Under the supervision of the Director of the Nursing Education Program and the Instructional Dean, Health Sciences, the EGTC Hourly Substitute Nursing Instructor will also assist with compliance with the accrediting agencies and in maintaining the overall integrity of their program. What DPS Offers You: A Culture that values Equity, Accountability, Integrity, Collaboration and Fun with a shared vision that Every Student Will Succeed. Salary: $48.76/hour - $84.93/ hour. Click Here for the VTF Salary Schedule for this role. In addition to competitive compensation, DPS has other Total Reward offerings such as; time off, health and wellness benefits, and PERA Retirement. For more information visit our New Employee Resources. This position is represented by an employee association (bargaining unit). Please see the Employee Associations Page for the current master agreement and important documents associated with your bargaining unit. What You'll Do: Work cohesively within the strategic direction, mission, and goals of the institution. Teach assigned courses with demonstrated competency with multiple instructional delivery methods and focus on effective assessment. Demonstrate teaching skills and knowledge to perform a variety of functions in their specialized area. Recruit, schedule, and participate in the program Advisory Committee. Write unit lesson plans, daily lesson plans, and various written and performance assessments in the classroom and lab setting. Prepare and maintain the curriculum to meet the requirements of the Colorado State Board and associated Federal and State agencies. Maintain discipline and enforce rules of conduct and behavior in accordance with school policy. Maintain accurate student records, including attendance, grades, and overall performance using appropriate software systems used by the institution. Maintain appropriate inventory for all program equipment, materials, and supplies. Supervise and maintain the cleanliness of the classroom/lab. Oversee and maintain the safety of the students and working environment. Attend and participate in faculty, departmental, advisory committee, and other professional meetings. Participate in professional development activities to remain current with industry practices and advancements. Team-teach with partner instructors and coordinate student learning activities. Work with partner instructors on program development and review for students learning. Prepare students to sit for and pass exams Teach all standards and requirements outlined in the individual course syllabi and program approval. Serve as model in demonstrating correct human relation skills for students to emulate. Help to maintain professional relationships with clinical sites. Supervise and evaluate students at clinical sites. Perform other duties as assigned by the Director of Nursing Education and/or the Instructional Dean, Health Sciences and/or his/her designee. What You'll Need: Bachelor's degree or relevant work experience required. Five (5) or more years experience in a related occupation within the preceding 10 years. Must meet the CTE credentialing requirements of the Colorado Community College System Office - This includes having 4,000 documented paid hours of industry experience within the last 7 years (or 5 if in healthcare) in the program field in which teaching and appropriate industry licensure, certificates, or technical training, OR 2,000 documented paid hours of industry experience and a Bachelor's degree with appropriate industry licensure, certificates, or technical training in the program field where they'll be teaching. Exceptions to these criteria are considered per the guidelines of the CCCS credentialing requirements. Broad knowledge of techniques and practices used in the related industry or subject area. Proficiency of Microsoft Office/Google products including Word, Excel, Outlook, Google Docs, Google Sheets, Google Slides, Google Workspace. Effective time management and organizational skills. Effective verbal and written communication skills. Flexible, creative, and strong conflict resolution skills. Ability to coordinate instructional activities and work with staff and students. The ability to take responsibility for one's own performance and perform under stress Works collaboratively with others on a team. Aptitude for variety and changing expectations in a fast-paced environment. Availability to work a flexible schedule, including evenings and weekends; may be called on short notice. Two years' teaching experience in a technical college or community college preferred. Online/Hybrid teaching experience preferred. Simulation lab coordination experience preferred. Lead for racial and educational excellence and work to dismantle systems of oppression and inequity in our community, along with believing in and supporting all students so they feel seen and heard with access to high quality education. Live and work with a permanent home address in Colorado while working with us. Have the ability with or without accommodations to meet the physical demands of the position. Denver Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, sex (including pregnancy, gender expression, and sexual orientation), parental status, national origin, age, disability, genetic information (including family medical history), political affiliation, military service, or any other status protected by law or regulations. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors. Students First. Integrity. Equity. Collaboration. Accountability. Fun

General/Teacher Date Available: 08/11/2025 Additional Information: Show/Hide Lancaster City Schools Human Resource Services Certified Posting May 2, 2025 Certified Vacancy for the 2025-2026 School Year: Job Title: Home Instruction Tutor Pay Rate: $34/hour Schedule: Flexible; sessions may be scheduled before or after the school day Qualifications for above position: * Candidates must be fully licensed and Highly Qualified

Benefits: Competitive salary Flexible schedule Paid time off Empower Youth & Inspire Change! (Grades 5-12) Location: Your local area schools (Middle and High schools). Immediate needs in Scioto, Ross, Pickaway, Pike Madison, Allen, Auglaize, Mercer, and Van Wert counties in Ohio. Schedule: School hours with occasional training/meetings. Compensation: Salary + commission. Are you passionate about making a difference in the lives of students? Do you enjoy engaging with youth, encouraging character development, and inspiring positive choices? If so, we'd love to meet you! We're a mission-driven non-profit organization that has been partnering with schools since 2002 to deliver impactful, values-based education focused on healthy relationships, decision-making, and character development. We are currently seeking dependable, motivated Classroom Instructors to join our growing team! What You Will Do: Teach our curriculum to students in grades 5-12 in classroom settings Build relationships with school administrators and schedule classroom sessions Deliver engaging, interactive presentations that resonate with youth Travel to local middle and high schools in your surrounding area Attend 4 one-day team meetings per year and a 3-day training in August in Columbus, OH What We Are Looking For: Passion for working with teens and positively impacting your community Dependable, self-motivated, and excellent communication skills Professional appearance and strong work ethic Reliable transportation and ability to pass a background check Why Join Us? Rewarding work that makes a real difference Supportive team culture Competitive pay structure (base salary + commission) Paid training and development opportunities Join a team that's building up the next generation--one classroom at a time Compensation: $40,000.00 per year About Us Relationships Under Construction (RUC) teaches youth the blueprint for strong future families. Our program addresses character development, goal setting, how to recognize healthy and unhealthy relationships, and dating violence while exploring the issues of fatherhood, motherhood and healthy family formation. RUC teaches the importance of saving sexual activity for marriage. Consequences of sexual activity outside of marriage including STI/STDs, teen pregnancies and emotional bonding can negatively impact future relations. RUC helps teens and parents understand why avoiding these risks is so important. Program Values We believe in the integrity of youth and their ability to make healthy decisions when equipped with the right information. We believe in laying the foundation for a future that can include a healthy marriage and strong family relationships. We acknowledge behaviors have consequences, so we encourage healthy decisionmaking, individual responsibility and relationship education. We believe in the joy of sexual intimacy. We treat sexual intimacy with respect, understanding that it is best enjoyed in its perfect time and place within marriage. We believe in respect for self and others. We value life and believe in the pursuit of truth. We believe that the whole person is composed of moral, physical, emotional, intellectual, and social elements.